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Why Do Teachers Need to Know About Diverse Learning Needs?: Strengthening Professional Identity and Well-Being (Personal, Social and Emotional Perspectives for Educators)
As a teacher, what are a teacher's personal, social and emotional responsibilities in supporting pupils with diverse learning needs? There is no longer a place for a teacher who denies their role in the education of pupils with diverse needs. But understanding how to meet these challenges, particularly in amongst the other challenges of teaching and the classroom, can seem daunting. Drawing on examples from early years to college, this book looks at what inclusion and inclusive practice means in practice and how it relates to different aspects of teaching. Covering issues related to teacher well-being, resilience and other professional skills this book offers the reader the opportunity to use case studies and research to reflect on their own professional practice. Expertly crafted by Sue Soan, drawing on the expertise of a team of practitioners and academics, this book brings together the latest research and current practice. International case studies showcase examples of practice and reflexive questions encourage the reader to explore their experiences, knowledge and expectations to help them to develop as a practitioner.
Why Do Teachers Need to Know About Psychology?: Strengthening Professional Identity and Well-Being (Personal, Social and Emotional Perspectives for Educators)
As a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development? Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational/child psychology, but also organisational and counselling perspectives. Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher's roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current practice. The team also support you to consider and develop your own views, beliefs and values and explores why it is your responsibility as an educator to make use of psychology not only to ensure the best possible opportunities for children and young people, but also for your own growth in your professional journey.
Why Students Resist Learning: A Practical Model for Understanding and Helping Students
However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations. The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies. In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students.The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them. While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes.
William Shakespeare and 21st-Century Culture, Politics, and Leadership: Bard Bites (New Horizons in Leadership Studies series)
William Shakespeare and 21st-Century Culture, Politics, and Leadership examines problems, challenges, and crises in our contemporary world through the lens of William Shakespeare’s plays, one of the best-known, most admired, and often controversial authors of the last half-millennium. As perhaps the most oft-cited author in the West outside of the Judeo-Christian Bible, Shakespeare has often been considered a sage, providing manifold insights into our shared human qualities and experiences across time and geography. The editors and authors of this accessible book leverage the now global scope of that sibylline reputation to explore what the Bard might tell us about ourselves, our politics, our leaders, and our societies today. The chapters are written with critical rigor and will appeal to scholars and students in leadership and literary studies but are accessible to non-Shakespeare experts. Anyone looking to explore the ongoing relevance of Shakespeare's work will find this volume enlightening and entertaining.
Wissenschaftliches Schreiben in Natur- und Technikwissenschaften: Neue Herausforderungen der Schreibforschung
Der Band erschließt erstmals systematisch die schreibtechnischen Anforderungen an Qualifikationsschriften in den natur- und ingenieurwissenschaftlichen Fächergruppen. Dabei werden nahezu alle relevanten Themen und Debatten der aktuellen Forschung zum Wissenschaftlichen Schreiben aufgegriffen und zugleich auf ihre Praxistauglichkeit hin diskutiert. Die beitragenden Autoren dokumentieren so erstmals den aktuellen Forschungsstand der überfachlichen Schreibforschung und geben einen grundlegenden Einblick in die Praxis der gegenwärtigen Schreibdidaktik. Auch im Blick auf alternative Schreibformen außerhalb des Studiums formulieren sie Perspektiven für eine zukünftige Entwicklung der Forschung und Lehre des Wissenschaftlichen Schreibens in den Natur- und Ingenieurwissenschaften.
With Service In Mind: Concepts and Models for Service-Learning in Psychology
This volume, sixth in the Service-Learning in the Disciplines Series, reflects the growing interest among psychology educators in service-learning from the perspectives of research, practice, and teaching. The first part of the book addresses how psychological theory, research, and practice bear on collaborating with communities, while the second half shows how service-learning can be effectively integrated into a variety of psychology courses to increase the breadth and depth of student learning.
Women and Leadership Development in College: A Facilitation Resource
As leadership educators shift from teacher- to learner-centered environments, from hierarchical to shared responsibility for learning, and from absolute to constructed ways of knowing, a desire for new inclusive and creative pedagogies is also emerging. This text includes over 40 easy-to-follow modules related to women and leadership development crafted by experienced leadership educators and practitioners. Each module includes learning objectives, detailed instructions, and ideas for adapting the module to diverse learning spaces and audiences. Here are but a few of the critical questions that are addressed in the modules:• How do we make explicit the complexities of power in leadership and in the stories we tell ourselves about feminism and gender in leadership?• How can we interrogate and deconstruct dominant narratives and invite intersectionality? Whose voices are missing or silenced in content and process?• What practices build leadership efficacy and habits of critical self-reflection?• What are the effects of stereotypes, prejudice and discrimination in leadership?• How are learning and leadership both individual and collective processes?• How do we develop critical consciousness and maintain hope in the face of the long arc of structural change?This text is a detailed resource for anyone interested in women and leadership education, whether through a full-length course, a weekend workshop, or a one-time topical session. It also serves as a companion to the book We are the Leaders We’ve Been Waiting For: Women and Leadership Development in College (Owen, 2020).
Women and Literacy: Local and Global Inquiries for a New Century
Path-breaking research on women and literacy in the past decade established conventions and advanced innovative methods that push the making of knowledge into new spheres of inquiry. Taking these accomplishments as a point of departure, this volume emphasizes the diversity—of approaches and subjects—that characterizes the next generation of research on women and literacy. It builds on and critiques scholarship in literacy studies, composition studies, rhetorical theory, gender studies, postcolonial theory, and cultural studies to open new venues for future research. Contributors discuss what literacy is—more precisely, what literacies are—but their strongest interest is in documenting and theorizing women’s lived experience of these literacies, with particular attention to:the diversity of women’s literacies within the U.S., including but not limited to the varying relations that exist among women, literacy, economic position, class, race, sexuality, and education;relations among women, literacy, and economic contexts in the U.S. and abroad, including but not limited to changes in women’s private and domestic literacies, the evolution of technologies of literacy, and women’s experience of the commodification of literacies; andemergent roles of women and literacy in a globally interdependent world. This broad, significant work is a must-read for researchers and graduate students across the fields of literacy studies, composition studies, rhetorical theory, and gender studies.
Women in Academic Leadership: Professional Strategies, Personal Choices
Colleges and universities benefit from diversity in their leadership roles and profess to value diversity--of thought, of experience, of person. Yet why do women remain under-represented in top academic leadership positions and in key positions along the academic career ladder?Why don’t they advance at a rate proportional to that of their male peers? How do internal and external environmental contexts still influence who enters academic leadership and who survives and thrives in those roles? Women in Academic Leadership complements its companion volumes in the Women in Academe series, provoking readers to think critically about the gendered nature of academic leadership across the spectrum of institutional types. It argues that leadership, the academy, and the nexus of academic leadership, remain gendered structures steeped in male-oriented norms and mores. Blending research and reflection, it explores the barriers and dilemmas that these structures present and the professional strategies and the personal choices women make in order to successfully surmount them. The authors pose questions about how women leaders negotiate between their public and private selves. They consider how women develop a vital sense of self-efficacy along with the essential skills and knowledge they need in order to lead effectively; how they cultivate opportunity; and how they gain legitimacy and maintain authenticity in a male-gendered arena. For those who seek to create an institutional environment conducive to equity and opportunity, this book offers insight into the pervasive barriers facing women of all colors and evidence of the need for a more complex, multi-dimensional view of leadership. For women in academe who seek to reach their professional potential and maintain authenticity, it offers encouragement and a myriad of strategies for their growth and development.
Women in Organisations: Challenging Gender Politics (Management, Work and Organisations)
Women in Organisations examines the causes of gender-based inequality at work and provides a wide-ranging gender critique of liberal and radical approaches to organisational equality and of traditional organisational cultures and structures. The book focuses on women's agency as the missing ingredient of much organisational analysis, women's consciousness of gender politics and their own roles as change agents. The book uses research based case-studies of women in organisations and industries including book publishing, retailing and personnel management. The analysis indicates ways in which women acting collectively can play a central role in organisational change, or possibly, even transformation. Thus change and the opportunities and challenges it offers to women and men in work organisations, is revealed as a dynamic shaped both by organisational gender politics and external societal patriarchal structures - social, economic and political.
Women of the Bible: From Text to Image (The Library of Hebrew Bible/Old Testament Studies)
The Hebrew Bible and art reside at the core of this book, which analyzes the iconographic representation of several women of the Bible. The contributors consider the ways in which the biblical texts regarding these women had been read and understood throughout time and the means by which they were represented. Each study also explores the different values associated with these representations according to the problems, worries and concerns of each period. Drawing upon disciplines such as theology, philology or history of art, the essays within this volume provide a cross-sectional, plural and rich approach. In focusing upon iconographic representation, numerous visual cultures of the last millennium are explored, and special emphasis is placed upon several integral biblical women such as Bathsheba, Moses' mother, the Pharaoh's Daughter, Ruth, Naomi and Deborah, and their lasting influence upon Western art and culture. This book pursues an understanding of the history of the transmission and reception of the Bible in general, and of the women of the Old Testament in particular.
Working for the Common Good: Concepts and Models for Service-Learning in Management
Service-learning prepares business students to see new dimensions of relevance of their coursework. It provides structures for students to establish caring relationships with others that validate their humanity. Service-learning is an important way for management faculty to help their departments, schools, and universities to better fulfill their missions and visions. This volume, 15th in the Service-Learning in the Discipline Series, provides an excellent way to get involved.
Working With Students in Community Colleges: Contemporary Strategies for Bridging Theory, Research, and Practice (An ACPA Co-Publication)
Co-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.
Working with Theories of Refusal and Decolonization in Higher Education (Indigenous and Decolonizing Studies in Education)
This volume argues that refusal is a viable political ethics in education. It is an ethics that allows space for new possibilities to emerge, with the potential to enrich higher education study and pedagogies in the future. Chapters examine the ethical, epistemological, political and affective premises of refusing the colonial university, and reflect upon what refusal means for higher education decolonization across international settings. Refusal marks a political ethos and praxis that denies, resists, reframes and redirects colonial and neoliberal logics, while asserting diverse sovereignties and lifeworlds. Whereas resistance may reinscribe the weakness of the colonized in the power relations with the colonizer, refusal interrupts the smooth operation of power relations, denying the authority of the settler state and remaking the rules of engagement. It is a political stance and action that denies the very legitimacy of power over the subjugated. This collection views refusal not as an end in itself, nor as a mode of critique, but as a necessary first step for educators and students in higher education to invest in the idea of radically different modes of futurity. It explores how educators and students in higher education can invent pedagogies of refusal that function ethically, affectively and politically, and asks: What do pedagogies of refusal look like? How might western universities sustain and support refusal, rather than discipline it? What assumptions are sustained by ruling out certain educational futures as out of bounds, or impossible? This book will be important reading for researchers, scholars and educators in Decolonizing Education, Higher Education Transformation, and Philosophy of Education. It will also be valuable to policymakers and activists who are considering how refusal might be carried out within and outside institutions.
World Yearbook of Education 2024: Digitalisation of Education in the Era of Algorithms, Automation and Artificial Intelligence (World Yearbook of Education)
Providing a comprehensive, global overview of the digitalisation of education, the World Yearbook of Education 2024 examines the ways advanced digital technologies are transforming educational practices, institutions and policy processes.Establishing a critical research agenda for analysing the digitalisation of education, the carefully selected chapters in this collection interrogate the current impacts of new digital technologies, emerging controversies over emerging data practices and future implications of algorithmic systems, automated decision-making and AI in education. Organised into four sections, the contributions in the collection examine the following: The historical, scientific and technical foundations of contemporary digitalisation in education The political and economic dynamics that underpin the education technology industry and new platform models of education How algorithms, automation and AI support new modes of data-driven governance and control of education systems Controversies over the inequitable effects of digitalisation in education, and proposals for data justice, ethics and regulation This resource is ideal reading for researchers, students, educational practitioners and policy officials interested in understanding the future of digital technologies in education.
Writers and Their Teachers
By turns reflective, entertaining and moving, this book reveals how some of the most influential and best loved writers of our time were shaped by their inspirational teachers. Nobel laureate J. M. Coetzee, Margaret Drabble, Stephen Greenblatt, Ngugi wa Thiong'o, Andrew Motion, Gretchen Holbrook Gerzina and Paul Theroux are among the twenty contributors of original essays to this landmark volume celebrating masters of the teaching profession.What makes a good teacher? What lights the writer's creative fire? How can the teacher shape the writer? This book answers these questions and more, describing the powerful influence of mentors at an impressionable time of life, portraying the heart-warming transition from pupil to friend, and exploring the lasting impact that truly great teachers can have on their students.To have teachers who care, and to have such notable writers capture their spirit, is ample reason to read Dale Salwak's elegant celebration of the 'noble profession' and the world-renowned writers that it helped to hone.
Writing Centers and Learning Commons: Staying Centered While Sharing Common Ground
Writing Centers and Learning Commons presents program administrators, directors, staff, and tutors with theoretical rationales, experiential journeys, and go-to practical designs and strategies for the many questions involved when writing centers find themselves operating in shared environments. The chapters comprehensively examine the ways writing centers make the most of sharing common ground. Directors, coordinators, administrators, and stakeholders draw on past and present attention to writing center studies to help shape the future of the learning commons and narrate their substantial collective experience with collaborative efforts to stay centered while empowering colleagues and student writers at their institutions. The contributors explore what is gained and lost by affiliating writing centers with learning commons, how to create sound pedagogical foundations that include writing center philosophies, how writing center practices evolved or have been altered by learning center affiliations, and more. Writing Centers and Learning Commons is for all stakeholders of writing in and across campuses collaborating on (by choice or edict), or wishing to explore the possibilities of, a learning commons enterprise. Contributors: Alice Batt, Cassandra Book, Charles A. Braman, Elizabeth Busekrus Blackmon, Virginia Crank, Celeste Del Russo, Patricia Egbert, Christopher Giroux, Alexis Hart, Suzanne Julian, Kristen Miller, Robby Nadler, Michele Ostrow, Helen Raica-Klotz, Kathleen Richards, Robyn Rohde, Nathalie Singh-Corcoran, David Stock
Writing the Classroom: Pedagogical Documents as Rhetorical Genres
Writing the Classroom explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom. The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia. Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching. Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth
Writing the Community: Concepts and Models for Service-Learning in Composition
The first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.
Writing Visual Histories (Writing History)
What can visual artifacts tell us about the past? How can we interpret them rigorously, weaving their formal and material qualities into rich social contexts to reach wider historical conclusions? Unfolding key historiographical and methodological issues, Writing Visual Histories equips students to answer these questions, showing visual analysis to be a key skill in historical research. A multifaceted structure makes this a practical guide for writing and reflecting on visual histories. A first section includes six case studies -- on topics ranging from medieval heraldry to Life magazine. These examples are followed by an exploration of essential concepts that inform historical thinking about visual matters, a treatment of disciplinary practices, and discussion of the practicalities (such as accessing museum collections and organising permissions) that scholars working with visual sources have to navigate. This book is an invaluable tool kit for opening up a historical understanding of visual phenomena and practices of looking, and for writing that takes an integrated approach to studies of the past.
Youth Created Media on the Climate Crisis: Hear Our Voices
This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom. The chapters in this edited volume demonstrate the benefits of addressing climate change in the classroom through innovative media production and cover a range of different types of media, including video/digital storytelling, social media, art, music, and writing, with rich resources for instruction in every chapter. Through the engaging ideas and strategies, the contributors equip educators with the critical tools for supporting students’ media production. In so doing, they offer new perspectives on how students can employ media and production techniques to critique the status quo, call for change, and acquire new literacy skills. As the effects of the climate crisis become increasingly visible to the youth population, this book helps foster and support youth agency and activism. Youth Media Creation on the Climate Change Crisis: Hear Our Voices is a necessary text for students, preservice teachers, and educators in literacy education, media studies, social and environmental studies, and STEM education. The eBook+ version of the text features embedded audio and video components as well as interactive links to reflect the multimodal nature of students’ work, spotlighting how youth media production supports the development of students’ critical literacy skills and shapes their voices and identities.
Youth, Sexuality and Sexual Citizenship (Sexuality, Culture and Health)
Sexual citizenship is a powerful concept associated with debates about recognition and exclusion, agency, respect and accountability. For young people in general and for gender and sexually diverse youth in particular, these debates are entangled with broader imaginings of social transitions: from ‘child’ to ‘adult’and from ‘unreasonable subject’ to one ‘who can consent’. This international and interdisciplinary collection identifies and locates struggles for recognition and inclusion in particular contexts and at particular moments in time, recognising that sexual and gender diverse young people are neither entirely vulnerable nor self-reliant. Focusing on the numerous domains in which debates about youth, sexuality and citizenship are enacted and contested, Youth, Sexuality and Sexual Citizenship explores young people’s experiences in diverse but linked settings: in the family, at school and in college, in employment, in social media and through engagement with health services. Bookended by reflections from Jeffrey Weeks and and Susan Talburt, the book’s empirically grounded chapters also engage with the key debates outlined in it's scholarly introduction. This innovative book is of interest to students and scholars of gender and sexuality, health and sex education, and youth studies, from a range of disciplinary and professional backgrounds, including sociology, education, nursing, social work and youth work.
Zugänge zur Kinderladenbewegung
Das Buch gibt einen umfassenderen Einblick in die historischen, theoretischen und praktischen Zugänge zur Kinderladenbewegung. Damit wird die Kinderladenbewegung nicht nur als ‚Nebenerscheinung‘ der Studentenbewegung begriffen, sondern im Kontext von Frauen-, Studenten- und Erziehungsbewegung als eigenständige Soziale Bewegung gewürdigt.Der InhaltPositionen und Reflexionen zur Kinderladenbewegung ● Rückblenden und Gespräche zur Kinderladenbewegung ● Analysen und Studien zur Kinderladenbewegung Die HerausgeberinnenDr.in Karin Bock ist Professorin für Sozialpädagogik am Institut für Sozialpädagogik, Sozialarbeit und Wohlfahrtswissenschaften der Technischen Universität Dresden.Dr.in Nina Göddertz ist wissenschaftliche Mitarbeiterin am Institut für Sozialpädagogik, Erwachsenenbildung und Pädagogik der frühen Kindheit an der Technischen Universität Dortmund.Dr.in Franziska Heyden ist wissenschaftliche Mitarbeiterin im BMBF-Projekt ‚LEHREN in Mecklenburg-Vorpommern‘ am Institut für Schulpädagogik und Bildungsforschung der Universität Rostock.Dr.in Miriam Mauritz ist wissenschaftliche Mitarbeiterin am Fachbereich Erziehungswissenschaft der Goethe-Universität Frankfurt am Main.