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Book
ix, 152 pages ; 23 cm.
  • AcknowledgmentsIntroduction1. A Historical Review2. Contemplative Practices in Higher Education3. Challenges and Replies to Contemplative Methods4. Contemplative Research5. The Contemplative Mind: A Vision of Higher Education for the 21st CenturyCodaReferencesIndex.
  • (source: Nielsen Book Data)9780253031778 20180115
In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student's development and understanding of the self as a learner, knower, and citizen of the world.
(source: Nielsen Book Data)9780253031778 20180115
Education Library (Cubberley)
Book
210 pages : illustrations ; 24 cm.
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas they confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students' needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
(source: Nielsen Book Data)9780813587608 20180205
Education Library (Cubberley)
Book
xii, 186 pages ; 23 cm
"In an information age of youth social movements, Youth Media Matters examines how young people are using new media technologies to tell stories about themselves and their social worlds. They do so through joint efforts in a range of educational settings and media environments, including high school classrooms, youth media organizations, and social media sites. Korina M. Jocson draws on various theories to show how educators can harness the power of youth media to provide new opportunities for meaningful learning and "do-it-together production." Describing the impact that youth media can have on the broader culture, Jocson demonstrates how it supports expansive literacy practices and promotes civic engagement, particularly among historically marginalized youth. In Youth Media Matters, Jocson offers a connective analysis of content area classrooms, career and technical education, literary and media arts organizations, community television stations, and colleges and universities. She provides examples of youth media work--including videos, television broadcasts, websites, and blogs--produced in the San Francisco Bay Area, Los Angeles, New York, and St. Louis. At a time when educators are increasingly attentive to participatory cultures yet constrained by top-down pedagogical requirements, Jocson highlights the knowledge production and transformative potential of youth media with import both in and out of the classroom"-- Provided by publisher.
Education Library (Cubberley)
Book
16 pages : illustrations ; 28 cm.
Law Library (Crown)
Book
24 pages : color illustration ; 28 cm.
Law Library (Crown)
Book
28 pages : color illustrations ; 28 cm.
Law Library (Crown)
Book
266 pages : illustrations ; 24 cm.
SAL3 (off-campus storage)
Book
xxviii, 238 pages : illustrations ; 23 cm
  • Introduction : enumerating difference beyond anthropocentrism
  • Inheriting possibility : quantum anthropologies and the forces of inheritance
  • Cultural studies and quantification : toward a diffractive methodology
  • Parenting performativities : assemblages of "difference" and the material-discursive practices of parenting
  • Inheriting merit : the SAT as an institutionalized measuring apparatus for social immobility
  • Conclusion : enfolding possibilities.
How has the dominant social scientific paradigm limited our understanding of the impact of inherited economic resources, social privilege, and sociocultural practices on multigenerational inequality? In what ways might multiple forces of social difference haunt quantitative measurements of ability such as the SAT? Building on new materialist philosophy, Inheriting Possibility rethinks methods of quantification and theories of social reproduction in education, demonstrating that test performance results and parenting practices convey the impact of materially and historically contingent patterns of differential possibility. Ezekiel J. Dixon-Rome1n explores the dualism of nature and culture that has undergirded theories of inheritance, social reproduction, and human learning and development. Research and debate on the reproduction of power relations have rested on a premise that nature is made up of fixed universals on which the creative, intellective, and discursive play of culture are based. Drawing on recent work in the physical and biological sciences, Dixon-Rome1n argues that nature is culture. He contends that by assuming a rigid nature/culture binary, we ultimately limit our understanding of how power relations are reproduced. Through innovative analyses of empirical data and cultural artifacts, Dixon-Rome1n boldly reconsiders how we conceptualize the processes of inheritance and approach social inquiry in order to profoundly sharpen understanding and address the reproducing forces of inequality.
(source: Nielsen Book Data)9781517901264 20171017
Education Library (Cubberley)
Book
24 pages : color illustrations, color map ; 28 cm.
Law Library (Crown)
Book
xxviii, 352 pages : illustration ; 24 cm.
  • Part I. Graduate School
  • Part II. Early Career (including pre-tenure)
  • Part III. Mid-Career (including post-tenure)
  • Part IV. Late Career and Retirement.
Education Library (Cubberley)
Book
48 pages : illustrations ; 24 cm
SAL3 (off-campus storage)
Book
xii, 251 pages ; 23 cm.
A wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.
(source: Nielsen Book Data)9780252082368 20170515
Education Library (Cubberley)
Book
12 pages : color illustrations ; 28 cm.
Law Library (Crown)
Book
28 pages : illustrations ; 28 cm
Law Library (Crown)
Book
257 pages ; 23 cm
SAL3 (off-campus storage)
Journal/Periodical
volumes : illustrations ; 30 cm
Education Library (Cubberley)
Book
208 pages : color illustrations ; 23 cm.
Examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
Education Library (Cubberley)
Book
138 pages ; 28 cm.
  • Foreword and acknowledgements
  • Abbreviations and acronyms
  • Executive summary
  • Overview: Lessons for collecting international education data for PISA for Development
  • Making the PISA for Development system-level questionnaire easier to use
  • Methodology and tools for international education surveys
  • Assessing the readiness of six participating countries to report key education data
  • Cambodia and the PISA for Development system-level questionnaire
  • Ecuador and the PISA for Development system-level questionnaire
  • Guatemala and the PISA for Development system-level questionnaire
  • Paraguay and the PISA for Development system-level questionnaire
  • Senegal and the PISA for Development system-level questionnaire
  • Zambia and the PISA for Development system-level questionnaire.
This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries use of PISA assessments for monitoring progress towards national goals for improving education and for analysing the factors associated with student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress towards the international education targets defined in the Education 2030 Framework for Action, which the international community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG). The report suggests technically sound and viable options for improving data quality, completeness and international comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development and to other middle income and low income countries.
Education Library (Cubberley)
Book
197 pages ; 28 cm.
  • 1. School education in Denmark
  • 2. Distribution of school resources in Denmark
  • 3. Governanace of school resource use in Denmark
  • 4. Management of the teaching workforce in Denmark.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment, and other resources, such as learning time. This series offers timely policy advice to both governments and teh education community. It includes both country reports and thematic studies.--Provided by publisher.
Education Library (Cubberley)
Book
274 pages : illustrations ; 28 cm.
Education Library (Cubberley)