Tezcatlipoca: Trickster and Supreme Deity brings archaeological evidence into the body of scholarship on “the lord of the smoking mirror,” one of the most important Aztec deities. While iconographic and textual resources from sixteenth-century chroniclers and codices have contributed greatly to the understanding of Aztec religious beliefs and practices, contributors to this volume demonstrate the diverse ways material evidence expands on these traditional sources. The interlocking complexities of Tezcatlipoca’s nature, multiple roles, and metaphorical attributes illustrate the extent to which his influence penetrated Aztec belief and social action across all levels of late Postclassic central Mexican culture. Tezcatlipoca examines the results of archaeological investigations—objects like obsidian mirrors, gold, bells, public stone monuments, and even a mosaic skull—and reveals new insights into the supreme deity of the Aztec pantheon and his role in Aztec culture.
Tezcatlipoca: Trickster and Supreme Deity brings archaeological evidence into the body of scholarship on “the lord of the smoking mirror,” one of the most important Aztec deities. While iconographic and textual resources from sixteenth-century chroniclers and codices have contributed greatly to the understanding of Aztec religious beliefs and practices, contributors to this volume demonstrate the diverse ways material evidence expands on these traditional sources. The interlocking complexities of Tezcatlipoca’s nature, multiple roles, and metaphorical attributes illustrate the extent to which his influence penetrated Aztec belief and social action across all levels of late Postclassic central Mexican culture. Tezcatlipoca examines the results of archaeological investigations—objects like obsidian mirrors, gold, bells, public stone monuments, and even a mosaic skull—and reveals new insights into the supreme deity of the Aztec pantheon and his role in Aztec culture.
In this linguistic study of law school education, Mertz shows how law professors employ the Socratic method between teacher and student, forcing the student to shift away from moral and emotional terms in thinking about conflict, toward frameworks of legal authority instead.
This book examines the diverse responsibilities of the 21st century principal, who is tasked with continuous school improvement. Recognizing that principals must lead educators and staff in all facets of school life, this book reviews research-based strategies, practices and theories that can be readily translated into the enhanced praxis. The authors present an in-depth analysis into principal identity, working effectively with families, how a collaborative school culture can offer dividends, helping teachers educate an increasingly diverse student body, and successful instructional leadership approaches. Additional emphasis is placed on school law, teachers’ unions, hiring and evaluation, budgeting, curriculum and program assessment, professional development, and the use of technology. Notably, throughout their investigation, the authors bear in mind cutting-edge practices that can be employed in these areas to leverage the best from schools and those that inhabit their halls. The reader will be left with an expanded understanding of principal practices that directly and indirectly improve student achievement as well as a resource section for further consideration and use.
The ninth Aztec emperor, Montezuma was a leader and army commander who is known for his eventual defeat at the hands of Hernán Cortés. Students will gain a greater knowledge of the Aztec Empire, learn about the successes and failures of Montezuma's reign, and explore how he came into power, how he was defeated, and finally, the repercussions of his defeat.
Latin America's Indigenous writers have long labored under the limits of colonialism, but in the late twentieth and twenty-first centuries, they have constructed a literary corpus that moves them beyond those parameters. Gloria E. Chacon considers the growing number of contemporary Indigenous writers who turn to Maya and Zapotec languages alongside Spanish translations of their work to challenge the tyranny of monolingualism and cultural homogeneity. Chacon argues that these Maya and Zapotec authors reconstruct an Indigenous literary tradition rooted in an Indigenous cosmolectics, a philosophy originally grounded in pre-Columbian sacred conceptions of the cosmos, time, and place, and now expressed in creative writings. More specifically, she attends to Maya and Zapotec literary and cultural forms by theorizing kab'awil as an Indigenous philosophy. Tackling the political and literary implications of this work, Chacon argues that Indigenous writers' use of familiar genres alongside Indigenous language, use of oral traditions, and new representations of selfhood and nation all create space for expressions of cultural and political autonomy. Chacon recognizes that Indigenous writers draw from universal literary strategies but nevertheless argues that this literature is a vital center for reflecting on Indigenous ways of knowing and is a key artistic expression of decolonization.
In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students’ learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.
Delve into fascinating time periods! This series allows readers to explore different times and places in history from different perspectives. The narrative format, suspenseful action, and path navigation keep readers reading!
Early Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education. This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges—hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system. Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond. The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students. As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.
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