It is widely acknowledged that today’s teachers are tasked with educating increasingly diverse students as well as addressing their academic and social-emotional needs. This book examines cutting-edge teaching practices that make a difference in improving general educator and/or student performance across the grade spans. The emphasis is placed on research-based strategies, practices, and theories that can be readily translated into classroom practice. From Head to Heart: High Quality Teaching Practices in the Spotlight considers the importance of more personal topics within the teaching field, such as teacher wellness, as well as including information on effective teaching practices that seek to inspire and empower students and teachers. This book will be of interest to those that work within a pedagogical environment as well as university students and parents, alike.
There is a sense of urgency that surrounds the imperative to provide all children a quality education, and instructional leaders have an ethical responsibility to meet this obligation. This book explores the role of leadership as it relates to the elements of curriculum and instruction and examines contemporary global, national, state, and local challenges facing educational leaders. This book focuses on the intersection of research, theory, and practice.
Incest is a remarkably frequent theme in medieval literature; it occurs in a wide range of genres, including romances, saints's lives, and exempla. Historically, the Church in the later Middle Ages was very concerned about breaches of the complex laws against incest, which was defined very broadly at the time to cover family relationships outside the nuclear family and also spiritual relationships through baptism. Medieval writers accepted that incestuous desire was a widespread phenomenon among women as well as men. They are surprisingly open about incest, though of course they disapprove of it; in many exemplary stories incest is identified with original sin, but the moral emphasizes the importance of contrition and the availability of grace even to such heinous sinners. This study begins with a brief account of the development of medieval incest laws, and the extent to which they were obeyed. Next comes a survey of classical incest stories and their legacy; many were retold in the Middle Ages, but they were frequently adapted to the purposes of Christian moralizers. In the three chapters that follow, homegrown medieval incest stories are grouped by relationship: mother-son (focusing on the Gregorius legend), father-daughter (focusing on La Manekine and its analogues), and sibling (focusing on the Arthurian legend). The final chapter considers the very common medieval trope of the Virgin Mary as mother, daughter, sister and bride of Christ, the one exception to the incest taboo. In western society today, incest has recently been recognized as a serious social problem, and has also become a frequent theme in both fiction and non-fiction, just as it was in the Middle Ages. This interdisciplinary study is the first broad survey of medieval incest stories in Latin and the vernaculars (mainly French, English and German). It situates the incest theme in both literary and cultural contexts, and offers many thought-provoking comparisons and contrasts to our own society in terms of gender relations, the power of patriarchy, the role of religious institutions in regulating morality, and the relationship between life and literature.
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.
Elizabeth Sears here combines rich visual material and textual evidence to reveal the sophistication, warmth, and humor of medieval speculations about the ages of man. Medieval artists illustrated this theme, establishing the convention that each of life's phases in turn was to be represented by the figure of a man (or, rarely, a woman) who revealed his age through size, posture, gesture, and attribute. But in selectiing the number of ages to be depicted--three, four, five, six, seven, ten, or twelve--and in determining the contexts in which the cycles should appear, painters and sculptors were heirs to longstanding intellectual tradtions. Ideas promulgated by ancient and medieval natural historians, physicians, and astrologers, and by biblical exegetes and popular moralists, receive detailed treatment in this wide-ranging study. Professor Sears traces the diffusion of well-established schemes of age division from the seclusion of the early medieval schools into wider circles in the later Middle Ages and examines the increasing use of the theme as a structure of edifying discourse, both in art and literature. Elizabeth Sears is Assistant Professor of Art History at Princeton University. Originally published in 1986. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
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.
From the pages of Teaching for High Potential, a quarterly publication of the National Association for Gifted Children, this collection of articles is sure to be of use to any educator of high-ability students. Topics included range from instructional methods across all content areas, including tips and tools for reading and vocabulary instruction, integrating STEM content, and engaging students in math, to identification, differentiation, and addressing gifted students' social-emotional needs. Articles also delve into current issues pertinent to the field of gifted education and this unique group of students, including underachievement and underrepresented minority populations, as well as new classroom strategies such as Makerspaces and teaching growth mindset. This resource can be used to enhance a classroom lesson, guide curriculum development, or supplement professional development. The featured articles are unique, well written for the audience, and selected by reviewers who understand what teachers need.
Exploring the fields of architecture, philosophy, and queer theory, Grosz shows how feminism and cultural analysis have conceptually stripped bodies of their specificity, their corporeality, and the vestigal traces of their production as bodies. She investigates the work of Michel Foucault, Teresa de Lauretis, Gilles Deleuze, Judith Butler and Alphonso Lingi, considering their work by examining the ways in which the functioning of bodies transforms understandings of space and time, knowledge and desire. Grosz moves toward a radical consideration of bodies and their relationship to transgression and perversity.
Programming & Planning in Early Childhood Settings explores a range of approaches to curriculum and to documenting children's learning in early childhood settings. This valuable resource for early childhood education students and practitioners provides a broad view of the concepts and issues in early childhood curriculum. Chapters reflect ongoing discussions about what is meant by the terms 'planning' and 'programming' in the context of early childhood, what is authentic curriculum for young children, and effective teaching strategies to extend young children's learning. The strong focus on sociocultural theories of learning promotes awareness of children's diverse experiences, competencies and learning styles, and helps readers recognise the need for collaborative partnerships between educators, children and families in order to develop appropriate programs. Thoroughly revised and updated, this new edition shows how chapters of the text are relevant to the Australian Professional Standards for teachers, and highlights connections to the school-based context. Numerous real-life examples, reflections, articles and case studies assist students to understand a variety of educational theories, philosophies and frameworks. Throughout the book there is a focus on the processes of reflection, evaluation and ongoing improvement.
Why is national identity such a potent force in people's lives? And is the force positive or negative? In this thoughtful and provocative book, Elizabeth Theiss-Morse develops a social theory of national identity and uses a national survey, focus groups, and experiments to answer these important questions in the American context. Her results show that the combination of group commitment and the setting of exclusive boundaries on the national group affects how people behave toward their fellow Americans. Strong identifiers care a great deal about their national group. They want to help and to be loyal to their fellow Americans. By limiting who counts as an American, though, these strong identifiers place serious limits on who benefits from their pro-group behavior. Help and loyalty are offered only to 'true Americans,' not Americans who do not count and who are pushed to the periphery of the national group.
Engendering a Nation adopts a sophisticated feminist analysis to examine the place of gender in contesting representations of nationhood in early modern England. Taking the Shakespearean history play as their point of departure, the authors argue that the change from dynastic kingdom to modern nation was integrally connected to shifts in cultural understandings of gender, and in the social roles available to men and women. The cultural centrality of Elizabethan theatre made it an important arena for staging the diverse and contradictory elements of this transition. Plays featured include: King John Henry VI, Part I Henry VI, Part II Henry, Part III Richard III Richard II Henry V Engendering a Nation makes an original and topical contribution to the study of Shakespeare's history plays and is especially valuable to students and scholars with an interest in where feminist and historicist approaches to the Renaissance intersect. Part I: Making Gender Visible: A Re-Viewing of Shakespeare's History Plays 1. Thoroughly Modern Henry 2. The History Play in Shakespeare's Time 3. Feminism, Women, and the Shakespearean History Pla.
England’s Virgin Queen, Elizabeth Tudor, had a reputation for proficiency in foreign languages, repeatedly demonstrated in multilingual exchanges with foreign emissaries at court and in the extemporized Latin she spoke on formal visits to Cambridge and Oxford. But the supreme proof of her mastery of other tongues is the sizable body of translations she made over the course of her lifetime. This two-volume set is the first complete collection of Elizabeth’s translations from and into Latin, French, and Italian. Presenting original and modernized spellings in a facing-page format, these two volumes will answer the call to make all of Elizabeth’s writings available. They include her renderings of epistles of Cicero and Seneca, religious writings of John Calvin and Marguerite de Navarre, and Horace’s Ars poetica, as well as Elizabeth’s Latin Sententiae drawn from diverse sources, on the responsibilities of sovereign rule and her own perspectives on the monarchy. Editors Janel Mueller and Joshua Scodel offer introduction to each of the translated selections, describing the source text, its cultural significance, and the historical context in which Elizabeth translated it. Their annotations identify obscure meanings, biblical and classical references, and Elizabeth’s actual or apparent deviations from her sources. The translations collected here trace Elizabeth’s steady progression from youthful evangelical piety to more mature reflections on morality, royal responsibility, public and private forms of grief, and the right way to rule. Elizabeth I: Translations is the queen’s personal legacy, an example of the very best that a humanist education can bring to the conduct of sovereign rule.
What allows certain individuals and groups to maintain control over the actions and lives of others? Linguistic anthropologist Elizabeth Keating went to the island of Pohnpei, in Micronesia, and studied how people use language and other semiotic codes to reproduce and manipulate status differences. The result is this inside view of how language works to create power and social inequality. This book challenges widely held theories on the nature of social stratification, including women's roles in creating hierarchy.
Programming & Planning in Early Childhood Settings explores a range of approaches to curriculum and to documenting children’s learning in early childhood settings. This valuable resource for early childhood education students and practitioners provides a broad view of the concepts and issues in early childhood curriculum. Chapters reflect ongoing discussions about what is meant by the terms ‘planning’ and ‘programming’ in the context of early childhood, what is authentic curriculum for young children, and effective teaching strategies to extend young children’s learning. The strong focus on sociocultural theories of learning promotes awareness of children’s diverse experiences, competencies and learning styles, and helps readers recognise the need for collaborative partnerships between educators, children and families in order to develop appropriate programs. Thoroughly revised and updated, this eighth edition shows how chapters of the text are relevant to the Australian Professional Standards for teachers, and highlights connections to the school-based context. Numerous real-life examples, reflections, and case studies assist students to understand a variety of educational theories, philosophies and frameworks. Throughout the book there is a focus on the processes of reflection, evaluation and ongoing improvement. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools cengage.com.au/mindtap
Recently the distinguished feminist theorist Elizabeth Grosz has turned her critical acumen toward rethinking time and duration. Time Travels brings her trailblazing essays together to show how reconceptualizing temporality transforms and revitalizes key scholarly and political projects. In these essays, Grosz demonstrates how imagining different relations between the past, present, and future alters understandings of social and scientific projects ranging from theories of justice to evolutionary biology, and she explores the radical implications of the reordering of these projects for feminist, queer, and critical race theories. Grosz’s reflections on how rethinking time might generate new understandings of nature, culture, subjectivity, and politics are wide ranging. She moves from a compelling argument that Charles Darwin’s notion of biological and cultural evolution can potentially benefit feminist, queer, and antiracist agendas to an exploration of modern jurisprudence’s reliance on the notion that justice is only immanent in the future and thus is always beyond reach. She examines Henri Bergson’s philosophy of duration in light of the writings of Gilles Deleuze, Maurice Merleau-Ponty, and William James, and she discusses issues of sexual difference, identity, pleasure, and desire in relation to the thought of Deleuze, Friedrich Nietzsche, Michel Foucault, and Luce Irigaray. Together these essays demonstrate the broad scope and applicability of Grosz’s thinking about time as an undertheorized but uniquely productive force.
Around the turn of the fifth century, Christian theologians and churchmen contested each other's orthodoxy and good repute by hurling charges of "Origenism" at their opponents. And although orthodoxy was more narrowly defined by that era than during Origen's lifetime in the third century, his speculative, Platonizing theology was not the only issue at stake in the Origenist controversy: "Origen" became a code word for nontheological complaints as well. Elizabeth Clark explores the theological and extra-theological implications of the dispute, uses social network analysis to explain the personal alliances and enmities of its participants, and suggests how it prefigured modern concerns with the status of representation, the social construction of the body, and praxis vis--vis theory. Shaped by the Trinitarian and ascetic debates, and later to influence clashes between Augustine and the Pelagians, the Origenist controversy intersected with patristic campaigns against pagan "idolatry" and Manichean and astrological determinism. Discussing Evagrius Ponticus, Epiphanius, Theophilus, Jerome, Shenute, and Rufinus in turn, Clark concludes by showing how Augustine's theory of original sin reconstructed the Origenist theory of the soul's pre-existence and "fall" into the body. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
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