Recognizing the responsibility institutions have to prepare teachers for today's diverse classrooms, Vavrus shows us how to incorporate transformative multicultural education into teacher education curriculum, pedagogy, and evaluation. Placing race, racism, antiracism, and democracy at the center of his analyses and recommendation, this volume provides: - Concrete structural suggestions for including transformative multicultural education in higher education and K-12 in-service programs. -A multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures. -The historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory. - A discussion of globalization that emphasizes its contemporary economic effects on social and educatonal inequities.
This timely book examines how fascist ideology has taken hold among certain segments of American society and how this can be addressed in curriculum and instruction. Vavrus presents middle, secondary, and college educators and their students with a conceptual framework for enacting a critical multicultural pedagogy by analyzing discriminatory discourse and recommending civic anti-fascist steps people can take right now. For teacher education programs and policymakers, anti-fascist civic assessment rubrics are provided. To help clarify contemporary debates over what can be taught in public schools, an advance organizer highlights contested and misunderstood terminology. Featuring historical and contemporary patterns of fascist politics, this accessible text is organized in four parts: (1) "Good Trouble," (2) Unpacking Ideological Orientations, (3) Indicators of Colonial Proto-Fascism and U.S. Fascist Politics, and (4) An Anti-Fascist "Reading the World." Readers will come away with a deeper knowledge base that marshalls a century of anti-fascist actions in response to contemporary acts of racism, anti-Semitism, Islamophobia, gender and sexuality discrimination, bias against Latinx and migrant populations, and other actions that undermine our democracy and harm marginalized students and their families and communities. Book Features: A groundbreaking framework for incorporating anti-fascist pedagogical concepts into multicultural education Descriptions of common characteristics of historical fascism, far-right extremism, and anti-fascism. Anti-fascist assessment rubrics for teacher educators. Guidance to assist classroom teachers in contextualizing current anti-democracy events. Recommended and annotated anti-fascist background readings informed by critical, theoretical, and intersectional perspectives.
In his new book, Michael Vavrus helps readers better understand why issues of diversity and difference are so highly contested in the United States and across the globe. Vavrus incorporates specific education examples throughout the text to examine six contested areas: race and ethnicity; socioeconomic class and culture; multicultural and ethnic studies; language; religion; and sexuality and gender. In each of these areas, the author explores how contrasting worldviews found in social conservatism, liberal multiculturalism, and critical multiculturalism influence our understandings about difference and diversity and the education policies we develop as a result. Diversity and Education is designed to help educators move beyond the “how can they believe that?” knee-jerk reaction toward a more informed, strategic understanding of belief systems and political affiliations. Book Features: Brings a contemporary, 21st–century perspective to differing political orientations toward diversity and education. Examines outcomes of diversity debates on children of color, the poor, immigrants, women, and sexual and religious minorities. Uses critical pedagogy with a historical and political economy lens to explain current diversity issues in education. Critiques the diversity stance of new national teacher education standards from the Council for Accreditation of Educator Preparation. “Diversity and Education can not only help us have conversations about racism, institutionalizedoppression, and cultural fear, it can also offer an intervention that can movereaders towards a deeper critical consciousness about diversity and multicultural education in their own lives.” —From the Foreword by Wayne Au, associate professor at the University of Washington, Bothell, and an editor for Rethinking Schools “Few education scholars have offered as potent and cogent a political and economic analysis of multicultural education and diversity as Professor Michael Vavrus has in his new book. His critique of neoliberalism via critical pedagogy and his advocacy of social justice education are timely and praiseworthy.” —Ramin Farahmandpur, professor, Graduate School of Education, Portland State University “Diversity and Education is a must-read for anyone concerned about why so many policies claiming to ‘help’ diverse students fail, and what alternatives exist. Vavrus clearly believes in the power of teachers who are well-educated critical thinkers. In this lucid and compelling text, he skillfully applies a highly useful framework to unpack historical and contemporary debates about core concepts underlying multiple struggles for education and rights.” —Christine Sleeter, professor emerita, California State University, Monterey Bay
This timely book examines how fascist ideology has taken hold among certain segments of American society and how this can be addressed in curriculum and instruction. Vavrus presents middle, secondary, and college educators and their students with a conceptual framework for enacting a critical multicultural pedagogy by analyzing discriminatory discourse and recommending civic anti-fascist steps people can take right now. For teacher education programs and policymakers, anti-fascist civic assessment rubrics are provided. To help clarify contemporary debates over what can be taught in public schools, an advance organizer highlights contested and misunderstood terminology. Featuring historical and contemporary patterns of fascist politics, this accessible text is organized in four parts: “Good Trouble,” Unpacking Ideological Orientations, Indicators of Colonial Proto-Fascism and U.S. Fascist Politics, and An Anti-Fascist “Reading the World.” Readers will come away with a deeper knowledge base that marshalls a century of anti-fascist actions in response to contemporary acts of racism, anti-Semitism, Islamophobia, gender and sexuality discrimination, bias against Latinx and migrant populations, and other actions that undermine our democracy and harm marginalized students and their families and communities. Book Features: A groundbreaking framework for incorporating anti-fascist pedagogical concepts into multicultural educationDescriptions of common characteristics of historical fascism, far-right extremism, and anti-fascism.Anti-fascist assessment rubrics for teacher educators.Guidance to assist classroom teachers in contextualizing current anti-democracy events.Recommended and annotated anti-fascist background readings informed by critical, theoretical, and intersectional perspectives.
Recognizing the responsibility institutions have to prepare teachers for today's diverse classrooms, Vavrus shows us how to incorporate transformative multicultural education into teacher education curriculum, pedagogy, and evaluation. Placing race, racism, antiracism, and democracy at the center of his analyses and recommendation, this volume provides: - Concrete structural suggestions for including transformative multicultural education in higher education and K-12 in-service programs. -A multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures. -The historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory. - A discussion of globalization that emphasizes its contemporary economic effects on social and educatonal inequities.
This third edition of Reconstructing Quaternary Environments has been completely revised and updated to provide a new account of the history and scale of environmental changes during the Quaternary. The evidence is extremely diverse ranging from landforms and sediments to fossil assemblages and geochemical data, and includes new data from terrestrial, marine and ice-core records. Dating methods are described and evaluated, while the principles and practices of Quaternary stratigraphy are also discussed. The volume concludes with a new chapter which considers some of the key questions about the nature, causes and consequences of global climatic and environmental change over a range of temporal scales. This synthesis builds on the methods and approaches described earlier in the book to show how a number of exciting ideas that have emerged over the last two decades are providing new insights into the operation of the global earth-ocean-atmosphere system, and are now central to many areas of contemporary Quaternary research. This comprehensive and dynamic textbook is richly illustrated throughout with full-colour figures and photographs. The book will be of interest to undergraduates, postgraduates and professionals in Earth Science, Environmental Science, Physical Geography, Geology, Botany, Zoology, Ecology, Archaeology and Anthropology
Cognitive and Intellectual Disabilities: Historical Perspectives, Current Practices, and Future Directions provides thorough coverage of the causes and characteristics of cognitive and intellectual disabilities (formerly known as mental retardation) as well as detailed discussions of the validated instructional approaches in the field today. Features include: A companion website that offers students and instructors learning objectives, additional activities, discussion outlines, and practice tests for each chapter of the book An up-to-date volume that reflects the terminology and criteria of the DSM-V and is aligned with the current CEC standards Teaching Applications: presents the strongest coverage available in any introductory text on instructional issues and applications for teaching students with cognitive and intellectual disabilities A unique chapter on "Future Issues" that explores the philosophical, social, legal, medical, educational, and personal issues that professionals and people with cognitive and intellectual disabilities face This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to cognitive and intellectual disabilities.
Cover -- Dedication -- Contents -- Acknowledgements -- 1. The Geopolitics of a Slow Catastrophe -- 2. Coal, Cosmos, and Creation -- 3. Engineering the Air -- 4. Carbon Indulgences, Ecological Debt, and Metabolic Rift -- 5. The Crisis of Cosmopolitan Reason -- 6. The Nomos of the Earth and Governing the Anthropocene -- 7. Revolutionary Messianism and the End of Empire -- Index
Now in a revised and updated fifth edition, this gold-standard text and K–8 practitioner resource provides a roadmap for comprehensive literacy instruction informed by the science of reading. Rather than advocating one best approach, the book shows how to balance skills- and meaning-focused instruction to support all students' success. Chapters describe specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for learners who are struggling. The book explains the conceptual underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice. New to This Edition *Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties. *Chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs. *Expanded discussions of dyslexia and the role of executive function in reading. *Application tables that translate key concepts into recommended classroom strategies.
Since it was first established in the 1970s the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. What the learner contributes is central to the language learning process. Learner Contributions to Language Learning provides a uniquely comprehensive account of learners' personal attributes, their thinking, their feelings, and their actions that have been shown to have an impact upon language learning. Containing specific chapters from leading names in the field, this book provides both a review of what has been discovered from previous research and identifies important future directions for research on learner contributions. It is a landmark volume setting the agenda for language learning research in the 21st century and it provides invaluable information for all those engaged in language teaching. The contributors to the volume are- Michael P. Breen Bonny Norton Anna Chamot Rebecca Oxford Rod Ellis Anna Pavlenko James P. Lantolf Anita Wenden Diane Larsen-Freeman
Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.
Explore the most effective methods of studying school violence! School violence and safety research will move forward and make unique scientific contributions only if it develops a core literature that critically examines its measurements, methods, and data analysis techniques. Issues in School Violence Research is the first book to expose the limitations of previous research, to critically examine methodological and measurement practices, and to provide guidelines to enhance future school violence research. Early literature focused on school violence as a social problem, not as an integrated area of legitimate scientific research. It is time to move beyond the social problem era of school violence to begin critically assessing its common research practices. Until recently, there has been such a rush to gather information about school violence that the methods used have hardly been questioned. The editors of this book are some of the first to raise questions about how the field conducts its research, especially with regard to self-reports among students. Issues in School Violence Research addresses significant measurement and methodological issues in school violence research. The contributors have been conducting school research for more than 15 years. To enhance your understanding of the practices used—past and proposed—numerous tables are included. In Issues in School Violence Research, you’ll find information about: school-level warning signs of safety problems weapon possession using office referral records in school violence research identification of bullies and victims data quality issues in student risk behavior surveys extreme response bias patterns for youth risk behavior surveys the structure of student perceptions of school safety and much more! Issues in School Violence Research is an important resource for anyone, from professors to policymakers. It is also appropriate as a textbook for research methodology courses. It is only through objective analysis that school violence research can develop new insights. This book presents topics that should stimulate new and better inquiry into the climate within which school violence occurs.
The third edition provides thorough coverage of the causes and characteristics of intellectual disabilities as well as detailed discussions of the validated instructional approaches in the field today. A revised "Future Directions" chapter explores the most recent philosophical, social, legal, medical, educational, and personal issues that professionals and people with intellectual disabilities face. All chapters have been updated with recent developments in research and the newest terminology being used in the field. This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to intellectual disabilities.
Memory development has been a central topic in developmental psychology for the past 30 years. This volume summarizes the research achievements during that era and relates those achievements to work on memory development conducted throughout the 20th century. An abridgement of Schneider and Pressley's previous work (Memory Development Between Two and Twenty, Second Edition, 1997, Lawrence Erlbaum Associates, Inc.), this book has been reorganized to better discuss the most important themes in memory development for the novice student. By highlighting the issues driving contemporary memory development research, it provides the knowledge that students require to effectively understand the newest studies on memory development. This textbook is not a history; rather, it offers a framework for understanding the many memory development studies now appearing in the literature. A comprehensive, yet succinct, summary of theory and research on memory development, this volume covers more than a century of research, including European, Soviet, and American contributions. Its organization in terms of basic memory capacities, knowledge, strategies, and metamemory reflects the way that the most important researchers in memory development have conceived of the field during the past two decades. At the same time, it emphasizes the perspective that memory development is not development of any of the components alone, but rather is due to developments in capacity, knowledge, strategies, and metamemory in interaction. As such, the book is appropriate for courses in child development, cognitive development, and cognition and memory--that is, wherever students have a need to know about how leading scholars view the development of memory and intellect.
This book considers governance and policy-making within the maritime sector, and focuses significantly on the dimensional context within which governance works. Recognising the importance of understanding governance and policy at times when the world is faced with social, political, and economic problems, it highlights the fact that both areas are equally significant in understanding today’s political economy. By focusing on the maritime sector, a pillar industry supporting international trade activities, the book offers a unique perspective to explain the difficulties of balancing policy-making with governance in order to provide solutions. It also examines the importance of developing a governance process that encourages and accommodates juxtaposition in a way that ensures that the effect of independent policy-making is understood upon the success or otherwise of policies across a range of contexts and problems. Given the in-depth nature of the text, it is of interest to academics, researchers and professionals in the field.
In this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area. This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory.
This text presents a comprehensive plan for vocabulary instruction from kindergarten through high school— one broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between. Written by one of the top experts in the field, this practical book presents a research-based program with plenty of classroom examples and strategies that teachers can use. The comprehensive plan includes four parts: rich and varied language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness.
In this study, Michael A. Messner probes the richly complex gender dynamics of youth sports. Weaving together vivid first-person interviews with his own experiences as a volunteer for his sons' teams, Messner finds that despite the movement of girls into sports, gender boundaries still dominate.
Governing Health Systems: For Nations and Communities Around the World examines the complex relationships between governance and performance in community and national health systems. Each chapter provides an in-depth case study, using both qualitative and quantitative methods, on health systems in many countries, including Uganda, Ghana, India, Zambia, Japan, Nigeria, Indonesia, Brazil, Palestine, and South Korea. The chapters were written by former Takemi Fellows, who were mid-career research fellows at the Harvard T.H. Chan School of Public Health, and their colleagues. This case study approach yields important findings as well as contextual insights about the challenges and accomplishments in addressing governance issues in national and community health systems around the world. Health policymakers around the world are struggling to address the multiple challenges of governing health systems. These challenges also represent important themes for the research mission of the Takemi Program in International Health at the Harvard T.H. Chan School of Public Health. This book is based on the program’s thirtieth anniversary symposium held in October 2013 at Harvard. The studies presented in this book—deep examinations of illustrative examples of health system governance for communities and nations—contribute to our knowledge about global health and assist policymakers in dealing with the complex practical problems of health systems. In short, this book addresses central questions about governing health systems—and why governance matters.
This book provides a reflective and historically situated analysis of the Kenyan Primary School Management Project (PRISM). This is carried out in the light of a broader international review of the theoretical and methodological literature relating to the role, and potential, of research and evaluation in the process of educational development. The case study of PRISM pays particular attention to the part played by collaborative and participatory research and evaluation in project development and implementation. The book is designed to be read on two main levels. Firstly, it provides a detailed, critical and empirically informed record of the Kenyan PRISM initiative. Secondly, the broader analysis explores implications for changing modalities of international development co-operation; for research and evaluation capacity building; for methodological and theoretical dimensions of development processes; and for the importance of comparative insights in understanding the processes and dilemmas of the international transfer of theories, policies and practices.
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
This book documents the dramatic changes in the field of electronic media in the past decade and provides informed insights in the exciting, and changes yet to come. It examines the transition in broadcasting from analog to digital transmission and the changing business models of electronic media.
Contracts can be your first line of defense against delays. But they have tobe drafted very carefully. Construction Delay Claims gives youan in-depth analysis of all the pertinent clauses and details what they canand can't do to minimize delays and avoid litigation.Construction Delay Claims, Fourth Edition, by Barry B. Brambleand Michael T. Callahan is written for everyone involved with delay and impactconstruction claims--the most common form of disputes in the constructionindustry. You'll find that this resource presents the most thorough, detailedreview of delay claims liability available, including a complete descriptionof the entire process for filing and pursuing claims along with more than1,950 cases and analyses.Construction Delay Claims gives you the information you need todetermine your best course of action. The book presents detailed knowledgedrawn from the authors' thirty-five years of experience in the industry.You'll learn how to anticipate delays and mitigate damages through the use ofadvanced planning and immediate responses by the parties involved. You'll alsoreceive helpful instructions about the best use of construction schedules toavert delays, or to prove their impact if they do occur.Construction Delay Claims keeps you completely up-to-date withthe changes in the construction industry, and the construction litigationprocess. Coverage includes:Effective ways to challenge a claimant's use of the Total Cost Method ofCalculationThe effectiveness of "no damages for delay" clausesThe use of ADR methods to resolve delay claimsThe meaning and implication of concurrent delaysCumulative impact effect of multiple change ordersThe impact and probability of delays in design-build, construction management,and multiple prime contractingLatest research into the effect and measurement of lost productivityThe most recent assessments of how states are applying the Eichleayformula
For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is espe cially appropriate at this time The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collec tions, upon consulting with the Series Editor, may elect to have their books pub lished either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.
The terrorist attacks of 9/11 and Bush’s belligerent response fractured the American left—partly by putting pressure on little-noticed fissures that had appeared a decade earlier. In a masterful survey of the post-9/11 landscape, renowned scholar Michael Bérubé revisits and reinterprets the major intellectual debates and key players of the last two decades, covering the terrain of left debates in the United States over foreign policy from the Balkans to 9/11 to Iraq, and over domestic policy from the culture wars of the 1990s to the question of what (if anything) is the matter with Kansas. The Left at War brings the history of cultural studies to bear on the present crisis—a history now trivialized to the point at which few left intellectuals have any sense that merely "cultural" studies could have something substantial to offer to the world of international relations, debates over sovereignty and humanitarian intervention, matters of war and peace. The surprising results of Bérubé’s arguments reveal an American left that is overly fond of a form of "countercultural" politics in which popular success is understood as a sign of political failure and political marginality is understood as a sign of moral virtue. The Left at War insists that, in contrast to American countercultural traditions, the geopolitical history of cultural studies has much to teach us about internationalism—for "in order to think globally, we need to think culturally, and in order to understand cultural conflict, we need to think globally." At a time when America finds itself at a critical crossroads, The Left at War is an indispensable guide to the divisions that have created a left at war with itself.
Climate change threatens the economy of the United States in myriad ways, including increased flooding and storm damage, altered crop yields, lost labor productivity, higher crime, reshaped public-health patterns, and strained energy systems, among many other effects. Combining the latest climate models, state-of-the-art econometric research on human responses to climate, and cutting-edge private-sector risk-assessment tools, Economic Risks of Climate Change: An American Prospectus crafts a game-changing profile of the economic risks of climate change in the United States. This prospectus is based on a critically acclaimed independent assessment of the economic risks posed by climate change commissioned by the Risky Business Project. With new contributions from Karen Fisher-Vanden, Michael Greenstone, Geoffrey Heal, Michael Oppenheimer, and Nicholas Stern and Bob Ward, as well as a foreword from Risky Business cochairs Michael Bloomberg, Henry Paulson, and Thomas Steyer, the book speaks to scientists, researchers, scholars, activists, and policy makers. It depicts the distribution of escalating climate-change risk across the country and assesses its effects on aspects of the economy as varied as hurricane damages and violent crime. Beautifully illustrated and accessibly written, this book is an essential tool for helping businesses and governments prepare for the future.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.