Discovery @ Widener
Divergent Paths to College: race, class, and inequality in high schools by
In Divergent Paths to College, Megan M. Holland examines how high schools structure different pathways that lead students to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. As the college application process becomes increasingly complex and high-stakes, social capital, or relationships with people who can provide information as well as support and guidance, becomes much more critical. Although much has been written about the college-bound experience, we know less about the role that social capital plays, and specifically how high schools can serve as organizational brokers of social ties. The relationships that high schools cultivate between students and higher education institutions by inviting college admissions officers into their schools to market to students, is a particularly critical, yet unexplored source of college information.
Heart and Science of Teaching by
The Heart and Science of Teaching shows readers why and how to connect essential social-emotional factors and critical cognitive aspects of learning for all students. Incorporating the latest research demonstrating that students really cannot learn well without social-emotional connections within their learning communities, the book depicts classroom applications that link academic content and SEL with examples at all grade levels and all subject areas. Each chapter addresses current and emerging research around a particular component and shows how to make it work in real classrooms. Sections ground teachers in three interlocking aspects of instruction: The Heart of Teaching: Social-Emotional Learning (SEL); The Science of Teaching: Evidence-Based Instructional Practices; and 21st-Century Classroom Applications: Project-Based Learning and Digital Technologies. Blending the latest research in education, neuroscience, and cognitive psychology, this text is a practical resource that will assist K-12 teachers in creating an emotionally supportive classroom environment that makes a positive difference in student learning. Book Features: Explores the transformative power of SEL on student learning and well-being. Highlights the critical importance of the teacher-student relationship in the classroom. Illustrates how teacher feedback can assist students in developing a growth mindset. Brings voices of real teachers in each chapter who share their application of the chapter's ideas, and their positive results with their students. Lists targeted book, website, and video resources in each chapter with more examples and information to support teachers' implementation. Examines the implications of current research in neuroscience for classroom teaching. Describes evidence-based models of teaching and how they positively affect student engagement and learning. Shows how to support project-based and other student-led learning while connecting to standards. Describes how to use blogs, podcasts, and an array of web tools to promote engaged learning.
The Hidden Curriculum of Online Learning by
Challenging the current understandings of equity and social justice in the field of online education, The Hidden Curriculum of Online Learning analyses how cultural hegemony creates unfair learning experiences through cultural differences. It argues that such inequitable learning experiences are not random acts but rather represent the existing inequities in society at large through cultural reproduction. Based on an ethnographic work, the book discusses the concept of social absence (in relation to social presence) to discuss how individuals perform their identities within group contexts and to create awareness of social justice issues in online education. It draws upon critical pedagogy and cultural studies to show that while online learning spaces are frequently promoted by local or federal governments and higher education institutions as overwhelmingly inclusive and democratic, these premises do not operate with uniformity across all student cohorts. The Hidden Curriculum of Online Learning It will be of great interest to academics, post-graduate students, and researchers in the fields of digital learning and inclusion, education research, and cultural studies.
Navigating Teacher Education in Complex and Uncertain Times by
Carmen I. Mercado draws on four decades of seminal research and theory on how American children, who come from homes where languages other than English are spoken, learn to read and to write in school to reveal aspects of locally-responsive planning and adaptations that should be central to any teacher education program that hopes to serve its unique, local population base responsibly. Mercado uses a range of theoretical lenses particularly those surrounding critical theory, the approach designed to deconstruct power relationships in society, to capture and explain the complexities of the teaching-learning process making visible institutional, social and political influences clear. She explores an extensive collection of tools and resources for teaching to explore how educators can inform their thinking and shape their own practices to broaden access to people and resources, and to influence classroom instruction as school populations becomes increasingly diverse on a global scale through immigration. Mercado also shows how self-study has been a key aspect of her program's evolution, suggesting that teacher education should be informed by teacher educators' own investigations into their own programs and processes; that each teacher educator ought to be an active reinventor of her own program, based on reflection on current data. Mercado sensitively draws together the technical and emotional dimensions of learning to teach, acknowledging that critical theory can bring up deep, often uncomfortable feelings of anger, guilt, resentment, and other responses to unfair conditions. However, since schools are designed as places of opportunity, facing these responses is essential at a time with the feelings of antagonism that characterize the present-day world and its conflictual social groups. Mercado offers the opportunity to address these facets of educational process in compelling, informed ways.
Overcoming Current Challenges in the P-12 Teaching Profession by
Teachers are constantly faced with a plethora of challenges, but none has been more prevalent in the 21st century than educating a diverse collection of students. In the midst of the current challenges in teaching P-12 students, pre-service teachers may be under district contract but may not be prepared for teaching students with disabilities, the homeless, second language learners recently immigrated to the United States, or students who face emotional challenges or addiction. Overcoming Current Challenges in the P-12 Teaching Profession is an essential reference book that provides insight, strategies, and solutions to overcome current challenges experienced by P-12 teachers in general and special education. Featuring coverage on a broad range of topics such as global education, professional development, and responsive teaching, this book is ideally designed for educators, administrators, school psychologists, counselors, academicians, researchers, and students seeking current research on culturally responsive teaching.
Teaching Struggling Students: lessons learned from both sides of the classroom by
This book tackles the phenomenon of limited learning on campuses by approaching it from the point of view of the author, an educator who writes about the experience of being, simultaneously, a college student and a college professor. The author lays out her experience as a student struggling in an introductory linguistics class, framing her struggles as sites ripe for autoethnographic interrogation. Throughout the book, the author melds her personal narratives with the extant research on college student learning, college readiness, and the interconnectedness of affect, intellect, and socio-cultural contexts. This book poses a challenge to the current binary metanarrative that circles the college student learning conundrum, which highlights either the faculty or student perspective, and unfolds this unnecessary binary into a rich, nuanced, and polyvocal set of perspectives.
Where Teachers Thrive by
2020 PROSE Award Winner, Education Theory Category 2019 Outstanding Academic Title, Choice In Where Teachers Thrive, Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high‐quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn't work, and why. Johnson draws on vivid portraits of schools to highlight an array of school‐based systems and practices that support teachers' professional growth and effectiveness. These include a rich and interactive hiring process; team‐based curriculum planning and assessment; and informative feedback and ongoing professional learning. Critical to all of these is the role of the principal as an essential agent in a school's success. Although these elements may vary from school to school, Johnson argues that together these systems provide a comprehensive, mutually reinforcing set of well-orchestrated strategies that can help schools deliver results that exceed the sum of teachers' individual efforts. Since 2000, policy makers and education officials have diligently sought to improve schools by improving the quality of individual teachers. However, even if those teachers are skilled and committed, the schools where they work are all too often disjointed, dysfunctional organizations that serve no one well. Where Teachers Thrive explains clearly how educators within a school can join together to adopt systems of practice that ensure growth and success by all teachers and their students.
Advancing Formative Assessment in Every Classroom by
Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together--every day, every minute--to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.
The Data Collection Toolkit : Everything You Need to Organize, Manage, and Monitor Classroom Data by
Collecting data on behavior, academic skills, and IEP goals is an essential step in showing student progress--but it can also be a complicated, time-consuming process. Take the worry and stress out of data collection with this ultra-practical resource, packed with the tools you need to organize, manage, and monitor critical information on your students' progress. You'll discover proven, stress-free data collection techniques used by real teachers, with strategies and shortcuts developed through the author's extensive teaching and consulting work. You'll also get first-person classroom examples, quizzes, definitions of key terms, and a complete package of reproducible forms and tools. An essential resource for special educators, general educators, and paraprofessionals, this toolkit will help you become a "classroom detective" who collects the right data, analyzes it skillfully, and uses it to solve each student's challenges. DISCOVER HOW TOmaster the basic steps of effective data collectiondesign a creative data collection process custom-tailored to your needsrecord and graph your students' academic, behavioral, and IEP data expertly manage your time and paperwork while collecting all the data you needuse data collection strategies to systematically address specific questions and problemsselect appropriate methods for monitoring progressanalyze data for trends and patternsmake data-driven decisions that enhance student achievement PRACTICAL MATERIALS: Record and analyze your classroom data with a complete package of ready-to-use, reproducible forms and tools Includes Quick-Graph forms that make it easy to record data and graph trends on the same form; data sheets and graphs; tip sheets; and handouts and organizational tools. Includes more than 40 forms and tools Quick-Graphs for recording and analyzing data on one form Data sheets and graphs for academic, behavioral, and IEP dataOrganizational tools for establishing a data collection systemHandouts for building your data collection notebook Watch a webinar to get an inside look?
The Elements of Teaching by
A newly revised edition of this classic work, exploring the diverse qualities essential for teaching in today's educational environment. According to Banner and Cannon, to be an effective teacher requires much more than technical skill. Great teaching is an art that combines a wide range of intellectual, moral, and emotional components. This classic work explores the qualities of mind and spirit that are essential for those seeking to help others acquire knowledge and understanding. It analyzes the specific qualities of successful teachers: learning, authority, ethics, order, imagination, tenacity, compassion, patience, character, and pleasure. Written in a clear and engaging style and applicable to all levels of teaching--be it in schools and universities or on athletic fields and in the home--the book encourages teachers to consider how they might enlarge their understanding of the great art of teaching.
Leadership in Higher Education: Practices That Make a Difference by
Drawing on the same vital research that formed the foundation of their classic bestseller The Leadership Challenge, Jim Kouzes and Barry Posner offer higher education professionals a set of leadership skills and practices that are available to everyone, not just a charismatic few. Kouzes and Posner identify Five Practices of Exemplary Leadership and provide case examples of real people on college and university campuses who demonstrate each practice- *model the way *inspire a shared vision *challenge the process *enable others to act *encourage the heart Anyone in higher education who wants to transform values into actions, visions into realities, obstacles into innovations, segments into solidarity, and risks into rewards must read this book.
Leadership Matters in the Education of Students with Special Needs in the 21st Century by
This book provides a practical focus and framework for establishing insightful leadership that will enhance the learning of students with exceptionalities in the 21st century by discussing critical leadership dimensions and topics by leading academics. Topics discussed include the following: shifting leadership paradigms for all students in general and special education, district leadership strategies for implementing individualized academic and behavioral student interventions, preparing leaders to work with students with diverse learning needs, critical leadership roles for regular classroom teachers in educating learners with special needs, innovative leadership to increase school completion and graduation of general and special education learners, why psychologists need to be a part of the school leadership team, the importance of culturally responsive leadership in general and special education, the role of school leaders in helping learners with physical and health impairments, school leadership for all students in rural schools, the use of technology by leaders to improve special education services, an international example model of leadership in general and special education, and future perspectives of leadership in special education.
Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion by
Higher education institutions continue to address an increasingly complex set of issues regarding equity, diversity and inclusion. Many institutions face mounting pressure to find innovative solutions to eliminate access, participation, and achievement barriers as well as practices that impede retention and graduation rates in higher education. This volume provides educators with a global understanding of the challenges associated with the growing diversity of student identities in higher education and provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at different higher education institutions around the world.
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