IF ONLY WE KNEW INCREASING THE PUBLIC VALUE OF SOCIAL SCIENCE RESEARCH
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Research by universities plays an increasingly important role in shaping education policy around the world yet there is much dissatisfaction with the ways that they share that work. This much-needed, original book analyses efforts and systems in nine countries to mobilize research knowledge, describing the various factors that support or inhibit that work. Beginning and concluding chapters offer analytical lenses for understanding these various elements across the cases. Together, this collection from a wide range of experienced contributors, provides an unprecedented international view of the way education research is produced and shared, and provides excellent signposts for improvement for researchers and those interested in more impact from research in education.
Premised on the need for democratic education and positive social change, this book is about being sensitive to, respecting, and honoring differences. It connects the professional lives of educators with critical democratic practices. Using concrete examples, the editors promote the assertion that every educator can become an agent of change. Moreover, the book presents the experiences of professionals involved in effecting positive change.
Noting that progressive language policies have encountered and will always encounter fierce resistance, this book presents a collection of essays by progressive language educators, theorists, and policymakers that reflect on the fate of progressive language practices and policies. Part 1 comprises three contextualizing chapters that provide a theoretical and historical backdrop. The "insider" stories of part 2 show how local activity plays a major role in determining the outcomes of projects. Essays in part 1, Progressive Language Projects: Some Framing Issues, are: (1) "Turn, Turn, Turn: Language Education, Politics, and Freedom at the Turn of Three Centuries" (Patrick Shannon); (2) "Progressivism, Critique, and Socially Situated Minds" (James Paul Gee); and (3) "What Is Progressive about Progressive Education?" (John Willinsky). Essays in part 2, Progressive Language Projects: Some Stories, are: (4) "Schooling Disruptions: The Case of Critical Literacy" (Barbara Comber, Phil Cormack, and Jennifer O'Brien); (5) "Desegregation versus Bilingual Education: The Struggles of a School Community" (Caryl Gottlieb Crowell and Robert C. Wortman); (6) "The Struggle for Fratney School" (Bob Peterson); (7) "The Dool School Story" (Jane S. Carpenter and Elena R. Castro); (8) "A Dual Language Program in Phoenix and How It Grew" (John W. Wann, Irma Rivera-Figueroa, Juan Sierra, Brenda Harrell, and Martha R. Arrieta); (9) "Power, Politics, and the Demise of Progressive Education" (Frank Serafini and Carolyn J. Rogers); (10) "Politics and the English Language Arts" (Sheridan Blau); (11) "First-Language Support in the Curriculum" (Nanci Goldman, Joyce Rogers, and Brian A. Smith); (12) "The Rainbow Curriculum: Politics over the Rainbow" (Barbara Gerard); (13) "Two News, Two Views of Toronto Schools: Learning from Broadcast News (or, Lessons on Becoming Articulate)" (Don Dippo); (14) "Sexism in English: A Good News/Bad News Story" (Alleen Pace Nilsen); (15) "'Students' Right to Their Own Language': A Retrospective" (Geneva Smitherman); (16) "In a Contact Zone: Incongruities in the Assessment of Complex Performances of English Teaching Designed for the National Board for Professional Teaching Standards" (Anthony R. Petrosky and Ginette Delandshere); and (17) "The International Problems of Shifting from One Literacy to Another" (Miles A. Myers). (RS)
"We shape our tools and then they shape us." With these words, Kenneth Boulding captured one of the great truths of the modern world. In Fertilizers, Pills, and Magnetic Strips, Gene V Glass analyzes how a few key technological inventions changed culture in America and how public education has changed as a result. Driving these changes are material self-interest and the desire for comfort and security, both of which have transformed American culture into a hyper-consuming, xenophobic society that is systematically degrading public education. Glass shows how the central education policy debates at the start of the 21st century (vouchers, charter schools, tax credits, high-stakes testing, bilingual education) are actually about two underlying issues: how can the costs of public education be cut, and how can the education of the White middle-class be "quasi-privatized" at public expense? Working from the demographic realities of the past thirty years, he projects a challenging and disturbing future for public education in America. Fertilizers, Pills, and Magnetic Strips is attracting the attention of the nation's foremost education scholars. Reviews: "This is the first credible book of the 21st century to anticipate the future of public education." David C. Berliner ."a wake up call to America about the disastrous consequences of current policies that shortchange the education of the coming majorityLatinos and other 'minority' studentson whom the very future of the nation rests." Patricia Gndara "The book makes such impressive sense that one has to believe that its clarity, command of the facts, eye for absurdity, and concern for justice will garner greater support for public education asa common and noble cause." John Willinsky "This is the most original book about education in years." Ernest R. House
Chiefly Devoted to Library Economy and Bibliography
Includes, beginning Sept. 15, 1954 (and on the 15th of each month, Sept.-May) a special section: School library journal, ISSN 0000-0035, (called Junior libraries, 1954-May 1961). Also issued separately.
CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.
How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes:*Content Area Reading: An Overview; *The Teacher and the Text; *The Students; *The Instructional Program; and *School Culture and Environment in Middle and High School Classrooms. Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition: *the latest information on literacy strategies in every content area; *research-based strategies for teaching students to read informational texts; *up-to-date information for differentiating instruction for English-speaking and non-English speaking students; *an examination of youth culture and the role it plays in student learning; *a look at authentic learning in contexts related to the world of work; *ways of using technology and media literacy to support content learning; *suggestions for using writing in every content area to enhance student learning; *ideas for using multiple texts for learning content; *a focus on the assessment-instruction connection; and *strategies for engaging and motivating students. Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Ira Reiss presents to those interested in the work of sexual science a view of this field. The text provides a personal account of the author's experiences in sexual science that helps the reader understand many of the major issues that confront those insexual science.
An Evaluation of the Consequences for Maternal and Infant Health
Author: Jerome S. Legge
Publisher: SUNY Press
Category: Social Science
In the first study of its kind, Jerome Legge provides a reasoned and dispassionate summary of the procedures and effects of abortion. The ethics of abortion have been widely discussed by philosophers, social scientists, and health professionals. Until now, however, little has been devoted to the results of various abortion policy changes.
Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.
This book provides a comprehensive account of the relevant physiology, pathophysiology, nutritional therapy and dietetic application for each specialist dietetic area. All major specialist areas involved in the the treatment of adults are covered. The first section deals with clinical governance, for example patient-centred care, clinical decision-making and developing evidence-based practice. The second section on advanced clinical practice describes 18 clinical conditions or dietetic areas in detail. There is detailed coverage of 18 clinical conditions or dietetic areas: The control of food intake and absorption of nutrients Drug nutrient interactions Food allergy – allergy and intolerance Irritable bowel disease (IBD) and colorectal cancer Short bowel syndrome Enteral nutrition Parenteral nutrition Thermal injury Nutrition and liver disease HIV Palliative care Renal disease Diabetes Obesity Cardiovascular disease Stroke Neurological conditions Mental health. Each chapter concludes with a section on possible future developments in the specialty, providing insight into 'hot topics', making this an essential text for all working in the field of Dietetics and Clinical Nutrition. Each clinical chapter follows a standard structure: Learning objectives Key points summarise important aspects Case studies with questions and answers help link theory to practice References and further reading suggestions encourage wider research.