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Learn how to harness students’ natural curiosity to develop self-directed learners. Discover how technology allows students to take ownership of their learning, create and share learning tools, and participate in work that is meaningful to them and others. Real-life examples illustrate how every student can become a teacher and a global publisher. The embedded QR codes link to supporting websites.
Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions. In Critiquing Social and Emotional Learning:Psychodynamic and Cultural Perspectives, Clio Stearns draws on qualitative classroom observations, teacher interviews, and analysis of prominent SEL program materials to offer a critique of SEL as a codified phenomenon. Stearns questions undergirding presumptions about children, teachers, and SEL’s interplay with cultural and educational trends. Claiming that SEL participates in cultural demands for “hegemonic positivity,” Stearns illustrates the dangers and undesirable demands of this impossible curricular regime. In particular, Stearns highlights how closeness and understanding in the classroom are repeatedly circumvented and how normative and necessary parts of life like negative affect and interpersonal conflict are disregarded. In Stearns's view, the educational community should not consider children's social and emotional worlds as fair domain for mastery or learning. Instead, we should consider social and emotional education as something without a predetermined endpoint, requiring the joint and ongoing participation of teachers and students
The humanities in American higher education is in a state of crisis with declining student enrollment, fewer faculty positions, and diminishing public prestige. Instead of recycling old arguments that have lost their appeal, the humanities must discover and articulate new rationales for their value to students, faculty, administrators, and the public. Why the Humanities Matter Today: In Defense of Liberal Education is an attempt to do so by having philosophers, literature and foreign language professors, historians, and political theorists defend the value and explain the worth of their respective disciplines as well as illuminate the importance of liberal education. By setting forth new arguments about the significance of their disciplines, these scholars show how the humanities can reclaim its place of prominence in American higher education.
Contested Spaces of Teaching and Learning examines the educational experiences of adults as cultural practice. These practices take place in diverse settings from formal educational contexts to institutionally interstitial realms to fluid and explicitly contested everyday spaces. This edited collection includes twelve richly rendered ethnographic case studies written from the perspective of practitioner-ethnographers who straddle the roles of educator and ethnographic researcher. Drawing on distinct theoretical framings, these contributors illuminate the ways in which adults engaged in teaching and learning participate in cultural practices that intersect with other dimensions of social life, such as work, recreation, community engagement, personal development, or political action. By juxtaposing ethnographic inquiries of formal and informal learning spaces, as well as intentional and unintended challenges to mainstream adult teaching and learning, this collection provides new understandings and critical insights into the complexities of adults’ educational experiences.
Lexington Market was established in 1782 by Revolutionary War hero John Eager Howard, who donated a plot of land in Baltimore's "western precincts" for a public market. Accessible to farmers from the outlying countryside, Howard's Hill Market, as it was known, became an instant success. Undeterred by the lack of a proper market house, farmers set up plank stalls and began selling fresh meat, eggs, and vegetables to the burgeoning city's population. Almost as soon as a market house was built in 1803, petitions circulated to expand it, a process that continued throughout the 19th century until the market included three block-long sheds with hundreds of stalls spilling down neighboring streets. Far from signaling Lexington Market's end, a disastrous fire in 1949 provided an opportunity for a modern facility with refrigeration and stoves, enabling each stall keeper to bake, roast, or steam according to his own unique recipe. With the addition of an arcade, the market has continued to reinvent itself while maintaining a place in Baltimore's heart for 225 years.
Trust within Learning provides invaluable insight into the learning relationship between students and teachers, a complex and dynamic area of research. It achieves this aim by reimagining the role of trust in the various sectors of education and exploring its import. Devin Thornburg provides invaluable insight into the learning relationship between students and teachers, a complex and dynamically-changing area of research. It does this by re-imagining the way trust encompasses different sectors of education and its importance to what and how students learn. Through interviews with students and teachers in eight countries on four continents, the author investigates the role of trust across cultures, seeking to understand the value and meaning it has in each setting. The author uses a methodology of Affirmative Inquiry through the encounters with students and teachers about trust in learning, making the effort to establish a research framework of intercultural competence. His findings are organized to explore relationships, roles, expertise and the community and cultures of trust, resulting in conclusions about the influence of history and context of schooling in each country and possible implications for practitioners and scholars. In doing so, the book raises critical questions about the teaching of culturally diverse students in the U.S. and elsewhere. It therefore informs and acts as a critical companion to those engaged in the study of learning, teaching and school reform.
2022 NAACP Image Award Winner Crystal Wilkinson combines a deep love for her rural roots with a passion for language and storytelling in this compelling collection of poetry and prose about girlhood, racism, and political awakening, imbued with vivid imagery of growing up in Southern Appalachia. In Perfect Black, the acclaimed writer muses on such topics as motherhood, the politics of her Black body, lost fathers, mental illness, sexual abuse, and religion. It is a captivating conversation about life, love, loss, and pain, interwoven with striking illustrations by her long-time partner, Ronald W. Davis.
This book provides relevant background data and theory regarding English language (EL) students, the challenges they face in learning English, and the need to find strategies for enhancing reading engagement among these students. Additionally, the chapters discuss the ways in which the findings could advance instructional knowledge for EL students. The author presents and explores the results of participant interviews conducted with 10 students, each with different cultural and linguistic backgrounds. From their stories, emerged 7 themes of bilingual instruction including: quality of reading lessons, culturally responsive instruction, active learning offers individualized direction, language instruction, and instructional time for choosing literature. This book will provide teachers with numerous instructional strategies and ways to build literacy into an EL learner’s curriculum.
What are the connections between service-learning and a liberal arts education? That is the central question of this volume and scholars from a variety of disciplines-chemistry, economics, education, philosophy, political science, psychology, public policy, religious studies, and sociology-answer it here. The scholars collected by Craig A. Rimmerman ground their essays in a positive assumption about the importance of service-learning in contributing to students' moral, ethical, and social development within the broader context of a liberal arts education. The contributors engage in the critique of service and then respond to that critique within the context of their individual chapters. Readers will have a better understanding of what does and does not work in and out of the classroom and why. The practical appeal of this volume lies in the fact that other teachers and students who are interested in both developing their own service-learning courses and connecting those courses to broader issues of citizenship, democracy, theories of justice, ethics, and morality can find advice and applications of successful service-learning endeavors within it. Book jacket.