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Schools must ensure that children are granted the greatest opportunity for learning possible. This means not only developing students’ academic capabilities, but providing support for their emotional, behavioral, and mental health needs as well. Readers will come away with: * An increased awareness of mental, emotional, and behavioral issues and their prevalence, * A clear understanding that meeting such needs is a matter of faith, residing at the heart of what Catholic schools do: bring human life to fullness, * A knowledge base concerning what Catholic schools currently do to meet student MEB needs and a deep immersion in the perceptions of current Catholic school leaders about how to do so better, and * An appreciation that only through strategic, data informed action can schools best support the children entrusted to their care. This book foregrounds the belief that student achievement, holistic student wellness, and overall school improvement will only be attained if mental, emotional, and behavioral health in Catholic schools is advanced and supported.
Academics Going Public makes the case for academics to enter the public sphere and simultaneously gives them the tools to do so. This important book helps faculty members who want to become more active on a national scale and would like to move beyond publication in scholarly journals and books. Expert contributors explore how to have a voice about salient higher education issues and engage traditional media, new medias, policymakers, funders, and the general public. Chapters offer best approaches and concrete strategies for diverse audiences, helping faculty have an impact on society by becoming more publicly engaged and writing for broader audiences in more inclusive ways. This critical guide also covers strategies for confronting obstacles academics might encounter along the way and presents tactics for responding to controversy and backlash.
Could you use a handbook explaining every aspect of creating Christian vocational educational choices for students in your school or ministry? You will find this book an invaluable source of guidance to attain this goal. Christian school leaders are encouraged to reassess traditional course offerings of solely academics to discover how vocational educational options can be offered to their students. This book will not only challenge Christian school administrators and ministry leaders to explore vocational career and technical training programs, but also guide them in all aspects of the addition and development of the programs, including academic and biblical integration. Uniquely talented vocational students have been overlooked and abandoned in Christian education for far too long. The vocational educational field is white unto harvest! Think about it: If access to discipleship had been limited to only the academically inclined, the fishermen, the tentmakers, and the carpenters would have been excluded!
StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and Beyond is a primary component in The Gallup Organization's StrengthsQuest program. The book and the program help students understand their unique, natural talents and develop those talents into strengths that can be productively applied for success in academics and other areas. The book is shrink-wrapped and contains a unique ID code that allows the buyer to take one StrengthFinder assessment and have access to other program's online components, such as a Learning Center and an Online Strengths Community.
Now, more than ever, education on the social and emotional aspects of learning is critical. As children learn to traverse a world that is ever-flattening concurrently they are drowning with information. Unfortunately, this same information can be misleading, tinged with anger, and creating an ever-unrealistic standard youth may never be able to live up to. As educators, social-emotional learning has always been a natural element of the school day. We must now recognize it as a critical subject area that has to be integrated and reinforced in every aspect of our teaching. The distinguishing quality of social and emotional skills will determine success or failure in those who will have to enter a world ever more connected systemically and globally
Weisser (English, U. of Hawaii, Hilo) addresses the issue of how to move writing instruction into the public sphere. Coverage includes the historical background, recent progressive theories in composition studies on writing as a site of political and social engagement, existing theoretical conversations and how they are understood within contemporary social and cultural theory--with a focus on the work of Jurgen Habermas, the role of the intellectual in postmodern society, and the degree to which the material conditions of academic life allow for public intellectualism. For theorists, teachers, and writers at all levels. Annotation copyrighted by Book News, Inc., Portland, OR
Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development.
Interdisciplinary manual analyzes the roots of racism through lessons and readings by numerous educators. Issues such as tracking, parent/school relations, and language policies are addressed along with readings and lessons for pre- and in-service staff development. All levels.
The rate of interfaith marriage in the United States has risen so radically since the sixties that it is difficult to recall how taboo the practice once was. How is this development understood and regarded by Americans generally, and what does it tell us about the nation's religious life? Drawing on ethnographic and historical sources, Samira K. Mehta provides a fascinating analysis of wives, husbands, children, and their extended families in interfaith homes; religious leaders; and the social and cultural milieu surrounding mixed marriages among Jews, Catholics, and Protestants. Mehta's eye-opening look at the portrayal of interfaith families across American culture since the mid-twentieth century ranges from popular TV shows, holiday cards, and humorous guides to "Chrismukkah" to children's books, young adult fiction, and religious and secular advice manuals. Mehta argues that the emergence of multiculturalism helped generate new terms by which interfaith families felt empowered to shape their lived religious practices in ways and degrees previously unknown. They began to intertwine their religious identities without compromising their social standing. This rich portrait of families living diverse religions together at home advances the understanding of how religion functions in American society today.
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.