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We the Students is a highly acclaimed resource that has introduced thousands of students to the field of legal studies by covering Supreme Court issues that directly affect them. It examines topics such as students’ access to judicial process; religion in schools; school discipline and punishment; and safety, discrimination and privacy at school. Through meaningful and engagingly written commentary, excerpts of Supreme Court cases (with students as the litigants), and exercises and class projects, author Jamie B. Raskin provides students with the tools they need to gain a deeper appreciation of democratic freedoms and challenges, and underscores their responsibility in preserving constitutional principles. Completely revised and updated, the new, Fourth Edition of We the Students incorporates new Supreme Court cases, new examples, and new exercises to bring constitutional issues to life.
Helps aspiring college students discover where their strengths truly lie and how to develop them to reach their full potential at school and later in the real world.
We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels.
It is common for undergraduate and graduate students across various disciplines to be placed on teams and assigned group project research reports and presentations which require them to work together. For example a psychology course requires teams to develop, conduct, analyze and present the result of their experiments, a marketing course requires student project teams to prepare marketing plans and present their conclusions, and an organizational behavior course forms teams for the purpose of researching the cultures of different organizations and making presentations about their findings. This new guidebook will be a core text on how to help student project teams confront and successfully resolve issues, tasks and problems. Sections include conceptual material, stories and illustrations, and exercises. Students and teachers in Organizational Behavior, Management, Marketing and all psychology disciplines will find this book of interest.
Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.
Presents information about the U.S. Constitution and courts, and features studies of a selection of cases brought before the Supreme Court that explore some of the problems facing young Americans, including freedom of expression, freedom of the student press, the right to privacy, due process, and others.
In this follow-up to his popular book, ''Is This English?,'' Bob Fecho explores dialogic teaching—what it is and how teachers can move toward more reflective teaching practices. Fecho provides a framework to help teachers develop the necessary focuses, perceptions, and intellectual habits that will result in an ever-enriching dialogue with their practice. Chapters like ''Using the Difficulty'' consider how an obstacle in the classroom can become a teachable moment, and "Wobble" asks teachers to be alert to when their beliefs are challenged by students and colleagues—and what can be learned in the balancing act. With anecdotes and scenarios from the author's own experience teaching adolescents and pre-service teachers, this engaging book will resonate with educators busy with today's overcrowded curriculums.
In this groundbreaking book, Theodore and Nancy Sizer insist that students learn not just from their classes but from their school's routines and rituals, especially about matters of character. They convince us once again of what we may have forgotten: that we need to create schools that constantly demonstrate a belief in their students.