The books listed on this guide represent only a sample of the titles available in the library's collection. To find more titles of interest to you, search the library catalog.
Educating Young Adolescent Girls by
This text for preservice and in-service teacher education courses shows how schools can educate girls and promote their positive self-esteem at the same time. Its purpose is to help teachers facilitate the development of gender-equitable schools and classrooms. Taking a feminist developmental approach, the text draws on an interdisciplinary knowledge base, synthesizing research from psychology, anthropology, sociology, and education. While it is rooted in scholarly research, the focus is on clarifying the connection between theory and practice, with an emphasis on practical applications. The text is organized in two sections--'Growth and Development'and'Teaching and Learning'--and includes a variety of engaging pedagogical features. Underscoring the need for teachers, school administrators, and parents to become aware of the intersection of development and education, Educating Young Adolescent Girls: •combines gender, growth, and development; •demonstrates how schooling can facilitate the total development of young adolescent girls; and •addresses a multiplicity of issues, including adolescent girls of color and young adolescents girls'sexuality.
English Language Learners and Math by
Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were enrolled used a reform-oriented approach to math learning; the math in these classes was—to varying degrees—taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical. This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research.
The Arthurdale Community School by
The first of many homestead communities designed during the rollout of the New Deal, Arthurdale, West Virginia, was a bold experiment in progressive social planning. At the center of the settlement was the school, which was established to improve the curriculum offered to Appalachian students. Offering displaced and unemployed coal miners and their families new opportunities, the school also helped those in need to develop a sense of dignity during the Great Depression.
The first book-length study of the well-known educational experiment,The Arthurdale Community Schoolilluminates the institution's history, influence, and impact. Founded on American philosopher and reformer John Dewey's idea that learning should be based not on competition but on community, and informed by First Lady Eleanor Roosevelt's guidance, the Arthurdale project sought to enable both children and adults to regain a sense of identity and place by studying the history and culture of Appalachia. Its goal was not to produce workers for global capitalism but to provide citizens with the tools to participate in a democracy.
Faculty Development and Student Learning by
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
What Works in Girls' Education by
Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable.
The Problem with Education Technology (Hint by
Education is in crisis-at least, so we hear. And at the center of this crisis is technology. New technologies like computer-based classroom instruction, online K-12 schools, MOOCs (massive open online courses), and automated essay scoring may be our last great hope-or the greatest threat we have ever faced. In The Problem with Education Technology, Ben Fink and Robin Brown look behind the hype to explain the problems-and potential-of these technologies. Focusing on the case of automated essay scoring, they explain the technology, how it works, and what it does and doesn't do. They explain its origins, its evolution (both in the classroom and in our culture), and the controversy that surrounds it. Most significantly, they expose the real problem-the complicity of teachers and curriculum-builders in creating an education system so mechanical that machines can in fact often replace humans-and how teachers, students, and other citizens can work together to solve it. Offering a new perspective on the change that educators can hope, organize, and lobby for,The Problem with Education Technologychallenges teachers and activists on "our side," even as it provides new evidence to counter the profit-making, labor-saving logics that drive the current push for technology in the classroom.