Browse by title

You are looking at 61 - 70 of 17,826 items for :

Clear All
Restricted access

Series:

William Nesbitt

Teaching Students with Learning Disabilities at Beacon College is a collection of essays written by professors and learning specialists (educational support personnel) at Beacon College, an accredited four-year institution for students with learning disabilities, ADHD, and other learning differences. The purpose of this book is to help fill the massive gap in the literature on teaching students with learning disabilities at the college level. The attrition rate of students with learning disabilities at traditional colleges and universities is very high. With a 70% four-year graduation rate, Beacon College is well-positioned to be an instructional model for other institutions. The essays discuss institutional practices, alternative teaching strategies, and personal instructor experiences.

Restricted access

L’Éducation nouvelle entre science et militance

Débats et combats à travers la revue «Pour l’Ère Nouvelle» (1920–1940)

Series:

Béatrice Haenggeli-Jenni

Cet ouvrage étudie l’Éducation nouvelle dans ses dimensions scientifiques et militantes. Porté par des praticiens convaincus qu’une réforme de l’école pourra transformer le monde, le mouvement attire aussi des scientifiques persuadés que la science a un rôle à jouer dans la quête d’une harmonie entre les hommes. Tous se rejoignent dans la volonté de construire une éducation basée sur une connaissance scientifique de l’enfant : selon eux, la pédagogie ne doit plus être un art mais une science.

Ce livre s’intéresse à la relation qu’entretiennent ici la science et la militance : quelle est la part de l’une et l’autre dans les revendications de l’Éducation nouvelle ? Comment le discours scientifique se mêle-t-il au discours militant ? Qui sont les acteurs engagés dans le mouvement et comment concilient-ils ces deux facettes dans leur activité ?

Dans une démarche d’histoire sociale, cet ouvrage puise ses apports dans la lecture fine d’une revue emblématique du mouvement, organe de la Ligue internationale pour l’Éducation nouvelle. Il étudie les questions en débat telles que les méthodes d’enseignement, le rôle du maître, la place des savoirs scolaires ou la liberté en éducation. Ce livre attache une importance particulière aux acteurs engagés pour cette cause et s’intéresse à leurs profils, réseaux et activités aux niveaux local et international.

Restricted access

Christianity and the Secular Border Patrol

The Loss of Judeo-Christian Knowledge

Series:

Barry Kanpol and Mary Poplin

Christianity and the Secular Border Patrol: The Loss of Judeo-Christian Knowledge centrally looks at how secular universities have dominated academic knowledge on the one hand and have also been a part of bias against Christian academics on the other. Authors generally ask for borders of understanding and collegial dialogue to bridge gaps of knowledge that exist because of this bias. Theoretical analysis and narratives from the field describe how overcoming extreme theoretical positions may allow for productive knowledge construction and a more harmonious relationship within the culture wars of our times, especially in higher education.

Restricted access

Ignatius von Loyola und die Pädagogik der Jesuiten

Ein Modell für Schule und Persönlichkeitsbildung

Series:

Rüdiger Funiok and Harald Schöndorf SJ

Ignatius (ursprünglich Íñigo) de Loyola wurde 1491 im Baskenland geboren. Nach einem Bekehrungserlebnis 1521 studierte er in Paris Theologie und gründete 1540 mit sechs Gefährten die «Gesellschaft Jesu». Ignatius von Loyola entfaltet in seinen «Geistlichen Übungen» (Exerzitien) eine Vorgehensweise, die das Menschenbild und die Lehrmethoden der (Hoch-)Schulen des Jesuitenordens prägt. Bis zu seinem Tod 1556 wurden über 30 Jesuitenschulen gegründet, bis 1750 gab es bereits 670 Jesuiten-Kollegien. Die Artikel dieses Bandes schildern diese Entwicklung und informieren über Literatur, Medien und Adressen von Jesuitenschulen und -hochschulen.

Restricted access

Disrupting Data in Qualitative Inquiry

Entanglements with the Post-Critical and Post-Anthropocentric

Series:

Mirka Koro-Ljungberg, Teija Löytönen and Marek Tesar

Disrupting Data in Qualitative Inquiry: Entanglements with the Post-Critical and Post-Anthropocentric expands qualitative researchers’ notions of data and exemplifies scholars’ different encounters and interactions with data. In Disrupting Data in Qualitative Inquiry data has become an exploratory project which pays close attention to data’s numerous variations, manifestations, and theoretical connections. This book is targeted to serve advanced graduate level methodological, inquiry, and research-creation courses across different disciplines.

Restricted access

Series:

E. San Juan, Jr.

Carlos Bulosan—Revolutionary Filipino Writer in the United States: A Critical Appraisal is an in-depth, critical evaluation of Bulosan's major works in the context of the sociopolitical changes that configured his sensibility during the Depression, the united-front mobilization prior to World War II, and the Cold War witch-hunting of the fifties. Unprecedented for its thorough historical-materialist analysis of the symbolic dynamics of the texts, this book uses original research into the Sanora Babb papers that have never before been linked to Bulosan. Sophisticated dialectical analysis of the complex contradictions in Bulosan’s life is combined with a politico-ethical reading of U.S.-Philippines relations. San Juan takes the unorthodox view that Bulosan’s career was not an immigrant success story but instead a subversive project of an organic intellectual of a colonized nation-in-the-making. Today, Bulosan is hailed as a revolutionary Filipino writer, unparalleled in the racialized, conflicted history of the Philippines as a colony/dependency of the United States. This book follows San Juan’s pioneering 1972 study Carlos Bulosan and the Imagination of the Class Struggle.

Restricted access

Jean-Luc Gilles

The PEERS program proposes international exchanges adapted to the context of teacher training institutions wishing to take advantage of internationalization in order to link training, research, and practice. PEERS is based on the completion of Research and Innovation (R&I) projects during the academic year, during which international groups of professors and students from teacher training partner institutions collaborate remotely as well as during two placements of one week. For the students, the PEERS program aims to develop competencies in distance collaboration with the help of Information and Communication Technology (ICT), the management of intercultural groups, and the continuous improvement of their activities through reflective thinking and the spirit of research. For the professors the PEERS program aims to better link research and training, to reinforce their skills in the management of international research projects and to foster opportunities for international publications.

The aim of this collective book is to give an overview of the Issues, case studies and perspectives of the PEERS program. The first section entitled "Issues, Opportunities, and Challenges for the Internationalization of Teacher Training in a Globalized, Multicultural, and Connected World", focuses on the foundations and general features of PEERS projects, as well as the context of globalization in the intercultural and connected world in which it is situated.

The second section, "Case Studies and Lessons Learned from the PEERS Project in Southern Countries" constitutes a series of chapters presenting case studies on PEERS projects focused on innovation and cooperation in the developing world. The third section, "Results of Research-Oriented PEERS Projects," considers the results from PEERS projects that have enabled the implementation of theoretical and practical educational research, generally taking the form of small-case research studies or innovations in the design of teaching units. Finally, in the conclusion we propose to present the key points of the three sections that make up this book "Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives".

Restricted access

Communities for Social Change

Practicing Equality and Social Justice in Youth and Community Work

Series:

Annette Coburn and Sinéad Gormally

Communities for Social Change: Practicing Equality and Social Justice in Youth and Community Work examines core ideas of social justice and equality that underpin community and youth work. It informs understanding of a range of community concepts and practices that are used to identify practical skills and characteristics that can help to promote equality by challenging injustice. Working with people in different types of community can bring the kind of social change that makes a real and lasting difference. Although justice is a contested notion, Annette Coburn and Sinéad Gormally assert that it is closely interlinked with human rights and equality. A critical examination of contemporary literature draws on educational, sociological, and psychological perspectives, to set community practices within a context for learning that is conversational, critical and informal. Social justice is about identifying and seeking to address structural disadvantage, discrimination, and inequality. The authors assert that by refocusing on process, participation, and collective rights, it is possible to create and sustain social justice. Transformative research paradigms help to produce findings that inspire and underpin political social action, and an analysis of practice-based examples supports the promotion of increased critical consciousness. This makes Communities for Social Change a must-read for anyone studying or teaching community youth work or who is working in communities or with individuals who experience oppression or inequality. If you are committed to teaching and learning about theory and practice that promotes social change for equality and social justice, you will not be disappointed!

Restricted access

The Charter School Wars

Insight from a Charter School Innovator

Thomas Lubben

Educational reform has been a topic of scholarly conversation for a long time, but little significant movement toward action has been made. Charter schools were discussed in varied forms throughout the 1980s, but it was not until 1991 that the State of Minnesota put charter school law into practice. Thomas Lubben entered the charter school world in 1996 when the State of Pennsylvania was in the process of discussing its law that was passed the same year. The Charter School Wars closely follows the personal life of a lifelong educator as he negotiated the political and personal steps involved in creating a school from nothing. The first several chapters focus on the obstacles and pitfalls that the author faced during the seven-year struggle to create a charter high school based on the creative and performing arts. Later chapters focus on the expansion of this proven artistic model into additional schools. Lubben compliments the personal narrative with a chapter, "A Charter School Primer," that focuses on the critical elements needed to open a charter school. Charter school parents, teachers, administrators, and enthusiasts will find this book an interesting and poignant read as they navigate their way through the charter school landscape.

Restricted access

Molefi Kete Asante

A Critical Afrocentric Reader

Series:

James L. Conyers, Jr.

Conceptually, Molefi Kete Asante: A Critical Afrocentric Reader is a reflexive analysis of the editor’s space in higher education over the past three decades. As a historical assessment, this reader is a narrative that offers a constructive perspective of Afrocentricity, as the sheer mention of the word draws reaction and fear from either uniformed or conventional personnel. The book organizes Asante’s writings into four categories: history, mythology, ethos, and motif. Arranged theoretically, these are the four concepts that describe and evaluate culture from an Afrocentric perspective. This study offers an assessment of Asante’s body of literature that continues to position the philosophy and ideals of the Afrocentric movement internationally. In the context of being a public intellectual, the core of Asante’s analysis draws inferences in locating Africana occurrences in place, space, and time. Advancing this idea further, the purpose of these presages is to motivate scholars in the field of Africana studies to contribute to the intellectual history of W. E. B. Du Bois, Maria Stewart, Carter G. Woodson, John Henrik Clarke, and the countless others who have advanced Africana research and writing. For many cynics and associates, the scholarship of Asante has not been thoroughly vetted. Directly or indirectly, Asante offers a foundation of optimism in forming the outliers of breakdown and breakthroughs for victorious thought of an Afrocentric perspective.