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Realizing Autonomy
by Alison Stewart Kay IrieRealizing Autonomy: Practice and Reflection in Language Education Contexts presents critical practitioner research into innovative approaches to language learner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and perspectives on the challenges and contradictions of learner autonomy.
Realizing Educational Rights: Advancing School Reform through Courts and Communities
by Anne NewmanIn Realizing Educational Rights, Anne Newman examines two educational rights questions that arise at the intersection of political theory, educational policy, and law: What is the place of a right to education in a participatory democracy, and how can we realize this right in the United States? Tracking these questions across both philosophical and pragmatic terrain, she addresses urgent moral and political questions, offering a rare, double-pronged look at educational justice in a democratic society. Newman argues that an adequate K–12 education is the right of all citizens, as a matter of equality, and emphasizes that this right must be shielded from the sway of partisan and majoritarian policy making far more than it currently is. She then examines how educational rights are realized in our current democratic structure, offering two case studies of leading types of rights-based activism: school finance litigation on the state level and the mobilization of citizens through community-based organizations. Bringing these case studies together with rich philosophical analysis, Realizing Educational Rights advances understanding of the relationships among moral and legal rights, education reform, and democratic politics.
Realizing General Education: AEHE Volume 42, Number 2 (J-B ASHE Higher Education Report Series (AEHE))
by Cynthia A. WellsGeneral education is widely touted as an enduring distinctive of higher education, but what do we actually mean by general education? Differing perspectives not only make it challenging to consider its significance, but also open it up to a wide range of determinations regarding its effectiveness.This volume aims to sharpen understanding of the complex picture of general education by: describing how various conceptions of general education evolved historically, identifying various functions expected of general education in the contemporary context, and pointing out the educational practices that fulfill general education’s aims in the current context. The conceptions of, and aspirations for, general education are consequential. This volume disentangles the divergent conceptions that hinder its renewal and considers the range of avenues for realizing its effectiveness. This is the second issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Realizing Qualitative Research into Higher Education (Routledge Library Editions: Higher Education #7)
by Paul Trowler Craig PrichardOriginally published in 2003 Realizing Qualitative Research into Higher Education, looks at how qualitative research in broad terms, confronts the question of the researcher's involvement in the production of knowledge. However, the method adopted even in highly positivist qualitative work has a history that bears on the research. This volume provides examples of engaging research work, outlining the key research process and examining the links between this and the final report.
Realizing Rigor in the Mathematics Classroom
by Don S. Balka Ted H. Hull Ruth Harbin MilesRigor put within reach! Rigor: The Common Core has made it policy—and this first-of-its-kind guide takes math teachers and leaders through the process of making it reality. Using the Proficiency Matrix as a framework, the authors offer proven strategies and practical tools for successful implementation of the CCSS mathematical practices—with rigor as a central objective. You’ll learn how to Define rigor in the context of each mathematical practice Identify and overcome potential issues, including differentiating instruction and using data Relate specific roles and goals for all stakeholders Use assessment tools to guide work and monitor progress
Realizing the College Dream with Autism or Asperger Syndrome: A Parent's Guide to Student Success
by Ann PalmerRealizing the College Dream with Autism or Asperger Syndrome is both a practical and a personal account of one ASD student's successful experience of going to college. This accessible book focuses on how to get there and stay there: deciding to go, how to get in and how to get the most out of it. Ann Palmer advises parents and professionals how to prepare the student for the transition from school and home life to a new environment and educational challenge, and how to support them through potential problems such as academic pressure, living away from home, social integration and appropriate levels of participation in college. She offers helpful strategies that will encourage and inspire parents and students and show that college can be a suitable option for students with an autism spectrum disorder, as well as the basis for a successful independent life later. This book is essential reading for any parent considering college as an option for their child, disability service providers in colleges and for ASD students themselves.
Realizing the College Dream with Autism or Asperger Syndrome: A Parent's Guide to Student Success
by Ann PalmerRealizing the College Dream with Autism or Asperger Syndrome is both a practical and a personal account of one ASD student's successful experience of going to college.This accessible book focuses on how to get there and stay there: deciding to go, how to get in and how to get the most out of it. Ann Palmer advises parents and professionals how to prepare the student for the transition from school and home life to a new environment and educational challenge, and how to support them through potential problems such as academic pressure, living away from home, social integration and appropriate levels of participation in college. She offers helpful strategies that will encourage and inspire parents and students and show that college can be a suitable option for students with an autism spectrum disorder, as well as the basis for a successful independent life later.This book is essential reading for any parent considering college as an option for their child, disability service providers in colleges and for ASD students themselves.
Realizing the Promise of 21st-Century Education: An Owner's Manual
by Emily Calhoun Mr Bruce JoyceKeys to building a new generation of courses and schools While many futurists tout the value of teaching students 21st-century skills, bridging the concept with the practice is best accomplished by professional educators. Authors Bruce Joyce and Emily Calhoun know how to actualize the critical reforms that enable schools to prepare students for today's workforce. Specific steps include: Providing technology access to all students to promote equity and engagement Developing hybrid courses that prepare students to meet 21st-century needs Designing professional development that connects technology to teaching Improving literacy instruction Involving teachers, parents, and community members in school leadership
Really Bad Girls of the Bible: More Lessons From Less-Than-Perfect Women
by Liz Curtis HiggsIf you've already read Bad Girls of the Bible, welcome back. If this is our first chance to sit across the page from one another, welcome home. Trust me. it's a safe place to be-a place of grace, not judgment. A place where God is in charge and we're not. (Whew!) You'll meet eight women here whose names you may not recognize, but whose sordid stories felt uncomfortably familiar to this Former bad Girl. Athaliah's ruthless climb up the corporate ladder cut close to the bone. Ditto for the tawdry tale of David and Bathsheba-my, didn't her Good Girl status go down the drain in a hurry? Ah. but it didn't stay there.That's the good news, sisters. Really good, in fact. Whether they were bad and proud of it, Bad for a good reason, Bad but not condemned, or found themselves in the wrong place at the wrong time under a Bad Moon Rising, the lives of these Really Bad girls of the Bible all demonstrate one thing: God's sovereignty. Honey, we're talking "Thy will be done." Period. The unstoppable power of God to press forth with his mighty plan for mankind, not working around our sinful choices but through them. Imagine that. Although we're all less than perfect, the girls and I are more than ready when you are!
Really Bad Girls of the Bible: More Lessons from Less-Than-Perfect Women (Bad Girls of the Bible)
by Liz Curtis HiggsSince the release ofBad Girls of the BibleandReally Bad Girls of the Bible,women like you have clamored formore–more in-depth teaching in a workbook format, more information on using the books in small group studies, and more ways to share the grace and sovereignty of God. Now, that hands-on help is here–in two practical workbooks that will make God’s Word, and the stories of your biblical sisters, come alive for you! Discover what Bathsheba, Herodias, Tamar the Widow, and five other biblical Bad Girls can teach us about themselves, about us, and about the God who created us all in theReally Bad Girls of the Bible Workbook. ALSO AVAILABLE:THE BAD GIRLS OF THE BIBLE WORKBOOK.
Really Good Schools: Global Lessons for High-Caliber, Low-Cost Education
by James TooleyAlmost overnight a virus has brought into question America&’s nearly 200-year-old government-run K-12 school-system—and prompted an urgent search for alternatives. But where should we turn to find them?Enter James Tooley&’s Really Good Schools. A distinguished scholar of education and the world&’s foremost expert on private, low-cost innovative education, Tooley takes readers to some of the world&’s most impoverished communities located in some of the world&’s most dangerous places—including India and such war-torn countries as Sierra Leone, Liberia, and South Sudan. There, in places where education &“experts&” fear to tread, Tooley finds thriving private schools that government, multinational NGOs, and even international charity officials deny exist. Why? Because the very existence of low-cost, high-quality private schools shatters the prevailing myth in the U.S., U.K., and western Europe that, absent government, affordable, high-quality schools for the poor could not exist. But they do. And they are ubiquitous and in high demand. Founded by unheralded, local educational entrepreneurs, these schools are proving that self-organized education is not just possible but flourishing—often enrolling far more students than &“free&” government schools do at prices within reach of even the most impoverished families. In the course of his analysis Tooley asks the key questions: What proportion of poor children is served? How good are the private schools? What are the business models for these schools? And can they be replicated and improved? The evidence is in. In poor urban and rural areas around the world, children in low-cost private schools outperform those in government schools. And the schools do so for a fraction of the per-pupil cost. Ubiquity, affordability, quality, value for money, equity, choice, and sustainability—these are the seven categories by which schooling should be judged, according to Tooley. In every instance, one is forced to conclude that low-cost, non-governmental, entrepreneurial education, as practiced by the poor around the globe, contains the key to their rise to prosperity and leadership positions within their own respective cultures. Alarmed by recent government barriers in education, Americans can now find hope in the triumph—in the face of acute adversity—of these remarkable schools. Because of the pandemic, parents in America and Europe are discovering that the education of their children is indeed possible—and likely far better—without government meddling with rigid seat-time mandates, outdated school calendars, absurd age-driven grade levels, and worse testing regimes. And having experienced the first-fruits of educational freedom, parents will be increasingly open to the possibilities of ever greater educational entrepreneurship and innovation. Thankfully, they have Really Good Schools to show the way.
Really Rotten Drama (My Undead Life)
by Emma T. GravesTwelve-year-old undercover zombie Tulah Jones has a problem. She'll soon be sharing her first-ever stage kiss with dreamy Jeremy Romero in the school musical. But her total death breath is sure to ruin any chance with her crush-along with her cover! And what's worse, Tulah's BFF can tell her friend is keeping a secret and is super upset. Can Tulah put an end to this stinky situation? Featuring hordes of comic art and hilarious misadventures, kids will eagerly devour this tale of undead tween life.
Really Seeing Children
by Deb CurtisDeb Curtis has cultivated a reflective teaching practice devoted to really seeing children. Through her collection of stories and photographs, learn to suspend your adult agenda to really see children’s perspectives and the amazing ways they experience the world.
Really Useful ASD Transition Pack
by Alis HawkinsUsing snippets of practice-based theory, this title provides an overview of considerations as diverse as sensory sensitivities and their impact on the school day, how interactions in the playground might be handled and whether the pupil is allowed to eat separately, as well as teaching and learning issues.
Realms Of Gold (Core Knowledge Reader #Volume 2)
by Michael Marshall E. D. HirschThe three volume Realms of Gold series brings together all the shorter literary works taught in the Core Knowledge Sequence for the middle school grades. Volume Two includes those for grade seven.
Realms Of Gold: A Core Knowledge Reader
by E. D. Hirsch Michael J. MarshallAll the shorter literary works — poems, stories, essays, speeches and autobiographical excerpts — specified in the Core Knowledge Sequence for Grades 6–8 are conveniently anthologized in three grade-level volumes. Each includes additional classic works in each genre, offering students handy supplemental texts from the world's greatest writers. Key speeches from the 20th century make volumes 2 and 3 useful for history teachers.
Realms Of Knowledge: Academic Departments In Secondary Schools
by Leslie Santee SiskinThis study examines academic departments as a context for teaching in the secondary school. lt explores why teachers find departments to be crucial to the high school setting. In all three schools studied and in all four subjects English, Maths, Science and Social Science teachers - even those who felt isolated in their classrooms - located their sense of professional identity, practice and community in their departments. Departments are seen as boundaries for dividing the school; centres of social interaction; a micro political decision-making forum; as a subject knowledge category. Those concerns are important at this time as various attacks are being made on school structures and subject and administration fragmentation - in these cases subjects are seen as obstacles to change. To subject groups they are viewed as potential vehicles to carry and confirm the message.
Realms of Gold: A Core Knowledge Reader (Volume Three)
by E. D. Hirsch Jr. Michael J. MarshallThe Volume Three Realms of Gold series brings together all the shorter literary works taught in the Core Knowledge Sequence for the middle school grades. Volume Three includes those for grade eight. Each volume also offers additional classic works in every genre for teachers and students interested in supplementary readings.
Reason and Compassion: The Lindsay Memorial Lectures Delivered at the University of Keele, February-March 1971 and The Swarthmore Lecture Delivered to the Society of Friends 1972 by Richard S. Peters (Routledge Revivals: R. S. Peters on Education and Ethics)
by R. S. PetersFirst published in 1973, Reason and Compassion showcases a collection of lectures by Professor Richard S. Peters concerned primarily with the moral position, based on compassion and on the use of reason, which is critical to code-encased moralities. He reacts to the idea that whilst many people are sympathetic towards protests against an established moral code, they are reluctant to align themselves with modern forms of nihilism, subjectivism and romantic revolt. The work studies the implications for moral education and takes account of modern work ethics, development psychology and philosophy of religion. It presents its findings in a way which can be appreciated by specialists and non-specialists alike. By making a distinction between the form of the moral consciousness and the content of particular moralities, Peters reconciles the development approach of Piaget with the approaches of other schools of thought, including the Freudians and social learning theorists.
Reason and Teaching (Routledge Revivals)
by Israel SchefflerThis title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education.
Reason in the Balance: An Inquiry Approach to Critical Thinking
by Sharon Bailin Mark BattersbyReason in the Balance focuses broadly on the practice of critical inquiry, the process of carefully examining an issue in order to come to a reasoned judgment. This text emphasizes the various aspects that go into the practice of inquiry, including identifying issues and relevant contexts, understanding competing cases, and making a comparative judgment. Distinctive Features of the Text are: Emphasis on applying critical thinking to complex issues with competing arguments; Inclusion of chapters on inquiry in specific contexts; Attention to the dialogical aspects of inquiry, including sample dialogues; Emphasis on the spirit of inquiry. The Second Edition Features: (i) updated examples and items of current interest (ii) new dialogues on vaccination, prostitution, and climate change (iii) new material on biases in reasoning, including emotional and psychological, social, and cognitive biases (iv) material on deduction and formal logic supplemented with Appendix on Logic on the Web site, including links for further learning and practice.
Reasons to Reason in Primary Maths and Science
by Alan Cross Alison BorthwickHow can teachers help children to develop reasoning skills? What is reasoning and how do we teach it? Much is being said in schools and education about the importance of reasoning skills. This book explores what reasoning is and what it is not. It includes examples of how reasoning in primary mathematics and science classes can develop. It shows how a connection between the 'skills' of mathematics and science can help children to gain a better understanding of reasoning. What is a conjecture? What makes you think? What makes you think about your thinking? What does reasoning look like? With links to classroom practice and examples of effective teaching throughout, this book not only provides an exploration of what reasoning is and why it's important - it also show you how to develop children's reasoning skills in your classroom.
Reasons to Reason in Primary Maths and Science
by Alan Cross Alison BorthwickHow can teachers help children to develop reasoning skills?What is reasoning and how do we teach it?Much is being said in schools and education about the importance of reasoning skills. This book explores what reasoning is and what it is not. It includes examples of how reasoning in primary mathematics and science classes can develop. It shows how a connection between the ′skills′ of mathematics and science can help children to gain a better understanding of reasoning. What is a conjecture What makes you think? What makes you think about your thinking? What does reasoning look like? With links to classroom practice and examples of effective teaching throughout, this book not only provides an exploration of what reasoning is and why it′s important—it also show you how to develop children′s reasoning skills in your classroom.
Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access
by Martin Paul Eve and Jonathan GrayA range of perspectives on the complex political, philosophical, and pragmatic implications of opening research and scholarship through digital technologies.The Open Access Movement proposes to remove price and permission barriers for accessing peer-reviewed research work--to use the power of the internet to duplicate material at an infinitesimal cost-per-copy. In this volume, contributors show that open access does not exist in a technological vacuum; there are complex political, philosophical, and pragmatic implications for opening research through digital technologies. The contributors examine open access across spans of colonial legacies, knowledge frameworks, publics and politics, archives and digital preservation, infrastructures and platforms, and global communities.
Reassessing 'Ability' Grouping: Improving Practice for Equity and Attainment
by Becky Francis Becky Taylor Antonina TereshchenkoPresenting original quantitative and qualitative data from a large-scale empirical research project conducted in British secondary schools, Reassessing ‘Ability’ Grouping analyses the impact of attainment grouping on pupil outcomes, teacher effectiveness and social equality. Alongside a comprehensive account of existing literature and the international field, this book offers: Rigorous conceptual analysis of data A view of wider political debates on pupils' social backgrounds and educational attainment A discussion of the practicalities of classroom practice Recommendations for improved practice to maximise pupil outcomes, experiences and equity Vignettes, illustrative tables and graphs, as well as quotes from teacher interviews and pupil focus groups Addressing attainment grouping as an obstacle to raising pupil attainment, this book offers a distinctive, wide-ranging appraisal of the international field, new large-scale empirical evidence, and ‘close to practice’ attention to the practicalities and constraints of the classroom. Reassessing ‘Ability’ Grouping is an essential read for any practitioners and policymakers, as well as students engaged in the field of education and social justice.