front cover of EarthEd (State of the World)
EarthEd (State of the World)
Rethinking Education on a Changing Planet
The Worldwatch Institute
Island Press, 2017
Earth education is traditionally confined to specific topics: ecoliteracy, outdoor education, environmental science. But in the coming century, on track to be the warmest in human history, every aspect of human life will be affected by our changing planet. Emerging diseases, food shortages, drought, and waterlogged cities are just some of the unprecedented challenges that today’s students will face. How do we prepare 9.5 billion people for life in the Anthropocene, to thrive in this uncharted and more chaotic future?

Answers are being developed in universities, preschools, professional schools, and even prisons around the world. In the latest volume of State of the World, a diverse group of education experts share innovative approaches to teaching and learning in a new era. Topics include systems thinking for kids; the importance of play in early education; social emotional learning; comprehensive sexuality education; indigenous knowledge; sustainable business; medical training to treat the whole person; teaching law in the Anthropocene; and more.

EarthEd addresses schooling at all levels of development, from preschool to professional. Its lessons can inform teachers, policy makers, school administrators, community leaders, parents, and students alike. And its vision will inspire anyone who wants to prepare students not only for the storms ahead but to become the next generation of sustainability leaders.  
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Ecological Economics
A Workbook for Problem-Based Learning
Joshua Farley, Jon D. Erickson, and Herman E. Daly
Island Press, 2005

Ecological economics addresses one of the fundamental flaws in conventional economics--its failure to consider biophysical and social reality in its analyses and equations. Ecological Economics: Principles and Applications is an introductory-level textbook that offers a pedagogically complete examination of this dynamic new field.

As a workbook accompanying the text, this volume breaks new ground in applying the principles of ecological economics in a problem- or service-based learning setting. Both the textbook and this workbook are situated within a new interdisciplinary framework that embraces the linkages among economic growth, environmental degradation, and social inequity in an effort to guide policy in a way that respects fundamental human values. The workbook takes the approach a step further in placing ecological economic analysis within a systems perspective, in order to help students identify leverage points by which they can help to affect change. The workbook helps students to develop a practical, operational understanding of the principles and concepts explored in the text through real-world activities, and describes numerous case studies in which students have successfully completed projects.

Ecological Economics: A Workbook for Problem-Based Learning represents an important new resource for undergraduate and graduate environmental studies courses focusing on economics, environmental policy, and environmental problem-solving.

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Empowering Young Writers
The "Writers Matter" Approach
Deborah S Yost
Temple University Press, 2014

Launched in middle schools in the fall of 2005, the "Writers Matter" approach was designed to discover ways to improve the fit between actual English curricula, district/state standards and, more recently, the Common Core Curriculum Standards for writing instruction. Adapted from Erin Gruwell's successful Freedom Writers Program, "Writers Matter" develops students' skills in the context of personal growth, understanding others, and making broader connections to the world.

 

Empowering Young Writers explains and expands on the practical aspects of the "Writers Matter" approach, emphasizing a focus on free expression and establishing connections between the curriculum and students' personal lives. Program creator Robert Vogel, and his co-authors offer proven ways to motivate adolescents to write, work diligently to improve their writing skills, and think more critically about the world. 

 

This comprehensive book will help teachers, administrators, and education students apply and reproduce the "Writers Matter" approach more broadly, which can have a profound impact on their students' lives and social development. 

 

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front cover of Equal Play
Equal Play
Title IX and Social Change
Nancy Hogshead-Makar
Temple University Press, 2007
One of the least understood issues in federal sports policy, Title IX of the Educational Amendments of 1972 reflects the nation's aspirational belief that girls and boys, women and men, deserve equal educational opportunities in athletics.  Equal Play shows how this ideal has been implemented -- and thwarted -- by actions in every branch of the federal government.

This reader addresses issues in sports before Title IX and the backlash that has resulted from the policy being instituted.  The editors have collected the best scholarly writing on the landmark events of the last four decades and couple these with new original essays, primary documents from court cases, administrative regulations, and relevant supporting sources.  The result is the most comprehensive single-volume work on the subject.

Equal Play includes essays by many well-known sports journalists who discuss how government actions have shaped, supported, and hindered the goal of gender equality in school athletics.  They discuss the history of women in sports, analyze the meaning of "equal opportunity" for female athletes, and examine shifts in arguments for and against Title IX.  Equal Play will interest anyone who is concerned with gender issues in American athletics and the growth of college sports.

Contributors include: Susan Cahn, Donna de Varona, Julie Foudy, Jessica Gavora, Bil Gilbert, Christine Grant, Mariah Burton Nelson, Gary R. Roberts, Don Sabo, Larry Schwartz, Michael Sokolove, Welch Suggs, Nancy Williamson, and the editors.
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front cover of Equity for Women in Science
Equity for Women in Science
Dismantling Systemic Barriers to Advancement
Cassidy R. Sugimoto and Vincent Larivière
Harvard University Press, 2023

The first large-scale empirical analysis of the gender gap in science, showing how the structure of scientific labor and rewards—publications, citations, funding—systematically obstructs women’s career advancement.

If current trends continue, women and men will be equally represented in the field of biology in 2069. In physics, math, and engineering, women should not expect to reach parity for more than a century. The gender gap in science and technology is narrowing, but at a decidedly unimpressive pace. And even if parity is achievable, what about equity?

Equity for Women in Science, the first large-scale empirical analysis of the global gender gap in science, provides strong evidence that the structures of scientific production and reward impede women’s career advancement. To make their case, Cassidy R. Sugimoto and Vincent Larivière have conducted scientometric analyses using millions of published papers across disciplines. The data show that women are systematically denied the chief currencies of scientific credit: publications and citations. The rising tide of collaboration only exacerbates disparities, with women unlikely to land coveted leadership positions or gain access to global networks. The findings are unequivocal: when published, men are positioned as key contributors and women are relegated to low-visibility technical roles. The intersecting disparities in labor, reward, and resources contribute to cumulative disadvantages for the advancement of women in science.

Alongside their eye-opening analyses, Sugimoto and Larivière offer solutions. The data themselves point the way, showing where existing institutions fall short. A fair and equitable research ecosystem is possible, but the scientific community must first disrupt its own pervasive patterns of gatekeeping.

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front cover of Everyday Writing Center
Everyday Writing Center
A Community of Practice
Anne E. Geller, Michele Eodice, Frankie Condon, Meg Carroll, Elizabeth H. Boquet
Utah State University Press, 2007

In a landmark collaboration, five co-authors develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger’s concept of "community of practice" into an ethos of a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. They push themselves and their field toward deeper, more significant research, more self-conscious teaching.

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