Results by title
2728 books match the query 'Education' and 48 start with g
Gavin Bolton's Contextual Drama
The Road Less TravelledMargaret R. Burke
Intellect Books, 2013
Geeky Pedagogy
A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective TeachersJessamyn Neuhaus
West Virginia University Press, 2019
Geeky Pedagogy is a funny, evidence-based, multidisciplinary, pragmatic, highly readable guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd, inviting readers to view themselves and their teaching work in light of contemporary discourse that celebrates increasingly diverse geek culture and explores stereotypes about super-smart introverts.
Geeky Pedagogy avoids the excessive jargon, humorlessness, and endless proscriptions that plague much published advice about teaching. Neuhaus is aware of how embodied identity and employment status shape one’s teaching context, and she eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers’ pedagogical knowledge.
Gender Equity in Education
An Annotated BibliographyBeverly Stitt
Southern Illinois University Press, 1994
Recent studies show that, either consciously or unconsciously, teachers are not practicing gender equity in the classroom. Boys are called on more in class than girls and are encouraged to pursue careers from which girls are excluded because they are thought to be less capable.
Serious questions arise for educators and counselors in this time of increasing awareness of the implications of gender bias, such as what comprises a gender-fair education and how can gender equity become part of the classroom curriculum? Guidance counselors and teachers share an important responsibility in seeking answers to these questions in order to avoid limiting students’ potential because of gender.
To achieve this end, Beverly A. Stitt has compiled an annotated bibliography of hundreds of books, articles, videos, classroom activities, and curriculum and workshop guides to help provide the tools needed for educators to become more gender conscious and to develop a gender–fair educational system.
The bibliography is divided into twenty-three categories under the headings of Agriculture and Industry, Business, Career Guidance, Communications, Computers, Discrimination, Displaced Homemakers/Reentry Women, Elementary Education, Family and Work Issues, Gender Role Stereotyping, History, Home Economics, In-service Training, Legislation, Male Focus, Math and Science, Nontraditional Careers, Pregnant and Parenting Teens, Recruitment, Special Needs, Teaching, Vocational Education, and Women’s Studies.
Each entry’s annotation provides a short description of the content, the age group to which the resource applies, and ordering information. The book concludes with an index in which entries are cross-referenced under various categories to further aid the reader’s research.
Gender Play
Girls and Boys in SchoolThorne, Barrie
Rutgers University Press, 1993
Thorne observes children in schools in working-class communities, emphasizing the experiences of fourth and fifth graders. Most of the children she observed were white, but a sizable minority were Latino, Chicano, or African American. Thorne argues that the organization and meaning of gender are influenced by age, ethnicity, race, sexuality, and social class, and that they shift with social context. She sees gender identity not through the lens of individual socialization or difference, but rather as a social process involving groups of children. Thorne takes us on a fascinating journey of discovery, provides new insights about children, and offers teachers practical suggestions for increasing cooperative mixed-gender interaction.
Gender Play
Girls and Boys in SchoolBarrie Thorne
Rutgers University Press, 2024
A detailed and perceptive ethnography told with compassion and humor, Gender Play immerses readers in the everyday lives of a group of working-class children to examine the social interactions that shape their gender identities. This new Rutgers Classic edition of Gender Play contains an introduction from leading sociologists of gender Michael A. Messner and Raewyn Connell that places Thorne’s innovative research in historical context. It also includes a new afterword by one of Thorne’s own students, acclaimed sociologist C.J. Pascoe, reflecting on both the lasting influence of Thorne’s work and the ways that American children’s understandings of gender have shifted in the past thirty years.
Gender and Education
Edited by Sari Knopp Biklen and Diane S. Pollard
University of Chicago Press, 1992
Gendered Paradoxes
Educating Jordanian Women in Nation, Faith, and ProgressFida Adely
University of Chicago Press, 2012
Gendered Power
Educated Women of the Meiji Empress' CourtMamiko C. Suzuki
University of Michigan Press, 2019
General Education in the Social Sciences
Centennial Reflections on the College of the University of ChicagoEdited by John J. MacAloon
University of Chicago Press, 1992
Social Science 2 holds the place of honor among these educational projects. For more than half a century, Soc 2 has been one of the most influential courses in American undergraduate education. This unique, year-long course, the oldest and most distinguished of its kind at any American university, has served as an ongoing experiment in how the social sciences can be taught and learned in the general education context.
In this collection John MacAloon has gathered essays by fourteen eminent social scientists—such as David Riesman, Michael Schudson, and F. Champion Ward—who as either teachers or students were profoundly shaped by Soc 2. Their multifarious and selective memories—full of dissonances and harmonies of recollection, judgment, and voice—create a compelling biography of a course and a college that have survived tumultous change through sustained and committed argument.
This book will be of great interest to anyone interested not only in the theory but the practice of higher education.
Generalism in Clinical Practice and Education
Edited by Sophie Park and Kay Leedham-Green
University College London, 2024
Generalism is a key approach to healthcare organization and delivery that enables person-centered, dynamic, and cost-effective patient care. With its emphasis on adaptability, generalism requires expansive, nurturing, and personalized approaches to clinical education in which a generalist attends to and explores patient priorities.
Generalism in Clinical Practice and Education outlines a generalist philosophy of practice, which is brought to life through interleaved examples. Written by a range of international clinicians, patients, and academics this book does not prescribe a single way to do generalism properly. Rather, it seeks to inspire readers’ future engagement with generalism in practice and education through sharing underpinning concepts, values, and principles. This ‘big picture’ attention to generalism across public health, social determinants of health, and clinical care is at the heart of sustainable and efficient use of resources to prioritize those in need. The book explores four key principles that aim to achieve creative, inclusive, and agile approaches to clinical care. Its goal is to support generalism in clinical practice and education and to produce clinical practitioners and learners who enjoy, embrace, and enhance future clinical care.
Generation Denied
The Broken Promise of Education in IranReza Khanzadeh
University of Texas Press, 2026
An examination of the struggles of Iran’s youth when education promises success only through loyalty to the regime, and how that loyalty manifests through ideological capital within regime-imposed parameters.
Education is highly prized in Iranian society, touted as the key to success and influence. After all, the state’s top leaders are themselves scholars and experts in Islamic thought, history, and law, and graduates of elite institutions like Sharif University enjoy better job prospects than their peers. Yet the promise of a return on investment from education is a ruse: What unlocks opportunity is not academic development but loyalty to the regime. Generation Denied shows how the education system, from middle school through university, relies on standardized tests to funnel students into politically quiescent STEM fields, limiting their potential and quashing intellectual opposition to the regime. Students then graduate into a job market dominated by regime-affiliated entities, who hire applicants on the basis not of skills but of political agendas. Those who resist discover that the future they want in Iran does not exist, resulting in compelled migration. Closely following five young men who chose to be outsiders by pursuing education while rejecting political conformity, Reza Khanzadeh situates Iran within a broader global context, offering groundbreaking insight into the roles of education and employment in non-democratic governments.
Generation Vet
Composition, Student Veterans, and the Post-9/11 UniversitySue Doe
Utah State University Press, 2014
Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II, and these student veterans are transforming post-secondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic, little research about this population and their educational needs is available, and academic departments have been slower to adjust. In Generation Vet, fifteen chapters offer well-researched, pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments.
In work with veterans in writing-intensive courses and community contexts, questions of citizenship, disability, activism, community-campus relationships, and retention come to the fore. Moreover, writing-intensive courses can be sites of significant cultural exchanges—even clashes—as veterans bring military values, rhetorical traditions, and communication styles that may challenge the values, beliefs, and assumptions of traditional college students and faculty.
This classroom-oriented text addresses a wide range of issues concerning veterans, pedagogy, rhetoric, and writing program administration. Written by diverse scholar-teachers and written in diverse genres, the essays in this collection promise to enhance our understanding of student veterans, composition pedagogy and administration, and the post-9/11 university.
Genre Explained
Frequently Asked Questions and Answers about Genre-Based InstructionChristine M. Tardy, Nigel A. Caplan & Ann M. Johns
University of Michigan Press, 2023
Genre and Graduate-Level Research Writing
An Cheng
University of Michigan Press, 2018
Genre and Graduate-Level Research Writing is grounded in genre-based theory and full of best practices examples. The book opens by presenting the case for the use of genre in graduate-level research writing and by examining rhetorical consciousness-raising and its ties to genre. Unique to the volume is a thorough analysis of the materials designed to teach genre and research writing—focused on the textbooks of Swales & Feak (e.g., Academic Writing for Graduate Students) and similar texts. Other chapters provide examples of discovery-based genre tasks, evaluative methods for assessing discipline-specific writing, and techniques for becoming a more confident instructor of graduate-level research writing.
Genre-Based Writing
What Every ESL Teacher Needs to KnowChristine M. Tardy
University of Michigan Press, 2019
Getting It Published, Fourth Edition
A Guide for Scholars and Anyone Else Serious About Serious BooksWilliam Germano
University of Chicago Press, 2026
For more than two decades, writers have turned to William Germano’s Getting It Published as a guide to the world of serious book publishing, including university presses. A professor, author, and thirty-year veteran of the book industry, Germano knows what editors want and what writers need to do to get their work published.
This fourth, thoroughly updated edition of Getting It Published accounts for new challenges facing authors and changed conditions in the publishing industry. From open access to peer review, from approaching a press to considering an agent, publishing can be confusing for authors trying to understand their options. This new edition continues to offer the clear, practicable guidance on choosing the best path to publication that has made the book such a trusted resource. Its latest revisions include an expanded chapter on proposals (and their covering emails) as well as current information on the shifting landscape of ebook publishing. But this book is more than a nuts-and-bolts guide. It takes up a writer’s biggest challenges: how to frame a book-length project, shape its argument, conceive its audience, and pitch it convincingly to an editor.
Getting It Published reflects the latest changes and technologies in the publishing industry but keeps its eye on what remains constant: Whether working on their first book or their fifth, writers can make their work stronger by knowing what publishers do and why they do it.
Getting It Published, Third Edition
A Guide for Scholars and Anyone Else Serious about Serious BooksWilliam Germano
University of Chicago Press, 2016
Today there are more ways to publish than ever, and more challenges to traditional publishing. This ever-evolving landscape brings more confusion for authors trying to understand their options. The third edition of Getting It Published offers the clear, practicable guidance on choosing the best path to publication that has made it a trusted resource, now updated to include discussions of current best practices for submitting a proposal, of the advantages and drawbacks of digital publishing, and tips for authors publishing textbooks and in open-access environments.
Germano argues that it’s not enough for authors to write well—they also need to write with an audience in mind. He provides valuable guidance on developing a compelling book proposal, finding the right publisher, evaluating a contract, negotiating the production process, and, finally, emerging as a published author.
“This endlessly useful and expansive guide is every academic’s pocket Wikipedia: a timely, relevant, and ready resource on scholarly publishing, from the traditional monograph to the digital e-book. I regularly share it, teach it, and consult it myself, whenever I have a question on titling a chapter, securing a permission, or negotiating a contract. Professional advice simply does not get any savvier than this pitch-perfect manual on how to think like a publisher.”—Diana Fuss, Princeton University
Getting Out
Youth Gangs, Violence, and Positive ChangeKeith Morton
University of Massachusetts Press, 2019
For eight years Keith Morton codirected a safe-space program for youth involved in gang or street violence in Providence, Rhode Island. Getting Out is a result of the innovative perspectives he developed as he worked alongside staff from a local nonviolence institute to help these young people make life-affirming choices. Rather than view their violence as pathological, Morton explains that gang members are victims of violence, and the trauma they have experienced leads them to choose violence as the most meaningful option available. To support young people as they “unlearned” violence and pursued nonviolent alternatives, he offered what he calls a "Youth Positive" approach that prioritizes healing over punishment and recognizes them as full human beings. Informed by deep personal connections with these youth, Morton contends that to help them, we need to change our question from “What is wrong with you?” to “What happened to you?”
Getting Published in Academic Journals
Navigating the Publication ProcessBrian Paltridge and Sue Starfield
University of Michigan Press, 2016
Getting Published in Academic Journals draws on the experiences of the authors as editors of peer-reviewed journals, as teachers of writing-for-publication courses and workshops, as researchers of the scholarly publication process, as reviewers of hundreds of articles, and as published authors.
The book is written to be used in courses and workshops on publishing, as a supplement to the books in the revised and updated English in Today’s Research World (Swales & Feak) series, and as a stand-alone guide for academic writers working independently.
Getting a Job
A Study of Contacts and CareersMark Granovetter
University of Chicago Press, 1995
This second edition is updated with a new Afterword and includes Granovetter's influential article "Economic Action and Social Structure: The Problems of Embeddedness."
"Who would imagine that a book with such a prosaic title as 'getting a job' could pose such provocative questions about social structure and even social policy? In a remarkably ingenious and deceptively simple analysis of data gathered from a carefully designed sample of professional, technical, and managerial employees . . . Granovetter manages to raise a number of critical issues for the economic theory of labor markets as well as for theories of social structure by exploiting the emerging 'social network' perspective."—Edward O. Laumann, American Journal of Sociology
"This short volume has much to offer readers of many disciplines. . . . Granovetter demonstrates ingenuity in his design and collection of data."—Jacob Siegel, Monthly Labor Review
"A fascinating exploration, for Granovetter's principal interest lies in utilizing sociological theory and method to ascertain the nature of the linkages through which labor market information is transmitted by 'friends and relatives.'"—Herbert Parnes, Industrial and Labor Relations Review
Getting around Brown
Desegregation, Development, and the Columbus Public SchoolsGregory S. Jacobs
The Ohio State University Press, 1998
Getting Around Brown is both the first history of school desegregation in Columbus, Ohio, and the first case study to explore the interplay of desegregation, business, and urban development in America.
Drawing on a broad range of sources, including over sixty interviews, the book details the causes and consequences of Penick v. Columbus Board of Education (1977). Gregory S. Jacobs argues that school desegregation in Columbus failed to produce equal educational opportunity, not because it was inherently detrimental to learning, but because it was incompatible with urban development. As a consequence, the long-term health of the city school district was sacrificed to preserve the growth of the city itself. The resulting middle-class abandonment of urban education in Columbus produced an increasingly poor, African-American city school system and a powerful form of defensive activism within the overwhelmingly white suburban systems.
The title of the book refers not only to the elaborate tools used to circumvent the spirit of the Supreme Court’s landmark 1954 Brown v. Board of Education decision but also to the need to move beyond the flawed dichotomies and failed policies that have come to define desegregation. The book calls for a reconsideration of the complicated relationship race, class, and housing patterns have with city school reform efforts, a relationship obscured by this country’s vitriolic and occasionally violent battle over busing. Jacobs concludes his study with a “modest proposal,” in which he recommends the abolition of the Columbus Public School District, the dispersal of its students throughout surrounding suburban systems, and the creation of a choice-based “experimental education zone” within the old city school district boundaries.
Readable and relevant, Getting around Brownis essential reading for scholars of recent American history, urban studies, civil rights and race relations, and educational policy, as well as anyone interested in public education and politics.
Ghosts in the Schoolyard
Racism and School Closings on Chicago's South SideEve L. Ewing
University of Chicago Press, 2018
That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt.
But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together.
Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike?
Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
Giants Among Us
First-Generation College Graduates Who Lead Activist LivesSandria Rodriguez
Vanderbilt University Press, 2001
The daughter of parents who didn't finish elementary school, Rodriguez uses many examples from her own life in the course of examining the participants' experiences before, during, and after college that directed them toward social or educational activism. Together, the seventeen represent a wide range of diversity in terms of race, ethnicity, age, geographical area of childhood, and profession. Twelve of the seventeen hold advanced degrees, all are working professionals, and all come from families who were poor. Jerry, the son of German immigrants, owns an engineering company in Chicago; Chang, a native of China, is the first from his village to go to college; Grant, a sharecropper's son, is a lawyer with a nationally prominent law firm in Washington, D.C., and patron of fine arts; Arlene, a Mohawk Indian, is a storyteller and social activist; Alex, from Spanish Harlem, is an elementary school principal.
The book is divided into four parts. In the first two chapters, we meet the participants. In the three chapters that follow, Rodriguez examines how the participants as children perceived themselves within their families, schools, and communities. Chapters four and five focus on the campus life and the participants' activist experiences. Finally, chapter six offers recommendations for mentoring disadvantaged children, so that they can successfully "switch the track" and aim for something better.
Giants Among Us is an essential resource for college administrators, faculty, counselors, and student support-services staff--as well as K-12 educators--concerned with preparing, retaining and mentoring first-generation students.
Girl Power?
A History of Girl-Focused Development from NairobiSarah Bellows-Blakely
University of Chicago Press, 2025
Girl-focused education programs have long been at the heart of international policymaking—when girls’ access to education is ensured, the reasoning goes, they are more likely to turn into productive adults who can drive economic growth. These ideas combine strands of feminism and capitalism that have a specific and understudied origin. In this book, historian Sarah Bellows-Blakely shows how a doctored study of girls’ education in East and Southern Africa led to the creation of international norms in the United Nations that would go on to guide policymaking on women’s rights and economic growth, promoting neoliberal feminist policy at the expense of other forms of gender-based justice.
Focusing on the growth of free-market feminism and girl-focused economic development planning through the relationship between UNICEF and the Nairobi-based NGO FEMNET, Bellows-Blakely reveals how their joint efforts set the blueprints for linked movements of economic development and women’s rights that are still ongoing. Through a narrative of the UNICEF-FEMNET lobbying campaign, Bellows-Blakely shows how multiple, contested girl-focused visions of economic programming and gender justice became selectively erased in favor of an approach to global policy centered on the free-market construction and strategic deployment of the African “girl child.”
Girls at a Vocational High
Henry Joseph Meyer
Russell Sage Foundation, 1965
Giving Back
Research and Reciprocity in Indigenous SettingsR. D. K. Herman
Oregon State University Press, 2018
Over the past several decades—and especially since the evolution of feminist methodologies, participatory research, and the post-colonial turn in the 1990s—there have been calls for research to be less exploitative, but also for researchers and for the research itself to give something back. Giving Back: Research and Reciprocity in Indigenous Settings addresses the need for reciprocity in the research process, especially (though not exclusively) in regard to Indigenous Communities.
The twelve case studies in this volume demonstrate that giving back can happen through the research itself – through the careful framing of questions, co-production of knowledge, and dissemination of results – but also through the day-to-day actions and attitudes of researchers that inevitably occur in the field. It can range from everyday give and take, to the sharing of research materials, to larger and longer-term engagements.
As practitioners of community-based research gain greater awareness of these issues, scholars and institutions need guidance and strategies for ensuring reciprocity in the research process. This volume presents a variety of situations from a wide range of research contexts, discussing what has and hasn’t worked, and exploring what issues remain.
Giving It All Away
The Story of William W. Cook and His Michigan Law QuadrangleMargaret A. Leary
University of Michigan Press, 2011
“Margaret Leary's carefully researched book illuminates a complex man who marked his university in a truly enduring way."
---Francis X. Blouin Jr., Director, Bentley Historical Library, and Professor, School of Information and Department of History, University of Michigan
“Generations of Michigan Law grads have passed on myths about their generous but eccentric benefactor. . . . Now Margaret Leary has given us the real story, and it reads like a gripping whodunit."
---Theodore J. St. Antoine, James E. and Sarah A. Degan Professor Emeritus of Law and Past Dean, University of Michigan Law School
“In an absorbing book, Margaret Leary unstintingly investigates unpublished, archival material to unravel enigmas surrounding William Wilson Cook. She brings to life Cook's brilliant interactions with powerful moguls of the early twentieth century as she traces his lofty, philanthropic mission to elevate the legal profession."
---Ilene H. Forsyth, Arthur F. Thurnau Professor of the History of Art, emerita, University of Michigan
William W. Cook, born in 1858 and a graduate of the University of Michigan and of its law school, made his fortune by investing in the burgeoning telegraph and communications industry, as well as in representing the Mackay Company in their frequent tumultuous battles with Western Union and the U.S. government. Though Cook entered New York society and never returned to Michigan after receiving his law degree, he decided not just to give his alma mater the finest physical facility of any existing law school, but to donate permanent resources that would permit the law school to engage in groundbreaking legal research. However, his generosity proved controversial and eventually very litigious. Margaret A. Leary places Cook's story in the rich social and cultural context of his time and paints a fascinating portrait of a complex figure whose legacy continues to shape the University of Michigan.
Cover photographs: (left) Gregory Fox Photography; (right) Ann B. Cook collection, photo by Russell R. Serbay
Gleanings from the Field
Food Security, Resilience, and Experiential LearningEdited by Dan Trudeau, William Moseley, and Paul Schadewald
Lever Press, 2025
This timely essay collection frames our food security challenges as “wicked problems,” puzzles without clear solutions that are characterized by evolving complexities and divergent stakeholder priorities. In classroom settings, they argue for the usage of experiential learning to cultivate “wicked problem-solving skills” among students. Gleanings from the Field exemplifies this approach, offering pedagogical interventions to prepare students for tackling these wicked problems, while advocating for high-impact learning experiences that enable students to grapple with the interconnected systems influencing food security. Through hands-on experiences and reflective practice, students gain a deeper understanding of these systems and their societal implications. Importantly, the contributions outlined in this volume underscore the need for a multidimensional view of food security, thus examining the intersections of economic interests, government policies, and social movements. By contextualizing food security within broader political-economic arrangements, educators can empower students to enact meaningful change.
Gleanings from the Field argues for a holistic approach to food security education, one that acknowledges the fraught nature of wicked problems and equips students with the skills and knowledge needed for effective action. By integrating experiential learning, conceptual frameworks about food security and resilience, and real-world engagement, educators can cultivate a new generation of resilient problem-solvers committed to addressing food insecurity and other wicked problems.
Global White Supremacy
Anti-Blackness and the University as ColonizerChristopher S. Collins
Rutgers University Press, 2023
Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages
Marnie Reed and Christina Michaud
University of Michigan Press, 2010
This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies.
Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner.
This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback; how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.
Going Coed
Women's Experiences in Formerly Men's Colleges and Universities, 1950-2000Leslie Miller-Bernal
Vanderbilt University Press, 2004
Going North Thinking West
The Intersections of Social Class, Critical Thinking, and Politicized Writing InstructionIrvin Peckham
Utah State University Press, 2010
Going Public
Civic and Community EngagementHiram E. Fitzgerald
Michigan State University Press, 2013
The terms “civic engagement” and “community engagement” have various definitions, but they are united by the sense that individuals who are civically engaged not only are concerned about the quality of life in their communities but also take action to improve conditions for the common good. In the United States, to be civically engaged means to actively participate in a civil democratic society. Going Public examines programs related to civic engagement and the ways in which faculty and students participate in communities in order to improve them. Engagement scholarship is a scholarship of action, a scholarship of practice that takes place both in and with the community. Within the framework of this new scholarship, the mission of the academy does not begin and end with intellectual discovery and fact-finding. Rather, the academy joins forces with the community, and together they use their knowledge and resources to address pressing social, civic, economic, and moral problems. Each chapter in this book tells a unique story of community engagement and the scholarship of practice in a diverse range of settings, documenting successes and failures, the unintended consequences, and the questions yet to be answered.
Good Boys, Bad Hombres
The Racial Politics of Mentoring Latino Boys in SchoolsMichael V Singh
University of Minnesota Press, 2024
The unintended consequences of youth empowerment programs for Latino boys
Educational research has long documented the politics of punishment for boys and young men of color in schools—but what about the politics of empowerment and inclusion? In Good Boys, Bad Hombres, Michael V. Singh focuses on this aspect of youth control in schools, asking on whose terms a positive Latino manhood gets to be envisioned.
Based on two years of ethnographic research in an urban school district in California, Good Boys, Bad Hombres examines Latino Male Success, a school-based mentorship program for Latino boys. Instead of attempting to shape these boys’ lives through the threat of punishment, the program aims to provide an “invitation to a respectable and productive masculinity” framed as being rooted in traditional Latinx signifiers of manhood. Singh argues, however, that the promotion of this aspirational form of Latino masculinity is rooted in neoliberal multiculturalism, heteropatriarchy, and anti-Blackness, and that even such empowerment programs can unintentionally reproduce attitudes that paint Latino boys as problematic and in need of control and containment.
An insightful gender analysis, Good Boys, Bad Hombres sheds light on how mentorship is a reaction to the alleged crisis of Latino boys and is governed by the perceived remedies of the neoliberal state. Documenting the ways Latino men and boys resist the politics of neoliberal empowerment for new visions of justice, Singh works to deconstruct male empowerment, arguing that new narratives and practices—beyond patriarchal redemption—are necessary for a reimagining of Latino manhood in schools and beyond.
Good Teaching
A Guide for StudentsRichard A. Watson
Southern Illinois University Press, 1997
From junior college to Ivy League university, the level of teaching ranges from "great to awful," according to Richard A. Watson, who explains not only how to survive but how to profit from and enjoy your college experience.
To help students make important personal choices—what school? what major? what classes?—Watson explains such broad areas as administrative structure, institutional goals, and faculty aspirations.
Charging the student with the ultimate responsibility for learning, Watson presents certain academic facts of life: teaching is not the primary concern of either the faculty or the administration in most institutions; few professors on the university level have had any training in teaching, and even fewer started out with teaching as their goal; senior professors do not teach much (the higher the rank and salary, the less time in the classroom), and those seeking tenure must emphasize research to survive; and almost certainly, the bad teacher who is a good researcher will get paid more than the good teacher who does not publish.
This is a book about good teaching and how to find it. Rejecting the conventional wisdom that a professor devoted to research will not be effective in the classroom, Watson advises that you take classes from the professor you may have been cautioned to avoid.
Governing Educational Desire
Culture, Politics, and Schooling in ChinaAndrew B. Kipnis
University of Chicago Press, 2011
Parents in China greatly value higher education for their children, but the intensity and effects of their desire to achieve this goal have largely gone unexamined—until now. Governing Educational Desire explores the cultural, political, and economic origins of Chinese desire for a college education as well as its vast consequences, which include household and national economic priorities, birthrates, ethnic relations, and patterns of governance.
Where does this desire come from? Andrew B. Kipnis approaches this question in four different ways. First, he investigates the role of local context by focusing on family and community dynamics in one Chinese county, Zouping. Then, he widens his scope to examine the provincial and national governmental policies that affect educational desire. Next, he explores how contemporary governing practices were shaped by the Confucian examination system, uncovering the historical forces at work in the present. Finally, he looks for the universal in the local, considering the ways aspects of educational desire in Zouping spread throughout China and beyond. In doing so, Kipnis provides not only an illuminating analysis of education in China but also a thought-provoking reflection on what educational desire can tell us about the relationship between culture and government.
Grassroots Engagement and Social Justice through Cooperative Extension
Nia Imani Fields
Michigan State University Press, 2022
Grateful Nation
Student Veterans and the Rise of the Military-Friendly CampusEllen Moore
Duke University Press, 2017
Greening Africana Studies
Linking Environmental Studies with Transforming Black ExperiencesRubin Patterson
Temple University Press, 2014
In his original work, Patterson demonstrates the ways in which black communities are harmed by local environmental degradation and global climate change. He shows that many local unwanted land use sites (LULUs), such as brownfields and toxic release inventory facilities, are disproportionately located in close proximity to neighborhoods of color, but also to colleges and universities with Africana studies programs. Arguing that such communities are not aggressively engaging in environmental issues, Greening Africana Studies also provides examples of how Africana studies students as well as members of black communities can prepare for green careers.
Grounded in Nevada
A Place-Based Literary Approach to English Language LearningLee Olsen
University of Nevada Press, 2027
Successfully learning English entails engaging with the places and communities around you. Grounded in Nevada brings real-world connections to students’ learning experience. Through stories set in the Silver State, and excerpts from Nevada writers, they will strengthen their reading, writing, speaking, and grammar skills while exploring the state’s histories and cultures. Each chapter encourages learners to connect their own experiences to what they read, allowing them to build confidence, foster agency, and internalize a deeper sense of belonging.
Chapters are organized into four parts: fictional readings about life in Nevada; published fiction and nonfiction by Nevada authors; realistic conversations to support speaking and listening practice; and grammar review and test-preparation activities. Every selection is paired with questions and prompts that invite reflection and discussion. An interactive grammar review appendix provides additional support as students continue developing their English skills and finding their place within Nevada’s communities.
Growing Each Other Up
When Our Children Become Our TeachersSara Lawrence-Lightfoot
University of Chicago Press, 2016
With Growing Each Other Up, Macarthur Prize–winning sociologist and educator Sara Lawrence-Lightfoot offers an intimately detailed, emotionally powerful account of that experience. Building her book on a series of in-depth interviews with parents around the country, she offers a counterpoint to the usual parental development literature that mostly concerns the adjustment of parents to their babies’ rhythms and the ways parents weather the storms of their teenage progeny. The focus here is on the lessons emerging adult children, ages 15 to 35, teach their parents. How are our perspectives as parents shaped by our children? What lessons do we take from them and incorporate into our worldviews? Just how much do we learn—often despite our own emotionally fraught resistance—from what they have seen of life that we, perhaps, never experienced? From these parent portraits emerges the shape of an education composed by young adult children—an education built on witness, growing, intimacy, and acceptance.
Growing Each Other Up is rich in the voices of actual parents telling their own stories of raising children and their children raising them; watching that fundamental connection shift over time. Parents and children of all ages will recognize themselves in these evocative and moving accounts and look at their own growing up in a revelatory new light.
Growing Up Suburban
By Edward A. Wynne
University of Texas Press, 1977
The prosperous, comfortable, and homogeneous American suburb is a relatively recent institution in American history. Edward Wynne was one of the first to take a serious look at the quality of suburban childhood, where, he contends, we have ignored the developments affecting the largest pool of children and parents in America. This provocative volume argues that the total environment of the suburban youth—the school, the community, the family, and the workplace—is in need of drastic reform.
Wynne advances a forthright argument for the preservation of traditional moral values and criticizes excessive individualism in fragmented modern society. Focusing on the schools and extending his discussion to the larger community, he pleads for more attention to such goals as honesty, persistence, patriotism, and loyalty.
Post-industrial suburban environments, Wynne argues, do not provide the diversity of experience children must have to become successful adults. Strong community ties to the schools are basic to Wynne's thesis. Within the schools, he recommends changes in grading systems, student responsibilities and assignments, selection and training of teachers and administrators, structuring and evaluation of programs, and the socioeconomic and age mix of pupils. A feeling of cooperation and unity within the school itself is a major goal. Wynne also suggests steps for moving toward more heterogeneous, close-knit communities, where citizens have greater local control. For example, community members could restrict movement into the community and should aim for a mix of blue- and white-collar residents.
Wynne's arguments clearly run counter to fashion and are sure to provoke a high level of debate among educators of differing philosophic persuasions. Civil libertarians, feminists, civil rights advocates, and others are bound to make spirited replies to many of Wynne's contentions. Growing Up Suburban will be of interest to educators, public school administrators, parents, and suburban dwellers.
Growing Up With Television
Everyday Learning Among Young AdolescentsJoellen Fisherkeller
Temple University Press, 2002
Growing with Games
Making Your Own Educational GamesSally Goldberg
University of Michigan Press, 1985
Guerrilla Theory
Political Concepts, Critical Digital HumanitiesMatthew Applegate
Northwestern University Press, 2019
In this penetrating study, Matthew Applegate uses the guerrilla to connect popular iterations of digital humanities’ practice to its political rhetoric and infrastructure. By doing so, he reorients DH’s conceptual lexicon around practices of collective becoming, mediated by claims to conflict, antagonism, and democratic will.
Applegate traces Michael Hardt and Antonio Negri’s radical democratic ingresses into network theory, the guerrilla’s role in its discourse, and concerns for the digital humanities’ own invocation of the figure. The book also connects post- and decolonial, feminist, and Marxist iterations of DH praxis to the aesthetic histories of movements such as Latin American Third Cinema and the documentary cinema of the Black Panther Party. Concluding with a meditation on contemporary political modalities inherent in DH’s disciplinary expansion, Guerrilla Theory challenges the current political scope of the digital humanities and thus its future institutional impact.
Guidance Procedures in High School
Some Recommended Procedures Based Upon a Survey of Present Practices in MinnesotaC. Wrenn
University of Minnesota Press, 1950
Guide to College Writing Assessment
Peggy O'Neill, Cindy Moore, and Brian Huot
Utah State University Press, 2009
A Guide to College Writing Assessment is designed as an introduction and source book for WPAs, department chairs, teachers, and administrators. Always cognizant of the critical components of particular teaching contexts, O’Neill, Moore, and Huot have written sophisticated but accessible chapters on the history, theory, application and background of writing assessment, and they offer a dozen appendices of practical samples and models for a range of common assessment needs.
Because there are numerous resources available to assist faculty in assessing the writing of individual students in particular classrooms, A Guide to College Writing Assessment focuses on approaches to the kinds of assessment that typically happen outside of individual classrooms: placement evaluation, exit examination, programmatic assessment, and faculty evaluation. Most of all, the argument of this book is that creating the conditions for meaningful college writing assessment hinges not only on understanding the history and theories informing assessment practice, but also on composition programs availing themselves of the full range of available assessment practices.
Guidelines for Multilingual Deaf Education Teacher Preparation Programs
Christopher Kurz
Gallaudet University Press, 2021
The key goals and anticipated outcomes of this volume are:
- to increase the number of multilingual Deaf education teacher preparation programs;
- to increase the number of fluent language and cultural models for Deaf children in varying educational environments;
- to increase the number of high quality teachers with competencies in multilingual strategies;
- to increase collaboration between teacher training programs; and
- to increase research and professional development focused in multilingual pedagogies.