Results by title
2728 books match the query 'Education' and 13 start with k
Kant's Conception of Pedagogy
Toward Education for FreedomG. Felicitas Munzel
Northwestern University Press, 2012
Although Kant was involved in the education debates of his time, it is widely held that in his mature philosophical writings he remained silent on the subject. In her groundbreaking Kant’s Conception of Pedagogy, G. Felicitas Munzel finds extant in Kant’s writings the so-called missing critical treatise on education. It appears in the Doctrines of Method with which he concludes each of his major works.
In it, Kant identifies the fundamental principles for the cultivation of reason’s judgment when it comes to cognition, beauty, nature, and the exercise of morality while subject to the passions and inclinations that characterize the human experience.
From her analysis, Munzel extrapolates principles for a cosmopolitan education that parallels the structure of Kant’s republican constitution for perpetual peace. With the formal principles in place, the argument concludes with a query of the material principles that would fulfill the formal conditions required for an education for freedom.
Keeping An Open Door
Passages in a University PresidencyKeith Brodie and Leslie Banner
Duke University Press, 1996
In Keeping an Open Door, Duke chancellor (1982-1985) and president (1985-1993) Keith Brodie and coauthor Leslie Banner recount what it was like to lead Duke during an era of change for research universities across the country: how Brodie reached some of his most controversial decisions, including the “Black Faculty Initiative”; his strategy for precluding abuse in Division I athletics at Duke; how his training as a psychiatrist shaped his leadership style and influenced how he dealt with trustees, deans, faculty, and students; and the avenues of power still open to today’s university presidents. The history and feeling of life on the Duke campus during the Brodie era are vividly evoked in photographs and key speeches introduced by the former president’s personal recollections.
Keeping an Open Door provides an insider’s view of issues critical to modern research universities and will interest anyone concerned with the history and future of higher education.
Keys to Teaching Grammar to English Language Learners, Second Ed.
A Practical HandbookKeith S. Folse
University of Michigan Press, 2016
Keys to Teaching Grammar to English Language Learners: A Practical Handbook is not intended to be an exhaustive reference book about ESL grammar. Written for classroom teachers (K-12, ESL, EFL), this book teaches the most common ESL grammar points in an accessible way through real ESL errors together with suggested teaching techniques. Relevant grammar terminology is explained.
The four objectives of this book are to help teachers: (1) identify common ESL grammar points and understand the details associated with each one; (2) improve their ability to answer any grammar question on the spot (when on the “hot seat”); (3) anticipate common ESL errors by grammar point, by first language, and/or by proficiency level; and (4) develop more effective grammar/language learning lessons. These objectives are for all teachers, whether they are teaching grammar directly or indirectly in a variety of classes – including a grammar class, a writing class, a speaking class, an ESP class, or a K-12 class.
In the Second Edition, all chapters have been updated and substantively revised. The number of marginal (gray) boxes with tips and extra information has doubled. A 16th Key, on Negating, and three new appendixes have been added. One of the new appendixes provides a sample exercise from an actual ESL textbook plus relevant notes about the designing of grammar activities and suggestions for teaching each grammar point.
Also added to each Key is a section on the vocabulary items (e.g., collocations) that are related to the teaching of that particular grammar point. This information is unique to this edition and cannot be found elsewhere on the market.
The Workbook for the Second Edition (978-0-472-03679-0), available in 2017, includes numerous activities that practice the essentials of grammar and issues relevant to ESL teachers.
Keywords in Creative Writing
Wendy Bishop and David Starkey
Utah State University Press, 2006
Kid-Friendly Parenting with Deaf and Hard of Hearing Children
Daria Medwid
Gallaudet University Press, 1995
For the parents of thousands of deaf and hard of hearing children, this step-by-step guide offers hundreds of ideas and methods that work with children ages 3 to 12. It provides scores of play activities to help parents enhance communication, solve problems, and strengthen relationships in skillful, fun ways. Also, parenting techniques are concisely presented to help parents set limits while avoiding power struggles and help foster positive behavior changes. In addition, this manual provides information about special resources and support services.
At each chapter’s beginning, experts (some deaf, some hearing), including I. King Jordan, Jack Gannon, Merv Garretson, and others, offer their insights on the subject discussed. Designed for parents with various styles, Kid-Friendly Parenting is a complete, step-by-step guide and reference to raising a deaf or hard of hearing child.
Kids Have All the Write Stuff
Revised and Updated for a Digital AgeRobert W. Maloy
University of Massachusetts Press, 2019
You'll discover:
· how to implement writing as a part of daily life with family and friends;
· processes and invitations fit for young writers;
· strategies for connecting writing to math and coding;
· writing materials and technologies; and
· creative and practical writing ideas, from fiction, nonfiction, and videos to blogs and emails.
In order to connect writing to today's digital revolution, veteran educators Sharon A. Edwards, Robert W. Maloy, and Torrey Trust reveal how digital tools can inspire children to write, and a helpful companion website brings together a range of resources and technologies. This essential book offers enjoyment and inspiration to young writers!
Kinshasa in Transition
Women's Education, Employment, and FertilityDavid Shapiro and B. Oleko Tambashe
University of Chicago Press, 2003
In this book, David Shapiro and B. Oleko Tambashe trace the impact of these changes on the lives of women, and their findings add dramatically to the field's limited knowledge of African demographic trends. They find that fertility has declined significantly in Kinshasa since the 1970s, and that women's increasing access to secondary education has played a key role in this decline. Better access to education has also given women greater access to employment opportunities. And by examining the impact of such factors as economic well-being and household demographic composition on the schooling of children, Shapiro and Tambashe reveal how one generation's fertility affects the next generation's education.
This book will be a valuable guide for anyone who wants to understand the complex and ongoing social, demographic, economic, and developmental changes in contemporary sub-Saharan Africa.
Knowing History in Schools
Powerful Knowledge and the Powers of KnowledgeEdited by Arthur Chapman
University College London, 2021
The “knowledge turn” in curriculum studies has drawn attention to the central role that the knowledge of the disciplines plays in education and the need for fresh perspectives on knowledge-building. Knowing History in Schools explores these issues in the context of the discipline of history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. Focusing on Young’s “powerful knowledge” theorization of the curriculum, and on his more recent articulations of the “powers” of knowledge, this dialogue explores the many complexities facing history education. The book attempts to clarify how educators can best conceptualize knowledge-building in history education, and it will be of interest to history education students, history teachers, teacher educators, and history curriculum designers, as they navigate the challenges that knowledge-building processes pose for learning history in schools.
Knowing Silence
How Children Talk about Immigration Status in SchoolAriana Mangual Figueroa
University of Minnesota Press, 2024
Learning from children about citizenship status and how it shapes their schooling
There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence, Ariana Mangual Figueroa challenges this “myth of ignorance.” By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives.
Providing these children with iPod Touches to record their own conversations, Mangual Figueroa observes when and how they choose to talk about citizenship at home, at school, and in public spaces. Analyzing family conversations about school forms, in-class writing assignments, encounters with the police, and applications for college, she demonstrates that children grapple with the realities of citizenship from an early age. Educators who underestimate children’s knowledge, Mangual Figueroa shows, can marginalize or misunderstand these students and their families.
Combining significant empirical findings with reflections on the ethical questions surrounding research and responsibility, Mangual Figueroa models new ways scholars might collaborate with educators, children, and families. With rigorous and innovative ethnographic methodologies, Knowing Silence makes audible the experiences of immigrant-origin students in their own terms, ultimately offering teachers and researchers a crucial framework for understanding citizenship in the contemporary classroom.
Knowledge and Knowing in Media and Film Studies
Steve Connolly
University College London, 2025
The nature of knowledge in the curriculum is well-defined for traditional subjects like History and Science, but for newer disciplines like Media and Film Studies, the boundaries are far less clear. Knowledge and Knowing in Media and Film Studies is the first book to explore this question in depth, tracing the epistemological foundations of these subjects and their place in the English school curriculum.
Steve Connolly argues that while both Media and Film Studies have distinct intellectual traditions, their inclusion of craft skills alongside theoretical and factual knowledge has shaped a different set of criteria for what counts as valuable knowledge. Consisting of historical sources and interviews with teachers, this work goes against the assumption that these are novel subjects and shows their deep parallels with more established fields. Essential reading for educators and researchers, the book provides a necessary framework for understanding how knowledge in these disciplines is taught and legitimized in schools today.
Knowledge for Social Change
Bacon, Dewey, and the Revolutionary Transformation of Research Universities in the Twenty-First CenturyLee Benson, Ira Harkavy, Matthew Hartley
Temple University Press, 2017
Employing history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Dewey—as well as their own work at Penn’s Netter Center for Community Partnerships—to help create and sustain democratically-engaged colleges and universities for the public good.
Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the “relief of man’s estate”—an iconic phrase by Francis Bacon that emphasized the continued betterment of the human condition—and to realize Dewey’s vision of an organic “Great Community” composed of participatory, democratic, collaborative, and interdependent societies.
Knowledge, Normativity and Power in Academia
Critical InterventionsEdited by Aisha-Nusrat Ahmad, Maik Fielitz, Johanna Leinius and Gianna Magdalena Schlichte
Campus Verlag, 2018
Knowledge, Policy and Practice in Education and the Struggle for Social Justice
Essays Inspired by the Work of Geoff WhittyEdited by Andrew Brown and Emma Wisby
University College London, 2020