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2728 books match the query 'Education' and 116 start with p

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Promotion of Social Awareness

Powerful Lessons for the Partnership of Developmental Theory and

Robert L. Selman

Russell Sage Foundation, 2003

Education specialists have written volumes on the best ways to help children learn to read and write, but who is helping them navigate the potentially treacherous waters of social interactions? While in school to study, children are also preoccupied with understanding the rules governing social relationships. Issues of trust and loyalty, rivalry and conflict, belonging and exclusion affect all school-aged children, but very few lesson plans include social development skills. The Promotion of Social Awareness summarizes thirty years of research on the social development of children in elementary and middle school, and shows how this work has led to a series of programs that promote the social competence of children and adolescents. Rich with lessons drawn from real life, the book includes an in-depth account of the author's partnership with an innovative program designed to help educators promote a sound ethic of social relationships among children, a case study of a teacher particularly gifted at promoting such relationships, and the tale of how the author's theoretical framework fared cross-culturally when exported to Iceland. The Promotion of Social Awareness documents Robert Selman's efforts both as a practitioner trying to help young people develop their interpersonal skills and as a researcher attempting to understand the factors that promote or hinder social development. Selman believes that getting along with others involves concrete and measurable social skills and actions that can be taught. The book underlines how the science of social development has given rise to initiatives and programs that can be used in educational settings to help children get along with each other, and may in the long run help prevent violence, drug abuse, and prejudice. Unique in its marriage of theory and practice, The Promotion of Social Awareness will appeal to a wide readership, including developmental psychologists, educators, and parents.

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Pronunciation Myths

Applying Second Language Research to Classroom Teaching

Linda Grant with Donna M. Brinton, Tracey Derwing and Murray J. Munro, John Field, Judy Gilbert, John Murphy, Ron Thomson, Beth Zielinski and Lynda Yates

University of Michigan Press, 2014

This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.

The book opens with a Prologue by Linda Grant (author of the Well Said textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught.

The myths challenged in this book are:

§ Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro)

§ Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates)

§ Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field)

§ Intonation is hard to teach. (Gilbert)

§ Students would make better progress if they just practiced more. (Grant)

§ Accent reduction and pronunciation instruction are the same thing. (Thomson)

§ Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy).

The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.

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Proposed

The University of the United States

Edgar Wesley

University of Minnesota Press, 1936

Proposed: The University of the United States was first published in 1936. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.In Proposed: The University of the United States, Edgar Bruce Wesley claims that a reduction in the number of bureaucrats and special advisers to the government, and fewer “blunders of national proportions,” would result from the establishment of a national university in Washington.Such a university would be devoted entirely to graduate and research work. Exchange professors and visiting scholars would contribute to its services. Students would pay no tuition fees since the institution, founded and directed by the federal government, would be supported by taxation. It would be empowered to grant the usual graduate degrees and much of its work would be in the training of promising young people for government service and in carrying on “a continuous and inclusive program of social research.”The establishment of a national university is not a new idea, as Professor Wesley explains, but one that has been proposed by numerous educators and statesmen, including ten presidents of the United States. This book relates the history of the idea, presents arguments in favor of the establishment of such an institution, outlines a plan for its organization, and presents a specific bill for enactment by Congress.

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Provoking the Field

International Perspectives on Visual Arts PhDs in Education

Edited by Rita Irwin and Anita Sinner

Intellect Books, 2019

Provoking the Field invites debate on, and provides an essential resource for, transnational arts-based scholars engaged in critical analyses of international visual arts education and its enquiry in doctoral research. Divided into three parts--doctoral processes, doctoral practices, and doctoral programs--the volume interrogates education in both formal and informal learning environments, ranging from schools to post-secondary institutions to community and adult education.

This book brings together a global range of authors to examine visual arts PhDs using diverse theoretical perspectives; innovative arts and hybrid methodologies; institutional relationships and scholarly practices; and voices from the field in the form of site-specific cases. A compendium of leading voices in arts education, Provoking the Field provides a diverse range of perspectives on arts enquiry, and a comprehensive study of the state of visual arts PhDs in education.

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Psychological and Psychoeducational Assessment of Deaf and Hard of Hearing Children and Adolescents

Margery S. Miller

Gallaudet University Press, 2015

The obstacles to valid and meaningful assessment of deaf and hard of hearing children and adolescents are great, yet professionals are regularly asked to conduct comprehensive evaluations to determine resource and program eligibility, test modifications in school, classroom and home recommendations, and referrals. In this important new text, the authors define the skills required of the examiners, explain the complex nature of these assessments, and describe ways to intelligently use existing tests.

Authors Margery S. Miller, Tania Thomas-Presswood, Kurt Metz, and Jennifer Lukomski bring a wealth of knowledge and experience to this in-depth treatment of topics essential to educators and school psychologists. They cover such critical areas as test construction and measurement; the diversity in American Deaf culture; the role of parents in the assessment process; neuropsychological assessments; nonverbal methods for assessing intelligence; and the need for sign language competency when testing cognitive and language skills.

The text concludes with recommendations for the development of valid and reliable tests for all students who are deaf and hard of hearing.

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Public Education and Social Reform

A History of the Illinois Education Association

Thomas J. Suhrbur

University of Illinois Press, 2025

Founded in 1853, the Illinois Education Association (IEA) and its predecessors have played a vital role in shaping the Illinois public school system. Thomas J. Suhrbur’s history covers the lifespan of the IEA within the larger story of state public education as a battleground for contentious social and economic issues.

Suhrbur pays particular attention to the impact of race, gender, religion, and tax policy on the IEA and public schools. He also examines the IEA’s evolution from a professional organization controlled by administrations and officials through its radical transformation into a teacher-led independent labor union. As a workers’ organization, the IEA successfully fought for collective bargaining and organized K–12 and higher education while continually standing against right-wing efforts to privatize education and undermine public schools with vouchers, for-profit institutions, and tax credits.

Multifaceted and up to date, Public Education and Social Reform tells the story of the organization and figures dedicated to sustaining and advancing Illinois public education.

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Public Humanities

Engaging Community, Empowering Civic Discourse, and Reshaping Academia

Molly Todd

Michigan State University Press, 2025

Engaged public scholarship is transforming the humanities. Divided into four parts, this provocative volume examines historical and contemporary sites of education and pedagogy, challenges dominant narratives about certain symbolic sites in the United States and across the Americas, highlights the struggle of marginalized communities as they wrestle to rewrite individual and collective memories of violence and trauma, and features public humanities projects that address themes relating to place and environment. Each chapter is concerned with the importance of personal relationships in educational settings, power relations in public humanities projects, and the nurturing of “new” civic spaces and places. This volume makes an important contribution to timely debates about public-facing and publicly engaged scholarship, especially in the humanities.

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Public Scholarship in Communication Studies

Edited by Thomas J Billard and Silvio Waisbord

University of Illinois Press, 2024

Prometheus brought the gift of enlightenment to humanity and suffered for his benevolence. This collection takes on scholars’ Promethean view of themselves as selfless bringers of light and instead offers a new vision of public scholarship as service to society.

Thomas J Billard and Silvio Waisbord curate essays from a wide range of specialties within the study of communication. Aimed at scholars and students alike, the contributors use approaches from critical meditations to case studies to how-to guides as they explore the possibilities of seeing shared knowledge not as a gift to be granted but as an imperative urging readers to address the problems of the world. Throughout the volume, the works show that a pivot to ideas of scholarship as public service is already underway in corners of communication studies across the country.

Visionary and provocative, Public Scholarship in Communication Studies proposes a needed reconsideration of knowledge and a roadmap to its integration with community.

Contributors: Elaine Almeida, Becca Beets, Thomas J Billard, Danielle K. Brown, Aymar Jean Christian, Stacey L. Connaughton, Paula Gardner, Larry Gross, Amy Jordan, Daniel Kreiss, Rachel Kuo, Susan Mancino, Shannon C. McGregor, Philip M. Napoli, Todd P. Newman, Srividya Ramasubramanian, Chad Raphael, Sue Robinson, Silvio Waisbord, Yidong Wang, and Holley Wilkin

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Public Schools, Private Governance

Education Reform and Democracy in New Orleans

J. Celeste Lay

Temple University Press, 2022

Two months after Hurricane Katrina, Louisiana took control of nearly all the public schools in New Orleans. Today, all of the city’s public schools are charter schools. Although many analyses mark the beginning of education reform in New Orleans with Katrina, in Public Schools, Private Governance, J. Celeste Layargues that the storm merely accelerated the timeline for reforms that had inched along incrementally over the previous decade. Both before and after Katrina, white reformers purposely excluded Black educators, community members, and parents.

Public Schools, Private Governance traces the slow, deliberate dismantling of New Orleans’ public schools, and the processes that have maintained the reforms made in Katrina’s immediate aftermath, showing how Black parents and residents were left without a voice and the officials charged with school governance, most of whom are white, with little accountability. Lay cogently explains how political minorities disrupted systems to create change and keep reforms in place, and the predictable political effects—exclusion, frustration, and resignation—on the part of those most directly affected.

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Publishing Beyond the Market

Open Access, Care, and the Commons

Samuel A. Moore

University of Michigan Press, 2025

Publishing Beyond the Market argues that the move to open access should focus less on the free accessibility of research outputs and more on who controls the publications and infrastructures for scholarly communication. By deploying theoretical literature on science and technology studies, care ethics, and the commons, the book critically interrogates open access and reimagines a more ethical future for researcher-led publishing. A case study of Plan S—the multifunder European policy for open access publishing—explores its tendency to rehearse all the failures of commercialisation. Through critical engagement with the open access landscape, the book reveals the shortcomings of market-centric and policy-based approaches to open access book and journal publishing, particularly their tendency to reinforce conservatism, commercialism, and private control of publishing.

Going forward, Publishing Beyond the Market explores the importance of collectivity and democratic governance within the transition to open access publishing. It suggests that developing a commons-based, scholar-led publishing landscape through a series of presses that are each managed by working academics could offer a productive counterpoint to marketised systems of open access and subscription publishing. In weaving themselves together in order to “scale small” these publishing initiatives would act as a counter-hegemonic project based on mutual reliance and care. By illustrating how these projects build toward a commons-based publishing future, and how they may complement other approaches to publishing within university presses and libraries, the book culminates in an argument for the infrastructures, policies, and forms of governance needed to nurture such a collective vision.

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Puerto Rican Chicago

Schooling the City, 1940-1977

Mirelsie Velázquez

University of Illinois Press, 2022

Winner of the Critics’ Choice Book awards of the American Educational Studies Association (AESA-CCBA)

The postwar migration of Puerto Rican men and women to Chicago brought thousands of their children into city schools. These children's classroom experience continued the colonial project begun in their homeland, where American ideologies had dominated Puerto Rican education since the island became a US territory. Mirelsie Velázquez tells how Chicago's Puerto Ricans pursued their educational needs in a society that constantly reminded them of their status as second-class citizens. Communities organized a media culture that addressed their concerns while creating and affirming Puerto Rican identities. Education also offered women the only venue to exercise power, and they parlayed their positions to take lead roles in activist and political circles. In time, a politicized Puerto Rican community gave voice to a previously silenced group--and highlighted that colonialism does not end when immigrants live among their colonizers.

A perceptive look at big-city community building, Puerto Rican Chicago reveals the links between justice in education and a people's claim to space in their new home.

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Punishing Schools

Fear and Citizenship in American Public Education

William Lyons and Julie Drew

University of Michigan Press, 2006

In a society increasingly dominated by zero-tolerance thinking, Punishing Schools argues that our educational system has become both the subject of legislative punishment and an instrument for the punishment of children. William Lyons and Julie Drew analyze the connections between state sanctions against our schools (the diversion of funding to charter schools, imposition of unfunded mandates, and enforcement of dubious forms of teacher accountability) and the schools' own infliction of punitive measures on their students-a vicious cycle that creates fear and encourages the development of passive and dependent citizens.

"Public schools in the United States are no longer viewed as a public good. On the contrary, they are increasingly modeled after prisons, and students similarly have come to mirror the suspicions and fears attributed to prisoners. Punishing Schools is one of the most insightful, thoughtful, and liberating books I have read on what it means to understand, critically engage, and transform the present status and state of schools from objects of fear and disdain to institutions that value young people, teachers, and administrators as part of a broader vision of social justice, freedom, and equality. William Lyons and Julie Drew have done their homework and provide all the necessary elements for understanding and defending schools as public spheres that are foundational to a democracy. This book should be required reading for every student, teacher, parent, and concerned citizen in the United States. In the end, this book is not just about saving schools, it is also about saving democracy and offering young people a future that matters."
--Henry Giroux, McMaster University

"This is an important book . . . a distinctive contribution. The authors move back and forth convincingly between the micropolitics of school discipline and the 'politics writ large' of the liberal left and the utopian right. The result is an expansive, idealistic, and well-grounded book in the spirit of the very best of social control literature."
--Stuart Scheingold, Professor Emeritus, Political Science, University of Washington

William Lyons is Director of Center for Conflict Management and Associate Professor of Political Science, University of Akron.

Julie Drew is Associate Professor of English, University of Akron.

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Punk Pedagogies in Practice

Disruptions and Connections

Edited by Francis Stewart and Laura Way

Intellect Books, 2023

Can the ethos of punk bring educational change?

As teachers, administrators, and policymakers continue to examine how best to approach pedagogical practice, the exploration of new, innovative approaches becomes ever more important. Punk Pedagogies in Practice builds on existing research to connect theory and practice while disrupting current approaches to the post-16 sector. Contributors share insights that apply to a wide range of disciplines, settings, teaching, and learning styles, drawing on experiences in further education, higher education, migrant education, zine workshops, community education, and instruction for speakers of other languages. Taken together, the essays collected here affirm the importance of creativity, resistance, critical mindsets, and do-it-yourself philosophy in contemporary education.

Contributions by: Ipsita Chatterjea, Mike Dines, Asya Draganova, Jon Evans, Muhammad Fakhran al Ramadhan, Michael Gratzke, Matt Grimes, Craig Hamilton, Michael Hepworth, Adam Hounslow-Eyre, Dave Kane, Nathan Kerrigan, Marco Milano, Ces Pearson, Sarah Raine, Katie Shaw, Francis Stewart, Iain Taylor, Dean Thiele, Elke Van dermijnsbrugge, L. Viner, and Laura Way.

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Pursuing Opportunitites Through Partnerships

Higher Education and Communities

BRUCE A. BEHRINGER

West Virginia University Press, 2004

In 1998, the W.W. Kellogg Foundation provided funding for four universities to collaborate with surrounding communities on mutually beneficial projects, through the Expanding Community Partnerships Program. In a series of innovative learning collaborations, East Tennessee University, the University of Texas at El Paso, West Virginia University, and Northeastern University established strong, sustainable partnerships with organizations in their local communities. Although each university approached its partnering differently, they all shared the goal of benefiting the underserved communities where they are located and transforming their institutions by enhancing students’ educational experiences and strengthening faculty, student, administration, and staff relationships with local residents. This book shares those relationship-building experiences of the four universities and communities. Highly recommended for all public and higher education administrators; for students and teachers of education, business, and sociology; and for those interested in innovative business and social-service models.

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