Results by title

2728 books match the query 'Education' and 161 start with s

cover of Science for Sale: The Perils, Rewards, and Delusions of Campus Capitalism

Science for Sale

The Perils, Rewards, and Delusions of Campus Capitalism

Daniel S. Greenberg

University of Chicago Press, 2007

In recent years the news media have been awash in stories about increasingly close ties between college campuses and multimillion-dollar corporations. Our nation’s universities, the story goes, reap enormous windfalls patenting products of scientific research that have been primarily funded by taxpayers. Meanwhile, hoping for new streams of revenue from their innovations, the same universities are allowing their research—and their very principles—to become compromised by quests for profit. But is that really the case? Is money really hopelessly corrupting science?

With Science for Sale, acclaimed journalist Daniel S. Greenberg reveals that campus capitalism is more complicated—and less profitable—than media reports would suggest. While universities seek out corporate funding, news stories rarely note that those industry dollars are dwarfed by government support and other funds. Also, while many universities have set up technology transfer offices to pursue profits through patents, many of those offices have been financial busts. Meanwhile, science is showing signs of providing its own solutions, as highly publicized misdeeds in pursuit of profits have provoked promising countermeasures within the field.

But just because the threat is overhyped, Greenberg argues, doesn’t mean that there’s no danger. From research that has shifted overseas so corporations can avoid regulations to conflicts of interest in scientific publishing, the temptations of money will always be a threat, and they can only be countered through the vigilance of scientists, the press, and the public. 

Based on extensive, candid interviews with scientists and administrators, Science for Sale will be indispensable to anyone who cares about the future of scientific research.
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cover of Science is Golden: A Problem-Solving Approach to Doing Science with Children

Science is Golden

A Problem-Solving Approach to Doing Science with Children

Ann Finkelstein

Michigan State University Press, 2002

The first book of its kind, Science is Golden discusses how to implement an inquiry-based, problem-solving approach to science education (grades K-5). Finkelstein shows parents and teachers how to help students investigate their own scientific questions. Rather than a set of guidelines for science fair projects, this book presents a method for helping students expand their creativity and develop logical thinking while learning science.
     Starting with an introduction to the "brains-on method," Science is Golden explains brainstorming, experimental controls, collecting data, and how to streamline children's questions about science so that the questions define an experiment. Students will learn how to: ask good questions; clarify terminology; research, plan, and design experiments and controls; test assumptions; collect and analyze data; present results to others; and collaborate with adults.
     Science is Golden is consistent with the National Science Education Standards proposed by the National Academy of Sciences, and the Michigan Essential Goals and Objectives for Science Education (K-12) from the Michigan State Board of Education.

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cover of Science, Curriculum, and Liberal Education: Selected Essays

Science, Curriculum, and Liberal Education

Selected Essays

Joseph J. Schwab

University of Chicago Press, 1982

What is a liberal education and what part can science play in it? How should we think about the task of developing a curriculum? How should educational research conceive of its goals? Joseph Schwab's essays on these questions have influenced education internationally for more than twenty-five years.

Schwab participated in what Daniel Bell has described as the "most thoroughgoing experiment in general education in any college in the United States," the College of the University of Chicago during the thirties, forties, and fifties. He played a central role in the curriculum reform movement of the sixties, and his extraordinary command of science, the philosophy of science, and traditional and modern views of liberal education found expression in these exceptionally thoughtful essays.
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cover of Search for a Common Language: Environmental Writing and Education

Search for a Common Language

Environmental Writing and Education

edited by Melody Graulich & Paul Crumbley

Utah State University Press, 2005

A stellar group of writers, scientists, and educators illuminate the intersections between environmental science, creative writing, and education, considering ways to strengthen communication between differing fields with common interests. The contributing authors include Ken Brewer, Dan Flores, Hartmut Grassl, Carolyn Tanner Irish, Ted Kerasote, William Kittredge, Ellen Meloy, Louis Owens, Jennifer Price, Robert Michael Pyle, Kent C. Ryden, Annick Smith, Craig B. Stanford, Susan J. Tweit, and Keith Wilson.
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cover of Second Language Acquisition Myths: Applying Second Language Research to Classroom Teaching

Second Language Acquisition Myths

Applying Second Language Research to Classroom Teaching

Steven Brown and Jenifer Larson-Hall

University of Michigan Press, 2012

This volume was conceived as a first book in SLA for advanced undergraduate or introductory master’s courses that include education majors, foreign language education majors, and English majors. It’s also an excellent resource for practicing teachers. 

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition.  It is not the goal of this book to address every SLA theory or teach research methodology.  It does however address the myths and questions that non-specialist teacher candidates have about language learning.

Steven Brown is the co-author of the introductory applied linguistics textbook Understanding Language Structure, Interaction, and Variation  textbook (and workbook).

The myths challenged in this book are:
 

§  Children learn languages quickly and easily while adults are ineffective in comparison.

§  A true bilingual is someone who speaks two languages perfectly.

§  You can acquire a language simply through listening or reading.

§  Practice makes perfect.

§  Language students learn (and retain) what they are taught.

§  Language learners always benefit from correction.

§  Individual differences are a major, perhaps the major, factor in SLA.

§  Language acquisition is the individual acquisition of grammar.

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cover of Second Language Writing in Transitional Spaces: Teaching and Learning across Educational Contexts

Second Language Writing in Transitional Spaces

Teaching and Learning across Educational Contexts

Lubie Grujicic-Alatriste and Cathryn Crosby Grundleger

University of Michigan Press, 2020

This collection has been written to address the fact that there seems to be little concerted, systematic effort to understand what type of writing is taught across elementary, secondary, and college second language (L2) writing contexts and to understand how it is being taught on this long educational continuum (K–16). This book sets out to contribute to what is perceived as a lack of the full picture on the teaching of L2 writing from K–16. The impetus to look across educational settings, particularly at the places of transitions, stemmed in part from the recent state-wide educational reforms. Given the gap in the L2 research that straddles all educational settings, this volume addresses the need for a closer teacher collaboration and deeper, clearer understanding of writing goals in each of the educational settings and across them on the K–16 continuum.
 
The chapters examine the writing that English learners are producing because of the Common Core and the writing they are required to do once they reach the college or university, and then consider where the intersections exist—that is, what do educators think English learners ought to be writing across educational levels?
 
Each chapter describes the educational setting where the researchers were engaged, examines specific issues related to transitions, and offers—where relevant—recommendations for classroom practices, teaching strategies, and instructional materials that may be useful for practicing teachers and all others professionally engaged in educating writers across K–16.
 
 
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cover of Secret Habits: Catholic Literacy Education for Women in the Early Nineteenth Century

Secret Habits

Catholic Literacy Education for Women in the Early Nineteenth Century

Carol Mattingly

Southern Illinois University Press, 2016

Literacy historians have credited the Protestant mandate to read scripture, as well as Protestant schools, for advances in American literacy. This belief, however, has overshadowed other important efforts and led to an incomplete understanding of our literacy history. In Secret Habits: Catholic Literacy Education for Women in the Early Nineteenth Century, Carol Mattingly restores the work of Catholic nuns and sisters to its rightful place in literacy studies.

Mattingly shows that despite widespread fears and opposition, including attacks by vaunted northeastern Protestant pioneers of literacy, Catholic women nonetheless became important educators of women in many areas of America. They founded convents, convent academies, and schools; developed their own curricula and pedagogies; and persisted in their efforts in the face of significant prejudices. The convents faced sharp opposition from Protestant educators, who often played on anti-Catholic fears to gain support for their own schools. Using a performative rhetoric of good works that emphasized civic involvement, Catholic women were able to educate large numbers of women and expand opportunities for literacy instruction.

A needed corrective to studies that have focused solely on efforts by Protestant educators, Mattingly’s work offers new insights into early nineteenth-century women’s literacy, demonstrating that literacy education was more religiously and geographically diverse than previously recognized. 
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cover of Securing a Place for Reading in Composition: The Importance of Teaching for Transfer

Securing a Place for Reading in Composition

The Importance of Teaching for Transfer

Ellen C. Carillo

Utah State University Press, 2014

Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.

Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.

Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.


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cover of See It Feelingly: Classic Novels, Autistic Readers, and the Schooling of a No-Good English Professor

See It Feelingly

Classic Novels, Autistic Readers, and the Schooling of a No-Good English Professor

Ralph James Savarese

Duke University Press, 2018

“We each have Skype accounts and use them to discuss [Moby-Dick] face to face. Once a week, we spread the worded whale out in front of us; we dissect its head, eyes, and bones, careful not to hurt or kill it. The Professor and I are not whale hunters. We are not letting the whale die. We are shaping it, letting it swim through the Web with a new and polished look.”—Tito Mukhopadhyay

Since the 1940s researchers have been repeating claims about autistic people's limited ability to understand language, to partake in imaginative play, and to generate the complex theory of mind necessary to appreciate literature. In See It Feelingly Ralph James Savarese, an English professor whose son is one of the first nonspeaking autistics to graduate from college, challenges this view.

Discussing fictional works over a period of years with readers from across the autism spectrum, Savarese was stunned by the readers' ability to expand his understanding of texts he knew intimately. Their startling insights emerged not only from the way their different bodies and brains lined up with a story but also from their experiences of stigma and exclusion.

For Mukhopadhyay Moby-Dick is an allegory of revenge against autism, the frantic quest for a cure. The white whale represents the autist's baffling, because wordless, immersion in the sensory. Computer programmer and cyberpunk author Dora Raymaker skewers the empathetic failings of the bounty hunters in Philip K. Dick's Do Androids Dream of Electric Sheep? Autistics, some studies suggest, offer instruction in embracing the nonhuman. Encountering a short story about a lonely marine biologist in Antarctica, Temple Grandin remembers her past with an uncharacteristic emotional intensity, and she reminds the reader of the myriad ways in which people can relate to fiction. Why must there be a norm?

Mixing memoir with current research in autism and cognitive literary studies, Savarese celebrates how literature springs to life through the contrasting responses of unique individuals, while helping people both on and off the spectrum to engage more richly with the world.
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cover of Seeing the Big Picture, Revised Edition: A Cinematic Approach to Understanding Cultures in America

Seeing the Big Picture, Revised Edition

A Cinematic Approach to Understanding Cultures in America

Ellen Summerfield and Sandra Lee

University of Michigan Press, 2006

Seeing the Big Picture, Revised Edition, is designed to broaden students' awareness, understanding, and appreciation of the many cultures and subcultures in the United States. The authors have chosen popular films as tools for exposing students to aspects of cultures, including those of African Americans, Chinese Americans, Mexican Americans, and Muslim Americans. Writing and discussion activities will help students explore the cultural points of view portrayed in each of the films. Students are also advised to keep a film journal that will allow them to observe how their reactions and observations develop through the course of the class.

In addition to increasing students' knowledge and understanding of cultural differences, Seeingthe Big Picture will help students develop strong critical-thinking and analytic abilities as they learn to recognize and question messages inherent in the films' portrayals of different populations. A unique feature of the text are the Points of View segments from directors, insiders, and students that appear throughout the text, provoking perspectives students might not otherwise encounter.

This text is the ideal coursebook for undergraduate diversity electives and other multicultural awareness courses.
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cover of Segregation by Experience: Agency, Racism, and Learning in the Early Grades

Segregation by Experience

Agency, Racism, and Learning in the Early Grades

Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove

University of Chicago Press, 2021

A groundbreaking account of how collaborative, expressive learning environments are often denied to children of color

Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students’ fascination to create unique learning opportunities. Some teachers engage with their students’ ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments.
 
In Segregation by Experience, the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn’t think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
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cover of Sensemaking for Writing Programs and Writing Centers

Sensemaking for Writing Programs and Writing Centers

Rita Malenczyk

Utah State University Press, 2023

In this collection writing program and writing center administrators from a range of academic institutions come together to explore their work through the lens of sensemaking. Sensemaking is an organizational theory concept that enables institutions, supervisors, teachers, tutors, and others to better understand the work they do by using narrative, metaphor, and other theoretical lenses.
 
The book is divided into two sections: Sensemaking with Tutors and Teachers, and Sensemaking and Institutional Structures. Chapter authors employ several theoretical approaches to sensemaking, ranging from individual experience to institutional history to document design, providing readers with ideas for how to administer and teach within their programs more effectively; how to advocate for their programs within larger university contexts; and how to positively influence the lives and careers of those they work with.
 
Sensemaking for Writing Programs and Writing Centers theorizes daily experiences from working lives and suggests problem-solving strategies. Writing program administrators, writing department chairs, and writing center directors, tutors, and staff will find value in its pages.
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cover of Service Learning

Service Learning

Edited by Joan Schine

University of Chicago Press, 1997

In the current wave of school reform, service learning is frequently cited as a strategy for engaging disaffected students and for developing the habits and attitudes of constructive citizenship. This volume brings together a variety of current perspectives on the theory and practice of service learning.

Although a small number of schools and colleges have incorporated service learning in their curricula for many years, only in the last decade has it become the object of extensive study for researchers, scholars, and practitioners, as well as for policymakers and the general public. The Yearbook includes a historical overview, discussion of the roles of state and federal government in establishing and supporting service learning, and descriptions of existing programs at the school and college level. A theoretical framework for service learning is delineated, existing research is described, and additional areas for research and evaluation are suggested.
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cover of Service-Learning as a New Paradigm in Higher Education of China

Service-Learning as a New Paradigm in Higher Education of China

Carol Ma Hok-ka

Michigan State University Press, 2018

The first reference book to introduce the concept and development of service-learning in China, Service-Learning as a New Paradigm in Higher Education of China provides a full picture of the infusion of service-learning into the Chinese educational system and describes this new teaching experience using case studies, empirical data, and educational and institutional policies within Chinese context. The text demonstrates how students learn outside the classroom through service-learning with valuable feedback and reflection from faculty members and fellow students about the meaning of education in China. Though service-learning was initially developed in the United States, the concept is rooted in Chinese literatures and values. This book will help readers understand how service-learning is being used as a pedagogy with Chinese values and philosophy in Chinese education, filling a niche within the worldwide literature of service-learning.
 
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cover of Service-Learning: What Every ESL Teacher Needs to Know

Service-Learning

What Every ESL Teacher Needs to Know

Trisha Dowling and James M. Perren

University of Michigan Press, 2021

Service-Learning: What Every ESL Teacher Needs to Know gives practical information on implementing service-learning in the field of TESOL. Service-learning⁠—"the accomplishment of tasks that meet genuine human needs in combination with conscious educational growth"⁠—has developed into a pedagogical approach that incorporates student learning and reflection with curricular concepts while partnering with community organizations. Following an overview of service-learning in the field of TESOL, this text includes sections on incorporating service-learning in an ESL course, finding appropriate community partnerships, making decisions about culture- and language-based lessons, assessing students, and making the experience meaningful. Also included are four specific strategies to help readers make the case for service-learning to administrators. 
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cover of Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers

Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers

Brenda Custodio and Judith B. O’Loughlin

University of Michigan Press, 2025

As newcomers—immigrant students who have been in the U.S. less than two years—arrive in record numbers, many school districts are looking for ways to best support these new arrivals. Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers offers a research-based overview of newcomer students across the nation and provides specific strategies for helping them integrate into U.S. schools in a variety of settings (ESL, bilingual, mainstream/content classrooms). In addition to a brief overview of how newcomer programs can provide academic and social-emotional services for recently arrived English learners, the authors draw on their experience to offer five best practices for serving newcomers. Readers will learn how to:
  • Collaborate with school professionals to create a program specifically to meet the unique needs of new arrivals.
  • Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling.
  • Develop the classroom supports necessary for students to achieve academic success.
  • Provide supports that address the physical, social, and emotional challenges of newcomers.
  • Work with families and communities to support students outside of a school environment.
With reflective questions at the end of each chapter, this book is designed to be used as a textbook with study groups or as a self-study resource for professional development.
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cover of Seton Hall University: A History, 1856–2006

Seton Hall University

A History, 1856–2006

Dermot Quinn

Rutgers University Press, 2023

Founded in 1856 by Bishop James Roosevelt Bayley of Newark, Seton Hall University has played a large part in New Jersey and American Catholic life for nearly two centuries. From its modest beginnings as a small college and seminary to its present position as a major national university, it has always sought to provide “a home for the mind, the heart, and the spirit.”
 
In this vivid and elegantly written history, Dermot Quinn examines how Seton Hall was able to develop as an institution while keeping faith with its founder’s vision. Looking at the men and women who made Seton Hall what it is today, he paints a compelling picture of a university that has enjoyed its share of triumphs but has also suffered tragedy and loss. He shows how it was established in an age of prejudice and transformed in the aftermath of war, while exploring how it negotiated between a distinctly Roman Catholic identity and a mission to include Americans of all faiths. 
 
Seton Hall University not only recounts the history of a great educational institution, it also shares the personal stories of the people who shaped it and were shaped by it: the presidents, the priests, the faculty, the staff, and of course, the students.
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cover of Sex Goes to School: Girls and Sex Education before the 1960s

Sex Goes to School

Girls and Sex Education before the 1960s

Susan K. Freeman

University of Illinois Press, 2007

When seeking approaches for sex education, few look to the past for guidance. But Susan K. Freeman's investigation of the classrooms of the 1940s and 1950s offers numerous insights into the potential for sex education to address adolescent challenges, particularly for girls. From rural Toms River, New Jersey, to urban San Diego and many places in between, the use of discussion-based classes fostered an environment that focused less on strictly biological matters of human reproduction and more on the social dimensions of the gendered and sexual worlds that the students inhabited. Although the classes reinforced normative heterosexual gender roles that could prove repressive, the discussion-based approach also emphasized a potentially liberating sense of personal choice and responsibility in young women's relationship decisions. In addition to the biological and psychological underpinnings of normative sexuality, teachers presented girls' sex lives and gendered behavior as critical to the success of American families and, by extension, the entire way of life of American democracy. The approaches of teachers and students were sometimes predictable and other times surprising, yet almost wholly without controversy in the two decades before the so-called Sexual Revolution of the 1960s. Sex Goes to School illuminates the tensions between and among adults and youth attempting to make sense of sex in a society that was then, as much as today, both sex-phobic and sex-saturated.
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cover of Sex in an Age of Technological Reproduction: <i>ICSI<i/> and <i>Taboos<i/>

Sex in an Age of Technological Reproduction

<i>ICSI<i/> and <i>Taboos<i/>

Carl Djerassi

University of Wisconsin Press, 2008

Carl Djerassi is one of “the fathers of the Pill”—he was awarded the National Medal of Science for the first synthesis of a steroid oral contraceptive—and has had a prolific additional career as a writer of fiction, plays, and dialogues about science. In these two plays, ICSI and Taboos, he dramatizes the social transformations and contested viewpoints created by advances in reproductive science and technology.
            Two of the most startling developments in contemporary science have radically disrupted the historical connection between sex and reproduction: in vitro fertilization and intracytoplasmic sperm injection (ICSI)—an assisted reproductive technique that directly injects a single sperm into an egg. The word play ICSI—designed for classroom readings—presents, in the format of a contentious talk-show dialogue, the science of direct-injection fertilization and the ethical issues connected with it. A DVD included in the book provides video of the ICSI injection process as viewed through a microscope, to be used in performances of the ICSI one-act dialogue. Taboos, a full-length play,turns the screws on characters that reflect a polarized America. Two couples—lesbian partners and a conservative husband and wife struggling with infertility—must make choices in a drama that examines the disjunction of sexual reproduction and the physical act of sex.
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cover of Sex, Race, and Merit: Debating Affirmative Action in Education and Employment

Sex, Race, and Merit

Debating Affirmative Action in Education and Employment

Faye J. Crosby and Cheryl VanDeVeer, Editors

University of Michigan Press, 2000

Since its inception, affirmative action has been a controversial policy, and on all sides of the issue passions run high. Sometimes commentators have looked with clarity at the deep and complex issues surrounding affirmative action, but too often facts have been in shorter supply than misinformed opinions. Sex, Race, and Merit: Debating Affirmative Action in Education and Employment is designed to enhance intelligent discussion of the issues, presenting all sides of the controversy and working to separate fact from fiction. Sex, Race, and Merit brings together a rich array of material, including newspaper articles and essays by leading scholars. including William Bowen, Derek Bok, Barbara Bergmann, Christopher Edley, Barbara Reskin, Claude Steele, and Patricia Williams. Also featured are excerpts from primary sources, including the legislative documents that established affirmative action policy; the text of California Proposal 200, which ended such policy in that state; and excerpts from key legal cases, including the Bakke case and other recent cases. Sex, Race, and Merit is a useful tool in eliciting thoughtful, informed, and useful debate on the subject of affirmative action. It neither advocates in favor of affirmative action, nor does it speak against it. Rather, by including both factual and polemical materials, the book allows readers to explore the contours of the debate as well as the facts being debated. It is designed for an audience of nonspecialist readers, including students from secondary school through college, but will also be useful to scholars interested in the evolution and current status of this critical policy debate.
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cover of Sexuality in School: The Limits of Education

Sexuality in School

The Limits of Education

Jen Gilbert

University of Minnesota Press, 2014

From concerns over the bullying of LGBTQ youth and battles over sex education to the regulation of sexual activity and the affirmation of queer youth identity, sexuality saturates the school day. Rather than understand these conflicts as an interruption to the work of education, Jen Gilbert explores how sexuality comes to bear on and to enliven teaching and learning.

Gilbert investigates the breakdowns, clashes, and controversies that flare up when sexuality enters spaces of schooling. Education must contain the volatility of sexuality, Gilbert argues, and yet, when education seeks to limit the reach of sexuality, it risks shutting learning down. Gilbert penetrates this paradox by turning to fiction, film, legal case studies, and personal experiences. What, she asks, can we learn about school from a study of sexuality?

By examining the strange workings of sexuality in schools, Gilbert draws attention to the explosive but also compelling force of erotic life in teaching and learning. Ultimately, this book illustrates how the most intimate of our experiences can come to shape how we see and act in the world.

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cover of Shadow of My Shadow

Shadow of My Shadow

Jennifer Doyle

Duke University Press, 2024

Over the course of two years, Jennifer Doyle filed multiple harassment complaints with her campus’s Title IX office and one with the Department of Labor. Her experiences with these complaints and how they subsequently impacted her life have led to this book, Shadow of My Shadow. Doyle tells her personal story, sharing how she lost her sense of voice, felt exposed at work, became distrustful of students and colleagues, and was consumed by grief. Working across autobiography, literary criticism, an analysis of the Larry Nassar Title IX case, and a larger institutional critique of harassment administration, Doyle shows that harassment is at once intimate, dynamic, and intensely social, flourishing in neglected social spaces. In her own case, it profoundly reshaped her relationship to her work, her writing, and ultimately to herself. As Doyle explains, the experience drew out the distance between herself in the world and herself on the page. This book is her effort to understand and repair that breach and to consider how loss and grief can be sources of insight and compassion.
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cover of Shakespeare & Violence Prevention: A Practical Handbook for Educators

Shakespeare & Violence Prevention

A Practical Handbook for Educators

Amanda Giguere

University of Wyoming Press, 2025

Shakespeare and Violence Prevention is a handbook that guides educators through an exploration of Shakespeare’s potential to address the public health issue of youth violence. Amanda Giguere presents Shakespeare’s plays as a tool to understand, address root causes of, and prevent violence in our own communities. Performance-based engagement with the plays in an educational setting allows students to explore violence-prevention strategies, practice empathy, and build safer communities. Youth violence is an all too relevant topic, and this text helps educators, theatre companies, and academic theatre departments understand new ways in which the performing arts can positively impact young people.
 
Framed by examples from Giguere’s work with the Shakespeare & Violence Prevention program, an interdisciplinary outreach project for K–12 schools developed at the University of Colorado Boulder, the text offers helpful entry points, digestible research, and practical exercises to align a violence-prevention curriculum with Shakespeare’s plays. It provides a condensed overview of key findings from violence prevention, clear synopses of the plays, and practicable strategies to implement the program. Guided by firsthand experience with a tried-and-true school program that reaches thousands of K–12 students annually, Giguere shares the Colorado Shakespeare Festival method, which focuses on “upstander” roleplays to practice violence-prevention strategies. Using a clear distillation of Shakespeare studies and violence-prevention research, she shows how the two fields naturally reinforce the concepts of teamwork, empathy, change, and hope.
 
Shakespeare and Violence Prevention is a new spin on these classic texts that empowers teachers and community leaders to use these tools to create research-guided university engagement programs, theatre company outreach programs, and K–12 student engagement with Shakespeare, even for those without expertise in violence prevention or Shakespeare.
 
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cover of Shakespeare Behind Bars: One Teacher's Story of the Power of Drama in a Women's Prison

Shakespeare Behind Bars

One Teacher's Story of the Power of Drama in a Women's Prison

Jean Trounstine

University of Michigan Press, 2004

In this deeply stirring account, Jean Trounstine, who spent 10 years teaching at Framingham (MA) Women's Prison, focuses on six inmates who, each in her own way, discover in the power of Shakespeare a way to transcend the painful constraints of incarceration. Shakespeare Behind Bars is a powerful story about the redemptive power of art and education.
Originally published in cloth in 2001, the paperback includes a new foreword that will inspire all teachers who work with students others have deemed unteachable. A new afterword updates readers on the prison art's program -- and the author herself -- since 2001.
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cover of Shaping Higher Education with Students: Ways to Connect Research and Teaching

Shaping Higher Education with Students

Ways to Connect Research and Teaching

Edited by Vincent C. H. Tong, Alex Standen, and Mina Sotiriou

University College London, 2018

Forging close links between research and teaching is a key way universities can enhance learning in higher education. Given the current focus on student engagement, there is widespread and growing interest in how can university leaders and educators can more effectively engage with their students to connect research and teaching.

In Shaping Higher Education with Students, leading researchers and educators from a range of disciplines lay out practical steps for shaping research-based education. Written in collaboration with university students, the book encourages active partnerships between students and educators and offers an accessible guide to accomplishing this, including connecting students with real-world projects and workplaces, working with students as partners in higher education, encouraging students to pursue research activities that transcend disciplinary boundaries, and rethinking current assessment and teaching practices. Together, the contributions poses fundamental questions about the future of education in universities.
 
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cover of Shared Mission: Religious Education in the Catholic Tradition, Revised Edition

Shared Mission

Religious Education in the Catholic Tradition, Revised Edition

Leonardo Franchi

Catholic University of America Press, 2023

This book is a contribution to scholarship in the field of religious education. Its aim is simple: to offer a critical perspective on the nature of religious education in the light of contemporary developments in Catholic thinking in catechesis and wider thinking in education. The issues raised in the book will provide ample material for fruitful dialogue and constructive debate in the world of Catholic education. Part One revolves around four historical contexts selected specifically to illuminate contemporary developments in the field. While these historical periods have porous boundaries, they offer a working structure in support of the core claims of the book. Part Two explores the complex genealogy of the relationship between catechesis and Religious Education. Key thematic frames of reference within which the relevant Magisterial documents and associated academic literature are set out and explored chronologically thus allowing for some cross-referencing across the themes: unsurprisingly the range of the issues for debate resists a neat packaging within specific time-frames but does provide a helpful working structure. Part Three proposes that a Spirituality of Communion should underpin the Church’s work in catechesis, education and Religious Education. Shared Mission seems to be a satisfactory articulation of the necessary dialogic relationship between both fields and offers a suitable space for both distinction and reciprocity. The revised edition contains an appendix on the Global Compact on Education.
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cover of Shifting Blind Identities in Higher Education: Stories of Selfhood

Shifting Blind Identities in Higher Education

Stories of Selfhood

Edited by Alison Cook-Sather

Lever Press, 2026

Shifting Blind Identities in Higher Education features accounts of how blindness and low vision intersect with other dimensions of identity for both students and faculty in higher education. Contributors from a range of institutional contexts illuminate “common but not comparable” experiences, as well as importantly different ones, and explore different intersections of identity while navigating higher education spaces. Each chapter addresses these questions: What is the relationship between seeing and selfhood? What choices do students and faculty make about how they experience and represent the intersections of their vision condition and other dimensions of their identity? What do authors wish others to understand, consider, let go of, and/or embrace regarding their experiences of navigating higher education with blindness or low vision?

Writing in their own unique voices, each author shares details of their lived experiences; analyses of how those are shaped by institutions, social norms, and individuals; and offers action steps for how everyone can make higher education more welcoming to and supportive of not only those with blindness or low vision but also those with a wide diversity of identities and experiences. Shifting Blind Identities in Higher Education inspires both insight and action into cultivating a more accessible and inclusive space in higher education. 

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cover of Shifting the Dialog, Shifting the Culture: Pathways to Successful Postsecondary Outcomes for Deaf Individuals

Shifting the Dialog, Shifting the Culture

Pathways to Successful Postsecondary Outcomes for Deaf Individuals

Stephanie W. Cawthon

Gallaudet University Press, 2017

In this volume, Stephanie W. Cawthon and Carrie Lou Garberoglio discuss the individual and systemic factors that both facilitate and inhibit the attainment of postsecondary education, training, and career goals for deaf individuals. Real-life examples and current research are combined in this consideration of the interactions between individuals and the many layers of the overall system in which they navigate.
               In addition to using a systems theory approach, the authors employ resiliency models that emphasize how deaf individuals persist through the transition process amidst the barriers that reside within larger educational and social systems. Employment, independent living, and community involvement are a few of the postsecondary outcomes that are covered. Shifting the Dialog, Shifting the Culture addresses critical issues that influence how deaf individuals reach their postsecondary goals and is designed for a diverse audience that includes professionals who work (or are training to work) with deaf individuals, policy makers, as well as federal and state personnel.
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cover of Shut Down the Business School: What's Wrong with Management Education

Shut Down the Business School

What's Wrong with Management Education

Martin Parker

Pluto Press, 2018

Even as higher education is under attack, one area is thriving: business schools. Shut Down the Business School explains why—and builds a convincing case that they are pernicious and should be closed. Martin Parker writes his polemic from the inside, drawing on his experience as a professor of management, and showing us that business schools are little more than loudspeakers for neoliberal capitalism, designed to produce unreflective managers whose primary focus is on their own personal rewards. If we believe that universities have responsibilities to society, Parker argues, then we must challenge the very foundation of the business school and its emphasis on the market above all else.
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cover of Sign Language, Sustainable Development, and Equal Opportunities: Envisioning the Future for Deaf Students

Sign Language, Sustainable Development, and Equal Opportunities

Envisioning the Future for Deaf Students

Goedele A. M. De Clerck

Gallaudet University Press, 2016

Increased interaction between sign language communities and the mainstream societies in which they function is creating the potential for greater equality of opportunity for people who are deaf and hard of hearing. In this volume, renowned scholars and policy makers from around the world present innovative and groundbreaking perspectives on the relationships among sign language, sustainable development, and equal opportunities.
       The contributors to this volume offer creative and open-minded explorations of the construct of sustainability that are informed by their work with deaf individuals, deaf communities, families of deaf children, and other stakeholders. Sign Language, Sustainable Development, and Equal Opportunities describes sustainability in relation to:

·      identity, resilience, and well-being
·      partic­ipatory citizenship
·      historical perspectives on sign language use in educational contexts
·      sign language learning and teaching
·      human rights and inclusive education
·      literate thought and literacy
·      the sign language factor and the development of sign language communities in sub-Saharan Africa
·      sign language legislation

       These changing communities’ understanding of what is required to become sustainable—in areas such as full participation and citizenship in society, economic well-being, access to quality education, and cultural and linguistic identity—is also taking new forms. This work contributes to the paradigm shifts regarding deaf emancipation and deaf education taking place around the world.
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cover of Signs of Change: New Directions in Theatre Education

Signs of Change

New Directions in Theatre Education

Joan Lazarus

Intellect Books, 2012

There is no one-size-fits-all way to keep pace with the changes affecting students and those who educate them. That’s why Joan Lazarus has gathered here the insights of hundreds of theater teachers and teaching artists on how they have responded to the shifting demands of theater education in today’s schools. She paints a portrait of active, dynamic professionals who build vibrant programs and confront challenges in a variety of ways—from inclusive, interactive lessons to comprehensive programs that address the impact of poverty, race, gender, and spirituality on students’ lives. In the process, she shows how real teachers bring about real change. An accessible and up-to-date guide to best practices in theater education, this expanded and revised edition encompasses new hands-on activities—drawn from the author’s in-depth interviews and research.
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cover of Silent Life and Silent Language: The Inner Life of a Mute in an Institution for the Deaf

Silent Life and Silent Language

The Inner Life of a Mute in an Institution for the Deaf

Kate M. Farlow

Gallaudet University Press, 2018

Silent Life and Silent Language presents a fictionalized account of life at a Midwestern residential school for deaf students in the years following the Civil War. Based on the experiences of the author, who became deaf at the age of nine and entered a residential school when she was twelve, this historical work is remarkable and rare because it focuses on signing deaf women’s lives. One of only a few accounts written by deaf women in the 19th century, Silent Life and Silent Language gives a detailed description of daily life and learning at the Indiana Asylum for the Education of the Deaf and Dumb.

       Kate M. Farlow wrote this book with the goal of giving hearing parents hope that their deaf children would be able to lead happy and productive lives. She sought to raise awareness of the benefits of deaf schools and was an early advocate for the use of American Sign Language and of bilingual education. The Christian influence on the school and on the author is strongly present in her writing and reflects an important component of deaf education at the time. Descriptions of specific signs, games, ASL story nights, and other aspects of the signing community during the 1870s will be of interest to modern students and researchers in linguistics, deaf education, Deaf studies, and Deaf history. Farlow’s work reveals a sophisticated, early understanding of the importance of access to language, education, and community for deaf individuals.
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cover of Sing to the Colors: A Writer Explores Two Centuries at the University of Michigan

Sing to the Colors

A Writer Explores Two Centuries at the University of Michigan

James Tobin

University of Michigan Press, 2021

In Sing to the Colors, award-winning author James Tobin considers ideas of place, tradition, legacy, and pride while investigating two centuries of history at his alma mater, the University of Michigan. The book’s 23 essays capture a series of moments—some well-known and celebrated, others inconspicuous or even troubling—that have contributed to the ongoing evolution of the University. Readers travel back to bitter battles fought over the vision for the University in its early years and learn how the Diag and other campus landmarks came to be. Other chapters consider milestones on the University’s continuing journey toward greater inclusivity such as the 1970 Black Action Movement strike and the enrollment of Michigan’s first female students in the 1870s. Still others illuminate the complex relationship between the University and the city of Ann Arbor, revisiting former mainstays like the Pretzel Bell and Drake’s Sandwich Shop. Alongside these stories, Tobin grapples with his own understanding of and connection to Michigan’s history, which—whatever its imperfections and errors—has shaped the lives of thousands of alumni around the world. This is a book for readers who not only cherish the University of Michigan but who also want to better understand the long work of the many generations who envisioned and built and sustained the place.
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cover of Sista, Speak!: Black Women Kinfolk Talk about Language and Literacy

Sista, Speak!

Black Women Kinfolk Talk about Language and Literacy

By Sonja L. Lanehart

University of Texas Press, 2002

2003 — Honorable Mention, Myers Outstanding Book Award – The Gustavus Myers Center for the Study of Bigotry and Human Rights in North America

The demand of white, affluent society that all Americans should speak, read, and write "proper" English causes many people who are not white and/or middle class to attempt to "talk in a way that feel peculiar to [their] mind," as a character in Alice Walker's The Color Purple puts it. In this book, Sonja Lanehart explores how this valorization of "proper" English has affected the language, literacy, educational achievements, and self-image of five African American women—her grandmother, mother, aunt, sister, and herself.

Through interviews and written statements by each woman, Lanehart draws out the life stories of these women and their attitudes toward and use of language. Making comparisons and contrasts among them, she shows how, even within a single family, differences in age, educational opportunities, and social circumstances can lead to widely different abilities and comfort in using language to navigate daily life. Her research also adds a new dimension to our understanding of African American English, which has been little studied in relation to women.

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cover of Skeptical Visionary: A Seymour Sarason Educational Reader

Skeptical Visionary

A Seymour Sarason Educational Reader

Robert Fried

Temple University Press, 2002

Seymour Sarason, in the words of Carl Glickman, is "one of America's seminal thinkers about public education." For over four decades his has been a voice of much-needed skepticism about our plans for school reform, teacher training, and educational psychology. Now, for the first time, Sarason's essential writings on these and other issues are collected together, offering student and researcher alike with the range, depth, and originality of Sarason's contributions to American thinking on schooling.As we go from debate to debate on issues such as school choice, charter schools, inclusive education, national standards, and other problems that seem to drag on without solution, Sarason's critical stance on the folly of many of our attempts to fix schools has always had at the center a concern for the main players in our educational institutions: the students, the teachers and the parents. Any plans that cannot account for their well-being are doomed to failure. And in the face of such failure, the clarity of Sarason's vision for real educational success is a much-needed antidote to much of the rhetoric that currently passes for substantial debate.A wide-ranging and comprehensive selection of Sarason's most significant writings, The Skeptical Visionary should find a prized space on any student's or teacher's bookshelf.
[more]
cover of Skills and Capacities for Students: Impacts of Arts Integration and Interdisciplinary Practice

Skills and Capacities for Students

Impacts of Arts Integration and Interdisciplinary Practice

Gabriel Harp

A2RU Intervals, 2020

[more]
cover of Skim, Dive, Surface: Teaching Digital Reading

Skim, Dive, Surface

Teaching Digital Reading

Jenae Cohn

West Virginia University Press, 2021

Students are reading on screens more than ever—how can we teach them to be better digital readers?

Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.

Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.

[more]
cover of Small Change: Women, Learning, Patriotism, 1750-1810

Small Change

Women, Learning, Patriotism, 1750-1810

Harriet Guest

University of Chicago Press, 2000

During the second half of the eighteenth century, the social role of educated women and the nature of domesticity were the focus of widespread debate in Britain. The emergence of an identifiably feminist voice in that debate is the subject of Harriet Guest's new study, which explores how small changes in the meaning of patriotism and the relations between public and private categories permitted educated British women to imagine themselves as political subjects.

Small Change considers the celebration of learned women as tokens of national progress in the context of a commercial culture that complicates notions of gender difference. Guest offers a fascinating account of the women of the bluestocking circle, focusing in particular on Elizabeth Carter, hailed as the paradigmatic learned and domestic woman. She discusses the importance of the American war to the changing relation between patriotism and gender in the 1770s and 1780s, and she casts new light on Mary Wollstonecraft's writing of the 1790s, considering it in relation to the anti-feminine discourse of Hannah More, and the utopian feminism of Mary Hays.

[more]
cover of Social Action Stories: Impact Tales for the School and Community

Social Action Stories

Impact Tales for the School and Community

Kevin D. Cordi, Ph.D., Kirstin J. Milks, PhD., Rebecca Van Tassell

Parkhurst Brothers, Inc., 2022

Activist storytellers, educators, and organizers help us learn to tell a different story for our future
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cover of Social Class Voices: Student Stories from the University of Michigan Bicentennial

Social Class Voices

Student Stories from the University of Michigan Bicentennial

Edited by Dwight Lang and Aubrey Schiavone

Michigan Publishing Services, 2017

In Social Class Voices, forty-five University of Michigan undergraduate students and recent alumni explore the significance of social class in early 21st century America. They openly and honestly show how social class has shaped their lives, their changing identities, and conditions in their home communities. These writers – born to the working poor, working, middle, upper-middle, and upper classes – examine the effects of social class on their families, their kindergarten through high school experiences, as well as their undergraduate years at the University of Michigan in Ann Arbor. Using “sociological creative non-fiction” essays, they invite readers to engage, interpret, and imagine the power of social class in a society where economic differences are often overlooked. In exploring their pasts and personal experiences, they write powerful accounts of American college student life. We hear about the insecurities and challenges of growing up in poverty, increasing tensions of being born to the working and middle classes, and comforting certainties of upper-middle and upper class lives. In their stories we see connections between the personal and the social – a key sociological insight.

These writers explore social class heritages at a time when more and more Americans are recognizing economic inequality as a core structural problem facing millions, independent of individual effort and talent. They shed light on what is too often denied both on and off college campuses: social class. By their very nature these types of explorations are political.

In America, where economic differences frequently go unnoticed when discussing inequality, openly writing about one’s personal class experiences can be controversial. These University of Michigan students and alumni have the courage to make public how social class structures American life.
 
 
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cover of Social Constructions of Deafness: Examining Deaf Languacultures in Education

Social Constructions of Deafness

Examining Deaf Languacultures in Education

Thomas P. Horejes

Gallaudet University Press, 2012

Thomas P. Horejes’s new book focuses on revealing critical knowledge that addresses certain social justice issues, including deafness, language, culture, and deaf education. He conveys this information through discourses about his own experiences being deaf and through his research in which he “stresses the contingency of the social” in educational institutions.

       In Social Constructions of Deafness: Examining Deaf Languacultures in Education, Horejes contends that schools as social institutions play powerful and exacting roles in the creation and maintenance of social constructions such as language and culture for deaf children. He subscribes to Michael Agar’s concept of “languaculture,” defined as the inextricable relationship between language and culture in which a specific language will shape and influence culture. His approach employs other anthropological terminology as he connects his personal experience as a deaf student (emic) to academic research on deafness (etic) to bring understanding to the multidimensional aspects of his own negotiated identities.

       Horejes extends his inquiry through his analysis of two kindergarten classes for deaf students, one orally oriented and the other conducted using sing language. His findings are sobering evidence of the myriad challenges educators face in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in schools and other social institutions.

[more]
cover of Social Knowledge Creation in the Humanities: Volume 1

Social Knowledge Creation in the Humanities

Volume 1

Edited by Alyssa Arbuckle, Aaron Mauro, and Daniel Powell

Iter Press, 2017

The ubiquity of social media has transformed the scope and scale of scholarly communication in the arts and humanities. The consequences of this new participatory and collaborative environment for humanities research has allowed for fresh approaches to communicating research. Social Knowledge Creation takes up the norms and customs of online life to reorient, redistribute, and oftentimes flatten traditional academic hierarchies. This book discusses the implications of how humanists communicate with the world and looks to how social media shapes research methods. This volume addresses peer-review, open access publishing, tenure and promotion, mentorship, teaching, collaboration, and interdisciplinarity as a comprehensive introduction to these rapidly changing trends in scholarly communication, digital pedagogy, and educational technology. Collaborative structures are rapidly augmenting disciplinary focus of humanities curriculum and the public impact of humanities research teams with new organizational and disciplinary thinking. Social Knowledge Creation represents a particularly dynamic and growing field in which the humanities seeks to find new ways to communicate the legacy and traditions of humanities based inquiry in a 21st century context.

New Technologies in Medieval and Renaissance Studies Volume 7.

Edited by Alyssa Arbuckle, Aaron Mauro, and Daniel Powell

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cover of Social Knowledge Creation in the Humanities: Volume 2

Social Knowledge Creation in the Humanities

Volume 2

Edited by Aaron Mauro

Iter Press, 2022

In the humanities, the field of “social knowledge creation” has helped define how social media platforms and other collaborative spaces have shaped humanistic critique in the twenty-first century. The ability to access and organize information and people has been profoundly liberating in some online contexts, but social media also presents many issues which come to light in the often-overlapping domains of politics, media studies, and disinformation.

While these countervailing influences are all around us, the essays collected in this volume represent a humanistic ethics of generosity, compassion, and care. Social knowledge creation refreshingly returns to humanist values, emphasizing that people matter more than networks, facts matter more than opinion, and ideas matter more than influence. As a result, the speed and scale of digital culture has challenged humanists from many disciplines to more clearly define the values of education, collaboration, and new knowledge in pursuit of human justice and equality. In short, online culture has presented a new opportunity to define how and why the humanities matter in the age of social media.
 
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cover of Social Research for our Times: Thomas Coram Research Unit past, Present and Future

Social Research for our Times

Thomas Coram Research Unit past, Present and Future

Edited by Claire Cameron, Alison Koslowski, Alison Lamont, and Peter Moss

University College London, 2023

A collection of research and findings from the Thomas Coram Research Unit.

For fifty years, researchers at UCL’s Thomas Coram Research Unit have been undertaking ground-breaking policy-relevant social research. Their main focus has been social issues affecting children, young people, and families and the services provided for them. Social Research for our Times brings together different generations of researchers from the Unit to share some of the most important results of their studies.

Two sections focus on the main findings and conclusions from research into children and children services and on family life, minoritized groups, and gender. A third section is devoted to the innovative methods that have been developed and used to undertake research in these complex areas. Running through the book is a key strategic question: what should be the relationship between research and policy? Or put another way, what does “policy-relevant research” mean? This perennial question has gained new importance in the post-COVID, post-Brexit world that we have entered, making this text a timely intervention for sharing decades of experience. Taking a unique opportunity to reflect on the research context as well as research findings, this book will be of interest to researchers, teachers, students, and those involved in policy-making both in and beyond dedicated research units, and it can be read as a whole or sampled for individual standalone chapters.
 
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cover of Social Research in the Judicial Process: Cases, Readings, and Text

Social Research in the Judicial Process

Cases, Readings, and Text

Wallace D. Loh

Russell Sage Foundation, 1984

"How to inform the judicial mind," Justice Frankfurter remarked during the school desegregation cases, "is one of the most complicated problems." Social research is a potential source of such information. Indeed, in the 1960s and 1970s, with activist courts at the forefront of social reform, the field of law and social science came of age. But for all the recent activity and scholarship in this area, few books have attempted to create an intellectual framework, a systematic introduction to applied social-legal research. Social Research in the Judicial Process addresses this need for a broader picture. Designed for use by both law students and social science students, it constructs a conceptual bridge between social research (the realm of social facts) and judicial decision making (the realm of social values). Its unique casebook format weaves together judicial opinions, empirical studies, and original text. It is a process-oriented book that teaches skills and perspectives, cultivating an informed sensitivity to the use and misuse of psychology, social psychology, and sociology in apellate and trial adjudication. Among the social-legal topics explored are school desegregation, capital punishment, jury impartiality, and eyewitness identification. This casebook is remarkable for its scope, its accessibility, and the intelligence of its conceptual integration. It provides the kind of interdisciplinary teaching framework that should eventually help lawyers to make knowledgeable use of social research, and social scientists to conduct useful research within a legally sophisticated context.
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cover of Social-Emotional Learning in English Language Teaching

Social-Emotional Learning in English Language Teaching

Luis Javier Pentón Herrera and Janine J. Darragh

University of Michigan Press, 2024

In an era where the world feels increasingly interconnected yet divided, Social-Emotional Learning in English Language Teaching unveils the profound impact of incorporating social-emotional learning (SEL) into language education. With compelling narratives and relatable examples, the authors showcase how emotional intelligence, empathy, and well-being are not just buzzwords, but essential elements for thriving in today’s global community. Through the lens of language education, they introduce the concept of affective communicative competence and advocate for a practice of responsible well-being that aims to support the holistic well-being of educators and learners. Blending meticulously researched theory with practical applications, the book is structured to facilitate both comprehension and application through practical SEL activities or reflective questions. As a critical resource for educators, researchers, and policymakers aiming to enrich the language-learning landscape, Social-Emotional Learning in English Language Teaching equips practitioners with the tools to foster environments where social-emotional and linguistic growth can flourish in tandem.
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cover of Society As Educator in an Age of Transition

Society As Educator in an Age of Transition

Edited by Kenneth D. Benne and Steven Tozer

University of Chicago Press, 1987

[more]
cover of Something Incredibly Wonderful Happens: Frank Oppenheimer and His Astonishing Exploratorium

Something Incredibly Wonderful Happens

Frank Oppenheimer and His Astonishing Exploratorium

K. C. Cole

University of Chicago Press, 2012

How do we reclaim our innate enchantment with the world? And how can we turn our natural curiosity into a deep, abiding love for knowledge? Frank Oppenheimer, the younger brother of the physicist J. Robert Oppenheimer, was captivated by these questions, and used his own intellectual inquisitiveness to found the Exploratorium, a powerfully influential museum of human awareness in San Francisco, that encourages play, creativity, and discovery—all in the name of understanding.
 
In this elegant biography, K. C. Cole investigates the man behind the museum with sharp insight and deep sympathy. The Oppenheimers were a family with great wealth and education, and Frank, like his older brother, pursued a career in physics. But while Robert was unceasingly ambitious, and eventually came to be known for his work on the atomic bomb, Frank’s path as a scientist was much less conventional. His brief fling with the Communist Party cost him his position at the University of Minnesota, and he subsequently spent a decade ranching in Colorado before returning to teaching. Once back in the lab, however, Frank found himself moved to create something to make the world meaningful after the bombing of Hiroshima and Nagasaki. He was inspired by European science museums, and he developed a dream of teaching Americans about science through participatory museums. Thus was born the magical world of the Exploratorium, forever revolutionizing not only the way we experience museums, but also science education for years to come.
 
Cole has brought this charismatic and dynamic figure to life with vibrant prose and rich insight into Oppenheimer as both a scientist and an individual.
 
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cover of Son of Southern Illinois: Glenn Poshard’s Life in Politics and Education

Son of Southern Illinois

Glenn Poshard’s Life in Politics and Education

Carl Walworth with Glenn Poshard

Southern Illinois University Press, 2023

A life of principles, service, and faith  

This first biography of Glenn Poshard traces the life of a young man who rose from rural poverty in Southern Illinois to become a United States congressman and president of the Southern Illinois University system. This profound portrait unveils a life and career dedicated to making higher education affordable and improving the quality of life for the community of Southern Illinois.  

Beginning with his childhood in a two-room home near Herald, Illinois and the early, tragic loss of his sister, this biography navigates Poshard’s service in the military, his time as a state senator and United States congressman, his run for governor, his years at Southern Illinois University, and the establishment of the Poshard Foundation for Abused Children. Intimacies of his personal life are disclosed, such as his struggles with and treatment for depression, his passion for education, and the lasting bonds he formed with his teachers. His unpopular decision to refuse PAC donations is also highlighted, along with the work that went into sponsoring the Illinois Wilderness Act, and his relationship with civil rights activist John Lewis. Glenn Poshard’s efforts for the Wilderness Act designated Southern Illinois’s famous Garden of the Gods as a National Wilderness Preservation System, which continues to attract visitors from around the world. 

Poshard’s path from poverty was riddled with hardship, but his perseverance and family values ultimately allowed for longstanding personal and civic growth. From an admirable work ethic to a steadfast commitment to problem-solving, this biography illuminates the life and accomplishments of an impressive and generous leader.

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cover of Sound Pedagogy: Radical Care in Music

Sound Pedagogy

Radical Care in Music

Edited by Colleen Renihan, John Spilker, and Trudi Wright. Foreword by William Cheng

University of Illinois Press, 2024

Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve our communities in higher education. But, as the essayists in Sound Pedagogy show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, a neoliberal individualist and competitive mindset, and classical music’s white patriarchal roots. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music.

Contributors: Molly M. Breckling, William A. Everett, Kate Galloway, Sara Haefeli, Eric Hung, Stephanie Jensen-Moulton, Mark Katz, Nathan A. Langfitt, Matteo Magarotto, Mary Natvig, Frederick A. Peterbark, Laura Moore Pruett, Colleen Renihan, Amanda Christina Soto, John Spilker, Reba A. Wissner, and Trudi Wright

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