LaMarr Darnell Shields and Marina V. Gillmore
No abstract available
Jose Lalas, Angela Macias, Kitty Fortner, Nirmla G. Flores, Ayanna Blackmon-Balogun, and Margarita Vance
Who We Are and How We Learn: Educational Engagement and Justice for Diverse Learners serves as an education program handbook for understanding the complexities of student engagement and providing access, equity, and justice for learners, with an emphasis on students with diverse backgrounds. The book examines current research and best practices on engagement for these learners and explores educational issues through social, cultural, and racial lenses. Topics include the framing of student engagement and educational justice through social and cultural views, the role of cultural capital from home and school settings, and the influence of the funds of knowledge. The material addresses race and culture as they pertain to curriculum, instruction, and performance of all students, with focus on African American and Latino students. It examines social class and identity, social and cultural dimensions of family involvement as a predictor of student engagement, adaptations for English learners, and writing as a way to capture student voices. Filled with insights gained from field-based research and intended to ignite a passion for transformative action in education, this text is ideal for teachers, counselors, and administrators.
Janine M. Bernard and Rodney K. Goodyear
Fundamentals of Clinical Supervision, 5/e offers a comprehensive, interdisciplinary presentation that makes it the most highly cited publication in the field. Addressing essential topics for supervisors, it has earned a reputation as an authoritative resource for anyone seeking certification as an Approved Clinical Supervisor. Emphasizing central themes from a variety of mental health professions, the book covers supervision models, supervision modalities, administrative issues and professional concerns. This Fifth Edition covers the latest research, more on second-generation models of supervision, a new section on triadic supervision, and the latest on technology. Its one-of-a-kind supervision toolkit, scholarly approach, and topic coverage sets the book apart.
Pauline J. Reynolds
From the magazines and newspapers of the mid-1800s to movies and apps of the twenty-first century, popular culture and media in the United States provide prolific representations of higher education. This report positions artifacts of popular culture as pedagogic texts able to (mis)educate viewers and consumers regarding the purpose, values, and people of higher education. It discusses scholarly literature across disciplines; examines a diverse array of cross-media artifacts; and reveals pedagogical messages embedded in popular culture texts to prompt thinking about the multiple ways higher education is represented to society through the media.
Informative and engaging, higher education professionals can use the findings to intentionally challenge the (mis)educating messages about higher education through programs, policies, and perspectives.
Karen Symms Gallagher, Rodney K. Goodyear, Dominic J. Brewer, and Robert Rueda
Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept.
This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.