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Author: Peter Smagorinsky Publisher: Peter Lang Incorporated, International Academic Publishers ISBN: 9781433163166 Category : Children with disabilities Languages : en Pages : 222
Book Description
Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference challenges assumptions that view people of difference to be "abnormal," that isolate attention to their difference solely in the individual, that treat areas of difference as matters of deficiency, and that separate youth of difference from the mainstream and treat them as pathologized. As outsiders to mainstream special education, the authors of this collection take a more social and cultural perspective that views the surrounding social environment as at least as problematic as any point of difference in any individual. Most of the scholars contributing to this volume work with preservice and inservice teachers and grapple with issues of curriculum and pedagogy. One of the primary audiences we hope to reach with this book is our colleagues and practitioners who have not made special education or disability studies the focus of their careers, but who, like we, are determined to engage with the full range of people who attend schools. Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference can be a valuable text for undergraduate and graduate courses in teacher education, as it addresses key issues of inclusion, diversity, equity, and differentiated approaches to educating the full range of students.
Author: Peter Smagorinsky Publisher: Peter Lang Incorporated, International Academic Publishers ISBN: 9781433163166 Category : Children with disabilities Languages : en Pages : 222
Book Description
Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference challenges assumptions that view people of difference to be "abnormal," that isolate attention to their difference solely in the individual, that treat areas of difference as matters of deficiency, and that separate youth of difference from the mainstream and treat them as pathologized. As outsiders to mainstream special education, the authors of this collection take a more social and cultural perspective that views the surrounding social environment as at least as problematic as any point of difference in any individual. Most of the scholars contributing to this volume work with preservice and inservice teachers and grapple with issues of curriculum and pedagogy. One of the primary audiences we hope to reach with this book is our colleagues and practitioners who have not made special education or disability studies the focus of their careers, but who, like we, are determined to engage with the full range of people who attend schools. Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference can be a valuable text for undergraduate and graduate courses in teacher education, as it addresses key issues of inclusion, diversity, equity, and differentiated approaches to educating the full range of students.
Author: Peter Smagorinsky Publisher: Taylor & Francis ISBN: 1000985229 Category : Education Languages : en Pages : 503
Book Description
L. S. Vygotsky and English in Education and the Language Arts focuses on the hugely significant contributions of L. S. Vygotsky to research, theory, and practice in English and the Language Arts, exploring the relevance of Vygotsky’s works for today’s teachers and researchers. Drawing on his 30 years of study, Smagorinsky interprets Vygotsky in relation to literacy education, teacher education, special education, and how life outside school has an impact on how people function within them. This insightful and accessible text firstly explores Vygotsky’s early life to situate him historically and culturally and goes on to trace his understanding of human psychology as it relates to the social contexts of schools and pupils’ lives at home. Vygotsky’s pedagogical ideas are then discussed in depth, with specific attention on the role of emotions, the zone of proximal development, expanding textuality beyond writing, and his belief in the primacy of socialization. This book illuminates new areas of understanding, and challenges common perceptions available through limited and selective readings, establishing Vygotsky as a complex developmental psychologist rather than a classroom practitioner. With points for discussion and reflection provided throughout, this text will be invaluable for student teachers, teachers, and academics in the field of English and the Language Arts.
Author: Allison Skerrett Publisher: Corwin Press ISBN: 1071886606 Category : Education Languages : en Pages : 209
Book Description
"Upending deficit narrative of learning loss, combating broken approaches to racial equity, and wading deep into the contested waters of democratic principles of learning within today’s schools, Dr. Skerrett and Dr. Smagorinsky offer an accessible guidebook for making our classrooms sites of justice and joy. Perhaps most importantly, theirs is a book that reveals classroom practices as they really are--the voices of teachers are situated as co-authors in this important journey. I cannot think of a more timely or relevant book for English educators than Teaching Literacy in Troubled Times." — Antero Garcia, Ph.D., Associate Professor, Graduate School of Education, Stanford University Relevant instruction to move education forward instead of "back to normal" Educators often bemoan the so-called learning gap that followed the upheaval to schooling in 2020, but the real learning gap will occur if the watershed events and social shifts of the early 2020s are not integrated into school instruction and learning. For today’s learning to be relevant to today’s students, it must reflect their lives and the true social worlds they inhabit. But how? Teaching Literacy in Troubled Times empowers educators to engage students in critical thinking, literacy activities, and inquiry to investigate the personal and social issues of pressing importance to today’s middle and high school students. Six units of study, each co-authored by a teacher who road-tested the activities in their own classroom, guide teachers through the process of teaching literacy around the topics of identity, social inequity, global justice, empathy, racism and racial literacy, and conflicting ideas of patriotism. This urgent, timely guide to creating a relevant classroom includes: Instructional methods, content knowledge, and learning activities for each unit that engage students in critical inquiry and social action. Insights and guidance from teachers who put the full unit plans in action with students. Reflection questions to help teachers envision the work in their own classrooms. Templates, rubrics, examples of student work, and other tools that help teachers to plan and implement activities that grow students’ capacity to understand and act in society. Prime your students with the critical thinking, investigative, and communicative skills they need to connect themselves to broader social movements and create a new generation of educated changemakers.
Author: Elizabeth Birr Moje Publisher: Routledge ISBN: 1317384768 Category : Education Languages : en Pages : 573
Book Description
In a time of pressures, challenges, and threats to public education, teacher preparation, and funding for educational research, the fifth volume of the Handbook of Reading Research takes a hard look at why we undertake reading research, how school structures, contexts and policies shape students’ learning, and, most importantly, how we can realize greater impact from the research conducted. A comprehensive volume, with a "gaps and game changers" frame, this handbook not only synthesizes current reading research literature, but also informs promising directions for research, pushing readers to address problems and challenges in research design or method. Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including: Diverse student populations and sociocultural perspectives on reading development Digital innovation, literacies, and platforms Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process New methods for researching reading instruction, with attention to equity, inclusion, and education policies Language development and reading comprehension Instructional practices to promote reading development and comprehension for diverse groups of readers Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.
Author: Elizabeth A. Kahn Publisher: Rowman & Littlefield Publishers ISBN: 1475850360 Category : Education Languages : en Pages : 194
Book Description
Inquiry Paths to Literacy Learning, a collection of chapters from secondary teachers and university researchers, offers English language arts teachers several models and considerations for how to design and implement inquiry-based teaching and learning. As the contributors demonstrate, an inquiry approach can significantly boost student achievement, understanding, and transfer of learning. The chapters in this collection present classroom-tested approaches, activities, and assignments that teachers can use right away, but that also serve as models for designing learning experiences that most engage and benefit learners. Focusing on issues that adolescents find consequential, the sample learning activities promote the development of complex literacy skills, engage students in evidence-based reasoning, and foster an environment of cooperation, collaboration, and respect for different points of view. Together, the contributions in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.
Author: John Swain Publisher: SAGE ISBN: 1446296687 Category : Social Science Languages : en Pages : 377
Book Description
Since it was first published in 1993, Disabling Barriers, Enabling Environments has established itself as essential reading for anyone coming to the subject of disability studies. The book tackles a wide range of issues in numerous succinct chapters written by contributing authors, many of whom are disabled themselves. From the outset, the chapters take a multidisciplinary and international approach. The third edition is made up of 42 chapters, 15 of which are completely new to this edition, including: · Early seminal writings in disabled studies · Death and dying · Psychology · Hate crime and the criminal justice system · Sport · Psycho-emotional disablism and internal oppression. This seminal textbook conveys the continuing developments in the lives and experiences of disabled people. It is valuable reading for students and professionals in the fields of social work, sociology, social policy, health and nursing as well as disabled people.
Author: Allison Skerrett Publisher: Corwin Press ISBN: 1071886614 Category : Education Languages : en Pages : 241
Book Description
"Upending deficit narrative of learning loss, combating broken approaches to racial equity, and wading deep into the contested waters of democratic principles of learning within today’s schools, Dr. Skerrett and Dr. Smagorinsky offer an accessible guidebook for making our classrooms sites of justice and joy. Perhaps most importantly, theirs is a book that reveals classroom practices as they really are--the voices of teachers are situated as co-authors in this important journey. I cannot think of a more timely or relevant book for English educators than Teaching Literacy in Troubled Times." — Antero Garcia, Ph.D., Associate Professor, Graduate School of Education, Stanford University Relevant instruction to move education forward instead of "back to normal" Educators often bemoan the so-called learning gap that followed the upheaval to schooling in 2020, but the real learning gap will occur if the watershed events and social shifts of the early 2020s are not integrated into school instruction and learning. For today’s learning to be relevant to today’s students, it must reflect their lives and the true social worlds they inhabit. But how? Teaching Literacy in Troubled Times empowers educators to engage students in critical thinking, literacy activities, and inquiry to investigate the personal and social issues of pressing importance to today’s middle and high school students. Six units of study, each co-authored by a teacher who road-tested the activities in their own classroom, guide teachers through the process of teaching literacy around the topics of identity, social inequity, global justice, empathy, racism and racial literacy, and conflicting ideas of patriotism. This urgent, timely guide to creating a relevant classroom includes: Instructional methods, content knowledge, and learning activities for each unit that engage students in critical inquiry and social action. Insights and guidance from teachers who put the full unit plans in action with students. Reflection questions to help teachers envision the work in their own classrooms. Templates, rubrics, examples of student work, and other tools that help teachers to plan and implement activities that grow students’ capacity to understand and act in society. Prime your students with the critical thinking, investigative, and communicative skills they need to connect themselves to broader social movements and create a new generation of educated changemakers.
Author: Zachary Wright Publisher: ISBN: 9781760946340 Category : Discrimination in education Languages : en Pages : 0
Book Description
"Many education systems are tainted and remain tinged by a history of racism and discrimination. America's education system is one of those. Traditional education approaches lead to learning environments that exclude a substantial portion of the student population. Author Zachary Wright, with his book Dismantling a Broken System: Actions to Bridge the Opportunity, Equity, and Justice Gap in American Education, exposes this system, shows its through line in history, and seeks to dismantle the rigged system with inclusion and equity in its place. With ideas for hyperlocal activism, a breakdown of educational funding and how to make it more equitable, and an examination of culturally responsive instruction, Dismantling a Broken System can help readers deconstruct the system that perpetuates so much inequity and trauma"--
Author: Gillian Fulcher Publisher: Routledge ISBN: 1317360567 Category : Social Science Languages : en Pages : 288
Book Description
First published in 1989, this book is about integrating or mainstreaming policies, looking specifically at how to improve circumstances for schoolchildren with disabilities or handicaps, and their teachers. The author draws on her experiences, both within and outside the academic institution, to conceptualise and theorise policy, so as to place this policy in a political framework and locate it in a wider model of social life. This model is then used to disentangle the nature and effects of policy practices surrounding integration and mainstreaming, looking at practice in various parts of Europe, the US and Australia, at that time. Although written at the end of the 1980s, this book discusses topics that are still relevant today.
Author: David J. Connor Publisher: Teachers College Press ISBN: 0807773867 Category : Education Languages : en Pages : 289
Book Description
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Author: Peter Smagorinsky
Author: Peter Smagorinsky
Author: Peter Smagorinsky
Author: Allison Skerrett
Author: Elizabeth Birr Moje
Author: Elizabeth A. Kahn
Author: John Swain
Author: Allison Skerrett
Author: Zachary Wright
Author: Gillian Fulcher
Author: David J. Connor