Book Features:Offers a nuanced portrait of students, showing how issues of race, gender, gender identity, and class shape and complicate their experience. Examines the history and contemporary movements for LGBTQ rights. Describes a variety of discipline-based approaches to teaching students to think about LGBTQ-related concerns. Shows examples of youth organizing into extracurricular groups or creating school- and community-based interventions. Highlights the role of online communities and web-based resources.
“This book should be required reading for all K–12 educators and beyond. Departing from the common LG focus of most works on LGBT issues, Mayo offers a crucial analysis of the ways that sexism, transphobia, and homophobia work together to make schools difficult and even dangerous places. Just as importantly, Mayo maintains a refreshing, always practical approach to the ways teachers and administrators can better fulfill the goals of equity for all students.”
—A. Finn Enke, associate professor, History, Gender and Women's Studies, director, LGBT Studies, University of Wisconsin–Madison
“Mayo goes beyond platitudes and calls for tolerance to investigate the specific conflicts and controversies that seem to inevitably swarm around LGBTQ issues in education. What, we often ask, can we do to protect LGBTQ students, teachers, and families from harassment? Mayo offers answers in this incisive, necessary, and accessible book.”
—Jen Gilbert, associate professor, Faculty of Education, York University, Toronto, Ontario
Cris Mayo is professor and associate head in the Department of Education Policy, Organization, and Leadership and the Department of Gender and Women’s Studies at the University of Illinois at Urbana-Champaign.
An engaging discussion of the legal, ethical, practical, and cultural considerations of working with families of special needs children.
With a strong focus on the families of special needs children, this first edition text provides students with both the information to understand the challenges and needs of these families as well as the skills and strategies required of educators working with such families. Containing a thorough discussion of the common legal and ethical concerns surrounding children with special needs and their families, this book also emphasizes the many individual differences among families. With that in mind, the authors focus on diversity in families with special needs children, cultural considerations, age, and communication with special needs families. In addition, a distinctive final chapter called “A Family’s Voice,” gives students the special opportunity to hear about the unique thoughts and experiences of a large selection of family members of children with special needs.
This fascinating and long-overdue book examines the ‘no-touch’ pandemic in early years settings, by use of extensive interviews with practitioners, parents and pupils, which:outline the confusion experienced by many in knowing if, when and how to touch and the more recent backlash by those who attempted to buck the trend suggest why this issue is important now (for example, at a time when men are being encouraged to work in early years settings) consider explanations such as panic, risk, society and fear.
This book also examines and explains where the law stands on these issues, and keeps its key focus on practice throughout; representing an unsensationalized and sensible approach to an issue that causes so much professional anxiety, and it will be welcomed by the entire teaching profession, child care professionals, along with academics and researchers within education and the social sciences.
A Guide to Teaching Effective Seminarsprovides college and university faculty with a new approach to thinking about their teaching and helps them develop a deeper understanding of conversation itself. Seminars often inspire collaborative learning and produce rich educational environments, yet even experienced faculty find these conversations can range in quality. A Guide to Teaching Effective Seminars addresses this challenge by presenting a sociolinguistic perspective on seminars and providing instructors with best practices to manage successful seminars. Grounded in research, data, and her own deep experience teaching seminars, author Susan Fiksdal reveals ways students negotiate perspectives on reading, on conversation, and on social identities and power. By giving readers an appreciation of the discourse of seminars, the book helps to undermine stereotypes about language and people, increase civility, reduce misunderstandings, and foster tolerance for new ideas and diverse ways of expressing them. This important resource is for faculty members at all levels of experience and in every discipline who want practical advice about facilitating effective seminars.
Each chapter explores a key aspect of conversation with examples from a wide range of seminars across disciplines.
Transcripts from videotaped seminars showcase authentic conversations and negotiations between students.
End-of-chapter best practices promote critical thinking and collaboration.
A companion website features video clips of the transcripts in the book and additional resources.
In Fairy Tales Readers Theatre, stories become scripts, with students playing the parts of Rapunzel, Rumplestiltskin, Cinderella, the Three Billy Goats Gruff, and more. This format encourages students to take an active role in their own language arts development while enhancing overall fluency. For teachers and librarians, Fredericks offers a wealth of suggestions and strategies for engaging students in the dynamics of literacy acquisition through the allure of readers theatre.
This book, however, contains stories of lived experience from the UK, Spain, New Zealand, Bangladesh, and Australia dealing with, inter alia: dissatisfactions with criteria against which research proposals and designs and, by extension, researchers themselves, are judged to be ethical; problems encountered in obtaining ethical clearance; changes which have had to be made to plans which are believed to have affected the ensuing research process and outcomes; cases where ethical issues and difficulties arose and required considered responses despite permission to undertake the research in question being granted; and benefits perceived to accrue from ethical review procedures.
Ethics and Academic Freedom in Educational Research will be of interest to researchers, students, members of ethics review boards and those teaching research ethics, primarily at postgraduate but also at undergraduate level.
This book was originally published as a special issue of the International Journal of Research and Method in Education.
Teachers’ identities are found to be fluid, complex, hybrid and multifaceted. Using Hong Kong as a case study, this book provides not only traces of the continuity and changes of Confucian self and cardinal relationships but also a glimpse of how educational reform as neo-capitalist discourses in the workplace interacts with Confucian cultural traditions creating new hybrid practices (problems or possibilities or both) in the school and in the daily lives of teachers.
Book Features:Introduces readers to the controversies that have surrounded sex education curricula in recent decades. Outlines a comprehensive sex education that includes character education, citizenship, and caring—the three Cs. Focuses on the education both girls and boys need to treat each other ethically. Includes discussion questions and activities for future educators. Corresponds to an interactive online curriculum hosted by the author that includes free readings, activities, and discussion questions.
“Lamb is an expert in adolescent development, gender, and sexuality. In Sex Ed for Caring Schools, she spells out the larger social and political issues that students need to understand to be sexually literate, and how that will also enrich their personal sexual ethics.”
—Lawrence Blum, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston
“Dr. Lamb’s vision for sex education as framed in ethical discussion is a more substantial and democratic model than what exists now. Sex Ed for Caring Schools is uniquely important and encourages thought and exploration.”
—Bill Taverner, Executive Director, The Center for Family Life Education
Innovative and reflective, the first edition of Counseling and Spirituality strives to integrate the spiritual and clinical perspectives of counselors in order to successfully support clients’ religious or spiritual journeys through utilizing appropriate knowledge and interventions. With cultural concerns such as religion and spirituality quickly becoming of growing importance and interest in the helping professions, this book serves to define varieties of spiritual beliefs, assess spiritual wellness, and apply theory- and practice-based approaches to individualized spiritual counseling situations.
Throughout the 15 chapters of the text, author Joshua Gold helps current and future counselors alike to contemplate how they see religion and spirituality in their own lives and to appraise how their own spirituality sways who they are as clinicians and what they do in the provision of mental health services for their clients.