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Academies and Society in Southern Sung China

Linda Walton

Academies belonged to a broad constellation of educational institutions that flourished in the Sung (960-1279), an era marked by profound changes in economy, technology, thought, and social and political order. This study, the first comprehensive look at the Sung academy movement, explains the phenomenon not only as a uh_product of intellectual changes, but also as part of broader social, economic, political, and cultural transformations taking place in Sung China. Academies and Society in Southern Sung China makes extensive use of commemorative inscriptions and other documentation on nearly 500 academies and thus provides a crucial historical perspective on the origins of this key institution.

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Accompagnement concerté des stagiaires en enseignement

Edited by Marc Boutet

Le présent ouvrage porte plus spécifiquement sur ces enjeux en situation de stage. Il est conçu afin que les divers acteurs de la formation en milieu de pratique – stagiaires, enseignants et professionnels du milieu scolaire, superviseurs et formateurs universitaires – y trouvent des repères importants pour leur dialogue. Leurs perceptions et leurs attentes à l’égard de leurs rôles respectifs sont mis en lumière, à partir de résultats de recherches, de recensions d’écrits et de réflexions systématiques. Des aspects technologiques jusqu’aux dimensions éthiques, en passant par les enjeux relationnels et identitaires, les auteurs proposent au lecteur un riche questionnement sur les pratiques de supervision, des perspectives originales sur l’apprentissage en contexte de la profession et des pistes concrètes pour un accompagnement concerté des stagiaires en enseignement.

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Accompagnement-formation d’une pratique réflexive-interactive féministe

Le cas de Relais-femmes

L’organisme Relais-femmes est passé de la formation à un accompagnement-formation qui se détache nettement des pratiques traditionnelles de formation et de transmission unilatérale des connaissances. Ce modèle novateur, qui suppose un dialogue constructif entre les parties en présence pour coproduire des connaissances et qui réserve une place importante à l’autoévaluation comme exercice de mise à distance, est présenté dans cet ouvrage. Sept conditions incontournables forgent la démarche d’accompagnement-formation : 1. une approche féministe ; 2. des changements de pratiques par des remises en question ; 3. une pratique réflexive-interactive approfondie ; 4. une mise à distance pour éviter les biais engendrés par les émotions ; 5. la coconstruction et l’intégration d’une posture de collaboration professionnelle ; 6. l’équité et la cohérence entre paroles et actions ; 7. des traces écrites nécessaires à l’évaluation de l’évolution. La lecture de cet ouvrage contribue à l’appropriation de ces incontournables, appropriation qui ne peut se passer de discussions entre collègues, d’expérimentations et de retours sur les actions. L’ouvrage permet de constater la richesse des retombées de l’accompagnement-formation, qui permet d’accroître la capacité d’action des groupes et leur autonomie dans la sélection et la coproduction de connaissances utiles à leur pratique collective, qui met en valeur la contribution des connaissances des unes et des autres que permet une dynamique réflexive-interactive et qui fait ressortir l’importance du travail en collégialité vers des objectifs partagés.

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Accompagnement socioconstructiviste

Pour s'approprier une réforme en éducation

Edited by Louise Lafortune

Comment favoriser l'implantation d'un changement en éducation comme celui de la réforme québécoise actuelle ? Comment intervenir dans une approche socioconstructiviste de l'apprentissage ? Les auteures de ce livre proposent aux personnes intervenant auprès des enseignantes et des enseignants, aux directions d'école, aux services pédagogiques et à tout autre secteur engagé dans ce processus, un programme de formation à l'accompagnement socioconstructiviste illustré par 15 activités qui permettent de s'approprier un changement comme celui prôné par le programme de formation de l'école québécoise. Les activités présentées concernent autant le développement de bases conceptuelles que la réflexion sur des pratiques, le partage d'expériences et la modélisation de la démarche d'accompagnement.

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Accountability-Based Reform

The Impact on Deaf and Hard of Hearing Students

Stephanie W. Cawthon Psychology Program, Department of Educational Psychology, University of Texas, Austin, TX.

For years, school reform efforts targeted either students in regular education or those with special needs, but not both. As a result of the No Child Left Behind legislation (NCLB) and its focus on accountability, administrators established policies that would integrate the needs of students who previously were served under separate frameworks. Using the NCLB structure as a starting point, Stephanie W. Cawthon’s new book Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students discusses key assumptions behind accountability reforms. She specifically examines how elements of these reforms affect students who are deaf or hard of hearing, their teachers, and their families. Cawthon begins by providing a brief introduction to the deaf education context, offering detailed information on student demographics, settings, and academic outcomes for deaf students. She then outlines the evolution of accountability-based education reforms, following with a chapter on content standards, assessment accommodations, accountability as sanctions, and students with disabilities. The remaining chapters in Accountability-Based Reforms closely examine educational professionals, accountability, and students who are deaf or hard of hearing; school choice policies and parents; and deaf education and measures of success. Each chapter presents an overview of an important component of accountability reform, available research, and how it has been implemented in the United States. These chapters also offer recommendations for future action by educators, parents, researchers, and education policymakers.

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Achieving Against The Odds

Esther Kingston-Mann

"High school was like a penance imposed for some unknown sin. Everything I ever learned that was important was learned outside of school. So I never thought to associate schools with learning." (Amy, UMass Boston student)

Today's diverse and financially burdened students enter  higher education eager to succeed at institutions originally designed for culturally homogenous and predominantly white middle-class populations. They are expected to learn from faculty trained primarily as researchers. Unsurprisingly, student dropout and faculty burnout rates are high, leading some conservatives to demand that higher education purge itself of "unqualified" students and teachers. But, as Achieving Against the Odds demonstrates, new and better solutions emerge once we assume that both faculty and students still possess a mutual potential for learning when they meet in the college classroom.

This collection -- drawing on the experiences of faculty at the University of Massachusetts-Boston -- documents a complex and  challenging process of pedagogical transformation. The contributors come from a wide range of disciplines -- American studies, anthropology, Asian American studies, English, ESL, history, language, political science, psychology, sociology, and theology. Like their students, they bring a variety of backgrounds into the classroom -- as people of color, women, gays, working class people, and "foreigners" of one sort or another. Together they have engaged in an exciting struggle to devise pedagogies which respond to the needs  and life experiences of their students and to draw each of them into a dialogue with the content and methodology of their disciplines. Courageously airing their own mistakes and weaknesses alongside their breakthroughs, they illuminate for the reader a process of teaching transformation by which discipline-trained scholars discover how to promote the learning of diverse students.

As one reads their essays, one is struck by how much these faculty have benefited from the insights they have gleaned from colleagues as well as students. Through argument and examples, personal revelation and references as well as students. Through argument and examples, personal revelation and references to authority, they draw the reader into their  community. This is a book to inspire and enlighten everyone interested in making higher education more truly democratic, inclusive and intellectually challenging for today's students.

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Across Property Lines

Textual Ownership in Writing Groups

Candace Spigelman

Candace Spigelman investigates the dynamics of ownership in small group writing workshops, basing her findings on case studies involving two groups: a five-member creative writing group meeting monthly at a local Philadelphia coffee bar and a four-member college-level writing group meeting in their composition classroom. She explores the relationship between particular notions of intellectual property within each group as well as the effectiveness of writing groups that embrace these notions. Addressing the negotiations between the public and private domains of writing within these groups, she discovers that for both the committed writers and the novices, “values associated with textual ownership play a crucial role in writing group performance.”

           

Spigelman discusses textual ownership, intellectual property, and writing group processes and then reviews theories relating to authorship and knowledge making. After introducing the participants in each group, discussing their texts, and describing their workshop sessions, she examines the writers’ avowed and implied beliefs about exchanging ideas and protecting individual property rights.

           

Spigelman stresses the necessary tension between individual and social aspects of writing practices: She argues for the need to foster more collaborative activity among student writers by replicating the processes of writers working in nonacademic settings but also contends that all writers must be allowed to imagine their individual agency and authority as they compose. 

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Activist WPA, The

Changing Stories About Writing and Writers

Linda Adler-Kassner

One wonders if there is any academic field that doesn’t suffer from the way it is portrayed by the media, by politicians, by pundits and other publics. How well scholars in a discipline articulate their own definition can influence not only issues of image but the very success of the discipline in serving students and its other constituencies. The Activist WPA is an effort to address this range of issues for the field of English composition in the age of the Spellings Commission and the No Child Left Behind Act.

Drawing on recent developments in framing theory and the resurgent traditions of progressive organizers, Linda Adler-Kassner calls upon composition teachers and administrators to develop strategic programs of collective action that do justice to composition’s best principles. Adler-Kassner argues that the “story” of college composition can be changed only when writing scholars bring the wonders down, to articulate a theory framework that is pragmatic and intelligible to those outside the field--and then create messages that reference that framework. In The Activist WPA, she makes a case for developing a more integrated vision of outreach, English education, and writing program administration.

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Acts of Reading

Exploring Connections in Pedagogy of Japanese

Hiroshi Nara & Mari Noda

Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first and second-year Japanese can often find nothing comparable. "Why aren't your students reading literature?" they are asked. "Why not Soseki? Or Murakami?" What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more directly to traditional concerns in L2 reading. The authors begin with a general theory of reading. They then offer a welcome glimpse into the rich and complex perspectives-sometimes conflicting, other times symbiotic-on what reading is and how it is performed in L1 and L2, and, most importantly, on the web of interconnections between the phenomenology of reading and the demands it places on teaching approaches to reading in Japanese.

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Additive Schooling in Subtractive Times

Bilingual Education and Dominican Immigrant Youth in the Heights

Lesley Bartlett and Ofelia Garcia

Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation’s secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperón High School works with the community to respond to those challenges. The staff at Luperón see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach. After offering a history of the school’s formation, the authors detail the ways in which federal No Child Left Behind policies, New York State accountability measures, and New York City’s educational reforms under Mayor Bloomberg have complicated the school’s efforts. The book then describes the dynamic bilingual pedagogical approach adopted within the school to help students develop academic Spanish and English. Focusing on the lives of twenty immigrant youth, Bartlett and García also show that, although the school achieves high completion rates, the graduating students nevertheless face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor.

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