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How America Is Failing Our Children
Drawing on the latest research on development among toddlers and preschoolers, At a Loss for Words lays out the importance of getting parents, policy makers, and child care providers to recognize the role of early literacy skills in reducing the achievement gap that begins before three years of age. Readers are guided through home and classroom settings that promote language, contrasting them with the "merely mediocre" child care settings in which more and more young children spend increasing amounts of time. Too many of our young children are not receiving the level of input and practice that will enable them to acquire language skills—the key to success in school and life. Bardige explains how to build better community support systems for children, and better public education, in order to ensure that toddlers learn the power of language from their families and teachers.
Vol. 1 (2010) to current issue
AUDEM: The International Journal of Higher Education and Democracy grows out of the work of the Alliance of Universities for Democracy (AUDEM). AUDEM focuses on the integration of universities at competitive levels into the world academic communities. With this journal, AUDEM adds another tool in its effort to expand opportunities for international collaboration in higher education and to promote the role of higher education in social and civic development.
An Essay for the English Profession on Potentiality and Singularity
The postmodern conviction that meaning is indeterminate and self is an illusion, though fascinating and defensible in theory, leaves a number of scholarly and pedagogical questions unsatisfied. Authoring—the phenomenological act or felt sense of creating a text—is “a remarkably black box,” say Haswell and Haswell, yet it should be one of the central preoccupations of scholars in English studies. Not only can the study of authoring accommodate the “social turn” since postmodernism, they argue, but it accommodates as well conceptions of, and the lived experience of, personal potentiality and singularity.
Without abandoning the value of postmodern perspectives, Haswell and Haswell use their own perspective of authorial potentiality and singularity to reconsider staple English-studies concerns such as gender, evaluation, voice, character, literacy, feminism, self, interpretation, assessment, signature, and taste. The essay is unique as well in the way that its authors embrace often competing realms of English studies, drawing examples and arguments equally from literary and compositionist research.In the process, the Haswells have created a Big Idea book, and a critique of the field. Their point is clear: the singular person/mysterious black box/author merits deeper consideration than we have given it, and the book’s crafted and woven explorations provide the intellectual tools to move beyond both political divisions and theoretical impasses.
Asian-Australian and Asian-Canadian Literatures
The book examines the limits and possibilities for these diasporic literatures in multicultural societies and their placement in relation to national literatures.
The characters in this vivid, witty, and engrossing novel, set in a Beijing literary institute right after the revolution, are a group of intellectuals from the old society adjusting to a new reality. There is a love story, intrigue, back-biting, and deception, familiar circumstances of academic life.
The first full-scale history of the creation, growth, and ultimate decline of the dominant twentieth-century model for American Jewish education Samson Benderly inaugurated the first Bureau of Jewish Education in 1910 amid a hodgepodge of congregational schools, khayders, community Talmud Torahs, and private tutors. Drawing on the theories of Johann Pestalozzi, Herbert Spencer, and John Dewey, and deriving inspiration from cultural Zionism, Benderly sought to modernize Jewish education by professionalizing the field, creating an immigrant-based, progressive supplementary school model, and spreading the mantra of community responsibility for Jewish education. With philanthropist Jacob Schiff and influential laymen financing his plans, Benderly realized that his best hope for transforming the educational landscape nationwide was to train a younger generation of teachers, principals, and bureau leaders. These young men became known collectively as the “Benderly Boys,” who, from the 1920s to the 1970s, were the dominant force in Jewish education—both formal and informal—in the United States.
An Illustrated History
The motto of Berea College is “God has made of one blood all peoples of the earth,” a phrase underlying Berea’s 150-year commitment to egalitarian education. The first interracial and coeducational undergraduate institution in the South, Berea College is well known for its mission to provide students the opportunity to work in exchange for a tuition-free quality education. The founders believed that participation in manual labor blurred distinctions of class; combined with study and leisure, it helped develop independent, industrious, and innovative graduates committed to serving their communities. These values still hold today as Berea continues its legendary commitment to equality, diversity, and cultural preservation and, at the same time, expands its mission to include twenty-first-century concerns, such as ecological sustainability. In Berea College: An Illustrated History, Shannon H. Wilson unfolds the saga of one of Kentucky’s most distinguished institutions of higher education, centering his narrative on the eight presidents who have served Berea. The college’s founder, John G. Fee, was a staunch abolitionist and believer in Christian egalitarianism who sought to build a college that “would be to Kentucky what Oberlin was to Ohio, antislavery, anti-caste, anti-rum, anti-sin.” Indeed, the connection to Oberlin is evident in the college’s abolitionist roots and commitment to training African American teachers, preachers, and industrial leaders. Black and white students lived, worked, and studied together in interracial dorms and classrooms; the extent of Berea’s reformist commitment is most evident in an 1872 policy allowing interracial dating and intermarriage among its student body. Although the ratio of black to white students was nearly equal in the college’s first twenty years, this early commitment to the education of African Americans was shattered in 1904, when the Day Law prohibited the races from attending school together. Berea fought the law until it lost in the U.S. Supreme Court in 1908 but later returned to its commitment to interracial education in 1950, when it became the first undergraduate college in Kentucky to admit African Americans. Berea’s third president, William Goodell Frost, shifted attention toward “Appalachian America” during the interim, and this mission to reach out to Appalachians continues today. Wilson also chronicles the creation of Berea’s many unique programs designed to serve men and women in Kentucky and beyond. A university extension program carried Berea’s educational opportunities into mountain communities. Later, the New Opportunity School for Women was set up to help adult women return to the job market by offering them career workshops, job experience on campus, and educational and cultural enrichment opportunities. More recently, the college developed the Black Mountain Youth Leadership Program, designed to reduce the isolation of African Americans in Appalachia and encourage cultural literacy, academic achievement, and community service. Berea College explores the culture and history of one of America’s most unique institutions of higher learning. Complemented by more than 180 historic photographs, Wilson’s narrative documents Berea’s majestic and inspiring story.
Parts of Berry's history have achieved legendary status--the story, for example, of how Martha Berry was inspired to start a school after visiting with poor mountain children in her log cabin. Ouida Dickey and Doyle Mathis separate myth from fact as they address Berry's traditions, controversies, and triumphs and relate important developments at Berry to wider events in Georgia and Appalachia.
As Berry graduates and career-long members of its faculty and staff, Dickey and Mathis themselves are part of the Berry tradition. Their meticulous research draws on a rich trove of documents to reveal a story that surpasses many of the familiar and beloved tales connected to the school. Berry's enviable standing--as a model for work-study colleges nationwide, as a place intimately tied to the cultural life of its region, as a choice recipient of philanthropy--makes this new book important to historians, scholars of higher education, and thousands of Berry students, faculty, and alumni.
A Handbook for Teaching Practice Supervisors
This handbook is designed for those involved in teacher education and the supervision of practical teaching. It will be useful for university tutors on teacher education programmes and mentors in schools, as well as senior staff in schools who are involved in appraisal and evaluation.
Ambivalence, Identity, and the Education of Girls
Arguing for a recognition of the contradictory and ambivalent identifications that both attract and repel those who live the social category “girl,” Marnina Gonick analyzes the discourses and practices defining female sexuality, embodiment, relationship to self and other, material culture, use of social space, and cultural-political agency and power. Based on a school-community project involving collaborative production of a video which tells the stories of several fictional girl characters, Gonick examines the contradictory and textured structure of the discourses available to girls through which their identities are negotiated. Woven throughout the book is the integral concern with the way in which ethnographic writing as a discursive practice is also implicated in the production and signification of social identities for girls.