Greg S Goodman - Böcker

Cultural Collision and Collusion addresses the complexity of problems that surround youth culture and school culture. By broadening the scholarly dialogue and examining and disseminating relevant research to practitioners, the book seeks to provide insight into youth culture and some manifestations of popular culture (e.g., hip-hop). In addition, the book examines some of the tensions that develop when the values of youth and adults collide in U.S. schools. Finally, the book mines the extant literature for insight and enlightenment in the best interest of academic inquiry and practical applicability.

The United States of America is a multilingual and multicultural nation made up of people of culturally, economically, religiously, and linguistically diverse backgrounds. Designed to appeal to all educators, this book was written to help prospective educators address socio-cultural questions, ideas, issues, and curiosities they encounter in multicultural education. Differences in race, ethnicity, culture, religion, social class, and socio-economic status call for comprehensive multicultural education—not only for students, but also for teachers. Today’s pre-service and in-service educators—teachers, administrators, parents, and teacher candidates—need to understand how students of various cultures feel, learn, understand, and behave in elementary and secondary schools as well as how these students adjust and adapt to the mainstream society in the communities where they live. The information in this book will guide educators in exploring the socio-cultural issues of cultural diversity and multiculturalism.

Creatively and rigorously blending historical research and contemporary data from various disciplines, this book cogently and comprehensively illustrates the problems and opportunities the American nation faces in education, economics, and the global arena. The authors propose a framework of transformation that would render American culture no longer a culture of conflict, but one whose purpose is to achieve metacultural cohesion. The book illustrates how this change is imperative if we are to ensure that our nation and its individual members thrive domestically – and if we are to enhance our global competitiveness and contributions, geopolitically and otherwise, throughout this century and beyond. Transforming America is a welcome foundational text for teachers and students in education and the social sciences at both undergraduate and graduate levels.

Vygotsky and the Promise of Public Education recontextualizes the scholarship of educator and psychologist Lev Vygotsky, highlighting its relevance to contemporary issues in public education. Emphasizing the historical, social, and cultural formation of conscious awareness, Jennifer A. Vadeboncoeur advances Vygotsky’s project with current research in psychology, enabling the redefinition of central concepts such as learning, teaching, and developing. This attention to how we conceptualize learning and teaching is vital to the project of crafting schools to fulfill the promise of public education. Written for teacher candidates, educators, researchers, and policy-makers, this book both recognizes the complications of teaching and learning in public schools and contributes to the scholarship on the critical possibilities of schools as social institutions. The significance of public education for each and every child and teacher, and the future that is created in each student-teacher relationship, is re-centered as, perhaps, the most worthwhile project of our time.

Vygotsky and the Promise of Public Education recontextualizes the scholarship of educator and psychologist Lev Vygotsky, highlighting its relevance to contemporary issues in public education. Emphasizing the historical, social, and cultural formation of conscious awareness, Jennifer A. Vadeboncoeur advances Vygotsky’s project with current research in psychology, enabling the redefinition of central concepts such as learning, teaching, and developing. This attention to how we conceptualize learning and teaching is vital to the project of crafting schools to fulfill the promise of public education. Written for teacher candidates, educators, researchers, and policy-makers, this book both recognizes the complications of teaching and learning in public schools and contributes to the scholarship on the critical possibilities of schools as social institutions. The significance of public education for each and every child and teacher, and the future that is created in each student-teacher relationship, is re-centered as, perhaps, the most worthwhile project of our time.

School Sucks! is designed to complement the dominant discourse of school reform by presenting a compendium of critical pedagogical writings that analyze the current issues in urban education and demonstrate alternative praxis for failing schools. The two editors of this volume also serve as the series editors for Peter Lang Publishing’s Educational Psychology and Black Studies and Critical Thinking series, giving them remarkable resources from which to draw this selection of writings that represent the very best concepts of pedagogy and praxis. School Sucks! furthers the reader's knowledge of the pretext of urban educational problems and promotes a positive praxis of urban educational reform.Inspired by mentors Mary McLeod Bethune and Paulo Freire, School Sucks! employs a critical pedagogy and praxis in calling for wholesale changes within our urban schools.

School Sucks! is designed to complement the dominant discourse of school reform by presenting a compendium of critical pedagogical writings that analyze the current issues in urban education and demonstrate alternative praxis for failing schools. The two editors of this volume also serve as the series editors for Peter Lang Publishing’s Educational Psychology and Black Studies and Critical Thinking series, giving them remarkable resources from which to draw this selection of writings that represent the very best concepts of pedagogy and praxis. School Sucks! furthers the reader's knowledge of the pretext of urban educational problems and promotes a positive praxis of urban educational reform.Inspired by mentors Mary McLeod Bethune and Paulo Freire, School Sucks! employs a critical pedagogy and praxis in calling for wholesale changes within our urban schools.

This book was conceived to better prepare prospective and current teachers to teach inquiry elementary science with enthusiasm, joy, entertainment, intrigue, curiosity, and thought-provoking engagement. The hands-on and minds-on inquiry strategies herein equip teachers with enriched teaching principles, applications, tools, methodologies, and pedagogical skills so they can develop deliberate science lesson plans that engage all learners in the learning process.The book also gives comprehensive approaches to teacher preparation and discusses the nature of teaching inquiry elementary health and science concepts in a way that equips prospective educators with a broad array of practical tools to prepare them for unexpected challenges related to the conduct of science instruction, management, discipline, assessment, transition, and daily routine and structure. The information will lead prospective educators and new teachers to explore their own style or philosophy of teaching inquiry elementary health and science concepts to all learners of diverse backgrounds and to find effective frameworks for developing their philosophy of discipline, philosophy of teaching, and philosophy of student engagement using hands-on and minds-focused inquiry strategies that maximize student learning outcomes.

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.

Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by Jeremiah J. Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students’ real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP. Sims’ lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.

Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by Jeremiah J. Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students’ real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP. Sims’ lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.