Showing results by publisher "Tantor Audio" in Education & Learning

The teaching of history has long been the subject of partisan warfare. Religion often plays a prominent role in these debates, as secular progressives and conservative Christians disagree over which historical figures are worthy of study, how (or whether) certain events should be portrayed, and ultimately how tax dollars should be spent. But what about students who are educated outside the public schools, either in religious schools or at home? How are they learning history, and what effect does that have on our democracy?

In Democracy Lives in Darkness, Emily Van Duyn discovers and follows a secret political organization of progressive women in a conservative community in rural Texas. Its members met in secret to protect themselves from retaliation by their conservative neighbors, friends, and family. They discussed immigrant rights, women's reproductive rights, racism, and intolerance of those of different racial/ethnic and cultural backgrounds in their community. Democracy Lives in Darkness is about this group: their daily lives, their choices, and ultimately, their incubation.

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than "implementing fast and learning slow," they believe educators should adopt a more rigorous approach to improvement that allows the field to "learn fast to implement well.

In Unwelcome Guests, Harold S. Wechsler and Steven J. Diner argue that discrimination in college admissions has a long and troubling history in the US. Institutions of higher learning have vigorously sought to shape their mission and the experiences of their undergraduate students by paying careful attention to race and religion in admissions decisions. Wechsler and Diner explore how American colleges and universities sought to restrict enrollment of students they considered undesirable.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students - those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices.

Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM.

Restorative justice represents "a paradigm shift in the way Americans conceptualize and administer punishment," says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it.

For success in school and life, students need more than proficiency in academic subjects and good scores on tests; those goals should form the floor, not the ceiling, of their education. Students need to develop attributes that aren't typically measured on standardized tests. In this lively, engaging book, educators will learn how to foster the "Formative Five" skills that today's students need.

Safe Is Not Enough illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs.

Approaching the Holocaust in your classroom can be a difficult, often daunting task. This practical guide for English and social studies teachers features lessons learned from the author's 17 years of experience teaching the subject, as well as his work with the United States Holocaust Memorial Museum. Using anecdotes and empirical data, Gudgel offers advice for teaching the Holocaust in a way that is nuanced, socially responsible, and historically accurate.

For more than 40 years, professionals in the field of disability studies have engaged in debates over the use of aversive interventions (such as electric shock) like the ones used at the Judge Rotenberg Center. This book is a historical case study of the Judge Rotenberg Center, named after the judge who ruled in favor of keeping its doors open to use aversive interventions.

In Abundance, Pablo J. Boczkowski builds upon what we know about the historical and contemporary scholarship to develop a novel framework on the experience of living in a society that has more information available to the public than ever before, focusing on the interpretations, emotions, and practices of dealing with this abundance in everyday life.

Our society is undergoing an evolution, and we should take this as a call to action to ensure that all people, regardless of gender identity, sexual orientation, ability, age, ethnicity, race, religion, or social class, are treated as humans worthy of respect.

In The Courageous Classroom, community psychiatrist Dr. Janet Taylor and nationally acclaimed educator Jed Dearybury deliver a concise and insightful take on the culture of fear in schools around the country. You'll learn about the various ways fear is present in students and educators, practical tools and strategies for educators to cope with fear and anxiety in the classroom, the reality of racism, homophobia, and microaggressions and their impact on learning, and how to create a landscape of calm in your classroom.

In Emotionally Naked: A Teacher's Guide to Preventing Suicide and Recognizing Students at Risk, trainer, speaker, and suicide loss survivor Anne Moss Rogers, and clinical social worker and researcher, Kimberly O'Brien, PhD, LICSW, empower middle and high school educators with the knowledge and skills to leverage their relationships with students to reduce this threat to life.

Montessori in Action: Building Resilient Montessori Schools delivers a practical and actionable method to provide a strong Montessori experience for all children, families, and educators. The first of its kind, this book offers listeners a collection of modern and concrete ways to build an equitable and resilient Montessori program.

Rooted in examples from their own and others' classrooms, the authors offer discipline-specific practices for implementing antiracist literature instruction in White-dominant schools.

Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities.

The Truth About College Admission is the easy-to-follow, comprehensive, go-to guide for families. The expert authors - with inside knowledge from both the high school and university sides of the experience - provide critical advice, thoughtful strategies, helpful direction, and invaluable reassurance during the long and often bewildering college admission journey.

Making a case for the "fierce urgency of now", this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation's ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development.