Bøger udgivet af Stylus Publishing

Examines the rapidly-growing esports phenomenon in higher education, bringing the perspectives of players, administrators, and scholars together in one volume to discuss the basics of esports, how to start and maintain successful esports programs, and issues and trends in the field.

Describes strategies that can help students recover bandwidth, including acknowledging the ""funds of knowledge"" of students and their families, promoting growth mindsets, using reflective practices to build a sense of belonging for all students, fostering peer collaboration, and implementing restorative practices.

Explains how to implement a curricular approach for educating students beyond the classroom. The book is based on more than a decade of implementing curricular approaches on multiple campuses, contributing to the scholarship on the curricular approach, and helping many campuses design, implement, and assess their student learning efforts.

For the past 35 years, Scott Mandel has been teaching students in an urban Los Angeles school district. In addition, he instructs teachers in professional development courses. In those classes, he's known for telling stories. Classrooms in the Real World is a collection of many of those stories, presented as a set of teachable moments.

Invites readers to rethink and re-examine the traditional paradigms in which religion, spirituality, and interfaith (RSI) have been studied within higher education and student affairs settings. This volume introduces new theoretical frameworks that enrich and enliven the study of RSI, making it more dynamic, inclusive, and innovative.

In todays world whether viewed through a lens of educational attainment, economic development, global competitiveness, leadership capacity, or social justice and equity diversity is not just the right thing to do, it is the only thing to do!

Showcases examples of subversive pedagogy to instruct and inspire teachers and to contextualize subversive ELA pedagogy in the contemporary educational moment. Contributors draw from case studies, narrative inquiry, or other qualitative methodologies to explain how they have variously taken up subversive pedagogy in the ELA classroom.

Serves as a guide for merging activism into academia. Following the journey of two academics, the book offers stories, frameworks and methods for how scholars can marry their academic selves with their activist commitments to justice, while navigating the realities of raising families and navigating office politics.

The concept of difference occupies a central place in the philosophy of Gilles Deleuze. In this work, David Bright explores how Deleuze's difference can be put to work in critical qualitative research. The book explores research and writing as a creative process of dynamically pursuing problems.

The most effective and long-lasting student strike in US History took place at San Francisco State College in 1968. The book is written by two participants in the strike. Oral histories of strike leaders are integrated with discussion of the events and significance of the movement.

Focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. The authors ask, how can departments, institutions, and the profession do more to engage NTTF as full and active colleagues?

With costs rising, traditional college student populations shrinking, and pundits predicting that huge numbers of colleges will close in the coming decades, small colleges cannot afford to pretend that business-as-usual can sustain them. This book offers five emerging models for how small colleges can survive and thrive in these challenging times.

Originally published in 1993, Silencing Ivan Illich fell out of print in 1995. David Gabbard revisits the text as a means of opening the question of what schools should be. Inspired by Slavoj Zizek's call for a Positive Universal Project, the book provides an alternative vision of what we ought to be doing in the name of collective learning.

This story of parents, students, and teachers resisting not only high-stakes testing but also privatization and other corporate reforms parallels the rise of teachers across America going on strike to demand increases in school funding and teacher salaries.

Provides help to those who teach online and blended courses with managing their personal productivity. The book shares specific technology and other tools that may be used in charting a course toward greater productivity. It is intended to be a professional resource for fulfilling roles with excellence and joy.

The research is clear: online learning works best when faculty build regular, positive, and interactive relationships with students. A strategy that helps forge such a relationship is the use of videos. Student satisfaction and course engagement levels also increase with the use of instructor-generated videos - the subject of this book.

Focusing on the range of potential alternative career choices, this highly practical book offers tools and prompts for readers who are considering whether to choose an alt-ac career path; seeking specific alt-ac positions; or encountering alt-ac career challenges.

Synthesizes research on best practices for running centres of teaching and learning, providing practical guidance and resources for educational developers who are looking to open new centres; revitalize an underperforming centre; or sustain and enhance an effective centre.

Designing courses to deliver effective teaching and significant learning is the best way to set students up for success, and this book guides readers through the process. The authors have worked with faculty world-wide, and share the stories of how faculty have transformed courses from theory to practice.

College teachers all too often still play Sage on the Stage - lecturing to rooms full of passive and supposedly absorbed students. The cutting-edge opposite is still supposed to be the Guide on the Side - facilitating wherever students themselves are already going, mentoring and coaching them along the way. But who says that these are the only - or the best - alternatives? This book advances another and sharply different model: the Impresario with a Scenario, a teacher who serves as class mobilizer, improviser, and energizer, staging dramatic, often unexpected and self-unfolding learning challenges and adventures with students.In this book, the author argues that to pose a single alternative to lecturing is profoundly limiting. In fact, he says there is no reason to have to choose between "e;student-centered"e; and "e;teacher-centered"e; pedagogies. The best ways to teach and learn are both. The same applies to the false choice between "e;active"e; students and "e;active"e; teachers - there can be more than enough activity for everyone. In particular, the author argues that we need a model in which the teacher is notably pro-active - a kind of activity for which certain theatrical metaphors seem especially appropriate.Picture a college teacher who regularly sets up classroom scenarios - challenging problems, unscripted dramas, role-plays, simulations, and the like - such that the scenario itself frames and drives most of the action and learning that follows. For teaching as staging, the primary work of the teacher is staging such scenarios. The basic goal is to put students into an urgently engaging and self-unfolding scenario, trusting them to carry it forward, while being prepared to join in as needed.This book offers a conceptual and practical framework for Teaching as Staging, grounding the approach with illustrative and sometimes provocative narrative from the literature as well as the author's own practice.Teaching as the Art of Staging offers a visionary challenge to the prevailing models of pedagogy. The book presents a thoroughly practical model that opens up new possibilities for anyone interested in dramatic new directions in teaching and learning.

Presents groundbreaking work that expands discussions of teachers' work to highlight the struggles of a profession in three different countries: England, Jamaica and the US. This research provides examples of teacher leaders' narratives about power, agency and school culture, presenting the voices of teacher leaders across diverse contexts.

Consists of thematic edited volumes that help us understand how to put qualitative inquiry into practice. The chapters in each volume, from established and emerging scholars, represent new directions for incorporating theory into justice-oriented qualitative research.

Consists of thematic edited volumes that help us understand how to put qualitative inquiry into practice. The chapters in each volume, from established and emerging scholars, represent new directions for incorporating theory into justice-oriented qualitative research.

With open-ended methods and poststructuralist theory and analysis, this book offers tools to approach and to examine challenging and controversial topics ethically. It argues that to examine data of ""individual"" experience and aspirations requires examining the process of the data production in which these were ""produced"".

Simple acts of kindness"" are not so simple. Broidy argues both for the complexity of kindness in action, and for the value of an approach to teachers' relationship with their students and other clients that is rooted in a ""sensibility of kindness"".

A heartrending memoir of love, scholarship, dignity, courage, and the choices one is forced to make when given the devastating diagnosis of a terminal illness. Reminiscent of Still Alice, The Last Ten Days grabs the heartstrings and gives a mighty tug.

A collection of essays written by varied black women who fill spaces within the academy, public schools, civic organisations, and religious institutions. These writings are critically reflective and illuminate autobiographical storied-lives.