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Indigenous education : new directions in theory and practice


Expanding the Indigenous education agenda: A foreward / Linda Tuhiwai Smith -- Opening: contested spaces and expanding the Indigenous education agenda / Sandra Styres, Dawn Zinga, Spencer Lilly, Huia Tomlins-Jahnke -- Part 1: Vision: theoretical approaches to Indigenous education: Education through Paideia: the contested space of the Indigenous psyche / Margaret J. Maaka -- Pathways for remembering and (re)cognizing Indigenous thought in education: Indigenizing teacher education and the academy / Sandra Styres -- Kaupapa Maori within the Academy: Negotiating sites of struggle / Leonie Pihama -- Contested spaces: Indigeneity and epistemologies of ignorance / Huia Tomlins-jahnke -- Homo economicus and forgetful curriculum: remembering other ways to be a human being / Dwayne Donald -- Part II: Relationships: negotiating contested spaces: Contested places in education: the radical potential for "Being Maori" / Wally Penetito -- He Pelapela anei ka 'Olelo a ka Hawai'i?: Contested values in language revitalization / K. Laiana Wong, Sam L. No'eau Warner -- Wisdom maps: Metaphors as maps / Katrina-Ann R. Kapa'anaokalaokeola Nakoa Oliveira -- What's in a name?: Contested eponyms / Spencer Lilley -- Contested spaces of indigenization in Canadian higher education: Reciprocal relationships and institutional responsibilities / Michelle Pidgeon -- Part III: Knowledge: Practice and pedagogy. Confronting Indigenous identities in transcultural contexts / Frank Deer -- Preparing teachers for Indigenous language immersion classrooms / Margie Hohepa, Ngarewa Hawera -- Teaching as the creation of ethical space: Indigenous student learning in the academy/ university / Dawn Zinga -- Exploring teacher candidate resistance to Indigenous content in a teacher education program / Jean-Paul Restoule, Angela Nardozi -- Kia Mahi Hei Waewae Mo Te Atawhai / Mari Ropata-te Hei -- Part IV: Action: new directions in Indigenous education: Improving special needs education for Maori children: Concepts, principles, and a promising program / Jill Bevan-Brown -- Maintaining Indigeneity within education and broader contexts / Wiremu Doherty -- Essentially Maori: A Maori art paradigm / Robert Jahnke -- Indigenous knowledge systems as the missing link in scientific worldviews: A discussion on western science as a contested space / Daniel Lipe -- Is "space" the final frontier?: Talking forward Indigenous frameworks in education / Patricia Maringi G. Johnston -- Closing: "For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Trish Johnston, Spencer Lilley, Daniel Lipe, Margie Maaka, Angela Nardozi, Kapa Oliviera, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Linda Tuhiwai Smith, Sam L. No'eau Warner, Laiana Wong, Dawn Zinga."--
Date Published:2019

Expanding the Indigenous education agenda: A foreward / Linda Tuhiwai Smith -- Opening: contested spaces and expanding the Indigenous education agenda / Sandra Styres, Dawn Zinga, Spencer Lilly, Huia Tomlins-Jahnke -- Part 1: Vision: theoretical approaches to Indigenous education: Education through Paideia: the contested space of the Indigenous psyche / Margaret J. Maaka -- Pathways for remembering and (re)cognizing Indigenous thought in education: Indigenizing teacher education and the academy / Sandra Styres -- Kaupapa Maori within the Academy: Negotiating sites of struggle / Leonie Pihama -- Contested spaces: Indigeneity and epistemologies of ignorance / Huia Tomlins-jahnke -- Homo economicus and forgetful curriculum: remembering other ways to be a human being / Dwayne Donald -- Part II: Relationships: negotiating contested spaces: Contested places in education: the radical potential for "Being Maori" / Wally Penetito -- He Pelapela anei ka 'Olelo a ka Hawai'i?: Contested values in language revitalization / K. Laiana Wong, Sam L. No'eau Warner -- Wisdom maps: Metaphors as maps / Katrina-Ann R. Kapa'anaokalaokeola Nakoa Oliveira -- What's in a name?: Contested eponyms / Spencer Lilley -- Contested spaces of indigenization in Canadian higher education: Reciprocal relationships and institutional responsibilities / Michelle Pidgeon -- Part III: Knowledge: Practice and pedagogy. Confronting Indigenous identities in transcultural contexts / Frank Deer -- Preparing teachers for Indigenous language immersion classrooms / Margie Hohepa, Ngarewa Hawera -- Teaching as the creation of ethical space: Indigenous student learning in the academy/ university / Dawn Zinga -- Exploring teacher candidate resistance to Indigenous content in a teacher education program / Jean-Paul Restoule, Angela Nardozi -- Kia Mahi Hei Waewae Mo Te Atawhai / Mari Ropata-te Hei -- Part IV: Action: new directions in Indigenous education: Improving special needs education for Maori children: Concepts, principles, and a promising program / Jill Bevan-Brown -- Maintaining Indigeneity within education and broader contexts / Wiremu Doherty -- Essentially Maori: A Maori art paradigm / Robert Jahnke -- Indigenous knowledge systems as the missing link in scientific worldviews: A discussion on western science as a contested space / Daniel Lipe -- Is "space" the final frontier?: Talking forward Indigenous frameworks in education / Patricia Maringi G. Johnston -- Closing: "For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Trish Johnston, Spencer Lilley, Daniel Lipe, Margie Maaka, Angela Nardozi, Kapa Oliviera, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Linda Tuhiwai Smith, Sam L. No'eau Warner, Laiana Wong, Dawn Zinga."--

Date Published:2019

Knowledge building gallery : teaching for deep understanding and community knowledge creation : a collection of foundational KB practices and teacher innovation

Resendes, Monica.


Electronic reproduction. Introduction -- Knowledge Building: The Theory in a Nutshell -- So What is Knowledge Building? -- Growing a knowledge building culture -- Culture and Climate -- The 12 KB Principles: A Framework for Practice and Classroom Norms -- 12 KB Principles: Indicators and “Listen Fors” -- 16 12 KB Principles: Some Guiding Reflection Questions -- 12 KB Principles: Group Activity -- 12 KB Principles and Indicators -- Why KB Can Reach Each and Every Student -- What Does a KB Community Look Like in the Classroom -- The Most Important Elements of a KB Classroom -- The Teacher’s Role in a KB Classroom -- Collaborating as a KB Community: Strategies for the Classroom -- Getting started with knowledge building: Getting Started: Engaging Real Ideas, Authentic Problems -- Provocations and Hooks to Ignite Knowledge Building -- Select Resources to Support KB Provocations and Student Wonderings -- Inspiring Promising Questions and Ideas -- Gaining and sustaining momentum: Gaining Momentum: Knowledge Building Discourse -- Knowledge Building Scaffolds -- Expanding the Topic: Talking and Thinking Like an Expert -- Knowledge Leadership Scaffolds -- Knowledge Building Circles -- Expanding the Topic: Excerpt of a Grade 2 KB Circle Talk -- Knowledge Building Gallery / Leading Student Achievement: Networks for Learning -- Sustaining Momentum: Idea-Centered Classrooms -- Wonder Walls -- KB Walls -- How Do I Start a KB Wall? -- The Use of Knowledge Forum -- What Other Practices Can Support My Students in Authentic Knowledge Work? -- Working with Ideas: Strategies for Students -- Group Reflection, or “Meta-Talk” in KB ideas: Strategies for students -- Case Study (Grade 6): Does Every Living Thing Need Oxygen? -- Knowledge building in math: How Do We Help Students Think Like Mathematicians? -- Curriculum Connections -- Connections to Knowledge Building Principles -- Building the Foundation of a KB Community in the Math Classroom -- What Does a Collaborative Problem Solving Session Look Like? -- Working with Real-Life Issues Forum and Cross-Curricular Questions where Math Can Be Emphasized -- Case Study (Grade 6/7): Getting Knowledge Building Started in Mathematics -- Case Study (Grade 7/8): Knowledge Building in the Intermediate Mathematics Classroom -- Summary: Habits of Mind and Practice in a KB Community -- Knowledge Building Progressions -- KB Progressions: How to Grow a KB Culture in the Classroom -- Fostering Collective KB Discourse -- Community Norms -- Developing Ideas -- Meta-Cognition/Meta-talk -- Knowledge forum: Knowledge Forum: Technology to Support Creative Work with Ideas -- Bringing ‘Community Knowledge, Collective Responsibility’ to Life -- Knowledge Building Gallery / Leading Student Achievement: Networks for Learning -- Specially-Designed Knowledge Building Supports -- How Do I get Started with KF? -- A Sneak Peek into Knowledge Forum’s Coming Assessment Tools -- The Contribution Tool --The Word Cloud Tool -- The Scaffold Tracker Tool -- The Vocabulary Growth Tool --The Promising Ideas Tool -- Assessment & evaluation: Assessment & Evaluation in Knowledge Building -- The Knowledge Building Assessment Innovation Gallery -- Formative Assessment Tools -- Summative Assessment Tools -- Evaluation and Reporting -- Assessment tool library: Assessment Tool Library and Samples of Student Work -- Co-constructed Knowledge Goals -- Knowledge Building Circle Rubric -- Knowledge Building Circle Self-Evaluation -- Knowledge Circle/Knowledge Talk Reflection -- My Investigations and Record of Observation Log -- My Self-Assessment Log -- Picture Learning Log -- E-Portfolios -- Knowledge Survey -- Knowledge building: a living theory: Why Knowledge Building, Why Now? -- The “Ingenuity Gap” -- What is Knowledge Building? -- The 12 Principles of Knowledge Building -- Knowledge Building Gallery / Leading Student Achievement: Networks for Learning -- All Ideas Are Improvable! -- Learning and Knowledge Building: An Important Distinction -- Knowledge that Has a Public Life -- Can Children Really Be Expected to Create New Knowledge? -- What the Research Says -- References. The Knowledge Building Gallery is a collection of concrete tools and strategies for teachers and educational leaders to use to support KB work. Grounded in Knowledge Building theory, this resource features innovations for practice created by and for new and experienced Knowledge Building practitioners. It also includes tools and resources from excellent resources such as Natural Curiosity (2011), and The Learning Exchange (www.thelearningexchange.ca) that provide tips on instructional strategies that support Knowledge Building theory and pedagogy. The practices and ideas described here are adaptable to different subjects and Grade levels, with the goal of engaging each and every learner as a valued member of a Knowledge Building community.
Date Published:2016

Electronic reproduction. Introduction -- Knowledge Building: The Theory in a Nutshell -- So What is Knowledge Building? -- Growing a knowledge building culture -- Culture and Climate -- The 12 KB Principles: A Framework for Practice and Classroom Norms -- 12 KB Principles: Indicators and “Listen Fors” -- 16 12 KB Principles: Some Guiding Reflection Questions -- 12 KB Principles: Group Activity -- 12 KB Principles and Indicators -- Why KB Can Reach Each and Every Student -- What Does a KB Community Look Like in the Classroom -- The Most Important Elements of a KB Classroom -- The Teacher’s Role in a KB Classroom -- Collaborating as a KB Community: Strategies for the Classroom -- Getting started with knowledge building: Getting Started: Engaging Real Ideas, Authentic Problems -- Provocations and Hooks to Ignite Knowledge Building -- Select Resources to Support KB Provocations and Student Wonderings -- Inspiring Promising Questions and Ideas -- Gaining and sustaining momentum: Gaining Momentum: Knowledge Building Discourse -- Knowledge Building Scaffolds -- Expanding the Topic: Talking and Thinking Like an Expert -- Knowledge Leadership Scaffolds -- Knowledge Building Circles -- Expanding the Topic: Excerpt of a Grade 2 KB Circle Talk -- Knowledge Building Gallery / Leading Student Achievement: Networks for Learning -- Sustaining Momentum: Idea-Centered Classrooms -- Wonder Walls -- KB Walls -- How Do I Start a KB Wall? -- The Use of Knowledge Forum -- What Other Practices Can Support My Students in Authentic Knowledge Work? -- Working with Ideas: Strategies for Students -- Group Reflection, or “Meta-Talk” in KB ideas: Strategies for students -- Case Study (Grade 6): Does Every Living Thing Need Oxygen? -- Knowledge building in math: How Do We Help Students Think Like Mathematicians? -- Curriculum Connections -- Connections to Knowledge Building Principles -- Building the Foundation of a KB Community in the Math Classroom -- What Does a Collaborative Problem Solving Session Look Like? -- Working with Real-Life Issues Forum and Cross-Curricular Questions where Math Can Be Emphasized -- Case Study (Grade 6/7): Getting Knowledge Building Started in Mathematics -- Case Study (Grade 7/8): Knowledge Building in the Intermediate Mathematics Classroom -- Summary: Habits of Mind and Practice in a KB Community -- Knowledge Building Progressions -- KB Progressions: How to Grow a KB Culture in the Classroom -- Fostering Collective KB Discourse -- Community Norms -- Developing Ideas -- Meta-Cognition/Meta-talk -- Knowledge forum: Knowledge Forum: Technology to Support Creative Work with Ideas -- Bringing ‘Community Knowledge, Collective Responsibility’ to Life -- Knowledge Building Gallery / Leading Student Achievement: Networks for Learning -- Specially-Designed Knowledge Building Supports -- How Do I get Started with KF? -- A Sneak Peek into Knowledge Forum’s Coming Assessment Tools -- The Contribution Tool --The Word Cloud Tool -- The Scaffold Tracker Tool -- The Vocabulary Growth Tool --The Promising Ideas Tool -- Assessment & evaluation: Assessment & Evaluation in Knowledge Building -- The Knowledge Building Assessment Innovation Gallery -- Formative Assessment Tools -- Summative Assessment Tools -- Evaluation and Reporting -- Assessment tool library: Assessment Tool Library and Samples of Student Work -- Co-constructed Knowledge Goals -- Knowledge Building Circle Rubric -- Knowledge Building Circle Self-Evaluation -- Knowledge Circle/Knowledge Talk Reflection -- My Investigations and Record of Observation Log -- My Self-Assessment Log -- Picture Learning Log -- E-Portfolios -- Knowledge Survey -- Knowledge building: a living theory: Why Knowledge Building, Why Now? -- The “Ingenuity Gap” -- What is Knowledge Building? -- The 12 Principles of Knowledge Building -- Knowledge Building Gallery / Leading Student Achievement: Networks for Learning -- All Ideas Are Improvable! -- Learning and Knowledge Building: An Important Distinction -- Knowledge that Has a Public Life -- Can Children Really Be Expected to Create New Knowledge? -- What the Research Says -- References. The Knowledge Building Gallery is a collection of concrete tools and strategies for teachers and educational leaders to use to support KB work. Grounded in Knowledge Building theory, this resource features innovations for practice created by and for new and experienced Knowledge Building practitioners. It also includes tools and resources from excellent resources such as Natural Curiosity (2011), and The Learning Exchange (www.thelearningexchange.ca) that provide tips on instructional strategies that support Knowledge Building theory and pedagogy. The practices and ideas described here are adaptable to different subjects and Grade levels, with the goal of engaging each and every learner as a valued member of a Knowledge Building community.

Date Published:2016

Well-being in schools : three forces that will uplift your students in a volatile world

Hargreaves, Andy,


3 simultaneous users. Preface : live long and prosper -- What is well-being? Why does it matter? -- Theories of well-being and social and emotional learning : evidence and influence -- Questioning well-being : the quest to do better -- The rise of well-being : between GERM and VUCA -- Prosperity for all : the social economics of well-being -- Ethical technology use : the moral side of screen life -- Restorative nature : for people and the planet -- Well-being and success : opposites that can attract -- Epilogue : getting better. This timely resource for teachers, leaders, and policymakers provides breakthrough insights into how to improve students' well-being in schools. Even before the COVID-19 pandemic, students' well-being was an increasingly prominent concern among educators, as issues related to mental health, global crises, and social media became impossible to ignore. But what, exactly, is well-being? What does it look like, why is it so important, and what can school systems do to promote it? How does it relate to student achievement and social and emotional learning? World-renowned education experts Andy Hargreaves and Dennis Shirley answer these questions and more in this in-depth exploration of the underlying ideas and research findings related to well-being, coupled with examples of policies and implementations from around the globe. The authors make the case for putting well-being ahead of other priorities, such as scores on high-stakes assessments, and explain the three powerful forces that educators can leverage to set up effective well-being policy and practice: prosperity for all, ethical technology use, and restorative nature. Inspiring, thoughtful, and provocative, Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World offers hope in a time of unprecedented challenges. Looking within and beyond the classroom, it charts a path toward a lofty but achievable goal: improved well-being not only for students but also for society as a whole.
Date Published:2022

3 simultaneous users. Preface : live long and prosper -- What is well-being? Why does it matter? -- Theories of well-being and social and emotional learning : evidence and influence -- Questioning well-being : the quest to do better -- The rise of well-being : between GERM and VUCA -- Prosperity for all : the social economics of well-being -- Ethical technology use : the moral side of screen life -- Restorative nature : for people and the planet -- Well-being and success : opposites that can attract -- Epilogue : getting better. This timely resource for teachers, leaders, and policymakers provides breakthrough insights into how to improve students' well-being in schools. Even before the COVID-19 pandemic, students' well-being was an increasingly prominent concern among educators, as issues related to mental health, global crises, and social media became impossible to ignore. But what, exactly, is well-being? What does it look like, why is it so important, and what can school systems do to promote it? How does it relate to student achievement and social and emotional learning? World-renowned education experts Andy Hargreaves and Dennis Shirley answer these questions and more in this in-depth exploration of the underlying ideas and research findings related to well-being, coupled with examples of policies and implementations from around the globe. The authors make the case for putting well-being ahead of other priorities, such as scores on high-stakes assessments, and explain the three powerful forces that educators can leverage to set up effective well-being policy and practice: prosperity for all, ethical technology use, and restorative nature. Inspiring, thoughtful, and provocative, Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World offers hope in a time of unprecedented challenges. Looking within and beyond the classroom, it charts a path toward a lofty but achievable goal: improved well-being not only for students but also for society as a whole.

Date Published:2022

Common mistakes in teaching elementary math : and how to avoid them

Liu, Fuchang, 1957-


Counting -- Number properties -- Addition -- Subtraction -- Multiplication -- Division -- The order of operations -- Algebra -- Geometry: bits and pieces -- Geometry: common geometric shapes -- Time-telling -- Fractions -- Decimals -- Simple statistics and graphs -- Measurement -- Computational estimation -- Odds and ends. Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. You’ll discover how to: Increase your confidence with core math principles and reasoning; Set your students on the path toward eventually developing more complex math skills; Improve student achievement by approaching problems in logical yet creative ways; Overcome common challenges faced by students and teachers; Teach problem solving for different learning styles. Every chapter reconsiders well-established ways of teaching all areas of elementary math, from addition and subtraction to statistics and graphs. Helpful examples and tips are scattered throughout the book, offering revisions to the way these topics are often presented in the classroom. Also included are group study ideas for principals and instructional coaches so your school or district can work on the book together. With this practical guide, you’ll be ready to help students truly develop their math understanding.
Date Published:2017

Counting -- Number properties -- Addition -- Subtraction -- Multiplication -- Division -- The order of operations -- Algebra -- Geometry: bits and pieces -- Geometry: common geometric shapes -- Time-telling -- Fractions -- Decimals -- Simple statistics and graphs -- Measurement -- Computational estimation -- Odds and ends. Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. You’ll discover how to: Increase your confidence with core math principles and reasoning; Set your students on the path toward eventually developing more complex math skills; Improve student achievement by approaching problems in logical yet creative ways; Overcome common challenges faced by students and teachers; Teach problem solving for different learning styles. Every chapter reconsiders well-established ways of teaching all areas of elementary math, from addition and subtraction to statistics and graphs. Helpful examples and tips are scattered throughout the book, offering revisions to the way these topics are often presented in the classroom. Also included are group study ideas for principals and instructional coaches so your school or district can work on the book together. With this practical guide, you’ll be ready to help students truly develop their math understanding.

Date Published:2017

Full circle : First Nations, Métis, Inuit ways of knowing : a Common Threads resource


"200+ pages of resource material including: teaching materials, integrated DVD and CD, lesson plans, and evaluation rubrics." "Features six stories of Aboriginal youth in their personal quests for identity ... These powerful profiles of struggle and triumph celebrate Aboriginal culture and illustrate universal themes of teenage angst in a complex world." This project focuses on a current shortage of curricular materials that focus on First Nations, Métis and Inuit people, history and culture.
Date Published:2012

"200+ pages of resource material including: teaching materials, integrated DVD and CD, lesson plans, and evaluation rubrics." "Features six stories of Aboriginal youth in their personal quests for identity ... These powerful profiles of struggle and triumph celebrate Aboriginal culture and illustrate universal themes of teenage angst in a complex world." This project focuses on a current shortage of curricular materials that focus on First Nations, Métis and Inuit people, history and culture.

Date Published:2012

Implicit bias in schools : a practitioner's guide

Gullo, Gina (Gina Laura),


3 simultaneous users Implicit what? -- Forces, sources, and discourses of implicit bias -- Making the grade : academics -- Who did what? Behavior and discipline -- Making a difference by yourself : individual strategies -- Making a difference in your school : institutional strategies -- Supporting policy and practice to address implicit bias in discipline / Pamela A. Fenning and Miranda B. Johnson -- Conducting a successful implicit bias training / Kimberly Barsamian Kahn -- Addressing implicit bias district-wide : experiences and lessons learned / Kimberly Brazwell. "Implicit bias is often recognized as one of the reasons for instances of discrimination and injustice, despite most people explicitly believing in the importance of equality and justice for all people. Implicit Bias in Schools provides practitioners with an understanding of implicit bias and how to address it from start to finish: what is it, how is it a problem, and how can we fix it. Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affect students and what school leaders can do to mitigate the effects of bias in their schools. Covering issues of discipline, instruction, academic achievement, mindfulness, data collection, and culturally relevant practices and full of rich examples and strategies, Implicit Bias in Schools is a must-have resource for educators today"--
Date Published:2019

3 simultaneous users Implicit what? -- Forces, sources, and discourses of implicit bias -- Making the grade : academics -- Who did what? Behavior and discipline -- Making a difference by yourself : individual strategies -- Making a difference in your school : institutional strategies -- Supporting policy and practice to address implicit bias in discipline / Pamela A. Fenning and Miranda B. Johnson -- Conducting a successful implicit bias training / Kimberly Barsamian Kahn -- Addressing implicit bias district-wide : experiences and lessons learned / Kimberly Brazwell. "Implicit bias is often recognized as one of the reasons for instances of discrimination and injustice, despite most people explicitly believing in the importance of equality and justice for all people. Implicit Bias in Schools provides practitioners with an understanding of implicit bias and how to address it from start to finish: what is it, how is it a problem, and how can we fix it. Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affect students and what school leaders can do to mitigate the effects of bias in their schools. Covering issues of discipline, instruction, academic achievement, mindfulness, data collection, and culturally relevant practices and full of rich examples and strategies, Implicit Bias in Schools is a must-have resource for educators today"--

Date Published:2019

Nous sommes gentils

Gray Smith, Monique, 1968-,


Traduction de: When we are kind. Un bouquet d'exemples démontrent comment des gestes simples posés au quotidien donnent l'occasion aux enfants de répandre la gentillesse, mais également d'en recevoir en retour, ce qui permet d'affirmer: "Quand nous sommes gentils, nous nous souvenons que nous sommes tous de la même famille". Ainsi, on évoque d'abord différentes façons d'être attentionné envers sa famille, ses copains, les animaux, les plus jeunes que soit, les aînés, la nature et soi-même avant de souligner les bénéfices récoltés lorsque ces derniers nous rendent la pareille.
Date Published:2020

Traduction de: When we are kind. Un bouquet d'exemples démontrent comment des gestes simples posés au quotidien donnent l'occasion aux enfants de répandre la gentillesse, mais également d'en recevoir en retour, ce qui permet d'affirmer: "Quand nous sommes gentils, nous nous souvenons que nous sommes tous de la même famille". Ainsi, on évoque d'abord différentes façons d'être attentionné envers sa famille, ses copains, les animaux, les plus jeunes que soit, les aînés, la nature et soi-même avant de souligner les bénéfices récoltés lorsque ces derniers nous rendent la pareille.

Date Published:2020

Teach like Finland : 33 simple strategies for joyful classrooms

Walker, Timothy D.,


Introduction -- Chapter One. Wellbeing -- Chapter Two. Belonging -- Chapter Three. Autonomy -- Chapter Four. Mastery -- Chapter Five. Mindset. Finland shocked the world when its fifteen-year-olds scored highest on the first Programme for International Student Assessment (PISA), a set of tests touted for evaluating critical-thinking skills in math, science, and reading. That was in 2001; but even today, this tiny Nordic nation continues to amaze. How does Finnish education―with short school days, light homework loads, and little standardized testing―produce students who match the PISA scores of high-powered, stressed-out kids in Asia? When Timothy D. Walker started teaching fifth graders at a Helsinki public school, he began a search for the secrets behind the successes of Finland’s schools. Walker wrote about several of those discoveries, and his Atlantic articles on this subject became hot topics of conversation. Here, he gathers all he learned and reveals how any teacher can implement many of Finland's best practices. Remarkably, Finland is prioritizing the joy of learning in its newest core curricula and Walker carefully highlights specific strategies that support joyful K-12 classrooms and integrate seamlessly with educational standards in the United States. From incorporating brain breaks to offering a peaceful learning environment, this book pulls back the curtain on the joyful teaching practices of the world's most lauded school system. His message is simple but profound: these Finland-inspired strategies can be used in the U.S. and other countries. No educator―or parent of a school-aged child―will want to miss out on the message of joy and change conveyed in this book.
Date Published:2017

Introduction -- Chapter One. Wellbeing -- Chapter Two. Belonging -- Chapter Three. Autonomy -- Chapter Four. Mastery -- Chapter Five. Mindset. Finland shocked the world when its fifteen-year-olds scored highest on the first Programme for International Student Assessment (PISA), a set of tests touted for evaluating critical-thinking skills in math, science, and reading. That was in 2001; but even today, this tiny Nordic nation continues to amaze. How does Finnish education―with short school days, light homework loads, and little standardized testing―produce students who match the PISA scores of high-powered, stressed-out kids in Asia? When Timothy D. Walker started teaching fifth graders at a Helsinki public school, he began a search for the secrets behind the successes of Finland’s schools. Walker wrote about several of those discoveries, and his Atlantic articles on this subject became hot topics of conversation. Here, he gathers all he learned and reveals how any teacher can implement many of Finland's best practices. Remarkably, Finland is prioritizing the joy of learning in its newest core curricula and Walker carefully highlights specific strategies that support joyful K-12 classrooms and integrate seamlessly with educational standards in the United States. From incorporating brain breaks to offering a peaceful learning environment, this book pulls back the curtain on the joyful teaching practices of the world's most lauded school system. His message is simple but profound: these Finland-inspired strategies can be used in the U.S. and other countries. No educator―or parent of a school-aged child―will want to miss out on the message of joy and change conveyed in this book.

Date Published:2017

Codage : premiers pas vers Scratch pour enfants de 7 à 9 ans

Bertolazzi, Alberto.


Pourquoi apprendre très tôt à coder ? Pour comprendre les principes de base des outils dont les enfants se serviront prochainement pour étudier, s'amuser, travailler. Et parce que programmer revient à assimiler un mode de raisonnement créatif permettant de relever les défis les plus complexes du monde des adultes. Dans ce livre aussi, deux personnages guident les enfants au fil d'une série de jeux et de petits tests. Deux nouveaux concepts sont introduits à ce niveau : le système binaire (0 et 1, d'où ils viennent et à quoi ils servent) et le bit. L'ouvrage apprend en outre à décomposer les problèmes en sous-questions et à trouver des solutions créatives, en vue de passer à l'étape suivante : programmer avec Scratch !
Date Published:2019

Pourquoi apprendre très tôt à coder ? Pour comprendre les principes de base des outils dont les enfants se serviront prochainement pour étudier, s'amuser, travailler. Et parce que programmer revient à assimiler un mode de raisonnement créatif permettant de relever les défis les plus complexes du monde des adultes. Dans ce livre aussi, deux personnages guident les enfants au fil d'une série de jeux et de petits tests. Deux nouveaux concepts sont introduits à ce niveau : le système binaire (0 et 1, d'où ils viennent et à quoi ils servent) et le bit. L'ouvrage apprend en outre à décomposer les problèmes en sous-questions et à trouver des solutions créatives, en vue de passer à l'étape suivante : programmer avec Scratch !

Date Published:2019

The mouse who carried a house on his back

Stutzman, Jonathan,


Vincent, a mouse who roams the world carrying his house on his back and stopping where he knows he should, offers food and shelter to animals in need. After setting up his house, he invites a weary bullfrog and a hungry cat inside. Each initially declines the offer, saying his house is too small. But after entering, they find that it is bigger than it looks. Others soon join them: deer, hedgehogs, badgers, rabbits, and a fox. Just as they are sitting down to dinner, a large, hungry bear knocks on Vincent's door. Fearful, the other animals urge their host to turn him away, but Vincent opens his home to the gentle bear, and all is well.
Date Published:2022

Vincent, a mouse who roams the world carrying his house on his back and stopping where he knows he should, offers food and shelter to animals in need. After setting up his house, he invites a weary bullfrog and a hungry cat inside. Each initially declines the offer, saying his house is too small. But after entering, they find that it is bigger than it looks. Others soon join them: deer, hedgehogs, badgers, rabbits, and a fox. Just as they are sitting down to dinner, a large, hungry bear knocks on Vincent's door. Fearful, the other animals urge their host to turn him away, but Vincent opens his home to the gentle bear, and all is well.

Date Published:2022

Owning up : empowering adolescents to create cultures of dignity and confront social cruelty and injustice

Wiseman, Rosalind, 1969-,


"Owning Up provides a structured program for teaching students to own up and take responsibility-as perpetrators, bystanders, and targets-for unethical behavior. The curriculum is designed for adolescent groups (Grades 6-9) in schools and other settings and can be used in co-educational groups as well as with girls and boys separately. Owning Up presents a unique and comprehensive approach to preventing youth violence by targeting the root causes of bullying and other forms of social cruelty. It exposes the cultural expectations that teach young people to humiliate and dehumanize others as the way to achieve power and respect, then challenges them to transform this dynamic. The program also addresses the nuanced ways in which racism, classism, and homophobia are expressed in our culture and affect social cruelty and violence. Sessions combine group discussions, games, role-playing, and other activities to engage students in understanding the complexities of adolescent social culture. Students learn to recognize that they have a responsibility to treat themselves and others with dignity and to speak out against social cruelty and injustice"--
Date Published:2021

"Owning Up provides a structured program for teaching students to own up and take responsibility-as perpetrators, bystanders, and targets-for unethical behavior. The curriculum is designed for adolescent groups (Grades 6-9) in schools and other settings and can be used in co-educational groups as well as with girls and boys separately. Owning Up presents a unique and comprehensive approach to preventing youth violence by targeting the root causes of bullying and other forms of social cruelty. It exposes the cultural expectations that teach young people to humiliate and dehumanize others as the way to achieve power and respect, then challenges them to transform this dynamic. The program also addresses the nuanced ways in which racism, classism, and homophobia are expressed in our culture and affect social cruelty and violence. Sessions combine group discussions, games, role-playing, and other activities to engage students in understanding the complexities of adolescent social culture. Students learn to recognize that they have a responsibility to treat themselves and others with dignity and to speak out against social cruelty and injustice"--

Date Published:2021

Families & educators together : building great relationships that support young children

Nemeth, Karen.


Develop and embed a culture of family engagement in all aspects of your early childhood program, from curriculum planning to addressing children’s individual needs.
Date Published:2019

Belonging : a relationship-based approach for trauma-informed education

Phillips, Sian, 1964-,


"This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need"--
Date Published:2020

Best practices in adolescent literacy instruction


3 simultaneous users. With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume.
Date Published:2022

3 simultaneous users. With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume.

Date Published:2022

Nurturing primary readers in grades K-3 : reading instruction centered in students' social emotional needs

Clarke, Lane W.,


The Importance of the Integration of Reading Instruction with Social Emotional Learning -- Meet Michael: Connecting early literacy and working memory with the physical domain -- Meet Abby: Developing Phonological Awareness Skills and Social Communication while Regulating Trauma -- Meet Sammy: Supporting phonics and decoding with social emotional needs through an interprofessional approach -- Meet Carolyn: Growing fluency practices and minimizing anxiety -- Meet Bryce: Supporting reading comprehension and goal directed persistence -- Meet Farah: Supporting vocabulary and background knowledge for a multilingual student who experienced trauma. "Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators"-- Provided by publisher.
Date Published:2023

The Importance of the Integration of Reading Instruction with Social Emotional Learning -- Meet Michael: Connecting early literacy and working memory with the physical domain -- Meet Abby: Developing Phonological Awareness Skills and Social Communication while Regulating Trauma -- Meet Sammy: Supporting phonics and decoding with social emotional needs through an interprofessional approach -- Meet Carolyn: Growing fluency practices and minimizing anxiety -- Meet Bryce: Supporting reading comprehension and goal directed persistence -- Meet Farah: Supporting vocabulary and background knowledge for a multilingual student who experienced trauma. "Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators"-- Provided by publisher.

Date Published:2023

Inspiring lifelong readers : using inquiry to engage learners in grades 6-12

Plucker, Jennifer McCarty.


3 simultaneous users Research shows that secondary students need daily opportunities to engage in reading, writing, and communicating to improve reading success. Inspiring Lifelong Readers equips teachers with literacy strategies that achieve lasting results. Grounded in practices that promote adolescent literacy, inquiry, motivation, inspiration, and engagement, this book offers tried-and-true, evidence-based strategies that support students in becoming competent, confident, and engaged readers. This book will help grades 6-12 teachers and administrators: Access practical strategies and reproducible tools to support literacy instruction Implement the inquiry approach and workshop framework to effectively advance the literacy skills of all readers Curate a classroom library of diverse, inclusive books and other texts that pique students' interests Celebrate student accomplishments by rewarding met goals and continued progress Understand the physical and social-emotional classroom environments that create the ideal conditions for literacy engagement
Date Published:2023

3 simultaneous users Research shows that secondary students need daily opportunities to engage in reading, writing, and communicating to improve reading success. Inspiring Lifelong Readers equips teachers with literacy strategies that achieve lasting results. Grounded in practices that promote adolescent literacy, inquiry, motivation, inspiration, and engagement, this book offers tried-and-true, evidence-based strategies that support students in becoming competent, confident, and engaged readers. This book will help grades 6-12 teachers and administrators: Access practical strategies and reproducible tools to support literacy instruction Implement the inquiry approach and workshop framework to effectively advance the literacy skills of all readers Curate a classroom library of diverse, inclusive books and other texts that pique students' interests Celebrate student accomplishments by rewarding met goals and continued progress Understand the physical and social-emotional classroom environments that create the ideal conditions for literacy engagement

Date Published:2023

Move your mood!

Miles, Brenda,


"American Psychological Association." Feeling blah? Here's what to do. Move your body and your mood moves too! Move Your Mood! invites kids and adults to twist, wiggle, shake, hop...and smile! Reading this book with your child is an active and fun way to teach your child about emotions, and introduce the idea that moving our bodies affects the way we feel inside. Ready to start feeling better? Move and groove your way into a better mood! Includes a Note to Parents, Caregivers, and Teachers with suggestions for how to use the book with your child, and additional ideas for teaching your child about emotions.
Date Published:2016

"American Psychological Association." Feeling blah? Here's what to do. Move your body and your mood moves too! Move Your Mood! invites kids and adults to twist, wiggle, shake, hop...and smile! Reading this book with your child is an active and fun way to teach your child about emotions, and introduce the idea that moving our bodies affects the way we feel inside. Ready to start feeling better? Move and groove your way into a better mood! Includes a Note to Parents, Caregivers, and Teachers with suggestions for how to use the book with your child, and additional ideas for teaching your child about emotions.

Date Published:2016

Who's doing the work? : how to say less so readers can do more

Burkins, Jan Miller, 1968-,


Introduction : What Painting, Housework, and Designing Sofas Can Teach Us About Developing Agentive Readers -- Reading Process : Beginning with the End in Mind -- Read Aloud : Giving Students a Reason to Learn to Read -- Shared Reading : Bridging the Gap Between Read Aloud and Guided Reading -- Guided Reading : Reading Practice Under the Teacher's Watchful Eye -- Independent Reading : Learning to Love to Read -- Putting It All Together.
Date Published:2016

Introduction : What Painting, Housework, and Designing Sofas Can Teach Us About Developing Agentive Readers -- Reading Process : Beginning with the End in Mind -- Read Aloud : Giving Students a Reason to Learn to Read -- Shared Reading : Bridging the Gap Between Read Aloud and Guided Reading -- Guided Reading : Reading Practice Under the Teacher's Watchful Eye -- Independent Reading : Learning to Love to Read -- Putting It All Together.

Date Published:2016

Unsettling education : decolonizing and indigenizing the land


Single user only Cover page -- Half-title page -- Title page -- Copyright page -- Contents -- Introduction -- Part I: Unsettling -- Chapter 1: Let's Unpack That! -- Chapter 2: Moving from Uncertainty to Empathy -- Chapter 3: Red River Removals -- Chapter 4: The Canadian Family Farm -- Part II: Indigenization -- Chapter 5: Inspiring Success in Indigenous Education in the 21st Century -- Chapter 6: Sqilxw Woman -- Chapter 7: Anishinaabeodziiwin miinwaa Gikendasswin -- Chapter 8: Deyéh Kédzåí h±åa' åiyéh Dene Zåágé' Nåútsédåí sñåi -- Chapter 9: Walking a Common Path -- Chapter 10: Relationships and Reciprocity in Mathematics Education -- Chapter 11: Co-Creating and Claiming Spaces -- Chapter 12: Kiihtahiyamiininak Ochiimakan TahKiskenimisowak, "Our Heritage LanguageTells Me Who We Are" -- Part III: Decolonization -- Chapter 13: Wena ka tapaymish ekwa kakway kadipayhtamun? (Who Claims You andWhat Do You Claim?) -- Chapter 14: An Exploration of the Dutiful and DemonizedIkwewag (Women) in Sacred Story -- Chapter 15: Indigenous Teacher Education in the Métis Homeland -- Chapter 16: It's About Damn Time! Decolonizing and Indigenizing Possibilities in Teacher Education -- Chapter 17: Story Walk -- Chapter 18: Land, Belonging, and Rootedness -- Contributor Biographies -- Back cover. This edited collection tackles "unsettling" as an emerging field of study that calls for settlers to follow Indigenous leadership and relationality and work toward disrupting the colonial reality through their everyday lives. Bringing together Indigenous and non-Indigenous scholars and activists, Unsettling Education considers how we can reconcile and transcend ongoing settler colonialism. The contributors reflect on how the three concepts of unsettling, Indigenization, and decolonization overlap and intersect in practical and theoretical ways. Questions are raised such as how can we recognize and address historical and current injustices that have been imposed upon Indigenous Peoples and their lands? How can we respect the fundamental and inherent sovereignty and rights of Indigenous Peoples as we work toward reconciliation? And how do we work collectively to build more equitable and just communities for all who call Canada home? Unsettling Education is well suited for college and university courses in Indigenous studies or education that focus on decolonization, land-based learning, Indigenization, unsettling, and reconciliation.
Date Published:2024

Single user only Cover page -- Half-title page -- Title page -- Copyright page -- Contents -- Introduction -- Part I: Unsettling -- Chapter 1: Let's Unpack That! -- Chapter 2: Moving from Uncertainty to Empathy -- Chapter 3: Red River Removals -- Chapter 4: The Canadian Family Farm -- Part II: Indigenization -- Chapter 5: Inspiring Success in Indigenous Education in the 21st Century -- Chapter 6: Sqilxw Woman -- Chapter 7: Anishinaabeodziiwin miinwaa Gikendasswin -- Chapter 8: Deyéh Kédzåí h±åa' åiyéh Dene Zåágé' Nåútsédåí sñåi -- Chapter 9: Walking a Common Path -- Chapter 10: Relationships and Reciprocity in Mathematics Education -- Chapter 11: Co-Creating and Claiming Spaces -- Chapter 12: Kiihtahiyamiininak Ochiimakan TahKiskenimisowak, "Our Heritage LanguageTells Me Who We Are" -- Part III: Decolonization -- Chapter 13: Wena ka tapaymish ekwa kakway kadipayhtamun? (Who Claims You andWhat Do You Claim?) -- Chapter 14: An Exploration of the Dutiful and DemonizedIkwewag (Women) in Sacred Story -- Chapter 15: Indigenous Teacher Education in the Métis Homeland -- Chapter 16: It's About Damn Time! Decolonizing and Indigenizing Possibilities in Teacher Education -- Chapter 17: Story Walk -- Chapter 18: Land, Belonging, and Rootedness -- Contributor Biographies -- Back cover. This edited collection tackles "unsettling" as an emerging field of study that calls for settlers to follow Indigenous leadership and relationality and work toward disrupting the colonial reality through their everyday lives. Bringing together Indigenous and non-Indigenous scholars and activists, Unsettling Education considers how we can reconcile and transcend ongoing settler colonialism. The contributors reflect on how the three concepts of unsettling, Indigenization, and decolonization overlap and intersect in practical and theoretical ways. Questions are raised such as how can we recognize and address historical and current injustices that have been imposed upon Indigenous Peoples and their lands? How can we respect the fundamental and inherent sovereignty and rights of Indigenous Peoples as we work toward reconciliation? And how do we work collectively to build more equitable and just communities for all who call Canada home? Unsettling Education is well suited for college and university courses in Indigenous studies or education that focus on decolonization, land-based learning, Indigenization, unsettling, and reconciliation.

Date Published:2024

Anti-bias education for young children and ourselves

Derman-Sparks, Louise.


26 simultaneous users Foreword-A renewed sense of hope / Carol Brunson Day -- What is anti-bias education? -- Children's identity development -- Becoming an anti-bias teacher: a developmental journey -- Creating an anti-bias learning community -- Learning about culture, language, & fairness -- Learning about racial identity & fairness -- Learning about gender identity & fairness -- Learning about economic class & fairness -- Learning about family structures & fairness -- Learning about different abilities & fairness -- Learning about holidays & fairness -- Anti-bias education with other age groups -- Epilogue-Keeping on keeping on: the anti-bias journey continues. Provides practical guidance to confront and eliminate barriers of prejudice, misinformation and bias about specific aspects of personal and social identity thus helping staff and children respect each other, themselves and all people.
Date Published:2020

26 simultaneous users Foreword-A renewed sense of hope / Carol Brunson Day -- What is anti-bias education? -- Children's identity development -- Becoming an anti-bias teacher: a developmental journey -- Creating an anti-bias learning community -- Learning about culture, language, & fairness -- Learning about racial identity & fairness -- Learning about gender identity & fairness -- Learning about economic class & fairness -- Learning about family structures & fairness -- Learning about different abilities & fairness -- Learning about holidays & fairness -- Anti-bias education with other age groups -- Epilogue-Keeping on keeping on: the anti-bias journey continues. Provides practical guidance to confront and eliminate barriers of prejudice, misinformation and bias about specific aspects of personal and social identity thus helping staff and children respect each other, themselves and all people.

Date Published:2020