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Books on the topic 'Schoolar Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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1

Thunder Bay Historical Museum Society., ed. Schoolmarm. Thunder Bay, Ont: Thunder Bay Historical Museum Society, 2007.

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2

Bendell, Jean. School's out. London: Education Otherwise Association Ltd., 1997.

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3

Crawley, Mike. Schoolyard bullies: Messing with British Columbia's education system. Victoria, BC, Canada: Orca Book Publishers, 1995.

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4

Balcom, Katherine. Schoolyard. New York, NY: AV² by Weigl, 2015.

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5

Postlethwaite, Keith. Organising the school's response. London: Routledge, 1992.

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6

Postlethwaite, Keith. Organising the school's response. Basingstoke: Macmillan Education, 1988.

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7

GROUP, GAY TEACHERS. School's out: Lesbian and gay rights and education. London: Gay Teachers Group, 1987.

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8

O'Higgins-Norman, James. Ethos and education in Ireland. New York: P. Lang, 2003.

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9

Eisner, Elliot W. Ethos and education. Scotland: Scottish CCC, 1994.

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10

Elmore, Richard F. Choice in public education. [United States]: CPRE, 1986.

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11

Steel, Lauri. Educational innovation in multiracial contexts: The growth of magnet schools in American education. [Washington, D.C.?]: The Dept., 1994.

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12

Steel, Lauri. Educational innovation in multiracial contexts: The growth of magnet schools in American education. [Washington, D.C.?]: The Dept., 1994.

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13

Steel, Lauri. Educational innovation in multiracial contexts: The growth of magnet schools in American education. [Washington, D.C.?]: The Department, 1994.

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14

School's out: Educating your child at home. Bath: Ashgrove Press, 1987.

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15

Andrianova, Elena, Mariya Bogomolova, Anna Grishina, Larisa Dormidontova, Larisa Zaharova, Svetlana Karabaeva, Tat'yana Kotlyakova, Irina Kuznecova, Natal'ya Maydankina, and Ekaterina Subbotina. Modern technologies of preschool education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1023275.

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Study guide tailored to the needs identified in the GEF PRIOR to the organization of educational process in preschool educational organizations, and areas of development and education of the child. Used experience pre-school educational institutions of Ulyanovsk, Ulyanovsk region, operating in the mode of innovation. Meets the requirements of Federal state educational standards of higher education of the last generation. For bachelors of higher educational institutions enrolled in the profile "Primary education" and educators of preschool organizations.
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16

Uniewska, Agnieszka. O jakości pracy szkoły: About the quality of school's work. Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2013.

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17

Transforming education. Oakland, CA: Oakmore House Press, 1987.

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18

Carolyn, Willard, GEMS (Project), and Lawrence Hall of science, eds. Schoolyard ecology: Teacher's guide. Berkeley, CA: Lawrence Hall of Science, University of California, 1998.

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19

Carolyn, Willard, and GEMS (Project), eds. Schoolyard ecology: Teacher's guide. Berkeley, CA: Great Explorations in Math and Science, Lawrence Hall of Science, University of California at Berkeley, 1999.

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20

Kalman, Bobbie. Schoolyard games. New York: Crabtree Pub. Co., 2001.

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21

Kalman, Bobbie. Schoolyard games. New York: Crabtree Pub. Co., 2001.

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22

Organisation for Economic Co-operation and Development. Secretary-General. Designing for education: Compendium of exemplary educational facilities 2011. Paris: OECD, 2011.

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23

Nikol'skaya, Irina. Information and communication technologies in special education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967120.

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In the textbook examines the complex objective conditions of the process of Informatization of education, in particular the computerization special schools; highlights the positive and negative aspects of using it in education; explain the methodological basis for studying computer science in the special school. Provides an overview of the specialized and non-specialized software, has received the greatest popularity among teachers-practitioners. Special attention is paid to modern technology special training: are explicated possibilities of application of multimedia technologies in educational and correctional purposes, requirements and recommendations for e-textbooks for persons with impaired mental and physical development deals with a set of topical problems associated with distance learning. For extra review provides information on the history and development of information technology, necessary for the modern user of it. Includes checklists, themes, term papers and dissertations, tests for classification and the answers to the tests, a bibliography, and a workshop consisting of 36 practical operations. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions enrolled in the faculties of defectology.
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24

León, Anne Grosso de. The urban high school's challenge: Ensuring literacy for every child. New York: Carnegie Corp. of New York, 2002.

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25

León, Anne Grosso de. The urban high school's challenge: Ensuring literacy for every child. New York: Carnegie Corporation of New York, 2002.

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26

Karaseva, Tat'yana, Svetlana Tolstova, Sergey Tolstov, and Svetlana Vorob'eva. Methods of hygienic education of children with intellectual disabilities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1042675.

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The textbook contains theoretical aspects of hygiene education for children with intellectual disabilities, a program of hygiene education, as well as a methodology for evaluating its effectiveness. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students of pedagogical and psychological areas of training of teachers, doctors, specialists of special educational institutions, boarding schools for children with intellectual disabilities, parents raising children with disabilities.
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27

Michael, Farrell. The special school's handbook: Key issues for all. Abingdon, Oxon: Routledge, 2007.

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28

Lynn, Winters, ed. Tracking your school's success: A guide to sensible evaluation. Newbury Park, Calif: Corwin Press, 1992.

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29

Illinois Economic and Fiscal Commission. Education funding: Fair or flawed? Springfield, Ill: Illinois Economic and Fiscal Commission, 1995.

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30

Decentralization of education: Teacher management. Washington, D.C: World Bank, 1998.

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31

Alleyne, Michael H. McD. Nationhood from the schoolbag: A historical analysis of the development of secondary education in Trinidad and Tobago. Washington, D.C: Organization of American States, 1996.

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32

Bendell, Jean. School's out. Ashgrove, 1987.

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33

Perelman, Lewis J. School's Out. Avon Books (P), 1995.

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34

Perelman, Lewis J. School's Out. Avon Books (P), 1993.

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35

Andere, Eduardo. The Future of Schools and Teacher Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190938123.001.0001.

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This is not a book about praising Finnish school education. After a brief introduction to Finnish education and culture, the book delves into details about the new curricula changes, the workings of schools, and the thoughts and educational approaches of Finnish educators. Given the curricula changes effective as of August 2016, the book includes 14 school cases to exemplify the way schools are implementing policy changes and the way principals and teachers see the future of education and learning in Finland. The book also includes one in-depth analysis of curriculum changes for preservice teacher education and three more preservice teaching education programs at four universities in Finland. In this way, the book presents the views of changes in schools and universities not only from teachers and principals but also from professors, researchers, and lecturers. The book is unique because is based on ad hoc field research, comprising schools across all levels of education. The book shows in slow motion how the concepts of schools, teaching, and learning are fine-tuned in Finland. The title of the book, The Future of Schools and Teacher Education: How Far Ahead is Finland? summarizes the direction Finnish educators see teaching and learning toward the third decade of the twenty-first century.
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36

Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.001.0001.

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After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.
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37

Gross, Robert N. Epilogue. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0008.

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The epilogue examines how, in the second half of the twentieth century, private schools took on increasingly public roles. Legislators, policymakers, and intellectuals in the 1950s and 1960s proposed dissolving public school systems, replacing them with various schemes to support private education. In the North, a diverse group of intellectuals proposed voucher programs that would promote religious freedom, educational competition, and accountability. In the South during the long aftermath of Brown v. Board of Education, governors and state legislators proposed transforming public systems into private schools. Even as distinctions between public and private in education shifted, including with the emergence of voucher programs and charter schools, attempts to privatize education have relied on older methods of public subsidies and state standards to accomplish their goals. The expansion of public school alternatives continues to be inextricably linked to the dense texture of laws and administrative procedures that enveloped them.
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38

Gross, Robert N. Public vs. Private. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.001.0001.

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Americans today choose from a dizzying array of schools, loosely lumped into categories of “public” and “private.” How did these distinctions emerge in the first place, and what do they tell us about the more general relationship in the United States between public authority and private enterprise? Public vs. Private describes how nineteenth-century public policies fostered the rise of modern school choice. In the late nineteenth century, American Catholics began constructing rival, urban parochial school systems, an enormous and dramatic undertaking that challenged public school systems’ near-monopoly of education. In a nation deeply committed to public education, mass attendance in Catholic private schools produced immense conflict. States quickly sought ways to regulate this burgeoning private sector and the competition it produced, even attempting to abolish private education altogether in the 1920s. Ultimately, however, Public vs. Private shows how the public policies that resulted produced a stable educational marketplace, where school choice flourished. The creation of systematic alternatives to public schools was as much a product of public power as of private initiative. As ever more policies today seek to unleash market forces in education, Public vs. Private concludes that Americans would do well to learn from the historical relationship between government, markets, and schools.
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39

Weinfeld, Rich. Advocating for Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0009.

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It is clear that our schools are not adequately meeting the needs of twice exceptional (2e) students. To ensure that our 2e students are receiving appropriate education, professionals and parents must advocate that each student receives a meaningful Individualized Educational program (iep). Advocating effectively for 2e students requires an understanding of the law and knowledge of both the challenges of appropriate identification and the best practices for educating this population. Based on the author’s experience in over four decades of advocating for students with special needs, this chapter offers a recipe for thinking through each of these areas in a collaborative way with the school team in order to develop appropriate educational programs.
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40

Gross, Robert N. Creating the Educational Marketplace. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0006.

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Chapter 5 shows how, by the 1920s, public policies had forged a regulated educational marketplace in American cities. Catholic students frequently transferred between public and private schools. Effectively managing these shifts in school attendance required public officials to establish the standards, rules, and procedures to facilitate parental choice between the two systems. Public regulations standardized the diffuse curriculum and teaching practices of public and private schools. Parents transferred their children from public to private schools with the understanding that the latter fit within the state’s minimal education standards, and that their choice would not result in their child suffering academic or professional harm. New regulations tied public and parochial school governance together in ways unthinkable during the nineteenth century. Catholic school administrators and parents largely embraced these new laws, viewing them as essential for raising the status of Catholic education.
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41

Connell, Catherine. School's Out. University of California Press, 2014.

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42

Lakhani, Anisha. Schooled. Hyperion, 2009.

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43

Purdy, Michelle A. Transforming the Elite. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469643496.001.0001.

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When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools or independent schools, the most prestigious of private schools, opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
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44

Washington State Institute for Public Policy., ed. Educational opportunities in Washington's high schools under state education reform. Olympia, Wash: Washington State Institute for Public Policy, 2001.

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45

Finn, Chester E., and Andrew E. Scanlan. Learning in the Fast Lane. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.001.0001.

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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
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46

Caruana, Vicki. The Organized Home Schooler. Crossway Books, 2001.

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47

Gross, Robert N. Public Monopoly. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0002.

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Chapter 1 explores the rise of public school systems in the United States in the middle of the nineteenth century. It discusses the ways in which the growth of public school systems accompanied new economic theories about how education should be organized noncompetitively. As public schools rose in numbers and in stature, private schools dependent on parental tuition payments declined. By the 1870s, scholars and public officials began to view educational competition as detrimental to the public good. This implicit support for public monopolies introduced conflict when Catholic school attendance surged at the end of the nineteenth century.
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48

Archer, Richard. Advanced Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676643.003.0005.

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People of European descent and of African descent who struggled for equal rights agreed that education, including higher education, was essential for black advancement. When white reformers in the 1830s considered ways for people of color to attain equal rights, they, like black reformers, almost always gravitated to uplift. The prejudice of their times, they thought, would disappear as African Americans acquired education and middle-class values. Sunday schools, evening schools, writing schools, and other schools for black children and occasionally for black adults began appearing to fill basic needs. This chapter provides in-depth analysis and description of the attempt to create an African American college in New Haven, Prudence Crandall's school in Canterbury, Connecticut, and the Noyes Academy in Canaan, New Hampshire. Each of these experiments began with optimism and idealism, and each failed because of white opposition and violence.
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49

Hackney, Ann, and Keith Postlethwaite. Organizing a School's Response. Routledge, 1988.

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50

Barrett, Katharine, and Carolyn Willard. Schoolyard Ecology. Gems, 1998.

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