Podcasts about Teachers College Press

university power conversations education college townsend human development doi program coordinator nevada reno teachers college press

Play Episode Listen Later Nov 14, 2024 34:36 Transcription Available

Send us a textDianna Townsend talks to us about providing meaningful encounters with words by focusing our instruction in language-rich classroom environments. She provides some concrete teaching strategies, backed by decades of research in vocabulary instruction and learning. Dr. Townsend is known for her work centering on the language development of adolescents, with specific attention to vocabulary. Her most recent book is Words Worth Using: Supporting Adolescents' Power with Academic Vocabulary, published by Teachers College Press in 2022. In it, she offers practical support for adolescents' vocabulary development, to learn words by using them in ways that are meaningful to their identity, language background, and interests. At the University of Nevada Reno, Dr. Dianna Townsend is the Program Coordinator of the Literacy Studies Program within the College of Education and Human Development. Resources mentioned in this episode: Dianna's book - https://www.tcpress.com/words-worth-using-9780807767627Dr. Maneka Deanna Brooks' website - https://brooksphd.com/ To cite this episode: Persohn, L. (Host). (2024, Nov. 14). A conversation with Dianna Townsend (Season 5, No. 4) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/64F8-D0E5-AA9C-742F-3005-9 Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, and Twitter.

Howard Gardner: The Synthesizing Mind

The Innovation Show

Play Episode Listen Later May 17, 2024 69:31

Howard Gardner: The Synthesizing Mind Sign up to our Substack to be first to know about latest events, episodes and more. In this episode of the Innovation Show, Howard Gardner, renowned for his theory of multiple intelligences, discusses his memoir 'A Synthesizing Mind,' recounting his life's intellectual journey. Gardner talks about his career, his passion for understanding intelligence, his work on 'good work,' and how modern innovations like large language models impact his theories. He shares personal anecdotes, the importance of synthesizing information, and his thoughts on education and ethics in the 21st century. Join us for a truly memorable episode as we delve deep into Gardner's mind and explore the essence of a synthesizer. We talk innovation, creativity, ethics, goodness, education and life itself. 00:00 Unveiling the Synthesizing Mind of Howard Gardner 01:56 Exploring the Essence of the Synthesizing Mind 06:20 The Role of Synthesizers in Innovation and Entrepreneurship 14:36 Good Work: The Triple Helix of Excellence, Engagement, and Ethics 17:55 Navigating the Complexities of Good Work and Ethical Dilemmas 20:47 The Impact of Multiple Intelligences on Innovation 33:22 Exploring Musical Intelligence and Personal Reflections 33:46 The Impact and Legacy of 'Frames of Mind' 34:38 The Journey of Synthesizing Knowledge 35:56 Upcoming Publications: The Essential Howard Gardner 36:47 Reflections on Life, Learning, and Legacy 38:31 Navigating the Digital Age: Challenges and Strategies 44:17 The Misuse of Multiple Intelligences Theory 46:08 Ethical Considerations in Public Speaking and Publishing 47:22 The Importance of Good Work and Ethical Values 48:29 Revisiting Truth, Beauty, and Goodness in the Modern Era 01:01:29 Personal Experiences Shaping Educational Perspectives 01:05:24 The Essence of Continuous Learning and Good Work Find Howard here: The Good Project: Project Zero: In 2024, Teachers College Press is issuing two volumes: (spring); (fall). Covering work from several decades, each volume contains over two dozen articles, along with my autobiographical notes and up-to-date comments on the background, motivation, and impact of these publications. For those interested in path-breaking work in education, psychology, and related fields, these books are indeed Essential Reading. Blurbs for Education volume: "A fascinating look at educational issues by one of our nation's finest and most creative academics. This is vintage Howard!" ―David C. Berliner, Regents Professor Emeritus, Mary Lou Fulton Teachers College, Arizona State University "For more than 40 years, Dr. Howard Gardner has been one of―if not the―most influential scholar on the American educational system. It is thrilling to see a single volume that brings together Gardner's research and writings on educational institutions ranging from pre-K through the university. Readers who know Gardner best for his work on multiple intelligences theory will benefit tremendously from this exposure to his thinking on topics such as what it means to do good work, the purpose of a liberal arts education, and the role of social media in contemporary young people's development." ―Scott Seider, associate professor of applied developmental and educational psychology, Lynch School of Education and Human Development, Boston College "The Essential Howard Gardner on Education offers a crisp distillation of Gardner's lasting contributions to our understanding of teaching and learning in a complex, ever-changing world. Whether you're a longtime fan or new to Gardner's work, this masterfully crafted narrative provides an accessible overview of Gardner's wide-ranging contributions to the field of education, including his educational philosophy; the provenance, uptake, and legacy of multiple intelligences theory; what it means to educate for...

The Creative Classroom

The Science of Creativity

Play Episode Listen Later May 15, 2024 44:58

How do you teach students how to be creative? In this episode, you'll learn what research has to say about teaching for creativity. The surprising message is that we need to completely change the way we think about teaching and learning. We need to teach creative knowledge instead of shallow knowledge. We need to move from instructionist methods to a new pedagogy called guided improvisation. This episode is for every teacher, not just the art teachers, because in today's world, students need to be prepared to be creative in everything they do. After all, people are creative in specific subjects and disciplines and art forms. How can we change the way we teach in every subject, so that students learn the kind of knowledge that prepares them to be creative in that subject? This episode shows you how to create a Creative Classroom. Chapters (0:00) Teaser (0:47) Intro (1:18) Two Questions (3:06) Instructionism (9:37) Creative Knowledge (13:58) Bloom's Pyramid (18:28) Domain Specificity (21:30) Guided Improvisation (26:01) Open-Ended Problems (39:10) The Take-Home Message (43:43) Closer (44:27) Outro Copyright (c) 2024 Keith Sawyer For more information: The Creative Classroom by Keith Sawyer. Published in 2019 by Teachers College Press. Music by license from Soundstripe: "Miss Missy" by AFTERNOONZ "At The Get Down" by Matt Wigton "Uptown Lovers" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich

music teaching creative creativity teachers closer chapters classroom bloom published big deals pyramid teaser improvisation creative classrooms teachers college press

Episode 88: Christopher Jett: Being Excellent in Mathematics Teacher Education

Teaching Math Teaching Podcast

Play Episode Listen Later Feb 28, 2024 36:39

Learning to teach mathematics teachers better with Dr. Christopher Jett, Associate Professor of Mathematics Education at Georgia State University. We discuss efforts to be an advocate for others within mathematics teacher education, and also his book, Black Male Success in Higher Education. Show notes: Jett, C. C. (2022). Black male success in higher education: How the mathematical brotherhood empowers a collegiate community to thrive. Teachers College Press. https://www.tcpress.com/black-male-success-in-higher-education-9780807767412 (https://www.tcpress.com/black-male-success-in-higher-education-9780807767412) Jett, C.,Yeh, C., & Zavala, M. (2022). From argumentation to truth-telling: Critical race theory in mathematics teacher education. MathematicsTeacher Educator,10(3), 223-230. https://doi.org/10.5951/MTE.2022.0007 (https://www.tcpress.com/black-male-success-in-higher-education-9780807767412) Jett, C. C., & Terry, Sr., C. L. (2023). Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers. Theory Into Practice, 62(4), 420-430. https://doi.org/10.1080/00405841.2023.2258733 (https://doi.org/10.1080/00405841.2023.2258733) AMTE Volunteer Form: https://www.amte.net/form/volunteer (https://www.amte.net/form/volunteer) Special Guest: Christopher Jett.

black learning associate professor sr advocacy guidance higher education elevating georgia state university zavala yeh mathematics education mte teachers college press mathematics teacher education

James S. Damico and Mark C. Baildon, "How to Confront Climate Denial: Literacy, Social Studies, and Climate Change" (Teachers College Press, 2022)

New Books in Environmental Studies

Play Episode Listen Later Feb 13, 2024 67:58

Climate change and climate denial have remained largely off the radar in literacy and social studies education in the United States. How to Confront Climate Denial: Literacy, Social Studies, and Climate Change (Teachers College Press, 2022) addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures. As mentioned in the podcast, From Climate Denial to Ecojustice is the accompanying website.James S. Damico is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, U.S.A. Mark Baildon is an Associate Professor of Foundations of Education and Coordinator of International Collaborations and Partnerships in United Arab Emirates University's College of Education. Madden Gilhooly is a public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

James S. Damico and Mark C. Baildon, "How to Confront Climate Denial: Literacy, Social Studies, and Climate Change" (Teachers College Press, 2022)

Play Episode Listen Later Feb 13, 2024 67:58

Climate change and climate denial have remained largely off the radar in literacy and social studies education in the United States. How to Confront Climate Denial: Literacy, Social Studies, and Climate Change (Teachers College Press, 2022) addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures. As mentioned in the podcast, From Climate Denial to Ecojustice is the accompanying website.James S. Damico is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, U.S.A. Mark Baildon is an Associate Professor of Foundations of Education and Coordinator of International Collaborations and Partnerships in United Arab Emirates University's College of Education. Madden Gilhooly is a public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/environmental-studies

James S. Damico and Mark C. Baildon, "How to Confront Climate Denial: Literacy, Social Studies, and Climate Change" (Teachers College Press, 2022)

New Books in Science, Technology, and Society

Play Episode Listen Later Feb 13, 2024 67:58

Climate change and climate denial have remained largely off the radar in literacy and social studies education in the United States. How to Confront Climate Denial: Literacy, Social Studies, and Climate Change (Teachers College Press, 2022) addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures. As mentioned in the podcast, From Climate Denial to Ecojustice is the accompanying website.James S. Damico is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, U.S.A. Mark Baildon is an Associate Professor of Foundations of Education and Coordinator of International Collaborations and Partnerships in United Arab Emirates University's College of Education. Madden Gilhooly is a public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

James S. Damico and Mark C. Baildon, "How to Confront Climate Denial: Literacy, Social Studies, and Climate Change" (Teachers College Press, 2022)

Play Episode Listen Later Feb 13, 2024 67:58

Climate change and climate denial have remained largely off the radar in literacy and social studies education in the United States. How to Confront Climate Denial: Literacy, Social Studies, and Climate Change (Teachers College Press, 2022) addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures. As mentioned in the podcast, From Climate Denial to Ecojustice is the accompanying website.James S. Damico is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, U.S.A. Mark Baildon is an Associate Professor of Foundations of Education and Coordinator of International Collaborations and Partnerships in United Arab Emirates University's College of Education. Madden Gilhooly is a public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Who Should 'Control' the Schools?

The Brian Lehrer Show

Play Episode Listen Later Jan 22, 2024 27:12

With mayoral control of the schools being debated in Albany again, Clara Hemphill, founding editor of InsideSchools.org and the author of A Brighter Choice: Building a Just School in an Unequal City (Teachers College Press, 2023), talks about its history and the arguments for and against it.

new york city media politics news radio arts public schools npr albany wnyc lerer teachers college press

92: Use Purposeful Techniques for Math Discussions, an Interview with Paola Sztajn

Honest Math Chat

Play Episode Listen Later Dec 25, 2023 20:53

Purposeful techniques are the key to getting every student describing their math thinking and learning from each other. Dr. Sztajn is the author of

education college math insider survey happy hour purposeful north carolina state university have questions my dms teachers college press corwin press

Jody N. Polleck, "Facilitating Youth-Led Book Clubs As Transformative and Inclusive Spaces" (Teachers College Press, 2023)

New Books in Public Policy

Play Episode Listen Later Oct 3, 2023 59:59

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students' literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions. Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more. Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master's in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Jody N. Polleck, "Facilitating Youth-Led Book Clubs As Transformative and Inclusive Spaces" (Teachers College Press, 2023)

Play Episode Listen Later Oct 3, 2023 59:59

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students' literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions. Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more. Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master's in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Jody N. Polleck, "Facilitating Youth-Led Book Clubs As Transformative and Inclusive Spaces" (Teachers College Press, 2023)

Don't Force It: How to Get into College without Losing Yourself in the Process

Play Episode Listen Later Oct 3, 2023 59:59

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students' literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions. Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more. Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master's in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Dr. Erin McNamara Horvat, Drexel University

Women to Watch™

Play Episode Listen Later Sep 13, 2023 53:59

Drexel University's Senior Vice Provost of Faculty Advancement joins us for an intimate conversation on her life growing up with a mother who suffered from Bipolar, receiving her MA and PhD in Education and why she hopes her daughters will uncover who they are and live their lives writing their own stories.Dr. Erin McNamara Horvat, the Senior Vice Provost for Faculty Advancement for Drexel University, shared the story behind her title with us on September 13, 2023.An ethnographer and sociologist of education, Dr. Horvat's research agenda has explored how race and class shape access throughout the educational pipeline, focusing especially on the role of social and cultural capital in shaping families' interactions with schools, students' college experiences, college access, and high school dropout and reentry. She has been deeply committed to work with out-of-school youth through her support of YouthBuild Philadelphia Charter School as a longtime board member and 4-year board chair. Since joining Drexel in 2015 her research has focused on the groundbreaking and visionary civic engagement efforts being undertaken by Drexel University in the West Philadelphia neighborhood in which it resides. She has Co-Chaired the Education Committee for the Federally designated Promise Zone and served as the education lead on the 30 million dollar Promise Neighborhood grant submission. Her publications include Beyond Acting White: Reframing the Debate on Black Student Achievement (coedited with Carla O'Connor), and Doing Qualitative Research, published by Teachers College Press as well as peer reviewed articles in Sociology of Education, Anthropology and Education Quarterly, Youth and Society and American Educational Research Journal. Her work has been funded by the Spencer Foundation and The Ford Foundation.A native Californian, proud Philadelphian and mother to Katherine and Margaret, Dr. Horvat currently serves at Senior Vice Provost for Faculty Affairs at Drexel University. She is an avid oarswoman continuing to row competitively as a Masters rower in local and regional regattas and enjoys all aspects of food, especially cooking and eating.Support this podcast at — https://redcircle.com/women-to-watch-r/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

education phd society masters debate youth sociology anthropology californians bipolar mcnamara drexel university ford foundation drexel philadelphians education committee west philadelphia horvat federally faculty affairs spencer foundation teachers college press american educational research journal senior vice provost promise zone

Bob Schaeffer: Fairtest.org

Play Episode Play 15 sec Highlight Listen Later Sep 6, 2023 22:53 Transcription Available

Today I sit down with longtime friend, Bob Schaeffer. Bob is an incredible source of knowledge around how the testing landscape has changed in the last several decades and the work that he and his team at FairTest do is invaluable. Tune in to hear about the test optional movement in college admissions and more!Bob Schaeffer is currently the Public Education Director of FairTest, the National Center for Fair & Open Testing, where he has coordinated the organization's university admissions reform program for several decades. He served as the organization's Executive Director or co-Executive Director for five years.Previously, Mr. Schaeffer was the Research Director of the Massachusetts Legislature's Joint Committee on Human Services, Editorial Writer at the NBC-TV affiliate in Boston and talk show host at a regional NPR affiliate. He also worked at the Education Research Center of the Massachusetts Institute of Technology (MIT), where he was both an undergraduate and graduate student. Bob Schaeffer is a featured contributor to the Teachers College Press book The Scandal of Standardized Tests: Why We Need to Drop the SAT & ACT. He also coauthored many FairTest publications, such as Standing Up to the SAT, Test Scores Do Not Equal Merit, Standardized Tests and Our Children, Implementing Performance Assessments, and The SAT Coaching Cover-Up.Bob is frequently quoted by major media outlets, including the New York Times, Washington Post, Wall Street Journal, Los Angeles Times, Associated Press, NPR, and CNN as well as trade publications such as Education Week, Education Dive, Inside Higher Education, and Diverse Issues in Higher Education. He has also spoken at many conferences sponsored by the National Association for College Admissions Counseling, Education Writers Association, Higher Education Consultant Association, Independent Education Consultant Association, American Association of Collegiate Registrars and Admissions Officers, Mexican American Legal Defense and Educational Fund, SouthernChristian Leadership Conference, and Southern Education Foundation. Access free resources and learn more about Sheila and her team at Signet Education at signeteducation.com or on LinkedIn at https://www.linkedin.com/in/sheilaakbar/.

One Bed-Stuy School's Integration Story

The Brian Lehrer Show

Play Episode Listen Later Jul 5, 2023 18:39

Clara Hemphill, founding editor of InsideSchools.org and the author of A Brighter Choice: Building a Just School in an Unequal City (Teachers College Press, 2023), talks about her new book which follows a group of parents at a public school in gentrifying Bed-Stuy as they try to come together across racial and class lines.

amazon new york city school media politics news radio arts public npr integration wnyc asin bed stuy lerer teachers college press

The Allure of Play

Tea for Teaching

Play Episode Listen Later Jun 21, 2023 35:54

Student learning is enhanced when active learning activities are used in instruction. In this episode, Victoria Mondelli and Joe Bisz join us to discuss how principles of game design can be used to create engaging active learning experiences. Tori is the Founding Director of the University of Missouri's Teaching for Learning Center and is an Assistant Teaching Professor in the Department of Educational Leadership and Policy Analysis. She had previously served at the teaching centers at Mercy College and at the CUNY Borough of Manhattan Community College. Joe Bisz is a learning games designer and Full Professor of English at CUNY Borough of Manhattan Community College. Victoria and Joe are co-authors of The Educator's Guide to Designing Games and Creative Active-Learning Exercises: The Allure of Play, which was published in March this year by Teachers College Press at Columbia University. A transcript of this episode and show notes may be found at http://teaforteaching.com.

university english guide teaching student missouri educators columbia university allure founding director educational leadership learning center full professor policy analysis assistant teaching professor mercy college manhattan community college teachers college press

May Hara and Annalee G. Good, "Teachers as Policy Advocates: Strategies for Collaboration and Change" (Teachers College Press, 2023)

New Books in Public Policy

Play Episode Listen Later May 24, 2023 36:48

May Hara and Annalee G. Good's Teachers as Policy Advocates: Strategies for Collaboration and Change (Teachers College Press, 2023) argues that teachers' active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy. Alex Tabor is a doctoral candidate in history, a government research consultant, and an experienced educator currently working with undergraduate and incarcerated adult learners. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

strategy advocates policy collaboration teachers hara good teachers teachers college press annalee g good

May Hara and Annalee G. Good, "Teachers as Policy Advocates: Strategies for Collaboration and Change" (Teachers College Press, 2023)

New Books in Sociology

Play Episode Listen Later May 24, 2023 36:48

May Hara and Annalee G. Good's Teachers as Policy Advocates: Strategies for Collaboration and Change (Teachers College Press, 2023) argues that teachers' active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy. Alex Tabor is a doctoral candidate in history, a government research consultant, and an experienced educator currently working with undergraduate and incarcerated adult learners. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

strategy advocates policy collaboration teachers hara good teachers teachers college press annalee g good

May Hara and Annalee G. Good, "Teachers as Policy Advocates: Strategies for Collaboration and Change" (Teachers College Press, 2023)

Play Episode Listen Later May 24, 2023 36:48

May Hara and Annalee G. Good's Teachers as Policy Advocates: Strategies for Collaboration and Change (Teachers College Press, 2023) argues that teachers' active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy. Alex Tabor is a doctoral candidate in history, a government research consultant, and an experienced educator currently working with undergraduate and incarcerated adult learners. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

strategy advocates policy collaboration teachers hara good teachers teachers college press annalee g good

May Hara and Annalee G. Good, "Teachers as Policy Advocates: Strategies for Collaboration and Change" (Teachers College Press, 2023)

Play Episode Listen Later May 24, 2023 36:48

May Hara and Annalee G. Good's Teachers as Policy Advocates: Strategies for Collaboration and Change (Teachers College Press, 2023) argues that teachers' active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy. Alex Tabor is a doctoral candidate in history, a government research consultant, and an experienced educator currently working with undergraduate and incarcerated adult learners. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

strategy advocates policy collaboration teachers hara good teachers teachers college press annalee g good

A Conversation with Allison Skerrett: RISE Caribbean Special Series

Humans of Learning Sciences

Play Episode Listen Later May 9, 2023 39:31

Dr. Skerrett is known for her work in the areas of secondary English and literacy education in urban contexts, including among transnational youth. Dr. Skerrett's book, Teaching Transnational Youth: Literacy and Education in a Changing World published by Teachers College Press in 2015, is the first to examine the educational opportunities and challenges arising from increasing numbers of students living and attending school across different countries. Her new book, Teaching Literacy in Troubled Times: Identity, Inquiry and Social Action at the Heart of Instruction, co-authored with past Classroom Caffeine guest Peter Smaroginsky and published by Corwin Press in 2022 showcases teachers and students engaged in developing critical literacies and taking social action to create more just worlds. She is the keynote speaker for the 2023 RISE Caribbean Conference hosted at the University of South Florida in Tampa, Florida. Allison Skerrett is Professor of Curriculum and Instruction and Director of Teacher Education in the College of Education at The University of Texas at Austin.To cite this episode: Persohn, L. (Host). (2023, May. 9). A conversation with Allison Skerrett: RISE Caribbean Special Series (Season 3, No. 24) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/9D8C-84C1-8FB6-1C92-61E0-6Connect with Classroom Caffeine at www.classroomcaffeine.com or on Facebook, Twitter, and Instagram.

Dr. Ann Ishimaru - University of Washington and Dr. Bill Penuel - University of Colorado at Boulder: Building and sustaining partnerships within and across education systems

Play Episode Listen Later Apr 26, 2023 54:55

Today I get to be in conversation with two scholars who have been working hard to help us think about how partnerships can lead to educational justice. My guests are Dr. Bill Penuel and Dr. Ann Ishimaru. Bill is the Distinguished Professor of Learning Sciences & Human Development in the School of Education and a faculty member at the Institute of Cognitive Science at the University of Colorado Boulder. Ann is the Bridge Family Associate Professor in the College of Education and the Director of the Just Ed Leadership Institute at the University of Washington. Works cited: Farrell, C. C., Penuel, W. R., Allen, A., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022). Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships. Educational Researcher, 51(3), 197–208. https://doi.org/10.3102/0013189X211069073 Farrell, C. C., Singleton, C., Stamatis, K., Riedy, R., Arce-Trigatti, P., & Penuel, W. R. (2023). Conceptions and Practices of Equity in Research-Practice Partnerships. Educational Policy, 37(1), 200–224. https://doi.org/10.1177/08959048221131566 Ishimaru, A. M. (2019). Just schools: Building equitable collaborations with families and communities. Teachers College Press. Ishimaru, A. M., & Bang, M. (2022). Designing with Families for Just Futures. Journal of Family Diversity in Education, 4(2), Article 2. https://doi.org/10.53956/jfde.2022.171

A Conversation with Amy Vetter and Melissa Schieble

conversations drs doi english language arts amy vetter teachers college press

Play Episode Listen Later Apr 11, 2023 34:41

Drs. Amy Vetter and Melissa Schieble talk to us about teacher agency, community, and critical conversations. A third scholar, Kahdeidra Monét Martin, is also involved in their recent research. Amy is known for her work in understanding how classroom interactions impact developing reader and writer identities as well as teacher identities, the role of critical conversations in educational settings, and the impotence of learning from the writing identities of young people. Melissa is known for her work on analyses of power, privilege and oppression in fiction for youth and in classroom discourse. Together, with Kahdeidra, they have published multiple research articles on the topic of critical classroom conversations as well as the book Classroom Talk for Social Change: Critical Conversations in English Language Arts, published in 2020 by Teachers College Press.Resources mentioned in this episode: NCTE Intellectual Freedom CenterTo cite this episode: Persohn, L. (Host). (2023, Apr. 11). A conversation with Amy Vetter and Melissa Schieble (Season 3, No. 22) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/26D8-D7C3-D4B1-E9FF-DB33-RConnect with Classroom Caffeine at www.classroomcaffeine.com or on Facebook, Twitter, and Instagram.

Supporting Undergraduate Research

What We're Learning About Learning

Play Episode Listen Later Apr 5, 2023 25:56

Show Notes: Opportunities for undergraduate students to engage in research can be profoundly impactful for learning and mentorship experiences, while also providing opportunities for institutions to further scholarship and research in various fields (Adebisi, 2022; Blanton, 2008; Knight et al, 2021). While there are several ways for students to get involved in undergraduate research at Georgetown, many students are not aware of the opportunities; or if they are, they may not know how to get involved. A recent study described undergraduate research as “a treasure trove that has yet to be fully tapped” (Adebisi, 2022). In this episode of What We're Learning About Learning, we spoke with Lauren Tuckley, Director for Georgetown's Center for Research and Fellowships, who describes research experience as an undergraduate student “part of the hidden curriculum.” Faculty and students being aware of the research opportunities available at Georgetown can make this hidden curriculum more visible. We also spoke with Georgetown undergraduate students Zachariah John, Sarah Watson, and Dominic Pham who each share their takeaways from working in research positions. Bios: Lauren Tuckley, the director of the Center for Research and Fellowships Zachariah John, a sophomore in the School of Foreign Service studying science technology and international affairs Dominic Pham, a senior double majoring in biochemistry and comparative literature Sarah Watson, a senior in the School of Foreign Service studying regional and comparative studies Georgetown Resources: Undergraduate Research Opportunities Program (GUROP) Center for Research and Fellowships at Georgetown Undergraduate Research Resources at Georgetown Georgetown's Mission and Information about Cura Personalis Center for New Designs in Learning and Scholarship (CNDLS) The Prospect blog Research: Adebisi, Yusuff Adebayo. “Undergraduate Students' Involvement in Research: Values, Benefits, Barriers and Recommendations.” Annals of Medicine and Surgery, vol. 81, 2022, pp. 104384–104384, Belanger, A. L., Joshi, M. P., Fuesting, M. A., Weisgram, E. S., Claypool, H. M., & Diekman, A. B. (2020). Putting Belonging in Context: Communal Affordances Signal Belonging in STEM. Personality and Social Psychology Bulletin, 46(8), 1186–1204. https://doi.org/10.1177/0146167219897181 Blanton, Richard L., et al. Creating Effective Undergraduate Research Programs in Science : the Transformation from Student to Scientist. Teachers College Press, 2008. Carpi, Anthony, et al. “Cultivating Minority Scientists: Undergraduate Research Increases Self‐efficacy and Career Ambitions for Underrepresented Students in STEM.” Journal of Research in Science Teaching, vol. 54, no. 2, 2017, pp. 169–94, https://doi.org/10.1002/tea.21341. Estrada, M., Hernandez, P. R., & Schultz, P. W.. (2018). A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers, CBE—Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.17-04-0066 Foster, Nancy Fried. Studying Students : a Second Look. Edited by Nancy Fried Foster, Association of College and Research Libraries, a division of the American Library Association, 2013. Hensley, Merinda Kaye, and Stephanie Davis-Kahl. Undergraduate Research and the Academic Librarian : Case Studies and Best Practices. Edited by Merinda Kaye Hensley and Stephanie Davis-Kahl, Association of College and Research Libraries, a division of the American Library Association, 2017. Kilgo, C.A., Ezell Sheets, J.K. & Pascarella, E.T. (2015). The link between high-impact practices and student learning: some longitudinal evidence. High Educ, 69, 509–525. https://doi.org/10.1007/s10734-014-9788-z Knight S.L., Hale R.L., Chisholm L.J., Moss P., Rolf C., Wenner L. Increasing student involvement in research: a collaborative approach between faculty and students. Int. J. Nurs. Educ. Scholarsh. 2021 Nov 3;(1):18. doi: 10.1515/ijnes-2021-0047. PMID: 3473193

LE 278: How to Develop Critical Literacy Skills in Special Education with Dr. Amy Ferrell

Leading Equity

Play Episode Listen Later Jan 6, 2023 43:36

Order the Leading Equity Book Today! Amy Ferrell, Ph.D. Amy Ferrell studies community, discourse, and literacy. Her scholarship, which situates disability research in social, cultural, historical, racial, linguistic, and political contexts, has appeared in journals such as Harvard Educational Review, Reading Research Quarterly, Urban Education, Linguistics and Education, and International Journal of Inclusive Education. She is coauthor of the second edition of The Ethics of Special Education (Teachers College Press). Her current projects explore the profound need for critical literacy approaches in special education research and practice, from which all forms of texts are viewed as ideological and contestable. Additionally, she works to reframe the decades-long debate of inclusion in the field of special education leveraging a perspective of community as a site of mutual giving. Instead of viewing culturally derived and socially constructed norms of independence, achievement, and success as emancipatory, she proposes that true community counters oppression, segregation, and control. Show Highlights Inclusion Social Justice at an early age The COAST method Critical literacy examples Connect with Amy amy.ferrell@ucdenver.edu Exploring Critical Literacy for Elementary Students with Disabilities Critical Literacy: Enhancing Students' Comprehension of Text Additional Resources FREE WEBINAR Book Dr. Eakins Amplifying Student Voices Program Watch The Art of Advocacy Show Learn more about our Student Affinity Groups Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies

education skills develop advocacy coast linguistics special education diversity equity ferrell comprehension implicit bias inclusive education urban education teachers college press critical literacy

Episode 2207: 2207: Christopher Jett

Math Ed Podcast

Play Episode Listen Later Oct 19, 2022 27:21

Chris Jett from Georgia State University discusses his book Black Male Success in Higher Education: How the Mathematical Brotherhood Empowers Collegiate Community to Thrive, from Teachers College Press. Chris's Professional Webpage Book from TCPress Episode 1911 with Chris discussing his JRME article on Black male persistence List of episodes

black thrive higher education georgia state university teachers college press jrme

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in African American Studies

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in Latino Studies

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latino-studies

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in Asian American Studies

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/asian-american-studies

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in Critical Theory

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in Sociology

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in American Studies

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

New Books in Higher Education

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

Play Episode Listen Later Aug 3, 2022 41:31

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students. Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices

united states donald trump education students color latinas impacts racist rhetoric huber colorado state university california state university long beach ucla center teachers college press critical race studies autumn wilke susana mu

Tia Brown McNair, "From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education" (Jossey-Bass, 2020)

New Books in African American Studies

Play Episode Listen Later Mar 24, 2022 40:08

Welcome to The Academic Life! In this episode you'll hear: Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so What equity means; for whom, and what equity entails in thought and action What it means to perform equity as a routine practice in higher education What makes individuals equity minded Today's book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity. Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U's continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U's Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.” Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University. Listeners to this episode might also be interested in: AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning. AAC&U's Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1) Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press). Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U's Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges. You are smart and capable, but you aren't an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

Tia Brown McNair, "From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education" (Jossey-Bass, 2020)

New Books in American Studies

Play Episode Listen Later Mar 24, 2022 40:08

Welcome to The Academic Life! In this episode you'll hear: Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so What equity means; for whom, and what equity entails in thought and action What it means to perform equity as a routine practice in higher education What makes individuals equity minded Today's book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity. Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U's continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U's Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.” Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University. Listeners to this episode might also be interested in: AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning. AAC&U's Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1) Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press). Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U's Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges. You are smart and capable, but you aren't an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Tia Brown McNair, "From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education" (Jossey-Bass, 2020)

Play Episode Listen Later Mar 24, 2022 40:08

Welcome to The Academic Life! In this episode you'll hear: Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so What equity means; for whom, and what equity entails in thought and action What it means to perform equity as a routine practice in higher education What makes individuals equity minded Today's book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity. Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U's continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U's Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.” Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University. Listeners to this episode might also be interested in: AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning. AAC&U's Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1) Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press). Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U's Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges. You are smart and capable, but you aren't an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Tia Brown McNair, "From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education" (Jossey-Bass, 2020)

The Academic Life

Play Episode Listen Later Mar 24, 2022 40:08

Welcome to The Academic Life! In this episode you'll hear: Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so What equity means; for whom, and what equity entails in thought and action What it means to perform equity as a routine practice in higher education What makes individuals equity minded Today's book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity. Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U's continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U's Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.” Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University. Listeners to this episode might also be interested in: AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning. AAC&U's Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1) Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press). Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U's Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges. You are smart and capable, but you aren't an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/academic-life

Tia Brown McNair, "From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education" (Jossey-Bass, 2020)

Play Episode Listen Later Mar 24, 2022 40:08

Welcome to The Academic Life! In this episode you'll hear: Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so What equity means; for whom, and what equity entails in thought and action What it means to perform equity as a routine practice in higher education What makes individuals equity minded Today's book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity. Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U's continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U's Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.” Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University. Listeners to this episode might also be interested in: AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning. AAC&U's Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1) Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press). Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U's Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges. You are smart and capable, but you aren't an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we'd bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Dana Mitra, "The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia" (Teachers College Press, 2021)

professor accountability era empowered academia codes unspoken pennsylvania state university inequity mitra civic education teachers college press

Play Episode Listen Later Mar 23, 2022 43:37

How can new faculty find success in academia and what can universities do to support them? In The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia (Teachers College Press, 2021), the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being. For faculty and graduate students, this book emphasizes the skills needed to be a successful academic with a focus on lifespan learning. For universities, this book articulates how institutions can implement an equity-driven plan for faculty development. In the first section, Mitra investigates the structures that can contribute to inequities, spotlighting the unspoken assumptions and lack of clarity of institutional processes. In the second section, she interweaves the building blocks needed for faculty success (agency, belonging, and competence) with the traditional academic expectations of research, teaching, and service. With engaging vignettes and extended examples of faculty experiences, The Empowered Professor centers on the space in which individuals can find success within academic settings while maintaining their integrity. Dana Mitra is a professor of education policy studies at the Pennsylvania State University. Her books include Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Dana Mitra, "The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia" (Teachers College Press, 2021)

New Books in Sociology

Play Episode Listen Later Mar 23, 2022 43:37

How can new faculty find success in academia and what can universities do to support them? In The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia (Teachers College Press, 2021), the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being. For faculty and graduate students, this book emphasizes the skills needed to be a successful academic with a focus on lifespan learning. For universities, this book articulates how institutions can implement an equity-driven plan for faculty development. In the first section, Mitra investigates the structures that can contribute to inequities, spotlighting the unspoken assumptions and lack of clarity of institutional processes. In the second section, she interweaves the building blocks needed for faculty success (agency, belonging, and competence) with the traditional academic expectations of research, teaching, and service. With engaging vignettes and extended examples of faculty experiences, The Empowered Professor centers on the space in which individuals can find success within academic settings while maintaining their integrity. Dana Mitra is a professor of education policy studies at the Pennsylvania State University. Her books include Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

professor accountability era empowered academia codes unspoken pennsylvania state university inequity mitra civic education teachers college press

Dana Mitra, "The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia" (Teachers College Press, 2021)

professor accountability era empowered academia codes unspoken pennsylvania state university inequity mitra civic education teachers college press

Play Episode Listen Later Mar 23, 2022 43:37

How can new faculty find success in academia and what can universities do to support them? In The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia (Teachers College Press, 2021), the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being. For faculty and graduate students, this book emphasizes the skills needed to be a successful academic with a focus on lifespan learning. For universities, this book articulates how institutions can implement an equity-driven plan for faculty development. In the first section, Mitra investigates the structures that can contribute to inequities, spotlighting the unspoken assumptions and lack of clarity of institutional processes. In the second section, she interweaves the building blocks needed for faculty success (agency, belonging, and competence) with the traditional academic expectations of research, teaching, and service. With engaging vignettes and extended examples of faculty experiences, The Empowered Professor centers on the space in which individuals can find success within academic settings while maintaining their integrity. Dana Mitra is a professor of education policy studies at the Pennsylvania State University. Her books include Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Rebecca S. Natow, "Reexamining the Federal Role in Higher Education: Politics and Policymaking in the Postsecondary Sector" (Teachers College Press, 2022)

New Books in Public Policy

Play Episode Listen Later Feb 9, 2022 32:05

Rebecca S. Natow's book Reexamining the Federal Role in Higher Education: Politics and Policymaking in the Postsecondary Sector (Teachers College Press, 2022) provides a comprehensive description of the federal government's relationship with higher education and how that relationship became so expansive and indispensable over time. Drawing from constitutional law, social science research, federal policy documents, and original interviews with key policy insiders, the author explores the U.S. government's role in regulating, financing, and otherwise influencing higher education. Natow analyzes how the government's role has evolved over time, the activities of specific governmental branches and agencies that affect higher education, the nature of the government's role in higher education today, and prospects for the future of federal involvement in higher education. Chapters examine the politics and practices that shape policies affecting nondiscrimination and civil rights, student financial aid, educational quality and student success, campus crime, research and development, intellectual property, student privacy, and more. Stephen Pimpare is director of the Public Service & Nonprofit Leadership program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

university politics drawing federal chapters new hampshire higher education public policy sector public service policymaking nonprofit leadership postsecondary faculty fellow reexamining carsey school stephen pimpare teachers college press rebecca s natow

A Conversation with Patriann Smith