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Parallel Processing and Applied Mathematics
This book constitutes the thoroughly refereed post-proceedings of the 6th International Conference on Parallel Processing and Applied Mathematics, PPAM 2005. The book presents 135 papers organized in topical sections on parallel and distributed architectures, parallel and distributed non-numerical algorithms, performance analysis, prediction and optimization, grid programming, tools and environments for clusters and grids, applications of parallel/distributed/grid computing, evolutionary computing with applications, parallel data mining, parallel numerics, and mathematical and computing methods.
The Broken Cisterns of African American Education
The failure of American education to achieve racial diversity has resulted from the inability of educational researchers, policy makers and judicial officials to disentangle the complex definitions that have emerged in a post-segregated society. More specifically, the capricious aim of post-segregated educational settings leads to the confusing and often conflicting interchangeable usage of terms desegregated, integrated and diversity. This ambituity is further confounded by the imprecise definitions of equity, equality and opportunity. The proposed book will examine the role of language post-Brown v. Board of Education and the effects of that language on educational policy and practice. He also examines how the fundamental implications of language within post-Brown court cases, in pre- through post-secondary education, demonstrate the unspecified outcomes for desegregation and integration while concomitantly demand an educational continuum of equitable distribution. The arguments will further interrogate how education policy and practices implicitly contain a scholarly roadmap to forge equal opportunity and access, fifty years after Brown.
Multicultural Education
'Multicultural Education' is a reader which helps educators understand the concepts, paradigms and explanations needed to become more effective practitioners in culturally, racially and language diverse classrooms.
Handbook of Educational Psychology
The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research...
Voices
This book is a compilation of true stories highlighting experiences of teenagers with disabilities in an urban high schoolJessica, thought she could conceive when already pregnant; Shirley, haunted by an abortion; Bill, homeless and addicted to drugs; Matt, felt unwanted; Wang, so disturbed he wanted to join his deceased mother; Paul, scarred physically and emotionally that he reacted like a volcano; Patrick, desired to be Patricia; Singh, Anyango, and Peggy, victims of brutal bullying; Abel, consumed and sold drugs; Parker, smoked marijuana with his uncle; Shirley, rejected by those she thought loved her. Depicted are supportive parents and those who enabled their childrens inappropriate behaviors. Also described are students who inspired the author during times of desperation and those who reignited her hope in her many troubled students. The conclusion outlines crucial information and data that pertain to children with disabilities - special education, homelessness, teen pregnancy, parental involvement, etc.
Un-Standardizing Curriculum
How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to un-standardize knowledge in their own classrooms, while working toward high standards of academic achievement. Features: Detailed portraits of activist teachers committed to multicultural education, including the constraints and challenges they face.Guidance for teachers who want to develop their classroom practice, illustrating the possibilities and spaces teachers have within a standardized curriculum.A field-tested conceptual framework that elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenge, and curriculum resources.
Extending Educational Change
ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing ...
International Handbook of Educational Change
The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either...
