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Exploring Social Emotional Learning in Diverse Academic Settings
The advent of the COVID-19 pandemic has heightened awareness of the need for social emotional learning throughout all educational contexts. Given this, schools, most often P-12 settings, have begun to embrace practices for addressing social emotional learning. While there is a growing body of research and literature on common practices of social emotional learning, there is no standard for its implementation. Exploring Social Emotional Learning in Diverse Academic Settings highlights unique and varied approaches to addressing social emotional learning and wellbeing in educational settings. It features a broad perspective on the topic, presenting approaches from a range of educational locations and contexts. Covering topics such as personal empowerment, academic challenges, and teacher stress, this premier reference source is an excellent resource for administrators and educators of both P-12 and higher education, school counselors, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians.
Promoting Social Justice through the Scholarship of Teaching and Learning
How can education become a transformative experience for all learners and teachers? The contributors to this volume contend that the Scholarship of Teaching and Learning (SoTL) can provide a strong foundation for the role of education in promoting social justice. The collection features contributions by an array of educators and scholars, highlighting the various ways that learners and teachers can prepare for and engage with social justice concerns. The essays offer reflections on the value of SoTL in relation to educational ethics, marginalized groups, community service and activism, counter narratives, and a range of classroom practices. Although the contributors work in a variety of disciplines and employ different theoretical frameworks, they are united by the conviction that education should improve our lives by promoting equity and social justice.
Conceptual Analyses of Curriculum Inquiry Methodologies
The field of curriculum inquiry has grown rapidly over the last four decades resulting in many new forms of curriculum inquiry to be used as tools to answer unique curriculum-related research questions. There are few texts available that include concise descriptions and elements of curriculum inquiry methodologies and directed at enabling researchers to wisely choose a form of curriculum inquiry most appropriate for their study. Conceptual Analyses of Curriculum Inquiry Methodologies presents chapters that are each devoted to a particular form of inquiry, with a conceptual analysis of the methodology, its purpose(s), its utilization, structure, and organization, all written by scholars with ...
2015 U.S. Higher Education Faculty Awards, Vol. 2
Created by professors for professors, the Faculty Awards compendium is the first and only university awards program in the United States based on faculty peer evaluations. The Faculty Awards series recognizes and rewards outstanding faculty members at colleges and universities across the United States.
Non-fibrillar Amyloidogenic Protein Assemblies - Common Cytotoxins Underlying Degenerative Diseases
Amyloid-forming proteins are implicated in over 30 human diseases. The proteins involved in each disease have unrelated sequences and dissimilar native structures, but they all undergo conformational alterations to form fibrillar polymers. The fibrillar assemblies accumulate progressively into disease-specific lesions in vivo. Substantial evidence suggests these lesions are the end state of aberrant protein folding whereas the actual disease-causing culprits likely are soluble, non-fibrillar assemblies preceding the aggregates. The non-fibrillar protein assemblies range from small, low-order oligomers to spherical, annular, and protofibrillar species. Oligomeric species are believed to media...
Sex and Harm in the Age of Consent
Sex and Harm in the Age of Consent cautions against the adoption of consent as our primary determinant of sexual freedom. For Joseph J. Fischel, consent is not necessarily always ethically sound. It is, he argues, a moralized fiction, and it churns out figures for its normativity: the predatory sex offender and the innocent child. Examining the representation of consent in U.S. law and media culture, Fischel contends that the figures of the sex offender and the child are consent’s alibi, its negative space, enabling fictions that allow consent to do the work cut out for it under late modern sexual politics. Engaging legal, queer, feminist, and political theory, case law and statutory law, and media representations, Fischel proposes that we change our adjudicative terms from innocence, consent, and predation to vulnerability, sexual autonomy, and “peremption,” which he defines as the uncontrolled disqualification of possibility. Such a shift in theory, law, and life would be less damaging for young people, more responsive to sexual violence, and better for sex.
Children’s Human Rights and Public Schooling in the United States
Promotion Text for Children’s Human Rights and Public Schooling in the United States Julia Hall The United States tends to portray itself as a human rights leader. However, human rights concerns are confronted everyday by people in this democracy, including children. The purpose of this volume is to bring attention to the fact that against the backdrop of neoliberal expansion, serious human rights violations are taking place among children everywhere, including in the US. The daily struggles among groups of school children in the US are specifically considered here, such as children who are sorted by race, homeless children, transient children, child refugees, children as targeted by human...
Futures of Performance
Futures of Performance inspires both current and future artists/academics to reflect on their roles and responsibilities in igniting future-forward thinking and practices for the performing arts in higher education. The book presents a breadth of new perspectives from the disciplines of music, dance, theatre, and mediated performance and from a range of institutional contexts. Chapters from teachers across various contexts of higher education are organized according to the three main areas of responsibilities of performing arts education: to academia, to society, and to the field as a whole. With the intention of illuminating the intricacy of how performing arts are situated and function in ...
