College Curriculum Support Project Update PDF Download

Author: United States. Bureau of the Census
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 4

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Author: United States. Bureau of the Census
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 4

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Author: Howard Zinn
Publisher: Harper Collins
ISBN: 9780060528423
Category : History
Languages : en
Pages : 764

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Book Description
Since its original landmark publication in 1980, A People's History of the United States has been chronicling American history from the bottom up, throwing out the official version of history taught in schools -- with its emphasis on great men in high places -- to focus on the street, the home, and the, workplace. Known for its lively, clear prose as well as its scholarly research, A People's History is the only volume to tell America's story from the point of view of -- and in the words of -- America's women, factory workers, African-Americans, Native Americans, the working poor, and immigrant laborers. As historian Howard Zinn shows, many of our country's greatest battles -- the fights for a fair wage, an eight-hour workday, child-labor laws, health and safety standards, universal suffrage, women's rights, racial equality -- were carried out at the grassroots level, against bloody resistance. Covering Christopher Columbus's arrival through President Clinton's first term, A People's History of the United States, which was nominated for the American Book Award in 1981, features insightful analysis of the most important events in our history. Revised, updated, and featuring a new after, word by the author, this special twentieth anniversary edition continues Zinn's important contribution to a complete and balanced understanding of American history.

Author: Anthony Bryk
Publisher: Russell Sage Foundation
ISBN: 161044096X
Category : Education
Languages : en
Pages : 238

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Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology

Author: Nikole Hannah-Jones
Publisher: Penguin
ISBN: 0593307356
Category : Juvenile Nonfiction
Languages : en
Pages : 49

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The 1619 Project’s lyrical picture book in verse chronicles the consequences of slavery and the history of Black resistance in the United States, thoughtfully rendered by Pulitzer Prize-winning journalist Nikole Hannah-Jones and Newbery honor-winning author Renée Watson. A young student receives a family tree assignment in school, but she can only trace back three generations. Grandma gathers the whole family, and the student learns that 400 years ago, in 1619, their ancestors were stolen and brought to America by white slave traders. But before that, they had a home, a land, a language. She learns how the people said to be born on the water survived. And the people planted dreams and hope, willed themselves to keep living, living. And the people learned new words for love for friend for family for joy for grow for home. With powerful verse and striking illustrations by Nikkolas Smith, Born on the Water provides a pathway for readers of all ages to reflect on the origins of American identity.

Author: National Center for Curriculum Transformation Resources on Women (U.S.)
Publisher: National Center for Curriculum Transformation Resources
ISBN:
Category : Education
Languages : en
Pages : 394

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Book Description
This directory presents descriptions of 237 projects that cover the impact of curriculum transformation on women in colleges, universities, and schools throughout the United States. The introduction describes 11 major consortial projects and 9 research centers involved in a total of 184 additional projects. The main section of project descriptions is arranged alphabetically by the name of the institution. Other information in each listing includes location, project dates, project director and/or contact person, disciplines involved, an abstract, funding (amount and source), and outcome/s (actual or expected). Appendices list the projects by the following categories: date of project, location by state, type of institution (K-12, two-year, four-year, research), and amount of funding. There are also two appendices that list projects focusing on K-12 curriculum and those that involve graduate students. Contains indexes by names, disciplines, and institutions. (DB)

Author: Elaine Hedges
Publisher: National Center for Curriculum Transformation Resources
ISBN:
Category : Education
Languages : en
Pages : 132

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Book Description
This guide is intended to help college faculty and administrators initiate, plan, and conduct faculty development and curriculum projects concerned with incorporating the content and perspectives of women's studies and ethnic studies into college curricula. It describes the major stages and components of successful curriculum transformation projects based on analysis of approximately 180 such projects developed since 1980. Chapter 1 offers an overview of curriculum transformation, including a brief history and a discussion of its effects on faculty and students. Chapter 2, on beginning a project, stresses goal definition, project leadership and structure, soliciting campus support, and funding. Chapter 3 describes various project models, including workshops, seminars, and study groups; summer institutes; consortial projects; and use of outside consultants. Chapter 4 examines workshop content and dynamics; chapter 5 deals with resistance. Chapter 6, by Beth Vanfossen, is on project evaluation, and discusses reasons for evaluating projects, types of evaluation, deciding what to measure, and evaluation steps. The final chapter is on institutionalizing project results. Appendices provide additional information on the process of faculty change, versions of feminist phase/stage theory, and integration of ethnic content. (Contains 49 references.) (DB)

Author: Thomson Gale
Publisher: Gale Cengage
ISBN: 9780787684204
Category : Reference
Languages : en
Pages : 1764

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Author:
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 306

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Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 272

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