Suchergebnisse

Introduction / Mindie Lazarus-Black, Meera Deo, and Elizabeth Mertz -- Theory and Practice, Together at Last : A Heretical, Empirical Account of Canadian Legal Education / David Sandomierski -- Teaching International Lawyers How to Think, Speak, and Act like U.S. Lawyers : Notes on Inchoate Power and the Imperial Process / Mindie Lazarus-Black -- In the Law School Classroom : Hidden Messages in French Elite Training / -- Émilie Biland & Liora Israël -- Legal Training as Socialization to State Power: An Ethnography of Law Classes for French Senior Civil Servants / Rachel Vanneuville -- The Perennial (and Stubborn) Challenges of Affordability, Cost, and Access in Legal Education / Stephen Daniels -- Market Creep : "Product" Talk in Legal Education / Riaz Tejani -- Language, Culture, and the Culture of Language : International JD Students in the U.S. Law Schools / Swethaa Ballakrishnen & Carole Silver -- How the Law School Admission Process Marginalizes Black Aspiring Lawyers / Aaron Taylor -- The Culture of "raceXgender" Bias in Legal Academia / Meera E. Deo -- Canaries in the Mines of the U.S. Legal Academy / Elizabeth Mertz

This book is an insightful meta-narrative about schooling which explores the global natural experiment of the COVID-19 pandemic and its potential impact on school culture.

The proposed book discusses how the abrupt and somewhat forced digital transformation of schooling on a global scale (caused by the COVID-19 pandemic) did not change the educational status quo. It states that online teaching and learning failed to transform the role of the key school actors, students and teachers as well as the relationship between them, despite megatrends such as digitalisation, automation and the development of artificial intelligence. This focus text discusses why the global experience of distance education did not translate into a significant qualitative change and provides a theoretical framework which enables the reader to interpret and explain the processes that occurred during distance education, as well as understand why extraordinarily little (if nothing) has changed in school culture.

It will appeal to scholars and students from the sociology of education and from education studies, particularly those interested in school culture, innovation in education, online teaching and learning, curriculum studies, and education policy.

"Cover" -- "Title page" -- "Contents" -- "Acknowledgments" -- "Prologue" -- "Chapter 1: School Literacy: The View from Inside a Child Culture" -- "SLIPPING INTO A CHILD CULTURE" -- "CONCEPTUAL TOOLS FOR TRACING THE THREADS OF CHILD LITERACY" -- "METHODOLOGICAL TOOLS FOR CONSTRUCTING THE PROJECT DATA SET" -- "A WRITING DEVELOPMENT REMIX: THE PLAN OF THE BOOK" -- "Chapter 2: Mapping the Cultural Landscape of a Contemporary Childhood" -- ""CHILDTIMES"" -- "THE SOCIAL USEFULNESS OF TEXTUAL TOYS" -- "VENTURING OUT FROM A CHILDHOOD LANDSCAPE: TOWARD SCHOOL LITERACY PRACTICES" -- "Chapter 3: The Brothers and Sisters in the Classroom Family: Entering School Literacy Practices" -- "ORGANIZING THE CLASSROOM FAMILY: INTRODUCTION TO OFFICIAL SPACE" -- "CHILD JOURNEYS INTO OFFICIAL SPACE" -- "TEXTUAL BORDERS IN PERMEABLE SPACE: THE CONSEQUENCES OF STAR WARS AND SPACE JAM" -- "TOWARD SITUATING CHILDHOODS IN COMPOSING SPACES" -- "Chapter 4: Sports Matters: Marcel and the Textual Mediation of Coach Bombay's and Ms. Rita's Worlds" -- "THE TEXTUAL RESOURCES OF SPORTS MEDIA" -- "MARCEL AND THE WRITTEN WORD" -- "ON COACH BOMBAY'S KIDS AND WRITING" -- "Chapter 5: Animated Adventures: Noah's Textual Ark" -- "THE TEXTUAL RESOURCES OF ANIMATED MEDIA" -- "NOAH AND THE WRITTEN WORD" -- "YOUNG CHILDREN'S WRITING AS TESTING THE (SOCIAL) WATERS" -- "Chapter 6: Singing Stars: Denise's Musical Voices" -- "THE CULTURAL RESOURCES OF MUSIC MEDIA" -- "DENISE AND THE WRITTEN WORD" -- ""ALL GOD'S CHILDREN GOT [SCHOOL] SHOES"" -- "Chapter 7: A Writing Development Remix" -- "HOW THE PRESENT BUILDS ON THE PAST: IT'S A RAP" -- "SITUATING CLAY'S "KALEIDOSCOPIC RESHUFFLE": A COACH BOMBAY REMIX" -- "TEACHERS' WORK AND THE DIALOGIC RHYTHMS OF WRITING DEVELOPMENT" -- "Chapter 8: The View from the Outside: "You've Got to Grow with Your Children"

The Game Plan is designed to be used by secondary instructional leaders who want to make a lasting impact on the culture of literacy and data in their school(s). The book focuses on implementing the Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects and other college and career readiness literacy standards. It provides a practical, semester-by-semester plan to enact literacy strategies, use data, and create change using PLC principles.

Introduction: negotiating schooling practices -- The Pratyantar School -- School practices: benevolence and discipline -- Classroom interactions: pedagogical pluralities -- Beliefs in/of a secular school -- Peer cultures -- Extracurricular activities -- Reflections and possibilities -- Appendix 1: school culture: conceptual and methodological locations -- Appendix 2: sample questionnaire

Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Acknowledgments -- 1 The Centrality of Culture and Social Ideology in School Learning -- Focus Questions -- Introduction -- Social Ideology and Diversity -- Learning to Teach, Teaching, and Contemporary Social Ideology -- Teachers' Perspectives on Culture, Learning, and Ideology -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 2 The Deep Meaning of Culture -- Focus Questions -- Introduction -- Defining Culture -- Culture in the United States -- School Practices Reflect Cultural Norms -- Other Ways of Revealing the Deep Meaning of Culture -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 3 Personalizing Cultural Diversity -- Focus Questions -- Introduction -- The Importance of Personal Awareness -- Classifying and Labeling People -- Euro-American Racial Identity -- Depolarizing Racial Identity -- E Pluribus Unum (One Out of Many) -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 4 Learning About Diverse Populations of Students -- Focus Questions -- Introduction -- The Ethics of Data Collection -- Organizing for Data Collection -- Strategies for Data Collection -- Formulating Questions That Reveal the Big Picture -- Collecting Data on Students -- Data Analysis -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 5 Reframing the Curriculum -- Focus Questions -- Introduction -- The Existing School Curriculum -- A Curriculum for Culturally Diverse Populations -- A Framework for Organizing Curriculum for Equitable Access to Learning -- Curriculum Validation -- Chapter Summary -- Suggested Learning Experiences -- Critical Reading -- 6 Redesigning Instruction -- Focus Questions -- Introduction -- Explaining School Failure -- Meaningful Learning in Elementary Schools.

Frontmatter -- Contents -- Introduction: Beyond Dayton and Chicago -- I. HISTORY WARS -- 1. Ethnicity and the History Wars -- 2. Struggles over Race and Sectionalism -- 3. Social Studies Wars in New Deal America -- 4. The Cold War Assault on Textbooks -- 5. Black Activism, White Resistance, and Multiculturalism -- II. GOD IN THE SCHOOLS -- 6. Religious Education in Public Schools -- 7. School Prayer and the Conservative Revolution -- 8. The Battle for Sex Education -- Epilogue: Searching for Common Ground -- Abbreviations -- Notes -- Acknowledgments -- Index

Best shows us that, while the prom is often trivialized, most kids take the prom seriously. The prom is a space where kids work through their understanding of authority, social class, gender norms, and multicultural schooling. Proms are more than just pictures and puffed sleeves--they are a mythic part of youth culture and, for better or worse, will always be a night to remember