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This page features books written or edited by UCI Faculty within the last five years that cover education.
Arts Integration in Diverse K-5 Classrooms by This practical resource emphasizes the special contribution that visual art, drama, music, and dance can make to student literacy and understanding of content area reading assignments. Focusing on those areas where students tend to struggle, this book helps K–5 teachers provide an age-appropriate curriculum that is accessible to an increasingly diverse student population but does not ignore other important aspects of healthy human development.
The Complex Web of Inequality in North American Schools by This book "analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice."
Educational Policy Goes to School by "Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire--and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don't work, have unintended consequences, and when policies help."
Latina Teachers by " How Latina teachers are making careers and helping students stay in touch with their roots. Latina women make up the fastest growing non-white group entering the teaching profession at a time when it is estimated that 20% of all students nationwide now identify as Latina/o. Through ethnographic and participant observation in two underperforming majority-minority schools in Los Angeles, as well as interviews with teachers, parents and staff, Latina Teachers examines the complexities stemming from a growing workforce of Latina teachers."
The Probabilistic Foundations of Rational Learning by "According to Bayesian epistemology, rational learning from experience is consistent learning, that is learning should incorporate new information consistently into one's old system of beliefs. Simon M. Huttegger argues that this core idea can be transferred to situations where the learner's informational inputs are much more limited than Bayesianism assumes, thereby significantly expanding the reach of a Bayesian type of epistemology. What results from this is a unified account of probabilistic learning in the tradition of Richard Jeffrey's 'radical probabilism'. Along the way, Huttegger addresses a number of debates in epistemology and the philosophy of science, including the status of prior probabilities, whether Bayes' rule is the only legitimate form of learning from experience, and whether rational agents can have sustained disagreements. His book will be of interest to students and scholars of epistemology, of game and decision theory, and of cognitive, economic, and computer sciences"-- Provided by publisher.
"Learning is something we are all very familiar with. As children we learn to recognize faces, to walk, to speak, to climb trees and ride bikes, and so many other things that it would be a hopeless task to continue the list. Later we learn how to read and write; we learn arithmetic, calculus, and foreign languages; we learn how to cook spaghetti, how to drive a car, or what's the best response to telemarketing calls. Even as adults, when many of our beliefs have become entrenched and our behaviors often is habitual, there are new alternatives to explore if we wish to do so; and sometimes we even may revise long held beliefs or change our conduct based on something we have learned."
The Structure of Schooling by "This comprehensive reader examines critical topics on schools and education, and exposes students to examples of sociological research on schools with a focus on the school as community."
Teaching Climate Change for Grades 6-12 by Looking to tackle climate change and climate science in your classroom? This timely and Insightful book supports and enables secondary science teachers to develop effective curricula ready to meet the Next Generation Science Standards (NGSS) by grounding their instruction on the climate crisis. Nearly one-third of the secondary science standards relate to climate science, but teachers need design and implementation support to create empowering learning experiences centered around the climate crisis. Experienced science educator, instructional coach, and educational leader Dr. Kelley T. Le offers this support, providing an overview of the teaching shifts needed for NGSS and to support climate literacy for students via urgent topics in climate science and environmental justice - from the COVID-19 pandemic to global warming, rising sea temperatures, deforestation, and mass extinction.
Thinking Tools for Young Readers and Writers by "Perfect text for preparing teachers of reading and writing. Invaluable rich resource for practicing teachers and literacy coaches Using a rich array of research-based strategies, this book will help teachers in grades 2-8 to help the young readers and writers in their classrooms to think big by using a cognitive strategies approach to literacy instruction."
The University and the Global Knowledge Society by "This book examines the core changes in the nature, status, and significance of the university over the last century. Having grown in numbers, reach, and scope, the university has seen sweeping expansion and has become central in a contemporary global society built on liberal and neoliberal institutions. David Frank and John Meyer begin by describing the university's expansion, focusing especially on global diffusion. They then examine the transformation of university knowledge, illustrating the ways in which standardized and scientific knowledge now reaches into more sectors of everyday life. This leads them to discuss the porous interface between the university and society. They suggest that there are now essentially no social problems that the university should not responsibly address. The result is a society dependent on credentials and cultural content provided by the university, and in the final chapter of the book, the authors reflect on what it means to exist in this "knowledge society"