This handbook synthesizes both contemporary research and best practices in early childhood teacher education, a unique segment of teacher education defined by its focus on child development, the role of the family, and support for all learners. The first volume of its kind, the Handbook of Early Childhood Teacher Education provides comprehensive coverage on key topics in the field, including the history of early childhood teacher education programs, models for preparing early childhood educators, pedagogical approaches to supporting diverse learners, and contemporary influences on this quickly expanding area of study.
Appropriate for early childhood teacher educators as well as both pre- and in-service teachers working with children from birth through 8, this handbook articulates the unique features of early childhood teacher education, highlighting the strengths and limitations of current practice as based in empirical research. It concludes by charting future directions for research with an aim to improve the preparation of early childhood educators.
As a philosopher, psychologist, and physician, the German thinker Hermann Lotze (1817–81) defies classification. Working in the mid-nineteenth-century era of programmatic realism, he critically reviewed and rearranged theories and concepts in books on pathology, physiology, medical psychology, anthropology, history, aesthetics, metaphysics, logic, and religion. Leading anatomists and physiologists reworked his hypotheses about the central and autonomic nervous systems. Dozens of fin-de-siècle philosophical contemporaries emulated him, yet often without acknowledgment, precisely because he had made conjecture and refutation into a method. In spite of Lotze's status as a pivotal figure in nineteenth-century intellectual thought, no complete treatment of his work exists, and certainly no effort to take account of the feminist secondary literature. Hermann Lotze: An Intellectual Biography is the first full-length historical study of Lotze's intellectual origins, scientific community, institutional context, and worldwide reception.
The Challenges of Mandating School Uniforms in the Public Schools: Free Speech, Research, and Policy
by Todd A. DeMitchell and Richard Fossey
Rowman & Littlefield Publishers (June 30, 2015)
School uniform polices, often associated with private schools, are increasingly being adopted in public schools; but not without controversy. The often asserted reasons for mandating uniforms include improved student behavior, better attendance, less competition over clothing, and improved student learning because students would not be distracted by who was wearing what and could focus on their studies. Wishful thinking or empirically tested hypotheses? However, opponents assert that a mandated uniform seeks to homogenize the students, violates their free speech rights, and does not solve the problems the policy is intended to remedy.
The Challenges of Mandating School Uniforms in the Public Schools: Free Speech, Research, and Policy explores the policy rationale, the constitutional rights of students, and the research on the impact of school uniforms. Educators, parents, and policymakers will find this book and its companion, Student Dress Codes and the First Amendment: Legal Challenges and Policy Issues, a must read when considering student attire issues.
The Jewish Phenomenon in Sub-Saharan Africa: The Politics of Contradictory Discourses
by Marla Brettschneider
Edwin Mellen Press (June 30, 2015)
This work examines global paradigms of colonialism and imperialism in a new way. Taking seriously the conceptual framework of incommensurabilty, Brettschneider explores Jewishness and the history of the Jewish people as they relate to the millions of people in sub-Saharan Africa involved in Jewish and Jewishly related activity and identity formation. The book analyzes the phenomenon of Jewish connectedness using a wide-range of conflicting political discourses (state, nation, rabbinics, science, and cis-gendered hetero-patriarchy) to bring a fresh perspective to this complex paradigm.
This is a book about writing as righting. At midlife Diane Freedman turns to the books of Thoreau, not to mention his landscapes. Practicing the nature cure and the narrative cure, she writes, in poems, essays, and journals, about family, feminism, and literary history; loss, divorce, dating, and accidents; animals, waterways, local landscapes, and teaching environmental literature in suburban New Hampshire. She sojourns with books and domestic beasts, tramps brambles and trails, and basks in language, love, and lake-front sun. Thoreau loved a “broad margin” in his life and Whitman, another influence, “a certain free margin.” Out of these, Carl Bode maintained—and Freedman shows—poetry could grow. Taking direction also from new environmental writers such as Ian Marshall, John Elder, Janisse Ray, Sandra Steingraber, and Amy Seidl and from other hybrid or narrative and autobiographical critics, this is a book of intense observation, advocacy, lyricism, sweetness, and sadness.