American educators have largely failed to recognize the crucial significance of culture in the education of African-American children, contents Janice E. Hale in the revised edition of her groundbreaking work, Black Children. As African-American children are acculturated at home and in the African-American community, they develop cognitive patterns and behaviors that may prove incompatable with the school environment. Cultural factors produce group differences that must be addressed in the educational process. Drawing on the fields of anthropology, sociology, history, and psychology, Hale explored the effects of African-American culture on a child's intellectual development and suggests curricular reforms that would allow African-American children to develop their interlligence, pursue their strengths, and succeed in school and at work.
In her highly acclaimed work Black Children, Janice Hale argued that the difficulties many African American children have in school result from differences in learning style that are deeply rooted in African American culture. Now, in Unbank the Fire, Hale asks a new question: What sorts of extraordinary measures are needed to overcome these differences and let black children reach their full potential in school and beyond? Her answer: none. "I named this book Unbank the Fire," Hale writes, "because I do not believe that extraordinary measures are called for to assist African American children in reaching their potential. All that is necessary is for this society to remove the ashes that historically and presently stunt their development."
In Learning While Black Janice Hale argues that educators must look beyond the cliches of urban poverty and teacher training to explain the failures of public education with regard to black students. Why, Hale asks simply, are black students not being educated as well as white students? Hale goes beyond finger pointing to search for solutions. Closing the achievement gap of African American children, she writes, does not involve better teacher training or more parental involvement. The solution lies in the classroom, in the nature of the interaction between the teacher and the child. And the key, she argues, is the instructional vision and leadership provided by principals. To meet the needs of diverse learners, the school must become the heart and soul of a broad effort, the coordinator of tutoring and support services provided by churches, service clubs, fraternal organizations, parents, and concerned citizens. Calling for the creation of the "beloved community" envisioned by Dr. Martin Luther King, Jr., Hale outlines strategies for redefining the school as the Family, and the broader community as the Village, in which each child is too precious to be left behind. "In this book, I am calling for the school to improve traditional instructional practices and create culturally salient instruction that connects African American children to academic achievement. The instruction should be so delightful that the children love coming to school and find learning to be fun and exciting."-Janice Hale
The decades following the year 1000 marked a watershed in the history of the Iberian Peninsula when the balance of power shifted from Muslims to Christians. During this crucial period of religious and political change, Romanesque churches were constructed for the first time in Spain. Romanesque Architecture and Its Sculptural Decoration in Christian Spain, 1000-1120 examines how the financial patronage of newly empowered local rulers allowed Romanesque architecture and sculptural decoration to significantly redefine the cultural identities of those who lived in the frontier kingdoms of Christian Spain. Proceeding chronologically, Janice Mann studies the earliest Romanesque monuments constructed by Sancho el Mayor (r.1004-1035) and his wife, daughters, and granddaughters, as well as those that were built by Sancho Ramírez, king of Aragon (1064-1094). Mann examines groups of buildings constructed by particular patrons against the backdrop of changing social conditions and attitudes that resulted from increased influence from beyond the Pyrenees, the consolidation of royal power, and intensified aggression against Muslims. An in-depth study of the rise of an architectural style, this is the first book to examine early Romanesque architecture and sculpture of the Iberian Peninsula as it relates to frontier culture.
In the late nineteenth and early twentieth centuries, journalism, politics, and social advocacy were largely male preserves. Six women, however, did manage to come to prominence through their writing and public performance: Agnes Maule Machar, Sara Jeannette Duncan, E. Pauline Johnson, Kathleen Blake Coleman, Flora MacDonald Denison, and Nellie L. McClung. The Woman's Page is a detailed study of these six women and their respective works. Focusing on the diverse sources of their rhetorical power, Janice Fiamengo assesses how popular poetry, journalism, essays, and public speeches enabled these women to play major roles in the central debates of their day. A few of their names, particularly those of McClung and Johnson, are still well known today, although studies of their writings and speeches are limited. Others are almost entirely unknown, an unfortunate fact given the wit, intelligence, and passion of their writing and self-presentation. Seeking to return their words to public attention, The Woman's Page demonstrates how these women influenced readers and listeners regarding their society's most controversial issues.
In the late nineteenth and early twentieth centuries, journalism, politics, and social advocacy were largely male preserves. Six women, however, did manage to come to prominence through their writing and public performance: Agnes Maule Machar, Sara Jeannette Duncan, E. Pauline Johnson, Kathleen Blake Coleman, Flora MacDonald Denison, and Nellie L. McClung. The Woman's Page is a detailed study of these six women and their respective works. Focusing on the diverse sources of their rhetorical power, Janice Fiamengo assesses how popular poetry, journalism, essays, and public speeches enabled these women to play major roles in the central debates of their day. A few of their names, particularly those of McClung and Johnson, are still well known today, although studies of their writings and speeches are limited. Others are almost entirely unknown, an unfortunate fact given the wit, intelligence, and passion of their writing and self-presentation. Seeking to return their words to public attention, The Woman's Page demonstrates how these women influenced readers and listeners regarding their society's most controversial issues.
Produced in cooperation with the National Association of School Nurses, this text includes comprehensive coverage of the multiple facets of school nursing—from the foundations of practice and the roles and functions of a school nurse through episodic and chronic illness and behavioral issues, to legal issues and leading and managing within school settings.Written and edited by school nurses and pediatric experts, it features real-world-tested, best practices based on evidence and experience. There’s content here that you won’t find in other books, such as health assessments, individualized health plan development, mental health conditions including adolescent depression, contemporary legal issues, and current policy statements essential to school nursing.- Covers all aspects of the delivery of healthcare services to school-age children, adolescents, and staff.- Illustrates the role of the school nurse as a vital link in the clinical management of child health care.- Integrates components of the school health program throughout the text.- Offers strategies or enhancing the school nurse’s ability to take a leadership role in all school health programs.- Provides information comprehensive enough to be applied in college health settings.- Emphasizes clinical application of up-to-date, evidence-based pediatric, mental health and public health nursing as they relate to providing care in schools.- Functions as an excellent resource for orientation to the role of the school nurse, and for one-day in-service or continuing education programs.Instructor resources:Ebook
It is an excellent short introduction to issues of time, suitable for advanced undergraduate or graduate research methods course focusing on experimental and quasi-experimental designs. . . . An interesting introduction to the issues as seen by experimental social psychologists. . . . I'd recommend the book to any sociologists struggling with time-dependency issues. --Contemporary Sociology "This slim volume is rich in ideas which can be employed to clarify implicit and explicit theorising about time in sociological research methods. Similarly, used creatively and imaginatively, some of its considerations of experimental design and practice might be usefully transposed into the design and conduct of social surveys and field research." --The Journal of the British Sociological Association On Time and Method provides the first systematic, detailed examination of the impact of time on research methods. This original volume analyzes all the ways temporal factors can effect research results and interpretations, and explains how research can be strengthened by paying attention to such factors. This unique work first provides a theoretical base, laying out the interplay of temporal issues on the strategic, design, and operational levels of research. It then provides extended examples of the ways such factors operate in real-world research, and their consequences for such research programs. It closes with a collection of proven techniques and approaches which researchers can use to remove, reduce, or compensate for temporal effects. This cogent work provides valuable insights for all social scientists, and is essential reading for students of research methods.
It is an excellent short introduction to issues of time, suitable for advanced undergraduate or graduate research methods course focusing on experimental and quasi-experimental designs. . . . An interesting introduction to the issues as seen by experimental social psychologists. . . . I'd recommend the book to any sociologists struggling with time-dependency issues. --Contemporary Sociology "This slim volume is rich in ideas which can be employed to clarify implicit and explicit theorising about time in sociological research methods. Similarly, used creatively and imaginatively, some of its considerations of experimental design and practice might be usefully transposed into the design and conduct of social surveys and field research." --The Journal of the British Sociological Association On Time and Method provides the first systematic, detailed examination of the impact of time on research methods. This original volume analyzes all the ways temporal factors can effect research results and interpretations, and explains how research can be strengthened by paying attention to such factors. This unique work first provides a theoretical base, laying out the interplay of temporal issues on the strategic, design, and operational levels of research. It then provides extended examples of the ways such factors operate in real-world research, and their consequences for such research programs. It closes with a collection of proven techniques and approaches which researchers can use to remove, reduce, or compensate for temporal effects. This cogent work provides valuable insights for all social scientists, and is essential reading for students of research methods.
Linking economic and social historical research methods with special reference to the evolution of the industrial labor force, To Live to Work offers an account of the popular expansion of gender, labor, and political consciousnesses among working women in colonial Korea. While Korea's rapid industrial development throughout the twentieth century is one focus of this work, equal emphasis is given to interpreting the social and cultural consequences of modernization, such as the growth of cities and the rise of male and female labor forces. Special attention is given to the partitions in the labor market along the lines of gender, age, class, and nationality.
This book's purpose is to provide a tool for career services personnel to deliver more effective, consistent career counseling. Its primary objective is to present a career counseling process model, including sequential stages and steps, along with a method (the Key Questions Technique) for successfully implementing the model. It is intended to serve as the bridge between the theoretical and the applied worlds of career counseling, and it is hoped that this book will increase the standards of professionalism and objectivity for the many diverse practitioners who currently conduct career counseling in the workplace.
This book's purpose is to provide a tool for career services personnel to deliver more effective, consistent career counseling. Its primary objective is to present a career counseling process model, including sequential stages and steps, along with a method (the Key Questions Technique) for successfully implementing the model. It is intended to serve as the bridge between the theoretical and the applied worlds of career counseling, and it is hoped that this book will increase the standards of professionalism and objectivity for the many diverse practitioners who currently conduct career counseling in the workplace.
This teacher-friendly resource addresses one of the most important critical reading skills in the Common Core State Standards - reading across multiple texts. As the world grows ever more complicated, students more than ever need to become skillful at reading multiple sources, comparing, contrasting, and integrating texts. Responding specifically to Standards 7 and 9, this guide shows teachers how to work with students as they read, think about, critique, and evaluate multiple texts, including narrative and informational, print, graphic, and video, hard copy and online. The authors provide strategies for helping students answer text-dependent questions, find evidence in a text, and scan for information. Model lessons developed and taught by the authors and their professional colleagues will be especially useful to teachers whether they are beginning or expanding their own teaching of multiple texts.
Filled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn literacy and a critical stance through music, oral histories, name stories, intergenerational texts, and heritage lessons.
Filled with day-to-day practices, this book will help elementary school teachers tackle the imbalance of privilege in literacy education. Readers will learn about culturally relevant pedagogies as young children learn literacy and a critical stance through music, oral histories, name stories, intergenerational texts, and heritage lessons.
Originally published in 1984, Reading the Romance challenges popular (and often demeaning) myths about why romantic fiction, one of publishing's most lucrative categories, captivates millions of women readers. Among those who have disparaged romance reading are feminists, literary critics, and theorists of mass culture. They claim that romances enforce the woman reader's dependence on men and acceptance of the repressive ideology purveyed by popular culture. Radway questions such claims, arguing that critical attention ""must shift from the text itself, taken in isolation, to the complex social event of reading."" She examines that event, from the complicated business of publishing and distribution to the individual reader's engagement with the text. Radway's provocative approach combines reader-response criticism with anthropology and feminist psychology. Asking readers themselves to explore their reading motives, habits, and rewards, she conducted interviews in a midwestern town with forty-two romance readers whom she met through Dorothy Evans, a chain bookstore employee who has earned a reputation as an expert on romantic fiction. Evans defends her customers' choice of entertainment; reading romances, she tells Radway, is no more harmful than watching sports on television. ""We read books so we won't cry"" is the poignant explanation one woman offers for her reading habit. Indeed, Radway found that while the women she studied devote themselves to nurturing their families, these wives and mothers receive insufficient devotion or nurturance in return. In romances the women find not only escape from the demanding and often tiresome routines of their lives but also a hero who supplies the tenderness and admiring attention that they have learned not to expect. The heroines admired by Radway's group defy the expected stereotypes; they are strong, independent, and intelligent. That such characters often find themselves to be victims of male aggression and almost always resign themselves to accepting conventional roles in life has less to do, Radway argues, with the women readers' fantasies and choices than with their need to deal with a fear of masculine dominance. These romance readers resent not only the limited choices in their own lives but the patronizing atitude that men especially express toward their reading tastes. In fact, women read romances both to protest and to escape temporarily the narrowly defined role prescribed for them by a patriarchal culture. Paradoxically, the books that they read make conventional roles for women seem desirable. It is this complex relationship between culture, text, and woman reader that Radway urges feminists to address. Romance readers, she argues, should be encouraged to deliver their protests in the arena of actual social relations rather than to act them out in the solitude of the imagination. In a new introduction, Janice Radway places the book within the context of current scholarship and offers both an explanation and critique of the study's limitations.
Janice Schuetz investigates the felony trials of nine American women from colonial Salem to the present: Rebecca Nurse, tried for witchcraft in 1692; Mary E. Surratt, tried in 1865 for assisting John Wilkes Booth in the assassination of Abraham Lincoln; Lizzie Andrew Borden, tried in 1892 for the ax murder of her father and stepmother; Margaret Sanger, tried in 1915, 1917, and 1929 for her actions in support of birth control; Ethel Rosenberg, tried in 1951 for aiding the disclosure of secrets of the atom bomb to the Soviets; Yvonne Wanrow, tried in 1974 for killing a man who molested her neighbor's daughter; Patricia Campbell Hearst, tried in 1975 for bank robbery as a member of the Symbionese Liberation Army; Jean Harris, tried in 1982 for killing Herman Tarnower, the Diet Doctor; and Darci Kayleen Pierce, tried in 1988 for kidnapping and brutally murdering a pregnant woman, then removing the baby from the woman's womb.In her analysis, Schuetz is careful to define these trials as popular trials. Characteristically, popular trials involve persons, issues, or crimes of social interest that attract extensive public interest and involvement. Such trials make a contribution to the ongoing historical dialogue about the meaning of justice and the legal system, while reflecting the values of the time and place in which they occur.Schuetz examines the kinds of communication that transpired and the importance of gender in the trials by applying a different current rhetorical theory to each trial text. In every chapter, she explains her chosen interpretive theory, compares that framework with the discourse of the trial, and makes judgments about the meaning of the trial texts based on the interpretive theory.
