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1000 tulosta hakusanalla Margaret P Price
"A very important study that will appeal to a disability studies audience as well as scholars in social movements, social justice, critical pedagogy, literacy education, professional development for disability and learning specialists in access centers and student counseling centers, as well as the broader domains of sociology and education."---Melanie Panitch, Ryerson University"Ableism is alive and well in higher education. We do not know how to abandon the myth of the 'pure (ivory) tower that props up and is propped up by ableist ideology.' . . . Mad at School is thoroughly researched and pathbreaking. . . . The author's presentation of her own experience with mental illness is woven throughout the text with candor and eloquence."---Linda Ware, State University of New York at GeneseoMad at School explores the contested boundaries between disability, illness, and mental illness in the setting of U.S. higher education. Much of the research and teaching within disability studies assumes a disabled body but a rational and energetic (an "agile") mind. In Mad at School, scholar and disabilities activist Margaret Price asks: How might our education practices change if we understood disability to incorporate the disabled mind?Mental disability (more often called "mental illness") is a topic of fast-growing interest in all spheres of American culture, including popular, governmental, aesthetic, and academic. Mad at School is a close study of the ways that mental disabilities impact academic culture. Investigating spaces including classrooms, faculty meeting rooms, and job searches, Price challenges her readers to reconsider long-held values of academic life, including productivity, participation, security, and independence. Ultimately, she argues that academic discourse both produces and is produced by a tacitly privileged "able mind," and that U.S. higher education would benefit from practices that create a more accessible academic world.Mad at School is the first book to use a disability-studies perspective to focus on the ways that mental disabilities impact academic culture at institutions of higher education. Individual chapters examine the language used to denote mental disability; the role of "participation" and "presence" in student learning; the role of "collegiality" in faculty work; the controversy over "security" and free speech that has arisen in the wake of recent school shootings; and the marginalized status of independent scholars with mental disabilities. Margaret Price is Associate Professor of English at Spelman College.
"A very important study that will appeal to a disability studies audience as well as scholars in social movements, social justice, critical pedagogy, literacy education, professional development for disability and learning specialists in access centers and student counseling centers, as well as the broader domains of sociology and education."---Melanie Panitch, Ryerson University"Ableism is alive and well in higher education. We do not know how to abandon the myth of the 'pure (ivory) tower that props up and is propped up by ableist ideology.' . . . Mad at School is thoroughly researched and pathbreaking. . . . The author's presentation of her own experience with mental illness is woven throughout the text with candor and eloquence."---Linda Ware, State University of New York at GeneseoMad at School explores the contested boundaries between disability, illness, and mental illness in the setting of U.S. higher education. Much of the research and teaching within disability studies assumes a disabled body but a rational and energetic (an "agile") mind. In Mad at School, scholar and disabilities activist Margaret Price asks: How might our education practices change if we understood disability to incorporate the disabled mind?Mental disability (more often called "mental illness") is a topic of fast-growing interest in all spheres of American culture, including popular, governmental, aesthetic, and academic. Mad at School is a close study of the ways that mental disabilities impact academic culture. Investigating spaces including classrooms, faculty meeting rooms, and job searches, Price challenges her readers to reconsider long-held values of academic life, including productivity, participation, security, and independence. Ultimately, she argues that academic discourse both produces and is produced by a tacitly privileged "able mind," and that U.S. higher education would benefit from practices that create a more accessible academic world.Mad at School is the first book to use a disability-studies perspective to focus on the ways that mental disabilities impact academic culture at institutions of higher education. Individual chapters examine the language used to denote mental disability; the role of "participation" and "presence" in student learning; the role of "collegiality" in faculty work; the controversy over "security" and free speech that has arisen in the wake of recent school shootings; and the marginalized status of independent scholars with mental disabilities. Margaret Price is Associate Professor of English at Spelman College.
Looking For Mrs. Santa Claus answers a child's letter to Santa, "How did you meet your wife?" The story unfolds through Caperton, an enlightened elf, who takes out a radio personal on "Lovin', Lookin' or Leavin' and then sets out to meet three prospective "Mrs. Santa's" (an aging beauty queen, an elderly African-American laundress and a gentle-spirited Nana. It is Nana's magic that restores the broken family of a lonely twelve year old boy (Josh). Heart-warming and humorous, the story inspires young and old alike to believe that destiny lies in something as simple and powerful as the wish of a child.
In Crip Spacetime, Margaret Price intervenes in the competitive, productivity-focused realm of academia by sharing the everyday experiences of disabled academics. Drawing on more than three hundred interviews and survey responses, Price demonstrates that individual accommodations-the primary way universities address accessibility-actually impede access rather than enhance it. She argues that the pains and injustices encountered by academia’s disabled workers result in their living and working in realities different from nondisabled colleagues: a unique experience of space, time, and being that Price theorizes as “crip spacetime.” She explores how disability factors into the exclusionary practices found in universities, with multiply marginalized academics facing the greatest harms. Highlighting the knowledge that disabled academics already possess about how to achieve sustainable forms of access, Price boldly calls for the university to move away from individualized models of accommodation and toward a new system of collective accountability and care.
In Crip Spacetime, Margaret Price intervenes in the competitive, productivity-focused realm of academia by sharing the everyday experiences of disabled academics. Drawing on more than three hundred interviews and survey responses, Price demonstrates that individual accommodations-the primary way universities address accessibility-actually impede access rather than enhance it. She argues that the pains and injustices encountered by academia’s disabled workers result in their living and working in realities different from nondisabled colleagues: a unique experience of space, time, and being that Price theorizes as “crip spacetime.” She explores how disability factors into the exclusionary practices found in universities, with multiply marginalized academics facing the greatest harms. Highlighting the knowledge that disabled academics already possess about how to achieve sustainable forms of access, Price boldly calls for the university to move away from individualized models of accommodation and toward a new system of collective accountability and care.
Finally, there’s a money guide to help single women survive and thrive.Single Women and Money is a highly readable guide that helps single women live a financially secure and successful life. It’s a book for the millions of unmarried women in America who must make ends meet on a single salary—which is typically less than what men earn. Using stories of actual women, as well as data and experts’ insights, the book chronicles the financial issues of single women. It provides the tools needed to tackle their daily and longer-term needs and probes the issues specific to divorcees, widows, women who never married, and single mothers. Single women reveal their moving stories detailing how many have overcome obstacles. From there, the book provides a wide range of specific guidance on money issues targeted to singles. These include saving, spending wisely, managing with children, shedding debt, investing in line with your values, planning for retirement and long-term care, navigating Social Security, paying taxes, landing a job after age 55, protecting financial assets and leaving a legacy. Offering resources women can turn to in hard times, the authors also suggest ways society can, and should, assist single women.
This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the application of positive behaviour management approaches. The authors have produced photocopiable resources and training materials for use with staff groups or individuals, and the materials have been developed for use with both established and newly qualified staff, appropriate to primary and secondary settings.Drawing on their experience of dealing with children's emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers daily and discuss how teachers can meet these challenges.
This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the application of positive behaviour management approaches. The authors have produced photocopiable resources and training materials for use with staff groups or individuals, and the materials have been developed for use with both established and newly qualified staff, appropriate to primary and secondary settings.Drawing on their experience of dealing with children's emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers daily and discuss how teachers can meet these challenges.
Promoting Affective and Cognitive Aspects of Reading through Read Aloud
Amani AlNajim; Margaret Price; Carole Janisch
SCHOLARS' PRESS
2017
nidottu
Promoção dos aspectos afectivos e cognitivos da leitura através do Read Alou
Amani Alnajim; Margaret Price; Carole Janisch
Edicoes Nosso Conhecimento
2025
pokkari
A maioria dos alunos da Ar bia Saudita l apenas na escola para cumprir os objectivos de aprova o de n vel. A cultura e o ambiente das escolas da Ar bia Saudita reduzem a probabilidade de os alunos lerem por prazer e por crescimento pessoal. Este trabalho centra-se na forma como a leitura em voz alta influencia a compreens o da leitura por parte dos alunos e o seu n vel de envolvimento na leitura, criando uma cultura de leitura que d aos alunos acesso a livros, escolha na leitura e tempo para ler. O trabalho incluiu entrevistas, inqu ritos, observa es de aulas e o di rio de reflex o do investigador. Os resultados sugerem que as pr ticas de leitura em voz alta influenciam positivamente a leitura dos alunos por prazer, os alunos apresentam melhores atitudes em rela o leitura e um envolvimento mais prolongado com a leitura. Os resultados sugerem ainda que proporcionar aos alunos acesso a livros, escolhas sobre o que l em e tempo para ler melhora o seu desenvolvimento da leitura tanto no dom nio cognitivo como no n o cognitivo.
Promuovere gli aspetti affettivi e cognitivi della lettura attraverso Read Alou
Amani Alnajim; Margaret Price; Carole Janisch
Edizioni Sapienza
2025
pokkari
La maggior parte degli studenti in Arabia Saudita legge solo a scuola per soddisfare i parametri di riferimento per il superamento del livello scolastico. La cultura e l'ambiente delle scuole saudite riducono la probabilit che gli studenti leggano per diletto e per crescita personale. Questo lavoro si concentra su come la lettura ad alta voce influenzi la comprensione della lettura da parte degli studenti e il loro livello di impegno nella lettura, creando una cultura della lettura che dia agli studenti accesso ai libri, possibilit di scelta nella lettura e tempo per leggere. Il lavoro ha incluso interviste, sondaggi, osservazioni in classe e il diario di riflessione del ricercatore. I risultati suggeriscono che le pratiche di lettura ad alta voce influenzano positivamente gli studenti che leggono per piacere, che mostrano un migliore atteggiamento verso la lettura e che si impegnano pi a lungo nella lettura. I risultati suggeriscono inoltre che fornire agli studenti l'accesso ai libri, la possibilit di scegliere cosa leggere e il tempo per leggere migliora il loro sviluppo nella lettura sia a livello cognitivo che non cognitivo.
Promouvoir les aspects affectifs et cognitifs de la lecture par le biais de Read Alou
Amani Alnajim; Margaret Price; Carole Janisch
Editions Notre Savoir
2025
pokkari
La plupart des l ves d'Arabie saoudite ne lisent qu' l' cole pour satisfaire aux crit res de passage en classe sup rieure. La culture et l'environnement des coles saoudiennes r duisent la probabilit que les l ves lisent pour le plaisir et le d veloppement personnel. Ce travail se concentre sur la mani re dont la lecture haute voix influence la compr hension de la lecture par les l ves et leur niveau d'engagement dans la lecture en cr ant une culture de la lecture qui donne aux l ves l'acc s aux livres, le choix de la lecture et le temps de lire. Le travail comprend des entretiens, des enqu tes, des observations en classe et le journal de r flexion du chercheur. Les r sultats sugg rent que les pratiques de lecture haute voix influencent positivement les l ves qui lisent pour le plaisir, que les l ves ont de meilleures attitudes envers la lecture et qu'ils s'engagent plus longtemps dans la lecture. Les r sultats sugg rent galement que le fait de permettre aux l ves d'acc der aux livres, de choisir ce qu'ils lisent et d'avoir du temps pour lire am liore le d veloppement de la lecture dans les domaines cognitif et non cognitif.
Förderung der affektiven und kognitiven Aspekte des Lesens durch Vorlesen
Amani Alnajim; Margaret Price; Carole Janisch
Verlag Unser Wissen
2025
pokkari
Die meisten Sch ler in der KSA lesen nur in der Schule, um die Vorgaben f r das Bestehen der Klassenstufe zu erf llen. Die Kultur und das Umfeld saudi-arabischer Schulen verringern die Wahrscheinlichkeit, dass Sch ler zum Vergn gen und zur pers nlichen Weiterentwicklung lesen. Diese Arbeit konzentriert sich darauf, wie das Vorlesen das Leseverst ndnis der Sch ler und ihr Leseengagement beeinflusst, indem eine Lesekultur geschaffen wird, die den Sch lern Zugang zu B chern, Auswahl beim Lesen und Zeit zum Lesen bietet. Die Arbeit umfasste Interviews, Umfragen, Beobachtungen im Klassenzimmer und das Reflexionsjournal des Forschers. Die Ergebnisse deuten darauf hin, dass das Vorlesen das Lesevergn gen der Sch ler positiv beeinflusst, dass die Sch ler eine bessere Einstellung zum Lesen entwickeln und sich l nger mit dem Lesen besch ftigen. Die Ergebnisse deuten au erdem darauf hin, dass der Zugang zu B chern, die Auswahl der Lekt re und die Zeit zum Lesen die Leseentwicklung der Sch ler sowohl im kognitiven als auch im nicht-kognitiven Bereich f rdern.
Extra-Sensory Perception Among the Blind
Margaret M Price; Margaret H Pegram
Hassell Street Press
2021
nidottu
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface.We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
A Comparison of Blind and Seeing Subjects in ESP Tests
Margaret M Price
Hassell Street Press
2021
nidottu
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface.We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
