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Access to nearly 2.3 million citations and summaries of journal articles, book chapters, books, dissertations and technical reports. Journal coverage, which spans from 1887 to present, includes international material selected from more than 2,100 periodicals in over 25 languages. Includes information about the psychological aspects of related disciplines such as medicine, psychiatry, nursing, sociology, education, pharmacology, physiology, linguistics, anthropology, business and law.
From the American Psychological Association (APA), is a definitive source of full text, peer-reviewed scholarly and scientific articles in psychology. It contains more than 178,000 articles from 103 journals published by the American Psychological Association (APA), and from allied organizations. It includes all journal articles, book reviews, letters to the editor, and errata from each journal. Coverage spans 1894 to the present and nearly all APA journals go back to Volume 1, Issue 1.
Anti-Racism and K-12 Education (click on book cover for access to book)
In this updated edition, two distinguished early childhood educators tackle the crucial topic of what White children need and gain from anti-bias and multicultural education. The authors propose seven learning themes to help young White children resist messages of racism and build identity and skills for thriving in a country and world filled with diverse ways of being. This compelling text includes teaching strategies for early childhood settings, activities for families and staff, reflection questions, a record of 20th- and 21st-century White anti-racism activists, and organizational and website resources.
Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to antiracist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines.
Using a critical multicultural framework the contributors of this powerful book highlight the varying ways racism finds its way into schools. Educational scholars and students will find a wide array of compelling essays that are written to disrupt the inequitable school policies and practices that contribute to the negative school experiences of African American students. Key features of this book include: Reflective Steps for Educational Leaders and Discussion Questions designed to help educational leaders critically reflect on pertinent issues
How can we create truly multicultural classrooms? Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities. Using engaging examples and stories, this comprehensive volume offers concrete suggestions to encourage teachers to reflect on their own histories and experiences and to challenge and rethink their assumptions and attitudes toward children and teaching. This new edition describes research-based classroom practices to engage children in exploring the complexities of race, economic inequities, immigration, environmental issues and sustainability, gender and sexual orientation and identities, and abilities and disabilities.
Use the updated activities, examples, and research to improve your anti-bias and multicultural education programs. This clear and practical guide includes expanded information on English language learners, family engagement, culturally responsive teaching, and staff training.
Beyond Tolerance is a hopeful, optimistic book focused on creating positive and sustained social change through engagement with beautiful, sometimes complex, and consistently interesting multiethnic children's literature. It presents a fresh perspective on race and ethnicity. Additionally, it features an innovative approach to literacy teaching and learning through the use of multiethnic children's literature in our preschools and throughout the elementary school grades.
Which acts by educators are racist' and which are 'antiracist'? How can an educator constructively discuss complex issues of race with students and colleagues? In Everyday Antiracism leading educators deal with the most challenging questions about race in school, offering invaluable and effective advice.'
Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire" Matthew Kay has spent his career learning how to lead students through the most difficult race conversations. Kay not only makes the case that classrooms are one of the best places to have those conversations, but he also offers a method for getting them right, providing candid guidance on: How to recognize the difference between meaningful and inconsequential race conversations. How to build conversational "safe spaces," not merely declare them. How to infuse race conversations with urgency and purpose. How to thrive in the face of unexpected challenges. With the right blend of reflection and humility, Kay asserts, teachers can make school one of the best venues for young people to discuss race.
Due to the increasingly diverse populations found in Pre-K-12 education, it is imperative that teacher educators prepare preservice teachers to meet the shifting needs of changing student populations. Through the integration of social justice education, teacher educators can challenge the mainstream curriculum with a lens of equity and collaborative equality. Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students.
Making a case for the "fierce urgency of now," this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with our nation's ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. A revised Introduction places the book in the context of the 50th anniversary of the 1963 march on Washington. An updated analysis of White social dominance, bringing in Critical Race Theory and reflecting on the racist reaction to the election of our first Black President. More detail to the White Identity Orientations model, bringing in the personal life experiences of several contemporary White racial-justice activists. A new section, "The Whiteness of School Reform," demonstrating how White social dominance drives much of the corporate school reform movement. A richer discussion of the seven principles for Culturally Responsive Teaching, drawing lessons from the author's transformative work with school districts throughout the country.
A collection of essays that address the relationship between racial violence, media, the criminal justice system, and education. This book is unique in that it brings together the perspectives of university professors, artists, poets, community activists, classroom teachers, and legal experts.
This book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. Unpacking six themes to understand Culturally Responsive Education (CRE), this book helps teachers incorporate equity into behaviors, environments, and meaningful learning opportunities. Culturally Responsive Education in the Classroom provides specific, practice-based examples to help readers develop a culturally responsive pedagogical mindset for closing equity gaps in student achievement.
Publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process.
The scholarly essays, reviews, critiques, and theoretical and conceptual articles featured in this journal contribute to understanding issues, problems, and research concerning all aspects of educational psychology. The journal, however, does not publish articles whose primary purpose is to report the methods and results of an empirical study.
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time.
The defining feature of Educational Psychology in Practice is that it aims to publish refereed articles representing theory, research and practice which is of relevance to practising educational psychologists in the UK and beyond. In its focus on applied psychology it occupies an important complementary position to those journals which emphasise the experimental work of academic psychologists.
An international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, book reviews, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology.
This journal provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It includes theoretical reflections on the connections between theory and practice in teachers’ work and other research of professional interest.
The Thesaurus of ERIC Descriptors (Thesaurus) is a controlled vocabulary - a carefully selected list of education-related words and phrases assigned to ERIC records to organize them by subject and make them easier to retrieve through a search.
Finding the best search term(s) can save time! If you're not getting the results you want, use a thesaurus to find alternate terminology. Many databases have a built-in thesaurus (which may be called "Subject Terms" or somthing similar)
This handout provides some tips and tricks to make reading and understanding social science journal articles easier. [Provided by ICPSR - The Inter-university Consortium for Political and Social Research]
Instructional design and the psychological foundations of teaching and learning are important components to individuals pursuing a complex understanding of teaching and learning. The theoretical foundations of learning involve the study of major learning theories, learner preferences, learner outcomes, the instructional process, individual differences, and optimal learning environments. Aspects of planning, instructional strategies, assessment, management, and creating a positive learning environment will be presented so that candidates can create comprehensive and meaningful instructional sequences to meet the diverse needs of students. Significant attention is given to connecting theory and practice through twenty corequisites hours of fieldwork in an elementary school.