This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

    Steele’s conclusions shed new light on a host of American social phenomena, from the racial and gender gaps in standardized test scores to the belief in the superior athletic prowess of black men. Steele explicates the dilemmas that arise in every American’s life around issues of identity, from the white student whose grades drop steadily in his African American Studies class to the female engineering students deciding whether or not to attend predominantly male professional conferences. Whistling Vivaldi offers insight into how we form our senses of identity and ultimately lays out a plan for mitigating the negative effects of “stereotype threat” and reshaping American identities.

    This fourth edition contains all the useful methodological advice of previous editions and more: additional material on text analysis, an expanded section on sampling in field settings, and dozens of new examples.

    The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped to redefine the meaning of supervision and instructional leadership for both scholars and practitioners.

    This second edition builds upon and updates Omi and Winant's groundbreaking research. In addition to a preface to the new edition, the book provides a more detailed account of the theory of racial formation processes. It includes material on the historical development of race, the question of racism, race-class-gender interrelationships, and everyday life. A final chapter updates the developments in American racial politics up to the present, focusing on such key events as the 1992 Presidential election, the Los Angeles riots, and the Clinton administration's racial politics and policies."…required reading for scholars engaged in historical, sociological, and cultural studies of race. In the new edition, the authors further develop their provocative theory of 'racial formation' and extend their political analyses into the 1990s. They introduce the concept of 'racial project', linking race as representation with race as it is embedded in the social structure." -- Angela Y. Davis

    Michel Foucault offers an iconoclastic exploration of why we feel compelled to continually analyze and discuss sex, and of the social and mental mechanisms of power that cause us to direct the questions of what we are to what our sexuality is.

    Judith Halberstam proposes “low theory” as a mode of thinking and writing that operates at many different levels at once. Low theory is derived from eccentric archives. It runs the risk of not being taken seriously. It entails a willingness to fail and to lose one’s way, to pursue difficult questions about complicity, and to find counterintuitive forms of resistance. Tacking back and forth between high theory and low theory, high culture and low culture, Halberstam looks for the unexpected and subversive in popular culture, avant-garde performance, and queer art. She pays particular attention to animated children’s films, revealing narratives filled with unexpected encounters between the childish, the transformative, and the queer. Failure sometimes offers more creative, cooperative, and surprising ways of being in the world, even as it forces us to face the dark side of life, love, and libido.

    Drawing on new research, the book reveals how the landscape of higher education has shifted in recent decades and exposes the hidden truths of how the system works and whom it works for. And it introduces us to the people who really make higher education go: admissions directors trying to balance the class and balance the budget, College Board officials scrambling to defend the SAT in the face of mounting evidence that it favors the wealthy, researchers working to unlock the mysteries of the college-student brain, and educators trying to transform potential dropouts into successful graduates. With insight, humor, and passion, Paul Tough takes readers on a journey from Ivy League seminar rooms to community college welding shops, from giant public flagship universities to tiny experimental storefront colleges. Whether you are facing your own decision about college or simply care about the American promise of social mobility, The Years That Matter Most will change the way you think—not just about higher education, but about the nation itself.

    Reviewed are fundamental statistical concepts--such as correlation, regressions, data preparation and screening, path analysis, and confirmatory factor analysis--as well as more advanced methods, including the evaluation of nonlinear effects, measurement models and structural regression models, latent growth models, and multilevel SEM. The companion Web page offers data and program syntax files for many of the research examples, electronic overheads that can be downloaded and printed by instructors or students, and links to SEM-related resources.

    Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas, Second Edition: *demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities;*addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders;*emphasizes the importance of ethics instruction from a variety of theoretical approaches; and*provides a process that instructors might follow to develop their own ethics unit or course.Part I provides an overview of why ethics is so important, especially for today's educational leaders, and presents a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. Part II deals with the dilemmas themselves. It includes a brief introduction to how the cases were constructed, an illustration of how the multiparadigm approach may be applied to a real dilemma, and ethical dilemmas written by graduate students that represent the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shape their teaching and frequently determine what they privileged in class.New in the Second Edition: *A completely new chapter emphasizing religious differences and presenting the contradictions between religion and culture;*A completely new chapter on testing, juxtaposing the paradox of accountability with responsibility;*Several new dilemmas focusing on higher education, recognizing that many educational leadership training programs include students with this focus; and*Changes throughout to update the text, including a discussion of recent scholarship in the field of ethical leadership.Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas, Second Edition is easily adaptable for a variety of uses with a wide range of audiences. It is equally valuable as a text for university courses related to the preparation of educational leaders and as a professional reference for aspiring and practicing administrators, teacher leaders, office personnel, and educational policy makers.

    Recently, Agamben has begun to direct his thinking to the constitution of the social and to some concrete, ethico-political conclusions concerning the state of society today, and the place of the individual within it.In Homo Sacer, Agamben aims to connect the problem of pure possibility, potentiality, and power with the problem of political and social ethics in a context where the latter has lost its previous religious, metaphysical, and cultural grounding. Taking his cue from Foucault’s fragmentary analysis of biopolitics, Agamben probes with great breadth, intensity, and acuteness the covert or implicit presence of an idea of biopolitics in the history of traditional political theory. He argues that from the earliest treatises of political theory, notably in Aristotle’s notion of man as a political animal, and throughout the history of Western thinking about sovereignty (whether of the king or the state), a notion of sovereignty as power over “life” is implicit.The reason it remains merely implicit has to do, according to Agamben, with the way the sacred, or the idea of sacrality, becomes indissociable from the idea of sovereignty. Drawing upon Carl Schmitt’s idea of the sovereign’s status as the exception to the rules he safeguards, and on anthropological research that reveals the close interlinking of the sacred and the taboo, Agamben defines the sacred person as one who can be killed and yet not sacrificed—a paradox he sees as operative in the status of the modern individual living in a system that exerts control over the collective “naked life” of all individuals.

    "An important text in the rethinking of sexuality and sexual politics spurred by the feminist and gay liberation movements".--Margaret Cerullo, Hampshire College.

    Based on eighteen months of fieldwork in a racially diverse working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the "specter of the fag" becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the "fag discourse" is as much tied to gender as it is to sexuality.

    Noddings argues that such emphasis shortchanges not only the noncollege-bound whose interests are almost ignored, but even those who are preparing for college. The latter receive schooling for the head but little for the heart and soul. Noddings counteracts this condition, insisting that our aim should be to encourage the growth of competent, caring, loving and lovable persons, a moral priority that our educational system ignores. She argues that liberal education dictates what areas of pedagogy are socially acceptable - ignoring a student's wider range of abilities - and undervalues skills, attitudes and capacities traditionally associated with women. Contrarily, it is precisely the competence for caring, Nodding posits, that will prepare our students for the environment of the school, the world of work, the realm of ideas, and ultimately, for each other.

    It presents and discusses specific legal cases concerned with the multitude of issues facing the public school system-including teaching diverse student populations, teacher rights, and the role of the Federal government. There are over 1300 citations and excerpts of school law cases.