-PDF Download- Transforming Students Into Leaders Through The Literary Arts And The Social Sciences EBOOK

Transforming Students into Leaders through the Literary Arts and the Social Sciences

Author: Mary Alice Trent

Publisher: Cambridge Scholars Publishing

Published: 2020-03-24

Total Pages: 193

ISBN-13: 1527548767

This book offers college professors and college students, as well as the general reader, a variety of ideas for developing techniques for creative and critical thinking and strategic writing and reading skills. Additionally, some of the contributions here present strategies to help students cultivate effective interpersonal skills, and foster a greater understanding of cultural diversity and skills for collaboration in a culturally inclusive workplace. Along with this, the book also utilizes technology in innovative ways across the curriculum. In teaching language courses, literature courses, psychology courses, or education courses, each contributor cultivates, through teaching and mentoring, the transformation of a student into a 21st century leader.

Transforming Leadership Pathways for Humanities Professionals in Higher Education

Author: Roze Hentschell

Publisher: Purdue University Press

Published: 2023-04-15

Total Pages: 165

ISBN-13: 1612498264

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Transforming Leadership Pathways for Humanities Professionals in Higher Education includes thirteen essays from a variety of contributors investigating how humanities professionals grapple with the opportunities and challenges of leadership positions. Written by insiders sharing their lived experience, this collection provides an authentic look at the multiple roles humanities specialists play, as well as offers strategies for professional growth, sustenance, and satisfaction. The collection also considers the relationship between disciplinary areas of study, academic training, and the valuable skill sets and habits of mind that serve higher education leaders. While Transforming Leadership Pathways emphasizes that a leadership route in higher education can be a welcome and positive professional move for many humanities scholars, the volume also acknowledges the issues that arise when faculty take on administrative positions while otherwise marginalized on campus because of faculty status, rank, or personal identity. This collection demystifies the path into higher education administration and argues that humanities scholars are uniquely qualified for such roles. Empathetic, deeply analytical, attuned to historical context, and trained in communication, teachers and scholars who hail from humanities disciplines often find themselves well-suited to the demands of complex academic leadership in today’s colleges and universities.

Renaissance in the Classroom

Author: Gail E. Burnaford

Publisher: Routledge

Published: 2013-09-05

Total Pages: 367

ISBN-13: 113564912X

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This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts. It is a nuts-and-bolts guide to arts integration, across the curriculum in grades K-12, describing how students, teachers, and artists get started with arts integration, work through classroom curriculum involving the arts, and go beyond the typical "unit" to engage in the arts throughout the school year. The framework is based on six years of arts integration in the Chicago Arts Partnerships in Education (CAPE). Renaissance in the Classroom: *fully explains the planning, implementation, and assessment processes in arts integration; *frames arts integration in the larger context of curriculum integration, problem-based learning, and the multiple intelligences; *provides the theoretical frameworks that connect standards-based instruction to innovative teaching and learning, and embeds arts education in the larger issue of whole school improvement; *blends a description of the arts integration process with personal stories, anecdotes, and impressions of those involved, with a wealth of examples from diverse cultural backgrounds; *tells the stories of arts integration from the classroom to the school level and introduces the dynamics of arts partnerships in communities that connect arts organizations, schools, and neighborhoods; *offers a variety of resources for engaging the arts--either as an individual teacher or within a partnership; and *includes a color insert that illustrates the work teachers, students, and artists have done in arts integration schools and an extensive appendix of tools, instruments, Web site, contacts, and curriculum ideas for immediate use. Of primary interest to K-12 classroom teachers, arts specialists, and visiting artists who work with young people in schools or community arts organizations, this book is also highly relevant and useful for policymakers, arts partnerships, administrators, and parents.

Voice in Qualitative Inquiry

Author: Alecia Y Jackson

Publisher: Routledge

Published: 2008-09-02

Total Pages: 261

ISBN-13: 1134107900

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Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, "What does it mean to work the limits of voice?" from theoretical, methodological, and interpretative positions, and the result is an innovative challenge to traditional notions of voice. The thought-provoking book will shift qualitative inquiry away from uproblematically engaging in practices and interpretations that limit what "counts" as voice and therefore data. The loss and betrayal of comfort and authority when qualitative researchers work the limits of voice will lead to new disruptions and irruptions in making meaning from data and, in turn, will add inventive and critical dialogue to the conversation about voice in qualitative inquiry. Toward this end, the book will specifically address the following objectives: To promote an examination of how voice functions to communicate in qualitative research To expose the excesses and instabilities of voice in qualitative research To present theoretical, methodological, and interpretative implications that result in a problematizing of voice To provide working examples of how qualitative methodologists are engaging the multiple layers of voice and meaning To deconstruct the epistemological limits of voice that circumscribe our view of the world and the ways in which we make meaning as researchers This compelling collection will challenge those who conduct qualitative inquiry to think differently about how they collect, analyze, and represent meaning using the voices of others, as well as their own.

Proceedings of the World Conference on Governance and Social Sciences (WCGSS 2023)

Author: ABDUL RAZAQ CANGARA; AHMAD ISMAIL; MUHAMMAD CHAERO.

Publisher: Springer Nature

Published: 2024

Total Pages: 993

ISBN-13: 2384762362

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The Leader

Author:

Publisher:

Published: 1905

Total Pages: 456

ISBN-13:

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Literary Culture and U.S. Imperialism

Author: John Carlos Rowe

Publisher: Oxford University Press on Demand

Published: 2000

Total Pages: 739

ISBN-13: 0195131509

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John Carlos Rowe, considered one of the most eminent and progressive critics of American literature, has in recent years become instrumental in shaping the path of American studies. His latest book examines literary responses to U.S. imperialism from the late eighteenth century to the 1940s. Interpreting texts by Charles Brockden Brown, Poe, Melville, John Rollin Ridge, Twain, Henry Adams, Stephen Crane, W. E. B Du Bois, John Neihardt, Nick Black Elk, and Zora Neale Hurston, Rowe argues that U.S. literature has a long tradition of responding critically or contributing to our imperialist ventures. Following in the critical footsteps of Richard Slotkin and Edward Said, Literary Culture and U.S. Imperialism is particularly innovative in taking account of the public and cultural response to imperialism. In this sense it could not be more relevant to what is happening in the scholarship, and should be vital reading for scholars and students of American literature and culture.

Workshops of Empire

Author: Eric Bennett

Publisher: University of Iowa Press

Published: 2015-10-15

Total Pages: 247

ISBN-13: 1609383729

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During and just after World War II, an influential group of American writers and intellectuals projected a vision for literature that would save the free world. Novels, stories, plays, and poems, they believed, could inoculate weak minds against simplistic totalitarian ideologies, heal the spiritual wounds of global catastrophe, and just maybe prevent the like from happening again. As the Cold War began, high-minded and well-intentioned scholars, critics, and writers from across the political spectrum argued that human values remained crucial to civilization and that such values stood in dire need of formulation and affirmation. They believed that the complexity of literature—of ideas bound to concrete images, of ideologies leavened with experiences—enshrined such values as no other medium could. Creative writing emerged as a graduate discipline in the United States amid this astonishing swirl of grand conceptions. The early workshops were formed not only at the time of, but in the image of, and under the tremendous urgency of, the postwar imperatives for the humanities. Vivid renderings of personal experience would preserve the liberal democratic soul—a soul menaced by the gathering leftwing totalitarianism of the USSR and the memory of fascism in Italy and Germany. Workshops of Empire explores this history via the careers of Paul Engle at the University of Iowa and Wallace Stegner at Stanford. In the story of these founding fathers of the discipline, Eric Bennett discovers the cultural, political, literary, intellectual, and institutional underpinnings of creative writing programs within the university. He shows how the model of literary technique championed by the first writing programs—a model that values the interior and private life of the individual, whose experiences are not determined by any community, ideology, or political system—was born out of this Cold War context and continues to influence the way creative writing is taught, studied, read, and written into the twenty-first century.

The Handbook of Educational Theories

Author: Beverly Irby

Publisher: IAP

Published: 2013-03-01

Total Pages: 1165

ISBN-13: 1617358673

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Although educational theories are presented in a variety of textbooks and in some discipline specific handbooks and encyclopedias, no publication exists which serves as a comprehensive, consolidated collection of the most influential and most frequently quoted and consulted theories. There is a need to put such theories into a single, easily accessible volume. A unique feature of the Handbook is the way in which it conveys the theories. The organization of the chapters within each section makes the volume an easy·to-use and tu1derstandable reference tool as researchers and practitioners seek theories to guide their research and practice and as they develop theoretical frameworks. In addition to the traditional theories presented, the Handbook includes emerging theories for the 21st Century as well as presenting practical examples of the use of these theories in research from dissertations and published articles. An appendix which indicates which theories have instruments associated with them and where those instruments can be found is also included. The Handbook consists of 12 sections. Section I provides the jntroduction with a focus on what constitutes good theory as well as how theory guides research and practice. The remaining sections address Philosophical Educational Constructs, Leaming Theory, Instructional Theory, Curriculum theory, Literacy and Language Acquisition Theory, Counseling Theory, Moral Development Theory, Classroom Management Theory, Assessment Theory, Organizational Theory, and Leadership/Management Theory. Each section consists of an overview written by the section editor of the general theoretical concepts to be addressed by the chapter authors. Each chapter within the section will include (a) a description of the theory with goals, assumptions, and aspects particular to the theory, (b) the original development of and interactions of the theory, (c) validation of the theory, (d) generalizability of the theory across cultures, ethnicities, and genders, (e) the use and application of the theory, (f) critiques of the theory, (g) any instruments associated with the theory, and (h) two to five particular studies exemplifying particular theories as individuals have used them in theoretical framework of dissertations or published articles and be written by the original theorist or prominent contributors to the theory. The Handbook is intended for graduate students enrolled in research courses or completing theses and dissertations. Additionally, professors of all educational disciplines in the social scierices would be an interested audience. There is also potential use of the text as administrators, counselors, and teachers in schools use theory to guide practice. As more inquiry is being promoted among school leaders, this book has more meaning for practitioners.