Dylan Brody and Mary Benson McMullen
As an early childhood educator, you know how important play is for young children. You also know that selecting the right play materials to include in your program matters; there are so many options, and often your budget does not stretch to cover everything. With this book, discover ideas for both familiar and new play materials and how those materials support the cognitive, social and emotional, and physical learning and development of children from birth to age 3.
With a thoughtful selection of appropriate play materials, you can enhance the quality of your program by creating an environment and providing experiences that enable all children to thrive.
Dr. Valarie L. Akerson and Dr. Ingrid S. Carter
This book details the particular challenges educators faced trying to teach science during the COVID-19 pandemic - and how they connected with their students while continuing to teach.
Akerson, a Professor of Science Education, was part of a self-study team of science teachers and educators that met every two weeks last year to share insights and provide support to each other. After meeting with former student and professor Ingrid Carter and current student and science teacher Claire Cesljarev, they thought it would be a good idea to put all of their experiences together in a volume to share with others.
Discussions around race and racism may be hot button topics in schools across America – but that doesn’t make the conversation any less imperative. Now a new book from IU School of Education faculty member Marcus Croom aims to make those conversations easier and provide support to teachers as they have these important discussions.
Croom, an Assistant Professor in Curriculum and Instruction, says he wrote the book, “Real Talk? How to Discuss Race, Racism and Politics in 21st Century American Schools,” in response to many indicators that educators want support and guidance on how to discuss public issues in their classes. After the Indiana Black Expo invited Croom to present about race, racism and politics during that summer event, he thought a published guide might not only help these conference participants but also teachers across America. The book includes links to valuable resources, including a free planning template.
Keith C. Barton and Li-Ching Ho
It was a seemingly simple question that inspired an idea for this book from Li-Ching Ho to Professor Keith Barton: Should the purpose of social studies be to prepare students for democracy, or should it aim for something higher?
“In the United States and many other settings, we have long assumed that the central purpose of social studies, or what we’ve referred to more broadly as ‘social and civic education,’ is to prepare students to take part in the public life of democratic societies,” Barton explained.
Curriculum for Justice and Harmony: Deliberation, Action and Knowledge in Social and Civic Education, expands on whether schools should orient toward more substantive goals, with democratic participation as a means but not the end of public life. In the book, they explore two purposes broad enough to guide all social learning: a view of justice that involves advancing well-being, reducing manifest injustices and removing barriers that limit opportunities, and critical harmony, which promotes social relationships, embraces conflict, values difference and supports balance.
M.J. Bishop, Elizabeth Boling, Jan Elen, Vanessa Svihla
Elizabeth Boling, Professor in Instructional Systems Technology, co-edited this handbook that sets out the priorities for research in the field.
The book is in its fifth update. Revising it is a project that took four years to complete, but is critical as areas for research change as time goes along. Books such as these are published in most fields of scholarship. According to Boling, they pull together the state of knowledge in a field and outline areas for future research and are widely used in doctoral programs as readings that makes doctoral students and faculty scholars aware of the critical areas for research.
“The handbook represents what a field has accomplished in research and what should be priorities for the future. To be an editor on a handbook of research means to help define what is important in a field of study for the several years following its publication,” Boling added.
In the late 1980s, Chicago public schools had high dropout rates and high levels of segregation. The majority of students were Black, with an increasing amount of Latino students and less than 10% white students. Chicago school desegregation was an important tool for students to attend high quality schools, but was highly ineffective in ending school segregation and inequality.
It’s a topic that still has implications in the present day. Dionne Danns, Professor of Educational Leadership and Policy Studies, delves into the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools in her newest book, Crossing Segregated Boundaries: Remembering Chicago School Desegregation, to be released on October 16.
Danns has written about Chicago public schools throughout her career. As she began to write about school desegregation in the city, she thought it would be important to hear about the experiences of graduates of desegregated schools from their perspectives.