Unconditional Education

Unconditional Education

Unconditional Education

After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needs overwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. It reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentional focus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educational stakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.

Unconditional Education

Unconditional Education

Unconditional Education

After decades of reform, America's public schools continue to fail particular groups of students; the greatest opportunity gaps are faced by those whose achievement is hindered by complex stressors, including disability, trauma, poverty, and institutionalized racism. When students' needsoverwhelm the neighborhood schools assigned to serve them, they are relegated to increasingly isolated educational environments. These placements negatively impact students by reinforcing patterns of institutionalization and persistent exclusion.Unconditional Education (UE) offers an alternate approach that transforms schools into communities where all students can thrive. Within UE schools, student supports are deployed when and where they are needed. Realignment of the resources associated with serving high-needs youth allows students toremain in their natural communities while schools gain access to the academic, behavioral, and clinical expertise required to support them. Furthermore, UE reduces the need for more intensive and costly future remediation by pairing a holistic, multi-tiered system of supports with an intentionalfocus on overall culture and climate, and promotes systematic coordination and integration of funding and services by identifying gaps and eliminating redundancies to increase the efficient allocation of available resources. This book is an essential resource for mental health and educationalstakeholders (i.e., school social workers, therapists, teachers, school administrators, and district-level leaders) who are interested in adopting an unconditional approach to supporting the students within their schools.

Unconditional Democracy

Unconditional Democracy

Unconditional Democracy

The difficult mission of a regime change: Toshio Nishi gives an account of how America converted the Japanese mindset from war to peace following World War II.

Starting Strong 2017 Key OECD Indicators on Early Childhood Education and Care

Starting Strong 2017 Key OECD Indicators on Early Childhood Education and Care

Starting Strong 2017 Key OECD Indicators on Early Childhood Education and Care

Early childhood education and care (ECEC) can help lay the foundations for future skills development, well-being and learning. Having timely, reliable and comparable international information is essential to help countries improve their ECEC services and systems.

Unconditional Love

Unconditional Love

Unconditional Love


Equalities and Education in Europe

Equalities and Education in Europe

Equalities and Education in Europe

This book is about inequities in education in Europe. The authors have worked together on an analysis of educational inequalities in Europe, which they draw on through the book: they suggest that the countries of Europe, through the European Union, are beginning to address issues of educational disadvantage on a systematic, continent-wide basis. Because of this policy concern, this book is timely in the way that it addresses social and education inequities on the scale of Europe. This is not simply an account of practices and policies. The authors’ analysis of individual country and European Union policy documents will be of practical and theoretical use to the policy community and the community of practitioners who are concerned with inequities in society, and in education in particular. The authors want to do more than simply add to the literature and theory: they aspire to make an impact on how education can contribute to positively improving the lives of disadvantaged groups. While some suggest that education is doomed to simply reproduce existing social patterns and replicate social inequities, the authors believe that educational policies have the potential to challenge inequalities, and to transform lives.

Unconditional Equals

Unconditional Equals

Unconditional Equals

Why equality cannot be conditional on a shared human “nature” but has to be for all For centuries, ringing declarations about all men being created equal appealed to a shared human nature as the reason to consider ourselves equals. But appeals to natural equality invited gradations of natural difference, and the ambiguity at the heart of “nature” enabled generations to write of people as equal by nature while barely noticing the exclusion of those marked as inferior by their gender, race, or class. Despite what we commonly tell ourselves, these exclusions and gradations continue today. In Unconditional Equals, political philosopher Anne Phillips challenges attempts to justify equality by reference to a shared human nature, arguing that justification turns into conditions and ends up as exclusion. Rejecting the logic of justification, she calls instead for a genuinely unconditional equality. Drawing on political, feminist, and postcolonial theory, Unconditional Equals argues that we should understand equality not as something grounded in shared characteristics but as something people enact when they refuse to be considered inferiors. At a time when the supposedly shared belief in human equality is so patently not shared, the book makes a powerful case for seeing equality as a commitment we make to ourselves and others, and a claim we make on others when they deny us our status as equals.

Transforming Teaching and Learning with Active and Dramatic Approaches

Transforming Teaching and Learning with Active and Dramatic Approaches

Transforming Teaching and Learning with Active and Dramatic Approaches

A CHOICE Outstanding Academic Title 2014! How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students’ lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms.