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Books on the topic 'Teacher resistance'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Education, Council for Basic, ed. Who will teach the children?: Progress and resistance in teacher education. San Francisco: Jossey-Bass, 1994.

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2

Webster, Caroline Besse. A Gandhian Quaker convict and peace teacher: Lee Stern : World War II conscientious objector. Nyack, NY: Creative Response to Conflict, 2012.

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3

Rhetoric and resistance in the corporate academy. Cresskill, NJ: Hampton Press, 2008.

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4

Danchin, Pierre. French resistance to the Nazi occupation: Personal recollections. Galesburg, Ill: Knox College, 1995.

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5

Critical literacy as resistance: Teaching for social justice across the secondary curriculum. New York: Peter Lang, 2008.

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6

Munro, Petra. Subject to fiction: Women teachers' life history narratives and the cultural politics of resistance. Buckingham [England]: Open University Press, 1998.

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7

Peaceful resistance: Building a Palestinian university under occupation. London: Pluto Press, 2010.

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8

Nicolaou, Anna. Cypriot EFL teachers and the communicative approach: Reasonsfor resistance to methodological change in "Ayios Nicolaos" secondary school. [s.l.]: typescript, 1996.

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9

Konspiracja i opór: Z dziejów oświaty na Warmii i Mazurach w latach 1945-1956. Białystok: Wydawn. Niepaństwowej Wyższej Szkoły Pedagogicznej w Białymstoku, 2007.

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10

The São Paulo Law School and the anti-Vargas resistance (1938-1945). Austin: University of Texas Press, 1986.

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11

Winchell, Mark Royden. Where no flag flies: Donald Davidson and the Southern resistance. Columbia, Mo: University of Missouri Press, 2000.

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12

Sun-sŏk, Hong, ed. Na ŭi ch'ŏngch'un: Han haktobyŏng i kŏrŏon kil : Koch'ŏl Chŏng Ch'ŏl-su Sŏnsaeng yugojip. Sŏul: Ch'aeryun, 2013.

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13

Vol'vak, Sergey. Hydraulics. Workshop. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1045068.

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Study guide corresponds to the program discipline "Hydraulics". Consists of two parts and is for carrying out practical and laboratory works. The first part provides material on the basics of the calculation of hydraulic machines, hydraulic drives of agricultural machinery, systems of land reclamation and hydraulic transport for development of skills of application of theoretical information to solve specific technical problems and development practices of hydraulic calculations. The second part contains material for the study of the methods and instruments for measuring pressure, the study of the equation of Bernoulli, determination of hydraulic resistance, the study of the structure and principles of operation of positive displacement pumps and dynamic-type, cylinders, volumetric hydraulic drive and hydrodynamic transmission elements and schemes of irrigation systems and agricultural water supply. To conduct practical and laboratory classes for students of all forms of training in the direction of training 35.03.06 "Agroengineering", as well as for graduate students, teachers and technical workers of agriculture.

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14

Fesperman, Dan. The arms maker of Berlin. Waterville, Me: Thorndike Press, 2009.

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15

The arms maker of Berlin. London: Hodder & Stoughton, 2009.

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16

Fontanesi, Luca, ed. The genetics and genomics of the rabbit. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781780643342.0000.

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Abstract The purpose of the book is to present in one location a comprehensive overview of the progress of genetics in the rabbit, with a modern vision that integrates genomics to obtain a complete picture of the state of the art and of the applications in this species, defined according to the multiple uses and multi-faceted places that this species has in applied and fundamental biology. The 18 chapters cover several fields of genetics and genomics: Chapters 1 and 2 present the rabbit within the evolutionary framework, including the systematics, its domestication and an overview of the genetic resources (breeds and lines) that have been developed after domestication. Chapters 3-5 cover the rabbit genome, cytogenetics and genetic maps and immunogenetics in this species. Chapters 6-8 present the genetics and molecular genetics of coat colours, fibre traits and other morphological traits and defects. Chapters 9-13 cover the genetics of complex traits (disease resistance, growth and meat production traits, reproduction traits), reproduction technologies and genetic improvement in the meat rabbits. Chapters 14-18 present the omics vision, the biotech and biomodelling perspectives and applications of the rabbit. This book is addressed to a broad audience, including students, teachers, researchers, veterinarians and rabbit breeders.

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17

Fesperman, Dan. The arms maker of Berlin. Waterville, Me: Thorndike Press, 2009.

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18

The arms maker of Berlin. New York: Alfred A. Knopf, 2009.

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19

Fesperman, Dan. The Arms Maker of Berlin. New York: Knopf Doubleday Publishing Group, 2009.

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20

Resisting Hitler: Mildred Harnack and the Red Orchestra. New York: Oxford University Press, 2000.

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21

Moore, Alex. Affected Teacher: Psychosocial Perspectives on Professional Experience and Policy Resistance. Taylor & Francis Group, 2018.

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22

Harnessing the Power of Resistance: A Guide for Educators. Eye on Education,, 2004.

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23

Aldridge, Jerry, and James D. Kirylo. A Turning Point in Teacher Education: A Time for Resistance, Reflection, and Change. Rowman & Littlefield Publishers, 2019.

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24

Tuck, Eve, and Julie Gorlewski. Schools of Education As Sites of Resistance: Who Decides Who Becomes a Teacher? Taylor & Francis Group, 2018.

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25

Shelton, Jon. The Pittsburgh Teacher Strike of 1975–76 and the Crisis of the Labor-Liberal Coalition. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040870.003.0006.

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This chapter documents the nation’s longest and most contentious teacher strike in the immediate wake of the New York City fiscal crisis of 1975, after which New York and many other cities were forced on the path of municipal austerity. In December, 1975 the Pittsburgh school board worried about the high cost of teacher salary increases, even though the city was in a very strong financial position. The Pittsburgh teacher union went on strike and the local court issued an injunction. In the Steel City, a contentious public discussion erupted over the teachers’ illegal strike and the connection between teacher salaries and taxes. Indeed, a robust version of taxpayer resistance to teachers had emerged by the end of the strike.

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26

Yoneyama, Shoko. The Japanese High School: Silence and Resistance. Routledge, 2007.

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27

DiRezze, Gianna. Becoming and being a teacher: Arts-based narratives of relational knowing, response-ability and resistance. 2000.

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28

Rottmann, Cynthia. Student response to equity issues in teacher education: Pushing the boundaries of resistance and transformation. 2001.

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29

Regional Jewish Communities of Ontario. and United States Holocaust Memorial Museum., eds. The RJCO Holocaust education teacher training program. Toronto, Ontario: Regional Jewish Communities of Ontario, 2001.

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30

McCrory Calarco, Jessica. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0009.

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This chapter argues that the middle-class advantage is, at least in part, a negotiated advantage. That argument has implications for research on cultural capital, teacher bias, student resistance, and teacher authority. It also supports recommendations for researchers, practitioners, and policymakers interested in reducing class-based inequalities in school. First, I urge teachers to be sensitive to social class differences in student problem-solving. Second, I encourage schools to alleviate the challenges teachers face in assessing and responding to students’ individual needs. Third, I call on policymakers to avoid deficit-oriented programs that teach working-class students to act like their middle-class peers. Those programs ignore the fact that working-class families are often the ones complying with institutional expectations and the fact that middle-class families are the ones demanding support in excess of what is fair or required. Thus, unless educators are willing to deny such requests, middle-class children will always stay one step ahead.

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31

The Japanese High School: Silence and Resistance (Nissan Institute Routledge Japanese Studies Series). Routledge, 1999.

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32

Shelton, Jon. The “Fed-up Taxpayer”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040870.003.0007.

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This chapter chronicles the new reality faced by urban teacher unions after the emergence of austerity regimes in many American cities. It charts teacher strikes in St. Louis (1979) and Philadelphia (1980 and 1981). In each case, teacher unions faced staunch taxpayer resistance to salary increases, and in the case of Philadelphia, a mayor who dealt with massive budget deficits by reneging on a collectively-bargained contract. As importantly, in Philadelphia, opponents of the “unproductive” urban poor and unionized teachers began to imagine market reforms of the public education system. The chapter concludes by documenting the emergence of vouchers in order to understand the mounting challenge of neoliberalism to American public education.

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33

Principled Resistance: How Teachers Resolve Ethical Dilemmas. Harvard Education Press, 2018.

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34

Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, Adriana Soely André de Souza Melo, Alexsandro Vaz, Andréia da Conceição Dias de Lima, Carla Alexsandra Sena Souza, and Cláudia Nina Ramos. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.

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The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classrooms, of difference, and diversity. Each chapter is motivated by the following key question: How did I get here? Such a provocation seeks to interweave the several journeys made by each of these teachers, their challenges, victories, learnings, and inspirations. Bringing these teachers together in this publication aims to inspire many other professionals through important elements, actions, and life experiences as a permanent challenge in the professional field. Retrieving such elements, which result in several learnings within the formative process proposed, represents resistance and persistence in this union of pedagogical knowledge and teaching practices. The narratives recorded in this book invite and inspire through inexperienced experiences that give birth to the teacher-educator, the passion for teaching, the discovery of the new based on the already lived, but not perceived, the hopes implicit in life and in the classroom, the universe already discovered and yet to discover, the come into being in teaching; the presence of the school ground materialized in words that come together to speak about the knowledge constituted by the pedagogical experience in Basic Education.

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35

David, Kimberley M. Teacher's guide to The Rachel resistance by Molly Levite Griffis. Eakin Pr, 2002.

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36

Weiner, L., and M. Compton. The Global Assault on Teaching, Teachers, and their Unions: Stories for Resistance. AIAA, 2008.

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37

Weiner, L., and M. Compton. The Global Assault on Teaching, Teachers, and their Unions: Stories for Resistance. Palgrave Macmillan, 2008.

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38

(Editor), Mary Compton, and Lois Weiner (Editor), eds. The Global Assault on Teaching, Teachers, and their Unions: Stories for Resistance. Palgrave Macmillan, 2008.

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39

Whittier, Nancy. Generational Spillover in the Resistance to Trump. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190886172.003.0011.

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The anti-Trump Resistance involves activists from an unusually wide range of political and chronological generations: movement veterans from the 1960s and 1970s, Generation X activists politicized in the 1980s and 1990s, Millennials who entered activism in the 2000s, and newcomers of all ages. Political generations differ in worldview based on both age and time of entry into activism. Generational spillover—the mutual influence, difference, and conflict among political generations—includes explicit attempts to teach organizing, and indirect influences on frames, organizational structures, tactics, ideologies, and goals. This chapter discusses generational spillover in the Resistance, including transmission and conflict.

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40

Lane, Richard D. Docility and resistance: A genealogical analysis of composition discourse and the preparing of teachers. 1995.

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41

Mayor, Jet. Understanding Industrial Practices In Resistant Materials Technology: Teacher's Manual. 2nd ed. Nelson Thornes, 2004.

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42

History Teaches Us to Resist: How Progressive Movements Have Succeeded in Challenging Times. Beacon Press, 2019.

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43

History teaches us to resist: How progressive movements have succeeded in challenging times. 2018.

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44

Gates, Henry Louis, and Louis Menand. Marketplace of Ideas: Reform and Resistance in the American University. Norton & Company, Incorporated, W. W., 2010.

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45

Smith, Michael W., and Peter J. Rabinowitz. Authorizing Readers: Resistance and Respect in the Teaching of Literature (Language and Literacy Series (Teachers College Pr)). Teachers College Press, 1997.

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46

The Marketplace of Ideas: Reform and Resistance in the American University. W. W. Norton & Company, 2010.

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47

Phan, Le Ha. Teaching English as an International Language: Identity, resistance and Negotiation (New Perspectives on Language and Education). Multilingual Matters, 2008.

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48

Teaching English as an International Language: Identity, Resistance and Negotiaion (New Perspectives on Language and Education). Multilingual Matters Limited, 2008.

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49

Phan, Le Ha. Teaching English as an International Language: Identity, resistance and Negotiation (New Perspectives on Language and Education). Multilingual Matters, 2008.

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50

McKinnon, Eddie. Using Evidence for Advocacy and Resistance in Early Years Services: Exploring the Pen Green Research Approach. Taylor & Francis Group, 2013.

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