This book shares the experiences and insight of a Montessori educator over the course of her 40 years as a Montessori teacher, administrator, school owner, and Montessori teacher trainer. It addresses the need for parents and educators to better understand the Montessori philosophy and to embrace it as a means to solve the problems inherent in the traditional structure of education in the United States. Despite the fact that Dr. Maria Montessori created this method over 100 years ago, most of her discoveries about how children learn and the effect of their environment on their developing brains have only recently been validated by current technology and specialists in brain development. These recent discoveries and the real-world success of numerous high-profile Montessori-educated entrepreneurs have helped the popularity of this educational philosophy. Turning Education Inside-Out: Confessions of a Montessori Principal shows the impact that the Montessori experience has on the developing child, clears up misconceptions about exactly what Montessori is, and helps prospective parents determine if Montessori is right for their child. Montessori educators will also find the author's insights into the challenges of successfully implementing the Montessori philosophy into the classroom and school to be helpful in their own journey.

Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.

Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.

Turning Ourselves Inside Out emerges from the Thriving Christian Communities Project started by the authors in 2015, as well as from a Facebook conversation where someone asked, "We always hear about the problems in our churches. When are we going to talk about the good news stories?" This got the authors thinking: How do we learn about what is exciting and what the Holy Spirit is doing? How do we broaden the conversation beyond how sad, afraid, and grumpy we often are as church people? These kinds of questions filled the authors' imaginations as they scouted out the long walking route of Camino Nova Scotia, the pilgrimage program offered by Atlantic School of Theology. The long hours walking together gave them space and peace to think more broadly about what they wanted to learn, and how to share it with the wider church. In interviews with thirty-five faith communities, the authors discovered that amid great upheaval, Christ is giving us a new church, and this book offers readers a firsthand glimpse of it. Turning Ourselves Inside Out isn't an "off the shelf" program or model. It invites readers to listen to others' experiences and then dig deep into their own and get down to the business of dreaming God's dream and making it real, right where they are. Leaders of congregations, and all who care about what God is up to in the world, need to hear these stories. They are a source of hope and courage, as God renews and revives God's people.

PRESENTS A COLLECTION OF PHYSICS DEMONSTRATIONS THAT ILLUSTRATE KEY CONCEPTS USING EASILY ACCESSIBLE MATERIALS, WITH INFORMATION PROVIDING A THEORETICAL BACKGROUND FOR EACH DEMONSTRATION.

This book presents a collection of papers from RMIT’s annual learning and teaching conference, Transformations in Tertiary Education: The Scholarship of Engagement at RMIT. It discusses innovative curricula and assessments, examines transformative student experiences and showcases examples of curricular and extra-curricular activities to promote and develop intercultural awareness and competence. The book showcases high-quality, innovative papers on promising new directions in tertiary education, representing the breadth and depth of teaching and learning at a leading global Australian university. Authors from Australian and offshore campuses address compelling questions related to curricula, technology, and assessment. Further, they employ a variety of methodological approaches to illustrate 21st century global perspectives on learning and teaching. Readers will be introduced to the complex interrelationships between scholarship and practice, innovative learning design and learning outcomes, and the shifting scholarship roles of the university, the teacher and the learner.

Contemporary Criminological Issues tackles some of today’s most pressing social issues, from the criminalization of Indigenous peoples to interpersonal violence, border control, and armed conflicts. This book advances cutting-edge theories and methods, with the aim of moving beyond the scholarship that reproduces insecurity and exclusion. The breadth of approaches encompasses much of the current critical criminological scholarship, serving as a counterpoint to the growth of managerial and administrative criminologies and the rise of explicitly exclusionary and punitive state policies and practices with respect to ‘crime’ and ‘security.’ This edited collection featuring two books, one in English and one in French, includes important contributions to knowledge and public policy by eminent experts and emerging scholars. This book is published in English.

This book identifies and celebrates the learning adult educators can gain from the numerous sites of community activism, learning, and social change that are currently taking place across the globe. While the relentless push of neoliberalism has struck at the heart of adult education provision in many countries, including that provided by universities, institutions of further education, international development agencies, NGOs, vocational training centres and the local government sector, what can adult educators learn and what is being learnt when we turn to sites of community activism as a mechanism for broader social change? Drawing on empirical research, as well as stories and blogs about social change and transformation from those participating in community activist struggles, this book features diverse contributions from adult education practitioners, theorists and activist-researchers who share community activist practices from around the world and provide insight into the ways these have contributed to social change and political transformation in different spaces and communities. Each chapter and blog in this collection relate to different dimensions of community, democracy and dialogue and how this space has become one in which delimiting factors must constantly be fought. In these contributions, questions of critical pedagogy and voice, and contested notions of power, place and voice, are lived, felt and troubled in different national and international contexts. This book was originally published as a special issue of Studies in the Education of Adults.

This book is the first dedicated collection aimed at examining teaching and learning issues within criminology. This collection of essays identifies how criminological practices are being shaped by larger developments and changes within the field of scholarship on teaching and learning. Changes include an increased university focus on ‘good teaching’ rankings and the associated emphasis on the professional development of teaching staff in order to shape them. In the past decade government funding for teaching and learning awards, and the move to sector funding on the basis of ‘good teaching’ outcomes (student satisfaction, completion rates, etc.), have further fostered developments in teaching and learning practices and the associated scholarship. However, criminology lags behind in responding to these changes. Scholarship of Teaching and Learning in Criminology aims to fill this gap by examining teaching practices in the hope of fostering a new generation of publications dedicated to scholarship on teaching and learning within the field.

Moving to America turns H&à's life inside out. For all the 10 years of her life, H&à has only known Saigon: the thrills of its markets, the joy of its traditions, the warmth of her friends close by, and the beauty of her very own papaya tree. But now the Vietnam War has reached her home. H&à and her family are forced to flee as Saigon falls, and they board a ship headed toward hope. In America, H&à discovers the foreign world of Alabama: the coldness of its strangers, the dullness of its food, the strange shape of its landscape, and the strength of her very own family. This is the moving story of one girl's year of change, dreams, grief, and healing as she journeys from one country to another, one life to the next.