-A product of three decades of action research during which the author worked with teachers and school leaders in more than 30 high-poverty, low-performing NYC schools to transform them into high-performance learning organizations. -Provides conceptual explanations, instructional procedures, resources, and assessments that learners, teachers and school leaders can use to organize classrooms in ways that re-distribute responsibility from teachers to learners. -Readers are given what they need to develop and manage effective learning, teaching and assessment practices in culturally, linguistically, racially and economically diverse classrooms.

Written as a guide to help teachers who are interested in implementing Unison Reading in their classrooms and schools, the book presents Unison Reading as both a method and a program, including practical guidance and solid theoretical support.

Human Flourishing in a Technological World addresses the question of human identity and flourishing in the light of recent technological advances. The chapters in Part I provide a philosophical-theological evaluation of changing major anthropological assumptions that have guided human self-understanding from antiquity to modernity: How did we move from a religious and mostly embodied anthropology of the person to the idea that we can upload human consciousness to computing platforms? How did we come to imagine that machines can actually be intelligent, or even learn in human fashion? Moreover, what metaphysical changes explain our mostly uncritical embrace of a technological determination of being and thus of how reality "works"? In Part II, the focus turns to the practical implications of our changing understanding of what it means to be human. Covering some of the most pressing current concerns about human flourishing, these chapters deal with the impact of technology on education, healthcare, disability, leisure and the nature of work, communication, aging, death, and the nature of wisdom for human flourishing in light of evolutionary biology. The volume includes the text of a lecutre by virtual reality engineer and computer scientist Jaron Lanier, and a discussion between Lanier and other contributors.

This book provides perspectives and insights across the educational system for how we might move toward living out this wish in all schools. The chapters provide perspectives on fundamental questions that have been guiding recent research on wellbeing in schools: How do school communities flourish together? How does supporting educator wellbeing connect to teaching, learning, leading in schools? What characteristics, qualities and strategies support the wellbeing of the whole school community? This book is unique in that it answers these questions from the perspectives of teachers, students, administrators in K-12 schools, as well as from university and the wider community. Importantly, these chapters provide a repertoire of varied answers to the question that underpins this shift in research toward a positive organizational perspective: How can we leverage what works well to grow more, to instill in each community member a sense of their value and capacity to contribute? These chapters serve as examples, invitations, and inspiration for readers to notice in their own contexts ways they can grow wellbeing through a focused attention on building appreciative, strengths-based, positive approaches to teaching, learning, and leading in all schools.

This book explores the interconnection of theological education and Christian scholarship, cultural and theological hermeneutics, pedagogy and community knowledge, democracy and citizenship. Yet, the three major disciplines or discourses covered in this work include multicultural education, theology, and hermeneutics through the lens of human flourishing and the concept of the good life. From this angle, this project is written from three different methods and approaches that intersect with each other: a theology of contextualization, a hermeneutics of interculturality, and a pedagogy of cultural literacy and transformative community knowledge. The book advances the idea that theological education should be the starting point to foster candid conversations about the importance of democracy and human rights, civic engagement and the political life, inclusion and diversity, and pluralism and difference in our multicultural society. The book uses the tools of multicultural education and cultural knowledge to enhance democracy and promote fundamental human virtues that would sustain the good life and human flourishing in the world—in the Aristotelian sense and in the Socratic idea of local and world citizenship. Finally, this text offers an alternative vision to contemporary theological education, to deconstruct the white, male, and Eurocentric narratives of theological education and Christian scholarship.

Role of Education and Pedagogical Approach in Service Learning is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility.