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Still Alice [sound recording] : a novel / by Genova, Lisa.;
Read by the author.An accomplished woman slowly loses her thoughts and memories to Alzheimer's disease, only to discover that each day brings a new way of living and loving.
Subjects: Audiobooks.; Fiction.; Alzheimer's disease; Women college teachers;
© [2014], c2009., Simon & Schuster Audio,
Available copies: 1 / Total copies: 1
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Murder by degrees : a mystery / by Mukerji, Ritu,author.;
"Philadelphia, 1875: It is the start of term at Woman's Medical College of Pennsylvania. Dr. Lydia Weston, professor and anatomist, is immersed in teaching her students in the lecture hall and hospital. When the body of a patient, Anna Ward, is dredged out of the Schuylkill River, the young chambermaid's death is deemed a suicide. But Lydia is suspicious and she is soon brought into the police investigation. Aided by a diary filled with cryptic passages of poetry, Lydia discovers more about the young woman she thought she knew. Through her skill at the autopsy table and her clinical acumen, Lydia draws nearer the truth. Soon a terrible secret, long hidden, will be revealed. But Lydia must act quickly, before she becomes the next target of those who wished to silence Anna"--
Subjects: Mystery fiction.; Detective and mystery fiction.; Historical fiction.; Women physicians; Murder; Women college teachers; Young women; Diaries;
Available copies: 1 / Total copies: 1
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In the midst of winter : a novel / by Allende, Isabel.; Caistor, Nick,translator.; Hopkinson, Amanda,1948-translator.;
In the middle of a snowstorm in Brooklyn, 60-year-old human rights scholar Richard Bowmaster hits the car of Evelyn Ortega, a young, undocumented immigrant from Guatemala. What at first seems just a small inconvenience takes a far more serious turn when Evelyn turns up at the professor's house seeking help. At a loss, the professor asks his tenant Lucia Maraz, a 62-year-old lecturer from Chile, for her advice. These three very different people are brought together in a story that moves from present-day Brooklyn to Guatemala in the recent past to 1970s Chile and Brazil, sparking the beginning of a long overdue love story between Richard and Lucia.
Subjects: Historical fiction.; Romance fiction.; Novels.; College teachers; Women college teachers; Women illegal aliens; Human rights; Love in middle age;
Available copies: 1 / Total copies: 1
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Phenomenal women : the Dora Stockman story / by O'Rourke-Kelly, Margaret.;
Includes bibliographical references (p. 151-160).
Subjects: Stockman, Dora Hall, 1872-1948.; Social reformers; Women social reformers; Michigan State Grange; State governments; Politicians; Women politicians; College teachers; Women college teachers;
© 2008., Zoe Life Pub.,
Available copies: 1 / Total copies: 1
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The child is the teacher : a life of Maria Montessori / by De Stefano, Cristina,1967-author.; Conti, Gregory,1952-translator.;
Includes bibliographical references (pages 323-348)."A fresh, comprehensive biography of the pioneering educator and activist who changed the way we look at children's minds, from the author of Oriana Fallaci. Born in 1870 in Chiaravalle, Italy, Maria Montessori would grow up to embody almost every trait men of her era detested in the fairer sex. She was self-confident, strong-willed, and had a fiery temper at a time when women were supposed to be soft and pliable. She studied until she became a doctor at a time when female graduates in Italy provoked outright scandal. She never wanted to marry or have children--the accepted destiny for all women in her milieu of late nineteenth-century bourgeois Rome--and when she became pregnant by a colleague of hers, she gave up her son to continue pursuing her career. At around age thirty, Montessori was struck by the work being done with children from the slums of the San Lorenzo neighborhood, and realized what she wanted to do with her life: change the school, and therefore the world, through a new approach to the child's mind. In spite of the resistance she faced from all sides--scientists accused her of being too mystical, and the clergy of being too scientific--she would garner acclaim and establish the influential Montessori Method, which is now practiced throughout the world. A thorough, nuanced portrait of this often controversial woman, The Child Is the Teacher is the first biographical work on Maria Montessori written by an author who is not a member of the Montessori movement, but who has been granted access to original letters, diaries, notes, and texts written by Montessori herself, including an array of previously unpublished material"--
Subjects: Montessori, Maria, 1870-1952.; Educators; Women educators; Montessori method of education.;
Available copies: 1 / Total copies: 1
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If this isn't nice, what is? : advice to the young : the graduation speeches / by Vonnegut, Kurt.; Wakefield, Dan.;
Introduction -- Baccalaureate -- How to make money and find love! -- Advice to graduating women (that all men should know!) -- How to have something most billionaires don't -- Why you can't stop me from speaking ill of Thomas Jefferson -- How music cures our ills (and there are lots of them) -- Don't despair if you never went to college! -- What the "ghost dance" of the Native Americans and the French painters who led the Cubist movement had in common -- How I learned from a teacher what artists do -- Don't forget where you come from -- Unstuck in time : quotes to ponder."Chiefly consists of selected graduation speeches given by Vonnegut at various educational institutions"--
Subjects: Speeches, addresses, etc., American.; Baccalaureate addresses.;
Available copies: 1 / Total copies: 1
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Intertwined lives : Margaret Mead, Ruth Benedict, and their circle / by Banner, Lois W.;
Includes bibliographical references (p. [445]-524) and index.This book is a revealing biography of two eminent twentieth century American women. Close friends for much of their lives, Ruth Benedict and Margaret Mead met at Barnard College in 1922, when Mead was a student, Benedict a teacher. They became sexual partners (though both married), and pioneered in the then male-dominated discipline of anthropology. They championed racial and sexual equality and cultural relativity despite the generally racist, xenophobic, and homophobic tenor of their era. Mead's best-selling Coming of Age in Samoa (1928) and Sex and Temperament in Three Primitive Societies (1935), and Benedict's Patterns of Culture (1934), Race (1940), and The Chrysanthemum and the Sword (1946), were landmark studies that ensured the lasting prominence and influence of their authors in the field of anthropology and beyond. With unprecedented access to the complete archives of the two women--including hundreds of letters opened to scholars in 2001--Lois Banner examines the impact of their difficult childhoods and the relationship between them in the context of their circle of family, friends, husbands, lovers, and colleagues, as well as the calamitous events of their time. She shows how Benedict inadvertently exposed Mead to charges of professional incompetence, discloses the serious errors New Zealand anthropologist Derek Freeman made in his famed attack on Mead's research on Samoa, and reveals what happened in New Guinea when Mead and colleagues engaged in a ritual aimed at overturning all gender and sexual boundaries.
Subjects: Mead, Margaret, 1901-1978.; Benedict, Ruth, 1887-1948.; Women anthropologists;
© 2004, c2003., Vintage Books,
Available copies: 1 / Total copies: 1
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Education Today : Issues, Policies & Practices / by Watnick, Beryl,editor.;
Includes bibliographical references and index.Vol. 1 -- Publisher's Note -- Introduction -- Contributors -- Volume 1 -- Section 1: History of Education -- Aristotle and Realism -- Early Roots of Modern American Education -- History of public Education in the U.S. -- John Locke and Education -- Modern European Influences on American Education -- Chautauqua Movement -- Education of Women in the U.S. -- Education Reform Movements -- Minorities and Education in America -- History of Teacher Education -- Women in Education -- Social History of American Education -- Section 2: Education Theory -- Plato and Education . -- Karl Marx and Education -- Paulo Freire -- Gagne's Conditions of Learning -- Seymour Papert and Constructionism -- Postmodernism and Education -- Affective Domain -- Assimilation Theory -- Attribution Theory -- Behaviorism -- Cognitive Dissonance Theory -- Cognitive Theories -- Constructivism -- Epistemology -- Existentialism -- Pragmatism -- Theory of Mind -- Social Learning Theory -- Experiential Learning -- Transformative Learning -- Multiple Intelligences -- Learning Styles -- Taxonomy of Educational Objectives-The Cognitive Domain -- Educational Anthropology -- Sociology of Education -- Social Change Education -- Social Development Model -- Social Justice in Education -- Section 3: Education psychology -- Cognitive Neuroscience -- Brain-Based Learning -- Cognitive Development -- Social Cognition -- Socio-Emotional Development -- Pyramid Model -- Adolescent Development -- Addressing Student Sleep Deprivation -- Developmental psychology -- Personality Theories -- Self-Determination Theory -- Motivation -- Humanism -- Intelligence Scales -- Abstract Thinking Skills -- Psycholinguistics -- Instructional Design -- Token Economy -- Mathematics Anxiety -- Affective Variable -- Section 4: Education and the Law -- Equal Educational Opportunity -- School Desegregation -- Evolution vs. Creation -- School prayer -- Freedom of Religion and public Education -- Freedom of Expression and public Education -- Parental Rights and public Education -- Student Rights in the public Schools -- Undocumented Immigrant Students -- Title IX -- Inclusive Education Laws -- Academic Freedom -- Out of School Faculty Behavior -- Sexual Misconduct in the Schools -- School Safety Legislation -- Search and Seizure in the public Schools -- Dispensing Birth Control in public Schools -- Race, Class, and School Discipline -- No Child Left Behind Act of 2001 -- Every Student Succeeds Act (ESSA) -- Fear of Litigation -- Section 5: politics, Government & Education -- Education and the Economy -- Public Education Finance -- Equalization Aid -- Identity politics in Education -- Cultural Capital & U.S. Education -- Meritocracy -- Teacher's Unions-past and present -- Collective Bargaining and Teachers' Unions -- Minority Teacher Shortages -- U.S. Educational Indicators -- Busing -- Overcrowding in Schools -- English-Only Movement -- School Choice -- School Vouchers -- Spellings Report -- Teacher Tenure -- Tuition-Free College -- Section 6: School Administration & policy -- Becoming a public School Administrator -- Centralized Administration -- Decision-Making Structures and processes -- School Superintendency -- School Boards and Committees -- Education Leadership policy -- School Leadership -- Public School Accountability -- School Improvement plans (SIP) -- School Accreditation -- School-Based Management -- Student Governments -- Instructional Leadership -- Highly Qualified Teachers -- Performance-Based Salaries -- Staff performance Evaluations -- Teacher Supervising -- Classroom Autonomy -- School Culture and School Reform Efforts -- School Climate -- "Sick" School Buildings -- School Dropout Issues -- Marketing of Education -- Section 7: public School Education -- Urban Education -- Rural Education -- Class Size -- The pledge of Allegiance & Moment of Silence Controversy -- Grade Inflation -- School Nursing -- School Librarianship -- Strategies in Teaching Math -- Teaching Reading and Writing -- Teaching English and Literature -- Teaching poetry -- Teaching Creative Writing -- Teaching Humanities -- Teaching History -- Teaching Science in U.S. public Schools -- Teaching Social Studies -- Teaching Foreign Languages in U.S. public Schools -- Teaching physical Education -- Teaching Health and Sex Education -- Teaching the Gifted Student -- Teaching Life Skills -- Teaching Industrial Arts/Technology Education -- Teaching Study Skills -- Business Curriculum -- Library and Resource Instruction -- Public School Education: Middle Grades -- The Creative Writing Classroom -- Section 8: Higher Education -- Land-Grant Universities -- African-American Colleges and Universities -- Tribal Colleges -- Access to Higher Education -- Grants and private Funding -- Affirmative Action in Higher Education -- Admissions policies -- Institutional Effectiveness in Higher Education -- Community College Education -- Accelerated Degree programs -- Virtual Universities -- Non-Traditional Minority Students -- Non-Traditional Older Students -- Underprepared College Students -- Writing Centers -- Academic Dishonesty in Colleges and Universities -- Student Retention -- College Housing -- Crime on College Campuses in the U.S. -- Diploma Mills (Degree Mills) -- Section 9: School Safety -- Social Concerns among Students -- Conflict Mediation -- Crisis Management -- Violence prevention -- Weapons in the Schools -- Zero Tolerance policies -- School-to-prison pipeline -- Bullying -- School Security -- School Health Services -- Drug and Alcohol prevention programs -- Laboratory Safety in the Schools -- Internet Safety -- Dress Codes and Uniforms in public Schools -- Gang Involvement -- Juvenile Delinquency/Truancy -- Hazing -- Guns on Campus.Volume 2 -- Section 1: Multicultural & Diversity Education -- Achievement Gap -- Multicultural Education -- Critical pedagogy -- Culturally Responsive Teaching -- Cultural Intelligence -- Cultural pluralism -- Cultural Values and their Impact on Education -- Multicultural Curricula -- Monoculturalism (Cultural Conservatism) -- White privilege: The Invisible Advantages and Apparent Disadvantages -- Faculty/Staff Diversity -- Section 2: Curriculum and Organization -- Anti-Bias Curriculum -- Home Visits -- School Orientation and Open House -- Parent-Teacher Conferences -- State Curriculum Guidelines -- Academic Learning Time -- Continuous progress Approach -- Integrated Curriculum -- Core Curriculum -- Elective Courses -- Non-Graded Instruction -- Multi-Age Classrooms -- Information Technology Literacy (ITL) -- Coding in the Curriculum -- Ability Grouping -- Looping -- Same-Sex Classrooms -- Self-Contained Classrooms -- Personalized Learning -- Advanced placement program -- Dual Enrollment -- Student Internships -- Student Exchange programs -- Pedagogical Content Knowledge -- Field Trips -- Course Scheduling -- Open Classrooms -- Section 3: Early Childhood Education -- Daycare programs -- Child Development programs -- Early Childhood/preschool Education -- Head Start program -- Home Visits -- Childhood Development -- Language Development -- Developmental Risks -- Early Intervention -- Montessori Method . -- Universal pre-Kindergarten -- Full-Day Kindergarten -- Emergent Literacy -- Section 4: Guidance & Counseling -- School Guidance Centers -- Counseling Methods -- Course Scheduling -- Academic Interventions -- Birth Order & Educational Achievement -- College placement Counseling -- Vocational Counseling -- Multicultural Counseling programs -- Peer Counseling programs -- Counseling Students Who are Gay, Lesbian, Bisexual, Transgender, or Questioning -- School programs to Address Teen pregnancy Issues -- Substance Abuse Counseling -- Students with Mental Illness -- When Students Encounter Death -- Section 5: Teaching Methods -- Metacognition -- Schema Theory -- Socratic Method -- Direct Instruction -- Differentiated Instruction -- Remedial Education -- Whole Language -- Reader-Response Methods -- Sustained Silent Reading (SSR) -- Reciprocal Teaching -- Assessment for Learning -- Student Mentoring -- Concept Mapping -- Process Writing -- Paraphrasing Strategy -- Writing Across the Curriculum -- Transmedia Storytelling -- Game-Based Learning -- Problem-Based Learning -- Cooperative Learning -- Instructional Modeling -- Lesson planning -- Classroom Management -- Classroom Environment -- Team Teaching -- Reflective Teaching -- Section 6: Special Education -- Learners who are Exceptional -- Service Coordination -- Residential Care Education -- Normalization -- Over-identification -- Assessment for Exceptional Learners -- Functional Behavior Assessment -- Multidisciplinary Evaluation -- Response to Intervention (RTI) -- Individualized Education plans -- Inclusive Education -- Mainstreaming in the public Schools -- Instructional Design for Special Education -- Universal Design for Learning -- Homebound Education -- Resource Room in Special Education -- Sheltered Workshops -- Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) -- Teaching Students with Autism -- Teaching Dyslexic Students -- Teaching Students with ADHD -- Teaching Students with physical Disabilities -- Teaching the Gifted Student -- Behavior Intervention-Seclusion and Restraints -- Communication-Based Intervention -- Language Acquisition through Motor planning (LAMp) -- Education for the Deaf -- Title I -- Remedial Education -- Transition planning -- Family Involvement in Special Education -- Adaptive Skills and Behavior -- Applied Behavioral Analysis -- Section 7: ESOL -- Teaching English as a Second Language -- Structured English Immersion in ESL Instruction -- Bilingual Education -- Second Language Acquisition -- Sociolinguistics -- Communicative Competence -- English for Specific purposes -- Inter-language pragmatics -- Suggestopedia -- Audio-lingual Method -- World Englishes -- Teaching Heritage Languages -- Peer Response for Second Language Learners -- Writing Assessment for Second Language Learners -- Caring for Infants and Young Children -- Based Intervention -- Language Acquisition through Motor planning (LAMp) -- Education for the Deaf -- Title I -- Remedial Education -- Transition planning -- Family Involvement in Special Education -- Adaptive Skills and Behavior -- Applied Behavioral Analysis -- Section 7: ESOL -- Teaching English as a Second Language -- Structured English Immersion in ESL Instruction -- Bilingual Education -- Second Language Acquisition -- Sociolinguistics -- Communicative Competence -- English for Specific purposes -- Inter-language pragmatics -- Suggestopedia -- Audio-lingual Method -- World Englishes -- Teaching Heritage Languages -- Peer Response for Second Language Learners -- Writing Assessment for Second Language Learners -- Caring for Infants and Young Children.Volume 3 -- Section 1: Technology in Education -- Computers in the Classroom -- Computer-Assisted Instruction -- Assistive Technology in Education -- Bring Your Own Device (BYOD) -- Social Media as a Teaching and Learning Tool -- Technology Access Gap -- iPads in the Classroom -- Web 2.0 in the Schools -- Anchored Instruction -- Online Learning preparation -- Artificial Intelligence in Schools -- Hypermedia in Education -- Educational Software -- STEM Fields and STEM Education -- Integrated Learning Systems -- Intelligent Tutoring Systems -- E-books and Educational Outcomes -- Section 2: Testing and Evaluation -- Intelligence Testing -- Aptitude Testing -- Achievement Tests -- Psychological Testing -- Classroom Evaluation -- Rubrics -- Grades and Report Cards -- Diagnostic Teaching and Testing -- Formative and Summative Assessments -- Authentic Assessment -- Alternative Assessment -- Norm-Referenced Testing -- Criterion-Referenced Testing -- Item Response Theory -- Assessing Digital Literacy -- Student peer Evaluation -- Test Bias -- High School Exit Exams -- College Entrance Exams -- Graduate Record Examinations -- Teacher Competency Requirements -- Section 3: Alternative Education -- Overview of Alternative Education -- Alternative College prep programs -- Distance Learning -- Blended Learning -- Charter Schools -- Magnet Schools -- Pilot Schools -- Home Schooling -- Boarding Schools -- Waldorf Schools -- Tribal Education -- American Heritage Education -- Military Education -- Naturalist Teaching and Learning -- Environmental Education -- Outdoor Adventure Education -- Agricultural Education -- Religious Education in the U.S -- Section 4: Extended Learning -- Educational Television in the Classroom -- Out of School Time programs -- Extended School Year -- Summer Learning Loss -- Community/Youth programs -- Extracurricular Activities and programs -- Supplemental Education Services -- Section 5: Service Learning -- Adult Education programs -- Community-School partnerships -- Community Service Education -- Civics Education in the Schools -- Parent Volunteers in Schools -- Volunteer Teaching Opportunities -- Student Leadership -- Service Learning for Disabled Students -- Gap Year -- Section 6: Teacher Education -- Teacher Certification and Licensure -- In-Service Education programs -- Highly Qualified Teachers -- Master Teachers -- Microteaching Labs -- Teachers' Computer Literacy -- Student Evaluation of Teachers -- Employment Opportunities in Teaching -- Section 7: Adult Education -- Adult Learning Theory -- Andragogy -- Adult Education programs -- Adult Literacy programs -- GED programs -- Career Transition Education Resources -- Industrial and Work-Based Education -- Microdegrees -- Citizenship Classes -- English as a Second Language for Adults -- Family Literacy programs -- Lifelong Learning -- Section 8: International perspectives -- Globalization and Education -- Gender Disparities in World Education -- Charities and Global Education -- poverty Reduction Strategies -- UNESCO-Education for All -- Teaching in Developing Countries -- International Education Indicators -- International Student Mobility -- International Baccalaureate -- Study Abroad programs -- Fulbright program -- National Education plans -- Non-Formal Education -- Skills Development programs -- Terms & Concepts -- Index.A three volume set that includes 446 articles arranged in twenty-five sections that cover a wide range of topics, starting with a historical look at education, and including sections on education theory, psychology, law, government, school safety, diversity, curriculum, counseling, teaching methods, technology in education, testing, alternative education, teacher education and international perspectives.10-A.Mode of access: Internet.
Subjects: Education; Education and state; Teaching; School management and organization; Educational technology;
On-line resources: https://libproxy.kirtland.edu/login?url=https://online.salempress.com/doi/book/10.3331/etconcept -- Available online. Click here to access.;
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What girls need : [electronic resource] : How to raise bold, courageous, and resilient women. by Porges, Marisa.;
Children today face an uncertain future, and parents and teachers can't fully predict what's in store for their daughter and sons. But one thing is clear: Our kids need a new set of skills to succeed. Girls, in particular, must nurture essential traits to fully flourish. Students hit the ground running today, entering a school system that carries high expectations on their way to a college application process that is more demanding than ever. After school, young women enter a competitive job market, still complicated by sexism and the possibility of harassment. But the ways we define leadership are also changing, and the women stepping into those roles are mapping new paths to inhabiting traits like grit, resilience, audacity, and self-confidence. What Girls Need shows how parents and educators can foster these critical twenty-first-century skills in our girls and help them to recognize and nurture their inherent strengths -- to not just thrive but also find joy and purpose as they come of age in our ever-evolving world. As a student at the all-girls Baldwin School outside of Philadelphia, Marisa Porges grew up in a community designed to produce strong, independent women. After graduating from Harvard, she fulfilled her childhood dream of flying jets off aircraft carriers for the U.S. Navy and served as a counterterrorism expert in Afghanistan and a cybersecurity advisor in the Obama White House. Then in 2016, in an unexpected move for someone whose ambitions had taken her so far from home, Porges returned to head the Baldwin School. In doing so, she saw how small moments in her early education gave her the tools she needed to excel in a "man's world." Combining compelling research, personal stories, and practical advice on timely questions, Porges delves into hot-button subjects like how to harness girls' voices and boost girls' self-esteem, and shows how little things have a big impact when nurturing vital skills like competitiveness, collaboration, empathy, and adaptability. What Girls Need empowers us to support the next generation of women so they can confidently hold their own no matter what the future has in store.Electronic reproduction.
Subjects: Electronic books.; Nonfiction.; Family & Relationships.; Self-Improvement.; Sociology.;
© 2020.,
On-line resources: http://link.overdrive.com/?websiteID=130119&titleID=5153595 -- Click to access digital title in OverDrive.;
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Higher expectations : can colleges teach students what they need to know in the twenty-first century? / by Bok, Derek Curtis,author.;
Includes bibliographical references and index.Introduction : an overview -- A brief history of the college curriculum from 1636 to the present -- Educating citizens -- Preparing students for an interdependent world -- Character : can colleges help students acquire higher standards of ethical behavior and personal responsibility? -- Helping students find a purposeful and meaningful life -- Improving interpersonal skills -- Improving intra-personal skills -- Unconventional methods of teaching -- Prospects for change -- Encouraging reform -- Conclusion : reflections on the future."Over its long history, undergraduate education has gradually evolved from its early years when colleges offered an exacting study of classical texts to the tiny segment of America's young men destined for careers as ministers, teachers, and civic leaders. After the United States began to industrialize during the 19th century, the demand for graduates with practical skills led eventually to the demise of the classical curriculum to make way for more useful and contemporary subjects. As the Gross Domestic Product grew rapidly in the decades following World War II, the need for competent managers and professionals grew with it. In response, the size and variety of vocational programs exploded to accommodate an enormous growth in the number of young men and women seeking to enroll. Today, the undergraduate curriculum may be entering a new phase. The needs of an increasingly sophisticated economy coupled with advances in the cognitive sciences have given rise to intriguing possibilities for helping students to acquire additional competencies and qualities of mind that could enable them to live more successful, useful, and satisfying lives. This book asks a straightforward question: Do colleges and universities have the right curricula and pedagogy to prepare today's students for the future? Former Harvard president Derek Bok examines this question according to the following measures: Preparation for Citizenship; Preparing Students for an Interdependent World; Character; A Purposeful and Meaningful Life; Improving Interpersonal Skills; and Improving Intrapersonal Skills. He then explores Unconventional Methods of Teaching; Prospects for Change; and Reform; and concludes with Reflections on the Future"--
Subjects: Education, Higher; Education, Higher; College teaching; Educational change; Education and globalization.;
Available copies: 1 / Total copies: 1
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