Student Resistance is an international history of student activism. Chronicling 500 years of strife between activists and the academy, Mark Edelman Boren unearths the defiant roots of the ivory tower.

However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations. The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies. In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students.The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them. While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes.

"Among the wealth of good Holocaust literature available, Freedman's volume stands out for its focus and concision, effectively placing the White Rose in its historical context, telling the story of Nazi Germany without losing the focus on the White Rose, and doing so in just over 100 pages." (Kirkus starred review) In his signature eloquent prose, backed up by thorough research, Newbery medalist and nonfiction master Russell Freedman tells the story of Austrian-born Hans Scholl and his sister Sophie. They belonged to Hitler Youth as young children, but began to doubt the Nazi regime. As older students, the Scholls and a few friends formed the White Rose, a campaign of active resistance to Hitler and the Nazis. Risking imprisonment or even execution, the White Rose members distributed leaflets urging Germans to defy the Nazi government. Their belief that freedom was worth dying for will inspire young readers to stand up for what they believe in. Archival photographs and prints, source notes, bibliography, index. A Sibert Honor Book

Putting Greece back on the cultural and political map of the "Long 1960s," this book traces the dissent and activism of anti-regime students during the dictatorship of the Colonels (1967-74). It explores the cultural as well as ideological protest of Greek student activists, illustrating how these "children of the dictatorship" managed to re-appropriate indigenous folk tradition for their "progressive" purposes and how their transnational exchange molded a particular local protest culture. It examines how the students' social and political practices became a major source of pressure on the Colonels' regime, finding its apogee in the three day Polytechnic uprising of November 1973 which laid the foundations for a total reshaping of Greek political culture in the following decades.

This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.

Exploring the Palestinian Student Movement from an historical and sociological perspective, this book demonstrates how Palestinian national identity has been built in the absence of national institutions, whilst emphasizing the role of higher education as an agent of social change, capable of crystallizing patterns of national identity. Focussing on the political and social activities of Palestinian students in two arenas – the West Bank and Gaza Strip, and the Palestinian diaspora, Students & Resistance covers the period from 1952-2000. The book investigates the commonality of the goal of the respective movements in securing independence and the building of a sovereign Palestinian state, whilst simultaneously comparing their development, social tone and the differing challenges each movement faced. Examining a plethora of sources including; Palestinian student magazines, PLO documents, Palestinian and Arabic news media, and archival records, to demonstrate how the Palestinian Student Movements became a major political player, this book is of interest to scholars and students of Palestinian History, Politics and the Arab-Israeli Conflict.

The widely used STEM education book, updated Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment—all from a STEM perspective. You’ll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines. For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You’ll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery. Plan and deliver lessons that actively engage students—in person or online Assess students’ progress and help ensure retention of all concepts learned Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication Meet the learning needs of STEM students with diverse backgrounds and identities The strategies presented in Teaching and Learning STEM don’t require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be a marked improvement in your teaching and your students’ learning.