UM Today UM Today University of Manitoba UM Today UM Today UM Today
News from
Faculty of Education
UM Today Network

Books Published by Faculty of Education, University of Manitoba Faculty Members 2013 & 2014

April 4, 2014 — 

Katz, Jennifer (2014). Resource Teachers: A Changing Role in the Three-Block Model of Universal Design for Learning. Portage & Main Press.

Katz-book-2013In Resource Teachers, Dr. Jennifer Katz describes the fundamental shift in the role of resource teachers and classroom teachers in inclusive classrooms that use the Three-Block Model of Universal Design for Learning (UDL) (outlined in her previous book, Teaching to Diversity). Dr. Katz discusses practical and innovative ways resource teachers can partner with classroom teachers to create inclusive learning communities – by co-planning, co-teaching, and co-assessing instruction.

 

Shepard, Blythe C. and Mani, Priya S. (2014). Career Development Practice in Canada: Perspectives, Principles, and Professionalism. CERIC.

Priya-Book-2014Career Development Practice in Canada is a unique textbook for students of career development and the first to describe the principles and ethical practice of career development in a Canadian context, and to examine the development and maturing of the profession in Canada. Designed with content, resources, and activities to be a learning tool for students, a resource for educators, and a reference for career practitioners in the field, the book is ideal for students and educators of career development at community colleges and universities, workshop leaders and attendees, and career professionals. Much attention is given to the “nuts and bolts” of the practice for developing relationships with clients, helping clients with career planning and decision-making, and equipping clients with job search skills. Diversity and social justice are strong themes. Chapters examine the needs of special populations: Aboriginal peoples, immigrants, refugees, and the poor. Career development is a lifelong process of managing learning and work. Chapters describe the challenges and the approaches for guiding the process for students in elementary school, through high school, and in the postsecondary years.

 

Ragnarsdóttir, H., & Schmidt, C. (Eds.). (2014). Learning spaces for social justice: International perspectives on exemplary practices from preschool to secondary school. Stoke-on-Trent, UK: IOE Press/Trentham Books.

Clea-book-2014Drawing on international best practice from schools and classrooms, this book is a timely and invaluable collection surfacing and engaging with innovative school practices that promote social justice and empowerment for learners and teachers who are diverse in race, ethnicity, language, gender, sexual orientation or faith.

International in approach, widely researched, theoretically informed and straightforwardly written, this book illustrates the perpetual process of working towards the goals of social justice, empowerment and integration and some of the many ways this is done. Taking a case study approach, Learning Spaces for Social Justice outlines and describes effective models of social justice and empowerment for diverse learners and diverse teachers developed by schools. With case studies ranging from preschool to secondary school and with examples from both rural and urban environments, it is essential reading for classroom teachers and administrators, teacher education students and their teachers.

 

Smith, K. (2013). Steve the Urban Rabbit. Maven Media.

Karen-book-2013A children’s book written and illustrated by Dr. Karen Smith, Steve the Urban Rabbit is a rhyming story about a backyard rabbit that decides to go for a “hop”. While out on his hop he accidentally leaves prints that he thinks Steve the dog will follow so he tries to fool the dog into thinking he is a larger creature by making his prints look large. What follows is a charming tale of friendship. The story is followed by facts about house rabbits and wild rabbits.

 

 

 

© University of Manitoba • Winnipeg, Manitoba • Canada • R3T 2N2

Emergency: 204-474-9341

Top