Empowering our Students for the Future -

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Résumé :
Preface Introduction Chapter 1- Empowering Students to Take Control Through Project-Based Learning Scott Wurdinger Chapter 2- The Promise of Action Civics in Closing the Civic Engagement Gap Arielle Jennings Chapter 3- Engagement of Stakeholders in a Learning Community: Avalon School Walter Enloe and David Blake Willis Chapter 4- Finding a Direction, Creating Student Driven Learning Culture Paul Tweed Chapter 5- Have I Ever Stopped You... Fred Chapel Chapter 6- Beyond Revolution: Transforming Whole Schools to Foster Student Power Adam Fletcher Chapter 7- Empowering the Self-Perceived Powerless: Reflections of a first-year, high school science teacher Kimberly Kim Takagi Chapter 8- Empowering Students through Curriculum Development in the College Classroom Kiel Harell and Sara Lam Chapter 9- Preparing New Teachers to Radically Change Predictable and Unequal Outcomes for P-12: A Critical Race Theory Approach Timothy Berry Chapter 10- Engaging and Deschooling Students: Promoting the Grande Passion through Failure and Mastery with Self Determination Theory Pete Allison Chapter 11- (Re)Design to Empower Students In the Classroom and at Scale Jeff Galle Chapter 12- Creating a Foxfire-like project in Teacher Education Carlin Bell, Malaika Boyer, Fred Chapel, Jillian Eissler, Ryan Johnson, Muniza Khan, Diana Lesso, Jose Lovo, J. Cynthia McDermott, Zoe Morris, and Ian Stuart About the Editors About the Contributors...

Biographie:

Scott Wurdinger is a professor of experiential learning and leadership studies at Minnesota State University, Mankato. His most recent book published with Rowman and Littlefield is titled Changing the Status Quo: Courage to Challenge the Education System.


Cynthia McDermott is a faculty member in education at Antioch University Los Angeles. Her academic interest is in encouraging opportunities for young people to have power and to stand against oppression.

Kiel Harell is an assistant professor of education at the University of Minnesota, Morris. His research focuses on increasing opportunities for democratic deliberation in teacher education.



Hilton Smith, starting in 1965, taught secondary social studies in a variety of demographic situations - rural, suburban, urban - including an alternative high school in Atlantic Public Schools which he cofounded. He served as Coordinator of Education for the Foxfire Foundation until joining the School of Education at Piedmont College, Georgia, until his retirement in June 2017 to assume a part-time status.