Education.library.ubc.ca



Dr. Bryan McKinley Jones Brayboy, Professor, School of Social Transformation Culture, Society and Education, Arizona State University, Tempe, USABook Chapter: "Reclaiming Scholarship: Critical Indigenous Research Methodologies. Qualitative Research: An Intorduction to Methods and Designs,"Jossey-Bass (2011)Book Chapter: "Indigenous Knowledges and Social Justice Pedagogy. Pedagogy across the Curriculum: The Practices of Freedom," Routledge (2010)."Editors’ introduction: JAIE and CIE – A renewed vision for the next 50 years,"(2010).?Journal of American Indian Education, 49(1 & 2).Articles (UBC has full-text online)Brayboy, B. M. J. (2013). Tidemarks and legacies: Building on the past and moving to the future. Anthropology & Education Quarterly, 44(1), 1-10. doi:10.1111/aeq.12001Solyom, J. A., & Brayboy, B. M. J. (2012). Memento mori: Policing the minds and bodies of indigenous latinas/os in arizona. (LatCrit XVI symposium - global justice: Theories, histories, futures). California Western International Law Journal, 42(2), 473.McCarty, T. L., & Brayboy, B. M. J. (2009). No anthropologist left behind reclaiming an anthropological voice in education policy reform. Anthropology News, 50(9), 14-14. doi:10.1111/j.1556-3502.2009.50914.xBrayboy, B. M. J., & Castagno, A. E. (2009). Self-determination through self-education: Culturally responsive schooling for indigenous students in the USA. Teaching Education, 20(1), 31-53. doi:10.1080/10476210802681709Brayboy, B., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79(1), 1-21.Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research [H.W. Wilson - EDUC], 78(4), 941.Brayboy, B. M. J., & Castagno, A. E. (2008). Indigenous knowledges and native science as partners: A rejoinder. Cultural Studies of Science Education, 3(3), 787-791. doi:10.1007/s11422-008-9142-9Brayboy, B. M. J., & Castagno, A. E. (2008). How might native science inform “informal science learning”? Cultural Studies of Science Education, 3(3), 731-750. doi:10.1007/s11422-008-9125-xBryan McKinley Jones Brayboy, K Tsianina Lomawaima, & Malia Villegas. (2007). The lives and work of beatrice medicine and vine deloria jr. Anthropology and Education Quarterly, 38(3), 231.Brayboy, B. M. J., Castagno, A. E., & Maughan, E. (2007). Equality and justice for all? examining race in education scholarship. Review of Research in Education, 31, 159-194.Brayboy, B. (2005). Transformational resistance and social justice: American indians in ivy league universities. Anthropology & Education Quarterly, 36(3), 193-211.Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425-446. doi:10.1007/s11256-005-0018-yBartlett, L., & Brayboy, B. M. J. (2005). Race and schooling: Theories and ethnographies. The Urban Review, 37(5), 361-374. doi:10.1007/s11256-005-0021-3McKinley Jones Brayboy, B. (2003). The implementation of diversity in predominantly white colleges and universities. Journal of Black Studies, 34(1), 72-86. doi:10.1177/0021934703253679Dr. Carolyn Bereznak Kenny (Nang Jaada Sa-ets), Professor, Human Development and Indigenous Studies, Antioch University, USAKenny, C., & Fraser, T. N. (2012). Living indigenous leadership: Native narratives on building strong communities. Vancouver: UBC Press. (E98.L33 L58 2012 @Koerner Reserve Collection & PG K46 L58 2012 @Xwi7xwa Stacks & Reserve Collection)Kenny, C., Faries, E. J., Canada. Status of Women Canada. Policy Research, & Canadian Public Policy Collection. (2004). A holistic framework for aboriginal policy research. Ottawa: Status of Women Canada. (ebook available online)Kenny, C. B., & Canada. Status of Women Canada. Policy Research. (2002). North american indian, Me?tis and inuit women speak about culture, education and work. Ottawa: Status of Women Canada, Policy Research. (MICROLOG 102-04700)Kenny, C. B. (1982). The mythic artery: The magic of music therapy. Atascadero, CA: Ridgeview Pub. Co. (ML3920.K46 1982 @Okanagan Library Stacks)Kenny, C. (1995). Listening, playing, creating: Essays on the power of sound. Albany: State University of New York Press. (ML3920.L588 1995 @I.K. Barber Library Stacks)Full text available online:Kenny, C., Faries, E. J., & Canada. Status of Women Canada. Policy Research. (2004). A holistic framework for aboriginal policy research. Ottawa: Status of Women Canada.Kenny, C. B. (2002). Blue wolf says goodbye for the last time. American Behavioral Scientist, 45(8), 1214-1222. doi:10.1177/000276420204500804Kenny, C. B. (1998). The sense of art: A first nations view. Canadian Journal of Native Education, 22(1), 77.Kenny, C. B. (1998). Embracing complexity: The creation of a comprehensive research culture in music therapy. Journal of Music Therapy, 35(3), 201-217. doi:10.1093/jmt/35.3.201Dr. Angel M. Y. Lin, Associate Professor, Faculty of Education, University of Hong Kong, ChinaLin, A. M. Y. (2014). Language across the curriculum: Theory and practice. Dordrecht: Springer.Lin, A. M. Y., & Man, E. Y. F. (2010). Bilingual Education: Southeast Asian Perspectives. Hong Kong University Press. (ebook full text online)Kubota, R., & Lin, A. M. Y. (Eds.). (2009). Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice (1 edition.). New York?; London: Routledge. (PE 1128.A2 R23 2009 @Education Stacks)Lin, A. M. Y. (Ed.). (2007). Problematizing Identity: Everyday Struggles in Language, Culture, and Education (1 edition.). New York: Routledge.Luk, J. C. M., & Lin, A. M. Y. (2006). Classroom Interactions as Cross-Cultural Encounters: Native Speakers in EFL Lessons (1 edition.). Mahwah, N.J: Routledge. (PE1130.C4 L85 2007 @Education Stacks)Lin, A., & Martin, P. (Eds.). (2005). Decolonisation, Globalisation: Language-in-Education Policy and Practice (1 edition.). Clevedon?; Buffalo: Multilingual Matters.Li, D. C. S., Lin, A. M. Y., & Tsang, W. K. (Eds.) (2000). Language and education in post-colonial Hong Kong. Hong Kong: Linguistic Society of Hong Kong.List of all publications including journalsDr. Carol Rodgers, Associate Professor, Department of Educational Theory and Practice, University at Albany State University of New York, USARodgers, C. (2006). "The turning of one's soul:" Lessons in race and social justice: the Putney Graduate School of Teacher Education (1950-1964). Teachers College Record, 108(7), pp. 1266-1295.Rodgers, C. (2006). Attending to student voice: The impact of descriptive feedback on learning and teaching. Curriculum Inquiry, Vol. 36(2), pp. 209-27.Rodgers, C. & Raider-Roth, M. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), pp. 265-287.Rodgers, C. (2002) Defining reflection: Another look at John Dewey and reflective thinking, Teachers College Record. Vol. 4, Number 4, pp. 842-866.Rodgers, C. (2002) Seeing student learning: Teacher change and the role of reflection, Harvard Educational Review. Vol. 72, Number 2, pp. 230-253.Book ChaptersRodgers, C. R. (forthcoming). The Role of Descriptive Inquiry in Building Presence and Civic Capacity, in Lyons, N. The Handbook of Reflective Inquiry, New York: Springer Publishers.Rodgers, C. R. (2008). "A transforma??o da alma:" Aprendendo a ensinar para a justi?a social: Desafio para a forma??o de professores. Autêntica: Belo Horizonte, pp. 35-73. ISBN: 978-85-7526-320-4.Rodgers, C. and K. Scott (2008). Development of the personal self and professional identity in learning to teach. In Cochran-Smith, Marilyn and Sharon Feiman-Nemser, (Eds.) Handbook of Research in Teacher Education, Mahway, NJ: Lawrence Earlbaum. Dr. Margaret Semrud-Clikeman,? Professor, Division of Clinical Behavioral Neuroscience, Department of Pediatrics, University of Minnesota? Medical School, USAList of publications: , M. (2001). Traumatic brain injury in children and adolescents: Assessment and intervention. New York: Guilford Press. (WS340.S447 2001 @Woodward Library Stacks)Semrud-Clikeman, M., & SpringerLink ebooks - Behavioral Science. (2007). Social competence in children. New York: Springer. doi:10.1007/978-0-387-71366-3 (ebook available online)Semrud-Clikeman, M. (2009). Pediatric Neurology, 40(2), 141-141. doi:10.1016/j.pediatrneurol.2008.10.016Semrud-Clikeman, M. (2005). Neuropsychological aspects for evaluating learning disabilities. Journal of Learning Disabilities, 38(6), 563-568. doi:10.1177/00222194050380061301Semrud-Clikeman, M. (2007). Social competence in children with nonverbal learning disabilities. (pp. 91-106). Boston, MA: Springer US. doi:10.1007/978-0-387-71366-3_6Dr. Hua Zhang, Professor & Dean, Graduate School of Education Studies, Hangzhou Normal University, Zhejiang Province, ChinaZhang, Hua & William F. Pinar (eds.) (2014). Autobiography and Teacher Development in China: Subjectivity and Culture in Curriculum Reform. New York: Palgrave Macmillan (in press).Zhang Hua. (2010). On Research-based Pedagogy. Shanghai: East China Normal University Press.Zhang Hua, et al. (2007). Research on Integrated Curriculum of Practical Activities. Shanghai: Shanghai Science and Technology Education Press.Zhang Hua & Li Yanbing (2004). The Ideal and Reality of Project-based Learning. Shanghai: Shanghai Science and Technology Education Press.Zhang, Hua (2000a). The Theory of Experience Curriculum. Shanghai: Shanghai Educational Publishing House.Zhang, Hua (2000b). The Theory of Curriculum and Instruction. Shanghai: Shanghai Educational Publishing House.Zhang, Hua, Shi, Weiping, and Ma, Qingfa (2000c). The Theory of Curriculum and Instruction. Jinan: Shandong Educational Publishing House.Main Articles Published in EnglishZhang, Hua and Qiquan, Zhong (2003). Curriculum Studies in China: Retrospect and Prospect. In William F. Pinar (ed.) (2003). International Handbook of Curriculum Research. New Jersey: Lawrence Erlbaum Associates, Inc.Zhang, Hua (2006). On the Essence of Knowing in Teaching/ Learning. Frontiers of Education in China. Volume1, Number 2, pp. 226-257.Zhang, Hua (2008). Toward a Confucian Vision of Curriculum. In Claudia Eppert & Hongyu Wang (2008). Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Laurence Erlbaum Associates.Zhang, Hua (2009). The Ongoing Curriculum Reform in China: Philosophy, Objectives, and Structure. In Rope E. & Tero, A. (eds.). (2009). International Conversations on Curriculum Studies: Subjects, Society, and Curriculum. Sense Publishers.Zhang, Hua (2012). Turning to the Pedagogy of “Listening”. In Complicity: An International Journal of Complexity and Education. Vol. 9, No.1.Zhang Hua & Zhenyu Gao (2013). Curriculum Studies in China: Retrospect and Prospect. In William F. Pinar (ed.)(2013). International Handbook of Curriculum Research. New York: Routledge. (in press).Zhang Hua (2014). Curriculum Studies and Curriculum Reform in China: 1922-2012. In William F. Pinar (ed.)(2014). Curriculum Studies in China. New York: Palgrave Macmillian. (in press). ................
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