By most accounts, Italian-style liberalism failed. Explanations of its failure vary from economic backwardness or a political culture shaped by autocracy to claims that liberals ruined their chances by pursuing nothing but narrow middle class interests. This study examines the liberal record to weigh the accuracy of these approaches. Ashley focuses on three controversial issues: public works, social reform, and public order. The railroads would test liberal commitment to laissez-faire, labor laws their pledge to protect all citizens, and dissent their allegiance to individual rights. In each case, liberals compromised their principles. What they decided defined the Italian variant of liberalism by transforming it from a doctrine to concrete practices and political behaviors.Particularly after 1890, liberals increasingly made empiricism the primary justification for policy and dismissed abstract principles as beneath notice. This shift helps explain why liberalism lost authority and credibility as a set of moral imperatives and as a coherent world view in Italy, as well as why it failed to offer most Italians a compelling alternative to either Socialsim or Fascism. Examining what liberals said and did, however, does not entirely support the despairing judgment of so many historians. Italian liberals managed to build a liberal state and to make it function against intransigent obstacles.

No More Telling as Teaching: Less Lecture, More Engaged Learning (NOT THIS, BUT THAT)

History

Keene, Ellin Oliver

Tovani, Cris

Moje, Elizabeth Birr

Duke, Nell K.

Europe

Heinemann

Congratulations to Cris Tovani, recipient of ILA's Adolescent Literacy Thought Leader Award 2017! The truth is, when we rely on lecture in an effort to cover content, we're doing students a disservice. Although lecture can be engaging and even useful, lecture alone cannot give kids real opportunities to learn, retain, and transfer the disciplinary ideas, skills, and practices we're trying to teach. Cris Tovani and Elizabeth Moje help us translate the time spent lecturing into powerful learning experiences where students interact and inquire into topics that matter. Their research-based alternatives help you create the conditions for engaging, relevant work that's inherently interesting and sparks critical thinking. Elizabeth Moje helps us understand the latest research on how people learn, and shows powerful evidence that teachers can increase student learning with more purposeful student participation. Veteran teacher and instructional coach Cris Tovani provides a practical model for instruction that's backed by the current research and puts student engagement at the center of your teaching. Her examples of problem-based learning activities include connections to national standards and topics that matter outside the classroom walls. Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars-and so does learning.

Education & Teaching

Schools & Teaching

Constructions of Literacy: Studies of Teaching and Learning in and Out of Secondary Classrooms

Explores &amp; represents through a series of cases &amp; commentaries how &amp; why secondary school teachers &amp; students use literacy (speaking, listening, reading, writing, &amp; performing) in formal &amp; informal settings, &amp; how these literacies are negotiated &amp; used.

Politics & Social Sciences

O'Brien, David G.

Social Sciences

Routledge

Handbook of Reading Research, Volume IV

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

Reference

Kamil, Michael L.

Pearson, P. David

Afflerbach, Peter P.

Words, Language & Grammar

Reframing sociocultural research on literacy

This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.

Reframing Sociocultural Research on Literacy: Identity, Agency, and Power

Lewis, Cynthia

Enciso, Patricia

Handbook of Reading Research, Volume V

Each volume of the Handbook of Reading Research has come to define the field for the period of time it covers. Volume V follows in this tradition. In a time of threats to public education, to teacher education, and to continued funding for educational research, it is grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know (what does and doesn’t count as evidence?), and what do we know that matters for children and youth, their teachers, school leaders, and those who influence reading policies in schools and school systems. Bringing the field authoritatively and comprehensively up-to-date, Volume V not only synthesizes reading research literature since the publication of Volume IV, it reveals important new directions and pushes readers toward new methods to try to address problems in research design or method or challenges in how to know what we need to know.

Lesaux, Nonie K.

Each volume of the Handbook of Reading Research has come to define the field for the period of time it covers. Volume V follows in this tradition. In a time of threats to public education, to teacher education, and to continued funding for educational research, it is grounded in an imperative to take a hard look at what reading research is, why we do it, how we know what we know (what does and doesn’t count as evidence?), and what do we know that matters for children and youth, their teachers, school leaders, and those who influence reading policies in schools and school systems. Bringing the field authoritatively and comprehensively up-to-date, Volume V not only synthesizes reading research literature since the publication of Volume IV, it reveals important new directions and pushes readers toward new methods to try to address problems in research design or method or challenges in how to know what we need to know.

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Books by Moje, Elizabeth Birr