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Steven P. Jones is a professor in the College of
Education at Missouri State University and Executive Director of
the Academy for Educational Studies. He is author of Blame
Teachers: The Emotional Reasons for Educational Reform—a book that
investigates how and why so many people try to justify educational
change by deriding the efforts and effectiveness of our public
school teachers. A former high school English teacher in Jefferson
County, Colorado, Jones received his B.A. in English from the
University of Denver, his MA in Educational Administration from the
University of Colorado (Boulder), and his Ph.D. in Curriculum and
Instruction from the University of Chicago.
Eric C. Sheffield is Professor and Department
Chair of Educational Studies at Western Illinois University in
Macomb. He is also founding editor of the Academy for Educational
Studies' peer reviewed journal, Critical Questions in Education. A
former English teacher in Putnam County Florida, Sheffield received
his B.A. in Philosophy from Illinois College, and his M.Ed & Ph.D
from the University of Florida.
Laura Ruth Johnson is an Associate Professor in
the College of Education at Northern Illinois University, DeKalb,
IL. She teaches classes in qualitative research methods, including
courses in ethnographic research, interview methods, and
community-based and participatory action research. Her research
focuses on civic/community engagement among Latinx and African
American youth, with a focus on young parents and the development
of advocacy efforts in the area of reproductive justice. In her
research, she collaborates with various programs and initiatives
serving youth in Chicago to develop mentorship programs and
educational services; she also works with a young parent
participatory action research team to conduct and disseminate
research focusing on young parents' experiences and perspectives.
Her recently published book, Community-based Qualitative Research:
Approaches for Education and the Social Sciences (Sage
Publications), includes insights gained from a graduate-level
research course she regularly teaches in the Humboldt Park
community of Chicago.
"Why Kids Love (and Hate) School underscores how essential
relevancy and relationships are to learning. This book gives voice
to our students and how we can help create meaningful learning
environments with them."--Gloria Delany-Barmann, Professor and
Bilingual/ESL Program Coordinator, Western Illinois University
"At a time when education policy seems more influenced by think
tanks than by insider knowledge of classrooms, Why Kids Love (and
Hate) School: Reflections on Difference does the necessary work of
gathering perspectives from the field. The diverse teacher,
researcher, and student voices that erupt from these chapters tell
a multitude of stories in a cacophony of styles--in turn humorous,
cajoling, indignant, intimate, academic, and more. Individually and
collectively, they allow readers to experience schooling--its joys
and sorrows, triumphs and tragedies--through the eyes of the
students the institution was least designed to serve."--Isabel
Nuñez, Professor and Chair Department of Educational Studies,
Indiana University-Purdue University Fort Wayne
"Teacher educators could easily use this book as they work with
their preservice students, or it could be studied in a professional
learning community seeking to create more inclusive classrooms.
Each story provided is worth knowing about and discussing. Indeed,
for any educator looking for a little inspiration to gently start
some difficult conversations in their teacher education classes or
with K-12 teachers, this volume might be a good place to begin."
(Read full review at TCR HERE.)--Sarah Elizabeth Barrett, Associate
Professor and Associate Dean, Academic Programs, in the Faculty of
Education, York University
"This compilation of perspectives drawn from experience and
research offers an outstanding resource for exploring perspectives
of student engagement and learning. Too often, academic discussion
of the educative process centers on educator-based prescriptions of
what is to be done to and with students, particularly underserved
and 'underachieving' students. This work provides valuable and
accessible insights into how thoughtful, open exploration by
teachers and teacher educators of how students experience schooling
might lead to significantly improved outcomes."--Paul L Landry,
PhD, Heritage University
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