Learning and Thriving Across the Lifespan
The 100-Year Intellectual Legacy of Professor Edmund W. Gordon
Seiten
2025
Teachers' College Press (Verlag)
978-0-8077-6960-7 (ISBN)
Teachers' College Press (Verlag)
978-0-8077-6960-7 (ISBN)
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A timely and much-needed volume that pays tribute to the long life and intellectual legacy of Dr Edmund W. Gordon, a prolific scholar, mentor, and icon in the fields of psychology and education. The central aim of this collection is to highlight Gordon’s scholarship and its saliency to the most critical issues in the field of education today.
This timely and much-needed volume pays tribute to the long life and intellectual legacy of Dr. Edmund W. Gordon, a prolific scholar, mentor, and icon in the fields of psychology and education. The central aim of this collection, drawn from a major conference celebrating Gordon’s 100th birthday, is to highlight Gordon’s scholarship and its saliency to the most critical issues in the field of education today, especially educational assessment and inequalities in learning opportunities related to class, culture, and race. With topics ranging from rethinking how we approach education for the least advantaged students, to early childhood education, to affirmative pedagogies that uplift all students, to assessment in the service of learning, the chapters of this volume explore Gordon’s influence in shaping the field through collaborative thinking across generations of scholars. The transdisciplinary research in this volume reflects Gordon’s complex understanding of humanistic traditions and its connections to principles of social justice. The result is an accessible and vital roadmap for supporting all human beings across their life spans while addressing pervasive inequities in educational opportunities and outcomes for minoritized and low-income students.
Book Features:
A comprehensive look at the life and intellectual legacy of Dr. Edmund W. Gordon.
Chapter authors examine Dr. Gordon’s contributions across four areas—educational measurement, learning theory and development, human development, and human rights.
Research that shows the importance of race, class, and culture in the interplay of education and student outcomes.
The concept of affirmative development and how it helps us understand the emancipatory potential of education as a field.
This book is made available as an open-access electronic publication that can be downloaded from the TC Press website.
This timely and much-needed volume pays tribute to the long life and intellectual legacy of Dr. Edmund W. Gordon, a prolific scholar, mentor, and icon in the fields of psychology and education. The central aim of this collection, drawn from a major conference celebrating Gordon’s 100th birthday, is to highlight Gordon’s scholarship and its saliency to the most critical issues in the field of education today, especially educational assessment and inequalities in learning opportunities related to class, culture, and race. With topics ranging from rethinking how we approach education for the least advantaged students, to early childhood education, to affirmative pedagogies that uplift all students, to assessment in the service of learning, the chapters of this volume explore Gordon’s influence in shaping the field through collaborative thinking across generations of scholars. The transdisciplinary research in this volume reflects Gordon’s complex understanding of humanistic traditions and its connections to principles of social justice. The result is an accessible and vital roadmap for supporting all human beings across their life spans while addressing pervasive inequities in educational opportunities and outcomes for minoritized and low-income students.
Book Features:
A comprehensive look at the life and intellectual legacy of Dr. Edmund W. Gordon.
Chapter authors examine Dr. Gordon’s contributions across four areas—educational measurement, learning theory and development, human development, and human rights.
Research that shows the importance of race, class, and culture in the interplay of education and student outcomes.
The concept of affirmative development and how it helps us understand the emancipatory potential of education as a field.
This book is made available as an open-access electronic publication that can be downloaded from the TC Press website.
Amy Stuart Wells is dean of the Bank Street Graduate School of Education and emeritus professor of sociology and education at Teachers College, Columbia University. Erica N. Walker is dean of the Ontario Institute for Studies in Education (OISE) at the University of Toronto.
| Erscheint lt. Verlag | 23.5.2025 |
|---|---|
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 156 x 229 mm |
| Gewicht | 499 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-8077-6960-6 / 0807769606 |
| ISBN-13 | 978-0-8077-6960-7 / 9780807769607 |
| Zustand | Neuware |
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