University Settings , Neville Meyers, Heather Gray, Greg Hearn, Louis Sanzogni, and Sandra Lawrence. Justin ......
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Table of Contents American Educational History. Volume 37, #1&2 – 2010
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Analyzing School Contexts. Influences of Principals and Teachers in the Service of Students
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An Awkward Echo. Matthew Arnold and John Dewey
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Blurring The Lines. Charter, Public, Private and Religious Schools Come Together
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Books, Not Bombs. Teaching Peace Since the Dawn of the Republic
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Bridge Leadership. Connecting Educational Leadership and Social Justice to Improve Schools
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Case Studies and Activities in Adult Education and Human Resource Development
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Cases 'n' Places. Global Cases in Educational and Performance Technology
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The Challenges for New Principals in the 21st Century
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Citizenship Education and Social Development in Zambia
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Civic Learning through Agricultural Improvement. Bringing the Loom and the Anvil into Proximity with the Plow
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Completing a Professional Practice Dissertation. A Guide for Doctoral Students and Faculty
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The Comprehensive Handbook of Constructivist Teaching. From Theory to Practice
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Conflict and Resolution. Progressive Educators and the Question of Religion
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Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education
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Contemporary Public Debates Over History Education
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Critical Global Perspectives. Rethinking Knowledge about Global Societies
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Curriculum and Teaching Dialogue Volume 12 numbers 1 & 2
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Deepening Literacy Learning. Art and Literature Engagements in K-8 Classrooms
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Democracy and Multicultural Education
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Dewey and Eros. Wisdom and Desire in the Art of Teaching
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Discrete Mathematics For Teachers
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Education Redux. How to Make Schools Relevant to Our Children and Our Future
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Educational Technology in Practice. Research and Practical Case Studies from the Field
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The Emperor Has No Clothes. Teaching About Race And Racism To People Who Don't Want To Know
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The Equitable Cultural Tourism Handbook
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ESL, EFL and Bilingual Education. Exploring Historical, Sociocultural, Linguistic, and Instructional Foundations
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Evaluating Technology in Teacher Education.
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The Field Trip Book. Study Travel Experiences in Social Studies
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Financial Accounting. A Course for All Majors
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The First Sourcebook on Nordic Research in Mathematics Education.
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A Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum
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Fluency In Distance Learning
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Future Curricular Trends in School Algebra And Geometry. Proceedings of A Conference
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Getting Ready for College Begins in Third Grade.
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Globalization on the Margins. Education and Post-Socialist Transformations in Central Asia
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Handbook on Developing Curriculum Materials for Teachers. Lessons From Museum Education Partnerships
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Handbook on International Studies in Education
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High-Tech Tots. Childhood in a Digital World
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Hybrid-Context Instructional Model. The Internet and the Classrooms: The Way Teachers Experience It
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Improving Schools to Promote Learning
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Improving Writing and Thinking through Assessment
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Interdisciplinarity for the 21st Century.
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International Perspectives on Bilingual Education. Policy, Practice, and Controversy
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International Perspectives on Gender and Mathematics Education
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Issues of Identity in Music Education. Narratives and Practices
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Language and Mathematics Education. Multiple Perspectives and Directions for Research
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Leadership for School Improvement in the Caribbean
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Leading Schools of Excellence and Equity. Closing Achievement Gaps Via Academic Optimism
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Learning at the Back Door. Reflections on Non-Traditional Learning in the Lifespan
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Learning for Economic Self-Sufficiency. Constructing Pedagogies of Hope Among Low-Income, Low-Literate Adults
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Learning on Other People's Kids. Becoming a Teach For America Teacher
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Learning Solutions. What To Do If Your Child Has Trouble With Schoolwork
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Learning to Learn with Integrative Learning Technologies (ILT). A Practical Guide for Academic Success
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Linguistic Perspectives on English Grammar. A Guide for EFL Teachers
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Listening to and Learning from Students. Possibilities for Teaching, Learning, and Curriculum
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Literature Reviews Made Easy. A Quick Guide to Success
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Love, Justice, and Education. John Dewey and the Utopians
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Marginalized Literacies. Critical Literacy in the Language Arts Classroom
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Mentoring Magic. Pick The Card For Your Success
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The Obama Education Blueprint. Researchers Examine the Evidence
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Online Conferences. Professional Development for a Networked Era
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Parental Choice?. A Critical Reconsideration of Choice and the Debate about Choice
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The Power of Learning from Inquiry. Teacher Research as a Professional Development Tool in Multilingual Schools
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The Power of We. The Ohio Study Group Experience
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Prairie Power. Voices of 1960s Midwestern Student Protest
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Problematizing Service-Learning. Critical Reflections for Development and Action
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Promising Practices to Support Family Involvement in Schools
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Publish Don't Perish. 100 Tips that Improve Your Ability to get Published
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Readings in Writing Courses. Re-placing Literature in Composition
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Reel Character Education. A Cinematic Approach to Character Development
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Religion and Spirituality
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Religiosity, Cultural Capital, and Parochial Schooling. Psychological Empirical Research
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Research for What?. Making Engaged Scholarship Matter
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Research in Urban Educational Settings. Lessons Learned and Implications for Future Practice
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Research on Urban Teacher Learning. Examining Contextual Factors Over Time
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Research Supporting Middle Grades Practice
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The Role of Mathematics Discourse in Producing Leaders of Discourse
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The Secure Child. Timeless Lessons in Parenting
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Spirituality, Religion, and Peace Education
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Storied Inquiries in International Landscapes. An Anthology of Educational Research
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The Strangest Dream. Communism, Anti-Communism, and the U.S. Peace Movement, 1945-1963
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Teaching and Learning Chinese. Issues and Perspectives
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Teaching and Studying Social Issues. Major Programs and Approaches
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Teaching Inclusively in Higher Education
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Teaching Science with Hispanic ELLs in K-16 Classrooms
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Technology in Retrospect. Social Studies in the Information Age, 1984-2009
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Think Tank Research Quality. Lessons for Policy Makers, the Media, and the Public
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Topics in Mathematics for Elementary Teachers. A Technology-Enhanced Experiential Approach
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Unpacking Pedagogy. New Perspectives for Mathematics
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Using and Developing Measurement Instruments in Science Education. A Rasch Modeling Approach
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Utilize Motivation to Fulfill Potentials. Tips for Teaching and Learning
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Variability is the Rule. A Companion Analysis of K-8 State Mathematics Standards
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Voices from the Middle. Narrative Inquiry By, For and About the Middle Level Community
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What About Us?. Standards-Based Education and the Dilemma of Student Subjectivity
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What's Worth Learning?
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World Language Teacher Education. Transitions and Challenges in the 21st Century
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The X Factor. Personality Traits of Exceptional Science Teachers
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Complete Backlist
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2010 Journal Subscription Rates
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International Distributors
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Order Form
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American Educational History Volume 37, #1&2 - 2010 J. Wesley Null, Baylor University
A volume in the series American Educational History Journal 2010. Paperback 978-1-61735-101-3 $45.99. Hardcover 978-1-61735-102-0 $85.99 CONTENTS: VOLUME 37 NUMBER 1, 2010 Editor’s Introduction, J. Wesley Null. Why Do We Need a Philosophy of Education? The Forgotten Insights of Michael John Demiashkevich, Diana Senechal. Struggle for the Soul: John Lawrence Childs, Jared Stallones. William Van Til: The Last Progressive? and John Beineke. Chicago School Desegregation and the Role of the State of Illinois, 1971-1979, Dionne Danns. The Very Meaning of Our Lives: Howalton Day School and Black Chicago’s Changing Educational Agenda, 1946-1985, Worth Hayes. The Cardinal Principles: Mappying Liberal Education and the High School, Karen Graves. Francis Wayland Parker’s Morning Exercise and The Progressive Movement, Natalie Schmitt. Consolidation of Small, Rural Schools in One Southeastern Kentucky District, June Overton Hyndman. Setting the Record Straight: Education of the Mind and Hands Existed in the United States Before the 1880s, Kalani Beyer. Learning to be Homesteaders: Frontier Women in Oklahoma, Joan Smith. “Living in a Changing Society!” A Case Study of the Challenge of Democracy in Segregated Schooling at Alabama State College Laboratory School, Sharon Pierson. Engines of Economic Development: The Origins and Evolution of Iowa’s Comprehensive Community Colleges, Janice Friedel. The Politics of Language and National School Reform: The Gaelic League’s Call for an Irish Ireland, 1893–1922, John Laukaitis. “World-Mindedness”: The Lisle Fellowship and the Cold War, Kimberly Brownlee. BOOK REVIEW: Diane Ravitch, The Death and Life of the Great American School System: How Testing and Choice are Undermining Education, New York: Basic Books, 2010. Reviewed by J. Wesley Null. VOLUME 37, NUMBER 2, 2010 Editor’s Introduction, J. Wesley Null. Professionalization of Educational Administration Viewed Through the Lens of Institutional Theory, 1947-1990: Lessons that Can Inform the Organization of Educational Historians, T. Gregory Barrett. Improved Reflections: American Magazines, Higher Education, and the Construction of a Middle-Class Male Identity through European Comparisons, 1890-1915, Daniel Clark. A Look Back: Reflections of a Segregated Nursing Education Program at General Hospital No. 2 from 1940 to 1965, Shirley McCarther. Land-Grant Colleges and American Engineers: Redefining Professional and Vocational Engineering Education in the American Midwest, 1862-1917, Paul Nienikamp. The Fear of Color: Webb v. School District No. 90 in Johnson County, Kansas, 1949, Donna Davis, Jennifer Friend, and Loyce Caruthers. A Nation at Risk Reconsidered, Erwin Johanningmeier. A Nation at Risk: A Scare Tactic to Change Public Education During the Reagan Years? Committee Members Speak Their Minds, Curtis Good. Civic Learning through County Fairs: Promoting the Useful and the Good in Nineteenth-Century Indiana, Glenn Lauzon. Fair and Tender Ladies versus Jim Crow: The Politics of Co-Education, Karen Riley. Section 504 in American Public Schools: An Ongoing Response to Change, Jodie Schraven and Jennifer L. Jolly. God’s Country: Religion and the Evolution of the Social Studies Curriculum in Texas, Kelton Williams. Becoming Illuminated: New York City’s Public School Society and Its Religious Discontents, 1805-1840, Jason Stacey. Foreign Exchange: Victorian Liberal Feminism and the Transnational Network of Women in Higher Education, Linda Johnson.
Analyzing School Contexts Influences of Principals and Teachers in the Service of Students Wayne K. Hoy, The Ohio State University Michael DiPaola, The College of William and Mary A volume in the series Research and Theory in Educational Administration 2010. Paperback 978-1-61735-014-6 $45.99. Hardcover 978-1-61735-015-3 $85.99 Analyzing School Contexts is the ninth volume in a series of research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. The current selection of readings is loosely organized around the broad topics of school contexts, leadership, and organizational properties that influence the effectiveness of schools. The book begins with a reflective analysis of the importance of organizational theories and theorizing in educational in administration and then proceeds to examine research on how leaders, especially principals, can strengthen the instructional and academic capacity of the school to enhance teachers’ effectiveness in producing strong student outcomes. The analyses deal not only with what instructional leadership practices make positive differences in teaching and learning, but also with how district leadership is pivotal in developing school partnerships with business and how district mentoring programs to develop future school leaders succeed. Finally, we examine school climate, academic optimism of teachers, organizational trust, and the constraints and opportunities that the law provides to develop and maintain a respectful school environment conducive to learning.
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CONTENTS: Preface, Wayne K. Hoy and Michael DiPaola. Exploring and Explicating the Distinctive Features of Educational Organizations: Theories and Theorizing, Bob L. Johnson, Jr. Proposing and Testing a Multilevel Model of School and Teacher Effects on Student Achievement, Ronald Heck. How Principals Influence Instructional Practice: Leadership Levers, Susan Printy. Principals’ Leadership Practices Over Time: Contextual Influences on What Principals Do, Ellen B. Goldring, Henry May, and Jason Huff. Leadership for School District and Business Partnerships, Jeffrey V. Bennett. Socializing Aspiring School Leaders: The Politics of a Grow Your Own Administrator Program, Autumn Tooms. Regardless of School Size, School Climate Matters: How Dimensions of School Climate Affect Student Dropout Rate, Jacob Werblow, Quintin L. Robinson, and Luke Duesbery. Individual Academic Optimism of Secondary Teachers: A New Concept and Its Measure, Patrick Fahy, Hsin-Chieh Wu, and Wayne K. Hoy. Legal Research Tensions Involving Student Expression Rights, Martha McCarthy. Social Determinants of Student Trust in High-Poverty Elementary Schools, Curt Adams. About the Editors. About the Contributors.
An Awkward Echo Matthew Arnold and John Dewey Mark David Dietz, Independent Scholar, Austin, Texas
A volume in the series Research in Curriculum and Instruction 2010. Paperback 978-1-60752-398-7 $45.99. Hardcover 978-1-60752-399-4 $85.99 Matthew Arnold, 19th century English poet, literary critic and school inspector, felt that each age had to determine that philosophy that was most adequate to its own concerns and contexts. This study looks at the influence that Matthew Arnold had on John Dewey and attempts to fashion a philosophy of education that is adequate for our own peculiarly awkward age. Today, Arnold and Dewey are embraced by opposing political positions. Arnold, as the apostle of culture, is often advocated by conservative educators who see in him a support for an education founded on great books and Victorian values, while Dewey still has a notably liberal coloring and is not too infrequently tarred for the excesses of progressive education, even those for which he bears no responsibility at all. Both, no doubt, are misread by those who rather carelessly use them as idols for their own politics of education. This study proposes a pluralistic approach to education in which pluralism means not only plurality of voices, but also plurality of processes. Using a model built out of a study of rhetoric and hermeneutics, four aspects of mind are indentified that draw Arnold and Dewey into close correspondence. These aspects are the tentacle mind (using Dewey’s favorite metaphor for breaking down the barrier between mind and body), the critical mind (which builds on the concepts of criticism that animated both Arnold and Dewey’s approach to experience), the intentional mind (which attempts a long overdue rehabilitation of the concept of authority and an expansion upon the increasingly apparent limitations of reader-response theory) and the reflective-response mind (in which the contemplative mind is treated to that active quality that makes it more a true instrumentality and less an obscuring mechanism of isolation). Dewey echoed Matthew Arnold who himself echoed so many of the voices that preceded and were contemporary with his own. Theirs were awkward echoes, as all such echoes invariably are. They caught at the intentionality of those voices they echoed, trying for nearness, but hoping, at least, for adequacy. Awkward, but adequate, is what this study offers, but it may well be what we most need right now. CONTENTS: Preface. 1.Sketching. 2. Educational Pluralism. 3. The Tentacled Mind. 4.The Critical Mind. 5. The Intentional Mind. 6.The Reflective Mind. 7.An Adequate Echo. Bibliography. Author Bio.
Blurring The Lines Charter, Public, Private and Religious Schools Come Together Bruce S. Cooper, Fordham University Janet D. Mulvey Arthur T. Maloney A volume in the series Politics of Education Book Series 2010. Paperback 978-1-61735-144-0 $45.99. Hardcover 978-1-61735-145-7 $85.99 This book, Blurring the Lines, has immediate appeal to policy-makers, and analysis in public and private sectors, as well as legal scholars and practitioners. It will be of interest, too, to university teachers working in the areas of "School Law," "School Policy and Politics," and "New
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Trends in American K-12 Education." The book treats the complex and interesting issues of Church-State and Public-Private education, the two great changing cross-road in US education. CONTENTS: 1. Public Purposes, Private and Religious Methods: Past to Present. 2. Blurring Everywhere: Cases in Point. 3. CatholicRelated Charter Schools: Supporting Parish Schools for Survival. 4. Florida Hebrew Charter School Challenges the Boundaries: The Ben Gamla School. 5. Minnesota Islamic Charter School Blurs the Line: The Case of the Tarek ibn Ziyad Academy (TiZA) Thomas Maeglin. 6. Ethnically-Based Charter Schools and Racial Separation: The Aims of Education. 7. Protestants, Evangelicals and the Charter School Movement. 8. The Orthodox Jewish Community: Kiryas Joel Union Free School District. 9. Faith and Education: Implications for Public Policy. 10. Where to Now? Clearer or Blurrier? Implications for the Future
Books, Not Bombs Teaching Peace Since the Dawn of the Republic Charles Howlett, Molloy College Ian Harris, University of Wisconsin - Milwaukee A volume in the series Peace Education 2010. Paperback 978-1-61735-156-3 $45.99. Hardcover 978-1-61735-157-0 $85.99 Books Not Bombs: Teaching Peace Since the Dawn of the Republic is an important work relevant to peace scholars, practitioners, and students. This incisive book offers an exciting and comprehensive historical analysis of the origins and development of peace education from the creation of the New Republic at the end of the Eighteenth Century to the beginning of the Twenty-First century. It examines efforts to educate the American populace, young and old, both inside the classroom and outside in terms of peace societies and endowed organizations. While many in the field of peace education focus their energies on conflict resolution and teaching peace pedagogically, Books Not Bombs approaches the topic from an entirely new perspective. It undertakes a thorough examination of the evolution of peace ideology within the context of opposing war and promoting social justice inside and outside schoolhouse gates. It seeks to offer explanations on how attempts to prevent violence have been communicated through the lens of history. CONTENTS: Introduction. 1 An Overview of the Evolution of Peace Education and Criticism of War from the Age of Independence to the Beginning of the Twenty-First Century. 2 Elihu Burritt’s Nineteenth-Century Peace Education Efforts. 3 Alfred Love and the Universal Peace Union’s Educational Mission. 4 Female Peace Educators and Activists at the Lake Mohonk Conferences for International Arbitration, 1895– 1916. 5 Jane Addams and the Promotion of Peace and Social Justice Among the Masses. 6 Fannie Fern Andrews, the American School Peace League, and the First Peace Studies Curriculum. 7 Andrew Carnegie and His Endowment. 8 Edwin Ginn and the World Peace Foundation. 9 Lucia True Ames Mead: Publicist for Peace Education in the United States. 10 Nicholas Murray Butler’s Educational Views for International Understanding. 11 John Dewey and Peace Education. 12 American Friends Service Committee and Peace Education. 13 Post-World War I Revisionist History’s Impact on the Development of Peace Education in the United States. 14 The Campaign Against Militarization in Education. 15 Brookwood Labor College and Peace Education. 16 Merle Curti and the Development of Peace History in American Thought and Culture. 17 Elise Boulding and the Development of International Peace Research. 18 Betty A. Reardon: Teaching Peace and Justice for a Living World. 19 Diffuse Peace Education in a Nuclear World. Appendices: A Glossary of Peace Terminology. B Some Notable Promoters and Activists for Peace Education in American History, Past and Present. C A List of Organizations Devoted to Peace Education, Peace Action, and Social Justice Throughout American History. D Selected Chronology. E Workers’ Anti-War Summer School: 1936. F Syllabus for a Course in Peace Education. G Some Notable 20th-Century Judicial Decisions Related to War and Peace in Education. References.
Bridge Leadership Connecting Educational Leadership and Social Justice to Improve Schools Autumn K. Tooms, Kent State University Christa Boske, Kent State University A volume in the series Educational Leadership for Social Justice 2010. Paperback 978-1-60752-349-9 $45.99. Hardcover 978-1-60752-350-5 $85.99 This is the first chronicle of the history of social justice as a line of inquiry within the field of educational administration. Editors Tooms and Boske have amassed a collective voice of leaders in the field of Educational Administration who have broken barriers and expanded the field through their own work and scholarship within a national and international arena. Many of these narratives are the first time tellings of the challenges and successes found in the works of this group of scholars of historic significance.
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This collection is written and organized into practical and easy to digest sections. They are part history lesson, and part practical teaching tool for those who prepare school leaders. Anyone from school leaders to academics interested or charged with unpacking the messy intersections between school leadership and issues of social justice will find inspiration and easy to understand explanations of leadership and equity work within the chapters presented. Endorsement: “Bridge Leadership is a powerful and fascinating new volume that explores the intersections of social justice and educational leadership. What distinguishes it from other social justice work is that it is much more personal than most such texts. Many of the book’s authors share poignant excerpts of their life stories and connect them to the theoretical constructs, historical events, and political struggles of social justice. The foregrounding of these personal stories and the bridges they create with social justice gives the volume a raw power not found in other social justice works. I could not put the volume down!” ~ Ulrich C. Reitzug, University of North Carolina,Greensboro CONTENTS: Foreword, Margaret Grogan. Series Editor Preface, Jeffrey S. Brooks. Introduction: Social Justice and Doing “Being Ordinary”, Christa Boske and Autumn K. Tooms. PART I: LOOKING INWARD. Surviving While Dismantling One’s Professional Culture: The Honor/Struggle for the Feminist Academic, Catherine Marshall. Scenic Overlook: Chapters 1 and 2. A Time to Grow: Workplace Mobbing and the Making of a Tempered Radical, Christa Boske. Scenic Overlook: Chapters 2 and 3. What’s a Nice Dyke Like You Embracing This Postmodern Crap? Catherine A. Lugg. Scenic Overlook: Chapters 3 and 4. “Fire in the Belly”: Igniting a Social Justice Discourse in Learning Environments of Leadership Preparation, Gaetane Jean-Marie. PART II: THE LEADERSHIP BRIDGE. Leading Justly in a Complex World, Carolyn M. Shields. PART III: LOOKING OUTWARD. The Miseducation of a Professor of Educational Administration: Learning and Unlearning Culturally (Ir)relevant Leadership, Jeffrey S. Brooks. Scenic Overlook: Chapters 5 and 6. Individual Transformation for Global Impact: Increasing Global Citizenship Through Study Abroad, Colleen L. Larson and Teboho Moja. Scenic Overlook: Chapters 6 and 7. Unlocking the Door to International Collaboration: The Power of Interpersonal Relationships and Learning Communities, Bruce Barnett and Gary O’Mahony. Scenic Overlook: Chapters 7 and 8. Personal Reflections on an Organizational Transformation: UCEA’s Re-Emerging Role in a World of Interdependent Nations, Stephen Jacobson. PART IV: THE REFLECTING POOL. The Reflecting Pool, Autumn K. Tooms and Christa Boske. Epilogue, Ira Bogotch and Dilys Schoorman. About the Authors.
Case Studies and Activities in Adult Education and Human Resource Development Steven W. Schmidt, East Carolina University
A volume in the series Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning 2010. Paperback 978-1-61735-073-3 $45.99. Hardcover 978-1-61735-074-0 $85.99 Case studies have become a widely-used instructional tool in many educational environments. The use of case studies began in the 1950s at Harvard Business School. Today, they may be used as part of a course of study, or as the main focus of a course, to which other material is added. While the use of case studies is prevalent in schools of business and medicine, they are not often used in adult education or human resource development. This may be because there are no current major publications that deal with the use of case studies in these disciplines; nor are there any major databases of adult education or human resource development case studies for instructors to use. Good case studies can bring reality into the classroom. They can provide frameworks for discussion based on issues that must be faced in real life. Complex case issues can be broken down and examined for greater understanding, then pulled together again for resolution. Case studies can be used successfully in adult education. I propose a book based on the use of case-based learning in adult education and human resource development (HRD). The book could be positioned as a supplement to course textbooks for courses in adult education and HRD. I would write the cases and develop the exercises, but could also get others to contribute a case study or exercise to the book. Cases would each be a half-page to maybe 2-3 pages at the long end, and would include questions for students/readers. Supplementary information (possibly in the form of a DVD) could be put together for instructors. This information would include case study focal points and examples of possible responses for each study/exercise. CONTENTS: 1. Introduction to Case Studies. 2. Using Case Studies. 3. The Case Studies and Activities in this Book. CASE STUDIES AND ACTIVITIES. 4. Write Your Own Case Study. About the Author. About the Contributors.
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Cases 'n' Places Global Cases in Educational and Performance Technology Stewart Marshall, The University of the West Indies Wanjira Kinuthia, Georgia State University A volume in the series Educational Design and Technology in the Knowledge Society 2010. Paperback 978-1-60752-314-7 $45.99. Hardcover 978-1-60752-315-4 $85.99 Practitioners in the field of educational technology require a high level of problem solving, critical thinking, and interpersonal skills to deal with learning issues that are often complex and multidimensional. Unfortunately, there are few opportunities for providers of learning services and learners to practice authentic instructional design or educational technology as part of their academic preparation and/or training. When learners interact with case studies through reasoning and problem solving, learning takes place through the process of analysis, synthesis, application, and evaluation. In particular, case studies that use story telling to reflect problem situations in real-life create an authentic learning environment for learners. This book provides the material that learners can use to interact, reason and apply their problem solving skills in realistic and engaging cases. Because of the interdisciplinary and multidisciplinary nature of the field and the cases, this book is useful not just in educational technology, but also in other fields. A “Facilitator Guide” is provided for each chapter for teachers and trainers using this book with their learners. CONTENTS: Acknowledgements. About the Editors. About the Contributors. Acronyms. Introduction: Cases ’n’ Places: Global Cases in Educational and Performance Technology, Wanjira Kinuthia and Stewart Marshall. SECTION 1: COURSE DESIGN. The Situated Cognition Paradigm in an A Priori setting: A Case in a Multicultural Classroom, Louis Sanzogni and Heather Gray. Technology Based Learning Experience of Malaysian Older Adult Learners, Nor Aziah Alias. Copycats of the Central Himalayas: Learning in the Age of Information, Payal Arora. Health Sciences Case Study, Judi Baron, Lesley Steele and Sausan Al Kawas. SECTION 2: PROGRAM DEVELOPMENT. The Perils of Pauline: The Initiation of a Novice Instructional Designer in an Industrial Setting, Wanjira Kinuthia and Grady Mclean. Dance of Change: Print-Based Distance Education to Creative Networked Learning, Cherry Stewart and Rachael Adlington. Reusing, Reworking and Remixing Open Educational Resources, Andy Lane, Teresa Connolly, Giselle Ferreira, Patrick McAndrew and Tina Wilson. Retooling for New Opportunities: Faculty Development, Technology and Change, Danilo M. Baylen and Joan Glacken. Managing the Delivery of Computing Projects in Hong Kong from Australia, Iwona Miliszewska. SECTION 3: TEACHER EDUCATION AND DEVELOPMENT. Freshman Survival Guide: A Multimedia Case Study Approach for Exploring High School Writing Instruction in Teacher Education, Ewa McGrail. Developing Professional Competencies of Teacher Educators in the use of Educational Technology, with Scenariobased Learning, Shironica Karunanayaka and Som Naidu. Online Hybrid Teacher Education Program Case Study, Thanh T. Nguyen. The OUCH DIP: Teacher Education Technology Training at the Overland University of Central Hattiesburg, Jason G. Caudill. SECTION 4: PROFESSIONAL DEVELOPMENT. Designing for the Future: At a Southern State University, David E. Stone. Managing and Sustaining Expectations of Innovative ICT Integration in Development Projects, Susan Crichton. Teacher Professional Development in and through Information and Communications Technology, Kay Xuereb. Problems at Maple Leaf: Developing Constructivist e-Learning for Canada’s Security Officers, Ellen Rose and Bev Bramble. SECTION 5: TECHNOLOGY IMPLEMENTATION AND ADOPTION. Hatching the Cocoon: Assiut University Students' First Step to the World of ICT, Hanan Salah EL-Deen EL-Halawany. Principal William's Vision: Critical Issues for Institutionalizing Educational Technology, John A. Gedeon. Drama, Theater and E-learning, Robyn Philip and Jennifer Nicholls. Instructional Problems with a Chiropractic Technique Course: Preliminary use of Video and Associated Issues, Aaron Powell. Indian Company Contracts with Public Sector US Consortium for 3-D Visualization Application Development Training, L. Roxanne Russell. Benjamin and Harriett went up a Hill: A Modern Day Nursery Rhyme, Paul A. Walcott and Jamillah M. A. Grant.
The Challenges for New Principals in the 21st Century Bruce Barnett, University of Texas at San Antonio Autumn K. Tooms, Kent State University Alan R. Shoho, University of Texas at San Antonio A volume in the series International Research on School Leadership 2010. Paperback 978-1-61735-092-4 $45.99. Hardcover 978-1-61735-093-1 $85.99 This book series, International Research on School Leadership focuses on how present-day issues affect the theory and practice of school leadership. For this inaugural book, we focused on the challenges facing new principals and headteachers. Because the professional lives of school leaders have increasingly impinged on their personal well-being and resources have continued to shrink, it is important to understand how new principals or headteachers share and divide their energy, ideas, and time within the school day. It is also important to discover ways to provide professional development and support for new principals and headteachers as they strive to lead their schools in the 21st century.
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For these reasons, this book is dedicated to exploring the rarely-examined experiences of those who enter the role as new principals or headteachers. By giving voice to new principals and headteachers, we are able to determine what aspects of leadership preparation ring true and what aspects prove to be of little or no utility. Unlike leadership texts that have focused on conceptual considerations and personal narratives from the field, this book focuses on a collection of empirical efforts centered on the challenges and issues that new principals and headteachers experience during their initial and crucial years of induction. We solicited and accepted manuscripts that explore the multi-faceted dimensions of being a new principal or headteacher in the 21st century. Our goal was to create an edited book that examines the commonalities and differences that new principals and headteachers experience from an international perspective. This edited book is comprised of six chapters, each of which contributes a unique perspective on the responsibilities that new principals and headteachers are experiencing at the dawn of the 21st century. CONTENTS: Introduction, Alan R. Shoho, Bruce G. Barnett, and Autumn K. Tooms. 1. Translational Leadership: New Principals and the Theory and Practice of School Leadership in the Twenty-First Century, Bonnie C. Fusarelli, Matthew Militello, Thomas L. Alsbury, Edwin C. Price, and Thomas P. Warren. 2. New Headteachers in Schools in England and Their Approaches to Leadership, Gillian Forrester and Helen M. Gunter. 3. So You Want to be a Headteacher?: “Liabilities of Newness,” Challenges, and Strategies of New Headteachers in Uganda, Pamela R. Hallam, Julie M. Hite, Steven J. Hite, and Christopher B. Mugimu. 4. Problems Reported by Novice High School Principals, Sarah Beth Woodruff and Theodore J. Kowalski. 5. Accelerating New Principal Development Through Leadership Coaching, Chad R. Lochmiller and Michael Silver. 6. From Mentoring to Coaching: Finding the Path to Support for Beginning Principals, John C. Daresh. About the Authors. Index.
Citizenship Education and Social Development in Zambia Ali A. Abdi Edward Shizha, Wilfrid Laurier University Lee Ellis, University of Alberta, Edmonton 2010. Paperback 978-1-60752-392-5 $45.99. Hardcover 978-1-60752-393-2 $85.99 Zambia, the butterfly-shaped, central African country has a population of about 11 million people, and as other Sub-Saharan African countries, has been trying to democratize since the early 1990s. Clearly, though, the promise of political reform did not fulfill the expectations of the public, and with about 60 percent of the population living below the poverty line, many Zambians are no longer confident that more open political systems can improve their lives. But the problem may not be inherent in the political process itself, and could be found more in the apparent disconnection between people’s needs and the way the country’s affairs are run. It is with respect to these and related issues that this book emphasizes the crucial relationship between education and political participation, and specifically highlights citizenship education as essential for Zambia’s social development. Social development, which should comprise, inter alia, the economic, political, and cultural wellbeing of societies can be enhanced by citizenship education, which focuses on elevating people’s understanding of their rights and responsibilities vis-à -vis government institutions, structures and functions. Indeed, it is the centrality of the political component in people’s lives, especially its relationship with public policy and public programs that should underline the important role of citizenship education. In describing these issues, the book analyzes the role of the media, women’s groups and youth in enhancing the political, educational, and by extension, the economic lives of the Zambian people. The book should interest students and scholars of Zambian (as well as African) education, politics, and social development. It should also be useful for policy makers, institutional managers and both public and para-public leaders in Zambia and elsewhere in the continent. CONTENTS: 1 Citizenship Education and Social Development in Zambia. 2 Education and Development in Zambia: Historical Analyses. 3 Democratizing Education in Zambia: Educational Policies and Provision since the 1990s. 4 Zambia and the Intersections of Underdevelopment: Global Agencies and the Role of the Print Media for Citizenship Development. 5 Educating for Political Development: The Case of Women in Zambia. 6 Youth Participation in the Socioeconomic and Political Society in Zambia. 7 Political Literacy in Zambia. 8 Languages for Literacy and Political Development in Zambia. Conclusion. References.
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Civic Learning through Agricultural Improvement Bringing the Loom and the Anvil into Proximity with the Plow Glenn P. Lauzon, Indiana University Northwest
A volume in the series Studies in the History of Education 2010. Paperback 978-1-61735-147-1 $45.99. Hardcover 978-1-61735-148-8 $85.99 How do people use education to respond to change? How do people learn what is expected of “good citizens” in their communities? These questions have long concerned educational historians, civic educators, and social scientists. In recent years, they have captured national attention through high-profile education reform proposals and civic initiatives. The historian who reviews the relevant literature, however, will discover something odd: most of it focuses on schooling, despite the fact that, prior to the middle of the twentieth century, formal schooling played only a small (but significant) part in most people’s lives. What other educational forces and institutions bring civic ideals to bear upon minds and hearts? This question is rarely raised. At issue is a conceptual problem: we, today, tend to equate “education” with “schooling.” Do county fairs and farmers’ associations have anything to do with civic education? Drawing insights from debates at the time of the “founding” of the history of education as a branch of modern scholarship, this author asserts that they do. Using the life of county fairs, farmers’ associations, and farmers’ institutes as its central thread, this book explores how prominent town-dwellers and leading farmers tried to use agricultural improvement to grow towns and to shape civic sensibilities in the rural Midwest. Promoting economic development was the foremost concern, but the efforts taught farmers much about their “place” as “good citizens” of industrializing communities. As such, this study yields insights into how rural people of the nineteenth century came to accept the ideal that “town” and “country” were interdependent parts of the same community. In doing so, it reminds educators and historians that much education and learning – particularly of the civic sort – takes place beyond the schoolhouse. CONTENTS: Introduction: Agricultural Improvement as Civic Education. 1 Locating the Civics in Nineteenth-Century Agriculture. 2 Between Frontier and Civilization: The Agricultural Improvement Agenda. 3 Fair Frustrations: Agricultural Education as Civic Learning in the 1850s. 4 Growing Indiana: Agricultural Improvement and the Growth Imperative. 5 Promoting the Farmer’s Interest: Politics and the Grange. 6 Between Town and Country: The Grange and Economic Cooperation. 7 Bringing Town and Country Together for Progress at the County Fair. 8 Bringing Farmers into Town for a Strictly Agricultural Education. 9 Agricultural Improvement’s Civic Harvest. 10 The Historian’s Search for Civic Learning
Completing a Professional Practice Dissertation A Guide for Doctoral Students and Faculty Jerry W. Willis, Manhattanville College Ron Valenti, College of New Rochelle Deborah Inman, Manhattanville College 2010. Paperback 978-1-60752-439-7 $45.99. Hardcover 978-1-60752-440-3 $85.99 A growing number of both established and newly developed doctoral programs are focusing on the preparation of practitioners rather than career researchers. Professional doctorates such as the Doctor of Nursing Practice (DNP), Doctor of Education (EdD), Doctor of Pharmacy (PharmD), Doctor of Professional Studies (DProf or DPS), and the Doctor of Psychology (PsyD) are, in fact, just a few of the professional doctorates being offered today. Professional doctorates are the fastest growing segment of doctoral education. The nature of the dissertation and the process of completing a dissertation can be quite different in a professional practice doctoral program but there are few resources for both students and faculty involved in completing and mentoring such dissertations. This book was written specifically for students and faculty involved in professional practice dissertation work. It addresses both the tasks and procedures that professional practice dissertations have in common with dissertations in "research" doctoral programs as well as the tasks and issues that are more common in professional practice doctoral programs. For example, negotiating entry into applied settings and securing the cooperation of practicing professionals is covered, as are alternative models for the dissertation (e.g., the "three article dissertation" or "TAD"). The book also covers tasks such as getting IRB approval for applied dissertation research conducted in the field and how to propose and carry out studies based on applied and professional models of research. This book, written by three experienced mentors of professional practice dissertation students, is the comprehensive guide for both students and faculty.
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CONTENTS: 1. A Bit of History and Lore About Doctoral Programs and Dissertations. 2. The Professional Practice Doctorate. 3. Selecting Your Topic and Purpose. 4. Constructing Your Dissertation Team. 5. Sources of Knowledge and Perspective. 6. Selecting The Methods for Your Dissertation. 7. Traditional Qualitative Research Methods. 8. Emergent and Innovative Qualitative Research Methods for Professional Practice Dissertations. 9. Methods of Scholarship From the Humanities and Philosophy. 10. A Procedural Guide to Navigating the Dissertation Process. 11. The Data Collection and Analysis Process. 12. The Dissertation Writing Process. 13. The Technical Aspects of Your Written Dissertation. The Structure of the Dissertation. References.
The Comprehensive Handbook of Constructivist Teaching From Theory to Practice James Pelech, Benedictine University
2010. Paperback 978-1-60752-374-1 $45.99. Hardcover 978-1-60752-375-8 $85.99 While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show how the Constructivist educator uses the linguistic mode, the visual mode, and the kinesthetic mode to create a class environment in which the Constructivist philosophy flourishes. Examples of student work are provided; the book also includes chapters on note-taking, Problem-Based Learning (PBL), action research, and other Constructivist resources. Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator. The researcher and teachereducator will benefit from topics such as the history of Constructivist thought, the principles of Constructivism and action research. This book is more than a list of recipes, and this will be beneficial to the practitioner. Starting with the principles of Constructivism, and bridging to four basic teaching strategies, the practitioner is guided on how to use different learning modes and “meta-strategies” to create a true Constructivist practice. An educator’s life is made up of one’s philosophy, teaching principles, daily strategies, resources, and research tools. This book provides an in-depth look, from the Constructivist perspective, at each one of these components. In every sense of the word, this book is truly “comprehensive.”
Conflict and Resolution Progressive Educators and the Question of Religion Jared R. Stallones, California State Polytechnic University
A volume in the series Studies in the History of Education 2010. Paperback 978-1-61735-150-1 $45.99. Hardcover 978-1-61735-151-8 $85.99 Conflict and Resolution: Progressive Educators and the Question of Religion investigates the impact of religion in shaping the progressive education movement. Historians of progressivism have described the progressive movement as a secularized version of fundamentally religious impulses, a kind of ‘secularized evangelicalism.’ Many progressive political and social reformers were subject to powerful religious influences, but were unable to adhere to the theological tenets held by their parents or grandparents. Instead, they secularized their religious impulses and devoted themselves to social and political reform. Conflict and Resolution extends this analysis to progressive educators through biographical sketches of five leaders in the progressive education movement and an examination of the role of religion in their work. This investigation models three distinct ways in which progressive educators mediated their youthful religious experiences and their adult lives and careers. Schoolmasters Jerry Voorhis of California and Felix Adler of New York City were Integrators, those who actively incorporated firmly held religious beliefs into their educational thought and practice. Educational philosophers William Heard Kilpatrick and John Lawrence Childs were Deniers, those who rejected religious experience in their educational pursuits, but not necessarily in their personal lives. Finally, preeminent progressive educator John Dewey was a Reinterpreter, one who recast religious concepts and terminology to fit his newly emerging educational approaches. The religious experiences of each of these men left their mark on the progressive education
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movement. The richly textured biographical sketches found in Conflict and Resolution: Progressive Educators and the Question of Religion portray the interior lives of these figures and explain how their religious experiences impacted their work. The book will be of interest to educational historians, biographers, and others interested in the development of American education whether they come from a religious or secular mindset. CONTENTS: Acknowledgements. Introduction. 1 Religious Experience and Childhood. 2 Jerry Voorhis. 3 Felix Adler. 4 John Dewey. 5 William Heard Kilpatrick. 6 John Lawrence Childs. 7 Conclusion.
Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education Olivia Saracho, University of Maryland Bernard Spodek, University of Illinois A volume in the series Contemporary Perspectives in Early Childhood Education 2010. Paperback 978-1-60752-416-8 $45.99. Hardcover 978-1-60752-417-5 $85.99 The purpose of the book series is to present reviews of current research in specific areas of early childhood education. Each volume is devoted to a particular area of the field. Within each volume scholars present reviews of research on particular aspects of the field of early childhood education. Each chapter summarizes the current research and provides an extended set of references which will facilitate readers in furthering their inquiries into research in that area. All contributions to each volume are juried, with an Editorial Board and additional scholars reviewing the draft chapters, suggesting ways that the chapters could be improved , and finally recommending them for publication. This process insures the quality of the contributions to the chapter and avoids the possibility of bias in the work. Recent findings suggest that young children’s learning experiences are critical to their learning development, which has attracted the attention of researchers, scholars, and policy makers. Interest has focused on the early childhood policy and practice that can help improve the academic paths of children in poverty. Many of these children are from linguistically and culturally diverse families. The purpose of this volume is to review and summarize the current state of knowledge related to linguistically and culturally diverse children. It expanded cultural diversity to include social justice which can contribute knowledge in providing effective teacher preparation programs and high quality programs for linguistically and culturally diverse children. CONTENTS: Linguistically and Culturally Diverse Children: Their Educational Dilemmas, Olivia N. Saracho and Bernard Spodek. PART I: ENGLISH LANGUAGE LEARNERS. The Politics of Language and Educational Practices: Promoting Truly Diverse Child Care Settings, Judith K. Bernhard and Veronica Pacini-Ketchabaw. Language Development and Early Education of Young Hispanic Children in the United States, Eugene E. García and Bryant Jensen. Language and Literacy Development in Latino Dual Language Learners: Promising Instructional Practices, Dina C. Castro, Ellen Peisner-Feinberg, Virginia Buysse and Cristina Gillanders. Young English Language Learners as Listeners: Theoretical Perspectives, Research Strands, and Implications for Instruction, Mary Renck Jalongo and Nan Li. PART II: LINGUISTICALLY AND CULTURALLY DIVERSE FAMILIES AND COMMUNITIES. The Interface of the American Family and Culture, Olivia N. Saracho. Culture as Framework versus Ingredient in Early Childhood Education: A Native Hawaiian Perspective, C. Kanoelani Nāone and Kathryn Au. Migrant and Refugee Children, Their Families, and Early Childhood Education, Susan Grieshaber and Melinda G. Miller. The Cultural and Symbolic “Begats” of Child Composing: Textual Play and Community Membership, Anne Haas Dyson. PART III: TEACHERS OF LINGUISTICALLY AND CULTURALLY DIVERSE CHILDREN. Teachers Telling Stories: Inviting Children Into Imaginative and Diverse Worlds, Celia Genishi, Cara Furman, Julianne P. Wurm, Molly Cain, Laura Osterman, Aya Takemura, and Wei-Yee Angela Tsang. Preparing Early Childhood Teachers to Enact Social Justice Pedagogies, Sharon Ryan and Nora Hyland. PART IV: CONCLUSION. Classroom Diversification: A Strategic Future Perspective for Equal Rights, Olivia N. Saracho and Bernard Spodek.
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Contemporary Public Debates Over History Education Isabel Barca, University of Minho, Portugal Irene Nakou, University of Thessaly, Greece
A volume in the series International Review of History Education 2010. Paperback 978-1-61735-107-5 $45.99. Hardcover 978-1-61735-108-2 $85.99 The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tânia Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhaimi Afandi and Mark Baildon, in Spain, by Lis Cercadillo, in Turkey, by Dursun Dilek and Gülcin (Yapici) Dilek, and in the United States, by Peter Stearns. By illuminating common trends, national peculiarities and differences, this collective book further enriches our knowledge about crucial issues concerning public perspectives over history education in diverse parts of the world. It opens new questions and issues to be further investigated by all who are interested in this field, in terms of its historical, educational, global, national, ethnic, cultural, social and political dimensions in the current transitional and multicultural environment. This international dialogue therefore addresses historians, history education researchers, university professors, school teachers, policy makers, publishers, parents and all those who insist that history education is very important, especially if it enables young people to orientate in the present and the future in historical terms CONTENTS: Acknowledgments, Irene Nakou and Isabel Barca. Series Introduction: International Review of History Education, Volume 6, Peter Lee, for the Series Editors. Introduction, Irene Nakou and Isabel Barca. SECTION I: “SMOOTH” DEBATES OVER A BETTER FUTURE FOR HISTORY EDUCATION, MAINLY IN EDUCATIONAL TERMS. A Modest Proposal for Change in Canadian History Education, Peter Seixas. Challenges Facing the Disciplinary Tradition: Reflections on the History Curriculum in England, Rosalyn Ashby and Christopher Edwards. History Debates: The United States, Peter Stearns. SECTION II: “MODERATE” DEBATES OVER THE PRESENT OF HISTORY EDUCATION IN POLITICAL, NATIONAL, AND EDUCATIONAL TERMS. The Public Usage of History in Brazil and its Relationships With Governmental Policies and Programs, Maria Auxiliadora Schmidt and Tânia Braga Garcia. The Importance of History in the Curriculum: Contradictory Signs in Portuguese Politics, Isabel Barca. Hazards in Spanish History Education: Essentialism, Oblivion, and Memory, Lis Cercadillo. SECTION III: “PASSIONATE” DEBATES OVER THE NATIONAL PAST RATHER THAN OVER HISTORY EDUCATION, MAINLY IN POLITICAL AND NATIONAL TERMS. Debates in Greece: Textbooks as the Spinal Cord of History Education and the Passionate Maintenance of a Traditional Historical Culture, Irene Nakou and Eleni Apostolidou. Public Uproar Over the History Curriculum and Textbooks in Israel, Eyal Naveh. International Debates on History Textbooks: A Comparative Study of Japanese and South Korean History Textbook Accounts of the Second World War, Yonghee Suh and Makito Yurita. What Role for History Teaching in the Transitional Justice Process in Deeply Divided Societies? Alan McCully. Quebec’s New History Program and “la Nation”: A Commented Description of a Curriculum Implementation, Jean-François Cardin. Does History Teaching Contribute to Showing Respect and Sympathy for Others? Debates on History Textbooks and the Curriculum in Turkey, Dursun Dilek and Gülçin (Yapici) Dilek. SECTION IV: ABSENCE OF SUBSTANTIVE DEBATE—HISTORY EDUCATION AS AN UNCOMPLICATED NATIONAL NARRATIVE. History Education in Singapore, Suhaimi Afandi and Marc Baildon. About the Authors.
Critical Global Perspectives Rethinking Knowledge about Global Societies Binaya Subedi, The Ohio State University
A volume in the series Research in Social Education 2010. Paperback 978-1-60752-386-4 $45.99. Hardcover 978-1-60752-387-1 $85.99 The primary purpose of this book is to invite educators to (re)think what it means to critically conceptualize knowledge about the world. In other words, imagining curriculum in a critical way means decolonizing mainstream knowledge about global societies. Such an approach reevaluates how we have come to know the world and asks us to consider the socio-political context in which we have come to understand what constitutes an ethical global imagination. A critical reading of the world calls for the need to examine alternative ways of knowing and teaching about the world: a pedagogy that recognizes how diverse subjects have come to view the world. A critical question this book raises is: What are the radical ways of re-conceptualizing curriculum knowledge about global societies so that we can become accountable to the
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different ways people have come to experience the world? Another question the book raises is: how do we engage with complexities surrounding social differences such as gender, race, ethnicity, religion, etc., in the global contexts? Analyzing global issues and events through the prism of social difference opens up spaces to advocate a transformative framework for a global education curriculum. Transformative in the sense that such a curriculum asks students to challenge stereotypes and engages students in advocating changes within local/global contexts. A critical global perspective advocates the value of going beyond the nation-state centered approach to teaching about topics such as history, politics, culture, etc. It calls for the need to develop curriculum that accounts for transnational formations: an intervention that asks us to go beyond issues that are confined within national borders. Such a practice recognizes the complicated ways the local is connected to the global and vice versa and cautions against creating a hierarchy between national and global issues. It also suggests the need to critically examine the pitfalls of forming dichotomies between the local (or the national) and the global or the center and the periphery. CONTENTS: 1 Introduction: Reading the World Through Critical Global Perspectives, Binaya Subedi. 2 [How] Do We Teach about Women of the World in Teacher Education? Margaret Smith Crocco. 3 “Ickity-Ackity Open Sesame”: Learning about the Middle East in Images, Özlem Sensoy. 4 Power, Space, and Geographies of Difference: Mapping the World with a Critical Global Perspective, Todd W. Kenreich. 5 Deconstructing Euro-Centric Myths about Muslim Women: Reflections of a Saudi Educator, Amani Hamdan. 6 The Curriculum of Globalization: Considerations for International and Global Education in the 21st Century, John P. Myers. 7 Teacher Preparation for Global Perspectives Pedagogy, Omiunota N. Ukpokodu. 8 Seeking a Curricular Soul: Moving Global Education into Space/Place with Intimacy, and Toward Aesthetic Experience, William Gaudelli. 9 Education for a Global Era: Reflections of an Asian Teacher Education Faculty, Guichun Zong. 10 Unlearning the Silence in the Curriculum: Sikh Histories and Post-9/11 Experiences, Rita Verma. 11 Travel Dialogues of/to the Other: Complicating Identities and Global Pedagogy, Sharon Subreenduth
Curriculum and Teaching Dialogue Volume 12 numbers 1 & 2 David J. Flinders, Indiana University
A volume in the series Curriculum & Teaching Dialogue 2010. Paperback 978-1-61735-135-8 $45.99. Hardcover 978-1-61735-136-5 $85.99 CONTENTS: Acknowledgments. Presidents’ Message, David Callejo-Perez. Editor’s Notes: Looking Towards the Future, Barbara Slater Stern. VOLUME 12, NUMBER 1. Teaching In and For Democracy, William Ayers. Why I am Not Wearing a Tie: Some Thoughts About Experience and Judgment, Robert Boostrom. Text-Based Analytic Philosophical Analysis: Tools for Locating and Unpacking the Hidden Curriculum, Benjamin Welsh. Current Events, the Economic Downturn, and Critical Pedagogy: A Study, a Presentation, and Further Considerations About the Topics, Vanessa Sikes. Exploration of Historical Thinking Skills Among Elementary Teacher Candidates Through the Analysis of Their Reflective Discourses on Historical Empathy, J. D. Ohn. Contextualization and Historical Empathy: Seventh-Graders’ Interpretations of Primary Documents, Sherri Colby. The Reggio Emilia Curricular Approach for Enhancing Play Development of Young Children, Jie Zhang, Moira Fallon, and Eun-Joo Kim. Join the Discussion: The Construction of Literacy Learning During Read Alouds in the Bilingual Classroom, Hsu-Pai Wu. The Power of TWS: Exploring the Impact of the Teacher Work Sample (TWS) on Teacher Candidates’ Ability to Reflect on Teaching and Learning, Andrea Foster, Lawrence John, Maggie McGuire, and Brian Miller, Melinda Miller. Collaboration Through a Lens of Social Capital, Ashley Martucci, Erin Goodykoontz, Sarah Selmer, and Stephanie Morris. VOLUME 12, NUMBER 2. Editor’s Notes: And Looking Back, David Flinders. Language, Legacy, and Love in Curriculum, William H. Schubert. AATC: An Organization in Transition, Marcella L. Kysilka. The Fundamentalist Tendencies of the New Curricularists, Rick A. Breault. Graphic Novels: New Sites of Possibility in the Secondary Curriculum, Gretchen Schwarz. Conceptualizing Planning in Kindergarten and Preprimary Settings: An Exploratory Study With Preservice Teachers, Sofia Elliot and Richard Berlach. International Teachers’ Moral Struggles: A Tragic Comedy, Yi-Ping Huang. Bernstein’s Pedagogic Device and Teachers’ Relative Autonomous Praxes in South Korea, Mi Ok Kang. An Analysis of the Themes of Environmental Sustainability in the National, State, and Local Science Content Standards, Michelle TenamZemach. You Can’t Teach Where You Don’t Know: Fusing Place-Based Education and Whiteness Studies for Social Justice, Joseph Flynn, Andrew T. Kemp, and David Callejo-Perez. Designing and Implementing Transparent Assessments in Doctoral Education, Elizabeth Jones. About the Authors.
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Deepening Literacy Learning Art and Literature Engagements in K-8 Classrooms Mary Ann Reilly Jane M. Gangi Rob Cohen A volume in the series TeachingLearning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights 2010. Paperback 978-1-60752-457-1 $45.99. Hardcover 978-1-60752-458-8 $85.99 CONTENTS: Foreword, Tonya Huber. Preface, Ruth A. Vinz. Opening Possibilities Through Transmediation, Mary Ann Reilly. Global Multicultural Literature and the Read-Aloud and Writer’s Workshop as a Site for Social Justice, Jane M. Gangi. “Living in a Dream of Music”: Fluency Through Choral Reading and Narrative Pantomime, Jane M. Gangi. “Having More To Say”: Developing Writing Fluency Through Collage, Mary Ann Reilly. Recasting Text Through Reader’s Theater and Story Dramatization, Jane M. Gangi. Deepening Comprehension Through Storytelling, Jane M. Gangi. Studying Writer’s Craft in Three Middle School Classrooms: A Sociocultural Perspective, Mary Ann Reilly. Finding the Right Words: Art Conversations and Poetry, Mary Ann Reilly. Gaming the System, Rob Cohen. Reforming the Road to Jericho: Using Multimodal Texts, Art Engagements, and Asynchronous Chats to Bridge Discourses, Mary Ann Reilly. Recommended Books on History, Culture, and Current Events for Deepening Literacy Learning, Jane M. Gangi.
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Democracy and Multicultural Education Farideh Salili, The University of Hong Kong Rumjahn Hoosain, The University of Hong Kong
A volume in the series Research in Multicultural Education and International Perspectives 2010. Paperback 978-1-60752-422-9 $45.99. Hardcover 978-1-60752-423-6 $85.99 Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country’s constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today’s increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching them values of harmony, collectivism and conformity as opposed to the culture of their host country emphasizing individualism and cherishing differences. Hence, in multicultural societies development of pluralistic democracy, a democracy which includes respect for diversity is essential. A truly multicultural education which is based on the assumption that different cultures will be equally represented in education goes a long way towards education for democratic citizenship. Such an education would make students aware of issues of human rights and justice and encourage them to define their own values and ways in which they could contribute to a better world. The aim of this volume is to provide a forum for discussion of how multiple social perspectives and personal values can be brought together on common grounds around matters related to democracy. Contributions from research, and scholarly theoretical work as well as presentation of existing creative models of democracy education will be included. Authors from the major democracies will comment on the models and practice of multicultural education in their respective countries, to facilitate discussion and learning from each others’ experiences. CONTENTS: Preface. PART I: INTRODUCTION. Democracy and Multicultural Education, Rumjahn Hoosain and Farideh Salili. PART II: CONCEPTUAL AND THEORETICAL ISSUES. Diversity, Group Identity, and Citizenship Education in a Global Age, James A. Banks. Human Rights, Social Justice, Pluralism, and Multicultural Democratic Education, Melissa L. Gibson and Carl A. Grant. A National Overview of the Status of Ethnos Relations in the Urban United States, Mario E. Castanda, Ardel M. Broadbent and Baokim Coleman. Seeking Democracy in American Schools: Countering Epistemic Violence through Revolutionary Critical Pedagogy, Jean Ryoo and Peter McLaren. PART III: METHODS OF TEACHING IN MULTICULTURAL EDUCATION. Multicultural Education, Critical Race Theory, and Teacher Education, Arlette Ingram Willis and Christina Passos DeNicolo. Critical Teaching of History: Toward a Human Rights Agenda for Pre- and In-Service Teacher Education, Jenice L. View. The Changing Face of Diversity through the Eyes of Urban Teachers, Joan Sabrina Mims-Cox. PART IV: TEACHER EDUCATION. Teaching Students How to Live in a Democracy, David W. Johnson and Roger T. Johnson. Using the Process of Cultural Reciprocity to Create Multicultural Democratic Classrooms, Monimalika Day, Elizabeth K. DeMulder and Stacia M. Stribling. Utilizing a Community Cultural Wealth Model to Explore Parental Engagement During the Transition Into U.S. Urban High Schools, Robert Cooper, Pedro E. Nava, and Cheong R. Huh. PART V: OTHER COUNTRIES. Enacting Democratic Pedagogy in Two International Schools, Theresa Alviar-Martin and Ellen L. Usher. Teacher Negotiating Discourse of Equity and Social Justice in Policy and Practice: A New Zealand Perspective, Rachel Patrick. Unresolved Contradictions: Australian Multicultural, Social Justice and Pedagogy within the Context of Critical Democratic Spaces, Nado Aveling.
Dewey and Eros Wisdom and Desire in the Art of Teaching Jim Garrison, Virginia Tech
2010. Paperback 978-1-61735-052-8 $45.99 "We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of
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educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award.
Discrete Mathematics For Teachers Ed Wheeler, Gordon College Jim Brawner, Armstrong Atlantic State University
2010. Paperback 978-1-61735-026-9 $50 (Originally Published by Houghton Mifflin Company, 2004) There is a national consensus that teachers who teach middle-grades and elementary mathematics need deeper and broader exposure to mathematics in both their undergraduate and in their graduate studies. The Mathematics Education of Teachers, published by The Conference Board on the Mathematical Sciences, recommends 21 semester hours of mathematics for prospective teachers of middle-grades mathematics. In several states pre-service teachers preparing to teach middle-grades mathematics and pre-service teachers preparing to teach elementary school must complete 6- 9 semester hours of mathematics content at the junior-senior level. Graduate schools across the nation have developed special programs for educators who specialize in teaching mathematics to elementary school children and to middle grades students. However, there is a paucity of text materials to support those efforts at junior-senior level and graduate level courses. Faculty members must choose to teach yet another course out of one of the “Mathematics for Teachers” texts that have formed the basis of the curriculum for the last two decades. These texts tend to treat a very limited set of topics on a somewhat superficial level. Alternatively, faculty members can use mathematics textbooks written primarily for students majoring in mathematics or the sciences. Neither the topic choice nor the pedagogical style of these texts is optimal for pre-service and in-service teachers of middle grades and elementary mathematics. Discrete Mathematics for Teachers is a text designed to fill this void. The topic is right. Discrete mathematics provides a rich and varied source of problems for exploration and communication, expands knowledge of mathematics in directions related to elementary and middle school curricula, and is easily presented using our best understanding of the ways that mathematics is learned and taught. The presentation is right. In the spirit of NCTM’s Principles and Standards for School Mathematics, topics are presented with careful attention to the best traditions of problem solving, reasoning and proof, communication, connections with other disciplines and other areas of mathematics, and varied modes of representation.
Education Redux How to Make Schools Relevant to Our Children and Our Future Eli Fishman, Lightning Smart
2010. Paperback 978-1-60752-404-5 $19.99. Hardcover 978-1-60752-405-2 $39.99 Education Redux is a timely and incisive work answering the myriad of questions about the future of America. It is a general interest book of particular consequence to the current political and education debate. The U.S. is facing a surfeit of crises—social, political, economic and environmental. These challenges continue to be met with traditional shortterm, feel-good, snake oil remedies. None of these actions begin to address the real structural problems in the U.S. economy or in its schools. Education Redux examines the evolution of our economic despair. The popular perception is that the definitive cure is better education. There is a problem. K-12 schools do not work. Per student spending, on a constant dollar basis, is up 600% over the past few decades. Yet, standardized test scores remain flat. The proposed solutions never change—more money, better teacher performance, more parental involvement. Researchers dependably provide nothing more than minor variations on these themes, reiterating hackneyed predicaments and fixes.
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The school problem is essentially twofold. First, school curriculum and instructional design are incompatible with the predisposition of the New Kids (Millennial cohort). Second, schools are perceived by students as not relevant. Education professionals treat schools as though they operate in a vacuum, which is a lethal error. School reform agendas have to be responsive to students within the context of social and economic realities. The loss of gainful employment opportunities in our economy is directly related to the dismantling of the American manufacturing sector. The restoration of a 21st century manufacturing economy is predicated on our ability to infuse young people with the technical and entrepreneurial skills necessary to pursue productive careers. For the New Kids, video games define their reality. Games are based on skill, not following orders. Education Redux offers an operational guide, predicated on the use of up-to-date video game technology, for making schools both relevant and enjoyable. The requirement for individual expression and building a community through the development of group skills can be attained using a program called the e-OneRoom Schoolhouse. Education Redux is the product of comprehensive research by the author, who has extensive formal training and experience in manufacturing, finance, teaching and community affairs. The book answers questions most people are afraid to ask. CONTENTS: 1. Introduction. 2. The School. 3. The Cause. 4. Futile Responses. 5. Relevance. 6. Solution: The e-OneRoom Schoolhouse. 7. Games. 8. Conclusion. Notes. Author Bio
Educational Technology in Practice Research and Practical Case Studies from the Field Wanjira Kinuthia, Georgia State University Stewart Marshall, The University of the West Indies A volume in the series Educational Design and Technology in the Knowledge Society 2010. Paperback 978-1-60752-451-9 $45.99. Hardcover 978-1-60752-452-6 $85.99 The field of educational technology is one that requires a high level of problem solving critical thinking, and interpersonal skills to solve problems that are often complex and multi-dimensional. Analyzing cases provides an opportunity to explore professional issues through an environment that allows action researchers, practitioners and students to analyze and reflect on relevant theories and techniques to understand a real problem, ponder solutions and consequences, and develop responses. Hence, this book seeks to provide relevant authentic and realistic cases for such exploration. This book is guided by the premise that the cases presented will serve as a platform for researchers, practitioners and students to share experiences and best practices in both developing and developed contexts, in an endeavor to bridge the knowledge divide. Throughout the book, various challenges are addressed and educational technology tools and strategies are subsequently employed in an effort to minimize the issues. Notwithstanding, the book also highlights successes and accomplishments in areas and contexts in which educational technology is being harnessed, including reaching more learners, providing more affordable options, and building capacity. Because of the interdisciplinary and multidisciplinary nature of the field and the cases, this book is useful not only in educational technology, but also in other fields. A “Facilitator Guide” is provided for each chapter for educators with their learners. CONTENTS: Introduction: Educational Technology in Practice: Research and Practical Case Studies from the Field, Wanjira Kinuthia and Stewart Marshall. SECTION 1: MATERIALS, METHODS, AND MODALITIES. Transforming Distance Business Education to WebEnhanced Delivery, Anouk Janssens-Bevernage and Sue Dark. Developing and Using an Open Source Learning Content Management System in the Caribbean, Margaret Bernard, Anil Ramnanan and Rajendra G. Singh. Instructional Material Development and Implementation: Opening Access to Lesotho Higher Education through Open and Distance Learning Material, Mantina V. Mohasi and Manthoto H. Lephoto. Rethinking Corporate E-Learning: The Case of GAC World, Anouk Janssens-Bevernage. SECTION 2: TECHNOLOGY IM PLEMETATION AND INTEGRATION ISSUES. ICTs in Tertiary Education: A Case Study from Ghana, Anna Bon. Distance and Flexible Learning at the University of the South Pacific: Computer Science Challenges, Jennifer C. Evans and Valentine A. R. Hazelman. Actualizing Accessibility in E-Learning (at a University), Shalin Hai-Jew. Wireless Mobility Usage: A Preliminary Qualitative Study for Management in Two Australian University Settings, Neville Meyers, Heather Gray, Greg Hearn, Louis Sanzogni, and Sandra Lawrence. Case Study of Technology Integration in Cambodia, Jayson W. Richardson. SECTION 3: STUDENT ENGAGEMENT AND LEARNING. Evaluation of an Online Social Constructivist Tool Based on a Secondary School Experience in a Middle East Country, Ayse Kok. Engagement Modes of
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Older Adults Using Information Technology, Heather L. Gray. Teaching and Learning Undergraduate Mathematics in an Online University, Teresa Sancho-Vinuesa and Albert Gras-Martí. Designing Tele-Collaborative Learning Projects to Maximize Student Learning: A Case of the Global Teenager Project in Zimbabwe, Lockias Chitanana. SECTION 4: BUILDING CAPACITY. Using Technology to Meet the Educational Aspirations of a Nation: Macro-Level Plans and Micro-Level Needs, V.T. Revathi Sampath Kumaran. Exploring ICT use for Distance Education in Ghana, Olivia A. T. F. Kwapong and Willie K. Ofosu. Capacity Building in Distance Education: A University of Papua New Guinea Open College Experience, Samuel Haihuie, Janet Rangou, and Abdul Mannan. E-Learning for Public Health Education in Southern Africa: Secure the Future Fellowship Program at MEDUNSA, SECTION 5: USING TECHNOLOGY FOR PERFORMANCE IM PROVEMENT AND PRODUCTIVITY ENHANCEMENT. Online Faculty Development Endeavour in Educational Technology: The Faculty Experience of Anadolu University in Turkey, Isil Kabakci and Hatice Ferhan Odabasi. Teaching with Technology in Hong Kong Primary Schools: A Qualitative Study of Staffing Factors, Kit-pui Wong. A Case Study of E-Learning to Sustain Small Schools in Rural Canada, Ken Stevens. Mobile Technology for Improved Productivity: Analysis of an In-Field Trial at an Australian University, Heather Gray, Heath Marks, Neville Meyers, Wendy Jones, Greg Hearn, and Louise Sanzogni. About the Editors. About the Contributors.
The Emperor Has No Clothes Teaching About Race And Racism To People Who Don't Want To Know Tema Okun, National-Louis University
A volume in the series Educational Leadership for Social Justice 2010. Paperback 978-1-61735-104-4 $45.99. Hardcover 978-1-61735-105-1 $85.99 The Emperor Has No Clothes: Teaching About Race and Racism to People Who Don’t Want to Know offers theoretical grounding and practical approaches for leaders and teachers interested in effectively addressing racism and other oppressive constructs. The book draws both on the author’s extensive experience teaching about race and racism in classroom and community settings and from the theory and practice of a wide range of educators, activists, and researchers committed to social justice. The first chapter looks at the toxic consequences of our western cultural insistence on profit, binary thinking, and individualism to establish the theoretical framework for teaching about race and racism. Chapter two investigates privileged resistance, offering a psycho/social history of denial, particularly as a product of racist culture. Chapter three reviews the research on the construction and reconstruction of dominant culture both historically and now in order to establish sound strategic approaches that educators, teachers, facilitators, and activists can take as we work together to move from a culture of profit and fear to one of shared hope and love. Chapter four lays out the stages of a process that supports teaching about racist, white supremacy culture, explaining how students can be taken through an iterative process of relationshipbuilding, analysis, planning, action, and reflection. The final chapter borrows from the brilliant, brave, and incisive writer Dorothy Allison to discuss the things the author knows for sure about how to teach people to see that which we have been conditioned to fear knowing. The chapter concludes with how to encourage and support collective and collaborative action as a critical goal of the process. CONTENTS: Series Editor’s Preface Acknowledgments Explanations and Terms Introduction: The Emperor Has No Clothes 1. The Tailors Weave: White Supremacy Culture 2. Refusing to See: Privileged Resistance 3. A Different Parade: Cultural Shift 4. Aspiring to See: a Process of Antiracist Pedagogy 5. Reflections on the Parade: What I Know for Sure Poem: The Long Road After The Parade: Epilogue References
The Equitable Cultural Tourism Handbook Dr. Alf H. Walle, Erskine College
2010. Paperback 978-1-60752-358-1 $45.99. Hardcover 978-1-60752-359-8 $85.99 The goal of this book is to deal, in a provocative way, with a number of key issues involving the increased participation of the private sector within cultural tourism. My goal is not to write a complete overview of the field. Instead, this short book deals with a fairly circumscribed set of issues involving contemporary changes within cultural tourism. Since modern business largely focuses on serving customers, a major focus of this book concerns marketing thought and its implications in regard to cultural tourism. In large measure, this book seeks to help host communities and their advocates to become familiar with and comfortable within a private sector context as well as being able to interact in such an environment.
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The book starts with a two-chapter introduction that focuses upon the distinctive role of cultural tourism. As emphasized in chapter 1, a dilemma arises because cultural tourism must simultaneously serve multiple stakeholders and do so in equitable ways. This is much more complex than the more typical task of concentrating upon the needs, wants, and desires of customers. These ideas are refined in chapter 2 where the discussion centers primarily upon the importance of serving host communities, in addition to customers. Certainly, catering to customers continues to be an issue, but it should be envisioned as an ad hoc method of serving the host community. CONTENTS: A Word to Practitioners. A Word to Teachers. A Word to Students. Introduction. Prologue to Part I: A Balancing Act. 1. Private Versus Public Sector Visions of Cultural Tourism. 2. Serving Hosts and Cultural Guests. Prologue to Part II: A View of Marketing: the Broader Dimensions. 3. Marketing: An Overview. 4. The Marketing Process: A Variety of Orientations. 5. The Marketing of Cultural Tourism Macro Dimensions. 6. Influencing, not Responding. Prologue to Part III: Envisioning and Negotiating Equitable Cultural Tourism. 7. Qualityof-Life Measures and Host Communities. 8. Research, Tourism, and the Host Community. 9. Heritage and Intellectual Property Rights. 10. Ethics and the Cultural Tourism. 11. Conclusion. About the Authors
ESL, EFL and Bilingual Education Exploring Historical, Sociocultural, Linguistic, and Instructional Foundations Lynn W. Zimmerman, Purdue University Calumet
A volume in the series Research in Bilingual Education 2010. Paperback 978-1-61735-031-3 $45.99. Hardcover 978-1-61735-032-0 $85.99 This collection of essays examines the historical, social, cultural, and educational foundations of ESL/EFL/Bilingual Education. The four themes of this book are: ¨ Historical, Legal and Political Foundations of Bilingual/ESL Education ¨ Linguistic and Sociocultural Issues in ESL/EFL Education ¨ Educational Reform and English Language Teaching ¨ Effectively Teaching Bilingual/ESL/EFL Students This volume offers a concise overview of English language learning issues from foundations to current reform to practical guidelines to implement in the classroom. The articles are a variety of theoretical essays, reports of research and practical guides to teaching ESL/EFL/bilingual populations. Many of the essays are presented from the perspective of critical pedagogy relying on the work of educational theorists such as Paulo Freire, Lisa Delpit, and Michael Apple. Although there are connections among the essays, this collection allows the reader to read any of the essays as individual pieces, so the reader can focus on the issues that are most relevant. This book is aimed at instructors of ESL/EFL/bilingual foundations courses. It would be appropriate for undergraduate or graduate level courses. There is some international appeal for this text since several of the essays focus on general English language learning issues, and at least two focus on international issues. CONTENTS: PART I: HISTORICAL, LEGAL, AND POLITIAL FOUNDATIONS OF BILINGUAL/ESL EDUCATION. PART II: LINGUISTIC AND SOCIOCULTURAL ISSUES IN ESL/EFL EDUCATION. PART III: EDUCATIONAL REFORM AND ENGLISH LANGUAGE TEACHING. PART IV: EFFECTIVELY TEACHING BILINGUAL/ESL/EFL STUDENTS.
Evaluating Technology in Teacher Education Lessons From the Preparing Tomorrow’s Teachers for Technology (PT3) Program Walt Heinecke, University of Virginia Pete Adamy, University of Rhode Island A volume in the series Research Methods for Educational Technology 2010. Paperback 978-1-60752-134-1 $45.99. Hardcover 978-1-60752-135-8 $85.99 Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas
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under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and contentcentered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future. CONTENTS: Series Editors’ Preface, Walt Heinecke and Pete Adamy. Risk- Taking in Schools of Education: Teaching New Tricks to Old Dogs, Saul Rockman. Transforming Teacher Preparation Through Technology, Donna M. Mertens. Evaluating the Quality and Impact of a Faculty Development Model: The SUNRAY Experience, Elizabeth Byrom. Using the Technology Learning Cycle as a Framework for Teacher Preparation, Faculty Professional Development, and Evaluation, Jane L. Howland, Judy C. Pfannenstiel, Laura Wedman, and Rose Marra. Lessons in the Evaluation of Educational Technology Programs: A Meta-Evaluation of 1999-2000 PT3 Catalyst Projects, Walter Heinecke and Kirk Knestis. The Appalachian Rural Teacher Technology Alliance, Susan Renc-Walker, Lisa Shuskey, and Richard Riedl. High-Tech Mentoring: Evaluating the Impact of a PT3 Project, Debra Sprague, Jane Cooper, and Cynthia Pixley. Captured Matter: Using Web-Based Informatics for Evaluation of Educational Reform Projects, Matthew J. Stuve, Jerrell C. Cassady, Laurie J. Mullen, and Jody S. Britten. The Evaluation of Project START: Formative Evaluation and Multimethod Design, Andrew Hess and Cheryl Lani Juárez. The Integration of Evaluation into the University of Pittsburgh PT3 Project, Shirley Campbell, Brian Yoder, and R. Tony Eichelberger. The Influence of PT3 Initiatives on Methods Courses and Field Experiences, Drew Polly, Cliff Mims, Fethi Inan, and Craig Shepherd. About the Authors.
The Field Trip Book Study Travel Experiences in Social Studies Ronald V. Morris, Ball State University
2010. Paperback 978-1-61735-076-4 $45.99. Hardcover 978-1-61735-077-1 $85.99 Looking for social studies adventures to help students find connections to democratic citizenship? Look no further! The Field Trip Book: Study Travel Experiences in Social Studies provides just the answer teachers need for engaging students in field trips as researching learners with emphasis on interdisciplinary social studies plus skills in collecting and reporting data gathered from field explorations. This is the book for those educators who want to make social studies field experiences real and meaningful for their students. These real-world social studies experiences are teacher tested and focus on anthropology, civics, economics, geography, history, and sociology. The Field Trip Book: Study Travel Experiences in Social Studies makes social studies exciting for elementary and middle school students, by introducing them to content in the world around them. This book is perfect for the elementary or middle school teacher, museum educator, or parent looking forward to increasing interaction between students and learning sites. CONTENTS: Acknowledgments 1. The Economy of the Field Trip 2. Teacher Success with Study Travel Logistics 3. Finding Commonwealth through Local Community Connections 4. Investigating Small Towns 5. Investigating Urban Spaces and Places 6. Finding State Adventures as Investigators 7. National Connections to the Past and Present Democracy 8. The Eighth Grade Study Travel Trip to Washington, DC 9. Enactive Investigations in a (Battle)Field 10. Sharing a Cross-Cultural Exchange 11. Science, Technology, and Society 12. Architecture and Study Travel Postscript: The Political Act of Teaching References About the Author IAP
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Financial Accounting A Course for All Majors David W. O'Bryan, Pittsburg State University
2010. Paperback 978-1-61735-095-5 $45.99. Hardcover 978-1-61735-096-2 $85.99 Financial Accounting: A Course for All Majors was written for general education classes that include students from all disciplines. Chapters are concise so that students will actually take the time to read them; the writing style is nontechnical and informal so that all majors can comprehend the material; the numerical examples stress the key concepts but avoid unnecessary complications that can be an impediment to learning. Many financial accounting textbooks are user-oriented. This book is student-oriented. It was designed for students who may only take one financial accounting course; if they do not complete the course, financial accounting will always be a mystery to them and they will remain financially illiterate. This book strives to make financial accounting accessible to all majors so that they can improve their financial literacy and make better, more informed, financial decisions in their personal and professional lives. This book can be used as the primary textbook in a survey course, or as a supplemental resource in any course that requires a solid foundation in financial accounting. It will also be a useful primer for any manager who needs to refresh their knowledge of financial accounting. CONTENTS: Foreword Overview of Textbook Acknowledgments 1. The Accounting Profession: An Overview 2. Three Basic Financial Statements 3. The Expanded Accounting Equation 4. Basic Transaction Analysis 5. Financial Statement Interrelationships 6. The Accrual Basis of Accounting 7. Accruals and Deferrals 8. Adjustments, Part I 9. Adjustments, Part II 10. The Accounting Cycle 11. The Classified Balance Sheet 12. The Multiple-Step Income Statement 13. Operating Activities: An Introduction to Bad Debts Expense 14. Operating Activities: The Allowance Method for Bad Debts 15. Operating Activities: The Revenue Recognition Principle 16. Operating Activities: Inventory, Part I 17. Operating Activities: Inventory, Part II 18. Investing Activities: Long-Term Assets and Cost Allocation 19. Financing Activities: Simple Interest and Amortized Loans 20. Financing Activities: The Time Value of Money 21. Financing Activities: Equity Transactions 22. An Introduction to Financial Statement Analysis 23. Financial Statement Analysis and Ratio Analysis 24. Internal Controls Appendix I: Debits and Credits Appendix II: Transaction Analysis Quick Reference Guide About the Author
The First Sourcebook on Nordic Research in Mathematics Education Norway, Sweden, Iceland, Denmark and contributions from Finland Bharath Sriraman, The University of Montana Simon Goodchild, University of Agder, Norway Christer Bergsten, Linkoepings Universitet, Sweden Gudbjorg Palsdottir, University of Iceland Lenni Haapasalo, University of Eastern Finland Bettina Dahl Søndergaard, Aarhus University, Denmark A volume in the series The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education 2010. Paperback 978-1-61735-098-6 $299.99. Hardcover 978-1-61735-099-3 $399.99 The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world. The book is organized in sections co-ordinated by active researchers in mathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this sourcebook is to synthesize and survey the established body of research in these countries with findings that have influenced ongoing research agendas, informed practice, framed curricula and policy. The sections for each country also include historical articles in addition to exemplary examples of recently conducted research oriented towards the future. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside the Nordic countries. CONTENTS: This Sourcebook includes over 50 chapters from the Nordic world. Section I- Norwegian Research in Mathematics Education. Section Editor: Simon Goodchild. Introduction to the Norwegian part of the Sourcebook of Nordic Research in Mathematics Education. Simon Goodchild. The development of mathematics education as a research field in Norway – an insider’s personal reflections, Trygve Breiteig and Simon Goodchild. Section II- Swedish Research in Mathematics Education. Section Editor: Christer Bergsten. Mathematics education research in Sweden - An introduction. Christer Bergsten. Some theoretical orientations of Swedish research: Learning difficulties and mathematical reasoning. Johan Lithner and Torulf Palm. Section III - Icelandic Research in Mathematics Education. Section
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Editors: Guðbjörg Pálsdóttir, Bharath Sriraman. Mathematics Education in Iceland: Explaining the Non-homogeneity in a Homogenous System, Guðný Helga Gunnarsdóttir, Guðbjörg Pálsdóttir, Bharath Sriraman. The History of Public Education in Mathematics in Iceland and its Relations to Secondary Education, Kristín Bjarnadóttir. Section IV - Danish Research in Mathematics Education. Section Editors: Bettina Dahl, Bharath Sriraman. Section V- Contributions from Finland. Section Editor: Lenni Haapasalo.
A Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum Harold Schoen Steven W. Ziebarth Christian R. Hirsch, Western Michigan University Allison BrckaLorenz 2010. Paperback 978-1-60752-413-7 $45.99. Hardcover 978-1-60752-414-4 $85.99 The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standardsbased curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended. The volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics: · The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools. · It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school. · It monitored students’ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation. · Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well. · In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables. Item data and all unpublished testing instruments from this study are available at www.wmich.edu/cpmp/ for use as a baseline of instruments and data for future curriculum evaluators or Core-Plus Mathematics users who may wish to compare results of new groups of students to those in the present study on common tests or surveys. Taken together, this volume, the supplement at the CPMP Web site, and the first edition Core-Plus Mathematics curriculum materials (samples of which are also available at the Web site) serve as a fairly complete description of the nature and impact of an exemplar of first edition NSF-funded Standards-based high school mathematics curricula as it existed and was implemented with all students in three schools around the turn of the 21st century. CONTENTS: Preface. Acknowledgments. PART I: BACKGROUND. The Core-Plus Mathematics Curriculum: Design and Development. Review of Related Literature. Method and Procedures. Teachers and the Curriculum. PART II: YEARLY PATTERNS IN STUDENT ACHIEVEMENT. Achievement Patterns in Year 1: Four Content Strands. Achievement Patterns in Year 2: Algebra and Functions. Achievement Patterns in Year 3: Mathematical Literacy. Achievement Patterns in Year 4: Advanced Mathematics, Reasoning, and Proof. PART III: ATTITUDES, BELIEFS, AND CONCEPTIONS OF STUDENTS. Attitudes About the Curriculum and Pedagogy: Years 1 and 2. Beliefs and Conceptions About Mathematics: Years 1–4. PART IV: POST-HIGH SCHOOL SURVEY, INDIVIDUAL CASES, AND PERSPECTIVES. Performance in Post-High School Educational Institutions. Longitudinal Experiences of Three Students. Description and Effects of a Local Controversy. Summary and Interpretations.
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Fluency In Distance Learning Celeste Fenton Brenda Watkins
2010. Paperback 978-1-61735-000-9 $45.99. Hardcover 978-1-61735-001-6 $85.99 Fluency in Distance Learning offers a practical, hands-on, workshop style approach to creating an effective distance learning course. Full of specific ideas and strategies, the authors guide you through the process from beginning to end. Specific instructions are provided for setting up a course home page, developing interactive content, and utilizing a variety of multimedia resources. Fluency in Distance Learning distinguishes itself from other publications on distance learning with its straightforward, practical workshop format. Specific strategies and examples of effective distance learning course materials help instructors to build a quality distance learning course quickly and effectively regardless of the learning management system being used. A companion website contains multimedia files and interactive exercises to enhance the reader’s learning and understanding of distance learning pedagogy and content development for online courses. In addition, all the necessary media files for trainers to deliver a series of professional development workshops on distance learning, are also available. CONTENTS: Introduction: Insights into Distance Learning. Chapter 1: KSA: Knowledge, Skills, and Attitudes of Effective Distance Learning Instructors. Chapter 2: Active Learning in Online Courses. Chapter 3: Multimedia in Online Teaching: Creating Dynamic Content. Chapter 4: Communication is Key. Chapter 5: Assessment doesn’t have to be a four letter word: TEST! Chapter 6: Organizing and Designing Course Pages.
Future Curricular Trends in School Algebra And Geometry Proceedings of A Conference Zalman Usiskin, The University of Chicago Kathleen Andersen Nicole Zotto A volume in the series Research in Mathematics Education 2010. Paperback 978-1-61735-006-1 $45.99. Hardcover 978-1-61735-007-8 $85.99 This volume contains papers from the Second International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC). The intended audience includes policy makers, curriculum developers, researchers, teachers, teacher trainers, and anyone else interested in school mathematics curricula. CONTENTS: Preface. Introduction. Early Algebraic Thinking: The Case of Equivalence in an Early Algebraic Context, Elizabeth Warren. A Brief Essay on the Need to Consider the “Superficial” Aspects of Learning Algebra, Romulo Lins. Early Algebra, Maria Blanton. A Davydov Approach to Early Mathematics, Barbara J. Dougherty. Technology and the Yin and Yang of Teaching and Learning Mathematics, Bernhard Kutzler. CAS and the Future of the Algebra Curriculum, Kaye Stacey. Algebra in the Age of CAS: Implications for the High School Curriculum Examples from the CME Project, Al Cuoco. A Perspective on the Future of Computer Algebra Systems in School Algebra, M. Kathleen Heid. Three-Dimensional Citizens Do not Deserve a Flatlanders’ Education: Curriculum and 3-D Geometry, Claudi Alsina. Manipulating 3-D Objects in a Computer Environment, Jean-Marie Laborde. Algebra and Geometry, from Two to Three Dimensions, Thomas F. Banchoff. Thoughts on Elementary Students’ Reasoning about 2-D Arrays of Cubes and Polyhedra, Michael T. Battista. Linking Geometry and Algebra in the School Mathematics Curriculum, Keith Jones. Linking Geometry and Algebra through Dynamic and Interactive Geometry, Colette Laborde. Linking Algebra and Geometry: The Dynamic Geometry Perspective, Nicholas Jackw. Linking Algebra and Geometry in the Interactive Mathematics Program, Diane Resek. Making Future Trends Realities in U.S. Classrooms, Diane J. Briars. Tools, Technologies, and Trajectories, Douglas H. Clements. Future Trends in School Algebra and Geometry: Reflections on the Vision of Experts, James Fey. Thoughts from a Classroom Teacher, Jim Mamer. Restoring and Balancing, William McCallum. Insights into Dynamic Mathematical Learning Environments, Sarah J. Hicks, Melissa D. McNaught, and J. Matt Switzer. Instrumental Genesis and Future Research in School Algebra and Geometry, Daniel J. Ross. Closing Remarks, Zalman Usiskin. Conference Program and Biographies of Presenters.
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Getting Ready for College Begins in Third Grade Working Toward an Independent Future for Your Blind/Visually Impaired Child Carol Castellano
A volume in the series Critical Concerns in Blindness 2010. Paperback 978-1-61735-070-2 $24.99. Hardcover 978-1-61735-071-9 $85.99 All parents hope for an independent future for their blind/visually impaired child. To turn that hope into a reality, parents need to understand the scope of skill development that must be addressed, along with the importance of equal expectations for the child's development, proper training, and opportunity to practice and develop skills. But what if expectations are low, training in blindness skills is scanty or even absent, and overprotection prevents the blind/VI child from learning and practicing skills? The idea of an independent future can remain a distant dream. The purpose of this book is to guide parents and teachers in fostering the blind/visually impaired child's skill development in such critical areas as academics, independent movement and travel, social interaction, daily living, and self-advocacy, so that he or she will truly be on the road to an independent future. A practical, easy to use guide, written in plain English, the book warns about common problem areas and provides ideas for getting and keeping the child's education and development on track. It highlights the interplay between skills and competence, confidence, self-respect, and the respect of others. Of the small number of books and videos available on the subject, most were written by professionals in the field and many begin with the supposition that blindness is at best sad and at worst tragic. Few --maybe none --have the ardent passion for independence that the parent of a blind/visually impaired child brings to the subject. Instead of overwhelming parents and teachers with the difficulty of the undertaking before them, Getting Ready for College Begins in Third Grade will inspire their confidence and enthusiasm for the task at hand. CONTENTS: Preface. Acknowledgments. 1. High Expectations. 2. Academics. 3. Independent Living Skills. 4. Independent Movement and Travel. 5. Social Awareness and Social Skills. 6. Developing Self-Advocacy Skills: The Pursuit of a Normal Life. Appendix: Resources for Families. About the Author
Globalization on the Margins Education and Post-Socialist Transformations in Central Asia Iveta Silova, College of Education, Lehigh University
2010. Paperback 978-1-61735-200-3 $45.99. Hardcover 978-1-61735-201-0 $85.99 The essays in Globalization on the Margins explore the continuities and changes in Central Asian education development since the collapse of the Soviet Union in 1991. Reflecting on two decades of post-socialist transformations, they reveal that education systems in Central Asia responded to the rapidly changing political, economic, and social environment in profoundly new and unique ways. Some countries moved towards Western models, others went backwards, and still others followed entirely new trajectories. Yet, elements of the “old” system remain. Rather than viewing these post-Soviet transformations in isolation, Globalization on the Margins places its analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Instead of portraying the transition process as the influx of Western ideas into the region, the authors provide new lenses to critically examine the multidirectional flow of ideas, concepts, and reform models within Central Asia. Notwithstanding the variety of theoretical perspectives, methodological approaches, and conceptual lenses, the authors have one thing in common: both individually and collectively, they reveal the complexity and uncertainty of the post-Soviet transformations. By highlighting the political nature of the transformation processes and the uniqueness of historical, political, social, and cultural contexts of each particular country, Globalization on the Margins portrays post-Soviet education transformations as complex, multidimensional, and uncertain processes. CONTENTS: Acknowledgments. Introduction: Education and Postsocialist Transformations in Central Asia—Exploring Margins and Marginalities, Iveta Silova. PART I: GEOPOLITICS ON THE MARGINS: INTERNATIONAL AID AND LOCAL POLITICS IN HIGHER EDUCATION REFORMS. A Comment on the Changes in Higher Education in the Post-Soviet Union, Steven P. Heyneman. The Geography and Geometry of the Bologna Process: Central Asian Higher Education in the New Global Periphery, Voldermar Tomusk.
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Education as Foreign Policy: The European Union in Central Asia, Peter D. Jones. Regional Histories, Critical Thought, and the University of Central Asia: Between the Global and Local, North and South, Jeff Sahadeo. Higher Education Admissions Regimes in Kazakhstan and Kyrgyzstan: Difference Makes a Difference, Todd Drummond. Internationalizing Higher Education in Central Asia: Definitions, Rationales, Scope, and Choices, Martha C. Merrill. PART II: TRANSITOLOGIES ON THE MARGINS: CHANGING SCHOOLS, CHANGING TEACHERS. Influencing the Status of Teaching in Central Asia, Christine Harris-Van Keuren. Ten-Plus-One Ways of Coping With a Teacher Shortage: A School-Level Analysis of a Teacher Shortage in Kyrgyzstan, Gita Steiner-Khamsi, Nurbek Teleshaliyev, Gulzhamal Sheripkanova-MacLeod, and Ainura Moldokmatova. Blaming the Context not the Culprit: Limitations on Student Control of Teacher Corruption in Post-Soviet Kyrgyzstan, Eric M. Johnson. Teaching as a Profession in the Kyrgyz Republic: The Quest for Building / Rebuilding the Knowledge Base, Alan J. DeYoung. Revisiting Teacher Professionalism Discourse Through Teachers’ Professional Lives in Post-Soviet Tajikistan, Sarfaroz Niyozov. Active Learning Instructional Methods in Mathematics and Science: A Comparative Analysis of Post-Soviet Countries Using TIMSS 2007 Data, Carina Omoeva. Grassroots Educational Initiatives in Turkmenistan, Victoria Clement. About the Authors.
Handbook on Developing Curriculum Materials for Teachers Lessons From Museum Education Partnerships Gerald Bailey Tara Baillargeon Cara D. Barragree, Kansas State University Ann Elliott, Auburn Washburn Unified School District, Topeka, Kansas Raymond Doswell, Negro Leagues Baseball Museum 2010. Paperback 978-1-60752-323-9 $45.99. Hardcover 978-1-60752-324-6 $85.99 This book provides an essential resource for educators and museum professionals who wish to develop education focused eMuseums that feature motivational standards-based curriculum for diverse learners. The book is divided into three sections: Section 1. Planning, Developing, and Evaluating eMuseums guides the reader through the stages of planning, creating, and evaluating a usercentered eMuseum. This section provides an overview of the process of planning, creating, and evaluating an eMuseum, giving small and medium sized museums the framework and guidance needed to create an eMuseum. Section 2. Museum and Public School Partnerships: A Step-by-Step Guide for Creating Standards-Based Curriculum Materials in High School Social Studies is the second section. This section includes how to: a) form a partnership, b) create standards-based curriculum materials, and c) provides curriculum material evaluation strategies. Section 3. Developing Accessible Museum Curriculum: A Handbook for Museum Professionals and Educators. Educators in both museums and schools are faced with the task of delivering content to patrons with increasingly diverse interests, skills, and learning needs. This section outlines specific strategies that can be applied to curriculum to expand its application to broader audiences. This section includes: (a) content presentation, (b) content process, and (c) content product. Throughout the book, materials created from the Negro Leagues Baseball Museum (NLBM) and Kansas State University (KSU) partnership are included as product examples. CONTENTS: Foreword, Raymond Doswell. SECTION I: Planning, Creating, and Evaluating eMuseums: A Step-by-Step Handbook for Museum Professionals, Tara Baillargeon, Cari D. Barragree, Ann Elliott, and Gerald D. Bailey. SECTION II: Museum and Public School Partnerships: A Step-by-Step Guide for Creating Standards-Based Curriculum Materials in High School Social Studies, Cari D. Barragree, Ann Elliott, and Tara Baillargeon, and Gerald D. Bailey. SECTION III: Developing Accessible Museum Curriculum: A Handbook for Museum Professionals and Educators, Ann Elliott, Tara Baillargeon, Cari D. Barragree, and Gerald D. Bailey.
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Handbook on International Studies in Education Donald K. Sharpes, Arizona State University
2010. Paperback 978-1-60752-383-3 $45.99. Hardcover 978-1-60752-384-0 $85.99 This Handbook provides windows into worldwide research endeavors, including countries not usually widely known in international education studies. The goal of this compendium is to foster the understanding of research and education from different national and cultural perspectives, and to support the exchange of ideas and people who conduct research and development activities. From these varied individual and collaborative research projects we can infer directions for our own research agenda and for policy development. The resulting chapters represent a respectable cross-section of international research efforts. The total is representative of the variety of research techniques. Additionally, there are more women than men contributors, with sufficient representation from Muslim, Asian and developing country contributors. These seventeen chapters are an indication of what is occurring in the global educational marketplace. They represent a sound and current balance of international studies in education that can be used as models for development elsewhere. Reading them can motivate researchers everywhere to maintain a high level of scholarship that will benefit international and comparative studies and the academic profession. CONTENTS: Foreword, Eva L. Baker. Introduction, Donald K. Sharpes. PART I: METHODOLOGY AND CROSS-CULTURAL RESEARCH. Developing Cross-Cultural Instruments for Cross-National Studies, James Reed Campbell. Current Trends and Dilemmas in Cross-Cultural Research, Kirsi Tirri and James Reed Campbell. PART II: REGIONAL AND NATIONAL STUDIES. Effective Schools in Arab Educational Systems: A Multi-Level Approach Using TIMSS 2003 Data, Oliver Neuschmidt, Juliane Hencke, Leslie Rutkowski, and David Rutkowski. Internationalizing the Training of K–12 Teachers Findings from Research on Undergraduate Teacher Education Programs, Ann Schneider. PART III: THE MIDDLE EAST. Schooling of Young Adolescents in Lebanon, Karma El Hassan. Cognitive Abilities of United Arab Emirates Female Education Students, Donald K. Sharpes. PART IV: AFRICA. Visions and Challenges for Teacher Education in Eritrea: A Personal Account, Kirsten Borberg. Education-Occupation Mismatch and the Effect on Wages of Egyptian Workers, Fatma ElHamidi. PART V: EUROPE. Teacher Attitudes Toward Muslim Student Integration into Civil Society, Donald K. Sharpes, Lotte Rahbek Schou, Iouri Zagoumennov, Geir Karlsen, Ove Haugalokken, and Stefan Hopmann. Partnership Between a Faculty and Schools for Encouraging the Teacher as Researcher: A Case Study from Slovenia, Majda Cenic. International Cooperation for Educational Innovations in Belarus, Iouri Zagoumennov. Danish Teacher Attitudes towards National Student Testing Comparison between NCLB and Danish National Testing Standards, Lotte Rahbek Schou. Education Studies in Spain: Insights, Issues, and Failures, Juana M. Sancho and Fernando Hernández. PART VI: ASIA. The Current State of Affairs in Japanese Education: Schooling in Flux, Julia Christmas Nishibata. Phoenix and Dragon: Examining Parental Expectations of Only Child Girls and Only Child Boys in Urban China, Yandong Liang, Yukari Okamoto, and Mary E. Brenner. PART VII: INTERNATIONAL INITIATIVES. A Brief History of Federal International Initiatives, Donald K. Sharpes. Adolescent Self-Concept among Chinese, Kazahks, and Americans, Donald K. Sharpes. About the Contributors.
High-Tech Tots Childhood in a Digital World Ilene R. Berson, University of South Florida Michael J. Berson, University of South Florida A volume in the series Research in Global Child Advocacy 2010. Paperback 978-1-61735-009-2 $45.99. Hardcover 978-1-61735-010-8 $85.99 Young children are coming of age surrounded by information and communication technology (ICT). ICT is a prominent force in their lives, and working with ICT can stimulate students intellectually, incite their creativity, and challenge them to apply developmentally appropriate inquiry approaches that enhance their learning experiences. Digital technologies also allow children to expand their physical space and access many online social environments that transcend time and space. However, any focus on the efficiency and effectiveness of technology applications in the early childhood years cannot overlook the potential consequences of technological development on children with regard to their social functioning, interpersonal interactions, and global understanding. In addition to evaluating technology as a tool of instruction, we must focus on educational implications and ethical issues associated with their use. This book is the fifth in the Research in Global Child Advocacy Series. The volume examines theoretical assumptions as well as the application of innovative strategies that optimize the interface between young children and ICT from a global perspective. Despite divergent
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perspectives, the chapter authors share a commitment to explore the immersion of ICT into the lives of young children and consider the educational value of these tools as well as the developmental appropriateness of technological affordances. This volume brings together scholars and policymakers whose rich discourse delves into questions such as: How do communication technologies benefit young children’s social and cognitive development? What standards and technical specifications are needed to effectively safeguard young children engaged with ICT? How are young children introduced to ICT? What are the challenges and risks for young children online? What programs are effective in mediating risk? What are the educational applications for ICT in early childhood? Is social networking the new "online playground” for young children? How can young children become competent users of digital technology and media? How can early childhood educators and families encourage positive usage and discourage negative social consequences associated with today’s technology? How can ICT enhance teaching and learning for young children? What ICT activities are developmentally appropriate for young children? In the book there are three primary areas of emphasis: (a) ICT as a teaching and learning tool across cultures and countries to promote the social and cognitive development of young children; (b) research on developmentally appropriate education on cybersafety and cybercitizenship; and (c) studies on the influence of digital technologies on young children, including exposure to inappropriate content and participation in online social networks. This resource offers readers a glimpse into the experience of children and the expertise of researchers and professionals who diligently work toward crafting a framework for action that reflects intercultural and cross-national initiatives. Given the role that electronic media plays in the lives of children as both an educational and entertainment tool, understanding the physical and social contexts, as well as the developmental issues, is critical to programs aiming to optimize the full potential of digital tools that support and enhance the experiences of young children. CONTENTS: Introduction to High Tech Tots: Childhood in a Digital World, Ilene R. Berson and Michael J. Berson. New Technologies, Playful Experiences, and Multimodal Learning, Nicola Yelland. Young Children’s Technology Experiences in Multiple Contexts: Bronfenbrenner’s Ecological Theory Reconsidered, X. Christine Wang, Ilene R. Berson, Candace Jaruszewicz, Lynn Hartle, and Dina Rosen. Tangible Programming in Early Childhood: Revisiting Developmental Assumptions through New Technologies, Marina Umaschi Bers and Michael S. Horn. Developing a Cybersafety Program for Early Childhood Education: A New Zealand Case Study, Richard Beach. Hector’s World: Educating Young Children about Life Online, Liz Butterfield. Is Social Networking the New “Online Playground” for Young Children? A Study of Rate Profiles in Estonia, Andra Siibak and Kadri Ugur. Youth Protection Online: Joint Efforts Are Needed, Jutta Croll and Katharina Kunze. Children and the Janusfaced Internet: Social Policy Implications for Mauritius as a Developing Country Case Study, Komalsingh Rambaree. Childhood, Cell Phones, and Health, Richard Chalfen. The One Laptop per Child Project and the Problems of Technology-Led Educational Development, Marcus Leaning. Webkinz as Consumerist Discourse: A Critical Ideological Analysis, Charlie Dellinger-Pate and Rosemarie J. Conforti. About the Authors.
Hybrid-Context Instructional Model The Internet and the Classrooms: The Way Teachers Experience It Udeme T. Ndon, AU and Associates, Inc.
2010. Paperback 978-1-60752-419-9 $45.99. Hardcover 978-1-60752-420-5 $85.99 This book is a product of a dissertation project that was completed in December 2006. This project investigated teachers’ experiences in relation to teaching and learning using the hybrid-context instructional model. The dissertation itself has been noted as one of the best in providing practical tips for teachers in this area. The study methodology is included as appendix B. To answer the questions raised during the interviews, the findings of the study have been supplemented and supported with extensive literature review of empirical studies to provide theoretical and practical solutions. The literature review draws from total Internet, blended, and hybrid instruction studies. The literature on the total Internet instruction has relevance in that the Internet piece of the hybrid-context course shares the same course management systems and requires the same approaches and principles as do total Internet instruction. The book discusses the conceptual and descriptive presentations of the hybrid-context model, media, applicable teaching philosophies; strategies best accomplished in each medium; various ways of linking the face-to-face and the Internet activities; the why and how the study participants transitioned into teaching hybrid-context courses, teachers’ expectations, etc. The discussion on ‘labor of love’ is the core of this book as the discussion has captured the surprises the study participants met in a way that is not reflected in the current literature. Built into this discussion are the amounts of things teachers had to learn in order to function well as hybrid-context model teachers. The contents of this book will aide teachers who teach in any way using the Internet. Therefore, any establishment/individual using the Internet for teaching and learning will benefit from the contents of this book. Also, the administrators will find this book a selling point to encourage more participation in the adoption of the hybrid-context instructional model as well as realizing what the teachers would need to successfully implement this phenomenon. CONTENTS: The introduction provides the definition of the locations of the teaching and learning, the trend in the introduction of the Internet as a teaching and learning medium, and the concept of the hybrid-context as a combination of two teaching and learning media (the face-to-face and the Internet.) Section I discusses the conceptual hybrid-context model. Section II discusses the descriptive elements of the hybrid-context instructional model. Section III discusses element of course planning – analysis, design, development, implementation, and evaluation (ADDIE). Section IV discusses the resulting power of ADDIE. Section V discusses what academic administrators, educators,
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learners, and stakeholders need to know and should take into consideration before embarking on this phenomenon. Section VI discusses the hybrid context course journey. Section VII: Appendixes.
Improving Schools to Promote Learning Herbert J. Walberg, University of Illinois - Chicago
2010. Paperback 978-1-61735-212-6 $45.99. Hardcover 978-1-61735-213-3 $85.99 Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices. CONTENTS: Acknowledgements. Center on Innovation & Improvement. Foreword. 1. Introduction and Purpose. 2. Elements of Student Learning. 3. Families. 4. Classrooms. 5. Schools. 6. Districts. 7. States. 8. Conclusion: Science, Wisdom, and Common Sense. References. About the Author.
Improving Writing and Thinking through Assessment Teresa L. Flateby, University of South Florida
2010. Paperback 978-1-60752-407-6 $45.99. Hardcover 978-1-60752-408-3 $85.99 Improving Writing and Thinking through Assessment is designed to help individual faculty and administrators select assessment approaches and measures to maximize their students’ writing and thinking. The book offers useful guidance, through presentation of recommended assessment guidelines and measurement principles in Part 1 and applications from a variety of contributors in Part 2. It addresses a wide range of audiences, including instructors who want to assess and thus foster writing and thinking in their courses, administrators and instructors planning to assess writing and thinking at the program or institutional level, and graduate students interested in improving students’ writing and critical thinking. This book is more guide than a “cookbook.” By providing comprehensive standards and criteria that help individuals or teams develop plans and measures to improve writing and thinking, the book should be helpful for academic and Student Affairs administrators and faculty - as the principles apply equally to all engaged in assessment. Contributors, representing a wide range of educators, illustrate many of the approaches and methods described in the theoretical section of the book using a variety of assessment strategies at both classroom and program levels. Readers will see how different types of institutions, both private and public as well as undergraduate and graduate, have designed assessment strategies and plans to gauge and enhance writing and thinking growth in the classroom and across programs. They candidly describe challenges encountered and solutions they adopted or suggest. These chapters reflect approaches and perspectives from various discourse communities – including writing program administrators, composition faculty, assessment professionals, and individual faculty representing several disciplines. The author argues the urgent need to develop strong writers and thinkers. She discusses challenges and obstacles, but underscores the necessity for more faculty involvement and institutional commitment. This book will help institutions and individual faculty design and implement sound, meaningful assessment strategies to foster effective writing and thinking that will both advance the goals of the institutional mission and meet faculty’s disciplinary objectives and scholarly concerns.
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Interdisciplinarity for the 21st Century Proceedings of the 3rd International Symposium on Mathematics and its connections to the Arts and Sciences, Moncton 2009 Bharath Sriraman, The University of Montana Viktor Freiman, University of Moncton A volume in the series The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education 2010. Paperback 978-1-61735-218-8 $45.99. Hardcover 978-1-61735-219-5 $85.99 Interdisciplinarity has become increasingly important for emergent professions of the 21st century yet there is a dearth of systematic studies aimed at implementing it in the school and university curricula. The Mathematics and its Connections to the Arts and Sciences (MACAS ) group places Mathematics as a vehicle through which deep and meaningful connections can be forged with the Arts and the Sciences and as a means of promoting interdisciplinary and transdisciplinary thinking traits amongst students. The Third International Symposium held by the MACAS group in Moncton, Canada in 2009 included numerous initiatives and ideas for interdisciplinarity that are implementable in both the school and university setting. The chapters in this book cover interdisciplinary links with mathematics found in the domains of culture, art, aesthetics, music, cognition, history, philosophy, engineering, technology and science with contributors from Canada, U.S, Denmark, Germany, Mexico, Iran and Poland amongst others. CONTENTS: Introduction: Interdisciplinary Networks for Better Education in Mathematics, Science, and the Arts, Viktor Freiman and Bharath Sriraman. Intercultural Positioning in Mathematics, David Wagner. History in Mathematics Education—Why Bother? Interdisciplinarity, Mathematical Competence, and the Learning of Mathematics, Tinne Hoff Kjeldsen. The Role of the Aesthetic in Mathematical Problem Solving, Nathalie Sinclair and Christian Berneche. Mathematics in the Everyday World and at Work: Prolegomena for Rethinking the Concept of Interdisciplinarity, Wolff-Michael Roth. A Portrait on How Groups of Elementary Age Students in a French Language Minority Setting Pose an Environmental Problem, Viktor Freiman, Diane Pruneau, Joanne Langis, Pierre-Yves Barbier, Marianne Cormier, and Monique Langis. Teaching Citizenship Education Through the Mathematics Course, Annie Savard. Flow: An Emotional Experience in Mathematics Problem Solving, T. Seifert, O. Radu, and A. Doyle. Learner Directed Opportunities Through Adaptive Hypermedia Systems, Adnen Barhoumi and Chadia Moghrabi. Quantitative Reasoning as a Tool for Understanding, Natalya Vinogradova. Interdisciplinarity Through Processes of Modeling and Sociomathematical Decision Making, Claus Michelsen and Jan Alexis Nielsen. Do Mathematical Laboratories Enhance Primary School Students' Hands-On Learning Experiences? Mark Applebaum and Viktor Freiman. Amazing Math-Science-Arts Connections: Getting Insight Into the Golden Ratio, Dominic Manuel, Viktor Freiman, Edel Reilly, Ildiko Pelczer, Natalya Vinogradova, Bharath Sriraman, and Astrid Beckmann. Mathematics in Contemporary Art, Nathalie Sayac. Advancing the Concept of Variables Through Cross-Curricular Stations Between Arts and Mathematics Instruction, Astrid Beckmann. Visual Arts and Mathematics: Intertwining for a New Conversation in Education, Lise Robichaud. Why is a Negative × a Negative = a Positive? Possible Benefits of Interdisciplinarity, Polotskaia Elena. Writing + Math = Opportunity: Forging New Interdisciplinary Connections, Edel M. Reilly. Study of the Potential of the Use of Degrees of Certainty to Provide the Common Sense with an “Alert Bell”, Sophie René de Cotret, Manon LeBlanc, and Réal Larose. Visuo-Dynamic Learning: How Does the Net Generation Learn? Zekeriya Karadag. Online Video Technology as Enabler for Teaching and Learning Multidisciplinary Topics, Dragana Martinovic. Directional Pitch Spaces, Ilhan M. Izmirli. A Note on Fibonacci Numbers in Music, Larry G. Blaine. Robotic-Based Learning: RoboMaTIC, Samuel F. J. Blanchard. NET Generation: Social Media and its Link to Interdisciplinarity, Samuel F. J. Blanchard. A City Built on Geometry: Project-Based Learning in a Grade 10 Math Classroom, Marcia Cormier. Plato’s Timaeus and the Intervals Used in Traditional Music of the Middle Classroom, Amirhossein Damadi and Payam Seraji. Using Origami as Context Builder to Teach (Pre)Math Skills, Ildikó Pelczer. Are There Mathematical Phenomena? Herbert Gerstberger. Mathematical Literacy and How Scientific Experiments Can Promote That Conception, Simon Zell. Cross-Curricular Teaching between Mathematics and Biology—Nutrition Circle, Similarity, and Allometry, Astrid Beckmann and Annika Grube. A Call for Integrating Engineering Through Cooperative Learning in the Mathematics and Science Teacher Education Program, Ke Wu Norman, Anne L. Kern, and Tamara J. Moore. Choosing to Study Mathematics and Science Beyond the Classroom: Who Participates and Why? Karen Sullenger and Viktor Freiman. A Brief History and Exploration of Some Didactic Journeys to Connect the Great Continents of Knowledge, Alan Rogerson. Some Remarks on the Comparison Between Mathematical and Poetical Facts/Events, Romualdas Kašuba.
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International Perspectives on Bilingual Education Policy, Practice, and Controversy John E. Petrovic, The University of Alabama
A volume in the series International Perspectives on Educational Policy, Research and Practice 2010. Paperback 978-1-60752-329-1 $45.99. Hardcover 978-1-60752-330-7 $85.99 This book is a defense of linguistic pluralism and language policies and practices in education that sustain that ideal. Educational meanings and models are influenced by different populations and different social and historical contexts. International comparisons can shed interesting light on the issues. Therefore, the purpose of the book is to provide scholars an international comparative understanding of language policy, its relation to educational practice, and current debates within the field. The book is divided into three sections dealing with the general topical areas of policy, practice, and controversy. This book will be of interest to policy-makers, scholars, and graduate students in the areas of bilingual education, language policy, and sociolinguistics. CONTENTS: Foreword, Terrence Wiley, Arizona State University. Introduction. SECTION 1: POLICY 1. Language Minority Education in the United States: Power and Policy, John E. Petrovic. 2. Language Minority Rights and Educational Policy in Canada, Thomas Ricento and Andreea Cervatiuc. 3. Education Policy and Language Shift in Guatemala, Ivonne Heinze Balcazar. SECTION 2: PRACTICE 4. Transitions to Biliteracy: Creating Positive Academic Trajectories for Emerging Bilinguals in the United States, Kathy Escamilla and Susan Hopewell. 5. Bilingualism and Biliteracy in India: Implications for Education, Prema K. S. Rao, Jayashree C. Shanbal, Sarika Khurana. 6. Making Choices for Sustainable Social Plurilingualism: Some Reflections from the Catalan Language Area, F. Xavier Vila i Moreno. SECTION 3: CONTROVERSY 7. Reorienting Language-as-Resource, Richard Ruiz. 8. The Role of Language in Theories of Academic Failure for Linguistic Minorities, Jeff MacSwan and Kellie Rolstad. 9. A Postliberal Critique of Language Rights: Toward a Politics of Language for a Linguistics of Contact, Christopher Stroud.
International Perspectives on Gender and Mathematics Education Olof Steinthorsdottir, University of North Carolina- Chapel Hill Helen J. Forgasz, Monash University Joanne Rossi Becker, San Jose State University Kyeong-Hwa Lee, Seoul National University A volume in the series International Perspectives on Mathematics Education - Cognition, Equity & Society 2010. Paperback 978-1-61735-041-2 $45.99. Hardcover 978-1-61735-042-9 $85.99 Why a book on gender issues in mathematics in the 21st century? Several factors have influenced the undertaking of this project by the editors. First, an international volume focusing on gender and mathematics has not appeared since publication of papers emerging from the 1996 International Congress on Mathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area of mathematics education. Second, we have had lively discussion and working groups on gender issues at conferences of the International Group for the Psychology of Mathematics Education [PME] for the past four years, sessions at which stimulating and ground-breaking research has been discussed by participants from many different countries. Some publication seemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some western countries such as Australia and the USA have experienced in recent years a focus on the “boy problem,” with an underlying assumption that issues of females and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender and mathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working and discussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issues that were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts. CONTENTS: International Perspectives on Gender and Mathematics Education: An Overview, Joanne Rossi Becker, Helen Forgasz, Olof Bjorg Steinthorsdottir, and Kyeong-Hwa Lee. SECTION I: HISTORY, POLICY, AND NON-SCHOOL FACTORS. The Ladies’ Diary or Woman’s Almanack, 1704–1841, Teri Perl. Conversations of Parents and Children Working on Mathematics, Melfried Olson, Judith Olson, Claire Okazaki, and Thuy La. Out-of-School-Time (OST) Programs as Mathematics Support for Females, Lynda R. Wiest. Freedom to Choose? Girls, Mathematics and the Gendered Construction of Mathematical Identity, Fiona Walls. Gender Mainstreaming: Maintaining Attention on Gender Equality, Colleen Vale. SECTION II: NATIONAL FOCUS. Studies in Mexico on Gender and Mathematics, Sonia Ursini, Martha P. Ramírez, and Claudia Rodríguez, María Trigueros, and Ma. Dolores Lozano. Gender Differences When Working with Algebraic Variables: A Study with Mexican Secondary School Students, Carolina Rubi Real Ortega and Sonia Ursini. Factors Contributing to
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Gender Differences in Mathematics Performance of United States High School Students, Pamela L. Paek. Gender Differences in Mathematics Achievement: Evidence from Regional and International Student Assessments, Xin Ma. Mathematics Achievement in Icelandic Playschools: Examining When Gender Differences Emerge, Olof Bjorg Steinthorsdottir, Kimberly Dadisman, Dylan L. Robertson, and Kristjana Steinthorsdottir. Mathematics Teacher Education and Gender Effects, Sigrid Blömeke and Gabriele Kaiser. SECTION III: HIGH ACHIEVERS. Discovering the Potential of Gifted Females in Mathematics, Kyeong-Hwa Lee, Eun-Jung Lee, Seoung-Hey Paik, and HeiSook Lee. Gender and High Achievers in Mathematics: Who and What Counts? Gilah C. Leder and Helen J. Forgasz. What Are High Achieving Young Women’s Perceptions of Mathematics Over Time? Amanda Lambertus, Susan Bracken, and Sarah Berenson. SECTION IV: TERTIARY STUDENTS. The Influence of High School and University Experiences on Women’s Pursuit of Undergraduate Mathematics Degrees in Canada, Jennifer Hall. Try and Catch the Wind: Women Who Do Doctorates at a Mature Stage in Their Lives, Ansie Harding, Leigh Wood, and Michelle Muchatuta With Barbara Edwards, Lucia Falzon, Sibba Gudlaugsdottir, Belinda Huntley, Jillian Knowles, Barbara Miller-Reilly, and Tobia Steyn. Recognizing Gender in Mathematics Relationships: A Relational Counseling Approach Helps Teachers and Students Overcome Damaging Perceptions, Jillian M. Knowles.
Issues of Identity in Music Education Narratives and Practices Linda K. Thompson, Lee University Mark Robin Campbell, SUNY at Potsdam A volume in the series Advances in Music Education Research 2010. Paperback 978-1-61735-017-7 $45.99. Hardcover 978-1-61735-018-4 $85.99 Editorial Board: William Bauer, Case Western Reserve University. Susan Wharton Conkling, Eastman School of Music, University of Rochester. Colleen Conway, University of Michigan. Lisa R. Hunter, The State University of New York College at Buffalo. Joshua A. Russell, The Hartt School, University of Hartford. Peter Whiteman, Institute of Early Childhood, Macquarie University. This book focuses on the stories of individuals—cooperating teachers and student teachers, undergraduate composers, singers and nonsingers, Hispanic and white students, and instrumental music educators. Individually and collectively, these studies tell stories about the ways that people, places, and spaces in music education interact to shape identity. Although using specific methodologies within both qualitative and quantitative traditions, collectively these studies create a kind of complementarity—the kind of inquiry symbiosis that Sandra Stauffer in Volume 2 avers we are ready to embrace in the profession. Continuing the practice of inviting essays from prominent educators, Volume 3 presents the thinking of Jean Clandinin on narrative inquiry. Her essay brings both added depth and clarity in understanding the key ideas, processes, relationships, and ethics involved in narrative research. Peter Whiteman’s and Regina Murphy’s concluding essays advance the conversation on the role of discussant within the context of the Annual Meeting of AERA. Whiteman and Murphy share insights from their own experiences as they describe the purposes and processes of this important role. Like the studies within this volume, these essays elucidate the various roles and identities we hold as researchers. This volume is a significant addition to the libraries of Schools of Music and Colleges of Education, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning. CONTENTS: Foreword, Linda K. Thompson and Mark Robin Campbell. 1. Potentials and Possibilities for Narrative Inquiry, D. Jean Clandinin. 2. Fostering and Sustaining Music Teacher Identity in the Student Teaching Experience, Tami J. Draves. 3. Inside/Outside: School Music On “The Line”, Wesley D. Brewer 4. “And That Is Why Girls Do Not Compose”: A Qualitative Examination of Undergraduate Compositional Identity, Bruce Allen Carter. 5. Hearing the Voice of Non-Singers: Culture, Context, and Connection, Colleen Whidden. 6. Planning and Assessment Practices of High School Band Directors, Dale E. Bazan. 7. Two Voices on the Discussant Role: On Being a Discussant, Peter Whiteman and Close to the Music of What Happens: A Discussant Evokes a Poem, Regina Murphy. About the Contributors
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Language and Mathematics Education Multiple Perspectives and Directions for Research Judit N. Moschkovich, University of California at Santa Cruz
A volume in the series Research in Mathematics Education 2010. Paperback 978-1-61735-159-4 $45.99. Hardcover 978-1-61735-160-0 $85.99 Issues of language in mathematics learning and teaching are important for both practical and theoretical reasons. Addressing issues of language is crucial for improving mathematics learning and teaching for students who are bilingual, multilingual, or learning English. These issues are also relevant to theory: studies that make language visible provide a complex perspective of the role of language in reasoning and learning mathematics. What is the relevant knowledge base to consider when designing research studies that address issues of language in the learning and teaching of mathematics? What scholarly literature is relevant and can contribute to research? In order to address issues of language in mathematics education, researchers need to use theoretical perspectives that integrate current views of mathematics learning and teaching with current views on language, discourse, bilingualism, and second language acquisition. This volume contributes to the development of such integrated approaches to research on language issues in mathematics education by describing theoretical perspectives for framing the study of language issues and methodological issues to consider when designing research studies. The volume provides interdisciplinary reviews of the research literature from four very different perspectives: mathematics education (Moschkovich), CulturalHistorical-Activity Theory (Gutiérrez, Sengupta-Irving, & Dieckmann), systemic functional linguistics (Schleppegrell), and assessment (Solano-Flores). This volume offers graduate students and researchers new to the study of language in mathematics education an introduction to resources for conceptualizing, framing, and designing research studies. For those already involved in examining language issues, the volume provides useful and critical reviews of the literature as well as recommendations for moving forward in designing research. Lastly, the volume provides a basis for dialogue across multiple research communities engaged in collaborative work to address these pressing issues. CONTENTS: Foreword, David Pimm. Preface, Judit N. Moschkovich. 1 Language(s) and Learning Mathematics: Resources, Challenges, and Issues for Research., Judit N. Moschkovich. 2 Developing a Mathematical Vision: Mathematics as a Discursive and Embodied Practice, Kris D. Gutiérrez, Tesha Sengupta-Irving, and Jack Dieckmann. 3 Language in Mathematics Teaching and Learning: A Research Review, Mary J. Schleppegrell. 4 Function and Form in Research on Language and Mathematics Education, Guillermo Solano-Flores. 5 Recommendations for Research on Language and Mathematics Education, Judit N. Moschkovich. Afterword, Beth Warren. Contributors.
Leadership for School Improvement in the Caribbean Austin Ezenne, University of the West Indies, Kingston, Jamaica
2010. Paperback 978-1-60752-370-3 $45.99 The chapters in this book should stimulate the reader not only to think about the kind of leadership that is needed to improve schools in the Caribbean (using 'schools' in the widest sense to range from early childhood to higher education institutions) but also other forms of support. The book deals in detail with issues of leadership. At the theoretical level there is exploration of appropriate models of leadership in the effort to create effective schools. At the practical level the importance of the principal's role is explored. This book is very timely and should prove informative not only to current and prospective leaders but also to students and scholars both locally and internationally with an interest in Caribbean education. The chapters are written in a sufficiently user- friendly style to be of interest also to the general public who want to see the process of transformation realised in our education systems.
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Leading Schools of Excellence and Equity Closing Achievement Gaps Via Academic Optimism Kathleen M. Brown, University of North Carolina at Chapel Hill Jennifer L. Benkovitz, University of North Carolina at Chapel Hill Anthony J. Muttillo, University of North Carolina at Chapel Hill Thad Urban, University of North Carolina at Chapel Hill 2010. Paperback 978-1-61735-119-8 $45.99. Hardcover 978-1-61735-120-4 $85.99 The purpose of this empirical inquiry of state-recognized “Honor Schools of Excellence” was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semistructured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism. Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better. CONTENTS: PART I: CLOSING ACHIEVEMENT GAPS VIA ACADEMIC OPTIMISM: SUPPORTING RESEARCH 1. Introduction. 2. The Importance of Systemic Equity. 3. Leadership for Excellence and Equity. 4. Academic Optimism. PART II. HONORING EXCELLENCE BY EMBRACING EQUITY: A RESEARCH STUDY 5. Equity Audits. 6. Similarities in “Achieving Excellence”. 7. Significant Differences in “Honoring Excellence”. 8. Conclusion. Appendix A: SemiStructured Interview Protocol. Appendix B: Study Limitations. Appendix C: Additional Resources. References. About the Author. Index.
Learning at the Back Door Reflections on Non-Traditional Learning in the Lifespan Charles A. Wedemeyer
2010. Paperback 978-1-60752-372-7 $45.99 Wedemeyer stresses that learning is a natural idiosyncratic, and continually renewable human trait and survival resource. It is not dependent upon teaching, schooling, or special environments, although-properly used-these resources enhance learning. There is a powerful subculture of independent learners who are responsible for much of the real progress that has been made in most areas on endeavor. This book attempts to explain this kind of learning and relate it to schooling, suggesting ways in which all learning-whether traditional or non-traditional-can be encouraged and improved through new kinds of educational institutions and processes.
Learning for Economic Self-Sufficiency Constructing Pedagogies of Hope Among Low-Income, Low-Literate Adults Mary V. Alfred, Texas A&M University
A volume in the series Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning 2010. Paperback 978-1-61735-110-5 $45.99. Hardcover 978-1-61735-111-2 $85.99 In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for
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Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among low-income workers. The power of this volume is that the reader gains a holistic view of the complexities of educating a population of low-literate adult learners from various life conditions. From language literacy issues in corrections, the workplace and access to higher education, and migrant workers literacy learning barriers, to technology literacies, and consumerism myths, Learning for Economic Self-Sufficiency goes far deeper than prior volumes in exploring the complex scope of issues face by low-income, low-literate adults as they seek learning for economic self-sufficiency. The overall objective of the book is to help readers explore economic self-sufficiency for low literate and low-income adults from various contexts and the role of adult and higher education in developing these learners for greater economic independence. Noting that literacy is only a first step to economic, mental, and physical health as well as responsible citizenship, each chapter provide specific case examples and recommendations to educators and trainers of adults for creating learning programs and environments to facilitate the development of a more literate and economically stable population. CONTENTS: Introductory Chapter--Low-Income, Low-Literate Learners in Adult Education: A Portrait, Mary V. Alfred and Noelle Eason. Promises and Challenges for Institutions of Higher Education in Educating Low-Income Adult Learners, Catherine A. Hansman. The Role of the Community College in Redirecting Careers of Low-Literate, Low-Income, and Low-Skilled Citizens, Liliana Mina, Deryl Davis-Fulmer and Regina Smith. Riches from the Poor: Teaching Humanities in the Margins, Janet Groen and Tara Hyland-Russell. Using Technology to Improve Pedagogy and Empowerment with Low-Literacy Adults, Kathleen P. King. The Connection Between Health Literacy and Adult Literacy in Developing Economic Self-Sufficiency, Lilian H. Hill. Adult Learners in Urban Communities: Challenges and Opportunities for Economic Independence, Larry L. Martin. No Worker Left Behind: Providing Low-Wage Workers Equitable Access to Workplace Learning, Laura L. Bierema. The Role of the Black Church in Developing Congregants for the Workplace, E. Paulette Isaac-Savage. Learning on the Move: Migrant Workers in Adult Education, Aida A. Nevárez-La Torre. Consumption, Gendered Stereotypes, and the Struggle for Respect: Controlling Images of Poor Women as Consumers in Popular, Political, and Adult Education Discourses, Jennifer A. Sandlin. Learning for Self-Sufficiency Among Immigrants in Canada: The Role of Community-Based Adult Education, Shibao Guo. Literacies from the Inside: Learning From and Within a Culture of Corrections, Dominique T. Chlup and Irene C. Baird. Beyond Education and Training: The Role of Social Capital in Developing Economic Self-Sufficiency, Mary V. Alfred.
Learning on Other People's Kids Becoming a Teach For America Teacher Barbara Torre Veltri, Ed. D, Northern Arizona University
2010. Paperback 978-1-60752-442-7 $29.99. Hardcover 978-1-60752-443-4 $69.99 This work captures the voices of TFA novices who offer candid accounts of their experiences in Becoming Teach For America Teachers. Previously unanswered questions are addressed: Why do recent college graduates apply to Teach For America? How are they recruited, trained, and hired? How do they learn the culture (s) of the community, schools, grade level, curriculum, and children they teach? Is there a “culture” of the TFA organization? What recommendations do they offer to TFA donors, policy-makers, future corps members and the public? Woven into this book, are perspectives from mentors who worked alongside TFAers, administrators who hired them, corporate C.E.O.’s who supported them, and policies (both local and national) that privileged TFA over non-TFA teachers. Finally, a compelling series of eyewitness narratives introduces each chapter’s theme, documented from the author’s own, “Notes from the Field.” These accounts offer rich, descriptive vignettes that present the challenges TFAers faced, as they occurred. Schools reflect the multitiered and often non-level playing field that comprises America’s educational landscape. Learning on Other People’s Kids: Becoming a Teach For America Teacher provides readers a glimpse into the corps member experience in a rare ethnographic account. CONTENTS: PART I: BECOMING A TFA CORPS MEMBER 1. Coaching the Corps. 2. Why Become a TFA Teacher? 3. School Districts and Teach For America. 4. Corps Training Institute. 5. Learning the Culture of Teach For America: The Regional Organization. PART II: THE SOCIALIZATION OF TEACH FOR AMERICA TEACHERS 6. Learning the Culture of Communities and Schools. 7. Learning the Culture of Teaching. 8. Learning the Complexities of Teaching in Poverty Schools. PART III: TEACH FOR AMERICA AND THE EDUCATION OF POOR CHILDREN 9. TFA Corps Members and their Students. 10. Full Circle. 11. The Master Narrative and Teach For America. 12. Problematics and Persistent Questions. Appendix A. Appendix B. Appendix C. Appendix D. Appendix E. References
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Learning Solutions What To Do If Your Child Has Trouble With Schoolwork Nathan Naparstek, Schenectady City School District
2010. Paperback 978-1-60752-320-8 $45.99. Hardcover 978-1-60752-321-5 $85.99 The Learning Solution is a practical guide for parents who want to improve their child’s academic situation in school. It is written by a practicing school psychologist to give parents effective strategies for making the most helpful and realistic choices for children experiencing difficulty with their schoolwork. The Learning Solution will provide parents with the skills needed to negotiate the education maze and teach them how to advocate for their child. Parents will also learn how build an effective cooperative relationship with their child at home. The Learning Solution has been updated to include a chapter on mental health issues currently impacting on children’s learning experiences in school. In addition, current information is provided on the medications used in the treatment of Attention Deficit Hyperactivity Disorder. CONTENTS: Introduction. 1. Common Learning Difficulties: What They Are and How They Affect Progress. 2. Emotional Difficulties: What They Are and How They Affect Academic Progress. 3. Public School Interventions: Their Effectiveness and How Parents Can Best Take Advantage of Them. 4. School Support Personnel: Making Use of Them. 5. Getting the Information That You Need: Asking the Right Kinds of Questions. 6. Tutoring Your Child at Home. 7. Specific Tutoring Strategies. Appendix: Summary of Resources and Organizations. References. About the Author
Learning to Learn with Integrative Learning Technologies (ILT) A Practical Guide for Academic Success Anastasia Kitsantas, George Mason University Nada Dabbagh, George Mason University 2010. Paperback 978-1-60752-302-4 $45.99. Hardcover 978-1-60752-303-1 $85.99 The purpose of this practical guide is to facilitate college students’ academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT). It enables the college instructor, online instructor, instructional developer, or educator to envision, plan for, and implement customized instructional and curricular designs that foster learning to learn and motivate students to take ownership of their own learning. Specifically, this book demonstrates how college faculty who use Learning Management Systems (LMS) as well as emerging technologies such as Web 2.0 applications and social software can design learning tasks and course assignments that support and promote student: • goal setting • use of effective task strategies • self-monitoring and self-evaluation • time management • help seeking • motivation and affect Given the emphasis on retention of freshmen as a measure of institutional effectiveness, the focus on student success, and the increasing use of ILT in higher education, this book fulfills a dire need in the literature on the integration of technology and self-regulated learning. CONTENTS: Preface. 1 Introduction to Learning How to Learn. 2 Defining Integrative Learning Technologies. 3 Self-Regulatory Training with Integrative Learning Technologies: A Theory-Based Model. 4 Goal Setting. 5 Task Strategies. 6 Self-Monitoring and Self-Evaluation. 7 Time Management. 8 Help Seeking. 9 Motivation, Affect, and Learning Communities. 10 New Approaches to Integrative Learning Technologies.
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Linguistic Perspectives on English Grammar A Guide for EFL Teachers Martin J. Endley, Hanyang University
2010. Paperback 978-1-61735-168-6 $45.99. Hardcover 978-1-61735-169-3 $85.99 The proposed book is best described as a linguistically oriented textbook taking the grammar of English as its subject matter. It is directed to professional teachers of English (ESL and EFL) and their students, as well as those currently training to become teachers of English. The book is also likely to be of interest to interpreters, translators and other English language professionals. It will explore selected aspects and problem areas of English from a broadly “functional” linguistic perspective. My experience as a teacher and teacher trainer has shown me that this perspective has the potential to inspire teachers and students with a genuine enthusiasm for the grammatical features of English and that it often enables them to “make sense” of the grammar in a way that all too often other approaches signally fail to do. An important focus of the book is on understanding grammar as a series of conventionalized patterns rather than a set of rules (which is how grammar has traditionally been presented). Moreover, unlike many other grammar books, this book emphasizes how the grammatical constructions under consideration are employed in various types of communicative situation, attention being given to the importance of discourse context in interpreting the target forms. In line with contemporary linguists generally, the approach adopted is descriptive rather than prescriptive. While the main focus is on English, I offer occasional comments on how the issue under discussion is expressed in languages other than English. Apart from the inherent interest which I hope such comparisons may have for the reader, I take the view that these can be helpful in casting further light on the grammar of English. CONTENTS: Acknowledgments. Introduction: A Linguistic Perspective on English Grammar: Some Basic Principles and Themes. 1 Nouns and Noun Phrases in Linguistic Perspective. 2 Verbs and Verb Phrases in Linguistic Perspective. 3 Adjectives and Adverbs in Linguistic Perspective. 4 Determining Words and Prepositions in Linguistic Perspective. 5 Participants, Functions, and Roles. 6 Transitivity and Intransitivity. 7 Tense and Aspect. 8 Modality and Negation. 9 Questions and Focus Constructions. 10 Complex Sentences in English: Coordination and Subordination. 11 Complex Sentences in English: Relative Clauses and Related Constructions. 12 Complex Sentences in English: Adverbial, Participial, and Conditional Clauses. Endnotes. Glossary. References.
Listening to and Learning from Students Possibilities for Teaching, Learning, and Curriculum Brian D. Schultz, Northeastern Illinois University
A volume in the series Landscapes of Education 2010. Paperback 978-1-61735-171-6 $45.99. Hardcover 978-1-61735-172-3 $85.99 This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children’s perspectives about teaching and curriculum has the potential for increasing students’ interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape. CONTENTS: Acknowledgements and Preface. Foreword: Listen and Learn, William C. Ayers. Curricular Possibilities: Listening to, Hearing, and Learning from Students, Brian D. Schultz. Interlude: From Pedagogy of the Oppressed, Paulo Freire. Confronting “Limit Situations” in a Youth/Adult Educational Research Collaborative, Tara M. Brown and Kevin Galeas. Interlude: from the mouths of babes, Kevin Coval. Learning to Walk Quietly, Cathy Coulter. Interlude: My First Voyage, L. Thomas Hopkins. A Shorty Teaching Teachers: One Kid’s Perspective About “Keepin’ It Real” in the Classroom, Brian D. Schultz and Paris Banks. Interlude: What Is a School? From I Learn From Children, Caroline Pratt. Ninth-Grade Student Voices in a Social Action Project: “They Went for Us, They Cared”, Shira Eve Epstein. Interlude: Hi(story) & Hope: How the Stories of Our Individual and Collective Pasts Determine What We Believe is Possible, kahlil almustafa. They Think Kids Have Nothing to Say, Lloyd Thomas. Listen, Miracle Graham. Challenging Test-Prep Pedagogy: Urban High School Students Educate Pre-Service Teachers Using Liberatory Pedagogy, Louie F. Rodríguez. Interlude: From Prospectus for a Summer
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Freedom School Program, Charles Cobb. Lessons from the Journey: Exploring Citizenship through Active Civic Involvement, Jennifer Ponder, Michelle Vander Veldt, and Genell Lewis-Ferrell. Interlude: A.D.D., Rafael Casal. Let My Soul Spit: Young People Write for Reflection and Inspiration, Susan Wilcox. Interlude: Things I Wish I Told My Grandma, kahlil almustafa. Constructing and Constricting Teachers: RateMyTeachers.com as a Knotted Space of the Educational Imaginary, Jake Burdick. Interlude: The Moral Training from Methods of Instruction, John Dewey. Teaching John Dewey as a Utopian Pragmatist While Learning from My Students, William H. Schubert. Interlude: Desirable Content for a Curriculum Development Syllabus Today: The Tyler Rationale Reconsidered, Ralph W. Tyler. Student-Led Solutions to the Dropout Crisis: A Report by Voices of Youth in Chicago Education, Voices of Youth in Chicago Education (VOYCE). Afterword: Prayer for the First Day of Chicago Public School, Kevin Coval. Permissions. About the Contributors.
Literature Reviews Made Easy A Quick Guide to Success Paula Dawidowicz, Walden University
2010. Paperback 978-1-61735-191-4 $45.99. Hardcover 978-1-61735-192-1 $85.99 This book is designed to help you achieve one specific goal. It’s not designed to give you the philosophies of conducting research. It’s not designed to give you a background in a specific academic discipline or a specific topic. It’s not designed to give you theory. It’s designed specifically to instruct you in the practicalities of the writing process used to create strong, thorough, and potentially bulletproof literature reviews. This book is the culmination of years of research experience. It’s also the culmination of several years of teaching writing and critical thinking to doctoral students. Although it began as a tool for doctoral students, it has been expanded to be useful for everyone from senior high school students through doctoral candidates working on developing their first literature review or a larger literature review than they normally develop. It has been created for everyone from academics to new business entrepreneurs with good ideas who are trying to write their first reviews to support the new idea they’re proposing. CONTENTS: 1 Introduction. 2 The Literature Review Process. 3 Objective Research. 4 Generalizability and Transferability. 5 Quoting and Paraphrasing. 6 Selecting Quality Sources for Your Review. 7 Brainstorming: Examples of Factors to Consider. 8 Creating an Initial Outline for Your Literature Review. 9 Types of Article Examination Used in a Literature Review. 10 What is an Analysis? 11 Creating Structure for an Analysis. 12 What is a Comparison? 13 Contrast: The Important Other Side of the Coin. 14 Differentiating Between Strong and Weak Comparisons and Contrasts. 15 Evaluation of Importance of the Literature to a Topic of Interest. 16 Maximizing Your Evaluation. 17 How Does Synthesizing Ideas Create a Framework? 18 What Does a Synthesis Look Like? 19 Synthesis and Integration: Complementing Ideas. 20 Analysis, Comparison, Contrast, Evaluation, Synthesis, and Integration. 21 Organizing Your Assessment of the Literature. 22 Separating Your Ideas from Authors’ Ideas. 23 Peer Critiquing. 24 Reviewing Completed Publications. 25 Expanding and Revising. 26 Structuring Your Work. 27 Formulating Introductions. 28 Formulating Conclusions. 29 Revisions and Editing. 30 Summary of the Writing Process. 31 Review of Analysis Methods. Appendix A: Article Assessment Form.
Love, Justice, and Education John Dewey and the Utopians William H. Schubert, University of Illinois at Chicago
A volume in the series Landscapes of Education 2010. Paperback 978-1-607522386 $45.99. Hardcover 978-1-607522393 $85.99 Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas - including many of Dewey's other writings. Their central message is that loving relationships and empathic dedication to social justice are necessary for educational reform that responds
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wholeheartedly to learner needs and interests. True to Dewey's original position, such education must be built upon social reform that works to overcome acquisitive society based on greed: the principal impediment to realizing human potential, democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitiveness that plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating a world of integrity, beauty, justice, love, and continuously evolving capacities of humanity. CONTENTS: Prologue. Improvising Riffs on Dewey and the Utopian. 1. No Schools at All. 2. Gatherings. 3. Assembly Places. 4. Homelike Ambience. 5. Resources. 6. Parents and Peers. 7. All as Teachers and Learners. 8. Learning Community for Children. 9. Sharing of Gifts. 10. Responsibility for Cooperation. 11. Life, Not Objectives. 12. Toward Worthwhile Lives. 13. Purpose Engrained in Activities. 14. Discovery of Aptitudes and Development of Capacities. 15. Inevitability of Learning. 16. Analogy to Babies. 17. Creating Attitudes, Not Acquiring and Storing. 18. Resisting Acquisitive Society. 19. Overcome Acquisitiveness. 20. Cultivating Positive Capacities to Liberate. 21. Enjoyment Now, Not Deferred. 22. Always “Is” with Faith in “To Be”. 23. All-Around Development. 24. Sense of Positive Power. 25. Elimination of Fear. 26. Confidence, Eagerness, and Faith in Human Capacity. 27. Faith in the Environment. 28. Worthwhile Activities. 29. The “Right Way”. 30. From Love to Justice, “For Goodness Sake!” Epilogue: Riffs of Hopes and Dreams. Bibliography
Marginalized Literacies Critical Literacy in the Language Arts Classroom Cara M Mulcahy, Central Connecticut State University
A volume in the series Contemporary Research in Education 2010. Paperback 978-1-60752-454-0 $45.99. Hardcover 978-1-60752-455-7 $85.99 Functional literacy, cultural literacy, and progressive literacy are just a few of the many terms one can invoke when attempting to define literacy. From a critical perspective, for a democratic society to exist, a critical literacy is of crucial importance. Critical literacy aims to empower individuals and transform society. It is grounded in critical theory and, like critical pedagogy, investigates ways in which social, cultural, racial, sexual, and economic inequalities are reproduced. By investigating the ideological, political, and social structures that perpetuate such inequalities, it hopes to raise consciousness and move towards creating a more socially just society. This book examines the approaches set forth by Atwell, Calkins, and Rief in their books, In the Middle (1998); The Art of Teaching Writing (1994); and Seeking Diversity (1992), respectively. This book is of relevance to teacher educators and English Language Arts teachers. It enables one to become familiar with the main components of the Readers’/Writers’ workshop and develop an awareness of how literacy may be conceptualized and reconceptualized through this approach. Teacher educators will find this text useful for raising preservice teachers’ awareness of the ideologies that inform literacy education and in developing their understanding for how students are positioned socially, culturally, politically and economically by such ideologies. English Language Arts teachers will find this book informative in understanding how they can be positioned by teacher texts to teach towards certain ideologies of literacy. Finally, it allows teacher educators and English Language Arts teachers to consider what kind of literacy education is provided for through the Readers’/Writers’ workshop, and whether space may be negotiated within the Readers’/Writers’ workshop, for the teaching of critical literacy. CONTENTS: Introduction. Chapter 1: Navigating the Literacy Landscape. Chapter 2: Engagement and Self-Discovery: A Workshop Approach. Chapter 3: Pedagogical Paradigms: The Teacher-Student Power Relationship. Chapter 4: Awareness and Inquiry. Chapter 5: Critical Literacy and the Writers’/Readers’ Workshop. Appendix A. Appendix B.
Mentoring Magic Pick The Card For Your Success Shellie Hipsky, Robert Morris University Claudia Armani-Bavaro 2010. Paperback 978-1-61735-174-7 $25.99. Hardcover 978-1-61735-175-4 $49.99 A Guidebook for Students in Higher Education who are American, International, or Studying Abroad. A wizard waves his wand, a magician produces a rabbit, a fairy godmother casts her spells; the magic of mentoring comes from connections! Ask a person you respect, “How did you get to where you are today?” Chances are there were important people who guided them in their
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learning and on their career path. Mentors make significant impacts on lives. Institutions of higher education and corporations strive to employ communities of teachers, coaches and mentors who are motivated to develop their students and employees into intelligent, productive individuals. While other books address the needs of the mentor, this book helps university students take action to create a solid working plan to achieve this important bond. Mentoring Magic: Pick the Card for Your Success is a step-by-step guidebook for students in higher education who desire to develop their skill in a particular area of interest, gain practical experience in an industry, and meet people who can help guide them to a successful career upon graduation. Students who are in courses such as Professional Seminar or initial classes for freshman, international students, and those studying abroad will find engaging stories and specific guidance. Why mentors are needed, how to find a mentor, and how to sustain the relationship throughout future careers is clearly explained. Demystify the magic of mentoring for future success. CONTENTS: Foreword. Acknowledgements. 1 Mentoring Connections. 2 Networking Through Mentoring. 3 International Students. 4 Studying Abroad Success. 5 Link to Your Future. A Mentee Profile. B Mentor Profile. Web Resources. References. About the Authors.
The Obama Education Blueprint Researchers Examine the Evidence Kevin G. Welner, University of Colorado - Boulder William J. Mathis, University of Colorado, Boulder A volume in the series The National Education Policy Center Series 2010. Paperback 978-1-61735-183-9 $19.99. Hardcover 978-1-61735-184-6 $35.99 A Publication of the NATIONAL EDUCATION POLICY CENTER In March 2010, the Obama administration released A Blueprint for Reform, setting forth its proposed revisions of the Elementary and Secondary Education Act. If enacted, the Blueprint will shape the curriculum, standards, assessments, and accountability systems of schools throughout the nation. It will also determine how and where federal education funds will be targeted, further increase federal control over K12 education, and increase the private-sector role in the operation of public schools. In advancing this agenda, President Obama and education secretary Arne Duncan have maintained that their Blueprint recommendations are grounded in research, and in May the U.S. Department of Education issued a set of six documents presented as summaries of the research supporting their plan. As an extension of the ongoing Think Tank Review Project, the staff and Fellows of the National Education Policy Center examine these research summaries and assess how well they represent the full body of knowledge in each of the reform areas. In The Obama Education Blueprint, prominent education policy experts from across the nation offer a comprehensive analysis of the research support for the U.S. Department of Education’s plan for the reauthorization of the Elementary and Secondary Education Act. This volume is designed to provide policymakers, the media, and interested citizens with what the research actually says about the administration’s proposals. CONTENTS: Acknowledgements. 1 Introduction: Assessing the Research Base for A Blueprint for Reform, William J. Mathis and Kevin G. Welner. 2 A Review of College- and Career-Ready Students, Diane Ravitch and William J. Mathis. 3 A Review of Great Teachers and Great Leaders, Paul Shaker. 4 A Review of A Complete Education, Beth Warren. 5 A Review of Meeting the Needs of English Learners and Other Diverse Learners, Janette Klingner. 6 A Review of Successful, Safe, and Healthy Students, Gene V Glass, Steven Barnett, and Kevin G. Welner. 7 A Review of Fostering Innovation and Excellence, Clive Belfield. About the Authors.
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Online Conferences Professional Development for a Networked Era Lynn Anderson Terry Anderson, Athabasca University 2010. Paperback 978-1-61735-138-9 $45.99. Hardcover 978-1-61735-139-6 $85.99 The professional conference has been, for many years, the primary tool for continuing education and networking in many professions. Now, however, the economic and environmental costs associated with travel, and the opportunity costs associated with absence from the workplace, compel organizers, trainers and executives to weigh the costs versus the benefits of this form of professional development. Online conferences offer an effective alternative that is economical, environmentally friendly and convenient. These factors position online professional conferences as poised to emerge as a mainstream form of lifelong learning in all professions. This book looks at the elements of effective continuing professional education, the affordances of interactive technologies, and the lessons learned by experienced online conference organizers. It is designed to provide guidance and advice to those wishing to coordinate, sponsor or participate effectively in an online professional development conference. The text describes various ways in which a variety of networking technologies are being used to support successful online professional development events. Resources for conference organizers are given in the form of links to commercial and open source software, and companies providing platforms and comprehensive support for the organization of online conferences. The text contains the results of interviews with 12 organizers of the most successful online conferences to date. Finally, a list of best practices, based on the research literature, experiences of the authors and experienced online conference organizers, is presented in the final chapter. CONTENTS: Introduction. 1 Continuing Professional Education: An Historical Overview. 2 What is an Online CPE Conference? 3 Technologies: From Text to Immersion. 4 Synchronous versus Asynchronous Conferencing Technologies. 5 Conference Components, Formats, and Design. 6 Online Conference Evaluation. 7 Emergence of Infrastructure and Commercial Support for Online Conferences. 8 Organizer Perspectives. 9 Summary of Best Practices and Making Change Happen. References.
Parental Choice? A Critical Reconsideration of Choice and the Debate about Choice P. L. Thomas, Furman University
A volume in the series Critical Constructions: Studies on Education and Society 2010. Paperback 978-1-61735-089-4 $45.99. Hardcover 978-1-61735-090-0 $85.99 Education has rarely been absent from local and national public discourse. Throughout the history of modern education spanning more than a century, we have as a culture lamented the failures of public schooling, often making such claims based on assumptions instead of any nuanced consideration of the many influences on teaching and learning in any child's life—notably the socioeconomic status of a student's family. School reform, then, has also been a frequent topic in political discourse and public debate. Since the mid-twentieth century, a rising call for market forces to replace government-run schooling has pushed to the front of those debates. Since A Nation at Risk in the early 1980s and the implementation of No Child Left Behind at the turn of the twenty-first century, a subtle shift has occurred in the traditional support of public education—fueled by the misconception that private schools out perform public schools along with a naive faith in competition and the promise of the free market. Political and ideological claims that all parents deserve school choice has proven to be a compelling slogan. This book unmasks calls for parental and school choice with a postformal and critical view of both the traditional bureaucratic public school system and the current patterns found the body of research on all aspects of school choice and private schooling. The examination of the status quo and market-based calls for school reform will serve well all stakeholders in public education as they seek to evaluate the quality of schools today and form positions on how best to reform schools for the empowerment of free people in a democratic society. CONTENTS: Preface. Introduction. 1. “Pay No Attention to the Man Behind the Curtain”: A Critical Guide to Education, Research, and the Politics of It All. 2. Education as Political Football: What We Know (and Don’t Know) About School Choice and Accountability. 3. Seeing Education Again for the First Time, Or School Isn’t What It Used to Be...Or Is It? 4. The Child in Society, the Child at Home, the Child at School. 5. Caught Between our Children and Testing, Testing, Testing. 6. Parental Choice?—A Postformal Response. Conclusion. References. About the Author.
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The Power of Learning from Inquiry Teacher Research as a Professional Development Tool in Multilingual Schools Aida A Nevárez-La Torre, TESOL Program, Fordham University
A volume in the series Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning 2010. Paperback 978-1-60752-280-5 $45.99. Hardcover 978-1-60752-281-2 $85.99 The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools. Dr. Nevárez-La Torre, proposes a model for conducting classroom inquiry that teachers may follow to pursue important questions about their practice and multilingual students’ learning process. There are eight chapters in this book divided into three sections. The first section introduces the idea for the book a model for using teacher inquiry as a tool for professional development. The second section includes the analyses of the trajectory followed by three teachers into using teacher inquiry to grow as professionals in ESL and bilingual classrooms. The third section of the book situates professional development using teacher inquiry within a broader theoretical framework and examines some key implications of this work for the education of in-service and pre-service teachers.
The Power of We The Ohio Study Group Experience Julie K. Biddle Barbara White 2010. Paperback 978-1-61735-028-3 $45.99. Hardcover 978-1-61735-029-0 $85.99 The Power of We: The Ohio Study Group Experience traces the work of a network of early childhood educators who are inspired by and engaged in the study the early childhood programs and practices of Reggio Emilia, Italy. The text describes how the network of study groups began, expanded, and sustained their work. It explains how study groups serve as professional development and are integral to the shaping of learning communities and making an impact on classroom practices in early childhood programs. It chronicles some of the specific experiences of study groups as well as initiatives of Ohio Voices for Learning (OVL), the organization formed by study group facilitators. This book is important for the uniqueness of the organization it describes and the direction it provides for others interested in replicating the study group experience in their geographic area. The targeted audience is the general early childhood education field. It is also appropriate for any educator engaged in or interested in study groups and professional learning communities. CONTENTS: Introduction, Reggio Emilia, Italy. 1 History: An Exhibit Lost and Found. 2 Study Group Stories. 3 The Creation of The Ohio Exhibit “Where Ideas Learn to Fly”: A Story of an Educational Expedition. 4 The Future: Initiatives, Challenges, and Possibilities. References. A Study Group Application. B Reggio Study Group Year-End Assessment. C Selected Texts Used in Study Groups. Authors.
Prairie Power Voices of 1960s Midwestern Student Protest Robbie Lieberman, Southern Illinois University
2010. Paperback 978-1-61735-056-6 $45.99 originally published by University of Missouri (May 2004) Prairie Power is a superb collection of oral histories from the 1960s focused on former student radicals at the University of Missouri, the University of Kansas, and Southern Illinois University. Robbie Lieberman presents a view of Midwestern New Left activists that has been neglected in previous studies.
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Scholarship on the sixties has shifted in recent years from a national focus to more localand regional studies, but few authors have studied the student movement in the Midwest. Lieberman brings a fresh interpretation to this subject, challenging the characterization of prairie power activists as long haired, dope smoking anarchists who were responsible for the downfall of Students for a Democratic Society (SDS). She argues that Midwestern students made significant contributions to the New Left and that their efforts were important not only in the 1960s but also had a lasting impact on the universities and towns in which they were active. The oral histories come from national leaders of SDS, homegrown Midwestern activists who were local leaders on their campuses, and grassroots activists who did not necessarily identify with either local or national organizations. Providing new insight into who participated in student protest and why, Prairie Power makes a significant contribution toward a more comprehensive history of the 1960s.
Problematizing Service-Learning Critical Reflections for Development and Action Trae Stewart, University of Central Florida Nicole Webster, Pennsylvania State University 2010. Paperback 978-1-61735-209-6 $45.99. Hardcover 978-1-61735-210-2 $85.99 In the past decade, the interest in and research on service-learning have increased exponentially. The excitement about this pedagogy of engagement continues with new areas of scholarship being developed every year. From this rapid development and growth, the field of service-learning suffers from growing pangs. Central to the philosophy of service-learning is the importance of reflection, but the field of servicelearning itself has not critically reflected upon its history, findings from research, and acknowledged and subsequently addressed its weaknesses. The book will allow the service-learning's major criticisms to be examined, challenges to be voiced, and research agendas to be laid. Myriad perspectives will be offered, including empirical, theoretical, practical, policy, and community perspectives. Authors challenge preconceived notions of service-learning, who is benefited by this pedagogy, outcomes of participation and implementation, and most importantly the theoretical, conceptual, and methodological lenses through which service-learning is even considered. This book will parallel service-learning’s presence and popularity across various disciplines/fields. To do so, chapters are written from broad perspectives and are aimed to inform service-learning researchers and educators, community organizations who need a full understanding of service learning before partnering with educational institutions, and policy makers who consider service-learning as a means to address civic needs. Respectively, the book is divided into four sections: theory, research, pedagogy, and policy. The book also raises fundamental questions for undergraduate and graduate courses with social justice themes by considering philosophical, sociological, and policy foundations of educational approaches and the impact that methodological choices have on students and community. CONTENTS: Foreword, Andrew Furco. Preface: Why Problematize Service-Learning and Why Now? Trae Stewart and Nicole Webster. PART I: EXPANDING FRAMEWORKS. Creating Spaces for Service-Learning Research: Implications for Emergent Action and Civic Ingenuity, M. Jayne Fleener, Laura Jewett, Jolanta Smolen, and Russell L. Carson. Service-Learning as an Intellectual Movement: The Need for an “Academic Home” and Critique for the Community Engagement Movement, Dan W. Butin. Opening Up Service-learning Reflection By Turning Inward: Developing Mindful Learners Through Contemplation, Trae Stewart. PART II: COMPLEXITIES IN SITUATING SERVICE LEARNING. Virtual Adoption of Service-Learning Through Controlled Discourse, Sharon M. Livingston. ServiceLearning: An Exportable Pedagogy? Margaret Brabant. Collegiate Service-Learning: Perspectives on Legal Liability, Martin Dupuis, Melody A. Bowdon, and Sarah Schwemin. PART III: YOUTH DEVELOPMENT, VOICES, AND PERSPECTIVES. Youth Development in Traditional and Transformational Service-Learning Programs, Matthew A. Diemer, Adam M. Voight, and Cyndi Mark. Who’s in Charge?: Examining the Complex Nature of Student Voice in Service-Learning Projects, Shira Eve Epstein. ServiceLearning: A Student’s Perspective and Review, Angela Perkey. PART IV: OTHERNESS AND INCLUSIVENESS. Service-Learning and the Culture of Ableism, Pamela J. Gent. A Critical Connection Between Service-Learning and Urban Communities: Using Critical Pedagogy to Frame the Context, Nicole Webster and Heather Coffey. Discourse of Advocacy: Student Learners’ Critical Reflections on Working with Spanish-Speaking Immigrant Students, Chi-Hui (Vivian) Wu and Robert L. Dahlgren. Service Loitering : White Pre-Service Teachers Preparing for Diversity in an Underserved Community, Valerie Hill-Jackson and Chance W. Lewis. PART V: CHALLENGES AND CONCLUDING REMARKS. Reflections on Scholarship and Engaged Scholarship: A Call to the Field, Robin J. Crews. Service-Learning Research: Returning to the Moral Questions, Peter Levine. About the Editors. About the Contributing Authors.
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Promising Practices to Support Family Involvement in Schools Diana Hiatt-Michael, Pepperdine University
A volume in the series Family School Community Partnership Issues 2010. Paperback 978-1-61735-023-8 $45.99. Hardcover 978-1-61735-024-5 $85.99 Promising Practices to Support Family Involvement in Schools is a must-have volume for every contemporary educator. This monograph provides a broad array of exciting research-supported practices to reform schools for the benefit of students, teachers, administrators, families and their communities. These practices will lead to higher student academic and school satisfaction outcomes. Experts in the field prepared this highly readable volume for teachers, school administrators, educational researchers, policymakers, and university faculty. The authors share their decades of educational research, wise insights and practical experiences with hopes to better life for individual families, educators, and society. This book belongs on every educator’s desk! CONTENTS: Foreword. 1 Family Involvement Policy, Research and Practice, Diana B. Hiatt-Michael and Catherine M. Hands. 2 Theoretical Perspectives on Family Involvement, Holly Kreider and Steven B. Sheldon. 3 Communication Practices that Bridge Home with School, Diana B. Hiatt-Michael. 4 Parental Involvement at Home, Lee Shumow. 5 Parent Engagement at School, Kathy L. Church and Cynthia A. Dollins. 6 Parent Engagement in School Decision-Making and Governance, Catherine M. Hands. 7 Educating Teachers and School Leaders for School–Family Partnerships, Benjamin H. Dotger and Jo Bennett. 8 Evaluating Parent Programs, Sam Redding and Julia B. Keleher. 9 Family Involvement in Federal Education Programs: The Bush Years, Oliver C. Moles, Jr.
Publish Don't Perish 100 Tips that Improve Your Ability to get Published Robert N. Lussier, Springfield College
2010. Paperback 978-1-61735-113-6 $29.99. Hardcover 978-1-61735-114-3 $49.99 Today, publish or perish is hitting virtually all colleges and universities. As much as we may love to teach, without publishing we may not get a faculty position, not get tenure and promotions, and publishing often affects our salaries and ability to move to a new position. Therefore, the purpose of this book is to help you get your academic work published. Thus, anyone who is interested is getting ideas that will help them get published, and those who would like to help others publish, can benefit from this book. CONTENTS: Preface 1 Foundations (CVs, developing a winning attitude, persistence and the pipeline) 2 Publishing Assistance (mentors, professional associations, proposals, writing and proofreading) 3 Selecting Topics and Publication Sources (requirements, niche, and selecting journals) 4 Matching Publication Sources (reviewers, referencing, formatting, contacting editors) 5 Time Management (finding the time to publish and to be more productive) 6 Multiplying Publications (coauthors, progression, mining your data, and extending your work) 7 Refereed Sources (conference papers, journal articles, and cases) 8 Non-Refereed Sources (journals, edited books, book reviews, textbooks, and supplements) 9 Empirical Research (abstract, introduction, lit review, methods, results, and discussion)
Readings in Writing Courses Re-placing Literature in Composition Richard C. Raymond
2010. Paperback 978-1-61735-141-9 $45.99. Hardcover 978-1-61735-142-6 $85.99 As the title suggests, this six-chapter book responds to a question which, in Western culture, goes back to Plato, Aristotle, Cicero, and Quintilian, namely, What should rhetoric teachers ask their students to read?
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Primarily historical, the first two chapters trace conflicting answers to the question above, focusing on two constructive results of the debate: the re-invention of rhetoric and writing as a discipline, a coherent and growing body of knowledge; and, as a result, the emergence of independent departments of writing, free from departments of English, free, therefore, to develop their own curriculum and to manage their own budgets. Additionally, the second chapter examines two destructive consequences of this debate: the ban of literature from writing courses, where students might profitably study both; and, as a result, the often painful departmental splits, which not only separate former colleagues but also cramp the pedagogy of those trained to teach both writing and literature. More than a survey of key publications, this chapter encourages readers to honor the discipline of rhetoric but to make a place for literature on their composition syllabi. The next four chapters provide pedagogical support for these chief claims: that literature can and should be taught in writing courses, and that such readings need not distract students from the primary text, their own writing. On the contrary, these readings motivate serious writing when students feel invited into a conversation on issues that touch their lives. These pedagogical chapters, then, move entering professionals from the theoretical debate to the application of theory; therefore, the book would serve well professors of courses in composition theory, particularly those who enjoy ‘teaching the conflicts’ and preparing their graduate students to design assignments and courses that apply theories of learning, reading, and composing. CONTENTS: 1 Who Should Teach Writing—and How? 2 Dissensus and Consensus in English Studies. 3 Focusing Readings on a Single Theme: Literacy. 4 Exposition, Persuasion, and the Overlapping Aims of Discourse. 5 Finding One’s Voice, One’s Style, and One’s Questions. 6 Reciprocity and Reflection. References: A Syllabi for Composition I and Composition II. B Guide to Journaling. C Guide to Evaluating Essays. D Tips on Taking Notes and Summarizing. E Academic Integrity. About the Author. Index.
Reel Character Education A Cinematic Approach to Character Development William B. Russell III, Ph.D., University of Central Florida Stewart Waters, University of Central Florida 2010. Paperback 978-1-61735-125-9 $45.99. Hardcover 978-1-61735-126-6 $85.99 Values, attitudes, and beliefs have been depicted in movies since the beginning of the film industry. Educators will find this book to be a valuable resource for helping explore character education with film. This book includes an overview of the history of character education, a discussion of how to effectively teach with film, and a discussion about analyzing film for educational value. This book offers educators an effective and relevant method for exploring character education with today’s digital and media savvy students. This book details how film can be utilized to explore character education and discusses relevant legal issues surrounding the use of film in the classroom. Included in this book is a filmography of two hundred films pertaining to character education. The filmography is divided into four chapters. Each chapter details fifty films for a specific educational level (elementary, middle, high school, and postsecondary). Complete bibliographic information, summary, and applicable character lesson topics are detailed for each film. This book is clearly organized and expertly written for educators and scholars at the elementary, middle, high school, and postsecondary levels. CONTENTS: Preface and Overview. Acknowledgments. 1. An Overview of Character Education. 2. Film Pedagogy. 3. Examining Films for Educational Value. 4. Character Education Films for the Elementary Classroom. 5. Character Education Films for the Middle School Classroom. 6. Character Education Films for the High School Classroom. 7. Character Education Films for the Postsecondary Classroom. Appendix A. Film Ratings. Appendix B. Film Analysis Sheet. Appendix C. Film Terminology. References. About the Authors.
Religion and Spirituality Martin Dowson, Australian College of Ministries Stuart Devenish, Booth College
A volume in the series International Advances in Education: Global Initiatives for Equity and Social Justice 2010. Paperback 978-1-60752-448-9 $45.99. Hardcover 978-1-60752-449-6 $85.99 Religion and spirituality make critical contributions to an inclusive vision for the welfare of minorities, the marginalized and other disadvantaged groups in societies and cultures around the globe. Religious movements and spiritual traditions work to improve social outcomes for disenfranchised groups by enriching educational, political, and social agendas, and by providing a wide variety of justice-driven programs and services. Values underpinning these services include the dignity of the human person, the sanctity of human life, the
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foundational role of families and communities, the transformative power of learning, and the advancement of shared personal and social rights and responsibilities. These values act as a counter-balance to other attitudes and values that may impede pro-social cohesion and development. Drawing on diverse religious and spiritual perspectives and traditions, this new volume provides exciting and enriching examples of theory, research and practice that directly contribute to our understanding of how religion and spirituality promote and facilitate social justice and equity in diverse social and cultural contexts – with a particular focus on educational settings, contexts, processes and outcomes. Religious communities invest heavily in schools, colleges and universities in the belief that these educational institutions enable them to inculcate into their membership the kinds of moral values and qualities that lie at the heart of their spiritual teachings. Looking beyond the sacred-secular impasse, religious organisations attempt to provide a "education for life" which draws from both the scientia of science and the sapientia of religion and spirituality. These depth-dimensions provide the pool of values which enable citizens to enact equity, mercy and justice in society in the name of God and for the sake of humanity. The chapters which comprise this volume demonstrate the possibility of a healthy integration between religion and education from a truly global, transdisciplinary and ecumenical perspective. From contexts within Asia, Africa, the USA and Australia, and from disciplines ranging from ethics to social work, from health to educational curriculum, from personal identity to community-consciousness; this volume makes a unique contribution to the theory and practice of the educational and religious inter-face. It is a contribution which holds a great deal of promise for being pro-humanitas. CONTENTS: Foreword: Religion, Spirituality, Education and Social Justice: An Historical Perspective, Stuart Devenish and Martin Dowson. Series Introduction. PART I: WORLD RELIGIONS. Justice in Islamic Spirituality: Implications for Individual Flourishing and Social Harmony, Bagher Ghobary Bonab. The Impact of Traditional Chinese Religions on the Social Justice Orientations of Chinese Christians, Denise Austin. The Contribution of Buddhism to Global and Regional Initiatives in Education, Trish Sherwood. Social Justice and Critical Thinking: The Contribution of Christian Perspectives on Education, Tony George. PART II: MEANING, MOTIVATION AND MATURITY. Religion, Meaning, and Motivation, Martin L. Maehr. Ethical Decision Making: The Contribution of Religious and Spiritual Values, Maureen Miner and Martin Dowson. Counseling and Social Justice: The Role of Spirituality, Emotional Intelligence and Mature Racial Identity, Sachin Jain, Martin Dowson, and Alicia M. Lacouture. PART III: TEACHING POLICY AND PRACTICE. Multieligiosity in Singapore: Implications for Educational Policy and Practice, Ee Moi Kho, Min Fui Chee, and Giok Ling Ooi. Spirituality and Students’ Experiences in International Service Learning Courses, Valerie C. McKay & Natasha Gaffoglio. Religious Values in the History Classroom: Promoting Civic Competence, Tolerance, and Social Justice, Michael Lovorn and Shawn Proffitt. The Benefits of an Integrated Sacred-Secular Approach Youth Worker Training, Phil Daughtry. PART IV: COMMUNITY SERVICE AND DEVELOPMENT. The Critical Role of Black Religious Institutions in the Education of African Americans, Elinor L. Brown & Nadia C. Gadson. African Spirituality and Its Implications for Heath, Education, and Community Well-Being, Steve Edwards and Jabulani Thwala. Community Service Orientations of Indigenous Peoples: The Role of Spiritual Values, Bill Lawton. About the Authors.
Religiosity, Cultural Capital, and Parochial Schooling Psychological Empirical Research Chang-Ho C. Ji, La Sierra University
A volume in the series Research on Religion and Education 2010. Paperback 978-1-60752-380-2 $45.99. Hardcover 978-1-60752-381-9 $85.99 This book examines whether or not and how personal religion associates with school cultural capital. Specifically, on one level, the book offers insights and empirical data on who is choosing, teaching, and working in parochial schools and what motivates them to do so in the schools, issues that still remain largely unexplored in the educational research literature. In particular, it centers on the significance of personal religion and commitment as a reason for choosing and serving in parochial schools. On another level, the book is an attempt to enhance our understanding of the leadership orientation, school satisfaction, teacher assertiveness and empowerment, educational aspiration, and parental involvement in parochial schools, attributes reportedly essential for successful schools. Most importantly, at the heart of the book is an endeavor to estimate the influence of personal religion on the development of these cultural capital attributes and to address its implications for parochial schools as well as the current discussion on public schooling versus parochial schooling in the United States. To achieve these goals, the author will rely on first-hand empirical data collected for this book or other related research projects and adopt various scientific methods for data analysis and interpretation. The book shows that personal religion matters, but its impact is weaker than thought and is largely restricted to the students and parents in parochial schools, rather than their educators. To the extent that parochial schools excel more than public schools, personal religion seems to be responsible for the development of student and parent-level cultural capital such as parenting style and student desire for academic success and favorable attitude toward school, yet it does not necessarily engender the growth of teacher and administrator cultural capital. This result, to some extent, comes as a surprise but corrects and enhances our understanding about whether or not and how religion affects academic achievement.
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This book is an inquiry into the issue of school success and cultural capital, representing a scholarly contribution to the fields of education, religion, psychology, and sociology. Both scholars and lay people of education and religion will find this book a useful, informative, and insightful reference and classroom textbook. CONTENTS: Preface. Acknowledgments. Editor’s Foreword. Foreword. Introduction. 1 State of Parochial Schooling. 2 School Leadership Orientation, with Soon-Chiew Shee and Ed Boyatt. 3 Student Leadership Orientation, with Jamie V. Bird and Ed Boyatt. 4 Teacher Assertiveness and Empowerment, with Mark Haynal. 5 Teacher Job Satisfaction and Retention, with Cheryl R. Rolle. 6 Student Satisfaction and Academic Aspiration, with Dora Clarke-Pine and Jerry Pine. 7 Parental Involvement in Student Homework. Conclusion. References
Research for What? Making Engaged Scholarship Matter Barbara E. Moely, Tulane University, New Orleans Barbara A. Holland, Service-Learning Clearing House Jeff Keshen, University of Ottawa A volume in the series Advances in Service-Learning Research 2010. Paperback 978-1-61735-165-5 $45.99. Hardcover 978-1-61735-166-2 $85.99 Research on service-learning and community engagement has exploded over the past decade. It is a field now characterized by increasing methodological and theoretical sophistication, vast quantitative and qualitative studies, interdisciplinary research, myriad subjects, and the internationalization of scholarship. The papers in this volume were selected from nearly 100 presentations made at the 2009 annual conference of the International Association for Research on Service Learning and Community Engagement held in Ottawa, Canada’s national capital. The conference theme, Research for What? emphasized fundamental questions, namely: to what extent is rigorous research uncovering best practices in, and demonstrating the positive results of, service-learning on teaching, learning and building better communities? The papers examine such themes through lenses that include the application of theory to practice, K-12 and university-based service-learning, interdisciplinary initiatives, and international service-learning. The introduction provides an overview of the very recent, but remarkable, growth of service-learning in Canada, and the conclusion, written by the recipient of the Association’s annual Distinguished Researcher Award, discusses major developments, and continuing challenges, in service-learning research. CONTENTS: Acknowledgments. Introduction, Jeff Keshen, Barbara A. Holland, and Barbara E. Moely. PART I: THEORY AND METHODOLOGY. Toward Understanding Reciprocity in Community- University Partnerships: An Analysis of Select Theories of Power, Lorilee R. Sandmann, Brandon Kliewer, Jihyun Kim, and Anthony Omerikwa. Quantitative Assessment of Service-Learning Outcomes: Is Self-Reported Change a Reasonable Proxy for Longitudinal Change? Nicolas A. Bowman and Jay Brandenberger. PART II: SERVICELEARNING IN THE K-12 SETTING. Facilitating Transformation Through Education: Promoting Teaching of Social Responsibility and Civic Education for Democracy, Janel Smith and Annie McKitrick. Conceptual and Analytic Development of a Civic Engagement Scale for Preadolescents, Nicole Nicotera, Inna Altschul, Andrew Schneider-Munoz, and Ben Webman. The Relationship Between the Quality of Service-Learning Interventions and Teen Seatbelt Use, Janet Eyler, L. Richard Bradley, Irwin Goldzweig, David Schlundt, and Paul Juarez. PART III: SERVICE-LEARNING IN HIGHER EDUCATION. Service-Learning and Preinternship Teacher Efficacy: A Comparison of Two Designs, Trae Stewart, Kay W. Allen, and Haiyan Bai. Service-Learning in Singapore: Preparing Teachers for the Future, Robert Schumer and Kim Chuan Goh. Benefits to Students of Service-Learning Through a Food Security Partnership Model, Connie Nelson and Mirella Stroink. PART IV: CONCLUSION. Journey to Service-Learning Research: Agendas, Accomplishments, and Aspirations, Dwight E. Giles, Jr. About the Authors.
Research in Urban Educational Settings Lessons Learned and Implications for Future Practice Kimberly A. Scott, Arizona State University Wanda J. Blanchett, University of Missouri 2010. Paperback 978-1-61735-206-5 $45.99. Hardcover 978-1-61735-207-2 $85.99 Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools
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including students' experiences and how the surrounding communities affect the entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersecting elements shaping the contours of urban school life therefore its documentation. Little has been written about how researchers of urban schools and their constituencies effectively navigate these complex elements, design a culturally sensitive and responsive project, and acquire meaningful data. What are some of the critically important issues a researcher should consider when working with urban schools? What should be a researcher's commitment to the urban communities in which they conduct research? How can a researcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These and other inquiries shape the contours of this edited volume. As educators and policy makers take a closer examination at urban schools and their successes, research of these unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within these environments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guide this manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with a professed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and has not worked for individuals conducting both short-term and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and real-life field experiences of researchers working in urban settings; and 4) To broaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urban educators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students, parents, and community members. CONTENTS: Foreward, Carol Lee. PART I: TRANSITIONS. Stories for Educational Leadership Programs: Research at Its Best, Kimberly A. Scott and Jessica Solyom. Asking the Right Questions in Urban Education Research: Researcher Values, Wanda J. Blanchett and Shelley Zion. Research as an Epistemological Architect of Marginalizing Power, Beverly E. Cross. Transformative Scholarship: Problematizing the Role of Insider Within Educational Research in Urban Settings, Jody N. Polleck. PART II: LESSONS LEARNED. A View From the Other Side: Practitioner Research on Critical Mathematics Pedagogy in an Urban High School, Andrew Brantlinger. Creating Effective Learning Opportunities for Diverse Students and Families: Implications for Conducting Urban Education Research, Kimberley Woo. Makin’ a Way Out of No Way: Forging a Path in Urban Special Education Research, Monika Shealey. PART III: NEGOTIATIONS AND COLLABORATIONS. Service and Scholarship: How Opportunities to “Give Back” Foster Culturally Responsive and Respectful Research Projects, Raquel Farmer-Hinton. Insider and Outsider: Reflexivity and Intersubjectivity in Ethnography, Jamie Lew. One Educator’s Perspective of the Disconnect Between the Academy and African American School Districts, Eustace Thompson. Getting Beyond the Script: Negotiating the Complexities of Urban Settings as Research Sites, Amina Jones and Na’ilah Suad Nasir. About the Authors.
Research on Urban Teacher Learning Examining Contextual Factors Over Time Andrea J. Stairs, University of Southern Maine Kelly A. Donnell, Roger Williams University 2010. Paperback 978-1-60752-401-4 $45.99. Hardcover 978-1-60752-402-1 $85.99 This book presents a range of evidence-based analyses focused on the role of contextual factors on urban teacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning. Part II shares eight research studies that examine how, what, and why urban teachers learn in the form of rich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learning and highlights the synergistic relationship between urban teacher learning and context. What makes this collection powerful is not only that it moves research front and center in discussions of urban teacher learning, but also that it recognizes the importance of learning over time and the way urban schools’ contexts and conditions enable and constrain teacher learning. CONTENTS: Foreword, J. Amos Hatch. Acknowledgments. PART I: THEORIES OF URBAN TEACHER LEARNING. Why Research on Urban Teacher Learning Matters: An Introduction, Andrea J. Stairs and Kelly A. Donnell. Urban Teacher Learning: A Review of Related Literature, Alyssa Hadley Dunn, Kelly A. Donnell, and Andrea J. Stairs. PART II: RESEARCH ON URBAN TEACHER LEARNING. We Know You’re Black at Heart”: A Self-Study of a White, Urban High School Teacher, Alyssa Hadley Dunn. Becoming an Urban Teacher in a Professional Development School: A View from Preparation to Practice, Andrea J. Stairs. Navigating the First Year: The Experiences of Alternatively Certified Urban Teachers, Katie Tricarico and Diane Yendol-Hoppey. The Impact of Teacher Preparation for High-Need Schools, Dorene Ross, Stephanie Dodman, and Vicki Vescio. Connecting Teaching and Learning: A Comparison of First- and Second-Year Urban Teachers, Jennifer Mueller, Debra Wisneski, and Nancy File. Making the Transition from Preservice to Inservice Teaching: Critical Literacy in an Urban Elementary School, Wendy Meller. “Preparing Students for the Test is not Necessarily Preparing Them to be Good Writers”: A Beginning Urban Teacher’s Dilemma, Laura Pardo. A Grounded Theory of the Conditions and Resources in Learning About Urban Teaching, Kelly A. Donnell. PART III: IMPACT OF POLICY ON URBAN TEACHER LEARNING. Professionalism > Politics + Policy + Pedagogy: The Power of Professionalism, Audrey A. Friedman and Frank Daniello. Conclusion: Developing Synergy Between Learning and Context, Kelly A. Donnell and Andrea J. Stairs.
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Research Supporting Middle Grades Practice David L. Hough, Missouri State University
2010. Paperback 978-1-61735-079-5 $45.99. Hardcover 978-1-61735-080-1 $85.99 Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory to Practice features research published throughout 2009 in MGRJ that has been identified by our review board as the most useful in terms of assisting educators with making practical applications from evidence-based studies to classroom and school settings. The editorial team is pleased to present these studies under one cover, trusting each will contribute to the existing body of knowledge on middle grades education in ways that will enable readers to develop theories more fully and apply findings and implications to a variety of settings. Studies are presented in chronological order as they appeared in each of the four issues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were special themes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guest editors’ introductory comments regarding previously published manuscripts appear in italics, followed by the editor-inchief ’s comments. CONTENTS: Preface, David L. Hough. Acknowledgment. Using “ESOL Rounds” to Prepare Middle-Level Candidates for Work With English Language Learners, David C. Virtue. Marginalization or Collaboration: First Year ESL Teachers and the Middle School Context, Courtney George. The Impact of a Professional Development Program to Improve Urban Middle-Level English Language Learner Achievement, Jennifer Friend, Ryan Most, and Kenneth McCrary. Quantitative Reporting Practices in Middle-Grades Research Journals: Lessons to Learn, Robert M. Capraro and Mary Margaret Capraro. t-Test: The Good, the Bad, the Ugly, and the Remedy, Guili Zhang. Effective Alternative Urban Middle Schools: Findings From Research on Nativity Miguel Schools, L. Mickey Fenzel. Reaching the Hard to Reach: A Comparison of Two Reading Interventions with Incarcerated Youth, Cynthia Calderone, Susan Bennett, Susan Homan, Robert F. Dedrick, Anne Chatfield. Findings From the First and Only National Database on Elemiddle & Middle Schools (Executive Summary), David L. Hough. Impact of Environment- Based Teaching on Student Achievement: A Study of Washington State Middle Schools, Oksana Bartosh, Margaret Tudor, Lynne Ferguson, and Catherine Taylor. Hope and Achievement Goals as Predictors of Student Behavior and Achievement in a Rural Middle School, Christopher O. Walker, Tina D. Winn, Blakely N. Adams, Misty R. Shepard, Kayce Godwin, and Chelsea Huddleston. About the Editor and Contribtors.
The Role of Mathematics Discourse in Producing Leaders of Discourse Libby Knott, Washington State University
A volume in the series The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education 2010. Paperback 978-1-60752-282-9 $45.99. Hardcover 978-1-60752-283-6 $85.99 The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom. Some questions that might be addressed are: * How does a teacher begin to learn about using discourse purposefully to improve mathematics teaching and learning? * How is discourse interwoven into professional development content courses to provide teachers with the tools necessary to begin using discourse in their own classrooms? * What does a discourse-rich classroom look like and how is it different from other classrooms, from both the teacher's and the students' perspectives? * How can teachers of pre-service teachers integrate discourse into their content and methods courses? * How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to help them know how to respond to elicited knowledge from students in their classrooms? * What are the discourse challenges in on-line mathematics courses offered for professional development? Can on-line classrooms also be discourse-rich? What would that look like? * In what ways does mathematical discourse differ from discourse in general? CONTENTS: Preface to The Role of Mathematics Discourse in Producing Leaders of Discourse, Bharath Sriraman. Student Mathematical Discourse and Team Teaching, Martha VanCleave and Julie Fredericks. Creating a Discourse-Rich Classroom (DRC) on the Concept of
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Limits in Calculus: Initiating Shifts in Discourse to Promote Reflective Abstraction, Robert W. Cappetta and Alan Zollman. Discursive Practices in College Pre-Calculus Classes, Jo Clay Olson, Libby Knott, and Gina Currie. "Yeah, but what if...?": A Study of Mathematical Discourse in a Third-Grade Classroom, Karen M. Higgins, Cary Cermak-Rudolf, and Barbara Blanke. The Role of Tasks in Promoting Discourse Supporting Mathematical Learning, Sean Larsen and Joanna Bartlo. Learning to Use Students’ Mathematical Thinking to Orchestrate a Class Discussion, Blake E. Peterson and Keith R. Leatham. Orchestrating Whole-Group Discourse to Mediate Mathematical Meaning, Mary P. Truxaw and Thomas C. DeFranco. Eliciting High-Level Student Mathematical Discourse: Relationships between the Intended and Enacted Curriculum, Nicole Miller Rigelman. Beyond Tacit Language Choice to Purposeful Discourse Practices, Beth HerbelEisenmann. Care to Compare: Eliciting Mathematics Discourse in a Professional Development Geometry Course for K–12 Teachers, Maria G. Fung, David Damcke, Dianne Hart, Lyn Riverstone, and Tevian Dray. Sociomathematical Norms in Professional Development: Examining Leaders’ Use of Justification and its Implications for Practice, Rebekah Elliott, Kristin Lesseig, and Elham Kazemi.
The Secure Child Timeless Lessons in Parenting Richard Volpe, University of Toronto
2010. Paperback 978-1-60752-389-5 $45.99. Hardcover 978-1-60752-390-1 $85.99 The Secure Child: Timeless Lessons In Parenting and Childhood Education was designed to contribute meaning to the adage “what was old is new again.” Just as ideas in child psychology shifted in the 1960s from a focus on behavior to cognitive stages, we are currently seeing a shift away from stages of development toward an emphasis on the interplay between children and the world around them. Specifically, the book offers practical insights into how children can be helped to cope with their changing worlds. These insights emerged in the 1930s, a time of social and economic upheaval much like today. This collection of original papers by former students and colleagues of William E. Blatz, the renowned psychologist and pediatrician known as the “Dr. Spock of Canada,” makes a vital contribution by bringing forward and examining his work in the context of contemporary ideas about human development, parenting, and education. The collection forms a prologue to an included guide written by Blatz and colleagues, The Expanding World of the Child. The previously unpublished work articulates a comprehensive functional approach to parenting and childhood education. The unique format of this book will make it useful for courses in parenting, childhood education as well scholarship in child psychology, personality theory, and socialization. CONTENTS: 1. Consciousness and Consequences According to Blatz, Richard Volpe. 2. W. E. Blatz: The Person and His Work, Mary J. Wright. 3. Security and Attachment, Mary D. Salter Ainsworth. 4. Security Theory, Michael F. Grapko. 5. Security Theory and the History of Developmental Psychology, Sheri L. Winestock. 6. Cultural Psychology and Attributional Conceptions: Implications for Security Theory, Peter J. Gamlin. 7. The Expanding World of the Child, W. E. Blatz, E. A. Bott, and H. Bott. Epilogue. About the Authors. Index
Spirituality, Religion, and Peace Education Edward J. Brantmeier, Colorado State University Jing Lin, University of Maryland John P. Miller, University of Toronto A volume in the series Peace Education 2010. Paperback 978-1-61735-058-0 $45.99. Hardcover 978-1-61735-059-7 $85.99 Spirituality, Religion, and Peace Education attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho’oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdombased learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts.
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In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony. CONTENTS: Introduction: Toward an Integrated Spirituality for Peace, Edward J. Brantmeier. PART I: GREAT WISDOM TRADITIONS AND PEACE EDUCATION. Confucius’ Teaching of Virtues: Implications for World Peace and Peace Education, Jing Lin and Yingji Wang. Islamic Sufism and Education for Peace, Michelle Ayazi. A Jewish Perspective on Peace Education, Reuben Jacobson and Moishe Steigmann. How Christianity Addresses Peace and What This Means for Education, Rebecca L. Oxford. Peace Education and the Religious Society of Friends (Quakers), Mary Lee Morrison and Ian Harris. Hinduism and Peace Education, Priyankar Upadhyaya. A Tibetan Peace Perspective, Jia Luo. Indigenous Spirituality as a Source for Peaceful Relations, Four Arrows, aka Don Trent Jacobs. PART II: PEACE EDUCATION, TEACHING AND LEARNING, AND SPIRITUALITY. Contemplative Practices in Counseling and Education: A Course in Nonviolent Intervention for Counselors and Teachers, Nathalie Kees. Finding Peace via Reconciliation and Awakening: 12-Step Programs and Education for Religion, Spirituality, and Peace, D. Brent Edwards Jr. The Place of Spirituality in the Life and Work of Ismaili Teachers of Central Asia, Sarfaroz Niyozov and Zahra Punja. Daoism, Narrative Inquiry, and a Curriculum of Peace, Xin Li. Peacemaking and Spirituality: Bridging Faith, Values, Understanding and Life Skills, William M. Timpson. “Self” Re-Education for Teachers: Gandhi, Deep Ecology, & Multicultural Peace Education, Edward J. Brantmeier. Educating for Wisdom, John P. Miller. About the Authors. Index.
Storied Inquiries in International Landscapes An Anthology of Educational Research Tonya Huber-Warring, St. Cloud State University
A volume in the series TeachingLearning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights 2010. Paperback 978-1-60752-395-6 $69.99. Hardcover 978-1-60752-396-3 $99.99 Storied Lives: Emancipatory Educational Inquiry—Experience, Narrative, & Pedagogy in the International Landscape of Diversity contains exemplary research practices, strategies, and findings gleaned from the contributions to the 15 issues of the Journal of Critical Inquiry Into Curriculum and Instruction (JCI~>CI). Founding Editor Tonya Huber initiated the JCI~>CI in 1997, as a refereed journal committed to publishing educational scholarship and research of professionals in graduate study. The journal was distinguished by its requirement that the scholarship be the result of the first author’s graduate research—according to Cabell’s Directory, the first journal to do so. Equally important, the third issue of each volume targeted wide representation of cultures and world regions. “Current thinking on ...” written by members of the JCI~>CI Editorial Advisory Board explores state-of-the-art topics related to curriculum inquiry. Illustrations, photography (e.g., Sebastião Salgado’s Workers in vol. 2), collage, student-generated art/artifacts, and full-color art enhance cutting-edge methodologies extending educational research through Aboriginal and Native oral traditions, arts-based analysis, found poetry, data poetry, narrative, and case study foci on liberatory pedagogy and social justice action research.
The Strangest Dream Communism, Anti-Communism, and the U.S. Peace Movement, 1945-1963 Robbie Lieberman, Southern Illinois University
2010. Paperback 978-1-61735-054-2 $45.99 originally published by Syracuse University Press (May 2000) Drawing on extensive archival material and oral history, Robbie Lieberman illustrates how grassroots peace activism in the United States became associated with Communist subversion after World War II. This association gave proponents of the Cold War a powerful weapon with which to try to silence the opposition. This weapon - anti-communism - was extremely effective until the early 1960s and its effects linger even today.
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The persecution of peace activists as subversives dates back to the colonial era, but the specific link between communism and peace developed out of the unique conditions of the Cold War.Communist agitation for peace, American notions of national security and freedom that rested on containing communism at all costs. Not until peace organizations challenged external and internal anti-Communist attacks were they able to achieve a new level of respectability. The end of the Cold War enabled scholars to take a fresh look at the peace movement in the early part of that era and how it was affected by fears about communism, whether imagined or real. With this book, Lieberman seeks to clarify American attitudes about peace and the fate of the peace movement in ways that previous studies have overlooked or avoided.
Teaching and Learning Chinese Issues and Perspectives Jinfa Cai, University of Delaware Jianguo Chen, University of Delaware Chuang Wang, University of North Carolina at Charlotte A volume in the series Chinese American Educational Research and Development Association Book Series 2010. Paperback 978-1-61735-064-1 $45.99. Hardcover 978-1-61735-065-8 $85.99 The book is linked to the annual theme of the 2008 CAERDA International Conference with contributing authors serving as keynote speakers, invited panelists, paper presenters, as well as specialists and educators in the field. The book provides a most comprehensive description of and a theoretically wellinformed and a scholarly cogent account of teaching and learning Chinese in general and in the United States in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a Second Language (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growing demand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of the quantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects of Chinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum and instruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a Heritage Language (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing and evaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc. CONTENTS: Introduction: Teaching and Learning Chinese in a Global Era—Issues and Perspectives, Jianguo Chen, Chuang Wang, and Jinfa Cai. PART I: CHINESE LANGUAGE EDUCATION—A HISTORICAL PERSPECTIVE. Chinese Language Education in the United States: A Historical Overview and Future Directions, Shuhan Wang. A Historical Perspective of Teaching Chinese as a Second Language, Zhiping Zhu. PART II: CHINESE LANGUAGE EDUCATION—CASE STUDIES AT COLLEGE LEVEL. Effects of Using Prompt Sentences in Beginning Chinese Classes, Yongan Wu. Creative Writing in CFL Curriculum, Hong Wei. Language Attitudes Among American College Students in Chinese Language Classes, Ko-yin Sun. Motivating U.S. Students to Learn Chinese as a Second Language: Understanding the Interactions Among Motivation, Ethnicity, and Teaching Strategies, Aubrey Wang. PART III: CHINESE LANGUAGE EDUCATION—CASE STUDIES AT K-12 SCHOOL LEVEL. What Difficulties Do Children Experience While Learning to Read and Write Chinese? Hui-Hua Wang and Alice Sterling Honig. Literacy Practices in the Family Household of Taiwanese American Children, HuiChing Yang. Acquiring Chinese Simultaneously with Two Other Languages: Effective Home Strategies, Xiao-Lei Wang. PART IV: PROGRAM DEVELOPMENT, CURRICULUM DESIGN, AND THE ACQUISITION OF CHINESE LITERACY. The Role of Chinese Culture and Language in Global Education: The Chinese International Engineering Program at University of Rhode Island, Xiong Wen and John Grandin. Curriculum Design and Special Features of “Computer Chinese” and Chinese For Tomorrow, Wayne W. He and Dela Jiao. Morphological Awareness: Why and How to Link it to Chinese Literacy Teaching and Learning, Phil D. Liu, Yanling Zhou, and Catherine McBride-Chang. An Analysis of Orthographic Processing: Non-Chinese and Chinese Readers’ Visual-Spatial Concept, Pei-Ying Lin and Ruth A. Childs. PART V: ISSUES IN TEACHING CHINESE LITERATURE IN AMERICAN CLASSROOM. Teaching Chinese Literature in the Post-American World, Rujie Wang. To Be or Not to Be?: Death as the Paradox of Survival—Chinese Literature in the American Classroom, Jianguo Chen. About the Editors and Contribtors.
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Teaching and Studying Social Issues Major Programs and Approaches Samuel Totten, University of Arkansas, Fayetteville Jon Pedersen, University of Nebraska-Lincoln A volume in the series Research in Curriculum and Instruction 2010. Paperback 978-1-61735-044-3 $45.99. Hardcover 978-1-61735-045-0 $85.99 Teaching and Studying Social Issues: Major Programs and Approaches focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education (Lexington, Books, 2006); Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field (Information Age Publishing, 2007); and Social Issues and Service at the Middle Level (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg’s pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues in the classroom) to the relatively new efforts over the last 20 to 30 years, including global education, environmental education, Science/Technology/Society (STS), and genocide education. This book provides the readers with details about the innovators their innovations so they can (1) learn from past efforts, particularly in regard to what worked and didn’t work and why, (2) glean new ideas, methods and approaches for use in their own classrooms, and (3) craft new methods and approaches based on the strengths of past innovations. CONTENTS: Introduction: Teaching and Studying Social Issues: Major Programs and Approaches, Samuel Totten and Jon E. Pedersen. From Vision to Vilification to Rehabilitation: Harold Rugg, A Journey, Karen L. Riley and Barbara Slater Stern. Maurice P. Hunt and Lawrence E. Metcalf: Teaching High School Social Studies—Reflective Thinking, Closed Areas of Culture, Problem Solving Models and Values in Social Studies, Sherry L. Field, Jeff Passe, Mary Lee Webeck, and Michelle Bauml. Citizenship Education Using Rational Decision Making: Donald Oliver, James Shaver, and Fred Newmann’s Public Issues Model, Barbara Slater Stern. The Reflective Classroom Envisioned in “Inquiry in Social Studies” by Massialas and Cox, Jack Zevin. Human Rights Education, Felisa Tibbitts and William R. Fernekes. Facing History and Ourselves: Noble Purpose, Unending Controversy, Karen L. Riley, Elizabeth Yeager Washington, and Emma K. Humphries. Teaching about the Holocaust in U.S. Schools, Thomas D. Fallace. Environmental Education, Mindy Spearman. An “Economic Way of Thinking”: Approaches and Curricula for Teaching about Social Issues through Economics, Phillip J. VanFossen and Christopher McGrew. Teaching Social Issues from a Global Perspective, Merry M. Merryfield. Multicultural Education Reform Movement, Allan R. Brandhorst. The (Unfulfilled) Promise of Critical Pedagogy, Ronald W. Evans. Education for Democratic Citizenship: Decision Making in the Social Studies, Mark A. Previte. The Many Faces of STS: Social Issues in Science Education, Barbara Spector and Robert Yager. Beane’s Integrative Curricular Program, Jon Pedersen. Genocide Education, Samuel Totten. Biographies.
Teaching Inclusively in Higher Education Moira A. Fallon, SUNY – College at Brockport Susan C. Brown
2010. Paperback 978-1-60752-445-8 $45.99. Hardcover 978-1-60752-446-5 $85.99 This book is designed for higher education instructors. The focus of the book is to assist all faculty instructors in higher education to better meet the needs of their student populations. It addresses the major issue of higher education teaching today: the need to reach all higher education students using active learning strategies. Higher education today is rapidly changing and faculty members are being presented with new types of students: ones who often have clear goals for bettering themselves, but at the same time lack what might have been considered to be basic skills necessary for success in a college or university setting. Instructors today must reach and bring all students into the college or university setting in an inclusive manner. The emphasis of this book is on student-focused strategies for teaching inclusively. This book will provide valuable strategies and practical techniques for instructors to develop inclusive college classrooms that promote the learning of all students. The audience targeted will be all instructors who work with higher education students, including students in community colleges and vocational institutions. The book is designed to be mainly practical instructional strategies with limited theoretical text and references. At the same time, major theories will be included to demonstrate why specific approaches are recommended. Although the authors and editors are from the field of education, the book is particularly valuable for all college instructors without a background in the discipline of education.
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CONTENTS: PART 1: STUDENTS AS DIVERSE INDIVIDUALS AND MEMBERS OF INCLUSIVE GROUPS 1. A StudentCentered Approach to College Classrooms, Moira A. Fallon and Susan C. Brown. 2. Students as Cultural Beings, Susan C. Brown. 3. When Reading in College is a Problem: What Really Matters? Alexander B. Casareno. PART II: INCLUSIVE INSTRUCTORS AS STRATEGIC LEADERS AND COLEARNERS 4. Changing Instructional Strategies and Methods to Meet the Needs of All Learners, Moira A. Fallon. 5. The Changing Role of Instructors as Both Leaders and Learners, Paul T. Parkison. 6. Using Language Successfully in the College Classroom, Ellyn L. Arwood and Joanna R. Kaakinen. PART III: TECHNOLOGICAL CLASSROOM CLIMATES AS INCLUSIVE LEARNING COMMUNITIES 7. Technology Connecting Curriculum, Instruction, and Assessment, Mark C. Geary. 8. Reaching Students through a Virtual Community, Shelley B. Harris, Jennifer C. Wilson and Jacqueline M. Ferguson. 9. The Technological Age of Teaching, Michelle Pulaski Behling and Beth Gordon Klingner. 10. Applications to Inclusive College Classrooms, Moira A. Fallon, Susan C. Brown, and Alexander B. Casareno Authors’ Biographies
Teaching Science with Hispanic ELLs in K-16 Classrooms Dennis W. Sunal, University of Alabama Cynthia Szymanski Sunal, University of Alabama Emmett L. Wright, Kansas State University A volume in the series Research in Science Education 2010. Paperback 978-1-61735-047-4 $45.99. Hardcover 978-1-61735-048-1 $85.99 The goal of this fourth volume of RISE was to provide a research foundation that demonstrates an agenda to strengthen the preparation and enhancement of teachers of science for regions and states experiencing extensive initial growth of Hispanic ELLs in schools. The goal was carried out through a series of events that led to the planning and subsequent dissemination of research being conducted by various stakeholders throughout the United States. Researchers were first invited from regions of the country that have had a long history of with Hispanic ELLs in classrooms as well as those regions where initial and now extensive growth has occurred only in the past few years. A national conference Science Teacher Education for Hispanic English Language Learners in the Southeast (SHELLS) funded through the National Science Foundation was used as one of the dissemination methods to establish and secure commitments from researchers to a conduct and report research to strengthen teacher preparation for science. The national call for manuscripts requested the inclusion of major priorities and critical research areas, methodological concerns, and concerns and results of implementation of teacher preparation and development programs. CONTENTS: Preface to the Series. Preface. Acknowledgements. Science Education and Hispanic English Language Learners: The Research Perspective, Cynthia S. Sunal & Dennis W. Sunal. Fostering Scientific Reasoning as a Strategy to Support Science Learning for English Language Learners, Cory A. Buxton & Okhee Lee. Critical Issues in Teaching Science to Hispanic English Language Learners: An Overview. Robert D. Leier & Laureen A. Fregeau. Promoting Science Understanding and Fluency among Hispanic ELLs: Strategies, Explorations, and New Directions, Ann M.L. Cavallo & Patricia Gomez. Synergistic Teaching of Science to English Language Learners: Common Components of Model ELL and Science Instruction, Daniel J. Bergman. Enhancing Content Instruction for ELLs: Learning about Language in Science, Luciana C. de Oliveira. A Framework for the Effective Science Teaching of English Language Learners in Elementary Schools, Trish Stoddart, Jorge Solis, Sara Tolbert & Marco Bravo. Pre-service ELL Science Teacher Preparation in the Southeast United States, Teresa J. Kennedy, Jason T. Abbitt & Michael R.L. Odell. A Pre-Service Science Education Model with Possibilities for Developing Hispanic English Language Learners' Academic Discourse, Elsa Villa & Kerrie Kephart. Transformative Professional Development for In-Service Teachers: Enabling Change in Science Teaching to Meet the Needs of Hispanic ELL Students, Carla C. Johnson. Science as Springboard: Promoting Achievement and Aspiration among Latino English Language Learners in the Secondary School, Bernadette Musetti & Sara Tolbert. A Framework to Support Hispanic Undergraduate Women in STEM Majors, Barbara A. Burke & Dennis W. Sunal. About the Authors.
Technology in Retrospect Social Studies in the Information Age, 1984-2009 Richard Diem, University of Texas - San Antonio Michael J. Berson, University of South Florida A volume in the series International Social Studies Forum: The Series 2010. Paperback 978-1-61735-038-2 $45.99. Hardcover 978-1-61735-039-9 $85.99 January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984
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Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the "true" start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner. Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work's goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view , from 1984 through 2009 , of where we've been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies. CONTENTS: As It Was—1984, Richard A. Diem. In the Beginning, Apple: Ways in Which the Vision Progressed, Cheryl A. Franklin Torrez. Young Learners: Constructing Social Studies with Technology, Linda Bennett. The Internet in Social Studies Classrooms: Lost Opportunity or Unexplored Frontier? Adam Friedman and Phillip J. VanFossen. Digital History and the Emergence of Digital Historical Literacies, John Lee. From Personal Pastime to Curricular Resource: The Case of Digital Documentaries in the Social Studies, Meghan McGlinn Manfra and Thomas C. Hammond. Where We’ve Been; Where We Are; Where We’re Going: Geospatial Technologies and Social Studies, Marsha Alibrandi, Andrew Milson, and Eui-kyung Shin. Framing Children as Citizens: A Journey from the Real World to Digital Spaces, Ilene R. Berson. Wired to Act: Black Youth’s Civic Engagement and Technology Use in 21st Century Elections, Patrice PrestonGrimes. An Examination of Technology Use in Middle School Social Studies Classrooms During the 2008 U.S. Presidential Election Cycle: A Case Study, June Byng. High School Utilization of Technology as a Source of Information for the 2008 U.S. Presidential Election: A Case Study, Vanessa Hammler Kenon. Consumers or Producers of Democracy: Moving Civic Education from the Information to the Empowerment Age, Joe O’Brien. Globally Connected Social Studies: Making it Real, Making it Relevant, Tim Dove, Jeff Elliott, Merry Merryfield, and Betsy Sidor. Media Convergence and the Social Studies, Jeremy Stoddard. Social and Cultural Implications of Technology Integration in Social Studies Education, Cheryl Mason Bolick. Social Studies and Technology 2009-2034, David Valdez, B. Justin Reich, and Michael J. Berson. About the Authors.
Think Tank Research Quality Lessons for Policy Makers, the Media, and the Public Kevin G. Welner, University of Colorado - Boulder Alex Molnar, Arizona State University Patricia H. Hinchey, Pennsylvania State University Don Weitzman, Independent Researcher 2010. Paperback 978-1-61735-020-7 $45.99. Hardcover 978-1-61735-021-4 $85.99 Education policy over the past thirty years has been powerfully influenced by well-funded and slickly produced research reports produced by advocacy think tanks. The quality of think tank reports and the value of the policies they support have been sharply debated. To help policymakers, the media, and the public assess these quality issues, the Think Tank Review Project provides expert third party reviews. The Project has, since 2006, published 59 reviews of reports from 26 different institutions. This book brings together 21 of those reviews, focusing on examining the arguments and evidence used by think tanks to promote reforms such as vouchers, charter schools and alternative routes to teacher certification. The reviews are written using clear, non-academic language, with each review illustrating how readers can approach, understand and critique policy studies and reports. The book will be of interest to practitioners, policymakers, researchers, and anyone concerned with the current debates about educational reform. CONTENTS: Introduction: Bringing Think Tank Research Into the Scholarly Debate, Alex Molnar and Kevin G. Welner. Part 1: School Choice and the Benefits of Competition. A Win-Win Solution: The Empirical Evidence on How Vouchers Affect Public Schools, Christopher Lubienski. The Effect of Special Education Vouchers on Public School Achievement, John T. Yun. Part 2: Private School Supremacy and Voucher Achievement Gains. Are Private High Schools Better Academically Than Public High Schools? Jaekyung Lee. Markets Versus Monopolies in Education, Clive Belfield. Part 3: Contracting Out and Private Management. A School Privatization Primer for Michigan School Officials, Media and Residents, Clive Belfield. Two Philadelphia Reports, Derek Briggs. Part 4: Vouchers Save Money. Freedom and Saving Money: The Fiscal Impact of the DC Voucher Program, Christopher Lubienski. School Choice by the Numbers, Bruce Baker. Series of Reports on The Fiscal Impact of Tax-Credit Scholarships, Luis Huerta. Part 5: Charter Schools. Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition, Derek C. Briggs. Trends in Charter School Authorizing, Ernest R. House. Public Charter Schools: A Great Value for Ohio’s Public Education System, Gary Miron. Part 6: School Funding. Weighted Student Formula Yearbook 2009, Bruce Baker. How Much Are Public School Teachers Paid? Sean P. Corcoran and Lawrence Mishel. Part 7: No Child Left Behind and Standards-Based Accountability. End It, Don’t Mend It: What to Do With No Child Left Behind, Bruce Fuller. Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind? John T. Yun. Part 8: Report Cards: Bad Grades Make Headlines. The State of State Standards 2006, Kenneth R. Howe. Report Card on American Education, Gene V Glass. Part 9: Preschool. Sound an Investment: An Analysis of Federal Prekindergarten Proposals, W. Steven Barnett. Part 10: Teacher Quality. Evaluation of Teachers Trained Through Different Routes to Certification, Sean P. Corcoran and Jennifer L. Jennings. Giving Students the Chaff: How to Find and Keep the Teachers We Need, Raymond Pecheone and Ash Vasudeva. Conclusion. Junk Social Science:
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Its Patrons and Its Audience, Kevin G. Welner and Alex Molnar. About the Authors.
Topics in Mathematics for Elementary Teachers A Technology-Enhanced Experiential Approach Sergei Abramovich, State University of New York at Potsdam
2010. Paperback 978-1-60752-460-1 $45.99. Hardcover 978-1-60752-461-8 $85.99 This book reflects the author’s experience in teaching a mathematics content course for pre-service elementary teachers. The book addresses a number of recommendations of the Conference Board of the Mathematical Sciences for the preparation of teachers demonstrating how abstract mathematical concepts can be motivated by concrete activities. Such an approach, when enhanced by the use of technology, makes it easier for the teachers to grasp the meaning of generalization, formal proof, and the creation of an increasing number of concepts on higher levels of abstraction. A strong experiential component of the book made possible by the use of manipulative materials and digital technology such as spreadsheets, The Geometer’s Sketchpad, Graphing Calculator 3.5 (produced by Pacific Tech), and Kid Pix Studio Deluxe makes it possible to balance informal and formal approaches to mathematics, allowing the teachers to learn how the two approaches complement each other. Classroom observations of the teachers’ learning mathematics as a combination of theory and experiment confirm that this approach elevates one’s mathematical understanding to a higher ground. The book not only shows the importance of mathematics content knowledge for teachers but better still, how this knowledge can be gradually developed in the context of exploring grade-appropriate activities and tasks and using computational and manipulative environments to support these explorations. Most of the chapters are motivated by a problem/activity typically found in the elementary mathematics curricula and/or standards (either National or New York State – the context in which the author prepares teachers). By exploring such problems in depth, the teachers can learn fundamental mathematical concepts and ideas hidden within a seemingly mundane problem/activity. The need to have experience in going beyond traditional expectations for learning is due to the constructivist orientation of contemporary mathematics pedagogy that encourages students to ask questions about mathematics they study. Each chapter includes an activity set that can be used for the development of the variety of assignments for the teachers. The material included in the book is original in terms of the approach used to teach mathematics to the teachers and it is based on a number of journal articles published by the author in the United States and elsewhere. Mathematics educators who are interested in integrating hands-on activities and digital technology into the teaching of mathematics will find this book useful. Mathematicians who teach mathematics to the teachers as part of their teaching load will be interested in the material included in the book as it connects childhood mathematics content and mathematics for the teachers. CONTENTS: 1 Partition of Whole Numbers: Reasoning with Manipulatives and Computational Experiments. 2 Combinatorial Models: From Trial and Error to Theory. 3 Early Algebra with Kid Pix. 4 Hidden Mathematics of the Multiplication Table. 5 Application of Unit Fractions to Tesselations. 6 Divisibility and Prime Numbers 7 Fibonacci Numbers and the Golden Ratio. 8 From Arithmetic Sequences to Polygonal Numbers. 9 The Multiplication Table Revisited. 10 Proof and Proving. 11 Computational Problem-Solving and Modeling. 12 Numbers and Operations in Different Bases. 13 Programming Details. References. Appendix: Some Useful Formulas.
Unpacking Pedagogy New Perspectives for Mathematics Margaret Walshaw, Massey University, New Zealand
A volume in the series International Perspectives on Mathematics Education - Cognition, Equity & Society 2010. Paperback 978-1-60752-427-4 $45.99. Hardcover 978-1-60752-428-1 $85.99 This volume represents a serious attempt to understand what it is that structures the pedagogical experience. In that attempt there are two main objectives. One is a theoretical interest that involves examining the issue of the subjectivity of the teacher and exploring how intersubjective negotiations shape the production of classroom practice. A second objective is to apply these understandings to the production of mathematical knowledge and to the construction of identities in actual mathematics classrooms. To that end book contains substantial essays that draw on postmodern philosophies of the social to explore theory's relationship with the practice of mathematics pedagogy.
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Unpacking Pedagogy takes new ideas seriously and engages readers in theory development. Groundbreaking in content, the book investigates how our thinking about classroom practice in general, and mathematics teaching (and learning), in particular, might be transformed. As a key resource for interrogating and understanding classroom life, the book's sophisticated analyses allow readers to build new knowledge about mathematics pedagogy. In turn, that new knowledge will provide them with the tools to engage more actively in educational criticism and to play a role in educational change. CONTENTS: Series Editors’ Foreword. Acknowledgments. Introduction: New Perspectives on Pedagogy for Mathematics Classrooms, Margaret Walshaw. SECTION 1: PSYCHOANALYTIC APPROACHES TO PEDAGOGY. Teachers and Curriculum Change: Working to get it Right, Una Hanley. What Does it Mean to Characterize Mathematics as “Masculine”?: Bringing a Psychoanalytic Lens to Bear on the Teaching and Learning of Mathematics, Tamara Bibby. Diamonds in a Skull: Unpacking Pedagogy with Beginning Teachers, Tony Cotton with Corinthia Bell, Lauren Betts, Rachel Cartwright, Rachael Dean, Amy Howard, Katie Pidgeon, Joanna Thompson, Laura Willis, Deborah Silberstein, Hannah Stonehouse, Suzannah West, and Jamie Wilcox. The Good Mathematics Teacher: Standardized Mathematics Tests, Teacher Identity, and Pedagogy, Fiona Walls. SECTION 2: DISCURSIVE APP ROACHES TO PEDAGOGY. Fragile Learning in the Mathematics Classroom: How Mathematics Lessons Are not Just for Learning Mathematics, Diana Stentoft and Paola Valero. Learning to Teach: Powerful Practices at Work During the Practicum, Margaret Walshaw. Regulating Mathematics Classroom Discourse: Text, Context, and Intertextuality, Elizabeth de Freitas. Playing the Field(s) of Mathematics Education: A Teacher Educator’s Journey into Pedagogical and Paradoxical Possibilities, Kathleen Nolan. SECTION 3: INTEGRATED APPROACHES TO PEDAGOGY. Life in Mathematics: Evolutionary Perspectives on Subject Matter, Moshe Renert and Brent Davis. Deconstructing Discourses in a Mathematics Education Course: Teachers Reflecting Differently, David Stinson and Ginny Powell. Learning through Digital Technologies, Nigel Calder and Tony Brown. The Paradox and Politics of Disadvantage: Narrativizing Critical Moments of Discourse and Pedagogy, Dalene Swanson. About the Contributors.
Using and Developing Measurement Instruments in Science Education A Rasch Modeling Approach Xiufeng Liu, State University of New York, Buffalo A volume in the series Science & Engineering Education Sources 2010. Paperback 978-1-61735-003-0 $45.99. Hardcover 978-1-61735-004-7 $85.99 This book meets a demand in the science education community for a comprehensive and introductory measurement book in science education. It describes measurement instruments reported in refereed science education research journals, and introduces the Rasch modeling approach to developing measurement instruments in common science assessment domains, i.e. conceptual understanding, affective variables, science inquiry, learning progression, and learning environments. This book can help readers develop a sound understanding of measurement theories and approaches, particularly Rasch modeling, to using and developing measurement instruments for science education research. This book is for anyone who is interested in knowing what measurement instruments are available and how to develop measurement instruments for science education research. For example, this book can be a textbook for a graduate course in science education research methods; it helps graduate students develop competence in using and developing standardized measurement instruments for science education research. For use as a textbook there are summaries and exercises at the end of each chapter. Science education researchers, both beginning and experienced, may use this book as a reference for locating available and developing new measurement instruments when conducting a research study. CONTENTS: 1. Essential Concepts and Skills for Using and Developing Measurement Instruments. 2. Approaches to Developing Measurement Instruments. 3. Using and Developing Instruments for Measuring Conceptual Understanding. 4. Using and Developing Instruments for Measuring Affective Variables. 5. Using and Developing Instruments for Measuring Science Inquiry. 6. Using and Developing Instruments for Measuring Learning Progression. 7. Using and Developing Instruments for Measuring Science Learning Environments. Exercises. References. Subject Index. Author Index. About the Authors.
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Utilize Motivation to Fulfill Potentials Tips for Teaching and Learning Dennis M. McInerney, Hong Kong Institute of Education Rebecca Wing-yi Cheng, Hong Kong Institute of Education Miranda Po-yin Lai, Hong Kong Institute of Education 2010. Paperback 978-1-60752-425-0 $19.99 A key factor in successful learning at all ages is a learner's motivation. The ability to facilitate student motivation is central to successful teaching, particularly when students aren't intrinsically interested in learning. This book is a practical guide to motivating younger and older learners. It looks at why some students are easier to motivate than others, and why students may lose motivation as they become older. The authors outline strategies that teachers and other educators can use to enhance student motivation. The book is richly illustrated with vignettes and case studies, and includes questions and exercises to help teachers apply the suggested approach in their own situations. CONTENTS: Introduction. Chapter 1. Motivation and Learning. Chapter 2. What’s In It for Me? Chapter 3. Why Should I Do It? You Can’t Make Me Do It! Chapter 4. Shooting for Goals. Chapter 5. I Feel Good About Myself. Chapter 6. Why Did I Fail? Chapter 7. Stars, Stamps, and Jelly Beans (or Treat Them Like Animals). Chapter 8. But I Teach Well, Don’t I? Recommended Reading and References.
Variability is the Rule A Companion Analysis of K-8 State Mathematics Standards John P. Smith III, Michigan State University
A volume in the series Research in Mathematics Education 2010. Paperback 978-1-61735-197-6 $45.99. Hardcover 978-1-61735-198-3 $85.99 In response to No Child Let Behind, states have developed mathematics curriculum frameworks that outline their intended curriculum for grades K–8. While some have indicated that districts or individual schools may use their framework as a model for specific curricular programs, others have taken a more prescriptive or even mandatory stance. Collectively, these frameworks present a sense of the national mathematics program and what we expect students learn. This volume follows The Intended Curriculum as Represented in State Mathematics Curriculum Standards: Consensus or Confusion? (Reys). While the Reys volume focused on number and operations, algebra and reasoning strands, the Smith volume analyzes geometry, measurement, probability, and statistics strands. It also presents an analysis what verbs used tell us about the cognitive demand of grade level expectations. This volume, even more than the Reys volume, emphasizes the theme of variability in the content, expression, and clarity of grade level expectations across the states. As the nation moves toward implementation of the Common Core Standards, this volume highlights some of the challenges teachers and other school personnel face in interpreting mathematics grade-level standards as goals for classroom teaching. The shift from 50 state standards to one document does not resolve this basic challenge. CONTENTS: Acknowledgments. 1. Introduction: An Analysis of State Standards in Two Mathematical Domains, John P. Smith III, Gregory Larnell, and James E. Tarr. 2. An Analysis of K-8 Measurement Grade Level Expectations, Sarah E. Kasten and Jill Newton. 3. The Treatment of Transformations in K–8 Geometry and Measurement Grade Level Expectations, Sasha Wang and John P. Smith III. 4. An Examination of K-8 Geometry State Standards Through the Lens of the van Hiele Levels of Geometric Thinking, Jill Newton. 5. Verbs and Cognitive Demand in K–8 Geometry and Measurement Grade Level Expectations, Gregory V. Larnell and John P. Smith III. 6. The Statistical Process: A View Across K–8 State Standards, Jill Newton, Aladar Horvath, & Leslie Dietiker. 7. An Analysis of K–8 Probability Standards, Shannon Dingman and James E. Tarr. 8. Major Lessons from the Second Round of Standards Analyses, John P. Smith III, Glenda T. Lappan, and James E. Tarr. Appendices. References. About the Authors.
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Voices from the Middle Narrative Inquiry By, For and About the Middle Level Community Kathleen F. Malu, William Paterson University of New Jersey
A volume in the series The Handbook of Research in Middle Level Education 2010. Paperback 978-1-61735-177-8 $45.99. Hardcover 978-1-61735-178-5 $85.99 The need for continued research at the middle level is clear and urgent. The previous volumes in this Handbook series testify to this urgency. While quantitative studies continue to be essential, there is a critical need to understand the complexities of the middle level community. One way to capture the rich, diverse mosaic of the voices and experiences of middle level participants and stakeholders is to use narrative inquiry methodology. The intent of this volume in The Handbook is to give voice to and broaden our understanding of the wide variety of participants and stakeholders who weave through the middle level. Such participants and stakeholders may include middle level teachers, school psychologists and counselors, students, parents, administrators, middle level researchers, research foundations, and community groups. In addition to hearing directly from these groups, this volume will focus on the intricate webs, connections and questions that these narratives hold and frame them within current middle level research, theory, and practice. Ultimately this volume will highlight the nuance, diversity and future directions that research may need to explore. CONTENTS: Preface, Stefinee Pinnegar and Cheryl Craig. Introduction: Narratives in the Middle, Kathleen F. Malu. Walking in the “Swampy Lowlands”: What It Means to be a Middle Level Narrative Inquirer, Jeong-Hee Kim. The Lived Experiences of Middle School English Language Learners: Shifting Identities Between Classrooms, Bogum Yoon. Xavier and the Bully Box: Immigrant Adolescent Girls in a Bully-Free World, Cathy Coulter. It’s Not Black and White: Stories of Lived Experience, Reading, and Assessments, Susan V. Piazza. Adolescent Readers’ Voices, Carole S. Rhodes. From Loathing to Love: Sandy’s Reading Journey, Mary Beth Schaefer. “This is the Way it is:” The Experiences of Preservice Middle School Teachers Integrating Instruction With High Stakes Test Preparation, Steven L. Turner. Reclaiming Camelot: Capturing the Reflections of Exemplary, Veteran Middle School Teachers in an Age of High Stakes Testing and Accountability Through Narrative Inquiry, Nancy Fichtman Dana, Darby Claire Delane, and Paul George. Teaching to the Middle in Australia: Four Teachers Tell Their Stories, Nan Bahr and Donna Pendergast. Reflections on Shared Middle Level Experiences: A Case Study, Shirley M. Matteson, Richard M. Fletcher, Tamera Tidwell, and Doris I. Garrett. The Middle Level Literacy Coach: Navigating Multiple Roles in Context, Anthony T. Smith. Middle Level Education Through the Window of a Writer’s Workshop: Developmentally Responsive Education, Rita S. Brause. Can a K-8 School Address the Needs of Adolescents? Nancy Bell Ruppert. “Sit Tight”: The Uneasy Alliance Between Freedom and Control in a Middle School Classroom, Ruth Vinz. Parent Involvement and Student Success: Black and White in the Middle, Kathleen F. Malu. Locating an Authorial Voice: Engaging a School Reform Debate Through the Roles of Mother, Teacher, Community Member, and University Professor, Cynthia C. Reyes. The Family Learning Institute: Committed to Improving the Reading Skills of Middle Level Learners, Denise L. McLurkin. Recommendations and Resources for Narrative Inquiry and Research, Kathleen F. Malu. About the Authors.
What About Us? Standards-Based Education and the Dilemma of Student Subjectivity Edgar D. Johnson III, Augusta State University
2010. Paperback 978-1-61735-188-4 $45.99. Hardcover 978-1-61735-189-1 $85.99 Over the past three decades, the standards-based reform movement has transformed K-12 education in the United States, culminating with passage of the No Child Left Behind Act in 2002. Beyond making reasonable accommodations for special needs students, standards-based education pays little attention to other areas of student difference, relying instead on a "rational actor" model of student experience, and ignoring how differences in students' backgrounds and orientations impact their particular experiences of schooling. This book examines the development of standards-based education, with particular scrutiny of the roles of the National Governors' Association and its National Education Summit events. Examination of important documents emerging from those events provides an illustration of the conceptually impoverished understanding of student subjectivity, motivation, and agency inherent in standards-based education. In order to understand both problems with and alternatives to standards-based education, the author examines the roles of ideology, rhetoric, and audience in school policy. In three case studies, the author analyzes several non-school models of education, including Marine Corps bootcamp, Ving Tsun kung fu training, and an online, school resistance community. Johnson argues that examination of these learning contexts provides a better
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understanding of the shortcomings and dangers of the standards-based model of student subjectivity, and suggests a set of fourteen principles to inform the development of more student-centered alternatives. CONTENTS: Introduction. 1 The Rise of Standards-Based Reform in Education. 2 Standards-Based Education and the Problem of Human Subjectivity. 3 A War for the Body and an Army in the Mind. 4 Education Without Accountability. 5 Youth, Difference, and School Survival. Conclusion. Notes. References.
What's Worth Learning? Marion Brady
2010. Paperback 978-1-61735-194-5 $45.99. Hardcover 978-1-61735-195-2 $85.99 What's Worth Learning? addresses the central question of general education. For learners facing a complex, unpredictable, and dangerous future, it asks and answers the question: What knowledge is absolutely essential for every learner? In simple, jargon-free language, the book explains why the "core curriculum" in near-universal use in America's classrooms was poor when it was adopted in 1893 and why it grows more dysfunctional with each passing year. It then shows how, without changes in staffing, budgets, or bureaucratic boundaries, knowledge can be organized to both radically improve learner intellectual performance and significantly decrease the cost of a general education. Recognizing the difficulty of translating a new idea into classroom instruction, an appendix offers a comprehensive, classroom-tested course of study suitable for adolescents and older students. CONTENTS: Introduction. Part One: Problems. Part Two: A Solution. Part Three: The Model and the Traditional Curriculum. Part Four: Notes on Teaching. Appendix—Connections: Investigating Reality. About the Author.
World Language Teacher Education Transitions and Challenges in the 21st Century Jacqueline F. Davis, Queens College
A volume in the series Contemporary Language Education 2010. Paperback 978-1-60752-463-2 $45.99. Hardcover 978-1-60752-464-9 $85.99 The significant change in public schools over the last two decades warrants a response in how we prepare teachers. This volume is an effort to share the contributors’ knowledge, experience and ideas with colleagues, particularly with novice language teacher educators. The suggestions in the chapters are primarily provided for the teaching methods course, but many can be adapted to other education courses or for professional development programs. The first section of the introduction provides a review of issues identified in teacher education including debates, accountability, and government influence over education. The second section explores teacher educators in the literature such as issues in their practice, and a focus on foreign language teacher educator practice. The third section provides a brief overview of the chapters in the book. CONTENTS: Series Introduction. Introduction: World Language Teacher Education: Transitions and Challenges in the Twenty-First Century. THEME I: COLLABORATIONS. When Worlds Collide: Liberal Arts and Education Faculty Co-Teaching the Methods Course, Manuela Wagner and Terry A. Osborn. Language and the Power of Puppets, Rikki Asher. THEME II: PLANNING, CURRICULUM, ASSESSMENT, AND NEW LITERACIES. Learning to Plan for a Focus on Form in CBI: The Role of Teacher Knowledge and Teaching Context, Martha Bigelow. Beyond Vocabulary: Planning for Extended Language Production for Upper Elementary School World Language Learners, Carol Semonsky. Becoming Designers: Paradigm Shifts for Performance and Transfer, Jennifer Eddy. The World Languages Professional Portfolio: A Performance-Based Program Document Aligned with National Standards, Rebecca K. Fox. Creating an ePortfolio, Thomas T. Surprenant. Foreign Language Education in the Age of Wikipedia, Manuela Wagner and Barbara Lindsey. THEME III: LEARNER DIFFERENCES. Teaching Heritage Language Speakers Their Own Language: Special Challenges, Special Opportunities, Sandra B. Schreffler. Legal and Practical Implications for Teaching Students with Learning Disabilities, Jacqueline Davis. THEME IV:
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PROFESSIONAL DEVELOPMENT. Implementing Content-Based Instruction: The CoBaLTT Framework and Resource Center, Diane J. Tedick and Laurent Cammarata. Professional Development: Modeling and Encouraging Professional Dispositions Development in World Language Teacher Candidates, Jacqueline Davis.
The X Factor Personality Traits of Exceptional Science Teachers Clair T. Berube, Hampton University
2010. Paperback 978-1-61735-035-1 $45.99. Hardcover 978-1-61735-036-8 $85.99 American science education is in trouble. As the United States continues to lag behind other nations in science achievement, the question is asked: how can we better get our students excited and inspired by science? This is the science teacher’s duty. The irony of the education profession is that some of the most important aspects of it are the hardest to measure and replicate. The things that matter most can be the hardest to quantify. Some teachers can know the different learning styles, intelligences, and brain preferences of their students. They can know best practices of how to deliver instruction. They can do all these things and more, but still not convey imagination and passion for science to their students. But some science teachers do inspire. These special teachers seem to possess something the others don’t, but what is it? Exceptional science teachers make us feel better about ourselves through their teaching of science, and bring us to a higher quality of life as a result, while some science teachers can be the leading researchers in their fields, yet leave us flat. What is the recipe for this unique, special teacher? And why is it so hard to explain and describe? The objective of this book is to uncover these aspects of teaching that are so hard to measure and quantify. This is achieved through interviewing people who are either current or retired teachers, or who were positively affected by a teacher, and also through case studies of exceptional teachers in order to quantify and explain the exact traits and personality quirks of these exceptional people. The contribution to the field of education this book hopes to achieve is the examination of the question; why do some teachers have that “X” factor, what, exactly is it, and how can we all have it? CONTENTS: Acknowledgments. Preface. Introduction. PART I: WHAT DO THE EXPERTS SAY? 1. Teacher Dispositions/Personality Traits. 2. Teacher Self-Efficacy of Science Content Knowlege. 3. Self-Reflection and Values. 4. Affection and Caring. PART II: WHAT MATTERS 5. Our Favorite Teachers. 6. The Beauty of Science Teaching. 7. Charisma and Science Teaching Case Studies. 8. Translating These Traits to the Classroom. 9. Conclusion. Appendix. References. About the Authors
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Complete Backlist Title
Year
Adolescents in the Internet Age Paris S. Strom, Robert D. Strom Series: Lifespan Learning
2009 $45.99 978-1-60752-118-1
$85.99
American Educational History Journal: VOLUME 36, NUMBER 1 & 2 2009 J. Wesley Null Series: American Educational History Journal
2009 $45.99 978-1-60752-225-6
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An International Look at Educating Young Adolescents Steven B. Mertens, Vincent A. Anfara, Kathleen Roney Series: The Handbook of Research in Middle Level Education
2009 $45.99 978-1-60752-041-2
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Bridging the Knowledge Divide: Educational Technology for Development Stewart Marshall, Wanjira Kinuthia, Wallace Taylor Series: Educational Design and Technology in the Knowledge Society
2009 $45.99 978-1-60752-109-9
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Catholic Higher Education in the 1960s: Issues of Identity, Issues of Governance Anthony J. Dosen Series: Research on Religion and Education
2009 $45.99 1-931576-30-0
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Changing Problem Behavior in Schools Alex Molnar, Barbara Lindquist
2009 $45.99 978-1-60752-113-6
College Student-Athletes: Challenges, Opportunities, and Policy Implications Michael T. Miller, Daniel B. Kissinger Series: Educational Policy in the 21st Century: Opportunities, Challenges and Solutions
2009 $45.99 978-1-60752-140-2
$85.99
College Teaching and the Development of Reasoning Robert G. Fuller, Thomas C. Campbell, Dewey I. Dykstra, Jr., Scott M. Stevens Series: Science & Engineering Education Sources
2009 $45.99 978-1607522362
$85.99
Conflicts, Disputes, and Tensions Between Identity Groups: What Modern School Leaders Should Know Josué M. González
2009 $45.99 978-1-60752-242-3
$85.99
Connected Minds, Emerging Cultures: Cybercultures in Online Learning Steve Wheeler Series: Perspectives in Instructional Technology and Distance Education
2009 $45.99 978-1-60752-015-3
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Constructivist Instructional Design (C-ID): Foundations, Models, and Examples Jerry W. Willis Series: Research Methods for Educational Technology
2009 $45.99 978-1-930608-60-3
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Creating Our Identities in Service-Learning and Community Engagement Shelley H. Billig, Barbara A. Holland, Barbara E. Moely Series: Advances in Service-Learning Research
2009 $45.99 978-1-60752-288-1
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Critical Issues in Mathematics Education Bharath Sriraman, Paul Ernest, Brian Greer Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
2009 $45.99 978-1-60752-039-9
$85.99
Cross-National Information and Communication Technology Policies and Practices in Education: (Revised Second Edition) Tjeerd Plomp, Ronald E. Anderson, Nancy Law, Andreas Quale Series: Research in Educational Policy: Local, National, and Global Perspectives
2009 $45.99 978-1-60752-043-6
$85.99
Crossing Languages and Research Methods: Analyses of Adult Foreign Language Reading Cindy Brantmeier Series: Research in Second Language Learning
2009 $45.99 978-1-60752-285-0
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Curriculum and Teaching Dialogue Volume 11 Issues 1&2 Barbara Slater Stern Series: Curriculum & Teaching Dialogue
2009 $45.99 978-1-60752-295-9
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Distance Education 3rd Edition: Definition and Glossary of Terms Michael Simonson, Lee Ayers Schlosser
2009 $45.99 978-1-60752-138-9
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Dreams Deferred: Dropping Out and Struggling Forward Chris Liska Carger Series: Research for Social Justice: Personal~Passionate~Participatory
2009 $45.99 978-1-60752-132-7
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Hardcover
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Education of Students with an Intellectual Disability: Research and Practice Phil Foreman
2009 $45.99 978-1-60752-214-0
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Empowering Women Through Literacy: Views from Experience Kathleen P. King, Mev Miller Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning
2009 $45.99 978-1-60752-083-2
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English Language Learners and Math: Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes Holly Hansen-Thomas
2009 $45.99 978-1-60752-148-8
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Evaluating Electronic Portfolios in Teacher Education Pete Adamy, Natalie B. Milman Series: Research Methods for Educational Technology
2009 $45.99 978-1-60752-031-3
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Finding Meaning in Civically Engaged Scholarship: Personal Journeys, Professional Experiences Marissa L. Diener, Hank Liese
2009 $45.99 978-1-60752-111-2
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For the People: A Documentary History of The Struggle for Peace and Justice in the United States Charles Howlett, Robbie Lieberman
2009 $45.99 978-1-60752-305-5
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Getting Closer to God William Jeynes
2009 $45.99 978-1-60752-146-4
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High Stakes Accountability: Implications for Resources and Capacity Jennifer King Rice, Christopher Roellke Series: Research in Education Fiscal Policy and Practice
2009 $45.99 978-1-59311-690-3
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Hopes in Friction: Schooling, Health and Everyday Life in Uganda Lotte Meinert Series: Education Policy in Practice: Critical Cultural Studies
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2009 $45.99 978-1-60752-021-4
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Innovative Strategy Making in Higher Education Mario Martinez, Mimi Wolverton
2009 $45.99 978-1-60752-049-8
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Inspiring Student Writers: Strategies and Examples for Teachers Tom Scheft Series: Literacy, Language and Learning
2009 $45.99 978-1-60752-037-5
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Interdisciplinarity, Creativity, and Learning: Mathematics with Literature, Paradoxes, History, Technology, and Modeling Bharath Sriraman, Viktor Freiman, Nicole Lirette-Pitre Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
2009 $45.99 978-1-60752-101-3
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Language Matters: Reflections on Educational Linguistics Timothy Reagan Series: Contemporary Language Education
2009 $45.99 978-1-60752-060-3
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Leadership and Intercultural Dynamics Anthony H. Normore, John Collard
2009 $45.99 978-1-60752-006-1
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Leadership and Learning: Matters of Social Justice Marlene Morrison Series: International Perspectives on Curriculum
2009 $45.99 978-1-60752-128-0
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Mathematical Representation at the Interface of Body and Culture Wolff-Michael Roth Series: International Perspectives on Mathematics Education - Cognition, Equity & Society
2009 $45.99 978-1-60752-130-3
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Middle Grades Research: Exemplary Studies Linking Theory to Practice David L. Hough
2009 $45.99 978-1-60752-244-7
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Multicultural Families, Home Literacies, and Mainstream Schooling Guofang Li Series: Literacy, Language and Learning
2009 $45.99 978-1-60752-035-1
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Narrowing the Achievement Gap in a (Re) Segregated Urban School District: Research, Policy and Practice Vivian W. Ikpa, C. Kent McGuire
2009 $45.99
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2009 $45.99 978-1-59311-668-2
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New Perspectives on Asian American Parents, Students and Teacher Recruitment Clara C. Park, Russell Endo, Xue Lan Rong Series: Research on the Education of Asian Pacific Americans
2009 $45.99 978-1-60752-091-7
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Parenting Young Children: Exploring the Internet, Television, Play, and Reading Paris S. Strom, Robert D. Strom Series: Lifespan Learning
2009 $45.99 978-1-60752-326-0
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Partnering for Progress: Boston University, the Chelsea Public Schools, and Twenty Years of Urban Education Reform Cara Stillings Candal Series: Research in Educational Policy: Local, National, and Global Perspectives
2009 $45.99 978-1-60752-122-8
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Pathways: Between Eastern and Western Education John P. W. Hudson
2009 $45.99 978-1-60752-126-6
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Promising Practices for Family and Community Involvement during High School Lee Shumow Series: Family School Community Partnership Issues
2009 $45.99 978-1-60752-124-2
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Reforming Teaching Globally Maria Teresa Tatto
2009 $45.99 978-1-60752-262-1
Relatively and Philosophically Earnest: Festschrift in honor of Paul Ernest's 65th Birthday Bharath Sriraman, Simon Goodchild Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
2009 $45.99 978-1-60752-240-9
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Research on Technology in Social Studies Education John Lee, Adam M. Friedman Series: Research Methods for Educational Technology
2009 $45.99 978-1-60752-278-2
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Research Perspectives: Thought and Practice in Music Education Linda K. Thompson, Mark Robin Campbell Series: Advances in Music Education Research
2009 $45.99 978-1-60752-089-4
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Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Language Learners Kerry L. Purmensky
2009 $45.99 978-1-60752-054-2
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Social Issues and Service at the Middle Level Samuel Totten, Jon Pedersen
2009 $45.99 978-1-60752-098-6
Spark the Brain, Ignite the Pen (SECOND EDITION): Quick Writes for Kindergarten Through High School Teachers and Beyond Samuel Totten, Helen Eaton, Shelley Dirst, Clare Lesieur
2009 $45.99 978-1-60752-087-0
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Student Perspectives on Assessment: What Students Can Tell Us About Assessment for Learning Dennis M. McInerney, Gregory Arief D. Liem, Gavin T. L. Brown Series: Research on Sociocultural Influences on Motivation and Learning
2009 $45.99 978-1-60752-352-9
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Studies in School Improvement Wayne K. Hoy, Michael DiPaola Series: Research and Theory in Educational Administration
2009 $45.99 978-1-60752-093-1
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Taking Play Seriously: Children and Play in Early Childhood Education – an Exciting Challenge Ole Fredrik Lillemyr
2009 $45.99 978-1-60752-114-3
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Teaching Adolescents Religious Literacy in a Post-9/11 World Robert Nash, Penny A. Bishop
2009 $45.99 978-1-60752-311-6
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Teaching and Studying the Holocaust Samuel Totten, Stephen Feinberg
2009 $45.99 978-1-60752-300-0
Teaching Social Issues with Film William B. Russell III, Ph.D.
2009 $45.99 978-1-60752-116-7
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The Handbook of the Evolving Research of Transformative Learning: Based on the
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Learning Activities Survey (10th Anniversary Edition) Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning
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The New Social Studies: People, Projects and Perspectives Barbara Slater Stern Series: Studies in the History of Education
2009 $45.99 978-1-60752-219-5
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The Paradoxes of High Stakes Testing: How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society Michael Russell, George Madaus, Jennifer Higgins
2009 $24.99 978-1-60752-027-6
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The Perfect Norm: How to Teach Differentially, Assess Effectively, and Manage a Classroom Ethically in Ways That Are Sandra Vavra, Sharon L. Spencer Series: Literacy, Language and Learning
2009 $45.99 978-1-60752-033-7
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The Perfect Online Course: Best Practices for Designing and Teaching Michael Simonson, Terry L. Hudgins, Anymir Orellana Series: Perspectives in Instructional Technology and Distance Education
2009 $45.99 978-1-60752-120-4
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The Principal's Challenge: Learning from Gay and Lesbian Students Nicholas. J. Pace
2009 $45.99 978-1-60752-291-1
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Towards a Brighter Tomorrow: The College Barriers, Hopes and Plans of Black, Latino/a and Asian American Students in California Walter R. Allen, Erin Kimura-Walsh, Kimberly A. Griffin Series: Research on African American Education
2009 $45.99 978-1-60752-142-6
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Tradition and Culture in the Millennium: Tribal Colleges and Universities Linda Sue Warner, Gerald E. Gipp Series: Educational Policy in the 21st Century: Opportunities, Challenges and Solutions
2009 $45.99 978-1-60752-000-9
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War or Common Cause?: A Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship Kimberly Anderson Series: Education Policy in Practice: Critical Cultural Studies
2009 $45.99 978-1-59311-985-0
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Wired for Learning: An Educators Guide to Web 2.0 Terry T. Kidd, Irene Chen
2009 $45.99 978-1-60752-096-2
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Writing for Educators: Personal Essays and Practical Advice Karen Bromley
2009 $45.99 978-1-60752-103-7
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A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project Margaret R. Meyer, Cynthia W. Langrall Series: Research in Mathematics Education
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A Place For Teacher Renewal: Challenging the Intellect, Creating Educational Reform Anthony G. Rud Jr., Walter P. Oldendorf
2008 $45.99 978-1-59311-902-7
Advancing Democracy Through Education?: U.S. Influence Abroad and Domestic Practices Doyle Stevick, Bradley A. U. Levinson Series: Education Policy in Practice: Critical Cultural Studies
2008 $45.99 978-1-59311-654-5
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American Educational History Journal: Volume 35 Numbers 1 & 2 2008 J. Wesley Null Series: American Educational History Journal
2008 $45.99 978-1-59311-948-5
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Being on the Wrong Side of History: The Re-Segregation of Norfolk Public Schools Judith Brooks-Buck Series: Research on African American Education
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Bhutan: Ways of Knowing Frank Rennie, Robin Mason
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Building the Successful Online Course Ken Haley, Karen Heise
2008 $25.99 978-1-59311-932-4
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Building Workforce Competencies in Career and Technical Education Victor C.X. Wang, Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning
2008 $45.99 978-1-60752-029-0
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Career Development in the Schools Grafton Eliason, John Patrick Series: Issues in Career Development
2008 $45.99 978-1-59311-533-3
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Civil Sociality: Children, Sport, and Cultural Policy in Denmark Sally Anderson Series: Education Policy in Practice: Critical Cultural Studies
2008 $45.99 978-1-59311-876-1
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Collaborative Writing: An Annotated Bibliography Bruce W. Speck, Teresa R. Johnson, Catherine P. Dice, Leon B. Heaton Series: Bibliographies and Indexes in Education
2008 $45.99 1-59311-285-8
Communities of Practice: Creating Learning Environments for Educators, Volume 1&2 Chris Kimble, Paul Hildreth, Isabelle Bourdon
2008 $79.98 978-1-59311-866-2
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Contemporary Perspectives on Mathematics in Early Childhood Education Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
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Contemporary Perspectives on Science and Technology in Early Childhood Education Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
2008 $45.99 978-1-59311-635-4
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Creativity, Giftedness, and Talent Development in Mathematics Bharath Sriraman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
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Current Issues in Educational Policy and the Law Kevin G. Welner, Wendy C. Chi Series: Educational Policy and Law
2008 $25.99 978-1-59311-656-9
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Curriculum and Teaching Dialogue Volume 10 Issues 1&2 Barbara Slater Stern Series: Curriculum & Teaching Dialogue
2008 $45.99 978-1-59311-989-8
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Deep Listening: Hidden Meanings in Everyday Conversation Robert E. Haskell, Ph.D.
2008 $45.99 978-1-59311-917-1
Design and Analysis of Time-Series Experiments Gene V Glass, Victor L. Willson, John M. Gottman
2008 $45.99 978-1-59311-980-5
Digital Geography: Geospatial Technologies in the Social Studies Classroom Andrew J. Milson, Marsha Alibrandi Series: International Social Studies Forum: The Series
2008 $45.99 978-1-59311-672-9
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Diverse Methodologies in the Study of Music Teaching and Learning Linda K. Thompson, Mark Robin Campbell Series: Advances in Music Education Research
2008 $45.99 978-1-59311-629-3
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Education Reform in the American States Jerry McBeath, Maria Elena Reyes, Mary Ehrlander
2008 $45.99 978-1-59311-775-7
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Educational Research, The National Agenda, and Educational Reform: A History Theresa R. Richardson, Erwin V. Johanningmeier Series: Studies in the History of Education
2008 $45.99 978-1-59311-730-6
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Elder Care and Service Learning: A Handbook Susanne Bleiberg Seperson, Carol Hegeman
2008 $45.99 1-59311-382-X
Encyclopedia of Peace Education Monisha Bajaj
2008 $45.99 978-1-59311-898-3
Exile from Argentina: A Jewish Family and the Military Dictatorship (1976-1983) Eduardo D. Faingold
2008 $45.99 978-1-59311-994-2
Exploring Values Through Literature, Multimedia, and Literacy Events: Making Connections Patricia Ruggiano Schmidt, Ann Watts Pailliotet
2008 $45.99 978-1-59311-945-4
Faith Formation of the Laity in Catholic Schools: The Influence of Virtue and Spirituality Seminars by Sister Patricia Helene Earl I.H.M. Series: Research on Religion and Education
2008 $45.99 978-1-59311-714-6
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Fertilizers, Pills & Magnetic Strips: The Fate of Public Education in America Gene V Glass
2008 $24.99 978-1-59311-892-1
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Framing Research on Technology and Student Learning in the Content Areas: Implications for Educators Ann D. Thompson, Lynn Bell, Lynne Schrum Series: Research Methods for Educational Technology
2008 $45.99 978-1-59311-706-1
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From Experience to Relationships: Reconstructing Ourselves in Education and Healthcare Jasna K. Schwind, Gail M. Lindsay
2008 $25.99 978-1-59311-894-5
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Fundamentals of Human Performance and Training Victor C.X. Wang, Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning
2008 $45.99 978-1-59311-992-8
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God, Money, and Politics: English Attitudes to Blindness and Touch, from the Enlightenment to Integration Simon Hayhoe
2008 $45.99 978-1-59311-913-3
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Growing a Soul for Social Change: Building the Knowledge Base for Social Justice Tonya Huber-Warring Series: TeachingLearning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights
2008 $45.99 978-1-59311-887-7
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Handbook on Statewide Systems of Support Sam Redding, Herbert J. Walberg
2008 $45.99 978-1-59311-882-2
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History Education 101: The Past, Present, and Future of Teacher Preparation Wilson J. Warren, D. Antonio Cantu
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Human Performance Models Revealed in the Global Context Victor C.X. Wang, Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning
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Improving Schools: Studies in Leadership and Culture Wayne K. Hoy, Michael DiPaola Series: Research and Theory in Educational Administration
2008 $45.99 978-1-59311-911-9
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In View of Academic Careers and Career-Making Scholars: Innovative Ideas for Institutional Reform Victor N. Shaw
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Interdisciplinary Educational Research In Mathematics and Its Connections to The Arts and Sciences Bharath Sriraman, Claus Michelsen, Astrid Beckmann, Viktor Freiman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
2008 $45.99 978-1-59311-983-6
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Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice Anthony H. Normore Series: Educational Leadership for Social Justice
2008 $45.99 978-1-59311-997-3
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Let's Grandparent: Activity Guide for Young Grandchildren JoAn Vaughan
2008 $19.99 978-1-60752-025-2
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Mathematics Curriculum in Pacific Rim Countries - China, Japan, Korea, and Singapore: Proceedings of a Conference Zalman Usiskin, Edwin Willmore Series: Research in Mathematics Education
2008 $45.99 978-1-59311-953-9
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Mathematics Education and the Legacy of Zoltan Paul Dienes Bharath Sriraman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
2008 $45.99 978-1-59311-896-9
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Model Minority Myth Revisited: An Interdisciplinary Approach to Demystifying Asian American Educational Experiences Guofang Li, Lihshing Wang Series: Chinese American Educational Research and Development Association Book Series
2008 $45.99 978-1-59311-950-8
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Multilevel Modeling of Educational Data Ann A. O'Connell, D. Betsy McCoach Series: Quantitative Methods in Education and the Behavioral Sciences: Issues, Research, and Teaching
2008 $45.99 978-1-59311-684-2
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Paradigm and Ideology in Educational Research: Social Functions of the Intellectual Tom Popkewitz
2008 $45.99 978-1-59311-952-6
Peace Education: Exploring Ethical and Philosophical Foundations James Page
2008 $45.99 978-1-59311-889-1
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Personal ~ Passionate ~ Participatory: Inquiry into Social Justice in Education Ming Fang He, JoAnn Phillion Series: Research for Social Justice: Personal~Passionate~Participatory
2008 $45.99 978-1-59311-975-1
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Podcasting for Teachers Revised 2nd Edition: Using a New Technology to Revolutionize Teaching and Learning Kathleen P. King, Mark Gura Series: Emerging Technologies for Evolving Learners
2008 $45.99 978-1-60752-023-8
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Policy, Leadership, and Student Achievement: Implications for Urban Communities C. Kent McGuire, Vivian W. Ikpa Series: The Achievement Gap, Research, Practice, and Policy
2008 $45.99 978-1-59311-973-7
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Qualitative Research Methods in Education and Educational Technology Jerry W. Willis Series: Research Methods for Educational Technology
2008 $45.99 1-930608-54-3
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Reading the Signs: Using Case Studies to Discuss Student Life Issues at Catholic Colleges and Universities in the United States Sandra M. Estanek, Robert S. Meyer, Laura A. Wankel, Edward P. Wright
2008 $45.99 978-1-59311-918-8
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Recent Innovations in Educational Technology that Facilitate Student Learning Gregory Schraw, Daniel H. Robinson Series: Current Perspectives on Cognition, Learning and Instruction
2008 $45.99 978-1-59311-652-1
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Relational Discipline: Strategies for In-Your-Face Kids (Revised 2nd Edition) William N. Bender
2008 $45.99 978-1-59311-859-4
Scholarship for Sustaining Service-Learning and Civic Engagement Shelley H. Billig, Melody A. Bowdon, Barbara A. Holland Series: Advances in Service-Learning Research
2008 $45.99 978-1-60752-002-3
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Service-eLearning: Educating for Citizenship Amber Dailey-Hebert, Emily Donnelli Sallee, Laurie N. DiPadova-Stocks
2008 $45.99 978-1-59311-920-1
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Statistical Theories of Mental Test Scores Frederic M. Lord, Melvin R. Novick
2008 $59.99 978-1-59311-934-8
Success for All: A Comprehensive Educational Reform for Improving At-Risk Students in an Urban School in China Yanyu Zhou
2008 $45.99 978-1-59311-939-3
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Teacher Education in the English-Speaking World Tom O'Donoghue, Clive Whitehead
2008 $45.99 978-1-59311-900-3
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Teaching and Learning: International Best Practice Dennis M. McInerney, Gregory Arief D. Liem Series: Research on Sociocultural Influences on Motivation and Learning
2008 $45.99 978-1-59311-937-9
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Teaching, Curriculum, and Community Involvement Diana Hiatt-Michael
2008 $45.99 978-1-60752-019-1
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The Broken Cisterns of African American Education: Academic Performance and Achievement in the Post-Brown Era M. Christopher Brown, RoSusan M. Bartee Series: Research on African American Education
2008 $45.99 1-59311-042-1
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The Challenge of School Reform: Implementation, Impact, and Sustainability Lewis C. Solmon, Kimberly Firetag Agam, Citadelle Priagula Series: The Milken Family Foundation Series on Education Policy
2008 $45.99 1-59311-519-9
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The Classification of Quadrilaterals: A Study in Definition Zalman Usiskin Series: Research in Mathematics Education
2008 $45.99 978-1-59311-694-1
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The Educational Welcome of Latinos in the New South Edmund Hamann
2008 $45.99 1-59311-416-8
The History of the Geometry Curriculum in the United States Nathalie Sinclair Series: Research in Mathematics Education
2008 $45.99 978-1-59311-696-5
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The Impact of the Laboratory and Technology on Learning and Teaching Science K-16 Dennis W. Sunal, Emmett L. Wright, Cheryl Sundberg Series: Research in Science Education
2008 $45.99 978-1-59311-744-3
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The Ones We Remember: Scholars Reflect on Teachers Who Made a Difference Tim Urdan, Frank Pajares Series: Adolescence and Education
2008 $19.99 978-1-59311-943-0
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The Unfinished Quest: The Plight of Progressive Science Education Clair T. Berube
2008 $45.99 978-1-59311-928-7
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Third Place Learning: Reflective Inquiry into Intercultural and Global Cage Painting Glyn M. Rimmington, Mara Alagic Series: TeachingLearning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights
2008 $45.99 978-1-59311-926-3
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Transforming Education for Peace Jing Lin, Edward J. Brantmeier, Christa Bruhn Series: Peace Education
2008 $45.99 978-1-59311-905-8
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Turning Research Into Results: A Guide to Selecting the Right Performance Solutions Richard E. Clark, Fred Estes
2008 $45.99 978-1-59311-991-1
Undertaking Educational Challenges in the 21st Century: Research from the Field Cynthia Szymanski Sunal, Kagendo Mutua Series: Research on Education in Africa, the Caribbean, and the Middle East
2008 $45.99 978-1-59311-969-0
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University and School Connections: Research Studies in Professional Development Schools Irma N. Guadarrama, John Ramsey, Janice Nath Series: Research in Professional Development Schools
2008 $45.99 978-1-59311-700-9
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Unsettling Beliefs: Teaching Theory To Teachers Josh Diem, Robert J. Helfenbein Series: International Social Studies Forum: The Series
2008 $45.99 978-1-59311-670-5
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Volume 1: Research Syntheses M. Kathleen Heid, Glendon W. Blume Series: Research on Technology and the Teaching and Learning of Mathematics: Syntheses, Cases, and Perspectives
2008 $45.99 978-1-931576-18-5
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Volume 2: Cases and Perspectives M. Kathleen Heid, Glendon W. Blume Series: Research on Technology and the Teaching and Learning of Mathematics: Syntheses, Cases, and Perspectives
2008 $45.99 978-1-931576-20-8
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Western Structures Meet Native Traditions: The Interfaces of Educational Cultures Cheryl Woolsey Des Jarlais
2008 $45.99 978-1-59311-930-0
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What the West Can Learn From the East: Asian Perspectives on the Psychology of Learning and Motivation Dennis M. McInerney, Oon Seng Tan, Gregory Arief D. Liem, Ai-Girl Tan Series: Research in Multicultural Education and International Perspectives
2008 $45.99 978-1-59311-987-4
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What Works in Distance Learning: Sample Lessons Based on Guidelines Harold F. O'Neil
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Who does This Language Belong To?: Personal Narratives of Language Claim and Identity Avital Feuer
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A Broken Silence: Voices of African American Women in the Academy Lena Wright Myers
2007 $45.99 1-59311-385-4
A Recipe For Success: What YOU can Learn About Coping in a Food-Bombarded World From People With Prader-Willi Syndrome, an Extreme Eating Disorder Shelley Kinash
2007 $45.99 978-1-59311-843-3
Accessible Education for Blind Learners: Kindergarten through Post-Secondary Shelley Kinash, Ania Paszuk Series: Critical Concerns in Blindness
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Accountability Frankenstein: Understanding and Taming the Monster Sherman Dorn
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2007 $45.99
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2007 $45.99 978-1-59311-847-1
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African-American Middle-Income Parents: How Are They Involved in Their Children's Literacy Development? Ethel Swindell Robinson Series: Literacy, Language and Learning
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American Educational History Journal: VOLUME 34, NUMBER 1 & 2 J. Wesley Null Series: American Educational History Journal
2007 $45.99 978-1-59311-767-2
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Asian American Education: Acculturation, Literacy Development, and Learning Clara C. Park, Russell Endo, Stacey J. Lee, Xue Lan Rong Series: Research on the Education of Asian Pacific Americans
2007 $45.99 978-1-59311-722-1
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Beliefs and Mathematics: Festschrift in honor of Guenter Toerner's 60th Birthday Bharath Sriraman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
2007 $45.99 978-1-59311-868-6
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Christianity, Education and Modern Society William Jeynes, Enedina Martinez
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Classroom Robotics: Case Stories of 21st Century Instruction for Millennial Students Kathleen P. King, Mark Gura Series: Instructional Innovations in Teaching and Learning
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Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in Secondary Schools Karen Keaton Jackson, Sandra Vavra Series: Literacy, Language and Learning
2007 $45.99 978-1-59311-781-8
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Contemporary Perspectives on Social Learning in Early Childhood Education Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
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Culture, Motivation and Learning: A Multicultural Perspective Farideh Salili, Rumjahn Hoosain Series: Research in Multicultural Education and International Perspectives
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Curriculum and Teaching Dialogue Volume 9 1&2 Barbara Slater Stern Series: Curriculum & Teaching Dialogue
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Dispositions in Teacher Education James Raths, Mary Diez Series: Advances in Teacher Education
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Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology Jerry Carlson, Joel R. Levin Series: Psychological Perspectives on Contemporary Educational Issues
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Emerging Thought and Research on Student, Teacher, and Administrator Stress and Coping Gordon S. Gates, Mimi Wolverton, Walter H. Gmelch Series: Research on Stress and Coping in Education
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Essential Ideas For The Reform of American Schools Wayne K. Hoy, Michael DiPaola Series: Research and Theory in Educational Administration
2007 $45.99 978-1-59311-686-6
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Faculty Development by Design: Integrating Technology in Higher Education Punya Mishra, Matthew J. Koehler, Yong Zhao Series: Research Methods for Educational Technology
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Faculty Mentoring: The Power of Students in Developing Technology Expertise Ann D. Thompson, Hsueh-Hua Chuang, Ismail Sahin Series: Research Methods for Educational Technology
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From Passion to Objectivity: International and Cross-Disciplinary Perspectives on Service-Learning Research Shelley H. Billig, Sherril B. Gelmon Series: Advances in Service-Learning Research
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Handbook on Restructuring and Substantial School Improvement Herbert J. Walberg
2007 $45.99 978-1-59311-763-4
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Handbook on Teaching Social Issues: NCSS Bulletin No. 93 Ronald W. Evans, David W. Saxe
2007 $45.99 0-87986-071-5
How Stakeholders Can Support Teacher Quality Lewis C. Solmon, Kimberly Firetag Agam, Citadelle Priagula Series: The Milken Family Foundation Series on Education Policy
2007 $45.99 978-1-59311-674-3
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Independent Movement and Travel in Blind Children: A Promotion Model Joseph Cutter Series: Critical Concerns in Blindness
2007 $45.99 978-1-59311- 603-3
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Innovations in Career and Technical Education: Strategic Approaches towards Workforce Competencies around the Globe Kathleen P. King, Victor C.X. Wang Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning
2007 $45.99 978-1-59311-839-6
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Inquiry in the Classroom: Realities and Opportunities Eleanor Abrams, Sherry Southerland, Peggy Silva Series: Contemporary Research in Education
2007 $45.99 978-1-59311-834-1
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International Perspectives on Social Justice in Mathematics Education Bharath Sriraman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education
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Language of the Land: Policy, Politics, Identity Katherine Schuster, David Witkosky Series: Studies in the History of Education
2007 $45.99 978-1-59311-617-0
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Negotiating Social Contexts: Identities of Biracial College Women Andra M. Basu Series: Research in Bilingual Education
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Online Learning Communities Rocci Luppicini Series: Perspectives in Instructional Technology and Distance Education
2007 $45.99 978-1-59311-678-1
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Podcasting for Teachers: Using a New Technology to Revolutionize Teaching and Learning Mark Gura, Kathleen P. King Series: Emerging Technologies for Evolving Learners
2007 $45.99 978-1-59311-658-3
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Promising Practices for Teachers to Engage with Families of English Language Learners Diana Hiatt-Michael Series: Family School Community Partnership Issues
2007 $45.99 978-1-59311-660-6
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Pruning The Ivy: The Overdue Reformation of Higher Education Milton Leontiades
2007 $45.99 978-1-59311-740-5
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Reading: Policy, Politics, and Processes Mengli Song, Tamara V. Young
2007 $45.99 978-1-59311-853-2
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Reading Across International Boundaries: History, Policy and Politics Roger Openshaw, Janet Soler Series: International Perspectives on Curriculum
2007 $45.99 978-1-59311-664-4
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Real Data Analysis Shlomo S. Sawilowsky Series: Quantitative Methods in Education and the Behavioral Sciences: Issues, Research, and Teaching
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Regression to the Mean: A Novel of Evaluation Politics Ernest R. House
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Religious Charter Schools: Legalities and Practicalities Lawrence D. Weinberg
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Resiliency Reconsidered: Policy Implications of the Resiliency Movement Donna M. Davis Series: Educational Policy in the 21st Century: Opportunities, Challenges and Solutions
2007 $45.99 978-1-59311-754-2
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Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics Frank K. Lester
2007 $250 978-1-59311-176-2
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2007 $45.99 978-1-59311-702-3
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Spirituality, Social Justice,and Language Learning David I. Smith, Terry Osborn Series: Contemporary Language Education
2007 $45.99 978-1-59311-599-9
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Standards in Education Dennis M. McInerney, Shawn Van Etten, Martin Dowson Series: Research on Sociocultural Influences on Motivation and Learning
2007 $45.99 978-1-59311-779-5
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Success Stories From a Failing School: Teachers Living Under the Shadow of NCLB Marilyn Johnston-Parsons, Melissa Wilson, Jeff Bernardi, Martha Bowling, Marilyn Karl, Elizabeth Lloyd, Melanie McCualsky, Gerrie McManamon, Andrew Nash, Robert Owens, Steve Schack
2007 $45.99 978-1-59311-777-1
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Talent Knows No Color: The History of an Arts Magnet High School Elaine Clift Gore Series: Research in Curriculum and Instruction
2007 $45.99 978-1-59311-761-0
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The Blind Need Not Apply: A History of Overcoming Prejudice in the Orientation and Mobility Profession Ronald J. Ferguson Series: Critical Concerns in Blindness
2007 $45.99 978-1-59311-574-6
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The Enterprise of Education Kagendo Mutua, Cynthia Szymanski Sunal Series: Research on Education in Africa, the Caribbean, and the Middle East
2007 $45.99 978-1-59311-710-8
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The Testing Gap: Scientific Trials of Test-Driven School Accountability Systems for Excellence and Equity Jaekyung Lee Series: Research in Educational Policy: Local, National, and Global Perspectives
2007 $45.99 978-1-59311-748-1
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The Young Adolescent and the Middle School Steven B. Mertens, Vincent A. Anfara, Micki M. Caskey Series: The Handbook of Research in Middle Level Education
2007 $45.99 978-1-59311-662-0
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This Happened in America: Harold Rugg and the Censure of Social Studies Ronald W. Evans Series: Studies in the History of Education
2007 $45.99 978-1-59311-765-8
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Throwing Voices: Five Autoethnographies on Postradical Education and Fine Art of Misdirection Guy B. Senese
2007 $45.99 978-1-59311-827-3
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Training Higher Education Policy Makers and Leaders: A Graduate Program Perspective Michael T. Miller, Diane Wright Series: Educational Policy in the 21st Century: Opportunities, Challenges and Solutions
2007 $45.99 978-1-59311-756-6
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War, Nation, Memory: International Perspectives on World War II in School History Textbooks Keith A. Crawford, Stuart J. Foster Series: Research in Curriculum and Instruction
2007 $45.99 978-1-59311-851-8
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ABC's of Cultural Understanding and Communication: National and International Adaptations Patricia Ruggiano Schmidt, Claudia Finkbeiner Series: Literacy, Language and Learning
2006 $45.99 978-1-59311-463-3
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Advancing Education Productivity: Policy Implications from National Databases Herbert J. Walberg Series: Research in Educational Productivity
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American Evangelicals and Religious Diversity: Subcultural Education, Theological Boundaries, and the Relativization of Tradition
2006 $45.99
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Avoiding School Facility Issues: A Consultant's Guidance to School Superintendents G. Kent Stewart
2006 $45.99 978-1-59311-592-0
Beyond the Modern University: Toward a Constructive Postmodern University Marcus Peter Ford
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Big Theories Revisited Dennis M. McInerney, Shawn Van Etten Series: Research on Sociocultural Influences on Motivation and Learning
2006 $45.99 1-59311-052-9
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Breaking Out of the Box: Interdisciplinary Collaboration and Faculty Work Marilyn J. Amey, Dennis F. Brown
2006 $45.99 1-59311-132-0
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Can Unlike Students Learn Together? Herbert J. Walberg, Arthur J. Reynolds, Margaret C. Wang Series: Research in Educational Productivity
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Celluloid Blackboard: Teaching History with Film Alan S. Marcus Series: Contemporary Research in Education
2006 $45.99 978-1-59311-572-2
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Challenging Perspectives on Mathematics Classroom Communication Anna Chronaki, Iben Maj Christiansen Series: International Perspectives on Mathematics Education - Cognition, Equity & Society
2006 $45.99 1-59311-151-7
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Challenging the System?: A Dramatic Tale of Neoliberal Reform in an Australian High School Martin Forsey Series: Education Policy in Practice: Critical Cultural Studies
2006 $45.99 978-1-59311-578-4
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Childhood in South Asia Jyotsna Pattnaik Series: Research in Global Child Advocacy
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Communication and Metacommunication in Human Development Jaan Valsiner, Angela Uchoa Branco
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Contemporary Issues in Educational Policy and School Outcomes Wayne K. Hoy, Cecil Miskel Series: Research and Theory in Educational Administration
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Critical Issues in Social Studies Teacher Education Susan Adler Series: Research in Social Education
2006 $45.99 1-59311-094-4
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Crosscurrents and Crosscutting Themes Kagendo Mutua, Cynthia Szymanski Sunal Series: Research on Education in Africa, the Caribbean, and the Middle East
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Culture and Learning: Access and Opportunity in the Classroom Mark Olssen Series: International Perspectives on Curriculum
2006 $45.99 1-59311-178-9
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Curriculum and Teaching Dialogue volume 8 1&2 Barbara Slater Stern Series: Curriculum & Teaching Dialogue
2006 $45.99 978-1-59311-576-0
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Death and Delusion: A Freudian Analysis of Mortal Terror Jerry S. Piven
2006 $25.99 1-59311-124-X
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Democratic Education for Social Studies: An Issues-Centered Decision Making Curriculum Anna S. Ochoa-Becker Series: International Social Studies Forum: The Series
2006 $45.99 978-1-59311-590-6
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Distance Education: Definition and Glossary of Terms (Second Edition) Charles Schlosser, Michael Simonson
2006 $45.99 1-59311-515-6
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Early Language Learning: A Model for Success Carol M. Saunders Semonsky, Marcia A. Spielberger Series: Contemporary Language Education
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Educating Toward a Culture of Peace Yaacov Iram
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Education of Minorities and Peace Education in Pluralistic Societies Yaacov Iram
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Educational Resiliency: Student, Teacher, and School Perspectives Hersch C. Waxman, Yolanda N. Padron, Jon P. Gray Series: Research in Educational Diversity and Excellence
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Educational Restructuring: International Perspectives on Traveling Policies Sverker Lindblad, Tom Popkewitz Series: International Perspectives on Educational Policy, Research and Practice
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Exposing a Culture of Neglect: Herschek T. Manuel and Mexican American Schooling Matthew D. Davis Series: Research in Curriculum and Instruction
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Focus on Curriculum Dennis M. McInerney, Shawn Van Etten Series: Research on Sociocultural Influences on Motivation and Learning
2006 $45.99 1-59311-207-6
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Forgotten Heroes of American Education: The Great Tradition of Teaching Teachers J. Wesley Null, Diane Ravitch Series: Readings in Educational Thought
2006 $45.99 1-59311-447-8
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From Sites of Occupation to Symbols of Multiculturalism: Re-Conceptualizing Minority Education in Post-Soviet Latvia Iveta Silova Series: Research in Multicultural Education and International Perspectives
2006 $45.99 1-59311-461-3
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Helping Kids Achieve Their Best: Understanding and Using Motivation in the Classroom (revised edition) Dennis M. McInerney
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Home Schooling In Full View: A Reader Bruce S. Cooper
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Identity and Second Language Learning: Culture, Inquiry, and Dialogic Activity in Educational Contexts Miguel Mantero Series: Contemporary Language Education
2006 $45.99 978-1-59311-539-5
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2006 $45.99 1-59311-352-8
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Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity, and Social Justice Denise E. Armstrong, Brenda J. McMahon Series: Issues in the Research, Theory, Policy, and Practice of Urban Education
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Making It Work: Educating the Blind/Visually Impaired Student in the Regular School Carol Castellano Series: Critical Concerns in Blindness
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Middle School and the Age of Adjustment: A Guide for Parents
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Military Education: Past, Present and Future
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Moral Education in America's Schools: The Continuing Challenge Thomas C. Hunt, Monalisa McCurry-Mullins, Ph.D.
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Multicultural Literature for Children and Young Adults: Reflections on Critical Issues Mingshui Cai Series: Contributions to the Study of World Literature
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Multilingualism from Infancy to Adolescence Eduardo D. Faingold
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Naturally Small: Teaching and Learning in the Last One-Room Schools Stephen A. Swidler
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New Frontiers for Self Research Herbert Marsh, Rhonda G. Craven, Dennis M. McInerney Series: International Advances in Self Research
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New Perspectives in Service Learning: Research to Advance the Field Andrew Furco, Shelley H. Billig Series: Advances in Service-Learning Research
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Nordic Childhoods and Early Education: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway, and Sweden Johanna Einarsdottir, John A. Wagner Series: International Perspectives on Educational Policy, Research and Practice
2006 $45.99 1-59311-350-1
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Okoboji: A Twenty Year Review of Leadership - 1955-1974 L. Cochran
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Online Professional Development for Teachers Charalambos Vrasidas, Gene V Glass Series: Current Perspectives on Applied Information Technologies
2006 $45.99 1-59311-203-3
Our Place on Campus: Lesbian, Gay, Bisexual, Transgender Services and Programs in Higher Education Series: The Greenwood Educators' Reference Collection
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Overcoming AIDS: Lessons Learned from Uganda Donald E. Morisky, W. James Jacob, Yusuf K. Nsubuga, Steven J. Hite Series: Research in Global Child Advocacy
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Pedagogical Desire: Authority, Seduction and the Question of Ethics Jan Jagodzinski
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Politics, Language and Culture: A Critical Look at Urban School Reform Joseph W. Check
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Preparing Educators to Communicate and Connect with Families and Communities Patricia Ruggiano Schmidt Series: Literacy, Language and Learning
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Private Higher Education: An International Bibliography Alma Maldonado-Maldonado, Yingxia Cao, Hong Zhu, Daniel C. Levy, Philip G. Altbach
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76
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Project-Based Second and Foreign Language Education: Past, Present, and Future Gulbahar H. Beckett, Paul Chamness Miller Series: Research in Second Language Learning
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Promoting the Success of Individual Learners: Teachers Applying Their Craft at the Undergraduate Level Jeffrey E. Porter
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Re-Envisioning Education and Democracy Ruthanne Kurth-Schai, Charles R. Green
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Recapturing the Personal: Essays on Education and Embodied Knowledge in Comparative Perspective Irving Epstein
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Reform in Undergraduate Science Teaching for the 21st Century Dennis W. Sunal, Emmett L. Wright, Jeanelle Bland Series: Research in Science Education
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The Challenges of Education in Central Asia Stephen P. Heyneman, Alan J. De Young Series: International Perspectives on Educational Policy, Research and Practice
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The McDonaldization of Higher Education Dennis Hayes, Robin Wynyard
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Voices from the Margins: An Annotated Bibliography of Fictions on Disabilities and Differences for Young People
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Addressing The Achievement Gap Ronald D. Taylor Series: Research in Educational Productivity
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Advances in Community Thought and Research Irma N. Guadarrama, John Ramsey, Janice Nath Series: Research in Professional Development Schools
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Asian and Pacific American Education: Learning, Socialization, and Identity Clara C. Park, Russell Endo, A. Lin Goodwin Series: Research on the Education of Asian Pacific Americans
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Challenges and Strategies for Studying Human Development in Cultural Contexts Cynthia Lightfoot, Maria Lyra, Jaan Valsiner Series: Advances in Cultural Psychology: Constructing Human Development
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Critical Questions, Critical Perspectives: Language and the Second Language Educator Timothy Reagan Series: Contemporary Language Education
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Curriculum and Teaching Dialogue volume 7 1&2 Barbara Slater Stern Series: Curriculum & Teaching Dialogue
2005
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Deep Change: Cases and Commentary on Schools and Programs of Successful Reform in High Stakes States Gerald Ponder, David Strahan Series: Research in Curriculum and Instruction
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Diffusion of Innovations in English Language: The ELEC Effort in Japan, 1956-1968 Lynn Earl Henrichsen Series: Contributions to the Study of Education
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Explorations in Curriculum History Sherry L. Field Series: Research in Curriculum and Instruction
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Forefronts in Research Kagendo Mutua, Cynthia Szymanski Sunal Series: Research on Education in Africa, the Caribbean, and the Middle East
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Gender and Schooling in the Early Years Janice Koch, Beverly Irby Series: Research on Women and Education
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Improving Service-Learning Practice: Research on Models to Enhance Impacts Susan Root, Jane Callahan, Shelley H. Billig Series: Advances in Service-Learning Research
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International Perspectives on Research in Early Childhood Education Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
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Language in Multicultural Education Farideh Salili, Rumjahn Hoosain Series: Research in Multicultural Education and International Perspectives
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Optimizing Student Success in School with the Other Three Rs: Reasoning, Resilience, and Responsibility Robert J. Sternberg, Rena F. Subotnik Series: Research in Educational Productivity
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Research in Technology and Second Language Learning: Developments and Directions Yong Zhao Series: Research in Second Language Learning
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The Arab-Israeli Conflict in Israeli History Textbooks, 1948-2000 Elie Podeh
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The Encyclopedia of Middle Level Education Vincent A. Anfara, Gayle Andrews, Steven B. Mertens Series: The Encyclopedia of Middle Level Education
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Trends and Issues in Distance Education: An International Perspective Lya Visser, Michael Simonson Series: Perspectives in Instructional Technology and Distance Education
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What Counts as Knowledge in Teacher Education (Volume 5) James Raths Series: Advances in Teacher Education
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What Works in Distance Learning: Guidelines Harold F. O'Neil
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Which Way Social Justice in Mathematics Education Leone Burton Series: International Perspectives on Mathematics Education - Cognition, Equity & Society
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Wise Social Studies in an Age of High-Stakes Testing: Essays on Classroom Practices and Possibilities Elizabeth Anne Yeager, O. L. Davis Series: Research in Curriculum and Instruction
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Civil Society or Shadow State?: State/NGO Relations in Education Margaret Sutton, Robert F. Arnove Series: Education Policy in Practice: Critical Cultural Studies
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Contemporary Perspectives on Early Childhood Ed Personnel: Preparation, Practice and Professionalism Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
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Learning from Television: What the Research Says G. Chu, W. Schramm
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Mathematics Education within the Postmodern Margaret Walshaw Series: International Perspectives on Mathematics Education - Cognition, Equity & Society
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Opening Communicative Space: Evaluation and the Public Sphere Stephen Kemmis, Hannele Niemi Series: Evaluation and Society
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Parallel Paths to Constructivism: Jean Piaget and Lev Vygotsky Susan Pass
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Radical Reformers: The Influence of the Left in American Education Maurice R. Berube
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Reading and Writing Ourselves into Being: The Literacy of Certain 19th Century Young Women Claire White Putala Series: Literacy, Language and Learning
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Readings in American Educational Thought: From Puritanism to Progressivism Andrew J. Milson, Chara Haeussler Bohan, Perry L. Glanzer, J. Wesley Null Series: Readings in Educational Thought
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Reforming Middle Level Education: Considerations for Policymakers Sue C. Thompson, Vincent A. Anfara Series: The Handbook of Research in Middle Level Education
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Talented Teachers: The Essential Force for Improving Student Acheivement Lewis C. Solmon, Tamara W. Schiff Series: The Milken Family Foundation Series on Education Policy
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The Evolution of American Educational Technology Paul Saettler
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A Race Against Time: A Crisis in Urban Schooling James G. Cibulka, William Lowe Boyd Series: Contemporary Studies in Social and Policy Issues in Education: The David C. Anchin Center Series
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A River Forever Flowing: Cross-Cultural Lives and Identities in the Multicultural Landscape Ming Fang He
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Latino Students in American Schools: Historical and Contemporary Schools Valentina Kloosterman
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Mathematical Cognition James M. Royer Series: Current Perspectives on Cognition, Learning and Instruction
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Success Factors of Young African Women at a Historically Black College Marilyn J. Ross
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Surmounting all Odds: Equalizing Education Opportunities in the New Millennium (Vol 1 & 2) Carol Camp Yeakey, Ronald D. Henderson Series: Research on African American Education
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Teacher Beliefs and Classroom Performance: The Impact of Teacher Education James Raths, Amy C. McAninch Series: Advances in Teacher Education
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The Life and Works of Ruskin Bond Meena G. Khorana Series: Contributions to the Study of World Literature
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Toward Wellness: Prevention, Coping, and Stress Gordon S. Gates, Mimi Wolverton Series: Research on Stress and Coping in Education
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Towards the Virtual University: International On-line Learning Perspectives Nicolae Nistor, Lyn English, Steve Wheeler Series: Perspectives in Instructional Technology and Distance Education
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Web Based Learning: What do we know? Where do we go? Roger Bruning, Peter Hom, Lisa M. PytlikZillig
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Academic Pathfinders: Knowledge Creation and Feminist Scholarship Patricia J. Gumport Series: Greenwood Studies in Higher Education
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African-American Teens Discuss Their Schooling Experience Gail L. Thompson
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Contemporary Perspectives on Early Childhood Curriculum Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
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Contemporary Perspectives on Literacy in Early Childhood Education Olivia Saracho, Bernard Spodek Series: Contemporary Perspectives in Early Childhood Education
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Defining and Redefining Gender Equity in Education Janice Koch, Beverly Irby Series: Research on Women and Education
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Education for Democracy: Contexts, Curricula, Assessments Walter C. Parker
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Internationalization of Higher Education in the United States of America and Europe: A Historical, Comparative and Conceptual Analysis Hans De Witt Series: Greenwood Studies in Higher Education
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Literacy and the Second Language Learner JoAnn Hammadou Sullivan Series: Research in Second Language Learning
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Multiple Competencies and Self-regulated Learning: Implications for Multicultural Education Farideh Salili, Ying-yi Hong, Chi-yue Chiu Series: Research in Multicultural Education and International Perspectives
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Research on the Education of Asian Pacific Americans Vol. 1 Clara C. Park, A. Lin Goodwin, Stacey J. Lee Series: Research on the Education of Asian Pacific Americans
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Researching Mathematics Classrooms: A Critical Examination of Methodology Simon Goodchild, Lyn English Series: International Perspectives on Mathematics Education - Cognition, Equity & Society
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School Reform Proposals: The Research Evidence Alex Molnar Series: Research in Educational Productivity
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Service Learning: The Essence of the Pedagogy Andrew Furco, Shelley H. Billig Series: Advances in Service-Learning Research
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Service Learning Through a Multidisciplinary Lens Shelley H. Billig, Andrew Furco Series: Advances in Service-Learning Research
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Successful Educators: A Practical Guide for Understanding Children's Learning Problems and Mental Health Issues Nathan Naparstek
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Successful Reading Instruction Michael L. Kamil, JoAnn B. Manning, Herbert J. Walberg Series: Research in Educational Productivity
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Taking Small Classes One Step Further Jeremy D. Finn, Kenneth K. Wong
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Teacher Training and Effective Pedagogy in the Context of Student Diversity Liliana Minaya-Rowe Series: Research in Bilingual Education
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The Designs of Academic Literacy: A Multiliteracies Examination of Academic Achievement Michael Newman
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Theory and Research in Educational Administration Vol. 1 Cecil Miskel, Wayne K. Hoy Series: Research and Theory in Educational Administration
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Working with Troubled Youth in Schools: A Guide for All School Staff Garrett McAuliffe
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Critical Issues in Social Studies Research for the 21st Century William B. Stanley Series: Research in Social Education
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Instructional Design: A Primer Bruce R. Ledford, Phillip J. Sleeman
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Learning from Media: Arguments, Analysis, and Evidence Richard E. Clark Series: Perspectives in Instructional Technology and Distance Education
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Methods of Evaluating Educational Technology Walt Heinecke, Laura Blasi Series: Research Methods for Educational Technology
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Multicultural Education: Issues, policies, and practices Farideh Salili, Rumjahn Hoosain Series: Research in Multicultural Education and International Perspectives
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Promising Practices for Family Involvement in Schools Diana Hiatt-Michael Series: Family School Community Partnership Issues
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Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism Patricia Ruggiano Schmidt, Peter B. Mosenthal Series: Literacy, Language and Learning
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The Handbook of Research in Middle Level Education Vincent A. Anfara Series: The Handbook of Research in Middle Level Education
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Academia in Upheaval: Origins, Transfers, and Transformations of the Communist Academic Regime in Russia and East Central Michael David-Fox, Gy�rgy P�teri
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Handbook of Research on Catholic Education Thomas C. Hunt, Ellis A. Joseph, Ronald J. Nuzzi
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Issues in Education: View from the Other Side of the Room Geraldine Coleman
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Research, Principles and Practices in Visual Communication
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Technology and the Management of Instruction - Monograph 4 R. Heinich
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The Meanings of Teaching: An International Study of Secondary Teachers' Work Lives Allen Menlo, Pam Poppleton
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Community Education and Crime Prevention: Confronting Foreground and Background Causes of Criminal Behavior Carolyn Siemens Ward
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Grading Student Writing: An Annotated Bibliography Bruce W. Speck Series: Bibliographies and Indexes in Education
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Teaching Shakespeare with Film and Television: A Guide H. R. Coursen
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Teaching and Counseling Gifted and Talented Adolescents: An International Learning Style Perspective Roberta M. Milgram, Rita Dunn, Gary E. Price
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Content and Level Specification Series: Research in Teaching and Technology
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Effective Practices in Training Teachers of English Learners Liliana Minaya-Rowe Series: Research in Bilingual Education
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Ethnography and Educational Policy Across the Americas Bradley A. U. Levinson Series: Education Policy in Practice: Critical Cultural Studies
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Financing a College Education: How It Works, How It's Changing Jacqueline E. King
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Helping Adolescents In School Tony Branwhite
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How Gertrude Teaches Her Children: Pestalozzi's Educational Writings: Two Works Johann Heinrich Pestalozzi Series: Significant Contributions to the History of Psychology 1750-1920
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Japanese and American Education: Attitudes and Practices Harry Wray
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Models of Learning, Memory, and Choice: Selected Papers William Kaye Estes
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Private Prometheus: Private Higher Education and Development in the 21st Century Philip G. Altbach Series: Contributions to the Study of Education
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Teaching Revising and Editing: An Annotated Bibliography Bruce W. Speck, Hinnen Series: Bibliographies and Indexes in Mass Media and Communications
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Technology and Teacher Ed: Present Realities, Future Possibilities Series: Research in Teaching and Technology
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The Educational System of Israel Yaacov Iram, Mirjam Schmida Series: Contributions to the Study of Education
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The Rhetoric of Diversity and the Traditions of American Literacy Study: Critical Multiculturalism in English Lesliee Antonette Series: Critical Studies in Education and Culture Series
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The Rise and Fall of Abacus Banking in Japan and China Yuko Arayama, Panos Mourdoukoutas
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Writing Centers and Writing Across the Curriculum Programs: Building Interdisciplinary Partnerships Robert W. Barnett, Jacob S Blumner Series: Contributions to the Study of Education
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