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1 Table of Contents Adolescents in the Internet Age 6 American Educational History Journal. 6 Analyzing School Contexts. 7 An Awkward Echo. 8 Bridge Leadership. 8 Bridging the Knowledge Divide. 9 Case Studies and Activities in Adult Education and Human Resource Development 10 Cases 'n' Places. 10 Catholic Higher Education in the 1960s. 11 The Challenges for New Principals in the 21st Century 11 Changing Problem Behavior in Schools 12 Citizenship Education and Social Development in Zambia 12 College Student-Athletes. 13 College Teaching and the Development of Reasoning 14 Completing a Professional Practice Dissertation. 14 The Comprehensive Handbook of Constructivist Teaching. 15 Conflicts, Disputes, and Tensions Between Identity Groups. 15 Connected Minds, Emerging Cultures. 16 Constructivist Instructional Design (C-ID). 16 Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education 17 Creating Our Identities in Service-Learning and Community Engagement 18 Critical Global Perspectives. 19 Critical Issues in Mathematics Education 19 Cross-National Information and Communication Technology Policies and Practices in Education. 20 Crossing Languages and Research Methods. 21 Curriculum and Teaching Dialogue Volume 11 Issues 1&2 22 Deepening Literacy Learning. 22 Democracy and Multicultural Education 23 Distance Education 3rd Edition. 23 Dreams Deferred. 24 Education of Students with an Intellectual Disability. 24 Education Redux. 25 Educational Technology in Practice. 26 Empowering Women Through Literacy. 27 English Language Learners and Math. 27 The Equitable Cultural Tourism Handbook 28 ESL, EFL and Bilingual Education. 28 Evaluating Electronic Portfolios in Teacher Education 29 Finding Meaning in Civically Engaged Scholarship. 29 A Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum 30 2 Fluency In Distance Learning 31 For the People. 31 Future Curricular Trends in School Algebra And Geometry. 32 Getting Closer to God 32 Getting Ready for College Begins in Third Grade. 33 The Handbook of the Evolving Research of Transformative Learning. 33 Handbook on Developing Curriculum Materials for Teachers. 34 Handbook on International Studies in Education 35 High Stakes Accountability. 35 High-Tech Tots. 36 Hopes in Friction. 37 Hybrid-Context Instructional Model. 37 ICT for Education, Development, and Social Justice 38 Improving Writing and Thinking through Assessment 39 Innovative Strategy Making in Higher Education 39 Inspiring Student Writers. 40 Interdisciplinarity, Creativity, and Learning. 40 An International Look at Educating Young Adolescents 41 International Perspectives on Bilingual Education. 42 International Perspectives on Gender and Mathematics Education 42 Issues of Identity in Music Education. 43 Language Matters. 44 Leadership and Intercultural Dynamics 44 Leadership and Learning. 45 Leadership for School Improvement in the Caribbean 46 Learning at the Back Door. 46 Learning on Other People's Kids. 46 Learning Solutions. 47 Learning to Learn with Integrative Learning Technologies (ILT). 47 Love, Justice, and Education. 48 Marginalized Literacies. 48 Mathematical Representation at the Interface of Body and Culture 49 Middle Grades Research. 50 Multicultural Families, Home Literacies, and Mainstream Schooling 50 Narrowing the Achievement Gap in a (Re) Segregated Urban School District. 51 National History Standards. 52 New Perspectives on Asian American Parents, Students and Teacher Recruitment 52 The New Social Studies. 53 The Paradoxes of High Stakes Testing. 54 Parental Choice? 54 Parenting Young Children. 55 Partnering for Progress. 56 Pathways. 56 The Perfect Norm. 57 3 The Perfect Online Course. 58 The Power of Learning from Inquiry. 59 The Power of We. 59 The Principal's Challenge. 59 Promising Practices for Family and Community Involvement during High School 60 Promising Practices to Support Family Involvement in Schools 61 Reforming Teaching Globally 61 a Relatively and Philosophically E rnest. 62 Religiosity, Cultural Capital, and Parochial Schooling. 62 Research on Technology in Social Studies Education 63 Research on Urban Teacher Learning. 64 Research Perspectives. 64 Research Supporting Middle Grades Practice 65 The Role of Mathematics Discourse in Producing Leaders of Discourse 65 The Secure Child. 66 Service-Learning for Diverse Communities. 67 Social Issues and Service at the Middle Level 67 Spark the Brain, Ignite the Pen (SECOND EDITION). 68 Spirituality, Religion, and Peace Education 68 Storied Inquiries in International Landscapes. 69 Student Perspectives on Assessment. 69 Studies in School Improvement 70 Taking Play Seriously. 70 Teaching Adolescents Religious Literacy in a Post-9/11 World 71 Teaching and Learning Chinese. 71 Teaching and Studying Social Issues. 72 Teaching and Studying the Holocaust 73 Teaching Inclusively in Higher Education 73 Teaching Science with Hispanic ELLs in K-16 Classrooms 74 Teaching Social Issues with Film 75 Technology in Retrospect. 75 Think Tank Research Quality. 76 Topics in Mathematics for Elementary Teachers. 76 Towards a Brighter Tomorrow. 77 Tradition and Culture in the Millennium. 78 Unpacking Pedagogy. 78 Using and Developing Measurement Instruments in Science Education. 79 Utilize Motivation to Fulfill Potentials. 79 War or Common Cause? 80 Wired for Learning. 80 World Language Teacher Education. 81 Writing for Educators. 81 The X Factor. 82 4 Complete Backlist 83 2010 Journal Subscription Rates 106 International Distributors 107 Order Form 109 5 Adolescents in the Internet Age Paris S. Strom, Auburn University Robert D. Strom, Arizona State University A volume in the series Lifespan Learning 2009. Paperback 978-1-60752-118-1 $45.99. Hardcover 978-1-60752-119-8 $85.99 The tools of communication technology have transformed socialization and education of adolescents. They are the first generation to be growing up with the Internet, cell phones, iPods, computers, electronic hand helds and satellite television. Building friendships and social networks are common experiences online. Most teenagers prefer the Internet as the main source of learning. Because students know things that are unknown to teachers, their traditional relationship can shift to provide greater benefit for both parties if they pursue reciprocal learning. This book introduces a new set of core topics to reflect current conditions of the adolescent environment instead of life in yesterday’s world. The discussion shows how the Internet can be used to practice skills needed for learning and working in the future. Visual intelligence and media literacy are essential for critical thinking. Creative thinking should be encouraged in classrooms and become a more common outcome of schooling. Social maturity can improve when networking includes interaction with adults as well as peers. Prevention of cheating and cyber abuse presents unprecedented challenges. Understanding sexuality, nutrition, exercise, and stress contribute to a healthy lifestyle. Teamwork skills, peer evaluation, and exercises for cooperative learning groups are presented. Classroom applications address the practical concerns of teachers. The book is organized in four domains of identity, cognitive, social, and health expectations. Each chapter includes student polls to assess conditions of learning and websites that augment the book content. The target audience is prospective teachers, in- service teachers, and school administrators studying adolescent development on campus and by distance learning. CONTENTS: Preface. PART I: IDENTITY EXPECTATIONS 1. Perspectives on Adolescence. 2. Cultural Change and Education. 3. Goals, Identity, and Motivation. PART II: COGNITIVE EXPECTATIONS 4. Mental Abilities and Achievement. 5. The Internet and Media Literacy. 6. Creative Thinking and Problem Solving. PART III: SOCIAL EXPECTATIONS 7. Social Maturity and Teamwork. 8. Risks for Adolescents and Schools. 9. Values and Ethical Character. PART IV: HEALTH EXPECTATIONS 10. Physical Health and Lifestyle. 11. Self Control and Safe Schools. 12. Emotions and Resilience. References American Educational History Journal VOLUME 36, NUMBER 1 & 2 2009 J. Wesley Null, Baylor University A volume in the series American Educational History Journal 2009. Paperback 978-1-60752-225-6 $39.99. Hardcover 978-1-60752-226-3 $73.99 to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. CONTENTS: VOLUME 36, NUMBER 1, 2009 Editor’s Introduction, J. Wesley Null. SPECIAL SECTION: THE IMPACT OF SPUTNIK ON AMERICAN EDUCATION. ‘The Teenage Terror in the Schools’: Adult Fantasies, American Youth, and Classroom Scare Films during the Cold War, Joshua Garrison. A Right Turn on the Left Coast: Max Rafferty as California State Superintendent of Public Instruction 1963-1971, Mark Groen. A Resuscitation of Gifted Education, Jennifer L. Jolly. Attacking Communists as Commissioner: The Role of Earl J. McGrath in the Red Scare of the 1950s, James B. Rodgers and J. Wesley Null. Transforming the American Educational Identity After Sputnik, Kathleen Anderson Steeves, Philip Evan Bernhardt, James P. Burns and Michele K. Lombard. The Dark Ages Haven’t Ended Yet: Kurt Vonnegut and the Cold War, Paul J. Ramsey. Women and Power in Schools, 1957-1963, June Overton Hyndman. Discretion Over Valor: The AAUP During the McCarthy Years, Stephen Aby. Private Higher Education in a Cold War World: Central America, James J. Harrington. Building a Pipeline to College: A Study of the Rockefeller-Funded ‘A Better Chance’ Program, 1963-1969, Andrea Walton. GENERAL ESSAYS: CURRICULUM, TEACHING, AND TEACHER EDUCATION. A ‘Model School,’ Alabama State College Laboratory High School, 1920-1969: A Study of African American’s Dedication to Educational Excellence During Segregation, Sharon Pierson. E. L. Thorndike or Edward Brooks?: A Comparison 6 of Their Views On Mathematics Curriculum and Teaching, Susan Cooper-Twamley and J. Wesley Null. Teachers’ Lyceums in Early Nineteenth-Century America, Mindy Spearman. Why Men Left: Reconsidering the Feminization of Teaching in the Nineteenth Century, Sarah E. Montgomery. VOLUME 36, NUMBER 2, 2009 Editor’s Introduction, J. Wesley Null. Struggle for the Soul of Felix Adler, Jared R. Stallones. Danagers of Virtue Revisited: The Missouri Anomaly, 1865-1915, Frances A. Karanovich and Linda C. Morice. An Early Start: WPA Emergency Nursery Schools in Texas, 1934-1943, Lynn M. Burlbaw. An Examination of Latent Threads and Themes in The Catalyst (1969-1971), Christina Blasingame, Dee Brown, Lee S. Duemer, Birgit Green and Belinda Richardson. Meeting the Needs of Texas School Children: The Texas Minimum Foundation School Program, Deborah L. Morowski. Has the Texas Revolution Changed?: A Study of U. S. History Textbooks from 1897-2003, Connee Duran and J. Wesley Null. Institutionalized Hypocrisy: The Myth of Intercollegiate Athletics, Ronald D. Flowers. The NEA’s Early Conflict Over Educational Freedom, Timothy Reese Cain. White Involvement in the Civil Rights Movement: Motivation and Sacrifices, J. Spencer Clark. Military Drill in the Service of American Hegemony over Hawai’i, C. Kalani Beyer. You Can Run, But You Can’t Hide: The Intersection of Race and Class in Two Kansas City Schools, 1954-1974, Shirley Marie McCarther, Loyce Caruthers and Donna Davis. Choctaw Leadership in Oklahoma: The Allen Wright Family and Education in the Nineteenth and Early Twentieth Centuries, Grayson Noley, Joan K. Smith, Courtney Vaughn and Dana Cesar. American Indian Organizational Education in Chicago: The Community Board Training Project, 1979– 1989, John J. Laukaitis. 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 $39.99. Hardcover 978-1-61735-015-3 $73.99 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. 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. 7 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 $39.99. Hardcover 978-1-60752-399-4 $73.99 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. 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 $39.99. Hardcover 978-1-60752-350-5 $73.99 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. 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 8 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. Bridging the Knowledge Divide Educational Technology for Development Stewart Marshall, The University of the West Indies Wanjira Kinuthia, Georgia State University Wallace Taylor, The University of the West Indies A volume in the series Educational Design and Technology in the Knowledge Society 2009. Paperback 978-1-60752-109-9 $39.99. Hardcover 978-1-60752-110-5 $73.99 In many international settings, developing economies are in danger of declining as the digital divide becomes the knowledge divide. This decline attacks the very fabric of cohesion and purpose for these regional societies delivering increased social, health, economic and sustainability problems. The examples in this book will provide leaders, policy developers, researchers, students and community with successful strategies and principles of ICT use in education to address these needs. This book will discuss how educational technology can be used to transform education and assist developing communities to close the knowledge divide. It will provide comprehensive coverage of educational technology in development in different professions and parts of world. The book will provide examples of best practice, case studies and principles for educators, community leaders, researchers and policy advisers on the use of educational technology for development. In particular, it will provide examples of how education can be provided more flexibly in order to provide access to hitherto disadvantaged communities and individuals. CONTENTS: Foreword. Biographical Notes on the Editors. Biographical Notes on the Authors. Acronyms. Introduction: Bridging the Knowledge Divide: Educational Technology for Development, Stewart Marshall, Wanjira Kinuthia, and Wal Taylor. SECTION 1: FLEXIBLE EDUCATION FOR EMPOWERMENT. Flexible Education and Community Development, Martin Franklin and Roger Hosein. Flexible Learning for Community Economic Development, Haaveshe Nekongo-Nielsen. Contribution of the IDE in Promoting Gender Equality and in Empowering Women in Swaziland, C. W. S. Sukati, Esampally Chandraiah, and Nokuthula T. Vilakati. A Virtual Wheel of Fortune?: Enablers and Constraints of ICTs in Higher Education in South Africa, Laura Czerniewicz and Cheryl Brown. Delivering Distance Education for the Civil Service in the UK: The University of Chester’s Foundation for Government Program, Jon Talbot. SECTION 2: MANAGING AND COMMUNICATING KNOWLEDGE. Knowledge Management Strategies for Distance Education, Neil Butcher. The Effectiveness of Mobile Short Messaging Service (SMS) Technologies in the Support of Selected Distance Education Students of Makerere University, Uganda, Richard Kajumbula. The Impact of Video Conferencing on Distance Education Courses: A University of Namibia Case Study, Trudie Frindt. Open Resources for Open Learning in Developing Countries: Deciphering Trends for Policies, Quality, and Standards Considerations, Wanjira Kinuthia. Freedom, Innovation, and Equity with Open Source Software, Richard Wyles. Copyright Issues and their Impact on Flexible Education in Africa, Pauline Ngimwa. SECTION 3: FLEXIBLE DELIVERY IN HIGHER EDUCATION. University Education for National Development: Makerere University’s Dual Mode Experience, Jessica N. Aguti. Considerations for Higher Education Distance Education Policy for Development: A Case of the University of Botswana, Judith W. Kamau. Blended Online and Face-to-Face Learning: A Pilot Project in the Faculty of Education, Eduardo Mondlane University, Xavier Muianga. Evaluating the Impact of CABLE: A Cognitive Apprenticeship-Based Learning Environment, Ioana Chan Mow, Wing Au, and Greg Yates. From Distance Learning to E-learning in Central and Northern Mozambique, Aurelio Gomes and Elizabeth Walker. A Framework for the Delivery of Cross-Regional Distance Education to Professionals in Developing Countries, Kim I. Mallalieu and Pamela Collins. Distance Learning—Challenges and Opportunities for Postgraduate Medical Education: A Case Study of Postgraduate Training in Family Medicine Using Distance Learning at the University of the West Indies (2001–2006), Pauline Williams-Green, Affette McCaw-Binns and Tomlin Paul. SECTION 4: PREPARING TEACHERS USING FLEXIBLE APPROACHES. Preservice Teacher Preparation and Effective eLearning, Susan Crichton and Gail Shervey. Distance Teacher Training in Rwanda: Comparing the Costs, Alison Mead Richardson. Beckoning E- Learners through Exploration of Computer Technology, Pier Angeli Junor Clarke. Educational Technology and Flexible Education in Nigeria: Meeting the Need for Effective Teacher Education, Nwachukwu Prince Ololube and Daniel Elemchukwu Egbezor. Fostering Digital Literacy of Primary Teachers in Community Schools: The BET K–12 Experience in Salvador de Bahia, Lorenzo Cantoni, Francesca Fanni, Isabella Rega, and Stefano Tardini. 9 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 $39.99. Hardcover 978-1-61735-074-0 $73.99 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. 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 10 Education, Ewa McGrail. Developing Professional Competencies of Teacher Educators in the use of Educational Technology, with Scenario- based 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. Catholic Higher Education in the 1960s Issues of Identity, Issues of Governance Anthony J. Dosen, DePaul University, Chicago A volume in the series Research on Religion and Education 2009. Paperback 1-931576-30-0 $39.99. Hardcover 1-931576-31-9 $73.99 Catholic Higher Education in the 1960s is a series of cases that describes and analyzes the transitions made by representative Catholic institutions in their attempts to update their governance structures and maintain their Catholic identity in the midst of the post-Vatican II era. This book will be of interest to historians of education and Catholic education; to administrators and faculty in Catholic schools and in other religious-based institutions that seek to understand the dynamic of balancing their religious identity with their attempts at “reading the signs of the times.” CONTENTS: Acknowledgements. Introduction. Series Introduction. 1 A Context for Understanding Identity in Catholic Higher Education in the 1960s. 2 Catholic Higher Education in the United States: A Historical Context. 3 Webster College: Child of the Sixties or Prophetic Voice. 4 St. Louis University: From Catholic Frontier College to Catholic Urban University. 5 God, Country, Notre Dame. 6 In the Shadow of the Golden Dome: St. Mary’s Story. 7 The Trials of Being Biggest: St. John’s University. 8 DePaul University: Diverse and/or Catholic. 9 Identity and Governance in Catholic Higher Education: Lessons Learned. 10 Catholic Higher Education: Some Final Reflections 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 $39.99. Hardcover 978-1-61735-093-1 $73.99 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. 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 11 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. Changing Problem Behavior in Schools Alex Molnar, Arizona State University Barbara Lindquist 2009. Paperback 978-1-60752-113-6 $39.99 (orginally published by Jossey-Bass 1990) Changing Problem Behavior in Schools presents an innovative approach to dealing with classroom behavior problems that can be used successfully by teachers as all grade levels, counselors, and administrators. The authors draw on techniques and strategies developed by family therapists to show how behavior can be changed and chronic problems eff ectively addressed. They off er numerous examples—drawn from the authors’ research on over two hundred cases—to illustrate problemsolving methods used successfully in classrooms, lunchrooms, and a variety of other school settings and situations. They suggest ways to build on successes and maintain an ongoing system for handling problem behavior. And they provide guidelines for analyzing unsuccessful attempts at changing behavior and off er advice on how to handle relapses. The book examines ways to overcome a wide range of student problems, such as fighting, sleeping in class, and tardiness. It also includes advice on solving staff relations problems such as disagreements over student placement — as well as problems between the school and the community such as a lack of cooperation from parents. A valuable resource section includes practice activities that provide step-by-step instructions for applying each of the book’s specific problem-solving techniques in the school or classroom. The approach to problem behaviors in the school described in this book is called "ecosystemic" because problem behavior is viewed as a part of, not separate from, the social setting within which it occurs. The book is divided into three parts. The three chapters in Part One describe the ecosystemic framework used to explain problem behavior. Chapter 1 analyzes how social, personal, and professional factors influence individuals' perceptions of events and contribute to keeping their behavior in problem situations from changing. Chapter 2 describes the usefulness of the concept of ecosystem and explains how problems and solutions are viewed from an ecosystemic perspective. Chapter 3 focuses on how to recognize and use ecosystemic clues to help develop the flexible approach to problem solving. Part Two of the book, consisting of chapters 4 through 9, presents ecosystemic methods for promoting change in problem situations. Each chapter is devoted to a different ecosystemic technique. Each chapter follows the same format: the technique is described, case examples are presented and discussed, and the essential elements of the technique are reviewed. The three chapters in Part Three encourage readers to implement techniques from Parts One and Two. A resource section concludes the book. 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 $39.99. Hardcover 978-1-60752-393-2 $73.99 Zambia, the butterfly-shaped, central African country has a population of about 11 million people, and as other Sub-Saharan African 12 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. College Student-Athletes Challenges, Opportunities, and Policy Implications Michael T. Miller, University of Arkansas Daniel B. Kissinger, University of Arkansas A volume in the series Educational Policy in the 21st Century: Opportunities, Challenges and Solutions 2009. Paperback 978-1-60752-140-2 $39.99. Hardcover 978-1-60752-141-9 $73.99 This volume is a critical and objective study of the contemporary college student athlete. Framed around the process of recruitment, transition, and support of student athletes in higher education, the volume is a response to societal pressures to reform college athletics. Driven by publicity and the potential for revenue gains, colleges and universities have invested heavily in developing athletic programs, coaches, and facilities. Yet few resources are invested strategically in the personal and intellectual development of student athletes. Written by a team of authors with first-hand experience working with student athletes and transitional programs, the volume argues that institutional attention must be directed at caring for the personal and intellectual growth of student athletes. Highlighting some best-practice curricula and exploring the psychological issues surrounding participating in often highly-competitive athletics, the authors consistently conclude that institutional responsibility is of the utmost and immediate importance. Authors also consider the unique settings of student athletes in community and private liberal arts colleges, demonstrating the broad interest in athletics and institutional competition. The result is an important volume that will be of interest to those who counsel and administer intercollegiate athletic programs, faculty and researchers looking for insightful baseline data on the contemporary student athlete, and those concerned with transitional programs and the future of higher education. CONTENTS: Series Editor’s Introduction: College Student-Athlete: Challenges, Opportunities, and Policy Implications. Foreword, Gary M. Miller. The Contemporary College Student Athlete as a Subpopulation, Daniel B. Kissinger and Michael T. Miller. College Student-Athletes: Tracing Historical Research Trends in Higher Education, Darla J. Twale and Karen Abney Korn. PART I: ENTERING THE COLLEGE ENVIRONMENT. Recruitment, Admission, and Retention of First-Year Student-Athletes, Victoria L. Sanders and Henry A. Gardner. The Recruiting Process: The Experiences of Student-Athletes, Paul M. Hewitt. Helping Student-Athletes Adapt to College: The Role of an Academic Transition Course, Judy Stephen and Kristin Higgins. The Cycle of Transition for Student-Athletes to College, Gregory V. Wolcott and Debbie Gore-Mann. PART II: TYPES OF STUDENT-ATHLETES AND THEIR IDENTITIES. Promoting Student-Athlete Mental Health: The Role of Campus Counseling Services, Daniel B. Kissinger and Joshua C. Watson. Athletics in Community Colleges: A Primer, V. Barbara Bush, Cindy Castañeda, Stephen G. Katsinas, and David E. Hardy. Private College Student-Athletes: The World of D3 and NAIA, Adam Morris. Female Student-Athletes: Counseling Considerations for a Unique Culture, Richard G. Deaner and Adrian Janit. Body Image and Female Student-Athletes, Jennifer M. Miles. International Student-Athletes, Daniel B. Kissinger. PART III: CHALLENGES WHILE ENROLLED. College Athletes and Performance-Enhancing Substance Use, Richard E. Newman. Involvement in Learning and Athletic Participation, Ashley Tull. PART IV: INSTITUTIONAL DIMENSIONS TO STUDENT ATHLETES. Accountability to Athletics 13 Stakeholders, Kenneth Borland, Richard D. Howard, Calli Theisen Sanders, and Thomas Gioglio. Policy Implications of College Student- Athletes: More than Campus Discussion, Michael T. Miller and Daniel P. Nadler. College Teaching and the Development of Reasoning Robert G. Fuller, University of Nebraska Lincoln Thomas C. Campbell, Illinois Central College Dewey I. Dykstra, Jr., Boise State University Scott M. Stevens, Carnegie Mellon University A volume in the series Science & Engineering Education Sources 2009. Paperback 978-1607522362 $45.99. Hardcover 978-1607522379 $85.99 This book is intended to offer college faculty members the insights of the development of reasoning movement that enlighten physics educators in the late 1970s and led to a variety of college programs directed at improving the reasoning patterns used by college students. While the original materials were directed at physics concepts, they quickly expanded to include other sciences and the humanities and social sciences. On-going developments in the field will be included. The editors have introduced new topics, including discussions of Vygotsky's ideas in relation to those of Piaget, of science education research progress since 1978, of constructivist learning theory applied to educational computer games and of applications from anthropology to zoology. These materials are especially relevant for consideration by current university faculty in all subjects. CONTENTS: Introduction and History. Chapter 1. How Students Reason. Chapter 2. Concrete and Formal Reasoning. Chapter 3. Formal Reasoning Patterns. Chapter 4. Interviews of College Students. Chapter 5. College Student Research Findings. Chapter 6. Analysis of Test Questions. Chapter 7. Analysis of Textbooks. Chapter 8. Self-Regulation. Chapter 9. The Learning Cycle. Chapter 10. Teaching Goals and Strategies. Chapter 11. Implementation. Chapter 12. Progress since 1978. Chapter 13. Theoretical Foundations for College Learning: Sorting Fact from Fiction. Chapter 14. College Programs. Bibliography. Appendix A Additional Readings. Appendix B Physics Teaching and Development of Reasoning Materials © 1975 AAPT. Index 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 $39.99. Hardcover 978-1-60752-440-3 $73.99 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. 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 14 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 teacher- educator 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.” Conflicts, Disputes, and Tensions Between Identity Groups What Modern School Leaders Should Know Josué M. González 2009. Paperback 978-1-60752-242-3 $39.99. Hardcover 978-1-60752-243-0 $73.99 This book is intended for use in professional courses of study and workshops in fields such as education administration, public administration, sports administration, law enforcement, allied health and social work, human resource management, and other fields in which groups from diverse backgrounds participate as employees, students, or clients. The book is an introduction to a vast and complex subject. Among the possible objectives that can be pursued with the aid of this book are the following: • To understand the nature and causes of intergroup conflict including the useful functions it performs for communities and members of identity groups. • To understand the importance of a historical perspective in the study of intergroup conflict and the danger of adopting ahistorical solutions. • To learn how group membership influences interactions between and among groups under conditions of stress. • To understand the causes and persistence of ethnocentric thought and how individuals can minimize or prevent the demonizing effects that may arise from it. • To become familiar with basic principles of conflict resolution, mediation, and arbitration. • To become aware of how the seemingly harmless and benign beliefs and actions of one group may have negative effects on others who do not belong to the same group. • To explore approaches to dealing with intergroup conflict and the conditions under which these approaches are either useful or inappropriate. 15 CONTENTS: 1 Enculturation and Acculturation. 2 Issues in Heritage Group Identity in Conflict. 3 Group Identity Beyond Race and Ethnicity. 4 Causes of Identity Group Conflict and Some Positive Aspects. 5 Constructing and Designating Adversaries. 6 The Discourse of Conflict. 7 Argument, Evidence, and Impartial Treatment. 8 Essentials of Social Conflict Management. 9 Conflict in the Curriculum. 10 Identity-Group Conflict. A Teaching Suggestions and Materials. B Conflict Cases and Scenarios. C Intractable Conflict. D Resource Materials and Organizations. E Arbitration, Conciliation, and Mediation Connected Minds, Emerging Cultures Cybercultures in Online Learning Steve Wheeler, University of Plymouth A volume in the series Perspectives in Instructional Technology and Distance Education 2009. Paperback 978-1-60752-015-3 $39.99. Hardcover 978-1-60752-016-0 $73.99 As the title indicates, this book highlights the shifting and emergent features that represent life online, specifically in and around the territory of e-learning. Cybercultures in themselves are complex conglomerations of ideas, philosophies, concepts, and theories, some of which are fiercely contradictory. As a construct, "cyberculture" is a result of sustained attempts by diverse groups of people to make sense of multifarious activities, linguistic codes, and practices in complicated and ever-changing settings. It is an impossibly convoluted field. Any valid understanding of cyberculture can only be gained from living within it, and as Bell suggests, it is "made up of people, machines and stories in everyday life." Although this book contains a mix of perspectives, as the chapters progress, readers should detect some common threads. Technology-mediated activities are featured throughout, each evoking its particular cultural nuances and, as Derrick de Kerckhove (1997) has eloquently argued, technology acts as the skin of culture. All the authors are passionate about their subjects, every one engages critically with his or her topics, and each is fully committed to the belief that e-learning is a vitally important component in the future of education. All of the authors believe that digital learning environments will contribute massively to the success of the information society we now inhabit. Each is intent on exploration of the touchstone of "any time, any place" learning where temporal and spatial contexts cease to become barriers to learning, and where the boundaries are blurring between the formal and informal. This book is divided into four sections. In Part I, which has been titled "Digital Subcultures," we begin an exploration of “culture” and attempt to locate the learner within a number of digital subcultures that have arisen around new and emerging technologies such as mobile and handheld devices, collaborative online spaces, and podcasting. The chapters in this section represent attempts by the authors to demonstrate that there are many subdivisions present on the Web, and that online learners cannot and should not be represented as one vast amorphous mass of "Internet" users. CONTENTS: Foreword, Howard Rheingold. Introduction, Steve Wheeler. PART I: DIGITAL SUBCULTURES. Learning in Collaborative Spaces: Encouraging a Culture of Sharing, Steve Wheeler. Mobile Subcultures, John Traxler. Podcasting: A Listening Culture, Palitha Edirisingha. The Emergence of Ubiquitous and Pervasive Learning Cultures, Mark A. M. Kramer. PART II: ROLES AND IDENTITIES. Identity in Cyberspace, Hugh Miller and Jill Arnold. Digital Tribes, Virtual Clans, Steve Wheeler. Gaming and the Network Generation, Nichola Whitton. Creating an Online Course Generational Community, Leon James. The Social Impact of Personal Learning Environments, Graham Attwell. PART III: CYBER PERSPECTIVES. Emerging Online Practices: An Endo-Aesthetic Approach to E-tutoring and E- learning, Viv Tucker. Cyberculture and Poststructural Approaches, Ken Gale. Cyborg Theory and Learning, Vasi van Deventer. Transfer Through Learning Flexibility and Hypertextuality, Gorg Mallia. PART IV: NARRATIVES AND CASE STUDIES. Cybercrime in Society, Steven Furnell. Language Evolution in Txting Environments, Tim Shortis. The Cultural Impact of E-learning and Intranets on Corporate Employees, David Guralnick and Deb Larson. Imagined Worlds, Emerging Cultures, Steve Wheeler and Helen Keegan. Author Biographies. Index. Constructivist Instructional Design (C-ID) Foundations, Models, and Examples Jerry W. Willis, Manhattanville College A volume in the series Research Methods for Educational Technology 2009. Paperback 978-1-930608-60-3 $45.99. Hardcover 978-1-930608-61-0 $85.99 This book is about emerging models of design that are just beginning to be used by ID types. They are based on constructivist and chaos 16 (non-linear systems or "soft systems") theory. This book provides constructivist instructional design (C-ID) theorists with an opportunity to present an extended version of their design model. After an introductory chapter on the history of instructional design models, and a chapter on the guiding principles of C-ID, the creators of six different C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholars can interact with, and work with, instructional technologists who use different paradigms. CONTENTS: Preface. SECTION I: THE MANY FOUNDATIONS AND FACES OF INSTRUCTIONAL DESIGN. Three Trends in Instructional Design, Jerry Willis. Instructional Design: Is it Time to Exchange Skinner's Teaching Machine For Dewey's Toolbox? Karin Wiburg. Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning, Maureen Tam. Foundations of Instructional Design: What's Worth Talking About and What is Not, Jerry Willis. Constructivism In Instructional Design Theory, Frank Dinter. Considering the Philosophies of Wittgenstein, Dewey, and Rorty as Potential Foundations for C-ID, Jerry Willis. SECTION II: THE FAMILY RESEMBLANCES OF C-ID. Emergent Design and Learning Environments: Building on Indigenous Knowledge, D. Cavallo. Fast Prototyping as a Communication Catalyst for E-Learning Design, Luca Botturi, Benedetto Lepori, and Stefano Tardini. Conducting Research on Practice, Virginia Richardson. The Use of Participatory Design in the Implementation of Internet-Based Collaborative Learning Activities in K-12 Classrooms, Marcos Silva and Alain Breuleux. Agency of the instructional Designer: Moral Coherence and Transformative Social Practice, Katy Campbell, Richard Schwier, and Richard Kenny. Constructivist Underpinnings in Donald Schön's Theory of Reflective Practice: Echoes of Nelson Goodman, Elizabeth Anne Kinsella. SECTION III: R2D2 AND OTHER C-ID MODELS. Basic Principles of a Recursive, Reflective Instructional Design Model: R2D2, Jerry Willis. A General Set of Procedures for C-ID: R2D2, Jerry Willis. Design as Knowledge Construction: Constructing Knowledge of Design, Katherine Cennamo. From Three-Phase to Proactive Learning Design: Creating Effective Online Teaching and Learning Environments, Rod Sims. Design-Based Research and Technology-Enhanced Learning Environments, Feng Wang and Michael Hannafin. Appreciative Instructional Design (AID): A New Model, Karen E. Norum. SECTION IV: C-ID IN PRACTICE: EXAMPLES FROM THE FIELD. Constructivist Instructional Design: Creating a Multimedia Package for Teaching Critical Qualitative Research, Brandie Cólon, Kay Ann Taylor, and Jerry Willis. A Cervical Cancer CD-ROM Intervention for College-Age Women: Lessons Learned From Development and Formative Evaluation, Alexandra Evans, Elizabeth Drane, Karl Harris, and Tara Campbell-Ray. From Pedagogy to Technagogy in Social Work Education: A Constructivist Approach to Instructional Design in an Online, Competency-Based Child Welfare Practice Course, Gerard Bellefeuille, Robert R. Martin and Martin Paul Buck. About the Authors. 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 $39.99. Hardcover 978-1-60752-417-5 $73.99 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. 17 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. Creating Our Identities in Service-Learning and Community Engagement Shelley H. Billig, RMC Research Corp., Denver Barbara A. Holland, Service-Learning Clearing House Barbara E. Moely, Tulane University, New Orleans A volume in the series Advances in Service-Learning Research 2009. Paperback 978-1-60752-288-1 $39.99. Hardcover 978-1-60752-289-8 $73.99 In this volume in the IAP series on Advances in Service-Learning Research, top researchers present recent work studying aspects of program development, student and community outcomes, and future research directions in the field of service-learning and community engagement. These chapters, selected through a rigorous peer review process, are based on presentations made at the annual meeting of the International Research Conference on Service-Learning and Community Engagement, held in October, 2008, in New Orleans. This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 and higher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapters looking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus and community partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high- quality service-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame for understanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as bases for gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research field with a distinct identity, reviewing current work and proposing directions for future research. CONTENTS: Acknowledgments. Introduction, Barbara E. Moely, Shelley H. Billig, and Barbara A. Holland. PART I: BUILDING INSTITUTIONAL IDENTITIES IN SUPPORT OF SERVICE LEARNING AND COMMUNITY ENGAGEMENT. The Institutional Home for Faculty Engagement: An Investigation of Reward Policies at Engaged Campuses, John Saltmarsh, Dwight E. Giles Jr., Kerry Ann O’Meara, Lorilee Sandmann, Elaine Ward, and Suzanne M. Buglione. Making Engagement Count: Toward a Model System of Support for Engaged Scholarship at a Research-Extensive University, Judith Jetson and Rohan Jeremiah. Faculty Learning Around Reflection: A Collaborative Faculty Development Project, Lisa McGuire, David Strong, Kathy Lay, Enrica Ardemagni, Patricia Wittberg, and Patti Clayton. PART II: DEVELOPING CAMPUS-COMMUNITY PARTNERSHIPS AND PARTNERSHIP IDENTITIES. Defining Characteristics of Partnership Identity in Faculty-Community Partnerships, Emily M. Janke. Two-Dimensional Approach for Assessing Transformative Campus/Community Service-Learning Partnerships, Jason T. Phillips and Cynthia V. L. Ward. PART III: SERVICE- LEARNING STUDENTS’ ACADEMIC, PERSONAL, INTERPERSONAL, AND CIVIC OUTCOMES. Does Quality Really Matter? Testing the New K-12 Service-Learning Standards for Quality Practice, Shelley H. Billig. Reciprocal Benefits of Mentoring: Results of a Middle School-University Collaboration, Angela M. Harwood and Sara A. Radoff. An Exploration of the Value of Cultural-Based Service- Learning for Student and Community Participants, Lori Simons, Nancy Blank, Brittany Russell, Elizabeth Williams, and Kimyette Willis. PART IV: RESEARCH PERSPECTIVES: IDENTITY, CHALLENGES, AND NEW DIRECTIONS. Service-Learning and Interdisciplinarity: A Library Science Perspective, Liberty Smith, Heather J. Martin, Jason Burrage, Megan E. Standridge, Sarah Ragland, and Martina Bailey. Civic Engagement and Service-Learning: The Challenge and Promise of Research, Lori J. Vogelgesang. Research for What? New Directions and Strategies for Community Engaged Scholarship: International Perspectives, Sherril Gelmon, Tim Stanton, Cobie Rudd, and Diana Pacheco-Pinzon. Research Informing Practice: Developing Practice Standards and Guidelines for Improving Service- Learning and Community Engagement, Shelley H. Billig, Barbara E. Moely, and Barbara A. Holland. About the Authors. 18 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 $39.99. Hardcover 978-1-60752-387-1 $73.99 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 re- evaluates 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 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 Critical Issues in Mathematics Education Bharath Sriraman, The University of Montana Paul Ernest, University of Exeter, UK Brian Greer, Portland State University A volume in the series The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education 2009. Paperback 978-1-60752-039-9 $39.99. Hardcover 978-1-60752-040-5 $73.99 The word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is "at a point of crisis". A second meaning is "expressing adverse or disapproving comments or judgments". A third is related to the verb "to critique", meaning "to analyze the merits and faults of". The authors contributing to this book pose challenging questions, from multiple perspectives, about the roles of mathematics in society and the implications for education. Traditional reasons for teaching mathematics include: preparing a new generation of mathematics researchers and a cadre of technically competent users of mathematics; training students to think logically; and because mathematics is as much part of cultural heritage as literature or music. These reasons remain valid, though open to critique, but a deeper analysis is required that recognizes the roles of mathematics in framing many aspects of contemporary society, that will connect mathematics education to the lived experiences of students, their communities, and society in general, and that acknowledges the global ethical responsibilities of mathematicians and mathematics educators. The book is organized in four sections (1) Mathematics education: For what and why? (2) Globalization and cultural diversity, (3) Mathematics, education, and society and (4) Social justice in, and through, mathematics education 19 The chapters address fundamental issues such as the relevance of school mathematics in people's lives; creating a sense of agency for the field of mathematics education, and redefining the relationship between mathematics as discipline, mathematics as school subject and mathematics as part of people's lives. CONTENTS: Section 1: Mathematics education: For what and why? Brian Greer • What is mathematics education for? Bill Atweh • Ethical responsibility and the "What" and "Why" of mathematics education in a global context Uwe Gellert & Eva Jablonka • The demathematising effect of technology: Calling for critical competence Mellony Graven & Hamsa Venkat • Mathematical literacy: Issues of engagement from the South African experience of curriculum implementation Cecilia Agudelo-Valderrama • The purpose of school mathematics: Perspectives of Colombian mathematics teachers Roza Leikin • Teaching mathematics with and for creativity: An intercultural perspective Fiona Walls • Whose mathematics education? Mathematical discourses as cultural matricide? Alexandre Pais • The tension between what mathematics education should be for and what it is actually for Monica Mesquita • Mathematics education: For whom? Section 2: Globalization and cultural diversity Paul Ernest • Mathematics education ideologies and globalization Bill Atweh • What is this thing called social justice and what does it have to do with us in the context of globalization Bal Chandra Luitel & Peter Charles Taylor • Defrosting and re-frosting the ideology of pure mathematics: An infusion of Eastern-Western perspectives on conceptualizing a socially just mathematics education Gelsa Knijnik • Mathematics education and the Brazilian landless movement Dennis Almeida & George Gheverghese Joseph • Kerala mathematics and its possible transmission to Europe Paul Ernest • The philosophy of mathematics, values, and Kerala mathematics Section 3: Mathematics, education, and society Paul Ernest • Classroom Research: Impact and Long Term Effect versus Justice, Liberation and Empowerment? Simon Goodchild • Values and the social responsibility of mathematics Paola Valero • What has power got to do with mathematics education? Ole Skovsmose • Mathematics in action Ole Skovsmose & Keiko Yasukawa • Formatting power of mathematics Paul Budnik • What is mathematics about? Philip Davis • Applied mathematics as social contract De Freitas • Mathematics and curriculum integration: Challenging the hierarchy of school knowledge Section 4: Social justice in, and through, mathematics education Bharath Sriraman & Olof Steinthorsdottir • Social justice and mathematics education: Issues, dilemmas, excellence and equity Kurt Stemhagen • Social justice and mathematics: Rethinking the nature and purposes of school mathematics Eric (Rico) Gutstein • Possibilities and challenges in teaching mathematics for social justice Peter Applebaum & Erica Davila • Math education and social justice: Gatekeepers, politics, and teacher agency Jeff Evans • On methodologies of research into gender and other equity questions Carol V. Livingston • The privilege of pedagogical capital: A framework for understanding scholastic success in mathematics Kwame E. Glevey • Pupils of African heritage, mathematics education, and social justice Renuka Vithal • Researching, and learning mathematics at the margin Cross-National Information and Communication Technology Policies and Practices in Education (Revised Second Edition) Tjeerd Plomp, University of Twente Ronald E. Anderson, University of Minnesota Nancy Law, University of Hong Kong Andreas Quale, University of Oslo, Norway A volume in the series Research in Educational Policy: Local, National, and Global Perspectives 2009. Paperback 978-1-60752-043-6 $45.99. Hardcover 978-1-60752-044-3 $85.99 This compendium of papers documents educational ICT policies and practices in 37 countries, making it a valuable resource for understanding and comparing ICT-related national policy developments in education. We believe that this work offers a unique in-depth examination of the trends within major education systems and how they have adapted to and taken advantage of the challenges and opportunities posed by the new information and communication technologies. A special feature of this edition is that it allows for interesting comparative analyses of sub-groups of countries, as many Asian, European Union, and former eastern-European countries, as well as the United States and Canada (among others), are included in the book. But it allows also for other than regional comparisons given that a number of newly industrialized countries (such as Brazil, Chile, Malaysia, and South Africa) are represented in this book, together with many OECD countries. This book is the result of the effort and hard work of the contributing authors, many of whom are the NRCs for IEA SITES in their respective countries. Special thanks must go to the Norwegian Royal Ministry of Education and Research and the Netherlands Kennisnet ICT OP School Foundation, both of which provided generous support for the preparation and dissemination of the book, to the Center for Information Technology in Education (CITE) of the University of Hong Kong, which assisted in the technical preparation of the manuscript, and to the IEA Secretariat, which facilitated the copyediting of the chapters. We want to acknowledge especially the professional contribution of Paula Wagemaker, who has copyedited the entire volume. This copyediting work is especially critical and challenging, as many of the chapters were written by authors for whom English is a foreign language. We also want to express our appreciation to David Robitaille, chair of the IEA Publications and Editorial Committee, and his committee for the critical and constructive review of the manuscript. CONTENTS: Foreword, Seamus Hegarty. Preface, Tjeerd Plomp, Ronald E. Anderson, Nancy Law, and Andreas Quale. PART I: 20 SUMMARY CHAPTERS. Introduction, Ronald E. Anderson and Tjeerd Plomp. Curriculum and Staff Development for ICT in Education, Nancy Law. Trends in Instructional ICT Infrastructure, Geir Ottestad and Andreas Quale. PART II: COUNTRY CHAPTERS. National Policies and Practices on ICT in Education: Australia, John Ainley. National Policies and Practices on ICT in Education: Belgium, Brigitte Denis, Martin Valcke, and Johan van Braak. National Policies and Practices on ICT in Education: Brazil, Fredric M. Litto. National Policies and Practices on ICT in Education: Canada, Tom Rich. National Policies and Practices on ICT in Education: Catalonia (Spain), Ferran Ruiz Tarragó. National Policies and Practices on ICT in Education: Chile, J. Enrique Hinostroza, Pedro Hepp, and Cristián Cox. National Policies and Practices on ICT in Education: China Hong Kong, Nancy Law. National Policies and Practices on ICT in Education: People’s Republic of China, Hu Jun and Nancy Law. National Policies and Practices on ICT in Education: Chinese Taipei, Janet Mei-Chuen Lin, Cheng-Chih Wu, and Guey-Fa Chiou. National Policies and Practices on ICT in Education: Cyprus, Constantinos Papanastasiou and Lefkios Doratis. National Policies and Practices on ICT in Education: Denmark, Anne Larson. National Policies and Practices on ICT in Education: England, Margaret J. Cox. National Policies and Practices on ICT in Education: Estonia, Anu Toots, Mari Plakk, and Tõnu Idnurm. National Policies and Practices on ICT in Education: Finland, Marja Kankaanranta. National Policies and Practices on ICT in Education: France, Catherine Régnier. National Policies and Practices on ICT in Education: Germany, Renate Schulz-Zander and Birgit Eickelmann. National Policies and Practices on ICT in Education: Hungary, Andrea Kárpáti and Ádám Horváth. National Policies and Practices on ICT in Education: India, Utpal Mallik. National Policies and Practices on ICT in Education: Ireland, Paul F. Conway and Eileen Brennan Freeman. National Policies and Practices on ICT in Education: Israel, Rafi Nachmias, David Mioduser, Alona Forkosh-Baruch, and Dorit Tubin. National Policies and Practices on ICT in Education: Italy, Roberto Melchiori and Renata Picco. National Policies and Practices on ICT in Education: Japan, Masaru Sakayauchi, Hideki Maruyama, and Ryo Watanabe. National Policies and Practices on ICT in Education: Republic of Korea, Eun- Soon Oh. National Policies and Practices on ICT in Education: Lithuania, Lina Markauskaite. National Policies and Practices on ICT in Education: Malaysia, Sulaiman Hashim and Hajar Mohd. Nor. National Policies and Practices on ICT in Education: The Netherlands, Alfons ten Brummelhuis, Keimpe de Heer, and Tjeerd Plomp. National Policies and Practices on ICT in Education: New Zealand, Murray Brown and Megan Chamberlain. National Policies and Practices on ICT in Education: Norway, Ola Erstad and Andreas Quale. National Policies and Practices on ICT in Education: Philippines, Ester B. Ogena and Filma G. Brawner. National Policies and Practices on ICT in Education: Russian Federation, Alexei L. Semenov. National Policies and Practices on ICT in Education: Singapore, Thiam Seng Koh, Sai Choo Lee, and Seau Fah Foo. National Policies and Practices on ICT in Education: The Slovak Republic, Viera Blahova. National Policies and Practices on ICT in Education: Slovenia, Barbara Ne_a Bre ko. National Policies and Practices on ICT in Education: South Africa, Seugnet Blignaut and Sarah Howie. National Policies and Practices on ICT in Education: Sweden, Peter Karlberg. National Policies and Practices on ICT in Education: Thailand, Pornpun Waitayangkoon. National Policies and Practices on ICT in Education: United States of America, Ronald E. Anderson and Sara Dexter. About the Editors and Authors. Crossing Languages and Research Methods Analyses of Adult Foreign Language Reading Cindy Brantmeier, Washington University in St. Louis A volume in the series Research in Second Language Learning 2009. Paperback 978-1-60752-285-0 $39.99. Hardcover 978-1-60752-286-7 $73.99 In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading. The selection of this theme for the series’ entry on the scene demonstrates the importance of the topic of second language reading. Because reading plays a key role in the act of acquiring new knowledge, it is important to understand this complex process. The series again explores this multifaceted and fruitful area of inquiry in this, its seventh volume. In recent years, an explosion of work that strives to create a more complete understanding of second language reading has occurred and researchers today are making gains in fitting together a model of second language reading. This current volume brings together a range of high quality analyses of adult foreign language reading across languages and research methods. It provides important research findings that will assist foreign language readers and those who support their efforts. CONTENTS: Foreword. Introduction: Foreign Language Reading Research with Adults: A Selected Survey of Variables and Methodologies, Cindy Brantmeier. The Effects of Input Frequency, Temporal Indicators, and Pre-Reading Questions on L2 Reading Comprehension, James F. Lee and Donna Binkowski. Familiarity Effects on Lexical Access during L2 Word Reading, Andrew P. Farley and Gregory D. Keating. Toward a Dependable Measure of Metacognitive Reading Strategies with Advanced L2 Learners, Cindy Brantmeier and Boncho Dragiyski. What Don’t You Understand?: Understanding Misunderstandings in Foreign Language Reading, Dolly J. Young and Constancio K. Nakuma. “It’s Made to Match”: Linking L2 Reading and Writing through Textual Borrowing, Hiram H. Maxim. Comprehension and Compensatory Processing in Advanced L2 Readers, Alan McMillion and Philip Shaw. Gender and Foreign Language Reading Comprehension: The Effects of Strategy Training, Jeanne M. Schueller 21 Curriculum and Teaching Dialogue Volume 11 Issues 1&2 Barbara Slater Stern, James Madison University A volume in the series Curriculum & Teaching Dialogue 2009. Paperback 978-1-60752-295-9 $39.99. Hardcover 978-1-60752-296-6 $73.99 CONTENTS: The President’s Message: Rediscovering the Child and the Curriculum, Robert Boostrom. The Editor’s Notes: Questions, Questions, Always Questions, Barbara Slater Stern. FESTSCHRIFT IN HONOR OF O.L. DAVIS, JR. O.L. Davis, Jr., A Tribute, Francis P. Hunkins. The Chaotic Sixties: Education on the Move and the Influence of O.L. Davis Jr., Marcella Kysilka. Remembering a Teacher, a Mentor, and a Friend, Lynn Burlbaw. Remembering Together: Reflections on the Value of Collective Historical Memory, Ron W. Wilhelm, Gloria Contreras, and Marion Rice. Selected Pictures as a Tribute, Karon LeCompte. A Lifelong Student of O.L.: Learning to be a Curriculum Researcher and a Mentor, Sherry L. Field. A Distinguished Mentor: O.L. Davis, Jr.’s Impact on Curriculum Research in the 1990s, Chara Haeussler Bohan. O.L. Davis, Jr. and the History of Teacher Education, Mindy Spearman. A Leader for a New Millennium, Deborah L. Morowski. Fifty Years After World War II: Toward the Reemphasis of Democracy in American Schools, O.L. Davis Jr. VOLUME 11 PART I. Structures, Curriculum, and Teacher Education, Renée T. Clift. Aesthetic Themes of Education, Christy M. Moroye and P. Bruce Uhrmacher. A Conversation about Content Versus Pedagogy: What is “Highly Qualified?” and What is Best for Students in the Age of No Child Left Behind? Andrew T. Kemp, Bob Blake, Carla Cooper Shaw, and Jon Preston. Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education, Jacob W. Neumann. Intertextuality in the Reading and Implementation of K-12 Academic Standard, Paul T. Parkison. Walking and Talking in Student Communities: Teachers Explore Their Internal Landscapes, Mary Beth Cancienne. Examining Teachers’ Knowledge on a Landscape of Theory, Practice, and Policy, Elaine Chan and Vicki Ross. PART II. Teachers of English Language Learners: Tracking Personal Practical Knowledge, Reflection and Narrative Authority, Angela Lopez Pedrana. Multicultural Literature in Performance: Evoking Shades of Deeper Meaning, Linda A. Sanders. God Bless You, Mr. Vonnegut: Learning Civics From Kurt Vonnegut, Jr., Paul J. Ramsey. Preservice Elementary Teachers’ Confidence of Teaching About Money: Generating Interest From Mathematics, Thomas A. Lucey and Sheryl A. Maxwell. Strengthening Civic Life: Two Cases of Educating for the Common Good, Ron W. Wilhelm, Gloria Contreras, and Marion Rice. Ties That Bind: The Interplay Between Character Education, the Social Studies, and Citizenship Development, Chrystal S. Johnson. What Schools do to/for Kids Who Have Been Bullied: A Qualitative Study, Laurie J. Bennett. Beyond Suffrage: Reconsidering Citizenship Education and Gender in the Social Studies Curriculum, Cynthia M. Schafer and Chara Haeussler Bohan. Deepening Literacy Learning Art and Literature Engagements in K-8 Classrooms Mary Ann Reilly Jane M. Gangi Rob Cohen A volume in the series Teaching<~>Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights 2010. Paperback 978-1-60752-457-1 $39.99. Hardcover 978-1-60752-458-8 $73.99 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. 22 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 $39.99. Hardcover 978-1-60752-423-6 $73.99 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. Distance Education 3rd Edition Definition and Glossary of Terms Michael Simonson, Nova Southeastern University Lee Ayers Schlosser, Southern Oregon University 2009. Paperback 978-1-60752-138-9 $39.99. Hardcover 978-1-60752-139-6 $73.99 Glossary Compiled by Terry Hudgins, Nova Southeastern University Distance education is defined as institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. This definition is expanded on in the 2009 yearbook of the Encyclopaedia Britannica, which validates this definition of the field. Distance Education: Definition and Glossary of Terms, 3rd Edition 23 is unique in that it packages the terms together under one cover making this rapidly advancing complex topic easier to comprehend. The book addresses the complexities of terminology used in the field of distance education. In a time where distance education is becoming widely utilized across the globe, this at-a-glace approach makes it easier than ever to respond to the growing demand and questions about this subject matter. CONTENTS: Preface. Part I Defining Distance Education. Emerging Definitions. A Brief History of Distance Education. Theory and Distance Education. Summary. Part II Distance Education Today and Tomorrow. The Effectiveness of Distance Education. What is Distance Education? Facts About Distance Education. Status of Distance Education. Summary. Part III The Focus of Distance Education Research. Learning Outcomes. Learner Perceptions. Learner Attributes. Interaction. Barriers to Distance Education. Distance Education Technology. Summary. Part IV Glossary of Terms. About the Authors. Dreams Deferred Dropping Out and Struggling Forward Chris Liska Carger, Northern Illinois University A volume in the series Research for Social Justice: Personal~Passionate~Participatory 2009. Paperback 978-1-60752-132-7 $39.99. Hardcover 978-1-60752-133-4 $73.99 (Sponsorship: AERA Division B, Division K, and Bilingual Education SIG) In Dreams Deferred, a follow-up to Of Borders and Dreams (1996), Chris Carger takes us further into the life of Alejandro Juarez, Jr., and his family. This work envelopes readers in “la vida real,” real life. Carger followed Alejandro for thirteen years, as he moved from school to school, experienced difficult relationships with his peers, dropped out of high school, struggled with employment and an early marriage. The compelling story of Alejandro’s parents obtaining U. S. citizenship parallels the border crossing story of Carger’s first book and illuminates triumphs and tragedies the family, and many other immigrants, experience as they negotiate life in the United States, and as they, all too often, have to forsake their hopes and dreams. There are no easy answers, nor happy endings, to the story of Alejandro and his family. Unlike many studies on dropping out, Alejandro, his family, and his community are viewed from a positive perspective versus deficit, “at risk,” models in dropout research. The book fits into a newly evolving, increasingly important, research paradigm that focuses on students’ experience in the context of families, communities, and schools, and deals with issues of language, culture, and power related to multiculturalism and social justice. This book informs pre-service and in-service teachers, educational researchers, administrators, educational policy makers, and those who advocate for people are marginalized because of cultural, linguistic issues and learning challenges. It is a timely reflection on a problem that is at the intersection of this nation’s immigration controversies and dropout crisis. Education of Students with an Intellectual Disability Research and Practice Phil Foreman 2009. Paperback 978-1-60752-214-0 $39.99. Hardcover 978-1-60752-215-7 $73.99 This book is designed as a college-level textbook introducing readers to all aspects of intellectual disability in children, from birth to the end of schooling, with an educational focus. The book will be of interest to persons training as special education teachers or who are training as regular teachers with a focus on special education. It will also be relevant reading for parents of children with intellectual disability, for practicing teachers, and for other professionals working with such children (psychologists, social workers, nurses, therapists). The field of special education and intellectual disability practice has been strongly influenced by legislation in the United States. The United States is also the source of most research in the disability field. For this reason, there is an emphasis in this book on research and practice in the United States. However, there is also coverage of research and practice in Australia (where the author is located); the UK, where there are several leading research groups; and other parts of the world. Instructors may wish to use the book as the basis of a one-semester unit on the education of students with intellectual disability. Each chapter could be treated over 1 or 2 weeks, depending on the focus of the group and the particular interest of the instructor. A group with an early childhood focus would spend more time on early intervention. A secondary- focused group might spend more time on postschool options. Each major chapter section has questions for discussion or reflection, and there 24 are also discussion questions about the case studies provided in each chapter. This book provides readers with up-to-date information on the latest research on the identification and definition of intellectual disability, assessment of intellectual disability and adaptive behavior, causes of intellectual disability, educational options and alternatives, early intervention for young children with intellectual disability, and practical approaches to teaching and intervention. In the final chapter, the author reviews options for students at the end of their formal schooling. 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. 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 25 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 Web- Enhanced 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 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. 26 Empowering Women Through Literacy Views from Experience Kathleen P. King, Fordham University Mev Miller, WE LEARN A volume in the series Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning 2009. Paperback 978-1-60752-083-2 $39.99. Hardcover 978-1-60752-084-9 $73.99 This unique volume of writings by educators in the field working with women's literacy reveals the many ways in which addressing women's empowerment through literacy continues to impact lives. Not only are teachers and learners in adult basic education (ABE), literacy and English language learning (ELL) classes affected, but also those who value and support women’s learning and equity, and education for social change. Revelations-- More than half of the 3.6 million students in adult basic/literacy education (ABE) programs across the U.S. are women (Sticht, 2001). Research outlines many barriers for women pursuing basic education and literacy, and recommends using woman-positive approaches (Sheared, 1994). However, there exists little research on how educational systems and policies, instructional materials, and pedagogical practices best support the literacy and educational achievement of women literacy learners. Writings and curriculum by individual educators outline and describe innovative activities/ programs focused specifically on the needs of women learners (Cuban & Hayes, 1996; Hayes & Flannery, 2000; Miller & Alexander, 2004; Young & Padilla, 1990). In recent years, educators have been developing innovative curriculum to address such issues as trauma and violence (e.g., Take on the Challenge), work-readiness (e.g. Ready for Work), or women's issues in general (Making Connection). New Directions-- Empowering Women through Literacy: Voices from Experience is the first comprehensive collection of writing from the field by everyday educators who experience the joys and challenges, creativity and barriers to acknowledge or integrate innovative solutions to support women's learning needs in adult basic education and literacy settings. Mirroring the power of community-based and grassroots organizations, this volume has had a remarkable history. It has emerged from five years of work by WE LEARN (Women Expanding Literacy Education Action Resource Network) to address the needs of literacy educators and students alike through the organization. The vibrant collective of the WE LEARN network provides consistent visibility for women’s literacy issues, creates connections among educators and activists, supports selfefficacy among learners, encourages new research relevant to women in ABE, and develops and distributes women-focused literacy materials and curriculum resources. It continues to be the only national U.S. organization directly addressing issues of adult women's literacy and the educational needs of women in ABE. We know you will enjoy this volume that provides an opportunity to hear from 47 contributors from around the world who reflect on their experiences with critical topics of adult literacy practices; how to empower women through literacy and current research based practice. From Belize to Australia, Brazil to Germany, and USA to Turkey, the voices of women engaged in empowerment are awaiting you through these pages. Literacy can change lives, how can we better reach those who desire this empowerment? Join us we explore the breadth of vision and knowledge captured within this groundbreaking volume. The Editors: Dr. Mev Miller and Dr. Kathleen P. King are co-editors of this volume within the Adult Education Series of Information Age Publishing. Mev Miller is the founder and director of WE LEARN, headquartered in Cranston, RI (www.litwomen.org). Kathy King is a professor of adult education at Fordham University’s Graduate School of Education in New York City. They and 45 other contributors join together in this volume to celebrate the unheralded capacity of literacy’s empowerment in women’s lives. English Language Learners and Math Discourse, Participation, and Community in Reform-Oriented, Middle School Mathematics Classes Holly Hansen-Thomas, Texas Woman’s University 2009. Paperback 978-1-60752-148-8 $39.99. Hardcover 978-1-60752-149-5 $73.99 Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse. The classes in which the Latina/o students were 27 enrolled used a reform-oriented approach to math learning; the math in these classes was—to varying degrees—taught using a hands-on, discovery approach to learning where group learning was valued, and discussions in and about math were critical. This book presents the stories of how six immigrant and American-born ELLs worked with their three teachers of varied ethnicity, education, experience with second language learners, and training in reform-oriented mathematics curricula to gain a degree of competence in the mathematical discourse they used in class. Identity, participation, situated learning, discourse use by learners of English as a Second Language (ESL), framing in language, and student success in mathematics are all critical notions that are highlighted within this school-based research. CONTENTS: Introduction. Guide to Transcription Conventions. 1 Background. 2 Introducing the Three Communities. 3 Communities of Practice in Three Sixth-Grade Math Classes. 4 Frames as Play and Participation Frameworks in Reform Math. 5 What Is Mathematical Discourse, How Is it Used, and Who Is Successful at It? 6 Conclusions and Implications. References. About the Author. The Equitable Cultural Tourism Handbook Dr. Alf H. Walle, Erskine College 2010. Paperback 978-1-60752-358-1 $39.99. Hardcover 978-1-60752-359-8 $73.99 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. 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. Quality- of-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 $39.99. Hardcover 978-1-61735-032-0 $73.99 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 28 ¨ 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 Electronic Portfolios in Teacher Education Pete Adamy, University of Rhode Island Natalie B. Milman, The George Washington University A volume in the series Research Methods for Educational Technology 2009. Paperback 978-1-60752-031-3 $39.99. Hardcover 978-1-60752-032-0 $73.99 While Research on the effectiveness of electronic portfolios for assessment and accreditation is emerging, many who are now using, or who are beginning to use, electronic portfolios are looking to justify the cost and effort involved. The purposes of this volume are to create an in- depth portrait of ways in which electronic portfolios efforts can be evaluated effectively, and to provide xamples of e-folio evaluation in the form of case studies. The intention of these chapters is to serve as models for assessment and evaluation of electronic portfolios in teacher education, as well as to spark further investigations on this tool that is ecoming ubiquitous in so many SCDE’s across the United States and abroad. CONTENTS: Introduction, Natalie B. Milman and Pete Adamy. Teacher’s Self-Assessment of Reflection Skills as an Outcome of E-Folios, Robert J. Beck and Sharon L. Bear. Direct Evidence and the Continuous Evolution of Teacher Practice, Arthur Recesso, Michael Hannafin, Feng Wang, Benjamin Deaton, Peter Rich and Craig Shepherd. A Five-Step Model for Enhancing Electronic Teaching Portfolios, Andrea Bartlett. Too New a Tale to Tell?: Issues in Evaluating E-Portfolio Systems and Implementations, Bruce Havelock. Web-Based Digital Teaching Portfolios: What Happens After They Graduate? Natalie B. Milman. Focusing on Change in Individual Teachers’ Practices Over Time: An Evaluation Model for Electronic Portfolios in Teacher Education, Pete Adamy and Natalie B. Milman. Finding Meaning in Civically Engaged Scholarship Personal Journeys, Professional Experiences Marissa L. Diener, University of Utah Hank Liese, University of Utah 2009. Paperback 978-1-60752-111-2 $39.99. Hardcover 978-1-60752-112-9 $73.99 The essays in this volume are a collection of reflective narratives, rather than traditional scholarly treatises. The book is divided into two parts. The first part describes our individual journeys as each of us found our way to civically engaged scholarship and came to see it as critical to our academic endeavors and identity. This section also highlights the interdisciplinary nature of our work as we discuss our journeys through our own disciplinary lenses. The second part presents detailed examples of our civic engagement, including service-learning classes, community based research projects, and creation of community service-learning spaces. These chapters provide a varied picture of the available avenues for civic engagement for students and faculty in a higher education setting. We provide sufficient details of our projects and classes to enable replication. The book concludes with a discussion of civic engagement as it is defined in the literature. The conclusion also discusses institutional factors that support and promote civic engagement as well as the importance of community involvement in service 29 learning. Five common themes that emerged across the chapters are described. These themes include the use of service learning and civic engagement as an effective pedagogy, the relationship between civic engagement and political activism, the importance of partnership and collaboration, the meaning found in civic engagement, and the challenges of civically engaged work. CONTENTS: Introduction: The Journey, Marshall Welch. PART I: JOURNEYS TO CIVICALLY ENGAGED SCHOLARSHIP. Reflections on the Search for Meaning in Academia, Marissa L. Diener. From Service for Meaning to Meaningful Service, Maged Senbel. The Search for Authentic Citizenship, Luke Garrott. The Knock on the Door, Marshall Welch. Expanding Horizons through Service and Service-Learning, Gina Maria Musolino. Beyond “Us” and “Them”: Community-Based Research as a Politics of Engagement, Caitlin Cahill. Teaching English, Reading Poetry, Living in the World, Janet Kaufman. A Journey of Voluntarism, Nancy Winemiller Basinger. The Civically Engaged Scholar: Identity, Relationship, and the RPT Process, Hank Liese. PART II: CIVIC ENGAGEMENT IN ACTION: COMMUNITY-BASED RESEARCH AND SERVICE-LEARNING. Children’s Development in Context: Understanding through Service Learning, Marissa L. Diener. The Story of the Westside Studio, Maged Senbel. The Professional Journey: Neighborhood Democracy, Luke Garrott. Reflections on the Eye of the Storm, Marshall Welch. Integrating Service-Learning for Physical Therapy Programs: Frameworks & Opportunities, Gina Maria Musolino. Planning for Change: Community-Based Urban Research with Young People, Caitlin Cahill. Literacy Center: Partnership and Learning for All, Janet Kaufman. Finding Student Satisfaction in Service-Learning: Implementing Service-Learning in a Graduate Nonprofit Management Class, Nancy Winemiller Basinger. The Documentary, Human Rights, and Social Justice: An Experiment in Service-Learning, Hank Liese. Conclusion, Hank Liese and Marshall Welch. About the Authors. 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 $39.99. Hardcover 978-1-60752-414-4 $73.99 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 Standards- based 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. 30 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. Fluency In Distance Learning Celeste Fenton Brenda Watkins 2010. Paperback 978-1-61735-000-9 $39.99. Hardcover 978-1-61735-001-6 $73.99 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. For the People A Documentary History of The Struggle for Peace and Justice in the United States Charles Howlett, Molloy College Robbie Lieberman, Southern Illinois University 2009. Paperback 978-1-60752-305-5 $39.99. Hardcover 978-1-60752-306-2 $73.99 For the People is a historical docutext that examines the evolution of the struggle for peace and justice in America's past, from pre-colonial times to the present. Each chapter begins with a brief historical introduction followed by a series of primary source documents and questions to encourage student comprehension. Sample photographs illustrate the range of peace activists' concerns, while the list of references, focused on the most important works in the field of U.S. peace history, points students toward opportunities for further research. This is the only historical docutext specifically devoted to peace issues. The interpretive analysis of American peace history provided by the editors makes this more than just an anthology of collected documents. As such, the docutext is an extension and a complement to the editors' recently published popular scholarly survey, A History of the American Peace Movement from Colonial Times to the Present. A central idea in this work is that peace is more than just the absence of war. The documents, and the analysis that accompanies them, offer fresh perspectives on the ways in which the peace movement became transformed from one simply opposing war to one proclaiming the importance of social, political, and economic equality. The editors' premise is that the peace movement historically has been a collective attempt by numerous well-intentioned people to improve American society. The book illuminates the ways in which peace activists were often connected to larger reform movements in American history, including those that fought for the rights of working people, for women's equality, and for the abolition of slavery, to name just a few. 31 With a focus on those who spoke out for peace, this docutext is designed to call to students' attention one of the least discussed classroom subjects in American education today. Students in secondary school Social Studies and American history classes as well as those taking college level courses in U.S. history, American Studies, or Peace Studies will find this work an excellent supplementary reader. CONTENTS: Foreword, by Larry Wittner. Introduction. 1 Early Forms of Peace and Justice from Precolonial Times to the Creation of a New Nation. 2 The Organized Movement and the Search for Justice in Antebellum America. 3 Standing Up for the Oppressed in an Age of Expansion. 4 Early 20th Century Peace Efforts and a "Modern" Movement. 5 Radical Pacifism and Economic and Racial Justice. 6 Nonviolent Direct Action for Equality and Disarmament. 7 Protesting Imperialism, Promoting Democracy. 8 A Broad Agenda. Conclusion. Photos. References 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 $39.99. Hardcover 978-1-61735-007-8 $73.99 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. Getting Closer to God William Jeynes, California State-Long Beach 2009. Paperback 978-1-60752-146-4 $39.99. Hardcover 978-1-60752-147-1 $73.99 Getting Closer to God is a devotional and intellectually stimulating book that is designed to draw the reader into a more intimate relationship with God. The book examines some of the most challenging aspects of drawing closer to God and communicates that some of the most heartwrenching aspects of drawing closer to God during which many feel isolated are actually experiences that many Christians share. This book is not designed for people who take faith and spirituality lightly, but for those who want to be stretched spiritually and intellectually. Some of the subjects that are examined include: spiritual growth, life’s patterns, dealing with difficult people, discerning what truth faith actually involves, evangelism, prayer, practicing the presence of God, loving God, loving others, humility, spiritual maturity, becoming disappointed in people, being called of God, God’s timing, waiting on God, paising God, accepting others, forgiveness, controlling anger, 32 worrying, guilt, spiritual gifts, temptation, legalism, marriage, disciple, and a host of other topics. This book can read in a few sittings, but its optimal efficacy will be appreciated if it is read at the rate of a section or two per day. You will find this book encouraging and inspirational! Enjoy it to the fullest 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 $73.99 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 The Handbook of the Evolving Research of Transformative Learning Based on the Learning Activities Survey (10th Anniversary Edition) Kathleen P. King, Fordham University A volume in the series Adult Education Special Topics: Theory, Research and Practice in LifeLong Learning 2009. Paperback 978-1-60752-085-6 $39.99. Hardcover 978-1-60752-086-3 $73.99 Associate Editor: Seamus King This handbook is a much expanded version of the original Learning Activities Survey published by Dr. Kathleen P. King of Fordham University in 1998. Based on her ground breaking research in this field where she used a mixed methodology research approach to study transformative learning, the book will provide a model of research, firsthand perspective of how research design develops, reprints of articles based on the related research and specific assistance in conducting further research in this area. Over 50 studies around the world have been conducted base on King’s original research, and her work has extended across more than 12 studies since the original publication. Moreover, this volume is a vital research companion book to King’s popular book, Bringing Transformative Learning to Life (Krieger, 2005). Based on our history with the prior edition (it is sold out); this book will have wide appeal among adult education human resource development, psychology and counseling researchers, students, professors, and practitioners, and it serve as an excellent textbook or personal introduction studies of foundations of adult learning, applied research or transformative learning. Professors and students of adult learning, 33 counseling, human resource development, staff development, educational administration and leadership, psychology and other social sciences use this as a guide for research studies especially in the area of adult learning and/or transformative learning. Readers will find that this handbook provides an overview of King’s transformative learning research dating back to 1997, a manual for use of the research tools, a research methodology and an approach to open new vistas of research. The first manual (published in 1998) is now out of print and this 10th anniversary edition not only fills the gap, but also continues where it stopped. This handbook delineates the original model and the expanding and evolving research which has developed from 1997 to 2008. More than a manual, instead this book uses a variety of formats to accomplish this goal: reflection, formal discussion, instructions, technical information, personal and learner stories, selected research articles, and several modified forms of the original Learning Activities Survey (LAS) instrument. CONTENTS: Introduction. 1 Transformative Learning and the Learning Activities Survey. 2 The Learning Activities Survey: Presented and Reviewed. 3 Applications, Instructions, and Technical Information: The Learning Activities Survey. 4 Overview of Research Findings and Reprints. 5 The Adult ESL Experience: Facilitating Perspective Transformation in the Classroom. 6 A Journey of Transformation: A Model of Educators’ Learning Experiences in Educational Technology. 7 Professors’ Transforming Perspectives of Teaching and Learning While Learning Technology. 8 Exploring Feminist Research and Pedagogy in the Shadow of Tragedy: International Perspectives Construct a Response in Lifelong Learning. 9 Anytime? Anywhere?: What Needs Face Us in Teaching Professional Educators Online? Kathleen P. King and Marlene D. Dunham. 10 Models Emerging from this Research. 11 LAS-Related Research Conducted by Others. 12 Interviews and Revelations from Adventures in Transformative Learning Podcast. 13 Modified Forms, Interview Formats, and Related Documents. 14 Looking Forward: Conclusions. About the Author 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 user- centered 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. 34 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 El- Hamidi. 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 Stakes Accountability Implications for Resources and Capacity Jennifer King Rice, University of Maryland Christopher Roellke, Vassar College A volume in the series Research in Education Fiscal Policy and Practice 2009. Paperback 978-1-59311-690-3 $39.99. Hardcover 978-1-59311-691-0 $73.99 In this third volume of Research in Education Fiscal Policy and Practice, editors Jennifer King Rice and Christopher Roellke have assembled a diversity of research studies focused on the current policy environment of high stakes accountability and how this context has impacted educators and students at multiple levels of the system. This effort to leverage student performance through high stakes reform has accelerated and intensified considerably since the 2002 reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB).In order for high stakes accountability reforms to realize their stated aims, targeted schools must have or acquire the resources and capacity to meet prescribed performance standards (Hess, 1999; Malen & Rice, 2005; Mintrop, 2003, 2004; Wong, et al., 1999), yet little systematic research has been assembled to document the implications of high stakes accountability systems on the resources and capacity of schools and school systems. This book aims to fill that gap. With this in mind, authors were asked to pay specific attention to challenges school systems confront as a result of NCLB and other high 35 stakes reforms. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the relationship between high stakes reform and school district staffing, the recruitment and distribution of high quality teachers, curriculum making, and the provision of supplemental educational services to children. Our book is organized into three sections. The first provides a framework for assessing the impact of high stakes accountability policy on school capacity and also addresses implementation challenges at both state and local levels. The second section focuses on the impact of federal and state policymaking on teacher staffing and workplace conditions. The final section includes three chapters that provide a range of critiques on federal policymaking, including legal challenges to NCLB. CONTENTS: About the Contributors. Introduction. Leveraging Student Performance through High Stakes Reform , Jennifer King Rice and Christopher Roellke. Part I: Capacity for Implementing High Stakes Accountability Policies. A Framework for Assessing the Impact of Education Reforms on School Capacity: Insights from Studies of High-stakes Accountability Initiatives, Betty Malen and Jennifer King Rice. No Child Left Behind Reforms and the State Administrative Response, Gail Sunderman and Gary Orfield. The Road to Supplemental Services: Challenges to Implementation, Christine Padilla. Part II: Teachers and High Stakes Accountability. Are We There Yet? The Distribution of Highly Qualified Teachers Post-NCLB, Tammy Kolbe and Jennifer King Rice. Bolstering Capacity for Heightened State and Federal Standards? An Exploration of National, State, and School District Staffing Trends, 1986-2003, John Sipple. Teacher Quality vs. Teacher Qualifications: The Impact of NCLB, Jennifer King Rice and Christopher Roellke. Part III: Accountability Tension Across the System: Balancing Federal, State and Local Interests. Federal Curriculum Policy in the States, Dalia Hochman. After Five Years: Revisiting the Cost of No Child Left Behind, William Mathis. Legal challenges to NCLB: The Connecticut Case, Deborah Temkin and Christopher Roellke. Conclusion. High Stakes Accountability: Lessons Learned and Implications for Research, Jennifer King Rice and Christopher Roellke. 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 $39.99. Hardcover 978-1-61735-010-8 $73.99 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 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, 36 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. Hopes in Friction Schooling, Health and Everyday Life in Uganda Lotte Meinert, Aarhus University A volume in the series Education Policy in Practice: Critical Cultural Studies 2009. Paperback 978-1-60752-004-7 $39.99. Hardcover 978-1-60752-005-4 $73.99 Universal Primary Education programs are being promoted around the globe as the solution to poverty and health problems, but very little in- depth qualitative knowledge is available about the experiences of these programs in children's life-worlds. Hopes in Friction offers a vivid portrait of life and the implementation of Universal Primary Education in Eastern Uganda, based on long- term fieldwork following a group of children as they grow up. The book considers how the actions and hopes of these children and families, to attain what they perceive as 'a good life', are crosscut by political aspirations and projects of schooling and health education. When hopes are in friction inspiration as well as disappointment occur. Policy makers in Uganda and in international organisations expect health improvements as one of the bonuses of education programs. Families in Eastern Uganda also hope for and experience health – in the local sense of a good life – as part of schooling. Lotte Meinert explores the taken for granted effect of schooling on health and focuses a careful eye on how boys and girls appropriate and negotiate ideas and moralities about health in the context of what is possible ethically, materially and experientially. CONTENTS: Acknowledgements. 1. Introduction. 2. Exploring Children's worlds in Kwapa. 3. Universal Primary Education as a critical event. 4. Elliptical tracks: Becoming an educated and healthy citizen. 5. Health lessons in school. 6. Learnedness and the good life. 7. Sickness and unity in families: The virtues of care. 8. The appropriation of schooling for health. 9. Conclusion: signing out of school. Notes. References. Index. 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 37 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, 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. ICT for Education, Development, and Social Justice Charalambos Vrasidas, Centre for the Advancement of Research & Development in Educational Technology Michalinos Zembylas, Intercollege, Cyprus and Michigan State University Gene V Glass, Arizona State University A volume in the series Current Perspectives on Applied Information Technologies 2009. Paperback 978-1-60752-021-4 $39.99. Hardcover 978-1-60752-022-1 $73.99 This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. The objectives of this book are: - To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; - To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; - To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world CONTENTS: CONTENTS: PART 1: OVERVIEW. ICT for Development: Challenges and Possibilities, Charalambos Vrasidas, Michalinos Zem-bylas, and Gene V Glass. ICT for Education, Development, and Social Justice: Some Theoretical Issues, Michalinos Zembylas. PART 2: ICT FOR DEVELOPMENT. E-Hopes and Public Education in Latin America, Gustavo E. Fischman and José Luis Ramírez Romero. The Expansion of Higher Education in the Developing World: The Contribution of Distance Education, Sir John Daniel. Role of ICT in Bridging The Digital Divide in a High-Poverty School District, Amy S. C. Leh, Lee Grafton, and Sylvester Robertson. Is There a Role for Information and Communications Technologies in the Education and Development of Disadvantaged Rural Communities? Tom Power, Kimberley Porteus, Brian Ramadiro, Nomakholwa Tshume, Shumi Makalema, and Rhodri Thomas. Open Resources for Sustainable Education, Marina Stock McIsaac and António Moreira. PART 3: ICT FOR INCLUSION. Mobile Technologies: Current Practices, Future Possibilities, Tom Power and James Sankale. The Digital Divide in Disability and Education, Jason Brent Ellis, Carla Abreu-Ellis, and Amber Ricker. School–Community ICT-Mediated Linkages: The Southeast Asian Experience, Cher Ping Lim and John Hedberg. PART 4: ICT FOR CULTURAL UNDER-STANDINGS. Online Gaming: Building Bridges that Enhance Cultural Understandings, Mary A. Kayler, Debra Sprague, and Chris Dede. Computer-Supported Collaborative Inter-cultural Education: Creating Bridges for Palestinians and Jews in Conflict, Zvi Bekerman and Gabriel Horenczyk. ICT for Peace and Reconciliation: Constraints and Possibilities in Cam-bodia and Tibet, Edward J. Brantmeier and Jayson W. Richardson. Social Networking Applications, Social Justice, and Multicultural Understanding, Carrie O’Connor and Rebecca Skulnick. 38 Improving Writing and Thinking through Assessment Teresa L. Flateby, University of South Florida 2010. Paperback 978-1-60752-407-6 $39.99. Hardcover 978-1-60752-408-3 $73.99 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. Innovative Strategy Making in Higher Education Mario Martinez, University of Nevada, Las Vegas Mimi Wolverton 2009. Paperback 978-1-60752-049-8 $39.99. Hardcover 978-1-60752-050-4 $73.99 The purpose of this book is to offer higher education leaders, scholars, consultants, and observers a full range of strategy tools that can be applied to the higher education industry. This is accomplished by a) introducing new concepts and tools to give a comprehensive view of strategy making in higher education, beyond strategic planning, b) demonstrating the value of the concepts and tools through description and application for different types of institutions (universities, community colleges, for-profit colleges, etc.) and at different levels within institutions (institutional, college, department, etc.), and c) providing guidance on the appropriate uses of the various tools. The last point is especially important, as applying business-like principles to higher education often receives heavy criticism. The book helps readers decipher the appropriate uses of different strategy tools to the higher education industry, but the book also points out dangers and weaknesses. All of this is done within today’s context of political, economic, demographic, and global realities. CONTENTS: Acknowledgments. Preface. 1 The New Imperative for Strategy Making. 2 The Costs and Benefits of Strategic Planning. 3 Strategic Planning: Lessons and Applications. 4 Analyzing Higher Education as an Industry. 5 Applying Industry Analysis in Higher Education. 6 Exercising Your Competitive Advantage. 7 Vertical and Horizontal Integration Strategies. 8 Canvassing the Higher Education Landscape. 9 The Strategy and Innovation Nexus. 10 Innovative Strategy Making and the Role of Leadership. References. About the Authors 39 Inspiring Student Writers Strategies and Examples for Teachers Tom Scheft, North Carolina Central University A volume in the series Literacy, Language and Learning 2009. Paperback 978-1-60752-037-5 $39.99. Hardcover 978-1-60752-038-2 $73.99 Getting our students to write and write well is a process Tom Scheft explains and explores—offering practical and theoretical guidance, while providing uplifting, thought provoking examples of a writing assignment for students middle grades through master’s level. An invaluable supplemental text for teacher education programs and in-service programs, Scheft mines his experience working with student writers in public schools and universities. He also covers • the research-backed case for autobiographical, reflective writing, • helping student writers understand and deal with rejection, and • honest, practical strategies for dealing with dialect differences. Professors, English teachers, and students: This book will help enhance writing through time-tested, user-friendly strategies and powerful examples. CONTENTS: Acknowledgments. Foreword, Clyde Edgerton. Preface, Tom Scheft. Working With Student Writers, Tom Scheft. Autobiography in Teacher Preparation: The Internally Persuasive Discourse That Speaks With Authority, Sandy A. Vavra. The Autobiographical, Reflective Assignment, Tom Scheft. Teacher as Secret Agent, Muri Pugh. Gratitude, Generosity, and Community, Jennifer Lombard. Confronting the Fear Within, Laura Will. Teacher as Scientist, Teacher as Artist, Amanda Albert. Reflections on Langston Hughes’ “Mother to Son”, Casey Collins, Carron Carter, and Melissa Davis. In the Blood, Joshua Knight. The Black Teacher, Marshella Reid. Dealing With Death, Sloane Akos. A Renewed Sense of Life, Jayne Dorfman. The Power of Imagination, Taheera Blount. Flying Lessons, Amanda Riley Smith. The Power of Unconditional Love, Elwood Robinson. Testing the Sleeping Giant, Pamela George. APPENDIX. Confronting Stereotyping: Understanding Why We Do It, Considering What to Do About It, Tom Scheft. Helping Student Writers Understand and Deal With Rejection, Tom Scheft. Dealing With Dialect Differences: Honest Concerns and Practical Approaches, Tom Scheft. About the Editor. Interdisciplinarity, Creativity, and Learning Mathematics with Literature, Paradoxes, History, Technology, and Modeling Bharath Sriraman, The University of Montana Viktor Freiman, University of Moncton Nicole Lirette-Pitre, University of Moncton A volume in the series The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education 2009. Paperback 978-1-60752-101-3 $39.99. Hardcover 978-1-60752-102-0 $73.99 Interdisciplinarity is increasingly viewed as a necessary ingredient in the training of future oriented 21st century disciplines that rely on both analytic and synthetic abilities across disciplines. Nearly every curricular document or vision statement of schools and universities include a call for promoting creativity in students. Yet the construct of creativity and giftedness across disciplines remains elusive in the sense that the prototypical examples of such work come from eminent scientists, artists and mathematicians, and little if any work has been conducted with non-eminent individuals. This monograph is an attempt to fill this gap by putting forth the view that interdisciplinarity and creativity are related constructs, and that the cultivation of domain general creativity is possible. Mathematics has historically been anchored to numerous disciplines like theology, natural philosophy, culture and art, allowing for a flexibility of thought that is difficult to cultivate in other disciplines. In this monograph, the numerous chapters from Australia, U.S.A., Canada, Cyprus, Denmark and Japan provide a compelling illustration of the intricate connection of mathematics with literature, paradoxes, history, technology and modeling, thus serving as a conduit for interdisciplinarity, creativity and learning to occur. CONTENTS: SECTION I: INTERDISCIPLINARITY IN MATHEMATICS AND LITERATURE. The Interdisciplinary Nature of Inductive Processes in Forming Generalizations, Bharath Sriraman and Harry Adrian.M The Existential Void in Learning: Juxtaposing Mathematics and Literature, Bharath Sriraman and Harry Adrian. Mathematics and Literature: Synonyms, Antonyms or the Perfect Amalgam? Bharath Sriraman. Mathematics and Literature (The Sequel): Imagination as a Pathway to Advanced Mathematical Ideas and Philosophy, Bharath Sriraman. SECTION I I: MATHEMATICS AND PARADOXES. 1 or 0?: Cantorian Conundrums in the 40 Contemporary Classroom, Bharath Sriraman and Libby Knott. Understanding Mathematics through Resolution of Paradoxes, Margo Kondratieva. Mathematical Paradoxes as Pathways into Beliefs and Polymathy, Bharath Sriraman. SECTION III: GEOMETRY AND HI STORY. Voronoi Diagrams, Michael Mumm. An In-Depth Investigation of the Divine Ratio, Birch Fett. Cyclide Manipulation, Akihiro Matsuura. SECTION IV: INTERDISCIPLINARITY AND MODELING. Modeling Interdisciplinary Activities Involving Mathematics and Philosophy, Steffen M. Iversen. Integrating Engineering Education within the Elementary and Middle School Mathematics Curriculum, Lyn D. English and Nicholas G. Mousoulides. Mathematical Modelling in the Early School Years, Lyn D. English and James J. Watters. SECTION V: TECHNOLOGY AND THE NET GENERATION. Connected Giftedness: Mathematical Problem Solving by Means of a Web Technology: Case of the CASMI Project, Viktor Freiman and Nicole Lirette-Pitre. Teaching and Learning for the Net Generation: A Robotic-Based Learning Approach, Samuel Blanchard. Does Technology Help Building More Creative Mathematical Environments? Dominic Manuel. An International Look at Educating Young Adolescents Steven B. Mertens, Illinois State University Vincent A. Anfara, The University of Tennessee Kathleen Roney, University of North Carolina Wilmington A volume in the series The Handbook of Research in Middle Level Education 2009. Paperback 978-1-60752-041-2 $39.99. Hardcover 978-1-60752-042-9 $73.99 (Sponsored by the Middle Level Education Research Special Interest Group and the National Middle School Association) Studies like the Third International Mathematics and Science Study (TIMSS) have compared the performance of U.S. middle grade students (i.e., eighth graders) to those in other countries. In relation to middle grade schools, 20 countries outperformed the United States in mathematics and nine countries scored above the U.S. in science. The intent of this volume of The Handbook of Research in Middle Level Education, An International Look at Educating Young Adolescents, is to broaden our understanding of middle grade schooling by critically examining the education of young adolescents (ages 10-15, typically grades 6-8) through an international lens. In addition to looking at how schooling and students are organized for teaching and learning, this handbook will focus on the successes and failures that are evident in a wide variety of nations, present the indictments and praises that have been offered by supporters and critics alike, and review the research that has been generated about educating young adolescents in an effort to cross national boundaries. Ultimately, this volume of the handbook series will explore what international perspectives teach us about the effective education of young adolescents. CONTENTS: Foreword. Introduction—Comparative and International Education and Middle Level Education Research: A World of Possibilities, David C. Virute. Young Adolescent Education in Turkey, Serkan Özel, Z. Ebrar Yetkiner, Robert M. Capraro, and Ali Rza Küçük. Educating Young Adolescents in Lebanon, Huda Ayyash-Abdo, Rima Bahous, and Mona Nabhani. The United Arab Emirates: Educating Young Adolescents, Toni Sills-Briegel, Sharon Lynne Bryant, and Wafa Abdul-Rahman Al Hashimi. Playing Catch-Up: Leveling Education for Young Adolescent Students in India, Supriya Baily. The Awakening of Young Adolescent Education in the People’s Republic of China, Lisa Hervey, Hiller A. Spires, and Junzheng Zhang. Education Fever and Exam Hell: The Current Educational Systems and Issues in South Korea, Bogum Yoon. Middle Schooling in New Zealand, Tony Dowden, Penny Bishop, and C. J. Patrick Nolan. Educating Young Adolescents in Australia, Martin Dowson. Rwanda’s Audacity: A Story of Hope at the Middle Level, Kathleen F. Malu. An International Look at Educating Young Adolescents in South Africa, Paul Webb. Educating the Russian Young Adolescent: Adopting the “Best from the West” While Maintaining the “Strengths of the Past”, Inna Gorlova and David Anderson. Middle-School Education in Germany, Sigrid Blömeke, Johannes König, and Anja Felbrich. Educating Young Adolescents in the Republic of Ireland: Toward a “New Young Ireland”, Aaron Thornburg and Hiller A. Spires. Educating Young Adolescents in Brazil, Evely Boruchovitch, José Aloyseo Bzuneck, and Marília Saldanha da Fonseca. Concluding Thoughts—Tying it All Together With a Comparative Look at the Education of Young Adolescents, Vincent A. Anfara, Jr., Steven B. Mertens, and Kathleen Roney. About the Contributors. 41 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 $39.99. Hardcover 978-1-60752-330-7 $73.99 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, Korea National University of Education A volume in the series International Perspectives on Mathematics Education - Cognition, Equity & Society 2010. Paperback 978-1-61735-041-2 $39.99. Hardcover 978-1-61735-042-9 $73.99 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 42 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 $39.99. Hardcover 978-1-61735-018-4 $73.99 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 non- singers, 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: 1. Foreword – Linda Thompson; Mark Campbell. 2. Potentials and Possibilities for Narrative Inquiry – D. Jean Clandinin. 3. Fostering and Sustaining Music Teacher Identity in the Student Teaching Experience – Tami Draves. 4. Inside/Outside: School Music On “The Line” – Wesley Brewer. 5. Hearing the Voice of Non-Singers: Culture, Context, and Connection – Colleen Whidden. 6. Planning and Assessment Practices of High School Band Directors – Dale Bazan. 7. Two Voices on the Discussant Role – Peter Whiteman; Regina Murphy. About The Contributors 43 Language Matters Reflections on Educational Linguistics Timothy Reagan, Roger Williams University A volume in the series Contemporary Language Education 2009. Paperback 978-1-60752-060-3 $39.99. Hardcover 978-1-60752-061-0 $73.99 "This book addresses a timely and very important topic: language in education. Language, apparently, is a very tricky business. On the one hand, everyone uses language, and virtually everyone has strong views about language. In the educational domain this seems to be especially true. Language is not merely an intrinsic component of the educational process as the medium of instruction in the classroom, but also serves as the mediator of social reality for students and teachers alike. It plays a central role in articulating and conveying not only social, cultural and empirical ideas, but ideological concepts as well. It is also used to make judgments about the speaker, not to mention its role in maintaining differential power relations. And yet, in spite of this, the role of language is not sufficiently recognized in classroom practice much of the time. Nor is language, except in fairly narrow ways, really an especially central part of the curriculum, in spite of its incredible importance. To be sure, we do spend a great deal of time and money attempting to teach students to read and write (that is, to provide them with basic literacy skills), and we provide nominal support for foreign language education programs. We also provide limited support for children coming to school who do not speak English. What we do not do, though, is to recognize the absolute centrality of language knowledge and language use for the educated person. This book seeks to address these issues from the broad perspective of critical pedagogy. CONTENTS: Preface. 1 The Reality of Language: Positivism and the Objectification of Language. 2 The Legitimacy of Language: A Critique of Linguistic Legitimacy. 3 The Learning of Language: Epistemology and Metaphorical Models for Language Learning. 4 The Teaching of Language: The Case of Foreign Language Education in the United States. 5 Paideia Redux: The Case for the Classical Languages in U.S. Schools. 6 The Challenge of Language Minorities: Linguistic Diversity and the School. 7 The Construction of Language: Interlinguistics and the Case of Esperanto as an International Auxiliary Language. 8 Language Planning and Language Policy: National and International Perspectives. 9 Language Matters: Some Concluding Thoughts. Appendix: The Sixteen Rules of Esperanto. Bibliography Leadership and Intercultural Dynamics Anthony H. Normore, California State University- Dominguez Hills John Collard, University of Canberra 2009. Paperback 978-1-60752-006-1 $39.99. Hardcover 978-1-60752-007-8 $73.99 The work will explore issues related to educational leadership in various settings in the 21st century. It will argue that the context for leadership within many nation states and international scenarios involves interaction between multiple and diverse social cultures. A further proposition is that the dominant leadership theory and discourse in the past reflects forms of western hegemony and mono-cultural assumptions drawn largely from the Anglo-American worldview. It will argue that such frameworks have limited validity in multicultural societies such as Australia, Britain, Canada, Europe and the USA and with indigenous communities within such nations. These societies contain significant populations which do not share the core values which inform established leadership practice and institutional paradigms in such nations. The consequence can often be insensitivity towards non-mainstream cultures, inappropriate structures, failed interventions and alienation of individuals from major institutions and traditions. Another proposition is that as more developing nations increase in affluence and view education as a key economic strategy, they become increasingly exposed to western discourses about leadership and management. Whilst acknowledging that western traditions have much to offer, there is a danger that this can involve forms of cultural imperialism whereby local traditions are ignored or subjugated. There is a need for developing nations to recognise and value the traditions and practices from their own cultures and assess the extent to which they are compatible with borrowings from other nations. Such processes require a sophisticated degree of reflective analysis to determine potential compatibilities and conflicts. This is an alternative to unmediated cultural borrowing, cloning, and hybridization. Western leadership scholars who work in such contexts have some responsibility to address this interaction instead of blithely offering practices and recipes from their metropolitan world views. The final proposition is that there is a need to develop models and practices for intercultural dynamics which are responsive to intercultural complexity. When these are thoroughly developed there will be clear implications for education. The unique features of this book include; 44 • It introduces a new theoretical perspective on leadership and intercultural issues which builds upon the previous work of cross-cultural theorists from previous decades in educational leadership discourse • It will explore the three primary contexts for leadership and intercultural interaction; with indigenous communities in nation states, with multicultural communities in nation states and with international education and development programs • The book will draw upon a variety of authors from across the globe; from Australia, Britain, Canada, China, Fiji, Hong Kong, Mexico Sweden and the United States • The book will provide opportunities for the development of comparative and wide ranging perspectives within specific fields. For instance students will be able to compare issues related to indigenous education in New Zealand, Canada and Fiji. Multicultural perspectives can be informed by experiences from Britain, Canada and the US. One of the strong chapters in the book is on A First Nation leadership program in the US. International programs can be compared from contexts as diverse as Bellarus, China and Pacific Islands. • As such the book will supplement and challenge the mono-cultural texts which tend to dominate leadership preparation programs in both developed and developing nations. The intended audience for this book includes academics and students in the fields of education, health, public administration and community development in both the developed and developing world. It will also appeal to practitioners in national state and local sites who operate in intercultural contexts. Leadership and Learning Matters of Social Justice Marlene Morrison A volume in the series International Perspectives on Curriculum 2009. Paperback 978-1-60752-128-0 $39.99. Hardcover 978-1-60752-129-7 $73.99 This proposal is for a book about pedagogical leadership that draws upon an extensive literature base as well as empirical research by the author in order to examine forms of leadership and management that promote and instill education for learning and social justice. Its starting points are to restore and elevate social and moral purpose in leadership as first-order constructs that have theoretical and practical implications for existing and potential leader educators. This is not necessarily an easy thing to do. Asking educators and researchers of education leadership to define what they consider to be the core moral values underpinning leadership in educational settings usually results in some fairly bland, if fundamentally important statements about putting learners at the heart of leadership praxis, especially that which occurs in educational settings. In practice, numerous organisational mission statements attest to this rhetorical conviction. Yet, it is current policy contexts that place relations between leaders, teachers, and learners in contradictory ‘moral’ positions. Drives to improve student performance through increased competition in the market-place, intensified procedures for monitoring and evaluation, and frenetic commitments to ‘change’ as overarching leadership mantras have relegated Sergiovanni’s (1998) definition of pedagogical leadership ‘that invests in capacity building by developing social and academic capital for students and intellectual capital for teachers’ as second, even third order constructs. This book intends to reverse the process and in doing so, it will relegate to second order, and by lively debate and illustrative vignettes, many, though not all of the hegemonic constructs that are prevalent in current ‘managerial’ times. This book will therefore define and challenge a paradox; as governments express commitment to an educational settlement that minimises exclusion, widens participation, and promotes ‘active’ citizenship, the much heralded vanguards of that settlement - leaders and managers - are being enjoined to reduce their thinking and action to technicist ‘manoeuvres’ (Grace, 2000:236) in which aspirations towards social justice can become more distant, strangely exotic even in their expression. As importantly, such technical manoeuvring is not accompanied by a reduction in leadership and management tasks and responsibilities. As more is demanded of organizations and their leaders in terms of responsibilities for learning in areas of health, sexuality, drug awareness, physical exercise and nutrition, citizenship, work experience, race equality, and skills in familial and social caring, questions arise about the extent to which ‘social justice’ constitutes a wide umbrella under which such interests might ‘shelter’ or whether social justice is to be considered ‘separately’ with attendant dangers to be seen as add-on and therefore potentially marginalized or distinct from the total enterprise that constitutes education and learning. CONTENTS: PART 1: CHANGING PERCEPTIONS OF LEADERSHIP, LEARNING, AND SOCIAL JUSTICE 1. Overview. 2. The Leadership Legacy. 3. Leadership and Social Justice. 4. Methodologies for Educational Leadership and Management. PART 2: MESSAGES FROM RESEARCH 5. Equality Proofi ng (Who Compels?) 6. Leadership, Diversity, and Self (Who Knows?) 7. Equality, Inclusion, and Leadership (Who Cares?) 8. Leading, Learning, and Citizenship (Who Benefi ts?) 9. Endpoints: Pushing Past an Open Door. References 45 Leadership for School Improvement in the Caribbean Austin Ezenne, University of the West Indies, Kingston, Jamaica 2010. Paperback 978-1-60752-370-3 $39.99 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. Learning at the Back Door Reflections on Non-Traditional Learning in the Lifespan Charles A. Wedemeyer 2010. Paperback 978-1-60752-372-7 $39.99 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 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. 46 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 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 $39.99. Hardcover 978-1-60752-321-5 $73.99 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 $39.99. Hardcover 978-1-60752-303-1 $73.99 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 47 Time Management. 8 Help Seeking. 9 Motivation, Affect, and Learning Communities. 10 New Approaches to Integrative Learning Technologies. 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 $39.99. Hardcover 978-1-607522393 $73.99 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 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 $39.99. Hardcover 978-1-60752-455-7 $73.99 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 48 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. Mathematical Representation at the Interface of Body and Culture Wolff-Michael Roth, University of Victoria, Canada A volume in the series International Perspectives on Mathematics Education - Cognition, Equity & Society 2009. Paperback 978-1-60752-130-3 $39.99. Hardcover 978-1-60752-131-0 $73.99 Over the past two decades, the theoretical interests of mathematics educators have changed substantially—as any brief look at the titles and abstracts of articles shows. Largely through the work of Paul Cobb and his various collaborators, mathematics educators came to be attuned to the intricate relationship between individual and the social configuration of which she or he is part. That is, this body of work, running alongside more traditional constructivist and psychological approaches, showed that what happens at the collective level in a classroom both constrains and affords opportunities for what individuals do (their practices). Increasingly, researchers focused on the mediational role of sociomathematical norms and how these emerged from the enacted lessons. A second major shift in mathematical theorizing occurred during the past decade: there is an increasing focus on the embodied and bodily manifestation of mathematical knowing (e.g., Lakoff & Núñez, 2000). Mathematics educators now working from this perspective have come to their position from quite different bodies of literatures: for some, linguistic concerns and mathematics as material praxis lay at the origin for their concerns; others came to their position through the literature on the situated nature of cognition; and yet another line of thinking emerged from the work on embodiment that Humberto Maturana and Francisco Varela advanced. Whatever the historical origins of their thinking, mathematics educators taking an embodiment perspective presuppose that it is of little use to think of mathematical knowing in terms of transcendental concepts somehow recorded in the brain, but rather, that we need to conceptual knowing as mediated by the human body, which, because of its senses, is at the origin of sense. One of the question seldom asked is how the two perspectives, one that focuses on the bodily, embodied nature of mathematical cognition and the other that focuses on its social nature, can be thought together. This edited volume situates itself at the intersection of theoretical and focal concerns of both of these lines of work. In all chapters, the current culture both at the classroom and at the societal level comes to be expressed and provides opportunities for expressing oneself in particular ways; and these expressions always are bodily expressions of body- minds. As a collective, the chapters focus on mathematical knowledge as an aspect or attribute of mathematical performance; that is, mathematical knowing is in the doing rather than attributable to some mental substrate structured in particular ways as conceived by conceptual change theorists or traditional cognitive psychologists. The collection as a whole shows readers important aspects of mathematical cognition that are produced and observable at the interface between the body (both human and those of [inherently material] inscriptions) and culture. Drawing on cultural-historical activity theory, the editor develops an integrative perspective that serves as a background to a narrative that runs through and pulls together the book into an integrated whole. CONTENTS: Series Preface. Preface. Social Bodies and Mathematical Cognition: An Introduction, Wolff-Michael Roth. PART A: MOVING AND TRANSFORMING BODIES IN/AS MATHEMATICAL PRACTICE. Editor’s Section Introduction. Transformation Geometry from an Embodied Perspective, Laurie D. Edwards. Signifying Relative Motion: Time, Space and the Semiotics of Cartesian Graphs, Luis Radford. What Makes a Cube a Cube? Contingency in Abstract, Concrete, Cultural and Bodily Mathematical Knowings, Jean-François Maheux, Jennifer, S. Thom, and Wolff-Michael Roth. Embodied Mathematical Communication and the Visibility of Graphical Features, Wolff-Michael Roth. Editor’s Section Commentary. PART B: EMERGENCE OF OBJECTS AND UNDERSTANDING. Editor’s Section Introduction. Supporting Students’ Learning About Data Creation, Paul Cobb and Carrie Tzou. How Do You Know Which Way the Arrows Go? The Emergence and Brokering of a Classroom Math Practice, Chris Rasmussen, Michelle Zadieh, and Megan Wawro. Inscription, Narration and Diagram-Based Argumentation: Narrative Accounting Practices in Primary Mathematics Classes, ötz Krummheuer. Editor’s Section Commentary. PART C: STEPS TOWARD RETHINKING MATHEMATICS EDUCATION. Editor’s Section Introduction. And so ...? Brent Davis. Expressiveness and Mathematics Learning, Ian Whitacre, Charles Hohensee, and Ricardo Nemirovsky. Gesture, Abstraction, and the Embodied Nature of Mathematics, Rafael E. Núñez. Editor’s Section Commentary. PART D: EPILOGUE. Appreciating the Embodied Social Nature of Mathematical Cognition, Wolff- Michael Roth. About the Authors. 49 Middle Grades Research Exemplary Studies Linking Theory to Practice David L. Hough, Missouri State University 2009. Paperback 978-1-60752-244-7 $39.99. Hardcover 978-1-60752-245-4 $73.99 Middle Grades Research: Exemplary Studies Linking Theory to Practice is the first and only book to present what is perhaps the most thoroughly scrutinized group of studies focusing on middle grades education issues ever assembled. Each research project undertaken by the contributing authors herein resulted in the publication of a scholarly paper. As a collection, the ten studies featured in this book are the crème de la crème of submissions to the Middle Grades Research Journal between August 2006 and December 2008. They are the ten highest peer reviewed manuscripts examined by members of the MGRJ Review Board - each having undergone careful "blinded" examination by three or more experts in the sub-specialty area addressed by the research study conducted. In addition, each study serves to exemplify how sound, practical research findings can be linked to classroom practice in middle grades classrooms. Middle Grades Research: Exemplary Studies Linking Theory to Practice is a must read for university professors and a useful tool for middle grades educators across all subject areas and school settings. Professors who teach middle grades courses, at both the undergraduate and graduate levels, will find the book to be a superb supplemental / accelerated readings text. Every college-level middle grades education course should make this book an integral part of class discussions. The book is also an excellent professional development study group resource for middle grades principals and classroom teachers across all subject areas. School level “Professional Learning Communities” (PLCs) will find that Dr. Hough’s book stimulates scholarly thought, promotes discussion, and demonstrates how educational theory can and should impact teaching and learning. CONTENTS: Effects of an Elementary Dual Language Immersion School Program on Junior High School Achievement, Brian Cobb, Diego Vega, and Cindy Kronauge. A Randomized Evaluation of the Success for All Middle School Reading Program, Anne Chamberlain, Cecelia Daniels, Nancy A. Madden, and Robert E. Slavin. Middle Grades’ School Models and Their Impact on Early Adolescent Self-Esteem, Margaret Zoller Booth, Heather Chase Sheehan, and Mark A. Earley. A Multi-Study Examination of the Validity of a Risk and Protective Factor Model for Young Adolescent Drug and Alcohol Use, Vicki L. Schmitt, Michelle L. Dunham, Bruce B. Frey, and Carol A. Carman. Reading Achievement, Suspensions, and African American Males in Middle School, Kenneth A. Anderson, Keith E. Howard, and Anthony Graham. Contributions of Middle Grade Students to the Validation Process of a National Science Assessment Study, Linda Morell. Comparing the Motivational Profiles of High-Ability-Low-Performing (HALP) Students and High-Ability-High-Performing (HAHP) Students, Stuart P. Payne, Robert Rueda, and Myron H. Dembo. The Relationship between Motivational Orientation and Educational Aspirations in Urban, African American Youth, Cheryl B. Warner and Rosemary E. Phelps. Linking Teachers’ Perceptions of Educational Value Discontinuity to Low-Income Middle School Students’ Academic Engagement and Self-Efficacy, Kenneth M. Tyler, Christina M. Boelter, and A. Wade Boykin. The Relationship Between Attitude Towards Conflict and Drug Involvement Attitudes, Jill H. Lohmeier, Vicki L. Schmitt, and Bruce B. Frey. Multicultural Families, Home Literacies, and Mainstream Schooling Guofang Li, Michigan State University A volume in the series Literacy, Language and Learning 2009. Paperback 978-1-60752-035-1 $39.99. Hardcover 978-1-60752-036-8 $73.99 Lack of knowledge about immigrant and minority students’ learning outside school has contributed to the difficulties educators encounter when trying to embrace cultural diversity. Many educators do not have the knowledge base about immigrant and minority children’s culturally-specific ways of learning in nonschool settings. Given the changing cultural landscapes in today’s schools, we have an imperative to develop more situated understandings of immigrant and minority children’s literacy learning experiences embedded in the social and cultural fabrics of their everyday lives outside school. This volume of research meets this important need in the field. It not only focuses on the complexity of literacy learning in diverse home contexts, but also examines how literacy is practiced and lived in multiple ways within families of various backgrounds including those of Asian, African and African-American, Hispanic, White European and mixed heritages. In addition, it explores how these various culturally embedded home practices will inform school education and policy making in a larger socio- political context. The book makes an original and significant contribution to the fields of literacy education and school, home, and community partnerships. 50 Since immigrant and minority families’ literacy activities and the cultural contexts of their practices at home are not readily accessible to school personnel, program developers, policy makers or even researchers and educators, this book will serve as an important resource for teachers, practitioners, undergraduate and graduate students, teacher educators, and university researchers who are in the fields of literacy education, family literacy and new literacy studies, minority and/or immigrant education, and second language education. CONTENTS: Foreword, Patricia Ruggiano Schmidt. Introduction: Toward a Situated Perspective on Multicultural Families and their Home Literacy Practices, Guofang Li. PART I: THEORIZING RESEARCH ON HOME LITERACY PRACTICES AND MAINSTREAM SCHOOLING. Home Literacy Practices and Mainstream Schooling: A Theoretical Understanding of the Field, Trevor H. Cairney. PART II: MULTICULTURAL FAMILIES AND HOME LITERACY PRACTICES. African and African American Families. Literacy Practice in African American Homes: Looking Across Time and Space, Catherine Compton-Lilly. Family Matters: How One Somali Bantu Family Supported Themselves and an American Teacher in Literacy Learning, Patricia Millikin Lynch. Asian Families. Writing in Korean and English: Case Study of Parent-Child Interactions in a Korean Family, Hye-Young Park. Family Literacy: Learning From an Asian Immigrant Family, Guofang Li. Hispanic Families. Solamente libros importantes": Literacy Practices and Ideologies of Migrant Farmworking Families in North Central Florida, Maria Coady. Literacy Practices Among Immigrant Latino Families, Leslie Reese. European American Families. Sharing a Language and Literacy Legacy: A White Middle Class Family’s Experience, Billie J. Enz and Dawn Foley. The “Majority in the Minority”: Literacy Practices of Low-SES White Families in an Inner City Neighborhood, Guofang Li. Families of Mixed Heritages. Syncretic Home Literacies: Learning to Read in Two Languages and Three Worlds, Mariana Souto-Manning with Jamie Dice. PART III: SCHOOL-HOME LITERACY CONNECTIONS AND THE DIRECTIONS OF MINORITY LITERACY EDUCATION. Understanding English Language Learners’ Identities in Two Languages and Literacies in Two Contexts, Sarah J. McCarthey. Implications of Home Literacies for Teacher Education, School Learning, and Family Literacy Programs, Jennifer D. Turner and Patricia Edwards. PART IV: HOME LITERACIES AND MAINSTREAM SCHOOLING—A CONCLUSION. Say It Today Then Say It Differently Tomorrow: Connecting Home and School Literacies, Diane Lapp. Author Biographies. Narrowing the Achievement Gap in a (Re) Segregated Urban School District Research, Policy and Practice Vivian W. Ikpa C. Kent McGuire A volume in the series The Achievement Gap, Research, Practice, and Policy 2009. Paperback 978-1-60752-221-8 $39.99. Hardcover 978-1-60752-222-5 $73.99 The interplay between sociopolitical forces and economic agendas becomes apparent when one examines the June 28, 2007 United States Supreme Court Decision, Parents Involved In Community Schools v. Seattle School District . In a reversal of the 1954 Brown Decision, the United States Supreme Court ruled that public schools could not use race as a factor when assigning children to public schools. Given demographic shifts, globalization, economic instability, and ideological shifts, the reversal was expected. However, it is essential that policymakers, educators, and other stakeholders consider the impact of attending segregated schools on the achievement gap that continues to exist between minority groups and European Americans attending resegregated neighborhood schools. This book will focus on the test score gaps between African American and European American students. The achievement gaps between these two groups will be analyzed will be presented and elaborated. Additionally, the authors will analyze how changes in school characteristics such as: racial composition; school composition; school expenditures, and socio economic level of neighborhoods affect achievement gap trends in the Norfolk School District. An examination of the achievement gap trends in an urban school district will serve to better inform public policy and school reform efforts. The specific goals of this book are to describe the achievement gap between minority African-American students and European-American students in the Norfolk school district and to present strategies utilized by urban districts to narrow the gap. One unique feature of this book is that it provides a data-driven research-based analysis of the achievement gap between minority and European-American students. CONTENTS: Acknowledgment. 1 Introduction. 2 Urban Challenges and the Achievement Gap. 3 The Legal Battle to Desegregate Public Schools. 4 Virginia’s Massive Resistance to Desegregation. 5 Achievement Gap Research. 6 Achievement Gaps and Resegregation in Norfolk. 7 The Achievement Gap in the Resegregated Norfolk City Schools District. 8 Narrowing Achievement Gaps. References. Appendices. 51 National History Standards The Problem of the Canon and the Future of Teaching History Linda Symcox, California State University, Long Beach Arie Wilschut, Amsterdam University of Professional Education 2009. Paperback 978-1-59311-668-2 $39.99. Hardcover 978-1-59311-669-9 $73.99 As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived “skills vs. content” debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a ‘framework’ for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume.” Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole? CONTENTS: Acknowledgements, Linda Symcox and Arie Wilschut. Series Introduction: International Review Of History Education, Volume 5, Rosalyn Ashby, Stuart Foster and Peter Lee. Introduction, Linda Symcox and Arie Wilschut. SECTION I: NEW CURRICULA IN A POST-NATIONAL WORLD. The Evaporated Canon and the Overvalued Source: History Education in Belgium: An Historical Perspective, Kaat Wils. Internationalizing the U.S. History Curriculum: From Nationalism to Cosmopolitanism, Linda Symcox. The Two World Histories, Ross E. Dunn. SECTION II: THE PERSISTENCE OF TRADITIONAL CURRICULA. Yearning for Yesterday: Efforts of History Professionals in Europe at Designing Meaningful and Effective School History Curricula, Joke van der Leeuw-Roord. Containing and Regulating Knowledge: Some Thoughts on Standards and Canonization as a Response to the Complex Demands of a Globalizing World, Hanna Schissler. SECTION III: THE EDUCATIONAL DEBATE OVER HOW TO TEACH HISTORY. Canonical Standards or Orientational Frames of Reference? The Cultural and the Educational Approach to the Debate About Standards in History Teaching, Arie Wilschut. Drinking an Ocean and Pissing a Cupful: How Adolescents Make Sense of History, Denis Shemilt. “Two Out of Five Did Not Know That Henry VIII Had Six Wives:” History Education, Historical Literacy, and Historical Consciousness, Peter Lee and Jonathan Howson. SECTION IV: THE DEBATE OVER HOW STUDENTS LEARN HISTORY. The Denial of Desire: How to Make History Education Meaningless, Keith Barton. Competence in Historical Thinking, Mastering of a Historical Framework, or Knowledge of the Historical Canon, Bodo von Borries. Closing Comments, Wijnand M. Mijnhardt. About the Authors. New Perspectives on Asian American Parents, Students and Teacher Recruitment Clara C. Park, California State University, Northridge Russell Endo, University of Colorado Xue Lan Rong, University of North Carolina - Chapel Hill A volume in the series Research on the Education of Asian Pacific Americans 2009. Paperback 978-1-60752-091-7 $39.99. Hardcover 978-1-60752-092-4 $73.99 (Sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and National Association for Asian and Pacific American Education) This research anthology is the fifth volume in a series sponsored by the Special Interest Group - Research on the Education of Asian and Pacific Americans (SIG - REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents’ involvement in the education of their children, as well as the direct and indirect effects on children’s academic achievement; Asian American children’s literacy development and learning strategies; 52 Asian American teachers’ motivation to enter teaching profession, and strategies to recruit and retain them; the “model minority stereotype” of Asian American students and their socio-emotional development; campus climate and perceived racism toward Asian American college students, etc. This series blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in Asian American education, parental involvement, and teacher recruitment. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource. CONTENTS: Perceptions of Asian Immigrant Families of Children with Disabilities toward Parental Involvement, Lusa Lo. The Process of Asian American Parental Involvement and Its Relationship to Students’ Academic Achievement, Julie T. Nguyen, Sukkyung You, and Hsiu-Zu Ho. Asian American Students’ Second Language Literacy Development in Engaging Literacy Events, Deoksoon Kim. Understanding English Language Learners’ Self-Regulated Learning Strategies: Case Studies of Chinese Children, Chuang Wang, Lan Hue Quach, and Joan Rolston. Identity Conflicts and Negotiations of Chinese English-as-a New Language Children, Xiaoning Chen. Korean Americans in the Teaching Profession, Charles Park. Addressing the Shortage of Asian Bilingual Teachers: A Case Study, Clara C. Park. Behind the “Model Minority” Mask: A Cultural Ecological Perspective on a Vietnamese Youth, Guofang Li. Looking Beyond the Numbers: Asian American College Students’ Perceptions of Campus Climate, Sharon S. Lee, Matthew R. Lee, Teresa A. Mok, and David W. Chih. The New Social Studies People, Projects and Perspectives Barbara Slater Stern, James Madison University A volume in the series Studies in the History of Education 2009. Paperback 978-1-60752-219-5 $39.99. Hardcover 978-1-60752-220-1 $73.99 This volume, The New Social Studies: People, Projects and Perspectives is not an attempt to be the comprehensive book on the era. Given the sheer number of projects that task would be impossible. However, the current lack of knowledge about the politics, people and projects of the NSS is unfortunate as it often appears that new scholars are reinventing the wheel due to their lack of knowledge about the history of the social studies field. The goal of this book then, is to sample the projects and individuals involved with the New Social Studies (NSS) in an attempt to provide an understanding of what came before and to suggest guidance to those concerned with social studies reform in the future —especially in light of the standardization of curriculum and assessment currently underway in many states. The authors who contributed to this project were recruited with several goals in mind including a broad range of ages, interests and experiences with the NSS from participants during the NSS era through new, young scholars who had never heard much about the NSS. As many of the authors remind us in their chapters, much has been written, of the failure of the NSS. However, in every chapter of this book, the authors also point out the remnants of the projects that remain. CONTENTS: National Security Trumps Social Progress: The Era of the New Social Studies in Retrospect, Ronald W. Evans; Hilda Taba: Social Studies Reform from the Bottom Up, Barbara Slater Stern; Fannie Shaftel and Her New Social Studies, Jane Bernard-Powers; Can You Still Catch Fish with New Social Studies Bait? Ted Fenton and the Carnegie-Mellon (Social Studies) Project, Michelle D. Cude; “The Quest for Relevancy”: Allan Kownslar and Historical Inquiry in the New Social Studies Movement, Elizabeth Yeager Washington and Robert L. Dahlgren; Leader-Writers: The Contributions of Donald Oliver, Fred Newmann and James Shaver to the Harvard Social Studies Project, Chara Haeussler Bohan and Joseph R. Feinberg; Harold Berlak and the Metropolitan St. Louis Social Studies Project: Cultivating Social Studies at Local Level, Carol Klages; A Red Headed Stepchild of Social Reconstruction: Sociology and the New Social Studies, Karen L. Riley; Geography and the New Social Studies: The High School Geography Project and the Georgia Geography Curriculum Project, Joseph P. Stoltman; Economics and the New Social Studies, Beverly J. Armento; Anthropology and the Anthropology Projects, Long Ago in a Galaxy Far Away, Murry Nelson; Making Sense of It All: A Research Synthesis on the Impact of Man: A Course of Study, Chrystal S. Johnson; American Political Behavior: The Project and the People, Carole E. Hahn; Small Projects of the New Social Studies (Bring Back the Best) John D. Hoge; The Fight over MACOS, Larry Kraus; The “History Problem” in Curricular Reform: A Warning to Constructivists from the New Social Studies Movement, Geoffrey Scheurman and Keith Reynolds; We Won’t Get Fooled Again; Will We? Teacher Perceptions of the New Social Studies , Mark A. Previte; The New Social Studies and the Ethos of Multiculturalism, Gloria Contreras; Lies and History: Unmasking Academic Complacency, David Warren Saxe; The Wisdom of Experience and Practice, Mary E. Haas; Inquiry Teaching and Learning: Is there, was there, a Cutting Edge in Social Studies? Or, My Life as an ‘Inquiry’ Social Studies Teacher, Jack Zevin; Leveraging Technology for Student Inquiry: Technology in the New Social Studies and Today, Meghan McGlinn Manfra. 53 The Paradoxes of High Stakes Testing How They Affect Students, Their Parents, Teachers, Principals, Schools, and Society Michael Russell, Boston College George Madaus, Boston College Jennifer Higgins 2009. Paperback 978-1-60752-027-6 $24.99. Hardcover 978-1-60752-028-3 $73.99 As a nation, we spend more than $1 billion a year on federally mandated educational tests that 30 million students must take each year. The country spends an additional $1.2 billion on test preparation materials designed to help students pass these tests. While test mandates were put in place with good intentions, increasingly educational leaders and policy makers are questioning these test based reform efforts. Some question whether these programs are doing more harm than good. Others call for the development of more and better tests. Given the vast amount of resources our nation pours into testing, is it time we pay closer attention to these testing programs? Is it time we hold the testing industry and policy makers accountable for the tests they make and use? Is it time we invest resources to develop new ways of testing our students? The Paradoxes of High-Stakes Testing explores these and other questions, as it helps parents, teachers, educational leaders, and policy makers better understand the complexities of educational policies that use tests as a lever for improving the quality of education. The book explores: >> how testing is used to enable teachers and schools to be more effective and improve student learning, >> why testing is so ingrained in the American psyche and why policy makers rely on testing policies to reform our educational system, >> what we can learn from a long history of test-based reform efforts that have occurred over centuries and across continents, >> what effects testing has on teaching and learning in our schools when it is used to solve political, social, or economic problems. Most importantly, the book describes several ways in which testing can be improved to provide more accurate and more useful measures of student learning. Many of these improvements capitalize on technology to provide teachers with more detailed, diagnostic information about student learning and measure skills that some leaders argue are essential for the 21st century work force. Exploring what is within reach is critical because current testing policies are hindering these improvements. Finally, given that testing is and will continue to be an integral part of our educational system, the book concludes that, like other sectors of our society, educational testing must be more closely monitored to ensure that high quality tests are used to measure student achievement and to minimize the negative effects that testing has on students, schools, and our society. Given the opportunity our nation has to rethink and redesign its testing policies, The Paradoxes of High-Stakes Testing presents a clear strategy to maximize the positive effects of educational testing. CONTENTS: Acknowledgements 1 The High-Stakes Testing Mania. 2 Why Has Testing Become So Important? 3 What Is a Test? 4 What Human and Cultural Factors Affect Test Performance? 5 What Technical Issues Affect Test Validity? 6 Why Is It Important to Regard Testing As a Technology? 7 Why Is the History of Testing Important? 8 What Are the Paradoxical Consequences of High-Stakes Testing? 9 What Is the Future of Testing? 10 Why and How Should High-Stakes Testing Be Monitored? Bibliography 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 $39.99. Hardcover 978-1-61735-090-0 $73.99 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 54 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. Parenting Young Children Exploring the Internet, Television, Play, and Reading Paris S. Strom, Auburn University Robert D. Strom, Arizona State University A volume in the series Lifespan Learning 2009. Paperback 978-1-60752-326-0 $39.99. Hardcover 978-1-60752-327-7 $73.99 Parents feel that a fast-paced lifestyle requires constant hurry to complete the next task and causes them to lose control over how time is spent. This environment makes it more difficult to build relationships with their children and teach them to honor priorities, care about others, maintain health, manage conflicts, and achieve balance. Our cross-cultural studies of families have found that the most important gift parents can give their children is spending time together. Being together without multitasking or other interruptions increases sharing, in depth conversations, learning, and closeness. This book shows how to prepare children for school by providing the following experiences. • Parents have a new obligation, introducing their children to the Internet. Parent and child Internet visits are presented for each chapter with guidelines for teaching online. Information about child development stages are provided for parents on additional Web sites. You can link to these Web sites at Information Age Publishing (http://www.infoagepub.com/strom-young-children) • Parents and children spend more time watching television together than doing other things. Conversation questions are provided as a tool that parents can use to find out how children interpret events they see and detect learning needs. • Children will more likely become creative adults if they receive support for imagination and curiosity. Examples illustrate the merits of playing alone, playing with friends, and pretending with parents. • Boys and girls like bedtime stories and are motivated to read when they see parents read for pleasure. Children’s books that are recommended for discussion reinforce values parents hope to convey. • Parents are responsible for teaching foundation lessons about socialization. Methods are described to foster development of child self- control, getting along with others, managing fears, and setting goals. • Parents benefit from feedback on how well their goals and practices reflect principles of child development. A parent self-evaluation form includes questions and answers to identify personal strengths and learning needs. This book is for parents, grandparents, and other educators of young children ages 3 to 8. CONTENTS: PART I: TEACHING AND LEARNING 1. Exploring the Internet Together. 2. Conversations and Socialization. 3. Young Children as Consumers. PART II: FRUSTRATIONS AND FEARS 4. Hurry, Patience, and Frustration. 5. Understanding the Preschool Soldier. 6. Managing Fears and Worries. PART III: SELF-CONTROL AND DECISION MAKING 7. Self-Control and Adaptability. 8. 55 Mutual Rights and Getting Along. 9. Setting Goals and Self-Evaluation. PART IV: PLAY AND IMAGINATION 10. In Defense of Pretenders. 11. Learning to Play With Children. 12. Observing Children at Play. PART V: CREATIVITY AND CURIOSITY 13. Curiosity and Asking Questions. 14. Guidelines for Watching Television. 15. Solitude and Reflective Thinking. References Partnering for Progress Boston University, the Chelsea Public Schools, and Twenty Years of Urban Education Reform Cara Stillings Candal, Boston University A volume in the series Research in Educational Policy: Local, National, and Global Perspectives 2009. Paperback 978-1-60752-122-8 $45.99. Hardcover 978-1-60752-123-5 $85.99 For decades, education researchers have understood that school/university partnerships can be beneficial for education reform. K-12 institutions derive benefits from working with professors and university students, and higher education institutions use local schools as sites for teacher training and school improvement research. Partnerships between universities and entire school districts for the explicit purpose of school district turnaround are extremely rare, however. This is one reason why the longstanding partnership between Boston University and the Chelsea Public School District is truly one of a kind. In 1989 Boston University committed itself to the day to day management of Chelsea’s schools, which were beleaguered with financial, managerial, and social problems. After twenty years and in large part thanks to that Partnership, the Chelsea Public Schools, once the lowest performing in Massachusetts, have become some of the state’s highest performing urban schools. In this collection, scholars from Boston University, the Chelsea Public schools, and abroad examine the history the Boston University/Chelsea Public Schools Partnership and the important changes that are now a part of its legacy. Contributors examine both some of the promises fulfilled and some of the pitfalls encountered along the way, and they do so with an eye to how the Boston University/Chelsea experience can inform other school districts and universities interested in forging partnerships. How does a university take fiscal and managerial responsibility for a struggling school district and what are the challenges inherent to such a unique relationship? What specific resources can a university bring to a struggling school district and how does a school district in turn contribute to the betterment of the university? Also, how does a longstanding partnership survive and thrive in the midst of a dynamic federal and state education reform climate? The lessons outlined in this volume should be informative for researchers, policy makers, and school and university leaders interested in the possibilities that school/university partnerships hold for true education reform. CONTENTS: Introduction, Cara Stillings Candal. How Chelsea Has Changed: A Personal Reflection, Charles L. Glenn. The Origins of the Boston University/Chelsea Partnership, Kevin Carleton. The Ironies of Accountability, Douglas Sears. The Development of Planning and Control Systems for an Evolving School District, Monica Baraldi. “Every Child Can Learn”: Accountability and Student Achievement in the Context of the Boston University/Chelsea Partnership, Cara Stillings Candal. The Impact of Student Mobility on Academic Achievement: Lessons Learned in the Time of the Boston University/Chelsea Public Schools Partnership, Mary M. Bourque. Networking for the Turnaround of a School District: The Boston University/Chelsea Partnership, Daniele Vidoni and Angelo Paletta. Outreach and the Chelsea Public School System: From BU to CBOs? Frans Spierings. The Chelsea Story: Where to from Here? Thomas S. Kingston. About the Contributors. Pathways Between Eastern and Western Education John P. W. Hudson, Retired teacher. Richmond SD#38 BC Canada; Nanshan Experimental School, Shenzhen, China 2009. Paperback 978-1-60752-126-6 $39.99. Hardcover 978-1-60752-127-3 $73.99 Educators everywhere will want their hands on this book! Cover to cover, this book delivers on showing exactly what the title says: pathways between Eastern and Western education systems. Why will you want to buy this book? Readers will love the idea that different systems have a lot to share. Through a blend of anecdotes and clear information, Hudson paints a vivid picture of both systems, and provides plenty of opportunity to explore child-centered education, differentiated learning, curriculum, assessment, and a lot more. There’s lots of strategies to try out Monday morning, or sit with a coffee for a few hours to think about your 56 practice, and where you have room to grow. Plenty of new ideas pepper the book. From a fresh new take on what learning is to the power of assessment, there’s plenty here for refreshing debate. Hudson’s view takes in a wide swath: truly big ideas from a 35,000 foot viewpoint! Would you be able to sum up the two systems in ten words or less? From the very first page, you’ll be keen to see how! Parents, veteran teachers, administrators, politicians, students of education, all will find plenty to think about here, and lots to talk about. Hudson wants us all to take a refreshing new pathway to growth in education, whether we are Eastern, Western, young or old. This is your book; see what everyone is talking about and get excited about education again! CONTENTS: 1 The Educational Landscape. 2 Truth. 3 Differentiated Assessment. 4 Differentiated Curriculum. 5 Differentiated Learning. 6 The Learners. 7 Differentiated Instruction. 8 The Teachers. 9 The “Profession of Teaching” 10 Classroom Management. 11 The Classroom. 12 Governance. 13 Implementation. 14 The Parents. 15 Conclusions. Glossary. A Sample Anecdotal Report. B Sample Term Preview. References. Index The Perfect Norm How to Teach Differentially, Assess Effectively, and Manage a Classroom Ethically in Ways That Are Sandra Vavra, North Carolina Central University Sharon L. Spencer, North Carolina Central University A volume in the series Literacy, Language and Learning 2009. Paperback 978-1-60752-033-7 $39.99. Hardcover 978-1-60752-034-4 $73.99 Our goal in writing this book was to validate teachers for strong efforts in their life’s work. We often observe teachers’ frustrations with what they perceive to be a multitude of different “hot topics” in education that they must attend to now, but which they expect to come and go, like the last “hot topics.” So, we wanted to help readers see similarities between many of these “hot topics”—differentiation, multiple intelligences, culturally responsive teaching, “brain-friendly” strategies, authentic assessment, and ethical classroom management—which we feel are not “flashes in the pan.” And we trust that serious practitioners will not oversimplify the findings of neuroscientists and their application to education. Reading studies and books by scientists, a number of which are user-friendly, can help ensure that teachers separate the hype from credible information. We have seen this professionally judicious approach in the work of graduate students (Kolinski, 2007) in adopting “brain-friendly” strategies. We have intentionally packed both theoretical/research-based and practical information in this book because professional educators want to know why they should use certain approaches, models, and strategies. In turn, as professionals, we should be able to explain why we teach the way we do–not to justify, but to educate others about our knowledge-based, reflective, decision-making processes and the impact on student learning. Thus, it is important to read Chapter 1 because it lays a foundation. Each succeeding chapter (2–6) has unique and compelling twists and turns—chock full of ideas to use or to adapt. It is possible to gain lots of ideas, processes, and strategies from reading and implementing (or adapting) even one of the unit chapters, or a part of it. While some of the units are explicitly about literacy, others focus on content using reading, writing, speaking, and listening as critical in the learning process. Thus, literacy skills are reinforced and strengthened. Additionally, some of our colleagues and public school partners have given us feedback that they wanted to implement some of the units and activities themselves. So, feel free to use this book for self-exploration and professional development. CONTENTS: Acknowledgements Foreword, Patricia Ruggiano Schmidt Preface 1 A Case for Differentiation and Much More 2 The Fabric of My Life: Using Poetry, Prose, and Graphic Novels to Help Students Reflect Upon Their Identities 3 Choices That Change Our Lives: Using Realistic Fiction and Nonfiction to Help Students Reflect on Difficult Decisions 4 Community and Culture: Understanding Ourselves and Others in the Global Community 5 A Journey from Innocence to Experience: A Course in Young Adult Literature for Future Teachers 6 Convince Me: A Syllabus for a Freshman Composition Course Focused on Writing Arguments About the Authors 57 The Perfect Online Course Best Practices for Designing and Teaching Michael Simonson, Nova Southeastern University Terry L. Hudgins, Nova Southeastern University Anymir Orellana, Nova Southeastern University A volume in the series Perspectives in Instructional Technology and Distance Education 2009. Paperback 978-1-60752-120-4 $45.99. Hardcover 978-1-60752-121-1 $82.5 The Perfect Online Course: Best Practices for Designing and Teaching was edited under the assumption that a perfect online course can be delivered following different instructional methods and models for design and for instruction, and by implementing different teaching or instructional strategies. Such methods, models, and strategies are framed within quality educational guidelines and must be aimed towards attaining the online course’s learning goals. The book seeks to make a contribution to the existing body of literature related to best practices and guidelines for designing and teaching distance courses, specifically online education. The process of selecting works suitable for this compilation included an extensive review of the journals Quarterly eview of Distance Education and Distance Learning. The book begins by covering literature related to general approaches and guidelines, continues with proposed methods and models for designing and instruction, and ends with instructional strategies to achieve engagement through interaction. The book is divided into four independent, yet interrelated, parts and a concluding section: Part I: Introduction; Part II: Best Guidelines and Standards; Part III: Best Instructional Methods and Models; Part IV: Best Engagement Strategies; and the concluding section, And Finally…, with words from Simonson who delineates the structure of a perfect online course. CONTENTS: Preface: In Search of Perfection, Anymir Orellana and Terry L. Hudgins. PART I: INTRODUCTION. We Need a Plan: An Instructional Design Approach for Distance Education Course, Michael Simonson and Charles Schlosser. Does it Matter? Analyzing the Results of Three Different Learning Delivery Methods, William N. Chernish, Agnes L. DeFranco, James R. Lindner, and Kim E. Dooley. PART II: BEST GUIDELINES AND STANDARDS. In Search of Quality: An Analysis of e-Learning Guidelines and Specifications, Atsusi Hirumi. Learning Online: Adapting the Seven Principles of Good Practice to a Web-Based Instructional Environment, Christine K. Sorensen and Danilo M. Baylen. Instructors’ Self-Perceived Pedagogical Principle Implementation in the Online Environment, Jinsong Zhang and Richard T. Walls. Key Instructional Design Elements for Distance Education, Lihua Zheng and Sharon Smaldino. Class Size and Interaction in Online Courses, Anymir Orellana. What Works: Student Perceptions of Effective Elements in Online Learning, Marcy Reisetter and Greg Boris. Design and Implementation of a Web-Based Learning Environment: Lessons Learned, Alaa Sadik and Sorel Reisman. A Framework for Analyzing, Designing, and Sequencing Planned e-Learning Interactions, Atsusi Hirumi. Designing Effective e-Learning: Guidelines for Practitioners, Angelene C. McLaren. PART III. BEST INSTRUCTIONAL METHODS AND MODELS. An Analysis of Team vs. Faculty- Based Online Course Development: Implications for Instructional Design, Mark Hawkes and Dan O. Coldeway. Getting it Right Gradually: An Iterative Method for Online Instruction Development, Douglas A. Kranch. Towards a Person-Centered Model of Instruction: Can an Emphasis on the Personal Enhance Instruction in Cyberspace? Christopher Miller and Joan M. Mazur. Enhancing Web-Based Instruction Using a Person-Centered Model of Instruction, Christopher T. Miller. Evaluating College Students’ Efforts in Asynchronous Discussion: A Systematic Process, Dave S. Knowlton. Pragmatic Methods to Reduce Dishonesty in Web-Based Course, Newell Chiesl. Organizing Instructional Content for Web-based Courses: Does a Single Model Exist? Joi L. Moore, Richard E. Downing, and David L. York. An Instructional Design Approach for Effective Shovelware: Modifying Material for Distance Education, Gary R. Morrison and Gary J. Anglin. Investigating the Use of Advance Organizers as an Instructional Strategy for Web-Based Distance Education, Baiyun Chen, Atsusi Hirumi, and Ning Jackie Zhang. Streamlining the Online Course Development Process by Using Project Management Tools, M’hammed Abdous and Wu He. The Learning Contract Process: Scaffolds for Building Social, Self-Directed Learning, Naomi R. Boyer. PART IV: BEST ENGAGMENT STRATEGIES. Interaction in Online Learning Environments: A Review of the Literature, Constance E. Wanstreet. Interaction Online: A Reevaluation, John Battalio. Online Learner’s Preferences for Interaction, Pamela T. Northrup. Learner Support Needs in Online Problem-Based Learning, Steve Wheeler. Deep Learning: The Knowledge, Methods, and Cognition Process in Instructor-Led Online Discussion, Byron Havard, Jianxia Du, and Anthony Olinzock. It’s The Same Only Different: The Effect the Discussion Moderator has on Student Participation in Online Class Discussions, Vance A. Durrington and Chien Yu. Does Sense of Community Matter? An examination of Participants’ Perception of Building Learning Communities in Online Courses, Xiaonjing Liu, Richard J. Magjuka, Curtis J. Bonk, and Seung-hee Lee. CONCLUSION. And Finally ... Designing the “Perfect” Online Course, Michael Simonson. About the Authors. 58 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 $39.99. Hardcover 978-1-60752-281-2 $73.99 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 $39.99. Hardcover 978-1-61735-029-0 $73.99 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. The Principal's Challenge Learning from Gay and Lesbian Students Nicholas. J. Pace, University of Northern Iowa 2009. Paperback 978-1-60752-291-1 $39.99. Hardcover 978-1-60752-292-8 $73.99 This unique book presents lessons a straight principal-turned-professor has learned through personal experience and research with gay and lesbian high school students. It begins with a young principal acknowledging that he, nor his administrative education program, had given any thought to issues surrounding students’ sexual orientation. However, when a senior in his tiny rural high school came out, the principal started down an unexpected path that would change his outlook on school leadership—and transform his practice. 59 Presented in eight unique stories in students’ own words, we experience their challenges, fears, and triumphs—and see how their schools and the people in them both helped and hurt. Through their poignant, honest, familiar, and often surprising stories, we see how these eight students navigate what Unks (2003, p. 323) calls “the most homophobic institutions in American society.” Their stories also reveal an unexpected, yet vital lesson for educators, policy makers, and all those concerned with meeting students’ needs— that being gay or lesbian in high school does not automatically lead to bad outcomes. The students’ firsthand accounts, along with lessons learned by the once apprehensive principal, show that there is a much more positive, optimistic, and seldom-told story. The book challenges practicing and aspiring school leaders to: •Move beyond what we think we know about gay and lesbian students and see them as unique people with strengths and struggles, gifts and challenges •Examine the unique context of their schools and see how one size solution doesn’t fit all •Understand agency, agendas, and how gay-straight alliances can benefit all students •Summon the courage to transform our mission statements from slogans and live them everyday Promising Practices for Family and Community Involvement during High School Lee Shumow, Northern Illinois University A volume in the series Family School Community Partnership Issues 2009. Paperback 978-1-60752-124-2 $39.99. Hardcover 978-1-60752-125-9 $73.99 This volume focuses on family and community connections with education during the high school years. In comparison to the wealth of attention that has been focused on involving parents with schools during the early childhood and elementary school years, less attention has been directed to parents of high school students and fewer educational programs have been developed to forge connections between family, community, students, and educators at the high school level. Researchers have found that family and community have a very significant impact on student achievement and on post secondary attainment despite the considerable decline in parental involvement by high school. Educators know that family and community factors are important for student success in high school while, at the same time, they identify working with families and connecting the curriculum to the community as difficult. Currently, scholars from various fields are involved in conducting research to better understand how schools can best enhance the education of the young through interactions with students’ families and communities. Educational practitioners also are pioneering efforts to involve and serve families as well as to connect with communities in order to enrich the educational environment and enlarge opportunities for students, teachers, families, and community members. This volume, which will be of interest to both researchers and educators, reflects the interdisciplinary nature of the field. The contributors were recruited from diverse fields and workplaces. Chapters are organized into two sections to reflect whether the genesis of the work described is from theory and research or from practice and policy. Chapters originating from theory and research address: adolescent development and family involvement; the role of family and community in extracurricular activity participation; and the evolution of trust relationships in school community partnership development. Chapters originating from practice and policy address: transition to high school, using the community as a “text” for learning; career education partnerships with businesses, post secondary institutions, and community organizations; as well as, state policies and programs that support parental involvement in postsecondary planning. CONTENTS: Foreword. Introduction to Promising Practices for Family and Community Involvement during High School. SECTION ONE: PERSPECTIVES FROM THEORY AND RESEARCH. Adolescent Development and Family Involvement, Holly Kreider and Marie Suizzo. The Role of Family and Community in Extracurricular Activity Participation: A Developmental Approach to Promoting Youth Participation in Positive Activities during the High School Years, Nicole Zarrett and Jacquelynne Eccles. The Evolution of Trust Relationships in School–Community Partnership Development: From Calculated Risk-Taking to Unconditional Faith, Catherine M. Hands. SECTION TWO: PERSPECTIVES FROM PRACTICE AND POLICY. Transition to High School: Creating Community, Joan Lampert. The Foxfire Approach to Student and Community Interaction, Hilton Smith. Career Education Partnerships with Businesses, Postsecondary Institutions, and Community Organizations through Consequential Learning, Jack Shelton. Emerging State Policies and Programs Designed to Support Parental Involvement in Postsecondary Planning, Jennifer Dounay 60 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 $39.99. Hardcover 978-1-61735-024-5 $73.99 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. Reforming Teaching Globally Maria Teresa Tatto 2009. Paperback 978-1-60752-262-1 $39.99 (Originally Published in 2007 by Symposium Books) This book seeks to raise the discussion of globalisation's effects on teacher education, development and work, and its reforms and institutions, to a more theoretical and analytical level, and to provide specific examples in the comparative tradition to illustrate teacher policy in the context of education systems' widespread variability and complexity. The contributors critically analyse current arrangements in teacher education, development and work, and highlight the forces that enter in this contested terrain, the sources of conflict and convergence, and the implication of these for teaching and learning, and for indigenous forms of knowledge and knowledge construction in the globalisation era. CONTENTS: Maria Teresa Tatto. Introduction: International Comparisons and the Global Reform of Teaching. PART I: REFORMS EMPHASISING INCREASED CONTROL OVER TEACHERS' WORK AND PERFORMANCE. Lynn Paine & Yanping Fang. Dilemmas in Reforming China s Teaching: assuring 'quality' in professional development; Sigrid BlÃ¶meke. The Impact of Global Tendencies on the German Teacher Education System; Kiril Bankov. The Influence of the World Educational Changes on the Teacher Education System in Bulgaria; Allan Pitman. Ontario, Canada: the state asserts its voice or accountability supersedes responsibility; Dorothea Anagnostopoulos. The New Accountability and Teachers' Work in Urban High Schools in the USA. PART II: REFORMS EMPHASISING TEACHERS' PROFESSIONAL KNOWLEDGE AND DISCRETION. Maria Teresa Tatto, Sylvia Schmelkes, Maria del Refugio Guevara & Medardo Tapia. Mexico's Educational Reform and the Reshaping of Teachers' Development and Work; Beatrice Avalos. Teachers and Accountability: the case of Chile; Anne M. Hooghart. Teacher Accountability and Curriculum Reform in Japan: an analysis of the 'Rainbow Plan'; Clementina Acedo. Teacher Education and Accountability Policies for Improving Teaching Quality in the Philippines; Martial Dembele & John Schwille. Accountability in the Context of Teacher Empowerment: the Guinean Experience. 61 Relatively and Philosophically Earnest Festschrift in honor of Paul Ernest's 65th Birthday Bharath Sriraman, The University of Montana Simon Goodchild, University of Agder, Norway A volume in the series The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education 2009. Paperback 978-1-60752-240-9 $39.99. Hardcover 978-1-60752-241-6 $73.99 Paul Ernest’s name is synonymous with social constructivism as a philosophy of mathematics. His contributions to mathematics education have occurred at a very fundamental level and to a extent shaped theory development in this field. His research addresses fundamental questions about the nature of mathematics and how it relates to teaching, learning and society. For the last three decades Paul has been a prolific scholar who has published in a wide array of topics such as the relationship between the philosophy of mathematics and mathematics education, and more generally the philosophy of mathematics education, ethics and values in mathematics education, and the philosophy of research methodology. The title of this Festschrift is meant to be a pun to convey the sometimes relativistic dimension to mathematical certainty that Paul argued for in developing his philosophy, and also a play on words for the fact that absolute “earnestness” may perhaps be a Platonic construct, and not possible in the realm of language and human discourse! Paul Ernest’s scholarly evolution and life can best be summarized in the words of Walt Whitman “Do I contradict myself? Very well then I contradict myself” (I am large, I contain multitudes). Indeed his presence has been large and multitudinous and this Festschrift celebrates his 65th Birthday with numerous contributions coming from the mathematics, philosophy and mathematics education communities around the world. CONTENTS: 1. Socially (Re)constructing Paul Ernest. Bharath Sriraman (USA). 2. Listen to your Supervisor! Simon Goodchild (Norway). 3. New Winds blowing in Applied Mathematics. Philip J. Davis (USA) 4. Tensions between Mathematics, the Sciences and Philosophy. Jean Paul Van Bendegem (Belgium) 5. The Analytic/Synthetic Distinction in Kant and Bolzano. Michael Otte (Germany) 6. Aesthetics and Creativity: An exploration of the relationship between the constructs. Astrid Brinkmann (Germany) & Bharath Sriraman (USA) 7. The Mathematical State of the World– Explorations into the characteristics of mathematical descriptions. Ole Ravn Christensen (Denmark), Ole Skovsmose (Denmark) & Keiko Yasukawa (Australia)8. Humor in E(a)rnest. Stephen I. Brown (USA) 9. The Human condition, Mathematics and Mathematics Education. Ubiratan D’Ambrosio (Brazil) 10. On Field(ing) Knowledge. Sharon Friesen & David W. Jardine (Canada) 11. 哲学の道 Paul Dowling (UK) 12. Geometry: Tales of elegance and love. Tim Rowland (UK) 13. Needs versus Demands: Some ideas on what it means to know mathematics in society. Tine Wedege (Sweden) 14. New technologies in the classroom: Towards a semiotic analysis. Ferdinando Arzarello (Italy) 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 $39.99. Hardcover 978-1-60752-381-9 $73.99 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 62 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. 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 on Technology in Social Studies Education John Lee, North Carolina State University Adam M. Friedman, Wake Forest University A volume in the series Research Methods for Educational Technology 2009. Paperback 978-1-60752-278-2 $39.99. Hardcover 978-1-60752-279-9 $73.99 Despite technology’s presence in virtually every public school, its documented familiarity and use by youth outside of school, and the wealth of resources it provides for teaching social studies, there has been relatively little empirical research on its effectiveness for the teaching and learning of social studies. In an effort to begin to fill this gap in research literature, this book focuses on research on technology in social studies education. The objectives of this volume are threefold: to describe research frameworks, provide examples of empirical research, and chart a course for future research endeavors. Accordingly, the volume is divided into three overarching sections: research constructs and contexts, research reports, and research reviews. The need for research is particularly acute within the field of social studies and technology. As the primary purpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it is necessary to examine how technology tools impact, improve, and otherwise affect teaching and learning in social studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals. 1. Put forward reports on how research is being conducted in the field 2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affecting teaching and learning in social studies. 3. Showcase reviews of research in social studies It is with this framework that we edited this volume, Research on Technology and Social Studies Education, as an effort to address emerging concerns related to theorizing about the field and reporting research in social studies and technology. The book is divided into four sections. The first section of the book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on research reports from studies of student learning in social studies with technology. The third section contains research reports on teachers’ pedagogical considerations for using technology in social studies. In the fourth and final section, we present work that broadly reviews and critiques research in focused areas of social studies and technology. This volume contains twelve chapters, each of which focuses on social studies content and pedagogy and how the field is affected and enhanced with technology. The volume includes research and theoretical works on various topics, including digital history, digital video, geography, technology use in the K-12 social studies classroom, and artificial intelligence. CONTENTS: SECTION 1: RESEARCH CONSTRUCTS AND CONTEXTS. More to Follow: The Untapped Research Agenda in Social Studies and Technology, John K. Lee. Using the Affordances of Technology to Develop Teacher Expertise in Historical Inquiry, John W. Saye and Thomas Brush. Student-Created Digital Documentaries in the History Classroom: Outcomes, Assessment, and Research Design, Thomas Hammond and Bill Ferster. Conceptual Change and the Process of Becoming a Digital History Teacher, Philip E. Molebash, Rosemary Capps, and Kelly Glassett. SECTION 2: RESEARCH ON STUDENTS’ LEARNING IN SOCIAL STUDIES WITH TECHNOLOGY. Student and Teacher Perceptions of the WebQuest Model in Social Studies: A Preliminary Study, Phillip J. VanFossen. Multimedia-Based Historical Inquiry Strategy Instruction: Do Size and Form Really Matter? David Hicks and Peter E. Doolittle. SECTION 3: RESEARCH ON TEACHERS USING TECHNOLOGY IN SOCIAL STUDIES. If You Build It, Should I Run?: A Teacher’s Perspective on Implementing a Student-Centered, Digital Technology Project in His Ninth-Grade Geography Classroom, Sonja Heer Yow and Kathleen Owings Swan. Technology Integration: The Trojan Horse for School Reform, Cheryl Mason Bolick. The Effect of Teachers’ Conceptions of Student Abilities and Historical Thinking on Digital Primary Source Use, Adam M. Friedman. SECTION 4: RESEARCH REVIEWS. 63 Utilizing the Power of Technology for Teaching with Geography, Tina L. Heafner. Artificial Intelligence in the Social Studies, Daniel W. Stuckart and Michael J. Berson. Digital History: Researching, Presenting, and Teaching History in a Digital Age, Fred Koehl and John K. Lee. 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 $39.99. Hardcover 978-1-60752-402-1 $73.99 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. Research Perspectives Thought and Practice in Music Education Linda K. Thompson, Lee University Mark Robin Campbell, SUNY at Potsdam A volume in the series Advances in Music Education Research 2009. Paperback 978-1-60752-089-4 $39.99. Hardcover 978-1-60752-090-0 $73.99 Editorial Board: William Bauer, Case Western Reserve University, Cleveland, OH. Susan Wharton Conkling, Eastman School of Music, University of Rochester, Rochester, NY. Colleen Conway, University of Michigan, Ann Arbor, MI. Regina Murphy, St. Patrick's College, Dublin City University, Dublin, Ireland. Kathy Scherler, University of Texas at Arlington, Arlington, TX. Research Perspectives: Thought and Practice in Music Education calls attention to various theoretical and methodological aspects within the expanding field of research in music education. Perspectives presented in this volume offer readers a host of ideas and practices that range from international and historical to empirical and philosophical. Of special interest is a set of invited essays. Collectively, these essays illuminate our understanding of the peer review process, the importance of artistic vision in research and education, and the notion of complementarity – a recognition of the validity of diversity of thought and practice in music education research. The studies in Part 1 of Research Perspectives include early childhood musical development, an international comparison of early childhood preservice teacher knowledge and skills, and a psychohistoric examination of developmentally appropriate practice. Part II is comprised of studies focused on psychometrics of motivation, and professional development of practicing music educators. This volume is a significant addition to the libraries of Colleges of Education and Schools of Music, as well as an important reference for music scholars and educators, 64 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. Preface, Mary Ross Hookey. Elliot Eisner and Music Education / Eight Big Ideas About the Arts in Education, Matthew Thibeault and Elliot Eisner. Developmentally Appropriate Practice: Historic Roots and Evolving Paradigms, Martina Miranda. Type, Function, and Musical Features of Preschool Children’s Spontaneous Songs, Peter Whiteman. Preservice Teachers’ Perceptions and Perspectives on Early Childhood Music Education: A Comparative Analysis of the United States and Korea, Jinyoung Kim and Seung Yeon Lee. An Investigation of the 2 × 2 Achievement Goal Framework in the Context of Instrumental Music, Peter Miksza. In-Service Music Teachers’ Perceptions of Professional Development, William I. Bauer, Jere Forsythe, and Daryl Kinney. Developing Professional Knowledge about Music Teaching and Learning through Collaborative Conversations, Lisa M. Gruenhagen. Notes for a Moment in Music Education Research, Sandra L. Stauffer. About the Contributors. Research Supporting Middle Grades Practice David L. Hough, Missouri State University 2010. Paperback 978-1-61735-079-5 $39.99. Hardcover 978-1-61735-080-1 $73.99 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-in- chief ’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 $39.99. Hardcover 978-1-60752-283-6 $73.99 The intent of this monograph is to showcase successful implementation of mathematical discourse in the classroom. Some questions that might be addressed are: 65 * 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 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 Herbel- Eisenmann. 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 $39.99. Hardcover 978-1-60752-390-1 $73.99 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 66 Service-Learning for Diverse Communities Critical Pedagogy and Mentoring English Language Learners Kerry L. Purmensky, University of Central Florida 2009. Paperback 978-1-60752-054-2 $45.99. Hardcover 978-1-60752-055-9 $85.99 This book on service-learning for pre-service teachers learning (TESOL) techniques addresses the needs of the ELLs in the United States - the fastest growing segment of the United States population. Our schools and communities are greatly Impacted by this changing population. This book details a highly effective service-learning project which assists preservice teachers in learning the value of critical pedagogy, and how mentoring ELLa can improve TESOL techniques, impact schools, and empower ELL using the National ESOL Standards. It does It In such a way that it could be replicated and Implemented effortlessly in any educational facility that is training teachers In TESOL or has ELLs, and wants to create partnerships in the community. The focus of this work, though, is not just to detail a project that addresses Federal and State Standards. Critical pedagogy is an approach to the classroom which encourages students to question current practices and thinking in their world. This book is designed to help readers understand how students in Service-Learning projects can learn to think critically about issues related to our growing diverse communities, to become strong advocates in empowering their ELLs to become contributing members of the community, and to alter their thinking about their role as a teacher In our society. It is essential that our higher education programs develop teachers who can work successfully in these communities, think critically about how our culture responds to cultural diversity, and develop partnerships which empower all members of the community. CONTENTS: Acknowledgments. Preface. PART I: SERVICE-LEARNING AS A PEDAGOGICAL MODEL 1 Model Standards in Service-Learning. 2 Service-Learning for Pre-Service Teacher TESOL Training. 3 Service-Learning Meets the ESOL Standards. 4 ESOL Standards Infusion in Teacher Training Programs. 5 Linguistic Concepts for the Pre-service Teacher: Knowledge and Application. PART II: CRITICAL ASSESSMENT WITHIN THE SERVICE-LEARNING MODEL 6 Critical Reflection through Technology. 7 Critical Pedagogy within the Service-Learning Model. 8 Critical Assessment within the Service-Learning Model. References. A Sample Syllabus. B Sample Sign-up Materials for Schools. C Service-Learning Literacy Strategies: ELLs in Elementary Education. D Student Survey. Author's Notes Social Issues and Service at the Middle Level Samuel Totten, University of Arkansas, Fayetteville Jon Pedersen, University of Nebraska-Lincoln 2009. Paperback 978-1-60752-098-6 $39.99 (orginally published by Allyn & Bacon 1997) This book provides a powerful and clear picture of some of the outstanding programs designed and implemented in the United States to provide young adolescents with rich, meaningful, and powerful learning activities with community service. The book is comprised of two parts with 18 essays and an introduction. The essays reflect a range of experience. Part 1, "Social Issues," includes: (1) "Social Issues in the Middle School Curriculum: Retrospect and Prospect" (James A. Beane); (2) "Challenging Barriers: A Unit in Developing an Awareness and Appreciation for Differences in Individuals with Physical and Mental Challenges" (Pauline S. Chandler); (3) "Implementing an Interdisciplinary Unit on the Holocaust" (Regina Townsend; William G. Wraga); (4) "The Homeless: An Issue-Based Interdisciplinary Unit in an Eighth-Grade Class" (Belinda Y. Louie; Douglas H. Louie; Margaret Heras); (5) "Making Plays, Making Meaning, Making Change" (Kathy Greeley); (6) "Teleconversing about Community Concerns and Social Issues" (Judith H. Vesel); (7) "Using Telecommunications to Nurture the Global Village" (Dell Salza); (8) "New Horizons for Civic Education: A Multidisciplinary Social Issues Approach for Middle Schools" (Ronald A. Banaszak; H. Michael Hartoonian; James S. Leming); and (9) "Future Problem Solving: Preparing Middle School Students to Solve Community Problems" (Richard L. Kurtzberg; Kristin Faughnan). Part 2, "Service," contains: (1) "Alienation or Engagement? Service Learning May Be an Answer" (Joan Schine; Alice Halsted); (2) "Service Learning: A Catalyst for Social Action and School Change at the Middle Level" (Wokie Weah; Madeleine Wegner); (3) "The Community as Classroom: Service Learning at the Lewis Armstrong Middle School" (Ivy Diton; Mary Ellen Levin); (4) "Incorporating Service Learning into the School Day" (Julie Ayers; Kathleen Kennedy Townsend); (5) "Science-Technology-Society: An Approach to Attaining Student Involvement in Community Action Projects" (Curt Jeffryes; Robert E. Yager; Janice Conover); (6) "Calling Students to Action: How Wayland Middle School Puts Theory into 67 Practice" (Stephen Feinberg; Richard Schaye; David Summergrad); (7) "Our Forest, Their Forest: A Program That Stimulates Long-Term Learning and Community Action" (Patricia McFarlane Soto; John H. Parker; George E. O'Brien); (8) "Every Step Counts: Service and Social Responsibility" (Larry Dieringer; Esther Weisman Kattef); and (9) "The Letter that Never Arrived: The Evolution of a Social Concerns Program in a Middle School" (Robyn L. Morgan; Robert W. Moderhak). Spark the Brain, Ignite the Pen (SECOND EDITION) Quick Writes for Kindergarten Through High School Teachers and Beyond Samuel Totten, University of Arkansas, Fayetteville Helen Eaton, Holcomb Elementary Shelley Dirst, Arkansas Department of Education Clare Lesieur, Skyline Heights Elementary School 2009. Paperback 978-1-60752-087-0 $39.99. Hardcover 978-1-60752-088-7 $73.99 A NEW emphasis IN THIS edition of Spark the Brain, Ignite the Pen is writing to learn in the content areas. This edition of the work first published in 2006 includes a collection of classroom-tested quick writes designed to assist students in thinking and writing about significant content in the disciplines. Contributors to the book teach a wide array of grade levels (K through college) and subject areas e.g., English, social studies, math, science and health), and the quick writes included in the book are ideal for use in a variety of classroom subjects and settings. Given the current research validating the impact of using writing tasks to learn content, this volume should be useful to a wide range of teachers, teacher educators, and professional development trainers K-12. 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 $39.99. Hardcover 978-1-61735-059-7 $73.99 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 wisdom- based 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. 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 68 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 Teaching<~>Learning 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. Student Perspectives on Assessment What Students Can Tell Us About Assessment for Learning Dennis M. McInerney, Hong Kong Institute of Education Gregory Arief D. Liem, University of Sydney Gavin T. L. Brown, The Hong Kong Institute of Education A volume in the series Research on Sociocultural Influences on Motivation and Learning 2009. Paperback 978-1-60752-352-9 $39.99. Hardcover 978-1-60752-353-6 $73.99 Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented. CONTENTS: INTRODUCTION. Student Perspectives of Assessment: Considering What Assessment Means to Learners, Gavin T. L. Brown, Dennis M. McInerney, and Gregory Arief D. Liem. PART I. STUDENTS’ PERSPECTIVES OF ASSESSMENT IN COMPULSORY SCHOOLING. Accessing Primary Pupils’ Conceptions of Daily Classroom Assessment Practices, Ana Remesal. “Drawing” Out Student Conceptions: Using Pupils’ Pictures to Examine Their Conceptions of Assessment, Lois R. Harris, Jennifer A. Harnett and Gavin T.L. Brown. My Teacher and My Friends Helped Me Learn: Student Perceptions and Experiences of Classroom Assessment, Bronwen Cowie. Students’ Voices in School-based Assessment of Hong Kong: A Case Study, Manman Gao. PART II. 69 STUDIES WITH THE STUDENTS’ CONCEPTIONS OF ASSESSMENT INVENTORY. Analyzing the Dimensionality of the Students’ Conceptions of Assessment (SCoA) Inventory, Anke Weekers, Gavin T. L. Brown, and Bernard P. Veldkamp. Beliefs that Make a Difference: Adaptive and Maladaptive Self-regulation in Students’ Conceptions of Assessment, Gavin T.L. Brown, Elizabeth Peterson, and Earl Irving. Test-Taking Effort and Score Validity: The Influence of Student Conceptions of Assessment, Steven L. Wise and Melynda R. Cotten. A Multimethod Examination of University Students' Views of Assessment, Lisa F. Smith and Kelly Holterman ten Hove. PART III. UNIVERSITY STUDENTS’ PERSPECTIVES OF ASSESSMENT. Assessment Practices in Higher Education in Brazil from the Students’ Point of View, Daniel A. S. Matos, Sergio D. Cirino, and Gavin T. L. Brown. How Can We Increase Student Motivation During Low-Stakes Testing? Understanding the Student Perspective, Anna Zilberberg, Allison R. Brown, J. Christine Harmes, and Robin D. Anderson. Formative Assessment in Higher Education: Frequency and Consequence, Jeffrey K. Smith and Anastasiya A. Lipnevich. Changing Insights in the Domain of Assessment in Higher Education: Novel Assessments and Their Pre-, Post- and Pure Effects on Student Learning, Mien Segers, Filip Dochy, David Gijbels, and Katrien Struyven. Index. About the Authors. Studies in School Improvement 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 2009. Paperback 978-1-60752-093-1 $39.99. Hardcover 978-1-60752-094-8 $73.99 Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time— instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects. CONTENTS: Preface, Wayne K. Hoy and Michael DiPaola. Transformational School Leadership Effects on Schools, Teachers, and Students, Kenneth Leithwood and Jing-Ping Sun. A Theoretical and Empirical Analysis of Change Orientations in Schools, Sean Kearney and Page A. Smith. Interventions to Improve Instruction: How Implementation Strategies Affect Instructional Change, Brian Rowan and Richard Correnti. Academic Optimism and Achievement: A Path Model, Misty M. Kirby and Michael F. DiPaola. Middle School Reform and Its Relationship to Learning Environments and Student Outcomes, Nancy L. Jadallah and Diana G. Pounder. Continuation High Schools: A Descriptive Study of a Major California Dropout Prevention Program, Lynne G. Perez and Joseph F. Johnson, Jr. Culture and Process in Effective School Districts, William A. Firestone. Professionalism in Teaching: Toward a Structural Theory of Professionalism, Eileen McMahon and Wayne K. Hoy. Teacher–School Board Member Trust as a Bridge to School Effectiveness: Relationships and Organizational Structure, Pamela A. Lenz. Conceptualizing and Validating a Measure of Student Trust, Curt M. Adams and Patrick B. Forsyth. The Effects of National Origin of Applicants on Admission Decisions for a Doctoral Program in Educational Leadership: Is It a Level Playing Field? I. Phillip Young and Karen Holsey Young. About the Editors. About the Contributors. Taking Play Seriously Children and Play in Early Childhood Education – an Exciting Challenge Ole Fredrik Lillemyr, Queen Maud University College 2009. Paperback 978-1-60752-114-3 $39.99. Hardcover 978-1-60752-115-0 $73.99 Foreword by Dr. Anthony D. Pellegrini In the book the author presents from different perspectives what is understood by the phenomenon of children’s play, why it is important, and how children’s play challenge and stimulate the educator or caregiver in regard of educational values and practice, with the conclusion: play has to be taken seriously. A selection of theories is introduced to provide descriptions and explanations of play, as a background for putting 70 forward certain requirements for what should be understood by play in early childhood education. Finally, a discussion of play as an educational remedy is presented, and at the end the important elations between play, experiences and self-concept development are outlined in relevance to teachers’ professional play competence. The book is relevant to university academics teaching at bachelor and master programs of early childhood education; in addition to parents, teachers and caregivers in relation to children aged 0 to 9 years of age. Teaching Adolescents Religious Literacy in a Post-9/11 World Robert Nash, The University of Vermont Penny A. Bishop, The University of Vermont 2009. Paperback 978-1-60752-311-6 $39.99. Hardcover 978-1-60752-312-3 $73.99 For thousands of years, religion has been a key element of human societies. Whenever we, as educators, exclude or minimize religion’s vast role in society, we leave out a large part of our world’s shared history. This is a serious act of educational omission, even neglect, on the part of our nation’s public middle and secondary schools, particularly when adolescents are so ready to engage in meaningful conversation about the world that surrounds them. Our book’s central purpose is to provide middle-level and high school teachers with the necessary background knowledge and pedagogical skills necessary to help adolescents become religiously literate learners and citizens. Currently, there is no text like ours on the market that both covers a number of world religions, and presents concrete recommendations for teaching and learning this material. Our book is meant to educate the following audiences: teacher educators, middle-level and high school teachers in all content areas, administrators, school boards, and parents. For us, educating for religious literacy is all about bringing adolescents into the 21st century of teeming religious and spiritual diversity—a long-neglected component of the multicultural curriculum in public schools. In a post-9/11 world, religious literacy requires that students understand the whats and whys of differing religious beliefs, both in their own country and elsewhere. It means looking for commonalities, as well as differences, between and among the great wisdom traditions—both nationally and internationally. It is about understanding how all of us might live peacefully in a religiously diverse world. Our book accomplishes these goals by being informative, practical, experiential, case- based, and, above all, accessible to beginners. CONTENTS: Preface. 1 Making the Case. 2 The Narrative of Judaism. 3 The Narrative of Christianity. 4 The Narrative of Islam. 5 The Narrative of Hinduism. 6 The Narrative of Buddhism. 7 Religious Controversies and Misconceptions. 8 The Religious Literacy Toolbox. 9 Some Lesser Known Religious Narratives. Appendix A. References Teaching and Learning Chinese Issues and Perspectives Jinfa Cai 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 $39.99. Hardcover 978-1-61735-065-8 $73.99 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 71 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, Hui- Ching 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. 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 $39.99. Hardcover 978-1-61735-045-0 $73.99 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. 72 Teaching and Studying the Holocaust Samuel Totten, University of Arkansas, Fayetteville Stephen Feinberg 2009. Paperback 978-1-60752-300-0 $39.99 (Originally Published in 2000 by Allyn & Bacon) Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. From the Back Cover: Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively." Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum." Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges head-on. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible." Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon. Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was co-editor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA. Teaching Inclusively in Higher Education Moira A. Fallon, SUNY – College at Brockport Susan C. Brown 2010. Paperback 978-1-60752-445-8 $39.99. Hardcover 978-1-60752-446-5 $73.99 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 73 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. CONTENTS: PART 1: STUDENTS AS DIVERSE INDIVIDUALS AND MEMBERS OF INCLUSIVE GROUPS 1. A Student- Centered 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 $39.99. Hardcover 978-1-61735-048-1 $73.99 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. 74 Teaching Social Issues with Film William B. Russell III, Ph.D., University of Central Florida 2009. Paperback 978-1-60752-116-7 $39.99. Hardcover 978-1-60752-117-4 $73.99 Since the beginning of the 20th century, the film industry has confronted, challenged, and explored various social issues through its films. Social issue films are an excellent resource for teaching social issues. Teachers will find this book to be a valuable resource for teaching social issues. This book includes a discussion on teaching social issues, teaching with film, and how social issue films can be utilized to enhance the curriculum. This volume offers teachers an effective means for teaching social issues to today’s digital and media savvy students. Furthermore, this volume details how film can be used to teach social issues, discusses relevant legal issues surrounding the use of film in the classroom, and details two separate models for teaching social issues with film. The heart of the book includes a detailed filmography of 180 films that pertain to 30 social issues. Each social issue includes a definition/explanation of the social issue and details six films. Each film detailed includes complete bibliographic information and a synopsis. This volume is clearly organized and expertly written for educators and is beneficial to librarians and teachers at the secondary and college level, particularly in social studies, sociology, history, political science, literature, film studies, and other social sciences. 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 2010. Paperback 978-1-61735-038-2 $39.99. Hardcover 978-1-61735-039-9 $73.99 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 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 Preston- Grimes. 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. 75 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 $39.99. Hardcover 978-1-61735-021-4 $73.99 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: 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 $39.99. Hardcover 978-1-60752-461-8 $73.99 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. 76 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. Towards a Brighter Tomorrow The College Barriers, Hopes and Plans of Black, Latino/a and Asian American Students in California Walter R. Allen, University of California, Los Angeles Erin Kimura-Walsh, University of California, Los Angeles Kimberly A. Griffin, University of California, Los Angeles A volume in the series Research on African American Education 2009. Paperback 978-1-60752-142-6 $39.99. Hardcover 978-1-60752-143-3 $73.99 The book aims to develop a clearer understanding of the influence of social dynamics on the educational opportunities of high school students of color in the urban setting of California’s Los Angeles area. Specifically, we examine how students’ backgrounds, high school experiences and own agency shape their college preparation processes and postsecondary aspirations. While some research has been done on high school students’ college-choice process, this book is unique in its broad and comparative approach. It examines the experiences of students across 10 schools, identifying broad themes that are illustrated through specific case studies. This approach allows readers to understand the broader issues that face students from underserved backgrounds as they pursue college, while illuminating how these issues uniquely manifest hemselves in individual school contexts. CONTENTS: Foreword, Beverly Daniel Tatum. Introduction: Understanding College Access and Opportunity for Black and Latina/o Students in California. The CHOICES Project: Methodology, Walter R. Allen, Ophella C. Dano, and Eden Brauer. PART I: SCHOOL RESOURCES. Working With What You Have: College Preparation at a Low Resourced High School, Kimberly A. Griffin and Mindelyn Buford. More than What Money Can Buy: Students’ Experiences with Race and Resource Allocation at a Well Resourced High School, Kimberly A. Griffin and Erin Kimura-Walsh. Helping Students Help Themselves?: The Paradox of High Expectations and Low Resources at an Urban Magnet High School, Gloria González. PART II: RACIAL DYNAMICS. Structuring Opportunity: Tracking Students at a “Single-Track” High School, Michael Knox. Systems of Support: Home and School Contexts of Asian and Latina / o High School Students, Joshua S. Yang. “You’re the Scholar—Please, Let Me Be One, Too”: How Race Shapes Access to Institutional Resources at a Predominantly Black and Latina/o School, Faustina M. DuCros. PART III: INTERSECTION OF RACE AND CLASS. Southeast Asian Educational Mobility: Ethnicity, Social Capital, and the Pursuit of Higher Education, Robert T. Teranishi and Tu-Lien Kim Nguyen. Bridges or Barriers?: The Influence of Family Background, Finances, Peers, High School and Outreach Programs on Latina/o Students’ College Preparatory Process, Erin Kimura-Walsh. From Suburban to Urban: The Influence of Busing Policy on the Educational Context and Student Outcomes of a Suburban High School, Kimberly A. White-Smith. When Cultures Clash: Transposing a College-Going Culture in an Urban School, Bryan A. Brown, Cheryl A. Brown, and Uma M. Jayakumar. PART IV: PROMISING PRACTICES. AVID: Providing a Different Atmosphere to Promote College Access, Ray Franke, Jaime Rodriguez, Rican Vue, and Maria Woodruff. Maintaining Culture and Community: The Quest for Academic Success at Superior High School, Tyrone C. Howard and Raina Dyer-Barr. Conclusions and Implications. Afterword, Gary Orfield. 77 Tradition and Culture in the Millennium Tribal Colleges and Universities Linda Sue Warner, Haskell Indian National University Gerald E. Gipp, American Indian Higher Education Consortium A volume in the series Educational Policy in the 21st Century: Opportunities, Challenges and Solutions 2009. Paperback 978-1-60752-000-9 $39.99. Hardcover 978-1-60752-001-6 $73.99 This volume of The David C. Anchin Research Center Series on Educational Policy in the 21st century: Opportunities, Challenges, and Solutions focuses on tribal colleges and universities. As a recent member of higher education community, tribal colleges and universities provide a unique perspective on higher education policy. Policies and structures rely increasingly on native culture and traditions and yet provide the framework for academic rigor, collaboration, and relevance. Tribal Colleges and Universities have played an integral role in the growing numbers of students who attain the bachelor’s degree. According to Ward (2002), these colleges and universities experienced a five-fold increase in student enrollment between 1982 and 1996. As it stands today, approximately 142,800 American Indians and Alaska Natives who are 25 and older hold a graduate or professional degree (Diverse, 2007), and Tribal Colleges and Universities have been integral to this graduate level attainment. With this edited volume, Dr. Linda Sue Warner and Dr. Gerald E. Gipp, and the invited scholarly contributors, have provided a comprehensive explication of the phenomenal history of Tribal Colleges and Universities in the United States and the policy issues and concerns that these colleges and universities face. CONTENTS: List of Contributors. Series Foreword, Bruce A. Jones. Introduction, Linda Sue Warner and Gerald E. Gipp. PART I: OUR HISTORY. The Story of AIHEC, David M. Gipp. Tribal Colleges and Universitites: Supporting the Revitalization in Indian Country, Wayne J. Stein. Montana Tribal Colleges, James Shanley. Growth by Degrees, Douglas Clement. The Implementation of a World Indigenous Accreditation Authority, Ray Barnhardt. PART II: CULTURE AND TRADITION. Understanding American Indian Cultures, Richard Littlebear. World View and Cultural Behaviors: Strategies and Resources Determination in the Tribal Academy, Rosemary Ackley Christensen. PART III: LEADERSHIP. Indigenous Governance, Linda Sue Warner and Kathryn Harris Tijerina. Oklahoma Tribal College Expansion: Later than Sooner Comanche Nation College, John W. Tippeconnic III. Student Retention Initiatives at Tribal Colleges and Universities and Strategies for Improvement, Robin Williams and Cornel Pewewardy. Leadership in American Indian Higher Education, Gerald E. Gipp. PART IV: OUR FUTURE. Succession of the Tribal College Presidency, Phil Baird. The Role of the Tribal College Journal in the Tribal College Movement, Marjane Ambler and Paul Boyer. Technology at the TCUs, Carrie L. Billy and Al Kuslikis. Tribal Colleges and Universities: From Where We Are to Where We Might Go, Cheryl Crazy Bull. 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 $39.99. Hardcover 978-1-60752-428-1 $73.99 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. 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 78 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. 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. 79 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. War or Common Cause? A Critical Ethnography of Language Education Policy, Race, and Cultural Citizenship Kimberly Anderson A volume in the series Education Policy in Practice: Critical Cultural Studies 2009. Paperback 978-1-59311-985-0 $39.99. Hardcover 978-1-59311-986-7 $73.99 This book on bilingual education policy represents a multidimensional and longitudinal study of “policy processes” as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia). In order to reconstruct this complex policy process, Anderson impressively marshals a great variety of forms of “discourse.” Most of this discourse, of course, comes from overheard discussions and spontaneous interviews conducted at a particular school—the voices of teachers and administrators. Such discourse forms the heart of her ethnographic findings. Yet Anderson also brings an ethnographer’s eye to national and regional debates as they are conducted and represented in different forms of media, especially newspapers and magazines. She then uses the key theoretical concept of “articulation” to conceptually link these media representations with local school discourse. The result is an illuminating account of how everyday debates at a particular school and media debates occurring more broadly mutually inform one another. CONTENTS: Series Editor’s Introduction, Bradley A. U. Levinson. Foreword, Douglas Foley. Acknowledgments. Introduction: The Anthropology of Language Education Policy, Race, and Cultural Citizenship. Debates About Immigration, Language, Race, and Education Policy in the National Media in the mid-1990s. Conflict Over Immigration, Race, and Language Education Policy at a School in California in the mid-1990s. Immigration, Language, Race, and Education Policy in the National Media, 1998-2000: Debates Continue. Immigration, Race, and Language Education Policy a South Elementary, 1998-2000: Conflict Continues. Reflections on Policy Processes and Cultural Citizenship. Immigration Debates, Legislative Politics, and Education Policy Context, 2005-2007: From the National Stage to the “New South”. War or Common Cause? Conclusions and Implications for Research, Policy, and Practice Notes. References. Wired for Learning An Educators Guide to Web 2.0 Terry T. Kidd, Texas A&M University Irene Chen, University of Houston-Downtown 2009. Paperback 978-1-60752-096-2 $39.99. Hardcover 978-1-60752-097-9 $73.99 "Web 2.0" is a term used to describe an apparent second generation of the World Wide Web that emphasizes collaboration and sharing of knowledge and content among users. With the growing popularity of Web 2.0, there has been a burgeoning interest in education. Tools such as blogs, wikis, RSS, social networking sites, tag-based folksonomies, and peer-to-peer (P2P) media sharing applications have gained a prominence in teaching and learning. With Wired for Learning: An Educators Guide to Web 2.0 there is tremendous potential for addressing the needs student, teachers, researchers, and practitioners to enhance the teaching and learning experiences through customization, personalization, and rich opportunities for networking and collaboration. The purpose of this text is to clarify and present applications and practices of Web 2.0 for teaching and learning to meet the educational challenges of students in diverse learning setting. This text will bring teachers and university education into a bold new reality and cause them to move to think differently about technology’s potential for strengthening students' critical thinking, writing, reflection, and interactive learning. CONTENTS: Acknowledgements. Preface. PART I: INTRODUCING WEB 2.0: TRENDS, SIGNS, AND USER DESIGN. The Trend of Web 1.0, Web 2.0, Web 3.0, and Beyond, Te-Ping Kang, Jengchung V. Chen, and Terry T. Kidd. Web 2.0: How Signs, Symbols, and Podcasts Affect Elearning, Ruth Gannon Cook. User Generated Design: Teaching and Learning with Web 2.0, Jeremy I. Tutty and Florence Martin. PART II: SOCIAL LEARNING, NETWORKING, AND THE WEB 2.0. Designing Collaborative Communities of Inquiry through the Application of Web 2.0 Tools, Norm D. Vaughan and D. Randy Garrison. Instructional Design and Pedagogical Issues with Web 2.0 Tools, Amelia W. Cheney, Robert L. Sanders, Nita J. Matzen, and John H. Tashner. Incorporating Web 2.0 Into Education: Instructional Design and 80 Pedagogical Issues, Elena Qureshi and Phillip Olla. Web 2.0 in Academia: Blogs and Wikis as Instruments for Learning and Teaching, Stefanie Panke. PART III: WEB 2.0 ENVIRONMENT AND USER CENTER DESIGN. Wiki Environments for Learning, Johann Ari Larusson and Richard Alterman. Reflective Learning for the Net Generation, John Sandars, Christopher Murray, and Maggie McPherson. SimSpaces: Collaboratively Designed Virtual Learning Environments, Brendan Calandra and Stephen W. Harmon. Course Co-Creation vs. Course Management: Wikis as a Potential Alternative to Traditional Learning Management Systems, ichael L. W. Jones and David Gelb. PART IV: LEARNING MANAGEMENT WITH WEB 2.0. Meaningful Learning with Wikis: Making a Connection, Yufeng Qian. You’ve Got to See This: Looking Back On/Forward from On-Line Hypermediated Art Criticism and Collaborative Digital Technology, B. Stephen Carpenter, II and Pamela G. Taylor. Web 2.0 Affordances for Literacies: Using Technology as Pedagogically Strong Scaffolds for Learning, Julie McLeod and Sheri Vasinda. Semester Without End: Keeping the Class Connection Open via RSS, Ray Schroeder. PART V: WEB 2.0: CASE STUDIES AND IDEAS FOR EDUCATORS. Planning for 21st Century Technologies, Jeff Utecht. Is There a Place in Second Life® for K–12 Education? Amanda Jost and Irene Chen. Uses for Web 2.0 Tools in Instructional Settings, Dominique Turnbow and Andrea Lynch. Designing Professional Development to Support Teachers’ TPACK and Integration of Web 2.0 Technologies, Drew Polly. Technically Speaking: Supporting 1.0 Teachers in a 2.0 World, Jeanne C. Samuel, Jarrod L. Sanson, and Janice M. Hinson. Accessibility Issues for Web 2.0, Becky Sue Parton and Robert Hancock. Web 2.0 in Teacher Education: Characteristics, Implications, and Limitations, Michael M. Grant and Clif Mims. Glossary of Terms, About the Editors. 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 $39.99. Hardcover 978-1-60752-464-9 $73.99 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: 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. Writing for Educators Personal Essays and Practical Advice Karen Bromley, Binghamton University 2009. Paperback 978-1-60752-103-7 $39.99. Hardcover 978-1-60752-104-4 $73.99 This book is for new faculty, graduate students, teachers, administrators, and other academics who want to write more clearly and have their 81 work published. The essays focus on writing journal articles, dissertations, grants, edited books, and other writing in educational settings. The authors are educators who share their own first-hand experiences that provide novice writers with important knowledge and support in the quest for success in professional scholarly writing. A variety of authors discuss the writer’s craft, including issues of voice, audience, planning, drafting, revision, conventions, style, submitting to journals, editorial review, and editing. CONTENTS: Introduction. SECTION I: FINDING YOUR VOICE. What? Me Write? Six Reasons to Write for Publication, James J. Carpenter. Finding Ideas and Developing the Confidence to Write for Publication, Chris Pescatore. Writing-to-Learn: Understanding What You Know, Maureen Boyd. Reading as a Way to Develop a Writing Identity, Nicholas Paley. SECTION II: WRITING AN ARTICLE OR DISSERTATION. From Idea to Printed Page, Marilyn Tallerico. Writing to be Read: Clarity and Power in Scholarly Writing, C. Beth Burch. Creating a Corpus: Writing to Shape Practice, Beverly Rainforth. Nine Notes From a Novice: Publishing a Teaching Idea, Margaret Golden. Writing With Publication in Mind, Joan Bouza Koster. Completing a Dissertation in Just Over Two Years, Holly Hansen Thomas. Four children and a dissertation, Sandi Graham. SECTION III: REVIEWS, REVISING, AND EDITING. Surviving the Review Process: The Good, the Bad, and the Ugly, Jenny Gordon. Rethink, Rewrite, Revise: Mining the Gold, Heather Sheridan-Thomas. Revising for Successful Publication, Mitch Rosenwald. Editing a Book: Nine Questions and Some Answers, Karen Bromley. An Editor’s Perspective on the Importance of Style, Jean Schmittau. SECTION IV: GRANT WRITING. Writing a Grant Proposal, Karen Bromley. Grant writing for Teachers, Pat Krizan. The Collaborative Grant Development Process, Allison Alden. SECTION V: OTHER WRITING IN EDUCATIONAL SETTINGS. On-Demand Writing by Administrators, Carol Stark. A Principal’s Writing Experiences, Doug Green. My Surprising Life as an Author, Jo Malin. Appendices: A - Quotes About Writing. B - Forming a Writing Group. C - Leads. D - Feedback on Manuscripts. E - PQS (Praise, Question , Suggest). F - A Writing Rubric. G - Sample Cover Letter. H - Manuscript Tracking Form. I - Annotated Bibliography of Books for Administrators. J - Annotated Bibliography of Books for Academics. About the Authors. The X Factor Personality Traits of Exceptional Science Teachers Clair T. Berube, Hampton University 2010. Paperback 978-1-61735-035-1 $39.99. Hardcover 978-1-61735-036-8 $73.99 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 82 Complete Backlist Title Year Paperback Hardcover A Decade of Middle School Mathematics Curriculum Implementation: Lessons 2008 $39.99 $73.99 Learned from the Show-Me Project Margaret R. Meyer, Cynthia W. Langrall 978-1-60752-012-2 978-1-60752-013-9 Series: Research in Mathematics Education A Place For Teacher Renewal: Challenging the Intellect, Creating Educational Reform 2008 $39.99 978-1-59311-902-7 Anthony G. Rud Jr., Walter P. Oldendorf Advancing Democracy Through Education?: U.S. Influence Abroad and Domestic 2008 $39.99 $73.99 Practices Doyle Stevick, Bradley A. U. Levinson 978-1-59311-654-5 978-1-59311-655-2 Series: Education Policy in Practice: Critical Cultural Studies American Educational History Journal: Volume 35 Numbers 1 & 2 2008 J. Wesley Null 2008 $39.99 978-1-59311-948-5 $73.99 978-1-59311-949-2 Series: American Educational History Journal Being on the Wrong Side of History: The Re-Segregation of Norfolk Public Schools Judith Brooks-Buck 2008 $39.99 1-59311-044-8 $73.99 1-59311-045-6 Series: Research on African American Education 2008 $39.99 $73.99 Bhutan: Ways of Knowing Frank Rennie, Robin Mason 978-1-59311-734-4 978-1-59311-735-1 2008 $25.99 $59.99 Building the Successful Online Course Ken Haley, Karen Heise 978-1-59311-932-4 978-1-59311-933-1 Building Workforce Competencies in Career and Technical Education 2008 $39.99 $73.99 Victor C.X. Wang, Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong 978-1-60752-029-0 978-1-60752-030-6 Learning Career Development in the Schools Grafton Eliason, John Patrick 2008 $39.99 978-1-59311-533-3 $73.99 978-1-59311-534-0 Series: Issues in Career Development Civil Sociality: Children, Sport, and Cultural Policy in Denmark Sally Anderson 2008 $39.99 978-1-59311-876-1 $73.99 978-1-59311-877-8 Series: Education Policy in Practice: Critical Cultural Studies Collaborative Writing: An Annotated Bibliography Bruce W. Speck, Teresa R. Johnson, Catherine P. Dice, Leon B. Heaton 2008 $39.99 1-59311-285-8 Series: Bibliographies and Indexes in Education Communities of Practice: Creating Learning Environments for Educators, Volume 1&2 2008 $79.98 978-1-59311-866-2 $147.98 978-1-59311-867-9 Chris Kimble, Paul Hildreth, Isabelle Bourdon Contemporary Perspectives on Mathematics in Early Childhood Education Olivia Saracho, Bernard Spodek 2008 $39.99 978-1-59311-637-8 $73.99 978-1-59311-638-5 Series: Contemporary Perspectives in Early Childhood Education Contemporary Perspectives on Science and Technology in Early Childhood 2008 $39.99 $73.99 Education Olivia Saracho, Bernard Spodek 978-1-59311-635-4 978-1-59311-636-1 Series: Contemporary Perspectives in Early Childhood Education Creativity, Giftedness, and Talent Development in Mathematics 2008 $39.99 $73.99 Bharath Sriraman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics 978-1-59311-977-5 978-1-59311-978-2 Education Current Issues in Educational Policy and the Law Kevin G. Welner, Wendy C. Chi 2008 $25.99 978-1-59311-656-9 $59.99 978-1-59311-657-6 Series: Educational Policy and Law Curriculum and Teaching Dialogue Volume 10 Issues 1&2 Barbara Slater Stern 2008 $39.99 978-1-59311-989-8 $73.99 978-1-59311-990-4 Series: Curriculum & Teaching Dialogue 2008 $39.99 Deep Listening: Hidden Meanings in Everyday Conversation Robert E. Haskell, Ph.D. 978-1-59311-917-1 83 2008 $39.95 Design and Analysis of Time-Series Experiments Gene V Glass, Victor L. Willson, John M. Gottman 978-1-59311-980-5 Digital Geography: Geospatial Technologies in the Social Studies Classroom Andrew J. Milson, Marsha Alibrandi 2008 $39.99 978-1-59311-672-9 $73.99 978-1-59311-673-6 Series: International Social Studies Forum: The Series Diverse Methodologies in the Study of Music Teaching and Learning Linda K. Thompson, Mark Robin Campbell 2008 $39.99 978-1-59311-629-3 $73.99 978-1-59311-630-9 Series: Advances in Music Education Research 2008 $39.99 $73.99 Education Reform in the American States Jerry McBeath, Maria Elena Reyes, Mary Ehrlander 978-1-59311-775-7 978-1-59311-776-4 Educational Research, The National Agenda, and Educational Reform: A History Theresa R. Richardson, Erwin V. Johanningmeier 2008 $39.99 978-1-59311-730-6 $73.99 978-1-59311-731-3 Series: Studies in the History of Education 2008 $39.99 Elder Care and Service Learning: A Handbook Susanne Bleiberg Seperson, Carol Hegeman 1-59311-382-X 2008 $39.99 $73.99 Encyclopedia of Peace Education Monisha Bajaj 978-1-59311-898-3 978-1-59311-899-0 2008 $39.99 Exile from Argentina: A Jewish Family and the Military Dictatorship (1976-1983) Eduardo D. Faingold 978-1-59311-994-2 Exploring Values Through Literature, Multimedia, and Literacy Events: Making Connections 2008 $39.99 978-1-59311-945-4 Patricia Ruggiano Schmidt, Ann Watts Pailliotet Faith Formation of the Laity in Catholic Schools: The Influence of Virtue and 2008 $39.99 $73.99 Spirituality Seminars by Sister Patricia Helene Earl I.H.M. 978-1-59311-714-6 978-1-59311-715-3 Series: Research on Religion and Education 2008 $24.99 $73.99 Fertilizers, Pills & Magnetic Strips: The Fate of Public Education in America Gene V Glass 978-1-59311-892-1 978-1-59311-893-8 Framing Research on Technology and Student Learning in the Content Areas: 2008 $39.99 $73.99 Implications for Educators Ann D. Thompson, Lynn Bell, Lynne Schrum 978-1-59311-706-1 978-1-59311-707-8 Series: Research Methods for Educational Technology From Experience to Relationships: Reconstructing Ourselves in Education and Healthcare 2008 $25.99 978-1-59311-894-5 $59.99 978-1-59311-895-2 Jasna K. Schwind, Gail M. Lindsay Fundamentals of Human Performance and Training 2008 $39.99 $73.99 Victor C.X. Wang, Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong 978-1-59311-992-8 978-1-59311-993-5 Learning God, Money, and Politics: English Attitudes to Blindness and Touch, from the Enlightenment to Integration 2008 $39.99 978-1-59311-913-3 $73.99 978-1-59311-914-0 Simon Hayhoe Growing a Soul for Social Change: Building the Knowledge Base for Social Justice 2008 $39.99 $73.99 Tonya Huber-Warring Series: Teaching<~>Learning Indigenous, Intercultural Worldviews: International 978-1-59311-887-7 978-1-59311-888-4 Perspectives on Social Justice and Human Rights 2008 $39.99 $73.99 Handbook on Statewide Systems of Support Sam Redding, Herbert J. Walberg 978-1-59311-882-2 978-1-59311-883-9 2008 $39.99 $73.99 History Education 101: The Past, Present, and Future of Teacher Preparation Wilson J. Warren, D. Antonio Cantu 978-1-59311-860-0 978-1-59311-861-7 Human Performance Models Revealed in the Global Context 2008 $39.99 $73.99 Victor C.X. Wang, Kathleen P. King Series: Adult Education Special Topics: Theory, Research and Practice in LifeLong 978-1-60752-010-8 978-1-60752-011-5 Learning Improving Schools: Studies in Leadership and Culture Wayne K. Hoy, Michael DiPaola 2008 $39.99 978-1-59311-911-9 $73.99 978-1-59311-912-6 Series: Research and Theory in Educational Administration 84 In View of Academic Careers and Career-Making Scholars: Innovative Ideas for Institutional Reform 2008 $39.99 978-1-59311-885-3 $73.99 978-1-59311-886-0 Victor N. Shaw Interdisciplinary Educational Research In Mathematics and Its Connections to The Arts and Sciences Bharath Sriraman, Claus Michelsen, Astrid Beckmann, Viktor Freiman 2008 $39.99 978-1-59311-983-6 $73.99 978-1-59311-984-3 Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry 2008 $39.99 $73.99 and Reflective Practice Anthony H. Normore 978-1-59311-997-3 978-1-59311-998-0 Series: Educational Leadership for Social Justice 2008 $19.99 $49.99 Let's Grandparent: Activity Guide for Young Grandchildren JoAn Vaughan 978-1-60752-025-2 978-1-60752-026-9 Mathematics Curriculum in Pacific Rim Countries - China, Japan, Korea, and 2008 $39.99 $73.99 Singapore: Proceedings of a Conference Zalman Usiskin, Edwin Willmore 978-1-59311-953-9 978-1-59311-954-6 Series: Research in Mathematics Education Mathematics Education and the Legacy of Zoltan Paul Dienes 2008 $39.99 $73.99 Bharath Sriraman Series: The Montana Mathematics Enthusiast: Monograph Series in Mathematics 978-1-59311-896-9 978-1-59311-897-6 Education Model Minority Myth Revisited: An Interdisciplinary Approach to Demystifying Asian American Educational Experiences Guofang Li, Lihshing Wang 2008 $39.99 978-1-59311-950-8 $73.99 978-1-59311-951-5 Series: Chinese American Educational Research and Development Association Book Series Multilevel Modeling of Educational Data 2008 $39.99 $73.99 Ann A. O'Connell, D. Betsy McCoach Series: Quantitative Methods in Education and the Behavioral Sciences: Issues, 978-1-59311-684-2 978-1-59311-685-9 Research, and Teaching Paradigm and Ideology in Educational Research: Social Functions of the Intellectual 2008 $39.99 978-1-59311-952-6 Tom Popkewitz 2008 $39.99 $73.99 Peace Education: Exploring Ethical and Philosophical Foundations James Page 978-1-59311-889-1 978-1-59311-889-1 Personal ~ Passionate ~ Participatory: Inquiry into Social Justice in Education Ming Fang He, JoAnn Phillion 2008 $39.99 978-1-59311-975-1 $73.99 978-1-59311-976-8 Series: Research for Social Justice: Personal~Passionate~Participatory Podcasting for Teachers Revised 2nd Edition: Using a New Technology to 2008 $39.99 $73.99 Revolutionize Teaching and Learning Kathleen P. King, Mark Gura 978-1-60752-023-8 978-1-60752-024-5 Series: Emerging Technologies for Evolving Learners Policy, Leadership, and Student Achievement: Implications for Urban Communities C. 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