Education / Educational sciences / Pedagogy Books

Book SynopsisSince its release in 2006, The College Administrator’s Survival Guide has been the bible of deans and department heads. This newly revised and updated edition guides rookies and veterans alike through today’s most pressing campus challenges, from difficult people to budget cuts, the hassles of social media, and the new demands of remote learning.Trade ReviewUniversity administrators have such hard jobs—lots of responsibility, limited power, and vexing people problems. If you have one of these crazy jobs, or are considering one, Tina Gunsalus is here to help. The College Administrator’s Survival Guide shows you how to avoid and get out of all kinds of common predicaments—it is useful, engaging, and, well, downright fun. -- Robert I. Sutton, Professor, Stanford University, and author of New York Times bestsellers The No Asshole Rule and Good Boss, Bad BossTina Gunsalus puts on a master class, skillfully weaving leadership theory, her significant administrative expertise, and a hefty serving of common sense in this practical guide. Drawing on a wealth of robust, familiar exemplars, Gunsalus offers tested tools and sound advice. Her writing is jargon-free, humorous, and conversational. Leading in higher education is not for the faint-hearted; this book is a must-read for anyone who hopes to survive the vagaries of academic administration. -- Ann Briggs Addo, former Chief of Staff and Assistant Vice Chancellor to the Executive Vice Chancellor of Academic Affairs, University of California, San DiegoThe College Administrator’s Survival Guide has long been required reading for department chairs and university leaders at our university. By tackling issues raised by the pandemic and the recent political reckoning over racism and sexual violence on campus, the revised guide is now even more essential for all university administrators. -- Kavita Pandit, Professor and Senior Advisor to the Provost, Georgia State UniversityI highly recommend the book to academic leaders at all levels. The contents transcend cultural barriers and institutional experience and are practical, readable, and enormously helpful to faculty who have been thrown into the deep end of academic leadership. -- Angela Goh, Emeritus Professor and former Associate Provost for Academic Affairs, Nanyang Technological UniversityIndispensable…If you or someone you know is new to administration, or about to become new to administration, consider it required reading. -- Matt Reed * Inside Higher Ed *

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Book SynopsisTable of ContentsPreface to the Second Edition ix 1. Making Complexity Work 1 2. Moral Purpose 19 3. Nuance: Understanding Change 41 4. Relationships, Relationships, Relationships 63 5. Knowledge Building and Deep Learning 91 6. Coherence Making 117 7. Leadership for Change 135 References 155 About the Author 163 Acknowledgments 165 Index 167

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Book SynopsisClassical civilisation, Martin Bernal argues, has deep roots in Afro-Asiatic cultures. But these Afro-Asiatic influences have been systematically ignored, denied, or suppressed since the eighteenth century - chiefly for racist reasons. The popular view is that Greek civilisation was the result of the conquest of a sophisticated but weak native population by vigorous Indo-European speakers--or Aryans--from the North. But the Classical Greeks, Bernal argues, knew nothing of this Aryan model. They did not see their political institutions, science, philosophy, or religion as original, but rather as derived from the East in general, and Egypt in particular. Black Athena is a three-volume work. Volume 1 concentrates on the crucial period between 1785 and 1850, which saw the Romantic and racist reaction to the Enlightenment and the French Revolution, and the consolidation of Northern expansion into other continents.In an unprecedented tour de force, Bernal maTrade ReviewHis account is as gripping a tale of scholarly detection and discovery as one could hope to find -- Margaret Drabble * Observer *Bernal makes an exotic interloper in Classical studies. He comes to them with two outstanding gifts: a remarkable flair for the sociology – perhaps one should say politics – of knowledge, and a formidable linguistic proficiency… The ‘fabrication’ of Ancient Greece…will never pass as a natural identity again * Guardian *The value of the book lies in his massive and meticulous demonstration of how scholarly views of the past are moulded (and repeatedly modified) by the changing political environment in which scholars pass their lives... Black Athena is certainly a stimulus to thought * London Review of Books *Has the virtues of force, clarity, wealth of ideas and a voracious intellectual curiosity * Times Higher Educational Supplement *A swashbuckling foray into the very heart of racist, Eurocentric historiography... Already one can hear the knives being sharpened against Bernal * City Limits *

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Book SynopsisWhy do even well-educated people often understand so little about maths - or take a perverse pride in not being a ''numbers person''?In his now-classic book Innumeracy, John Allen Paulos answers questions such as: Why is following the stock market exactly like flipping a coin? How big is a trillion? How fast does human hair grow in mph? Can you calculate the chances that a party includes two people who have the same birthday? Paulos shows us that by arming yourself with some simple maths, you don''t have to let numbers get the better of you.Trade ReviewJohn Allen Paulos is the maths teacher I found twenty-five years too late -- Sean French * Independent *Innumeracy would improve the quality of thinking of virtually anyone * Isaac Asimov *Paulos provides much in this book that is thought-provoking and informative. Markets can sucker even a maths professor. At least he can explain why * Financial Times *Paulos mixes high mathematics with the kind of stories that make you laugh * Daily Telegraph *Taught me more about the handling of numbers in real life than a thousand hours of maths teaching -- Simon Jenkins * The Times *This elegant little survival manual is brief, witty and full of practical applications -- Stefan Kanfer * Time *

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Book SynopsisComprising two identical sets of 96 photo cards, Categories, 2nd Edition depicts 24 everyday themes from animals and plants to clothes and household objects, and has been designed as a vocabulary intervention with a variety of activities. Suitable for all ages, the cards are categorised as simple' and complex' and can be used for exercises based on matching, colour, patterns, and association, among others. This 2nd edition is a valuable intervention to support SLTs, SENCOs and teachers develop pupils' adjectives and nouns, verbal comprehension, reasoning and expressive language. Suitable for use with individuals or in group settings, it features modern, engaging colour images and has been developed in conjunction with several highly-experienced speech and language therapists. The instruction booklet contains a range of suggested activities for administration and nine languages - English, Dutch, French, German, Italian, JapaTable of Contents192 95mm x 95mm colour flashcards arranged in 24 subject groups. Each group has a different theme. Instruction booklet providing guidance on administration. Includes instructions in English, Dutch, French, German, Italian, Japanese, Portuguese, Spanish and Swedish.

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Book SynopsisThis title offers illustrating problems and solutions. Illustrating problems and two possible ways of solving them, this pack of 48 cards is ideal for use in the classroom or clinic with children and adults of all ages. There are three cards in each sequence; the first shows the problem and the second shows a possible solution; while the third card introduces an alternative way of dealing with the problem depicted.Problems and solutions include: car broken down - try to repair it, asks where to get help woman is unhappy as overweight - tries healthy eating, exercise child is unhappy and bored - woman comforts her, woman takes her out girl doesn't like her meal - leaves it, talks to the waiter man cannot sleep - has a hot drink, reads a book woman and girl argue - they sulk, they make up. The cards are useful for understanding the need to approach problems logically, realising that problems may infludence laTable of Contents48 Cards 148 x 148mm, ISBN 978-0-86388-356-9 Order Code D11-001-3852 GBP29.75 + VAT Useful for understanding the need to approach problems logically : Realising their problems may influence later events; Learning that some solutions may not please everyone involved; Appreciating that feelings can influence the choices we make and general language work.

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Book SynopsisThis is an inspiring and creative resource for developing empathy, understanding feelings and recognising emotions. Designed to stimulate animated discussion, these imaginative photocards provide an innovative way of initiating conversation with individuals and groups. They are also useful for creative writing with all ages. The user imagines what the people are thinking and how they may feel in a similar situation, then fills in the speech bubble either verbally or in writing. This provides an opportunity to: focus on thinking; explore the relationship between thoughts and feelings; recognise that behaviour can affect others; and, look at the influences on thoughts and feelings, of factors such as surprise, stress, anger and excitement. It includes a CD-ROM with all the images to print out as individual worksheets. It is a valuable resource for SEAL.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents30 cards, A4 (297 x 210mm), CD-ROM, instruction booklet Boxed ISBN 978-0-86388-695-9 Order Code D11-001-5470 GBP46.25 + VAT

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Book SynopsisTable of ContentsList of Figures Dedication Acknowledgments About the Author Introduction Mindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for Teachers What the Research Says: Why Does It Matter? Transformative Power of Inquiry Institutional Mirroring Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 2: We Can’t Directly Teach Dispositions; We Must Enculturate Them What the Research Says: Why Does It Matter? The Case for Curiosity The Case for Metacognition Developing Dispositions Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the Teacher What the Research Says: Why Does It Matter? On Supporting Agency On Teacher and Student Talk On Initiative and Reliance On Identity Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their Peers What the Research Says: Why Does It Matter? Belonging Relationships Value, Fairness, and Respect Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 5: Learning Is a Consequence of Thinking What the Research Says: Why Does It Matter? Beware the Fluency Trap Identifying Types of Thinking Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual Endeavor What the Research Says: Why Does It Matter? Intellectual Development Social Development Academic Development Professional Learning Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 7: Learning Occurs at the Point of Challenge What the Research Says: Why Does It Matter? Productive Struggle and Failure Desirable Difficulties Growth Mindset Desire for Challenge Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 8: Questions Drive Thinking and Learning What the Research Says: Why Does It Matter? Student Questions Listening Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and Learning What the Research Says: Why Does It Matter? Qualities of Powerful Learning Opportunities Engagement Empowerment Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These Processes What the Research Says: Why Does It Matter? Developing Effective Learners Enhancing Expertise and Deeper Learning Academic Achievement Principles and Practices: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Epilogue Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Endnotes References

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Book SynopsisNow going into its seventh edition, Neil Thompson''s Anti-Discriminatory Practice has been providing a trusted introduction to the challenges of promoting social justice and equality for a quarter of a century. Addressing the common concepts and issues across the various forms of discrimination, this book explores the reasons why the development of anti-discriminatory practice is so vital, and examines the steps that need to be taken towards constructing a social work practice based on principles of anti-discrimination and the promotion of equality. Promoting social justice, diversity and equality in social work practice is as vital today as it was when Anti-Discriminatory Practice was first published, and there is still much to learn. Written with Thompson''s inimitable clarity, this new, fully updated edition of a classic text is key reading for undergraduate and postgraduate students of social work. Practitioners will also benefit hugely from Neil Thompson's experienceTrade ReviewThis classic text remains an essential read for all those interested and involved in social work. -- Dr. Steve RogowskiTable of ContentsIntroduction 1. Equality, diversity and social justice 2.The theory base 3. Gender and sexism 4. Ethnicity and racism 5. Ageism and alienation 6. Disability and social handicap 7. Sexual Identity and heterosexism 8. Faith and religious discrimination 9. Conclusion.

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Book SynopsisNow in its fifth edition, this international best-selling textbook is a classic in its field. Written by one of the leading names in social work, it provides a comprehensive and critical overview of the main practice theories that will act as a companion for students throughout their course and their career as a practitioner. In this substantially reworked and updated edition of his best-selling text, Malcolm Payne presents clear and concise evaluations of the pros and cons of major theories that inform social work practice, and comparisons between them. This is the ideal text for theory, methods and practice modules on qualifying social work courses at undergraduate and postgraduate level, as well qualified social work practitioners taking post-qualifying and CPD courses. New to this Edition:- Theory chapters divided up based on the three objectives in the IASSW/ISFW global definition of social work- New content on whiteness theory, post-colonial approaches and critiques of multicTable of ContentsPART 1: Thinking about social work theory 1 The social construction of social work theory 2 Evaluating social work theory 3 Connecting theory and practice PART 2: Reviewing social cohesion theories 4 Psychodynamic relational practice 5 Psychodynamic attachment practice 6 Crisis and task-centred practice 7 Cognitive-behavioural practice 8 Motivational interviewing 9 Systems, complexity and chaos PART 3: Reviewing empowerment theories 10 Macro practice, social development and social pedagogy 11 Social construction practice: strengths and solutions 12 Social construction practice: narrative practice 13 Humanistic practice, existentialism and spirituality 14 Social justice, advocacy and empowerment PART 4: Reviewing social change theories 15 Critical practice 16 Eco practice 17 Feminist practice 18 Anti-oppressive, Indigenous and multicultural sensitivity practice.

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Book SynopsisFor California teachers only! Here at last is that single teaching resource for making the critical link between the ELD Standards and the CCSS ELA Standards. Standard by standard, you’ll quickly discover how to integrate language development into your day-to-day content instruction, fully armed with an insider’s understanding of how best to support our many ELs. Horizontal and vertical views reveal how each ELD Standard changes and progresses by grade and proficiency level. What the Student Does sections unpack what meeting a standard looks like in practice. CCSS ELA Standards are displayed side by side with California’s ELD Standards so you can appreciate the purposeful alignment. What the Teacher Does sections provide specific instructional guidance. Table of ContentsForeword by Laurie Olsen Prologue Preface Acknowledgments Overall Introduction Introduction for Part 1, Cluster A: Interacting in Meaningful Ways, Collaborative Mode Standard 1. Exchanging information and ideas ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Exchanging information and ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas Standard 2. Interacting via written English ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Interacting via written English What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English Example of Practice in Vignette Related to Standard 2: Interacting via written English Standard 3. Offering opinions ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Offering opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Offering opinions Example of Practice in Snapshot Related to Standard 3: Offering opinions Standard 4. Adapting language choices ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Adapting language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Adapting language choices Example of Practice in Snapshot Related to Standard 4: Adapting language choices Introduction for Part 1, Cluster B: Interacting in Meaningful Ways, Interpretive Mode Standard 5. Listening actively ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Listening actively What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Listening actively Example of Practice in Snapshot Related to Standard 5: Listening actively Standard 6. Reading/viewing closely ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Reading/viewing closely What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Reading/viewing closely Example of Practice in Snapshot Related to Standard 6: Reading/viewing closely Standard 7. Evaluating language choices ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Evaluating language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Evaluating language choices Example of Practice in Snapshot Related to Standard 7: Evaluating language choices Standard 8. Analyzing language choices ELD Standard 8 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 8: Analyzing language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 8: Analyzing language choices Example of Practice in Vignette Related to Standard 8: Evaluating language choices Introduction for Part 1, Cluster C: Interacting in Meaningful Ways, Productive Mode Standard 9. Presenting ELD Standard 9 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 9: Presenting What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 9: Presenting Example of Practice in Snapshot Related to Standard 9: Presenting Standard 10. Composing/writing ELD Standard 10 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 10. Composing/writing What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 10. Composing/writing Example of Practice in Vignette Related to Standard 10. Composing/writing Standard 11. Supporting opinions ELD Standard 11 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 11: Supporting opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 11: Supporting opinions Example of Practice in Snapshot Related to Standard 11: Supporting opinions Standard 12. Selecting language resources ELD Standard 12 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 12: Selecting language resources What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 12: Selecting language resources Example of Practice in Snapshot Related to Standard 12: Selecting language resources Introduction for Part 2, Cluster A: Learning About How English Works, Structuring Cohesive Texts Standard 1. Understanding text structure ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Understanding text structure What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Understanding text structure Example of Practice in Vignette Related to Standard 1: Understanding text structure Standard 2. Understanding cohesion ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Understanding cohesion What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Understanding cohesion Example of Practice in Vignette Related to Standard 2: Understanding cohesion Introduction for Part 2, Cluster B: Learning About How English Works, Expanding and Enriching Ideas Standard 3. Using verbs and verb phrases ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Using verbs and verb phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Using verbs and verb phrases Example of Practice in Snapshot Related to Standard 3: Using verbs and verb phrases Standard 4. Using nouns and noun phrases ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Using nouns and noun phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Using nouns and noun phrases Example of Practice in Vignette Related to Standard 4: Using nouns and noun phrases Standard 5. Modifying to add details ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Modifying to add details What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Modifying to add details Example of Practice in Snapshot Related to Standard 5: Modifying to add details Introduction for Part 2, Cluster C: Learning About How English Works, Connecting and Condensing Ideas Standard 6. Connecting ideas ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Connecting ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Connecting ideas Example of Practice in Vignette Related to Standard 6: Connecting ideas Standard 7. Condensing ideas ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Condensing ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Condensing ideas Example of Practice in Snapshot Related to Standard 7: Condensing ideas

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Book SynopsisThe earliest and most influential commentary on the Zhuangzi is that of Guo Xiang (265–312). Richard John Lynn’s translation of the Zhuangzi is the first to follow Guo’s commentary in its interpretive choices. Its guiding principle is how Guo read the text, which allows for the full integration of the Zhuangzi with Guo’s commentary.Trade ReviewRichard John Lynn’s much-anticipated translation of the Zhuangzi as interpreted by Guo Xiang is a monumental achievement of exceptional scope and depth. This magisterial rendering of the earliest wholly extant commentary and version of the Zhuangzi is presented with superb discussions of key issues and debates surrounding the text. Lynn’s brilliant work will be indispensable for the study of Chinese philosophy, intellectual history, and literature. -- Wendy Swartz, author of Reading Philosophy, Writing Poetry: Intertextual Modes of Making Meaning in Early Medieval ChinaFor far too long the Zhuangzi has been read through a Buddhist lens, and Guo Xiang treated as an aberrant commentator who distorts the Zhuangzi by reading it in political ways. As both parts of this picture are flat wrong, Lynn’s translation, which reads the Zhuangzi through its first systematic commentary, restores the Zhuangzi to all its inherent political genius and original power. -- Michael Nylan, author of The Chinese Pleasure BookAs a major commentator, Guo Xiang not only illuminated the meaning of the Zhuangzi but also shaped a way to understand that great Daoist classic. Richard John Lynn’s excellent translation of Guo Xiang’s version of the Zhuangzi will be essential for the study of Daoism and Chinese philosophical tradition in general. This is a great contribution! -- Zhang Longxi, author of Allegoresis: Reading Canonical Literature East and WestFollowing his acclaimed Yijing and Laozi renderings, Richard Lynn offers an authoritative translation of the Zhuangzi together with, and through the lens of, its formative commentary. Lynn’s unique scholarly approach brings the Zhuangzi alive as a complex, layered work of both ancient and early medieval Chinese philosophy. -- Martin Kern, coeditor of Confucius and the Analects Revisited: New Perspectives on Dating, Composition, and AuthorshipLynn's translation of the Zhuangzi undoubtedly represents great progress in the English translations of the Zhuangzi and Zhuangzi studies. * Philosophy East and West *Richard John Lynn’s Zhuangzi is an incredible boon to Western academia. It not only demonstrates scholarship on the highest level, but also provides a constructive avenue for others to do the same. * Dao : a Journal of Comparative Philosophy *Richard John Lynn has, in the course of a distinguished career, given us magisterial translations of the Book of Changes and the Laozi. Now he crowns these achievements with an equally impressive translation of the Zhuangzi . . . I trust his book will remain a source of inspiration for many years to come. * Journal of Chinese Studies *This new translation, an admirable result of a longstanding dedication to Guo Xiang’s Zhuangzi, trulydeserves not only a special place on our bookshelves but will become a treasured point of reference for anyone who appreciates the aphorisms, wisdom, and literary qualities of those bundles of cherished texts attributed to Master Zhuang. * Bulletin of the School of Oriental and African Studies *Spearheads a fresh approach to the study of the Zhuangzi, enriching the understanding of this profound philosophical work for English-speaking readers and scholars alike. * Monumenta Serica *A hugely valuable resource for scholars and general readers who would like to understand the text more thoroughly. * Paradigm Explorer *Essential reading. * Religious Studies Review *Table of ContentsAcknowledgmentsTranslator’s NoteIntroductionPart I: The Sayings of Master Zhuang, the Inner Chapters1. Xiaoyao you [Spontaneous Free Play]2. Qi wu lun [On Regarding All Things Equal]3. Yangsheng zhu [The Mastery of Nurturing Life]4. Renjian shi [The Ways of the World]5. Dechong fu [Tally of Virtue Replete]6. Da Zongshi [The Great Exemplary Teacher]7. Ying Diwang [Fit to Be Sovereigns]Part II: The Sayings of Master Zhuang, the Outer Chapters8. Pianmu [Webbed Toes]9. Mati [Horses’ Hooves]10. Quque [Ransack Chests]11. Zaiyou [Let Things Freely Be]12. Tiandi [Heaven and Earth]13. Tiandao [The Dao of Heaven]14. Tianyun [The Revolving of Heaven]15. Keyi [Honing the Will]16. Shanxing [Mending One’s Original Nature]17. Qiushui [Autumn Floods]18. Zhile [Perfect Joy]19. Dasheng [Understand Life]20. Shanmu [The Mountain Tree]21. Tian Zifang 22. Zhi beiyou [Knowledge Wanders North]Part III: The Sayings of Master Zhuang, the Miscellaneous Chapters23. Gengsang Chu24. Xu Wugui [Easygoing the Fearless]25. Zeyang26. Waiwu [External Things]27. Yuyan [Words Attributed to Others]28. Rangwang [Refusing Rulership]29. Dao Zhi [Robber Zhi]30. Shuojian [Discourse on Swords]31. Yufu [The Old Fisherman]32. Lie Yukou33. Tianxia [All Under Heaven]Appendix A: Prefaces and PostfaceAppendix B: Lost Works Attributed to Guo XiangAppendix C: Xiang Xiu and Guo Xiang Comments ComparedAppendix D: Sima Qian, “Biography of Master Zhuang”Glossary of TermsGlossary of Proper NounsBibliographyIndex

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Book SynopsisTrade ReviewEngaging with a broad range of audiences, Salamon makes a convincing case that the lens offered by transgendered embodiment and subjectivity reconfigures entrenched theoretical positions in gender studies, psychoanalysis, and continental philosophy. -- Penelope Deutscher, Northwestern University Assuming a Body makes a stunning intervention, by way of phenomenology, into contemporary theories of the body. Situating transgenderism within 'rhetorics of materiality,' Gayle Salamon crafts a supple theoretical framework capable of accounting for both the theory and the lived experience of alternative genders. This book will undoubtedly bridge the gap between transgender studies and critical theory, and, in the process, will open up new ways of understanding what it means to be embodied. -- J. Halberstam, author of Female Masculinity and In A Queer Time and Place: Transgender Bodies, Subcultural Lives The 'next big thing' for anyone interested in critically theorizing about contemporary transgender phenomena, Assuming a Body squarely addresses the debates and polemics thrown up during the field's fiery formative decade in the 1990s-the relationships between trans, queer, and feminist theories; performativity, discursivity, and materiality; and psychoanalysis and its discontents-and powerfully hits these balls back across the net. Salamon's next-generation (re)iteration of these intellectually vital arguments forges stronger connections between trans studies and current reappraisals of affective or phenomenological approaches to embodiment, as well as to the post-9/11 turn toward political economy and the critique of neoliberal governmentality. Scholars across a wide range of disciplines will be citing, siding with, and taking aim at this important book for years to come. -- Susan Stryker, Indiana University For those who enjoy a challenge, this book rewards with its timely, thought-provoking examination of the body, and the intersection of transgender psychology and critical theory. -- Rachel Pepper Curve Salomon's book achieves to be theoretically rigorous on issues of gender and embodiment and to acknowledge the specificity and reality of transgender experience in a way that challenges the reader to rethink conceptions of sex and gender at their cutting edge. Metapsychology ...this original contribution reconfigures old questions and issues and engages with new ones, ultimately inviting us all to reconsider what it means to be embodied. Somatechnics ...an important resource and instigation for future work along some very promising lines of thought. -- Tamsin Lorraine PhiloSOPHIATable of ContentsAcknowledgments Introduction 1 What Is a Body? 1. The Bodily Ego and the Contested Domain of the Material 2. The Sexual Schema: Transposition and Transgenderism in Phenomenology of Perception 2 Homoerratics 3. Boys of the Lex: Transgenderism and Social Construction 4. Transfeminism and the Future of Gender 3 Transcending Sexual Difference 5. An Ethics of Transsexual Difference: Luce Irigaray and the Place of Sexual Undecidability 6. Sexual Indifference and the Problem of the Limit 4 Beyond the Law 7. Withholding the Letter: Sex as State Property Notes Bibliography Index

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Book SynopsisLearning in and through the arts can develop complex and subtle aspects of the mind, argues Elliot Eisner in this book. Offering an array of examples, he describes different approaches to the teaching of the arts and shows how these refine forms of thinking that are valuable in dealing with our daily life.Trade Review"Eloquent."—Library Journal The 2005 University of Louisville Grawemeyer Award in Education"Elliot Eisner is long regarded as one of the most eloquent and best informed of those critical of the technicism dominating so many schools. At once, he is known as a trailbreaker in contemporary efforts to make the artistic-aesthetic dimension of experience central in public education’s classrooms. This book reimagines the kinds of reforms needed in education, as it brings together Eisner’s generative notions about learning and teaching, arts-based research, and (climactically) a conception of mind as process, a way of being in and acting upon the world. Encounters with the arts, Eisner tells us, can nurture and enrich mind in its becoming. The very idea of 'creation' in this context opens perspectives on ways of making 'mind' the beating heart of live and humane schools."—Maxine Greene, Teachers College, Columbia University "Elliot W. Eisner is the preeminent spokesperson for the arts in education. Not since John Dewey has an American scholar written with such insight, power, and grace about the arts and the development of mind. Professor Eisner reveals, through the art of his own thought, the exciting role the arts can play in the education of the nation’s youth. This sensitive vision explains why the arts are justified in education on their own merits."—Michael Day, professor in department of visual arts, Brigham Young University, author of Children and Their Art"This book is an eloquent addition to any art educator’s library. Eisner’s greatest gift is his ability to perceive and capture, making the ineffable richly apparent. This book represents his lifetime achievement in the arts through compelling discussions by many prominent arts educators. It resonates with Eisner’s work and provokes us to re-think all that we may take for granted. I highly recommend this volume for anyone interested in promoting or studying the arts in education."—Rita C. Irvin, Professor, Department of Curriculum Studies, University of British Columbia"By illuminating the various ways that making and appreciating art are cognitive endeavors, Eisner invites us to celebrate the uniqueness of art education and entices us to explore the rich connections between thinking and learning in the arts and in other areas."—Shari Tishman, Harvard University"In straightforward, accessible language, Eisner takes us deeply into the realm of the arts, a realm of unique, powerful meanings available nowhere else. A life without these meanings is a life impoverished, Eisner explains, and an education that neglects them is similarly impoverished. The arts, here, receive a cogent, richly argued justification as basic in education and in life."—Bennett Reimer, author of A Philosophy of Music Education: Advancing the Vision

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Book Synopsis"If you know and love young children, find a way to read this book. Here you will discover the hidden talents of young children for complexity, design, and tenacity for learning... a wonderful addition to the too-small library of quality books on young children's learning through art."Shirley Brice Heath, Professor Emerita, Stanford University and Professor at Large, Brown University, USA "This book is unique in giving an in-depth account of the way young children approach drawing at home and at school. It shows the cognitive value of drawing in childrenâs intellectual and emotional development and sets out the truly extraordinary range of drawing types that are used and understood by three to six year oldsâ. It is an invaluable experience." Professor Ken Baynes, Department of Design and Technology, Loughborough University, UK This book explores how young children learn to draw and draw to learn, at home and school. It provides support for practitioners in developing a pTable of ContentsChapter One: Young children making meaning at home and school Chapter Two Young children learning to drawChapter Three Overview of the projectChapter Four Luke’s storyChapter Five Simon’s storyChapter Six Holly’s storyChapter Seven Lianne’s storyChapter Eight Themes from the seven children’s drawingsChapter Nine Implications

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Book Synopsis How can professionals learn more easily from their own experience? How can critical reflection be performed in a structured way? How can professionals maintain a critically reflective stance when contexts may be restrictive? Critical reflection in professional practice is popular across many different professions as a way of ensuring ongoing scrutiny and improved practice skills. This accessible handbook focuses on a description and analysis of the theoretical input as well as the approach involved in critical reflection. It also demonstrates some skills, strategies and tools which might be used to practise it. The cross-disciplinary approach taken by the authors will appeal to a wide range of students and professionals and combines neatly with useful discussion of the complex educational and professional issues which arise from the practice of critical reflection.An innovative website containing a variety of useful resources accompanies the book

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Book Synopsis"This book provides a really sound grounding in the theories that underpin successful teaching and learning. Without over-simplification it provides accessible introductions to the key learning theories with which teachers and students are likely to engage, and it has immense practical value."Professor Sally Brown, Pro-Vice-Chancellor, Leeds Metropolitan University, UKThis comprehensive guide for education students and practitioners provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice.The book can be read as a series of stand-alone chapters or as an integrated overview of theoretical perspectives drawn from the philosophy, psychology, sociology and pedagogy that guide educational principles and practice. Each chapter contains: An accessible introduction to each theory A summary of key principles Critical insights drawn from thTable of ContentsIntroduction 1.Philosophical foundations 2.Behaviourism 3.Cognitivism4.Constructivism5.Social learning6.Cultural learning 7.Intelligence8.Life course development9.Adult learning 10.Values11.Motivation12.The learning body13.Language and learning 14.Experiential learning 15.Inclusivity and learning16.Blended learning17.The future

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Book SynopsisâœBiggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.âDenise Chalmers AM, Emeritus Professor, University of Western Australia, AustraliaâœThis book, a fifth edition, can truly be called a âœclassicâ on the topic of teaching, learning and curriculum design in higher education.âMichael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, AustraliaâœYou should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.âJohn R. Kirby, Professor Emeritus of Educational Psychology, Queenâs University, CanadaThe concept of constructive alignment has supported generations of students and teachers within higher education. It is a âbackward designâ method of teaching where the student outcomes are identified first and the teacher then deTable of ContentsPART I: EFFECTIVE TEACHING AND LEARNING FOR TODAY’S UNIVERSITIES1.The Changing Scene in University Teaching2.Teaching According to how Students Learn3.Setting the Stage for Effective Teaching4.Contexts for Effective Teaching and Learning5.Knowledge and Understanding6.Constructively Aligned Teaching and AssessmentPART II: DESIGNING CONSTRUCTIVELY ALIGNED OUTCOMES-BASED TEACHING AND LEARNING7. Designing Intended Learning Outcomes8.Teaching/Learning Activities for Declarative Intended Learning Outcomes9.Teaching/Learning Activities for Functioning Intended Learning Outcomes10.Aligning Assessment Tasks with Intended Learning Outcomes: Principles11.Assessing and Grading for Declarative Intended Learning Outcomes12.Assessing and Grading for Functioning Intended Learning OutcomesPART III: CONSTRUCTIVE ALIGNMENT IN ACTION13.Implementing, Supporting and Enhancing Constructive Alignment14. Constructive Alignment as Implemented: Some Examples

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Book SynopsisTable of ContentsPreface and Introduction. Demystifying the Helping Process. Section I: THE FOUNDATIONS OF COUNSELING AND PSYCHOTHERAPY. 1. Intentional Interviewing, Counseling, and Psychotherapy. 2. Ethics And Multicultural Competence: Stress and Trauma, Building Resilience 3. Listening, Attending and Empathy: Essential for Relationship Building 4. Observation Skills. Section II: THE BASIC LISTENING SEQUENCE: HOW TO ORGANIZE A SESSION. 5. Questions: Opening Communication. 6. Encouraging, Paraphrasing, and Summarizing: Active Listening and Cognition. 7. Observing and Reflecting Feelings: The Heart of Empathic Understanding. 8. How to Conduct a Five-Stage Counseling Session Using Only Listening Skills. Section III: FOCUSING AND EMPATHIC CONFRONTATION: NEUROSCIENCE, MEMORY, AND THE INFLUENCING SKILLS. 9. Focusing the Counseling Session: Contextualizing and Broadening the Story. 10. Empathic Confrontation and the Creative New: Identifying and Challenging Client Conflict. Section IV: INTERPERSONAL INFLUENCING SKILLS FOR CREATIVE CHANGE. 11. Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives. 12. Action Skills for Building Resilience and Managing Stress: Self-Disclosure, Feedback, Logical Consequences, Directives/Instruction, and Psychoeducation. Section V: SKILL INTEGRATION, THEORY INTO PRACTICE, AND DETERMINING PERSONAL STYLE. 13. Counseling Theory and Practice: How to Integrate the Microskills Approach with Multiple Approaches. 14. Skill Integration and Determining Personal Style. Appendix I: The Ivey Taxonomy: Definitions of the Microskills and Strategies with Anticipated Client Response. Appendix II: Ethics. Appendix III: The Family Genogram. Appendix IV: Counseling, Neuroscience/Neurobiology, and Microskills. Appendix V: Therapeutic Lifestyle Changes: An Instrument for Assessment and Treatment Planning.

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Book SynopsisTable of Contents1. Bonding and Isomerism. 2. Alkanes and Cyclalkanes; Conformational and Geometric Isomerism. 3. Alkenes and Alkynes. 4. Aromatic Compounds. 5. Stereoisomerism. 6. Organic Halogen Compounds; Substitution and Elimination Reactions. 7. Alcohols, Phenols, and Thiols. 8. Ethers and Epoxides. 9. Aldehydes and Ketones. 10. Carboxylic Acids and Their Derivatives. 11. Amines and Related Nitrogen Compounds. 12. Spectroscopy and Structure Determination. 13. Heterocyclic Compounds. 14. Synthetic Polymers. 15. Lipids and Detergents. 16. Carbohydrates. 17. Amino Acids, Peptides, and Proteins. 18. Nucleotides and Nucleic Acids.

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Book SynopsisComprehensive in scope yet succinct in its descriptions and explanations, THEORIES OF PSYCHOTHERAPY AND COUNSELING: CONCEPTS AND CASES, 6th Edition equips readers with a solid understanding of the systematic theories of psychotherapy and counseling. The book delivers a thorough explanation of concepts as well as insightful case summaries and therapist-client dialogues that illustrate techniques and treatment in practice. It demonstrates how theories can be applied to individual therapy or counseling for common psychological disorders-such as depression and generalized anxiety disorders-as well as how to apply them to group therapy.Table of Contents1. Introduction. 2. Psychoanalysis. 3. Jungian Analysis and Therapy. 4. Adlerian Therapy. 5. Existential Therapy. 6. Person-Centered Therapy. 7. Gestalt Therapy: An Experiential Therapy. 8. Behavior Therapy. 9. Rational Emotive Behavior Therapy. 10. Cognitive Therapy. 11. Reality Therapy. 12. Constructive Approaches. 13. Feminist Therapy: A Multicultural Approach. 14. Family Therapy. 15. Other Psychotherapies. 16. Integrative Therapies. 17. Comparison and Critique.

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Book SynopsisGehart's MASTERING COMPETENCIES IN FAMILY THERAPY: A PRACTICAL APPROACH TO THEORIES AND CLINICAL CASE DOCUMENTATION, 4th Edition, not only teaches you about family therapy theories, but also how to use them. A resource you will turn to again and again, it covers most of what you need to know in graduate school and to pass your licensing exams. Students love the book's relaxed, down-to-earth style that makes even complex concepts easy to understand, along with its real-world clinical forms -- case conceptualization and treatment planning -- that can be used with clients. Integrating diversity and research considerations into theoretical discussions and practical applications, the book provides a more holistic and nuanced understanding of couple and family therapy. The fourth edition is packed with the latest research, new theories, telehealth practices, licensure exam prep tips and more.Table of Contents1. Competency and Theory in Family Therapy. 2. Philosophical Foundations and Diversity Considerations in Family Therapy. 3. Integrative Approaches in Family Therapy. 4. Contemporary Issues; Research, Ethical, and Telehealth in Family Therapy. 5. Systemic and Strategic Therapies. 6. Structural Family Therapies. 7. Experiential Family Therapies. 8. Intergenerational and Psychoanalytic Family Therapies. 9. Cognitive-Behavioral and Mindfulness-Based Couple and Family Therapies. 10. Solution-Based Therapies. 11. Postmodern and Sociocultural Therapies 12. Case Conceptualization. 13. Clinical Assessment. 14. Treatment Planning. 15. Evaluating Progress in Therapy. 16. Document It: Progress Notes.

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Book SynopsisThe most complete account of the theory and application of Multiple Intelligences available anywhere.Howard Gardner''s brilliant conception of individual competence, known as Multiple Intelligences theory, has changed the face of education. Tens of thousands of educators, parents, and researchers have explored the practical implications and applications of this powerful notion, that there is not one type of intelligence but several, ranging from musical intelligence to the intelligence involved in self-understanding.Multiple Intelligences distills nearly three decades of research on Multiple Intelligences theory and practice, covering its central arguments and numerous developments since its introduction in 1983. Gardner includes discussions of global applications, Multiple Intelligences in the workplace, an assessment of Multiple Intelligences practice in the current conservative educational climate, new evidence about brain functioning, and much more.

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Book SynopsisThe leading authorities in the field produced this comprehensive resource, which provides strategies and methods for fostering Transformative Learning (TL) practice in a wide variety of higher and adult education settings. The book answers relevant questions such as: What are effective practices for promoting TL in the classroom? What is it about TL that is most helpful in informing practice? How does the teaching setting shape the practice of TL? What are the successes, strengths, and outcomes of fostering TL? What are the risks and challenges when practicing TL in the classroom?Table of ContentsPreface xi About the Authors xv PART ONE: INTRODUCTION 1 1 Fostering Transformative Learning 3Edward W. Taylor 2 Transformative Learning Theory 18Jack Mezirow PART TWO: TRANSFORMATIVE LEARNING AS HIGHER EDUCATION 33 3 Creating Alternative Realities: Arts-Based Approaches to Transformative Learning 35Shauna Butterwick, Randee Lipson Lawrence 4 Constructive Teaching and Learning: Collaboration in a Sociology Classroom 46Debra Langan, Ron Sheese, Deborah Davidson 5 Facilitating Transformative Learning: Engaging Emotions in an Online Context 57John M. Dirkx, Regina O. Smith 6 Fostering Transformative Learning in Leadership Development 67Joe F. Donaldson 7 Mentoring: When Learners Make the Learning 78Alan Mandell, Lee Herman 8 Transformative Approaches to Culturally Responsive Teaching: Engaging Cultural Imagination 89Elizabeth J. Tisdell, Derise E. Tolliver 9 Promoting Dialogic Teaching Among Higher Education Faculty in South Africa 100Sarah Gravett, Nadine Petersen 10 Transformative Palliative Care Education 111Rod MacLeod, Tony Egan PART THREE: TRANSFORMATIVE LEARNING AS WORKPLACE EDUCATION 123 11 Engaging Critical Reflection in Corporate America 125Stephen Brookfield 12 Charting the Course: How Storytelling Can Foster Communicative Learning in the Workplace 136Jo A. Tyler 13 Coaching to Transform Perspective 148Beth Fisher-Yoshida 14 The Transformative Potential of Action Learning Conversations: Developing Critically Reflective Practice Skills 160Victoria J. Marsick, Terrence E. Maltbia 15 Transformative Learning in Adult Basic Education 172Kathleen P. King, Barbara P. Heuer 16 From Tradesperson to Teacher: A Transformative Transition 182Patricia Cranton PART FOUR: TRANSFORMATIVE LEARNING AS COMMUNITY AND SOCIAL CHANGE 191 17 Fostering a Learning Sanctuary for Transformation in Sustainability Education 193Elizabeth A. Lange 18 Popular Education, Women’s Work, and Transforming Lives in Bolivia 205Catherine A. Hansman, Judith Kollins Wright 19 Promoting Personal Empowerment with Women in East Harlem Through Journaling and Coaching 216Susan R. Meyer 20 Breaking Out of the Egg: Methods of Transformative Learning in Rural West Africa 227Peter Easton, Karen Monkman, Rebecca Miles 21 Farmer Field Schools: A Platform for Transformative Learning in Rural Africa 240Deborah Duveskog, Esbern Friis-Hansen 22 Collaborative Inquiry in Action: Transformative Learning Through Co-Inquiry 251Lucia Alc ´ antara, Sandra Hayes, Lyle Yorks 23 Challenging Racism in Self and Others: Transformative Learning as a Living Practice 262European-American Collaborative Challenging Whiteness PART FIVE: REFLECTIONS 273 24 Looking Forward by Looking Back: Reflections on the Practice of Transformative Learning 275Edward W. Taylor, Jodi Jarecke Index 291

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Book SynopsisThe Handbook of Transformative Learning The leading resource for the field, this handbook provides a comprehensive and critical review of more than three decades of theory development, research, and practice in transformative learning. The starting place for understanding and fostering transformative learning, as well as diving deeper, the volume distinguishes transformative learning from other forms of learning, explores future perspectives, and is designed for scholars, students, and practitioners. PRAISE FOR THE HANDBOOK OF TRANSFORMATIVE LEARNING This book will be of inestimable value to students and scholars of learning irrespective of whether or not their emphasis is on transformative learning. It should find its way to the reference bookshelves of every academic library focusing on education, teaching, learning, or the care professions. ?PETER JARVIS, professor of continuing education, University of Surrey Can there be a coherenTable of ContentsAbout the Editors ix About the Contributors xi PART ONE: SETTING THE CONTEXT 1 1 Transformative Learning Theory: Seeking a More Unified Theory 3Patricia Cranton and Edward W. Taylor 2 Themes and Variations of Transformational Learning: Interdisciplinary Perspectives on Forms That Transform 21Elizabeth J. Tisdell 3 A Critical Review of Research on Transformative Learning Theory, 2006–2010 37Edward W. Taylor and Melissa J. Snyder 4 Studying Transformative Learning: What Methodology? 56Sharan B. Merriam and SeonJoo Kim 5 Learning to Think Like an Adult: Core Concepts of Transformation Theory 73Jack Mezirow PART TWO: EXPLORING THE THEORY OF TRANSFORMATIVE LEARNING: DIVERSE PERSPECTIVES 97 6 Mezirow’s Theory of Transformative Learning from 1975 to Present 99Lisa M. Baumgartner 7 Nurturing Soul Work: A Jungian Approach to Transformative Learning 116John M. Dirkx 8 Critical Theory and Transformative Learning 131Stephen D. Brookfield 9 Transformative Learning: A Developmental Perspective 147Kathleen Taylor and Dean Elias 10 Deep Transformation: Forging a Planetary Worldview 162Edmund O’Sullivan 11 Transformative Learning and the Challenges of Complexity 178Michel Alhadeff-Jones 12 Transforming Transformative Learning through Sustainability and the New Science 195Elizabeth A. Lange 13 An Existential Approach to Transformative Learning 212Peter Willis PART THREE: TRANSFORMATIVE LEARNING: CULTURE, POSITIONALITY, AND INTERNATIONAL PERSPECTIVES 229 14 Cultural-Spiritual Perspective of Transformative Learning 231Nadira K. Charaniya 15 Women and Transformative Learning 245Leona M. English and Catherine J. Irving 16 Positionality and Transformative Learning: A Tale of Inclusion and Exclusion 260Juanita Johnson-Bailey 17 Transformative Learning Theory: A Perspective from Africa 274Peggy Gabo Ntseane 18 Transformative Learning in Europe: An Overview of the Theoretical Perspectives 289Alexis Kokkos 19 International and Community-Based Transformative Learning 304Olutoyin Mejiuni PART FOUR: TRANSFORMATIVE LEARNING: CENTRAL CONCEPTS AND SETTINGS 321 20 Critical Reflection and Transformative Learning 323Carolin Kreber 21 The Role of Experience in Transformative Learning 342Dorothy MacKeracher 22 Group Work and Dialogue: Spaces and Processes for Transformative Learning in Relationships 355Steven A. Schapiro, Ilene L. Wasserman, and Placida V. Gallegos 23 Transformative Learning in the Workplace: Leading Learning for Self and Organizational Change 373Karen E. Watkins, Victoria J. Marsick, and Pierre G. Faller 24 Fostering Transformative Learning in Higher Education Settings 388Carol E. Kasworm and Tuere A. Bowles 25 Fostering Transformative Learning Online 408Regina O. Smith PART FIVE: FOSTERING TRANSFORMATIVE LEARNING: PRACTICES AND ETHICS 423 26 Transformation as Embodied Narrative 425M. Carolyn Clark 27 Learner-Centered Teaching and Transformative Learning 439Maryellen Weimer 28 Storytelling and Transformative Learning 455Jo A. Tyler and Ann L. Swartz 29 Transformative Learning through Artistic Expression: Getting Out of Our Heads 471Randee Lipson Lawrence 30 Fiction and Film and Transformative Learning 486Christine Jarvis 31 Learning to Be What We Know: The Pivotal Role of Presentational Knowing in Transformative Learning 503Elizabeth Kasl and Lyle Yorks 32 Evaluating Transformative Learning 520Patricia Cranton and Chad Hoggan 33 Educator as Change Agent: Ethics of Transformative Learning 536Dorothy Ettling PART SIX: REFLECTING ON THE FUTURE OF TRANSFORMATIVE LEARNING 553 34 Reflecting Back and Looking Forward 555Edward W. Taylor and Patricia Cranton Name Index 575 Subject Index 588

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Book SynopsisCoverage includes understanding the intended audience, and academic genres; the use of task-based methodology, analytic group discussion, and genre consciousness-raising; how to write summaries and critiques; and helping students position themselves as junior scholars in their academic communities.

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Book SynopsisIn the last decade, public discussions of transgender issues have increased exponentially. This book explores the recent shifts in the meaning of the gendered body and representation, and explores the possibilities of a non-gendered, gender optional, or gender-hacked future.Trade Review“Wide-ranging in its explorations, this slim volume aims to provide some wisdom at a pivotal moment in trans history. . . . There is much to recommend this text, including its introductory review of some recent trans scholarship and its gloss of contemporary challenges facing the trans community.” * Hypatia *"More than just an account of gender variability, this book provides suggestions for reframing our perceptions of the gendered body and opens up tantalizing possibilities for the future. This is an essential purchase for all libraries serving gender studies programs at all levels." * Resources for Gender and Women's Studies: A Feminist Review *"This is no inaccessible tome full of prose and obfuscating jargon; it is friendly and approaches a broad range of subjects, making it a good 'gateway book' for the field of transgender studies." * QED: A Journal in GLBTQ Worldmaking *Table of ContentsOverview Preface 1. Trans*: What’s in a Name? 2. Making Trans* Bodies 3. Becoming Trans* 4. Trans* Generations 5. Trans* Representations 6. Trans* Feminisms Conclusions Acknowledgments Notes On Pronouns Works Cited

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Book SynopsisThis book provides an historical analysis of the co-evolution of educational attainment and U.S. wage structure through the 20th century. During the first 80 years of the 20th century, the increase of educated workers was higher than demand for them. This boosted income for most and lowered inequality. The reverse has been true since about 1980.Trade ReviewOne of the most important books of the year. -- Nicholas D. Kristof * New York Times *Essential reading...Goldin and Katz give a broad historical view of the role of education in economic growth in the U.S. They make the case that, after a century of leading the world in supplying the educated workers needed to serve technology, the U.S. has fallen behind in education. -- Thomas F. Cooley * Forbes *Goldin and Katz's book is excellent. -- Jim Manzi * New Republic *This is the most important book on modern U.S. inequality to date. -- Tyler Cowen * marginalrevolution.com *If you want to understand the causes of the innovation deficit, I’d recommend adding one serious book to your summer reading list: The Race Between Education and Technology. -- David Leonhardt * New York Times *[Goldin and Katz] tackle the most important U.S. economic trend, and, hence, most critical domestic issue--growing income inequality...[America] now has the most unequal income and wage distributions of any high-income nation...Goldin and Katz's careful documentation of the changes in income distribution is an important public service. This alone would make their book essential reading. Yet they also offer a powerful explanation for what has driven changes in income inequality and point to solutions for addressing it...The good news is that if Goldin and Katz are right, the cure for income inequality is one most Americans would intuitively support: improving mass education. Mr Obama's spin-doctors should start translating Goldin and Katz's book into a campaign slogan at once. -- Chrystia Freeland * Financial Times *Masterful...As the book's title suggests, whether inequality increases or not is best thought of as an ongoing race between education and technology. Combining this simple but appealing idea with a deep knowledge of the histories of the U.S. labor market and educational institutions, Goldin and Katz conclude that whereas education was winning the race for most of the 20th century, technology caught up in the 1970s and has since prevailed. The authors' most insightful point is that the root cause of the recent growth in inequality is not faster technological progress during the past three decades but rather the surprising stagnation in the level of education of young Americans. -- Thomas Lemieux * Science *A staggering achievement of historical research and analysis and required reading for anyone who's tired of glib, ideologically-inspired, trendy prescriptions for how to fix America's education system. -- Sylvia Nasar, author of A Beautiful MindClaudia Goldin and Lawrence Katz have produced a definitive economic history of American education...[It's] tightly reasoned and easy to grasp by anyone who cares about the country's educational history. -- Peter H. Lindert * eh.net *This book represents the best of what economics has to offer, combining a broad theoretical perspective, careful consideration of data, detailed lessons from economic history, and a close look at the present. -- Alan Krueger, Princeton UniversityA masterful work by two leading economists on some of the biggest issues in economics: economic growth, human capital, and inequality. There are fundamental insights in the book, not just about our past but also our future. Rigorous but not overly technical, this beautifully written book will appeal to educated lay people and economists alike. -- Steven D. Levitt, University of Chicago, co-author of FreakonomicsThe Race Between Education and Technology will stand as the definitive treatment of changes in income distribution and their causes, as well as of possible countervailing policies towards rising inequality. This is empirical economic scholarship at its finest. -- Lawrence Summers, Harvard UniversityAn impressive combination of extensive historical research, careful empirical analysis, and thoughtful commentary on one of the most important questions of the day: to what extent does increasing inequality in incomes stem from our failure to increase educational attainment? -- William G. Bowen, President Emeritus, The Andrew W. Mellon FoundationThe Race Between Education and Technology is a most important study, both for what it teaches us about the past and also in presenting policies for the future if America is to regain its world leadership in education. -- Stanley Engerman, University of RochesterThe Race Between Education and Technology contains many tables, a few equations and a powerfully told story about how and why the United States became the world's richest nation--namely, thanks to its schools...Beginning in the 1970s, however, the education system failed to keep pace, resulting, Ms. Goldin and Mr. Katz contend, in a sharply unequal nation...It is nice to be reminded, in a data-rich book, that greater investments in human capital once put Americans collectively on top of the world. -- Stephen Kotkin * New York Times *Goldin's and Katz's thesis is that the 20th century was the American century in large part because this country led the world in education. The last 30 years, when educational gains slowed markedly, have been years of slower growth and rising inequality. -- David Leonhardt * New York Times Magazine *Claudia Goldin and Lawrence Katz establish a clear link between the number of high school and college graduates produced in any modern society and its economic growth. -- Thomas D. Elias * Appeal-Democrat *[Goldin and Katz] combine an acute sense of history with a skillful use of statistics. -- Andrew Hacker * New York Review of Books *During the 20th century both technology and education raced forward in the US, generating massive economic expansion and rising standards of living. Throughout the century, technological changes increased the relative demand for skilled labor, while the rapid expansion of first high schools and then higher education simultaneously increased the relative supply of skilled labor. Goldin and Katz carefully examine the historical and economic forces behind this expansion in education, extracting crucial evidence from the remarkable Iowa State Census of 1915, and they argue very plausibly that the relative demand for skilled labor grew at a fairly constant rate over the century. They conclude that "education ran faster" than technology "during the first half of the century," causing a considerable drop in economic inequality, but that "technology sprinted ahead of limping education in the last 30 years," leading to the recent upsurge in inequality. The rate of return on educational investments has become, once again, very high. Why have education levels increased so sluggishly in the face of these massive rewards? The answers are not entirely clear, nor are the optimal public policies, but the authors offer much food for thought. A must read. -- R. M. Whaples * Choice *The general brilliance of illumination makes this book a feast of provocation. -- Trevor Butterworth * Forbes.com *One of the most comprehensive analyses of the spread of the American educational system throughout the 20th century. -- Eduardo Porter * New York Times *Claudia Goldin and Lawrence F. Katz’s magnum opus…[An] impressive work…Enlightens us to rethink the social-economic and cultural environment of education, the close relationship between education and technology, and the fundamental aims of education. -- Shiyu Xu * Beijing International Review of Education *Table of Contents* Introduction Part I: Economic Growth and Distribution * The Human Capital Century * Inequality across the Twentieth Century * Skill-biased Technological Change Part II: Education for the Masses in Three Transformations * The Origins of the Virtues * Economic Foundations of the High School Movement * America's Graduation from High School * Mass Higher Education in the Twentieth Century Part III. The Race * The Race between Education and Technology * How America Once Led and Can Win the Race for Tomorrow * Appendix A * Appendix B * Appendix C * Appendix D * Notes * References * A Note on Sources * Acknowledgments * Index

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Book SynopsisIn an era of skyrocketing tuition and concern over whether college is “worth it,” this is an indispensable contribution to the dialogue assessing the state of American higher education. A powerful exposé of unmet obligations and misplaced priorities, it explains in detail why so many leave college with so little to show for it.Trade ReviewInstead of being a great equalizer, Paying for the Party argues, the American way of college rewards those who come not just academically but socially prepared, while treating working-class students more cruelly, and often leaving them adrift. -- Ross Douthat * New York Times *A striking new book… Although full of the comedies, rivalries and mini-dramas one might find in a high school movie or romcom, it is also a serious—and seriously depressing—study of American higher education. -- Matthew Reisz * Times Higher Education *Beautifully written, knitting together themes of social class, gender, sexuality, organizations, and education, the book is destined to be a classic…Its authors have cemented their status as experts on higher education. -- Amy J. Binder * Chronicle of Higher Education *Paying for the Party is well written and perversely hard to put down. Readers who did their own share of partying in college may cringe in rueful recognition. -- Mary Taylor Huber * Change *Focusing on the pathways leading to the college experience, the authors reveal an honest, if at times unflattering, look at the reality of the academic experience for women of both high and low socioeconomic status. Packed in with the data derived from the authors’ interviews is an intimate portrait of the study’s participants combined with researcher commentary that clarifies what the data represent: an unsettling picture of universities failing to lessen the disadvantages facing many of their students… This work will provide spectacular insights into gender and schooling and serve as a useful example of how to report ethnographic research. -- Rachel Wadham * Library Journal (starred review) *In typical frat parties, Armstrong and Hamilton see much that is wrong with college education today. Such parties allow daughters of the affluent to flaunt their social advantages while exposing the vulnerabilities of female students from less-privileged backgrounds. Unfortunately, the authors find such parties well established in the ‘party pathway’ through the university. Focusing on female students, the authors find from campus observations and interviews ample evidence that four years on the party pathway will open doors of power for the elite while stranding the wannabes with mountains of student-loan debt and few employment options for paying off that debt… A provocative exposé of socially polarizing trends in higher education—certain to spark debate. -- Bryce Christensen * Booklist *Armstrong and Hamilton report the results of their five‐year study of a group of young women who began in the same freshman dorm but ended up in very different situations. The constraints of social and economic class remained formidable, and moving into the professional class seemed virtually impossible, especially for those women who followed what the authors call ‘the party pathway.’ Women from more privileged backgrounds survived their partying through school due to their more substantial support systems at home. We also see how difficult the college adjustment was for less talented students and for women from modest backgrounds and small towns… The conclusions are sobering, if not depressing. Armstrong and Hamilton assail the university itself for a number of failures, including an ineffectual system of student advising; a plethora of meaningless majors and courses designed to attract full‐paying students, many of whom have no intention of actually pursuing such a career; and its continuing support for the fraternity/sorority system, which the authors contend undermines the very academic mission of the university. Athletics take some major blame, as well. The authors also discovered that some of the women who transferred to regional campuses performed better and were happier. * Kirkus Reviews *Armstrong and Hamilton pepper the book with student interviews, and ultimately suggest substantial changes to university structure for creating an egalitarian, merit-based environment. The extensive research and approachable writing style make this book useful to any audience interested in learning more about social differences within the education system. * Publishers Weekly *With astute observations and insights, Paying for the Party sheds new light on the lived experiences of contemporary students. It is a very important piece of scholarship that will inform the national discourse on the current state of U.S. higher education. -- Richard Arum, author of Academically AdriftBy focusing on the lives of young women who spent freshman year living on a ‘party floor,’ Armstrong and Hamilton help us understand critical issues facing American higher education, including the out-sized role of sororities and fraternities and how the values of affluent students coincide with the interests of universities to empower the ‘party pathway.’ Richly observed and vividly narrated, this is an important ethnography of American campus life. -- Steven Brint, University of California, RiversideIn this bold book, Armstrong and Hamilton capture the strikingly different pathways women undergraduates can take through public universities—‘party,’ ‘professional,’ or ‘mobility’—and show how the dominant campus culture indulges the upper-middle class and limits the prospect of the upwardly mobile. The authors show the complex connections between parental resources, sociability, educational outcome, post-graduation lives, and the importance of the right brand of shoes. This book illuminates the realities of the college experience today, when an adult life without crushing debt is fast becoming the privilege of the few. -- Michèle Lamont, author of How Professors ThinkPaying for the Party is very provocative and should be read by every dean of students on every residential campus. At a time when women are making rapid progress in educational attainment compared to men, Armstrong and Hamilton show how young women’s academics, social lives, and labor-market opportunities get aligned in college—and what happens when they do not. -- Mitchell Stevens, author of Creating a Class

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Book SynopsisPaley tells in this book a story of her own farewell from teaching, as well as a story of the self-discovery of Reeny, a little girl with a fondness for the color brown. Led by Reeny, Paley and the children develop a passion for the books of Italian author Leo Lionni, exploring the essential human need to create and to belong.Trade ReviewPaley’s book is the breathtaking account of a golden time she has carved out in the lives of [her school] children and herself. Essentially, she conducts a high-power kindergarten think tank in which she, the children, and some parents explore ‘the artist’s role in society, the conditions necessary for thinking, and the influence of music and art on the emotions.’ Infected by their teacher’s enthusiasm, wisdom, and human warmth, these beautiful children shape their semester of art, dance, song, and applied psychology around 14 picture books by the great writer-illustrator Leo Lionni… [Paley] render[s] tellingly the originality and sensitivity with which her kindergartners explore art and life as they skip from work to work, character to character, and back to their daily lives with persistence, eloquence, and depth… Her book is a reminder for adult readers that our task, at home and abroad, is to ensure that children may flourish with such awareness of their own worth that they can be free, then, to love another. -- Peter F. Neumeyer * Boston Sunday Globe *Paley [tells how she] and her co-teacher turn a sizable portion of their curriculum over to a study of Lionni stories, and her students blossom with insight… Paley’s book is a treasure for anyone who wants to know more about what magic is possible in a classroom where a teacher encourages what Paley calls…a ‘narrative community.’ -- Carol Doup Muller * San Jose Mercury-News *To focus a year’s curriculum on a single writer, no matter how acclaimed or popular, was a departure for [Vivian Gussin Paley] and her school. But as anyone can tell from reading The Girl with the Brown Crayon, Paley’s experiment was a resounding success, cultivating among very young children a deep engagement with literature that they were able to share every day. -- Molly McQuade * Book Links *I was delighted after an initial reading of The Girl with the Brown Crayon and couldn’t wait to share it. However, after rereading the text and discussing it as a member of a learning community, I can more fully appreciate why it was awarded Harvard University Press’s annual prize for an outstanding publication about education and society. * Reading Teacher *[Paley describes how] she decides to give direction to her curriculum by focusing on the books of one author, Leo Lionni… The result, as recorded in the book, is a long exploration, questioning, and debate among the children and teachers about the characteristics and actions of the characters and important ideas (which become curriculum themes) as the books are read, dramatized, and portrayed in notebooks and posters. Throughout this journey, Paley shares her unique insight into the nature of young children and kindergarten learning as it could be, as it should be. * Young Children *A beautifully realized, deceptively simple classroom memoir from a longtime kindergarten teacher and author. Paley begins the narrative of her final year of teaching by focusing on Reeny, a self-assured, thoughtful, and creative black five-year-old girl in a class that’s mostly Caucasian and Asian. Reeny is a wonderful character, but it is her identification with another character, Frederick the Mouse in a Leo Lionni children’s book, that is the catalyst for a truly remarkable classroom experience… Disproving the general opinion that kindergartners are unable to focus on a lengthy, ongoing project, these children show an amazing aptitude for referring back to previous discussions, understanding metaphor, relating their reading to the world around them, and using the information they glean in creative and unusual ways. Their discussions cover everything from race and friendship to gender and the artistic personality, and they are able to appreciate the Lionni titles with a maturity that is sometimes startling… The reader closes the book with the hope that Paley will, with Reeny’s help and her own newfound self-awareness, overcome her ambivalence about standing out and continue to write superb books like this one. * Kirkus Reviews *Paley, the charismatic teacher and author…is taken on a metaphorical journey of discovery and self-discovery by kindergartners with inquiring minds… [Paley’s class] is an oasis, blessed with a unique curriculum and a teacher willing to be taught by her students. * Publishers Weekly *

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Book SynopsisThis book documents the tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. The authors suggest that reformers need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control.Trade ReviewNo society has ever, at any time, tried to bring such a variety of people to so high a level of proficiency as this country has, or come as close to success as we have. American educational criticism suffers from a shocking lack of perspective, historical and cross-cultural… David Tyack and Larry Cuban…do recognize [this fact], and it’s that understanding that makes their aptly titled book so important… Surely the message Tyack and Cuban are trying to deliver is crucial: understand the political nature of school reform; involve teachers; understand how complex the process is and how much thought and patience it takes; learn from the past. When we try to use radical school reform to solve whatever public problem seems most urgent—that endless cycle of educational crisis, utopian demand and disillusionment—we fail both our schools and our society. -- Peter Schrag * The Nation *Superb… [Tyack and Cuban] calmly put the dense tomes of the education experts in clear perspective. [They] note how Americans have always looked to the nation’s schools, with mixed results, to solve certain social, political and economic problems. -- Sara Mosle * New Republic *This accessible examination of the reasons for and effects of such wide-ranging historic reforms as graded schools, IQ testing, school site management, and ability grouping helps to put many of today’s proposals for improving schools in sharper focus. -- Diane Manuel * San Jose Mercury-News *The authors…are two of the brightest minds in American education. Mr. Tyack is the best education historian… Mr. Cuban…is one of the United States’ leading experts in the problems of school organization and structure… This is a bold, cobweb-clearing book that challenges many of the assumptions that Americans have about their schools. Anyone seriously interested in education reform ought to read it. * Washington Times *[This] is a book that should appeal to, and be read by, a wide audience: connoisseurs of millennial zeal; policy advisers; even chief inspectors of schools. Anyone, in fact, who is interested in the realities of reforming state education (known, of course, as public school education in the US) and the lessons that can be drawn from the past 100 years in America. Two insights have particular relevance. The first is that: ‘Good schools can play an important role in creating a just, prosperous and democratic society, but they should not be scapegoats and are not panaceas’… The second insight is equally important. The political will might be strong; the social conviction passionate. ‘The journey from policy talk to what occurs in schools and classrooms’, however, is ‘long, often unpredictable and complicated.’ -- Chris Woodhead (Her Majesty’s Chief Inspector of Schools) * New Statesman *David Tyack and Larry Cuban have written the most important interpretation of the history of public school reform in many years. Beautifully written, succinctly presented, and brimming with wise observations and keen insights, Tinkering toward Utopia is one of those rare volumes that historians, educators, and interested laypeople can all profitably read to learn about the origins, complexities, and fate of various school reforms over the past century. The volume is slender in size but gigantic in its intellectual scope. And it is certain to stimulate debate. The topic—public school reform, in its various guises—is amorphous, without agreed-upon boundaries in the world of scholarship or in the public arena… By tackling such an important yet ill-defined subject, [it] is certain to arouse high praise and, one would hope, some controversy, given the nature of the subject. Many of the ideas in the book draw on the authors; previous research, which has been widely cited and very influential among historians of education… Tinkering toward Utopia demonstrates the value of history in understanding that most familiar of American institutions, the public school. Readers will have difficulty finding another book on the history of school reform that is so thoughtful, beautifully written, and timely. It is without peer. -- William J. Reese * American Journal of Education *In their splendid little book Stanford University Professors David Tyack and Larry Cuban adopt a radical approach to the ongoing crisis in the American public school system: listen to the teacher, let the teacher decide. Thus is the conclusion of this succinct, but hard-hitting history of reform of public schools in the United States over the last hundred years… This book is…a revelation. -- Kevin White * American Studies *Tinkering toward Utopia [is a] brief and masterful overview of one hundred years of school reform in the United States. No one has done it better! Tyack and Cuban fully deserve their 1995 Harvard University Press annual award for an outstanding publication about education and society, and their thoughtful perspectives on a century of reform efforts to improve U.S. schools would almost certainly have delighted the late Lawrence Cremin, the ‘dean’ of educational historians in the United States… Because this book combines the wisdom of its authors with a thoughtful review of the prior research of many others, its thirty pages of endnotes are particularly valuable: they constitute a gold mine for future doctoral students in education. The authors make these endnotes easy to use by printing the page numbers of the corresponding text at the top of each endnote page. Another notable strength of the book is its conciseness. Readers of Tinkering toward Utopia regularly benefit from succinct statements that summarize the authors’ views on complex issues. Any good book does this, but my reading of the prose in this brief volume makes me see the expressive powers of its writers as unusually vivid and precise. In the realm of writing about education, this aspect of the book is a rare occurrence, as education, in my experience, runs close to sociology in its capacity to generate turgid prose. -- Harold Howe II * Harvard Educational Review *Tinkering toward Utopia belongs in a special genre of books about education by historians. The genre does not represent history as such but draws on a deep base of historical knowledge to address wider issues of educational policy. David Tyack and Larry Cuban have successfully written a difficult book, one that demonstrates how historical perspectives can reconstruct a policy discourse… The arguments advanced here have two powerful assumptions, generally ignored in the historiography of education. First, policy making can only be understood as an ongoing ‘interaction’; a significant event changes all participants and must be examined over a sufficiently extensive period of time to know it thoroughly… Second, the authors assume that policy makers have largely been ‘elitist,’ ignorant of teachers and their locally distinctive workplaces… This fine little book demonstrates once more the gadfly power of Dewey’s ‘tinkering’ paradigm in the face of the extremist educational policies of the 1980s and 1990s. -- Paul Mattingly * Journal of American History *Although aimed primarily at educators, this book also has enormous value for social service professionals and scholars. With the current emphasis on building communities and linking social agencies with schools, understanding school reform is vital… The spate of recent books and articles on school reform has contributed a confusing array of approaches and arguments. Through its historical analysis, this book helps to disentangle some of this confusion and offers critical lessons of history… [This] is a small book with large thoughts. For social service professionals and scholars, it is a quick but profound study in public school reform. It suggests they will be most successful if their projects help teachers solve concrete problems in teaching students… For educators, citizens, and policy makers who toil every day to push the rock of Sisyphus up the hill of change, this little tome offers some real treasures in historical perspective, argument, and realistic expectations. -- Penny Bender Sebring * Social Service Review *If I could place one book before the many people—from legislators to business and civic groups—calling for school reform, it would be Tinkering toward Utopia. It is a wise and sobering book. Tyack and Cuban raise caution about the quick fix or the ‘visionary’ solution and remind us of the power of the hard, day-to-day human work of social change. -- Mike Rose, author of Possible Lives: The Promise of Public Education in AmericaTable of ContentsPrologue: Learning from the Past 1. Progress or Regress? 2. Policy Cycles and Institutional Trends 3. How Schools Change Reforms 4. Why the Grammar of Schooling Persists 5. Reinventing Schooling Epilogue: Looking toward the Future Notes Acknowledgments Index

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Book SynopsisProvides an account of complex adaptive social systems, by two of the field's leading authorities. This work focuses on the key tools and ideas that have emerged in the field since the mid-1990s, as well as the techniques needed to investigate such systems. It also demonstrates how the usual extremes used in modeling can be fruitfully transcended.Trade Review"The use of computational, especially agent-based, models has already shown its value in illuminating the study of economic and other social processes. Miller and Page have written an orientation to this field that is a model of motivation and insight, making clear the underlying thinking and illustrating it by varied and thoughtful examples. It conveys with remarkable clarity the essentials of the complex systems approach to the embarking researcher."—Kenneth J. Arrow, winner of the Nobel Prize in economics"In Complex Adaptive Systems, two masters of this burgeoning field provide a highly readable and novel restatement of the logic of social interactions, linking individually based micro processes to macrosocial outcomes, ranging from Adam Smith's invisible hand to Thomas Schelling's models of standing ovations. The book combines the vision of a new Santa Fe school of computational, social, and behavioral science with essential 'how to' advice for apprentice modelers."—Samuel Bowles, author of Microeconomics: Behavior, Institutions, Evolution"This is a wonderful book that will be read by graduate students, faculty, and policymakers. The authors write in an extraordinarily clear manner about topics that are very technical and difficult for many people. I sat down to begin thumbing through and found myself deeply engaged."—Elinor Ostrom, author of Understanding Institutional DiversityTable of ContentsList of Figures xiii List of Tables xv Preface xvii Part I: Introduction 1 Chapter 1: Introduction 3 Chapter 2: Complexity in Social Worlds 9 2.1 The Standing Ovation Problem 10 2.2 What's the Buzz? 14 2.2.1 Stay Cool 14 2.2.2 Attack of the Killer Bees 15 2.2.3 Averaging Out Average Behavior 16 2.3 A Tale of Two Cities 17 2.3.1 Adding Complexity 20 2.4 New Directions 26 2.5 Complex Social Worlds Redux 27 2.5.1 Questioning Complexity 27 Part II: Preliminaries 33 Chapter 3: Modeling 35 3.1 Models as Maps 36 3.2 A More Formal Approach to Modeling 38 3.3 Modeling Complex Systems 40 3.4 Modeling Modeling 42 Chapter 4: On Emergence 44 4.1 A Theory of Emergence 46 4.2 Beyond Disorganized Complexity 48 4.2.1 Feedback and Organized Complexity 50 Part III: Computational Modeling 55 Chapter 5: Computation as Theory 57 5.1 Theory versus Tools 59 5.1.1 Physics Envy: A Pseudo-Freudian Analysis 62 5.2 Computation and Theory 64 5.2.1 Computation in Theory 64 5.2.2 Computation as Theory 67 5.3 Objections to Computation as Theory 68 5.3.1 Computations Build in Their Results 69 5.3.2 Computations Lack Discipline 70 5.3.3 Computational Models Are Only Approximations to Specific Circumstances 71 5.3.4 Computational Models Are Brittle 72 5.3.5 Computational Models Are Hard to Test 73 5.3.6 Computational Models Are Hard to Understand 76 5.4 New Directions 76 Chapter 6: Why Agent-Based Objects? 78 6.1 Flexibility versus Precision 78 6.2 Process Oriented 80 6.3 Adaptive Agents 81 6.4 Inherently Dynamic 83 6.5 Heterogeneous Agents and Asymmetry 84 6.6 Scalability 85 6.7 Repeatable and Recoverable 86 6.8 Constructive 86 6.9 Low Cost 87 6.10 Economic E. coli (E. coni?) 88 Part IV: Models of Complex Adaptive Social Systems 91 Chapter 7: A Basic Framework 93 7.1 The Eightfold Way 93 7.1.1 Right View 94 7.1.2 Right Intention 95 7.1.3 Right Speech 96 7.1.4 Right Action 96 7.1.5 Right Livelihood 97 7.1.6 Right Effort 98 7.1.7 Right Mindfulness 100 7.1.8 Right Concentration 101 7.2 Smoke and Mirrors: The Forest Fire Model 102 7.2.1 A Simple Model of Forest Fires 102 7.2.2 Fixed, Homogeneous Rules 102 7.2.3 Homogeneous Adaptation 104 7.2.4 Heterogeneous Adaptation 105 7.2.5 Adding More Intelligence: Internal Models 107 7.2.6 Omniscient Closure 108 7.2.7 Banks 109 7.3 Eight Folding into One 110 7.4 Conclusion 113 Chapter 8: Complex Adaptive Social Systems in One Dimension 114 8.1 Cellular Automata 115 8.2 Social Cellular Automata 119 8.2.1 Socially Acceptable Rules 120 8.3 Majority Rules 124 8.3.1 The Zen of Mistakes in Majority Rule 128 8.4 The Edge of Chaos 129 8.4.1 Is There an Edge? 130 8.4.2 Computation at the Edge of Chaos 137 8.4.3 The Edge of Robustness 139 Chapter 9: Social Dynamics 141 9.1 A Roving Agent 141 9.2 Segregation 143 9.3 The Beach Problem 146 9.4 City Formation 151 9.5 Networks 154 9.5.1 Majority Rule and Network Structures 158 9.5.2 Schelling's Segregation Model and Network Structures 163 9.6 Self-Organized Criticality and Power Laws 165 9.6.1 The Sand Pile Model 167 9.6.2 A Minimalist Sand Pile 169 9.6.3 Fat-Tailed Avalanches 171 9.6.4 Purposive Agents 175 9.6.5 The Forest Fire Model Redux 176 9.6.6 Criticality in Social Systems 177 Chapter 10: Evolving Automata 178 10.1 Agent Behavior 178 10.2 Adaptation 180 10.3 A Taxonomy of 2 x 2 Games 185 10.3.1 Methodology 187 10.3.2 Results 189 10.4 Games Theory: One Agent, Many Games 191 10.5 Evolving Communication 192 10.5.1 Results 194 10.5.2 Furthering Communication 197 10.6 The Full Monty 198 Chapter 11: Some Fundamentals of Organizational Decision Making 200 11.1 Organizations and Boolean Functions 201 11.2 Some Results 203 11.3 Do Organizations Just Find Solvable Problems? 206 11.3.1 Imperfection 207 11.4 Future Directions 210 Part V: Conclusions 211 Chapter 12: Social Science in Between 213 12.1 Some Contributions 214 12.2 The Interest in Between 218 12.2.1 In between Simple and Strategic Behavior 219 12.2.2 In between Pairs and Infinities of Agents 221 12.2.3 In between Equilibrium and Chaos 222 12.2.4 In between Richness and Rigor 223 12.2.5 In between Anarchy and Control 225 12.3 Here Be Dragons 225 Epilogue 227 The Interest in Between 227 Social Complexity 228 The Faraway Nearby 230 Appendixes A An Open Agenda For Complex Adaptive Social Systems 231 A.1 Whither Complexity 231 A.2 What Does it Take for a System to Exhibit Complex Behavior? 233 A.3 Is There an Objective Basis for Recognizing Emergence and Complexity? 233 A.4 Is There a Mathematics of Complex Adaptive Social Systems? 234 A.5 What Mechanisms Exist for Tuning the Performance of Complex Systems? 235 A.6 Do Productive Complex Systems Have Unusual Properties? 235 A.7 Do Social Systems Become More Complex over Time 236 A.8 What Makes a System Robust? 236 A.9 Causality in Complex Systems? 237 A.10 When Does Coevolution Work? 237 A.11 When Does Updating Matter? 238 A.12 When Does Heterogeneity Matter? 238 A.13 How Sophisticated Must Agents Be Before They Are Interesting? 239 A.14 What Are the Equivalence Classes of Adaptive Behavior? 240 A.15 When Does Adaptation Lead to Optimization and Equilibrium? 241 A.16 How Important Is Communication to Complex Adaptive Social Systems? 242 A.17 How Do Decentralized Markets Equilibrate? 243 A.18 When Do Organizations Arise? 243 A.19 What Are the Origins of Social Life? 244 B Practices for Computational Modeling 245 B.1 Keep the Model Simple 246 B.2 Focus on the Science, Not the Computer 246 B.3 The Old Computer Test 247 B.4 Avoid Black Boxes 247 B.5 Nest Your Models 248 B.6 Have Tunable Dials 248 B.7 Construct Flexible Frameworks 249 B.8 Create Multiple Implementations 249 B.9 Check the Parameters 250 B.10 Document Code 250 B.11 Know the Source of Random Numbers 251 B.12 Beware of Debugging Bias 251 B.13 Write Good Code 251 B.14 Avoid False Precision 252 B.15 Distribute Your Code 253 B.16 Keep a Lab Notebook 253 B.17 Prove Your Results 253 B.18 Reward the Right Things 254 Bibliography 255 Index 261

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Book SynopsisThis is the first comprehensive collection of hands-on, active learning exercises for the college literature classroom, offering ideas and inspiration for new and veteran teachers alike. These 101 surefire lesson plans present creative and interactive activities to get all your students talking and learning, from the first class to final review. WhTrade Review"Steal from this book: Diana Fuss and William Gleason want you to. Bringing together an astonishing range of tips on an astounding range of literatures, this is a pedagogical care package for days when you're `off,' or students are tired, or the ice needs to be broken again, or you just want to shake things up. These tricks of the trade are more than surefire: they redefine the art of teaching literature."—Scott Herring, Indiana University"This thoroughly compelling book—the first collection of student-centered teaching tools for English instructors—will be useful to a wide range of teachers."—Maurice S. Lee, Boston University"Refreshingly hands-on without being reductive, this book makes an important contribution to undergraduate teaching and learning. By coming out in favor of active learning and student engagement, it positions itself at the head of a pack of bestsellers on the craft of teaching. But it outdistances them by calling on a wide range of expert teachers to share lessons gleaned from their experiences."—Jennifer Summit, San Francisco State University"From the insightful introduction to the systematic collection of diverse approaches to deep learning, this is a treasure chest that will help transform the literature classroom from a passive space to an active, engaged environment in which students encounter literature in new and exciting ways. Every literature teacher will find plenty of ideas and clever tactics to stimulate his or her teaching. New faculty should find it indispensable."—John Zubizarreta, Columbia College (South Carolina)Table of Contents*Frontmatter, pg. i*Contents, pg. v*Introduction, pg. xi*Discussions-collaborative classroom activities for promoting discussion, pg. 1*Essentials-classic literary exercises everyone should try, pg. 27*Stories-narrative, plot, setting, structure, character, point of view, beginnings, endings, ethics, pg. 45*Poems-content, form, language, sound, meter, pg. 95*Plays-interpretation, genre, character, staging, performance, context, pg. 147*Genres-identifying, rethinking, and switching genres, pg. 197*Canons-using, debating, and building canons, pg. 219*Words-understanding, defining, and relating words, pg. 241*Styles-naming, describing, and imitating styles, pg. 263*Pictures-drawing, printing, and viewing pictures, pg. 285*Objects-touching, making, and interpreting objects, pg. 309*About the Editors, pg. 333*Contributors, pg. 335*Four Cross- Indexes to Help You Plan Ahead, pg. 339*General Index, pg. 341

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Book SynopsisTrade Review"Superb: practical, accessible, deeply savvy. . . . I truly believe that if you want to understand how books can be made in the 2020s, you should read Anne [Trubek] Laura [Portwood-Stacer] and… basically no one else!"---Robin Sloan, New York Times bestselling author of Mr. Penumbra’s 24-Hour Bookstore"There is so much in this little book to recommend to the bewildered or intimidated potential author that it is hard to imagine navigating the territory of scholarly publishing without it. . . . In crafting this guide for authors, Portwood-Stacer has done a tremendous service for both the academy and for the community of scholarly publishers."---Gregory M. Britton, Publishing Research Quarterly"I’m working my way through [The Book Proposal Book] and while I would like to rush right through it, I’m trying to read slowly because it’s truly so instructive—not only for authors, but also for editors how to communicate better with their authors."---Alison Syring, University of Illinois Press"By bringing clarity to topics that are seldom explicitly taught, The Book Proposal Book offers a vital resource, especially for scholars who lack the resources to work with a freelance editor or attend a publishing workshop. . . . The Book Proposal Book can help authors to feel less alone through the daunting process of proposal writing. . . . I recommend this book not only for authors who are currently working on book proposals, but for all readers who share Portwood-Stacer’s commitment to helping scholarly writers feel hopeful, powerful, and supported."---Sara Saylor, Journal of Interactive Technology and Pedagogy

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Book Synopsis

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Book SynopsisA guide to developing productive student-faculty partnerships in higher education Student-faculty partnerships is an innovation that is gaining traction on campuses across the country. There are few established models in this new endeavor, however.Table of ContentsPreface ix Acknowledgments xxv About the Authors xxvii 1. What Are Student-Faculty Partnerships? Our Guiding Principles and Definition 1 2. Preliminary Questions about Student-Faculty Partnerships 15 3. Partnerships with Students Examples from Individual Faculty 27 4. Program-Level Approaches to Student-Faculty Partnerships 59 5. Outcomes of Student-Faculty Partnerships Support from Research Literature and Outcomes for Faculty and Students 97 6. The Challenges of Student-Faculty Partnerships 133 7. Practical Strategies for Developing Student-Faculty Partnerships 143 8. Further Questions about Student-Faculty Partnerships 171 9. Assessing Processes and Outcomes of Student-Faculty Partnerships 187 10. Next Steps . . . Toward a Partnership Movement? 203 Appendix I: The Ladder of Active Student Participation in Curriculum Design 213 Appendix II: Guidelines for the Students as Learners and Teachers (SaLT) Program at Bryn Mawr College (Modified for This Volume) 217 Appendix III: Practical Strategies for Developing Student-led Research Projects From the Students as Change Agents Program, University of Exeter, United Kingdom 229 References 231 Index 257

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Book SynopsisTable of ContentsTables and Figures xiii About the Author xv Acknowledgment xvii Introduction: The Chicken Milanese Problem 1 1 On Your Marks 13 2 Sound it Out 27 3 Reading at a Glance 55 4 Words, Words, Words 77 5 Reading Comprehension 105 6 Becoming a Reader 135 7 Reading After the Digital Revolution 159 Conclusion: The Utility of Theory 187 Works Cited 201 Index 229

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Book SynopsisTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 9 Note on Materials 17 Manipulatives and Materials Used in This Book 18 Activities for Building Norms 21 Encouraging Good Group Work 21 Paper Folding: Learning to Reason, Convince, and Be a Skeptic 22 Big Idea 1: Connecting 2D and 3D Worlds 27 Visualize: Seeing Slices 29 Play: Playing with Clay 34 Investigate: The Area of Slices 40 Big Idea 2: Constructing Figures to Scale 47 Visualize: What is Scale? 50 Play: A Fishy Image 55 Investigate: Magnifying Solids 61 Big Idea 3: Seeing Proportional Relationships 69 Visualize: Growing Dough 72 Play: is It Proportional? 80 Investigate: Sizing Up Proportions 86 Big Idea 4: Understanding Percents in the World 93 Visualize: Painting Percents 95 Play: Building Benchmarks 103 Investigate: What’s It Going to Cost? 109 Big Idea 5: Building Intuition about Probability 119 Visualize: is It Fair? 121 Play: Fair Sums? 131 Investigate: What’s in the Bag? 136 Big Idea 6: Modeling Probabilities 145 Visualize: What’s the Chance of That? 147 Play: Probability Carnival 155 Investigate: Go, Go Galton Board! 163 Big Idea 7: Sampling to Understand Populations 171 Visualize: Sampling Dots and Beads 173 Play: Catch and Release 180 Investigate: Wildlife Populations 186 Big Idea 8: Operating with Opposites 197 Visualize: Line Dancing 199 Play: Integer Tic-Tac-Toe 207 Investigate: Coordinating Multiplication 216 Big Idea 9: Using Algebra as a Problem-Solving Tool 225 Visualize: Case by Case 228 Play: (Non) Linear Pattern Puzzles 237 Investigate: Linear Letters 245 Big Idea 10: Exploring Circles 251 Visualize: Building Hunches about Circumference 253 Play: Dissecting Circle Area 260 Investigate: Unraveling Circles 267 Appendix 273 Centimeter Grid Paper 274 1" Grid Paper 275 Snap Cube Grid Paper 276 Isometric Dot Paper 277 Dot Paper 278 About the Authors 279 Acknowledgments 281 Index 283

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Book SynopsisTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 10 Note on Materials 16 Manipulatives and Materials Used in This Book 17 Activities for Building Norms 19 Encouraging Good Group Work 19 Paper Folding: Learning to Reason, Convince, and Be Skeptical 21 Big Idea 1: Taking Apart Prisms and Polygons 24 Visualize: How Big Is the Footprint? 26 Play: Shards of a Shape 38 Investigate: Rising from the Footprint 46 Big Idea 2: Folding and Unfolding Objects 57 Visualize: Folding Cubes in Your Mind 60 Play: Folding Nets in Your Mind 70 Investigate: Filling Our Nets 85 Big Idea 3: Expanding the Number Line 92 Visualize: Folding around Zero 94 Play: Bouncing around the Number Line 101 Investigate: Going 2-D 107 Big Idea 4: Finding and Using Unit Rates 116 Visualize: Seeing Unit Rates 118 Play: Seeing the Best Deal 128 Investigate: How Fast Do You Walk? 136 Big Idea 5: Reasoning with Proportions 142 Visualize: Jump! Jump! 144 Play: Seeing Animals in a New Way 149 Investigate: A Seat at the Table 156 Big Idea 6: Visualizing the Center and Spread of Data 164 Visualize: The Shape of Data 167 Play: What Does Mean Mean? 178 Investigate: When Does Mean = Median = Mode = Range? 185 Big Idea 7: Using Symbols to Describe the World 192 Visualize: Cuisenaire Rod Equivalents 195 Play: Math Mobiles 204 Investigate: Radial Patterns 215 Big Idea 8: Generalizing 221 Visualize: Generalizing Number Patterns 223 Play: Generalizing Strategy 230 Investigate: Generalizing Visual Patterns 239 Appendix 246 Centimeter Grid Paper 247 Grid Paper 248 1" Grid Paper 249 Isometric Dot Paper 250 Dot Paper 251 About the Authors 252 Acknowledgments 254 Index 255

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