Education / Educational sciences / Pedagogy Books

Book SynopsisHow can teachers bridge the gap between their commitments to social justice and their day to day practice? This is the question author Adam Howard asked as he began teaching at an elite private school and the question that led him to conduct a six-year study on affluent schooling. Unfamiliar with the educational landscape of privilege and abundance, he began exploring the burning questions he had as a teacher on the lessons affluent students are taught in schooling about their place in the world, their relationships with others, and who they are. Grounded in an extensive ethnographic account, Learning Privilege examines the concept of privilege itself and the cultural and social processes in schooling that reinforce and regenerate privilege. Howard explores what educators, students and families at elite schools value most in education and how these values guide ways of knowing and doing that both create high standards for their educational programs and reinfTrade Review"This is an important and easy-to-read account of a subject we often think we know all about—how privilege influences our education. Howard has effectively combined a narrative account with an academic one to help us all relate to the subject. If only I could have read this forty years ago, before I began to tackle this subject in the Central Park East Schools of East Harlem."--Deborah Meier, currently senior scholar at New York University, author and for 40 years a teacher and principal at ground breaking K-12 public schools"Howard tells a compelling story of life in elite schools from the perspective of a teacher whose own K-12 experiences had been in rural, impoverished schools. Besides being a keen observer of classroom and school life, Howard documents how he carries out his own mission of challenging his affluent students to rethink their sheltered, elitist views and engage in social justice pursuits. The author balances astute personal reflections as a teacher in elite schools with a sensitive and caring portrayal of students who may come across as arrogant and selfish, yet still face the pain caused by school competition and excessively high parental expectations. "--Ellen Brantlinger, Professor Emeritus, Curriculum & Instruction Department, Indiana University-BloomingtonTable of Contents1. Teaching the Affluent 2. Revisioning Privilege 3. In Pursuit of Excellence 4. College-Oriented Desires and Expectations 5. Trust 6. Honoring Traditions 7. Giving Back 8. Outsiders Within 9. Privileged Perceptions of the Subjugated Other 10. Interrupting Privilege. Notes References

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Book SynopsisMobile Learning Communities explores the diverse ways in which traveling groups experience learning âon the runâ. This book provides empirical evidence that draws on the authorsâ 17 years of continuing research with international occupational Travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture.Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed Trade Review'most importantly it puts learning in its place by stressing the current conceptual bases for applying technologies' -- British Journal of Educational Technology, Vol 41, No 2, 2010Table of ContentsList of IllustrationsAcknowledgmentsList of AcronymsIntroduction: Mobile Learning Communities1. Networks and Partnerships2. Lifelong Learning: From the Cradle to the Grave3. Technologies and Their Users4. Globalization and Interactions with the Outside World5. The Knowledge Economy and Workplace Learning6. Multiliteracies and Meaning-Making7. Communities at Risk: Building Capacities for Sustainability8. Marginalization and TransformationConclusion: Creating New Educational FuturesGlossary of TermsReferencesIndex

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Book SynopsisPinar positions himself against three pressing problems of the profession: the crime of collectivism that identity politics commits, the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and the effacement of educational experience by standardized testing. A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopoTable of ContentsPrefaceAcknowledgementsIntroductionChapter 1 "The Problem of My Life and Flesh"Part I: On Strategically Dysfunctional Essentialism, and Other Problems of the Not Exactly Cosmopolitan PresentChapter 2 The Agony and Ecstasy of the ParticularChapter 3 Only the Sign is For SaleChapter 4 A Declaration of Independence Part II: Passionate Lives in Public ServiceChapter 5 Jane Addams: A "Person of Marked Individuality"Chapter 6 Religion, Love, and Democracy in Laura Bragg’s BoxesChapter 7 Pier Paolo Pasolini: A Most "Excellent Pedagogist" Epilogue

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Book SynopsisThe Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and in-service science teachers.SpecTable of ContentsPart 1. The Art of Teaching Science Chapter 1. The Art of Teaching Science: A Reconnaissance Chapter 2. Science for All Chapter 3. Facilitating Science Learning Part 2. The Goals and the Curriculum of School Science Chapter 4. On the History of Science Education Chapter 5. Science in the School Curriculum Chapter 6. Science, Technology and Society (STS) in the Science Classroom Part 3. Connecting Theory and Practice in Science Teaching Chapter 7. How Adolescents Learn Science Chapter 8. Models of Science Teaching Chapter 9. Designs for Learning Part 4. Strategies of Science Teaching Chapter 10 . Assessing Active Science Learning Chapter 11. Strategies Fostering Thinking in the Science Classroom Chapter 12. The Internet: Learning Science with Online Resources Appendix A: Science Curriculum Developers Appendix B: Professional Societies and Organizations Appendix C: Science Equipment and Computer Software Suppliers Appendix D: Science Teacher Talk Questionnaire Notes Index

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Book SynopsisThe Psychology of Creative Writing takes a scholarly, psychological look at multiple aspects of creative writing. This title will appeal to psychologists interested in creativity, writers who want to understand more about their talents, and educated lay people who enjoy reading and writing.Trade Review'… eclectic survey … a wide-ranging companion to an under-researched area.' The Psychologist'This book is well worth a read because it's interested in explaining what writers do rather than explaining it away, which is the tendency in literary theory.' Writing in EducationTable of ContentsPart I. The Writer: 1. The Personalities of Creative Writers Jane Piirto; 2. Killing Your Babies: The Creative Writer, Locus of Control, and Rumination E. M. Skrzynecky and James C. Kaufman; 3. 'The more I write, the better I write, and the better I feel about myself': Mood Variability and Mood Regulation in Student Journalists and Creative Writers Adèle Kohanyi; 4. Characteristics of Eminent Screenwriters: Who Are Those Guys? Steven R. Pritzker and David McGarva; 5. The Tears of a Clown: Understanding Comedy Writers Scott Barry Kaufman and Aaron Kozbelt; Part II. The Text: 6. The Evolution of Creative Writing Daniel Nettle; 7. Literary Creativity and Physiognomy: Expressiveness in Writers, Readers, and Literature Martin S. Lindauer; 8. The Literary Genius of William Shakespeare: Empirical Studies of His Dramatic and Poetic Creativity Dean Keith Simonton; Part III. The Process: 9. In search of the writer's creative process Todd Lubart; 10. Writing as a collaborative act R. Keith Sawyer; 11. Writing as an interaction with ideas Mark A. Runco; 12. Creative Cognition in Science Fiction and Fantasy Writing Thomas B. Ward and E. Thomas Lawson; Part IV. The Development: 13. Writing in flow Susan K. Perry; 14. Writers' Blocks and Blocked Writers: Using Natural Imagery to Enhance Creativity Jerome L. Singer and Michael V. Barrios; 15. Pretend Play, Emotional Processes, and Developing Narratives Sandra W. Russ; 16. The Healing Powers of Expressive Writing Janel D. Sexton and James W. Pennebaker; Part V. The Education: 17. How Rewards and Evaluations Can Undermine Creativity (and How to Prevent This) John Baer and Sharon S. McKool; 18. Teaching Writing by Demythologizing Creativity Grace R. Waitman and Jonathan A. Plucker; 19. Creation and Response: Wellspring to Evaluation Genevieve E. Chandler and Pat Schneider; 20. Fostering Creative Writing: Challenges Faced by Chinese Learners Ai-Girl Tan; 21. Putting the Parts Together: An Integrative Look at the Psychology of Creative Writing Scott Barry Kaufman and James C. Kaufman.

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Book SynopsisA practical, stress-reducing guide to help parents navigate the challenges of homework with their children - for success at school and beyond - from two experienced teachers.

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Book SynopsisThis book delineates the history of minban/private education in mainland China, particularly its current form. It studies the process of policy implementation in the domain of minban education, on the basis of which the Chinese central-local relationships and the contemporary model of state governance are analyzed.Trade ReviewDing's work is an unusual contribution to the literature about contemporary China. Using private education policies in Shanghai as a microcosm, and with a wealth of field data, she delineates a typical policy processes in China. The book explains some of the major puzzles about China held by those who are outside the system. In particular, she has uncovered the paradox between the apparent distortions during policy implementation on the one hand, and the general progress achieved by such policies on the other. Ding's work starts a new perspective of understanding China. -- Kai-ming Cheng, University of Hong KongThis closely researched study of private schooling should interest those interested not only in Chinese education but also in Chinese policy implementation. -- Daniel Levy, SUNY Distinguished Professor, University at AlbanyThe book is based on a well-designed qualitative study with 65 in-depth interviews in 2001 and 2004. Ding tries to figure out the logic of policy implementation in Shanghai as an “insider” while having a clear awareness of the dilemma of studying a policy issue in her own culture. She makes the best use of her identity as an insider, not only as a Chinese but as someone who knows some “inside” stories concerning the issue interviewed. * Frontiers of Education in China *Table of ContentsChapter 1: Introduction Chapter 2: A New Framework for Understanding Chapter 3: Minban Education I: The Nation Chapter 4: Minban Education II: Shanghai Chapter 5: Student Admission and Fee Charging Chapter 6: Converted Schools Chapter 7: The Model of Structural Fracturation

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Book SynopsisA study of both traditional and new approaches to the study of schools and their communities. The book emphasizes discourse, critical pedagogy and ethnicity.Trade ReviewProvide readers with an overview of the research trajectory followed by particular researchers and the intersection of theory, method, advocacy, and the role of self and other in critical ethnography. * Anthropology & Education Quarterly *A challenging and enjoyable read. The rich mix of theory, research, and practice makes excellent material for reflection by experienced and novice researchers alike. * Journal of Anthropological Research *A rich discussion of critical ethnography that gives researchers the basis on which they can develop critical ethnographic studies within the framework delineated by these authors without falling into some of the pitfalls they identify. * British Educational Research Journal *This collection of essays is impressive for the range of approaches to ethnography that it covers, from classic interpretive ethnography through critical ethnography to action research. An additional benefit is a set of reviews, from divergent perspectives, of the intellectual history of critical social theory in relation to critical ethnography. -- Frederick Erickson, George F. Kneller Professor of Anthropology of Education, University of California, Los AngelesTable of ContentsChapter 1 The Collusion of Illusion and How to Get People to Tell You What They Don't Know Chapter 2 Ethnography? Or Educational Travel Writing? Chapter 3 The Destructive Desire for a Depoliticized Ethnographic Methodology: Response to Harry F. Wolcott Chapter 4 The Hidden History of Praxis Theory within Critical Ethnography and the Criticalism/Postmodernism Problematic Chapter 5 Rethinking Critical Theory and Qualitative Research Chapter 6 Critical Ethnography in the Postcritical Moment Chapter 7 The Challenge of Urban Ethnography Chapter 8 Methodological Challenges of Critical Ethnography: Insights from Collaborations on an Idigenous Counter Narrative Chapter 9 Adaptive Strategies of a Chinese Immigrant Chapter 10 Stories and Structures of Persistence: Ethnographic Learning Through Research and Practice in Asian American Studies Chapter 11 The Class Clown: A School Liminar Chapter 12 Critical Ethnography and Community Change

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Book SynopsisThis handbook discusses the social context of education, outlining the challenges as well as the advances in public and private education systems at the start of the new millennium. It presents an integrated account of social theory and methodologies, along with applied perspectives.Trade ReviewAn ambitious, highly readable volume that works, laudably, to link various debates within the sociology of education to the larger forces of globalization that increasingly inform our world. Each chapter evidences fine scholarship. Most chapters offer significant contributions to the field, and students of the sociology of education will gain much from reading them. Indeed, the volume has much to offer, and it succeeds in raising awareness of the need to expand the scope of the sociology of education. * Contemporary Sociology *Table of Contents1 Handbook of Sociology of Education: International PerspectivesIntroduction 2 PART I SOCIAL THEORY AND METHODOLOGY 3 Sociological Theory of Education in the Dialectical Perspective 4 Explorations in the System-Theoretical Study of Education 5 Social Capital in Education: Theoretical Issues and Empirical Knowledge in Attainment Research 6 Critical Ethnography and the Sociology of Education 7 Sociocultural Approaches to Cognition: Implications for the Sociology of Education 8 Decisive Moments and Key Experiences: Expanding Paradigmatic boundaries in the study of school effects 9 Biography, Life Course and the Sociology of Education 10 Leading the Way: The Development of Quantitative Techniques in the Sociology of Education) 11 PART II SOCIOLOGY OF EDUCATION IN INTERNATIONAL CONTEXTS: REGIONAL FOCUS 12 Educational Policy and New Ways of Governance in a Transnational Period 13 Constructing the Sociology of Education as a Unique Discipline: The cases of Mainland China and Taiwan Jason Chang (University of Taipei, Taiwan/China) and Zhang Renjie (Guangzhou University) 14 Education in Transition Society: Growing Inequality 15 Sociology of Education in Latin America 16 Institutionalised Legitimate Informational Capital in the Welfare State. Has Policy Failed? 17 PART III CRITICAL ISSUES IN SOCIOLOGY OF EDUCATION 18 Making Sense of Education Reform: Global and National Influences 19 Civil Society as Equilibrium Governance and Choice in Education: Between Private Delivery and Central Regulation 20 Women and Education in Europe 21 The North and South Contrasted: Cultural Similarities and Differences in Affective Education Yaacov J. Katz, Alkistis Kontoyianni, Peter Lang, Isabel Menezes, Sean Neill, Arja Puurula, Shlomo Romi, Lisa Vasileiou, and Lennart Vriens (Bar Ilan University, 22 Citizens in the Text? International Presentations of Citizenship in School Textbooks

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Book SynopsisMuch has been written on the styles, strategies and tactics associated with educational research and evaluation, but relatively little on the social processes associated with the methodology. Few books consider the relationship of research and evaluation to policy and practice and this book opens up key debates in that field. It identifies, through contributions from the USA and Britain, some of the major processes involved, examines the problems of conducting research and evaluation and the ways in which they can be overcome, and details case studies in which problems and processes are encountered.; Probably of worldwide interest to students, researchers, academics, policy makers and practitioners, the authors present an examination of a range of different dimensions associated with educational research and evaluation conducted for policy and practice.Table of ContentsPart 1 Issues in Policy Focused Research and Evaluation: The Relationship Between Educational Research and Evaluation and the Role of the Local Education Authority, A Sanday; Voices for Empowering of the Researched in a Report for Policy Makers, C Biott; Inspection, Time Constrained Evaluation and the Production of Credible Educational Knowledge, B Wilcox; Part 2 Educational Research and Evaluation for Policy and Practice - Some Empirical Studies: Local and National Evaluation, C Pole ; Evaluation for Policy - Rationality and Political Reality - The Paradigm Case of Praise? M James ; Teaching and the Self in a Time of Change, J Nias; Educational Research and Professional Development - On The Minds That Watch Themselves, M-L Holly (USA).

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Book SynopsisDevelops a new framework for working in schools that helps educators make informed decisions about change at individual, classroom, curricular and school levels on behalf of gender equity. Addresses the issue of understanding the impact of education on the two sexes, and looks at responsibility for creating gender-fair environments, organising work and creating environments for learning. The book draws on a two-year study into the role that gender played as three Catholic high schools prepared to move from single sex to coeducation. It does not weigh the advantages of single sex against coeducative approaches, but studies gender in a setting where the particpants'' consciousness of gender issues was heightened: faculty and administration were formally and informally discussing gender concepts and students were talking about male and female issues. The book shows that the combination of leadership, staff and curricular awareness, and an understanding of gender fair and gender affirmativTable of ContentsChapter 1 Introduction; Chapter 2 Studying Gender Consciousness and Privilege; Chapter 3 Faculty Constructions of Gender at Xavier Preparatory High School; Chapter 4 Three Teachers, Three Classrooms, Three Schools; Chapter 5 Gendered Cultures and Students’ Lives; Chapter 6 Curricular Reform, Classroom Equity; Chapter 7 Action Research and Feminism; Chapter 8 Conclusions; Chapter 9 Epilogue;

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Book SynopsisIncrease patronage with effective outreach strategies!From the Introduction, by Wendi Arant and Pixie Anne Mosley: “Outreach is a concept that is gaining more and more significance for libraries, particularly with the recent developments in information technology. Dictionaries define it as ''the act of extending services, benefits, etc. to a wider section of the population.’This definition also implies a mission to communicate a particular message to an audience in order to gain their support. Its meaning for libraries is profound, having consequences for fund raising, public service, and public relations.”Library Outreach, Partnerships, and Distance Education: Reference Librarians at the Gateway focuses on extending community outreach in libraries toward a broader public by expanding services that are based on recent advances in information technology. This crucial volume with help you will explore many of the issues that are currently aTable of ContentsContents Introduction I. Technology and Outreach Wired But Not Connected: Accessibility of Academic Library Home Pages Real-Time Reference Service for the Remote User: From the Telephone and Electronic Mail to Internet Chat, Instant Messaging, and Collaborative software Marketing Electronic Resources and Services: Surveying Faculty Use as a First Step Accessing the Old and the New: Outreach via Web Exhibits and Archive Collections at the University of Arizona Library Expanding Outreach to a Unique User Community: The Slavic Reference Service and the Internet II. Targeting Special Connections: Specific User Groups and Liaison Partners Ready to Read: A Collaborative, Community-Wide Emergent Literacy Program Pressing the F1 Key--And Retrieving Each Other Orienting Neighborhood Youth to an Academic Library: Creating Campus-Community Connections Providing Library Outreach to Student Athletes Developing Proactive Partnerships: Minority Cultural Centers Expanding the Learning Community: An Academic Library Outreach Program to High Schools III. A Different Approach: New User Programs and Outreach Services The “Open House,” An Effective Library Public Relations and Instruction Tool Outside the Exhibit Case: An Undergraduate Library Welcomes the Community Developing a Liaison Program in a New Organizational Structure--A Work in Progress Collaborative Learning: University Archives and Freshman Composition Academic Library Outreach Through Faculty Partnerships and Web-Based Research Aids IV. Outreach in an Academic Library: Overview, Issues, and Background Improving ADA Access: Critical Planning Instruction and Outreach at Colorado State University Libraries Outreach at a Public, Academic, Regional Library--Texas A&M University-Corpus Christi Outreach to Distance Learners: When the Distance Education Instructor Sends Students to the Library, Where Do They Go? Index

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Book SynopsisRedefine your role as an academic librarian in a world of networked information!Future Teaching Roles for Academic Librarians helps you understand how the librarian can play a central role in the new university paradigm. In the past few years, the focus of higher education has begun to shift from the traditional, passive lecture-discussion where teachers talk and students listen to a new model that emphasizes student-centered, collaborative learning in all contexts, not just formal classroom situations. Academic libraries and librarians must adapt to meet the demands of this new educational motif or else fall behind.This book offers an overview of the kinds of library service that will be required, from helping students learn to use bibliographic databases to real-time online interactive information assistance--the cyber equivalent of the reference desk. You will learn practical techniques to facilitate information literacy and the principles of creating a seamless Table of ContentsContents Introduction The Art of Learning with Difficulty From Transmission to Research: Librarians at the Heart of the Campus Librarian As Teacher: A Personal View Creating Learning Libraries in Support of Seamless Learning Cultures Building the Learning Library: Where Do We Start? From the Other Side of the River: Reconceptualizing the Educational Mission of Libraries Index Reference Notes Included

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Book SynopsisRedefine your role as an academic librarian in a world of networked information!Future Teaching Roles for Academic Librarians helps you understand how the librarian can play a central role in the new university paradigm. In the past few years, the focus of higher education has begun to shift from the traditional, passive lecture-discussion where teachers talk and students listen to a new model that emphasizes student-centered, collaborative learning in all contexts, not just formal classroom situations. Academic libraries and librarians must adapt to meet the demands of this new educational motif or else fall behind.This book offers an overview of the kinds of library service that will be required, from helping students learn to use bibliographic databases to real-time online interactive information assistance--the cyber equivalent of the reference desk. You will learn practical techniques to facilitate information literacy and the principles of creating a seamless Table of ContentsContents Introduction The Art of Learning with Difficulty From Transmission to Research: Librarians at the Heart of the Campus Librarian As Teacher: A Personal View Creating Learning Libraries in Support of Seamless Learning Cultures Building the Learning Library: Where Do We Start? From the Other Side of the River: Reconceptualizing the Educational Mission of Libraries Index Reference Notes Included

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Book SynopsisAdapt traditional library techniques to the task of indexing, cataloging, and metadata creation for Internet resources!The rapid shift toward digital resources in K-6, higher education, adult education, and other learning communities, has greatly increased the demand on the information professionals to manage this new technology. Metadata and Organizing Educational Resources on the Internet, the first book of its kind, helps clarify the process of cataloging and indexing the vast quantities of data available in digital form, so that users can readily access the information they need. This comprehensive volume documents the experiences of metadata creators (both catalogers and indexers), library administrators, and educators who are actively engaged in projects that organize Internet resources for educational purposes. Metadata and Organizing Educational Resources on the Internet shares the problems the authors encountered in the far-reaching project of creating metaTable of ContentsContents Acknowledgments Metadata Questions in Evolving Internet-Based Educational Terrain The School Library Media Center in the Digital Age: Issues in the Cataloging of Electronic Resources ALADIN: An Example of Integrating Traditional and Electronic Services in the Digital Environment Cataloging K-12 Math and Science Curriculum Resources on the Internet: A Non-Traditional Approach Dewey Applications for the Simple Arrangement of a Link Library: The Case of Science Net Straining the Standards: How Cataloging Web Sites for Curriculum Support Poses Fresh Problems for the Anglo-American Cataloging Rules Democratizing Education at the Schomburg: Catalog Development and the Internet GEM: Design and Implementation of a Metadata Project for Education Metadata for a Digital Library of Educational Resources Managing Digital Educational Resources with the ARIADNE Metadata System Disiecta Membra: Construction and Reconstruction in a Digital Catalog of Greek Sculpture The National Engineering Education Delivery System (NEEDS) Project: Reinventing Undergraduate Engineering Education Through Remote Cataloging of Digital Resources Providing Access to Course Material at Deakin University Using the Online Catalog as a Publishing Source in an Academic Institution Cataloging Economics Preprints: An Introduction to the RePEc Project Metadata Issues, Document Architecture, and Best Educational Practices Structured Metadata Spaces Discovering and Using Educational Resources on the Internet: Global Progress or Random Acts of Progress? Index Reference Notes Included

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Book SynopsisExplore the capabilities--and the limitations--of CORC and the Dublin Core!The explosion of online resources has brought with it a host of new metadata schemes and cataloging projects. One of OCLC''s most important projects is discussed in CORC: New Tools and Possibilities for Cooperative Electronic Resource Description. This fascinating volume on the pioneering collaborative computer system will help you enhance the value of library services and improve the productivity of librarians and library users.CORC offers a blend of theoretical and practical approaches to broad-based and specialized cataloging problems to help you take advantage of the benefits of the new cooperative cataloging of digital resources. The fourteen chapters in this book tell stories of new ideas, discoveries, and insights gained by being part of the CORC project. The authors represent the perspectives not only of CORC founders, researchers, developers, and observers, but also of library practiTable of ContentsContents Preface Introduction Collaboration in CORC CORC and the Future of Libraries: Two University Librarians' Perspective A Relationship Between CORC and the PCC: Rationale and Possibilities A Faceted Approach to Subject Data in the Dublin Core Metadata Record Terminology Identification in a Collection of Web Resources Dewey in CORC: Classification in Metadata and Pathfinders Crosswalking Metadata in the OCLC CORC Service Cataloging in CORC: A Work in Progress Utilizing CORC to Develop and Maintain Access to Biomedical Web Sites Never the Twain Shall Meet? Collaboration Between Catalogers and Reference Librarians in the OCLC CORC Project at Brown University CORC and Collaborative Internet Resource Description: A New Partnership for Technical Services, Collection Development and Public Services Dublin Core and Serials Using the Dublin Core to Document Digital Art: A Case Study Using the Dublin Core with CORC to Catalog Digital Images of Maps Index Reference Notes Included

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Book SynopsisLearn to assess and assure the quality of university-level distance education classes! Now that many colleges and universities have embarked on significant distance education curricula, an overview of the state of the art is necessary. This valuable collection looks at distance education through a varied set of critical lenses to examine how distance education classrooms can affect students'' attitudes and behaviors, the use of—and attitudes toward—group projects in online courses, the effects that the use of technology has on the relationship between student and teacher, and a great deal more! Distance Education: Issues and Concerns: provides concrete recommendations for enhancing the distance education experience shows the relationship between learning styles, enrollment, and retention in Internet-based courses, and makes recommendations to help ensure student success highlights the importance of conducting small-scale usabilTable of Contents Introduction The Light and the Dark Sides of Distance Education RESEARCH ARTICLES Adapting to Distance Education: How an Ethnographic Look at Student Experiences Can Inform Instruction Design An Investigation of Methods of Instruction and Student Learning Styles in Internet-Based Community College Courses Usability of Alternative Web Course Structures Mobile Wireless Technologies for Field-Based Teacher Interns and Their Partnership Teachers The Use of Collaborative Groups in Traditional and Online Courses Multimedia, It’s How You Use It: Reflections on a Selected Computerized Teaching Technology GENERAL ARTICLES Striving for Quality Control in Distance Education Quality Control for Online Graduate Course Delivery: A Case Study Cost-Income Equilibrium for Electronically Delivered Instruction Distance Education as a Discursive Practice: Voice, Discourse, and Pedagogy Quality Control in Online Courses: Using a Social Constructivist Framework Distance Realities: Rural Wisdom Remote Labs: The Next High-Tech Step Beyond Simulation for Distance Education Hybrid Online Coursework to Enhance Technology Competencies of School Principals The Contributing Student: A Pedagogy for Flexible Learning Index Reference Notes Included

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Book SynopsisIn todayâs information society, to make a real and lasting impact on human welfare takes applications of information technology aimed at enhancing access to all. HUSITA7-The 7th International Conference of Human Services Information Technology Applications: Digital Inclusion-Building a Digital Inclusive Society presents diverse viewpoints from around the globe, examining the latest applications of digital technology for social work education and practice. These conference presentations from respected international authorities discuss the application of ICT (information and communication technology) in various facets of human service to achieve the goal of a digital inclusive society where all have access to education and informational resources.HUSITA7-The 7th International Conference of Human Services Information Technology Applications examines the development and use of information technology in professional training, including the strengths and limitatioTable of ContentsPreface. ICT IN SOCIAL WORK EDUCATION. Object Lessons: A “Learning Object” Approach to E-Learning for Social Work Education. Pedagogical and Policy Challenges in Implementing E-Learning in Social Work Education.The Relationship Between Technology Content in a Masters of Social Work Curriculum and Technology Use in Social Work Practice: A Qualitative Research Study. Lessons Learned in Chat Room Teaching Internationally. The Forgotten Dimension in Learning: Incorporating Emotion into Web-Based Education. Including Indigenous Knowledge in Web-Based Learning. ICT IN SOCIAL WORK EDUCATION APPLICATIONS. Web CT—An Administrative Tool. The Use of Information Technology to Enhance the Quality of Teaching and Learning in Social Work Practicum: An Example from the City University of Hong Kong. SOCIAL INCLUSION. The Reality of Social Inclusion Through Digital Government.Redefining Assistive Technology, Accessibility and Disability Based on Recent Technical Advances. Investigating the Role of Internet Self-Efficacy in the Elderly’s Learning of ICT in Hong Kong, China: A Two-Part Study. SOCIAL INCLUSION APPLICATIONS. Sanyog: A Speech Enabled Communication System for the Speech Impaired and People with Multiple Disorders. KNOWLEDGE MANAGEMENT IN HUMAN SERVICES. Knowledge Management in Social Work—Towards a Conceptual Framework. KNOWLEDGE MANAGEMENT IN HUMAN SERVICES APPLICATIONS. Web-Based Disability Information Resource in Japan. Index. References.

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Book SynopsisThis book constitutes the first time in the field of developmental psychology that cross-cultural roots of minority child development have been studied in their ancestral societies in a systematic way--and by an international group of researchers. Most child development and child psychology texts take cultural diversity in development into account only as an addendum or as a special case--it is not integrated into a comprehensive theory or model of development. The purpose of this text is to redress this situation by enlisting insiders'' and outsiders'' perspectives on socialization and development in a diverse sampling of the world''s cultures, including developing regions that often lack the means to speak for themselves in the arena of international social science. The unique feature of this text is the paradigm. For the minority groups represented, the questions focused on how development was behaviorally expressed within the culture of origin and in new socTrade Review"...an excellent source for gaining information regarding the socialization and development of the minority groups....present[s] useful information which can help graduate students in the social sciences, developmental, educational, clinical and school psychologists, and researchers to give more credence to the impact of culture on development and socialization in their respective fields of work. This book would be appropriate for courses that have a focus on multicultural aspects, such as race and ethnicity, educational aspects of minority groups, and mental health courses addressing appropriate interventions."—Cultural Diversity and Mental Health"...effectively brings together theory and research findings on child development within various cultural groups. In practical terms, this volume enables those interested in cross-cultural research to obtain useful information about similarities and dissimilarities within and across groups, from one source. Additionally, the book serves to stimulate interest in the field and leads the reader to question previously held assumptions and beliefs about culture and the manner in which cross-cultural research is conducted....this volume makes an important contribution to the field of developmental psychology and to the study of minority child development. It is encouraging for those trying to advance cross-cultural research and informative for those wanting to learn more about diverse groups in a pluralistic society."—Journal of Applied Developmental Psychology"Greenfield and Cocking...provide a useful framework for examining the influence of cultures in contact on learning and cognitive development....the volume meets the editors' goals of contributing to a cultural-historical approach and to a theory of development that reaches beyond Euro-American norms. The collection has breadth."—Mind, Culture, and Activity"Not since the turn of the century has it been so important for those who study and work with children to recognize the impact of cultural history, the reason for migration, the migratory experience itself, and the experience of integration into the host society by the family. All of these concepts are crucial to understanding the cross-cultural roots of minority child development. This book is an excellent beginning."—American Journal of Mental Retardation"The editors are to be applauded for bringing together a stunning range of locales and settings and a highly competent group of international scholars."—Comparative Education ReviewTable of ContentsContents: Preface. P.M. Greenfield, Independence and Interdependence as Developmental Scripts: Implications for Theory, Research, and Practice. Part I: American Roots.F.M.T. Uribe, R.A. LeVine, S.E. LeVine, Maternal Behavior in a Mexican Community: The Changing Environments of Children. C. Delgado-Gaitan, Socializing Young Children in Mexican-American Families: An Intergenerational Perspective. R.G. Tharp, Intergroup Differences Among Native Americans in Socialization and Child Cognition: An Ethnogenetic Analysis. J.R. Joe, Revaluing Native-American Concepts of Development and Education. J.H. Suina, L.B. Smolkin, From Natal Culture to School Culture to Dominant Society Culture: Supporting Transitions for Pueblo Indian Students. Part II: African Roots.A.B. Nsamenang, M.E. Lamb, Socialization of Nso Children in the Bamenda Grassfields of Northwest Cameroon. J. Rabain-Jamin, Language and Socialization of the Child in African Families Living in France. I.K. Blake, Language Development and Socialization in Young African-American Children. B.A. Oloko, Children's Street Work in Urban Nigeria: Dilemma of Modernizing Tradition. Part III: Asian Roots.U. Kim, S-H. Choi, Individualism, Collectivism, and Child Development: A Korean Perspective. T.S. Lebra, Mother and Child in Japanese Socialization: A Japan-U.S. Comparison. H. Azuma, Two Modes of Cognitive Socialization in Japan and the United States. D.Y.F. Ho, Cognitive Socialization in Confucian Heritage Cultures. H. Stevenson, Moving Away From Stereotypes and Preconceptions: Students and Their Education in East Asia and the United States. B. Schneider, J.A. Hieshima, S. Lee, S. Plank, East-Asian Academic Success in the United States: Family, School, and Community Explanations. R. Takanishi, Continuities and Discontinuities in the Cognitive Socialization of Asian-Originated Children: The Case of Japanese Americans. Part IV: Concluding Perspectives.J.U. Ogbu, From Cultural Differences to Differences in Cultural Frame of Reference. R.R. Cocking, Ecologically Valid Frameworks of Development: Accounting for Continuities and Discontinuities Across Contexts.

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Book SynopsisThis volume presents and discusses current research that makes the connection between cognitive theory and instructional application. Addressing two general issues, the first set of chapters specifies the relation between cognitive theory and the development and evaluation of instruction, while the second set deals with the questions involved in understanding and assessing cognitive skills. The outstanding feature of these chapters is that they all present in-depth discussions of the theoretical issues underlying instructional decisions. Many present specific implementations that provide examples of concrete applications of theory. In addition, the settings for implementing these examples span a broad range of instructional areas and environments, illustrating the generality and transferability of the application of theory to practice.Table of ContentsContents: Preface. J.W. Thomas, W.D. Rohwer,Jr., Proficient Autonomous Learning: Problems and Prospects. The Cognition and Technology Group at Vanderbilt, Toward Integrated Curricula: Possibilities From Anchored Instruction. D. Cervone, The Role of Self-Referent Cognitions in Goal Setting, Motivation, and Performance. B. Means, Cognitive Task Analysis as a Basis for Instructional Design. G. Gabrys, A. Weiner, A. Lesgold, Learning by Problem Solving in a Coached Apprenticeship System. A.C. Graesser, N.K. Person, J. Huber, Question Asking During Tutoring and in the Design of Educational Software. S.J. Ceci, A.I. Ruiz, Inserting Context into our Thinking About Thinking: Implications for a Theory of Everyday Intelligent Behavior. A. Elstein, M. Rabinowitz, Medical Cognition: Research and Evaluation. G.A. Klein, R.R. Hoffman, Seeing the Invisible: Perceptual-Cognitive Aspects of Expertise.

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Book SynopsisPreventing Talent Loss provides a comprehensive model of giftedness and talent for all educators including teachers, counselors, and administrators. By presenting a summary of theory-driven, evidence-based knowledge, Hong and Milgram offer innovative and practical solutions for meeting the challenge of coping with talent loss. This monumental book distinguishes the important difference between expert talent and creative talent. While other books focus on how to improve the process of identifying the gifted and talented, Preventing Talent Loss provides educators with the means to individualize their curriculum and instruction in regular classrooms. Table of ContentsPart One. Understanding Talent LossChapter 1. Preventing Talent Loss: A Major Challenge Facing Educators and Parents Chapter 2. A New Direction n Conceptualization: A Comprehensive Model of Talent DevelopmentPart Two. Cognitive Abilities and Talent DevelopmentChapter 3. Analytical-Thinking Ability and Talent DevelopmentChapter 4. Creative-Thinking Ability and Talent DevelopmentPart Three. Personal-Psychological Attributes and Talent DevelopmentChapter 5. Self-regulation, Motivation, Learning Style, and Talent DevelopmentChapter 6. Affective and Intrapersonal Attributes and Talent DevelopmentChapter 7. Biological Attributes and Talent DevelopmentPart Four. Environmental-Social Factors and Talent DevelopmentChapter 8. School: Part of the Problem of Talent Loss or Part of the SolutionChapter 9. School Personal and ClimateChapter 10. Family, Mentorship, and Sociocultural FactorsChapter 11. Technology for Preventing Talent LossPart Five. Becoming Talented Chapter 12. Becoming Talented: Expert Talent and Creative Talent EpilogueReferencesIndex

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Book SynopsisThe central question addressed in Foundations for the Future in Mathematics Education is this: What kind of understandings and abilities should be emphasized to decrease mismatches between the narrow band of mathematical understandings and abilities that are emphasized in mathematics classrooms and tests, and those that are needed for success beyond school in the 21st century?  This is an urgent question. In fields ranging from aeronautical engineering to agriculture, and from biotechnologies to business administration, outside advisors to future-oriented university programs increasingly emphasize the fact that, beyond school, the nature of problem-solving activities has changed dramatically during the past twenty years, as powerful tools for computation, conceptualization, and communication have led to fundamental changes in the levels and types of mathematical understandings and abilities that are needed for success in such fields.  Table of ContentsContents: Preface: R.A. Lesh, Foundations for the Future in Engineering and Other Fields That Are Heavy Users of Mathematics, Science, & Technology. Part I: E. Hamilton, What Changes Are Occurring in the Kind of Problem Solving Situations Where Mathematical Thinking is Needed Beyond School?C. Hoyles, R. Noss, The Meanings of Statistical Variation in the Context of Work. J. Gainsburg,Problem Solving and Learning in Everyday Structural Engineering Work. B. Goldstein, R. Hall, Modeling Without End: Conflict Across Organizational and Disciplinary Boundaries in Habitat Conservation Planning. W-M. Roth, Mathematical Modeling ‘in the Wild’: A Case of Hot Cognition. D.W. Shaffer, Learning in Design. R. Núñez, The Cognitive Science of Mathematics: Why Is It Relevant for Mathematics Education? Part II: R.A. Lesh, What Changes Are Occurring in the Kind of Elementary-but-Powerful Mathematics Concepts That Provide New Foundations for the Future? J.L. Schwartz, Models, Simulations, and Exploratory Environments: A Tentative Taxonomy. J.J. Kaput, R.A. Lesh, S. Hegedus, Technology Becoming Infrastructural in Mathematics Education. M. Thompson, C. Yoon, Why Build a Mathematical Model? Taxonomy of Situations That Create the Need for a Model to Be Developed. C. Yoon, M. Thompson, Cultivating Modeling Abilities. J.G. Rosenstein, Discrete Mathematics in 21st Century Education: An Opportunity to Retreat From the Rush to Calculus. T. Hills, A.C. Huford, W.M. Stroup, R.A. Lesh, Formalizing Learning as a Complex System: Scale Invariant Power Law Distributions in Group and Individual Decision Making. A. diSessa, Systemics of Learning for a Revised Pedagogical Agenda. G. Harel, The DNR System as a Conceptual Framework for Curriculum Development and Instruction. G.A. Goldin, Aspects of Affect and Mathematical Modeling Processes. Part III:R.A. Lesh, What Kind of Instructional Activities Are Needed to Develop New Levels and Types of Understanding and Ability?M. Le Vasan, R.A. Lesh, M.A. Bakar, Beyond Efficiency: A Critical Perspective of Singapore’s Educational Reforms. R.A. Lesh, C. Yoon, J. Zawojewski, John Dewey Revisited—Making Mathematics Practical Versus Making Practice Mathematical. E. Hamilton, R.A. Lesh, F. Lester, C. Yoon, The Use of Reflection Tools in Building Personal Models of Problem-Solving. W.M. Stroup, N. Ares, A.C. Hurford, R.A. Lesh,Diversity by Design: The What, Why, and How of Generativity in Next-Generation Classroom Networks. F.G. Martin, M.A. Hjalmarson, P.C. Wankat, When the Model Is a Program. M.A. Hjalmarson, M. Cardella, P.C. Wankat, Uncertainty and Iteration in Design Tasks for Engineering Students. R.Y. Schorr, L. Warner, D. Gearhar, M. Samuels, Teacher Development in a Large Urban District and the Impact on Students. R.A. Lesh, E. Hamilton, J.J. Kaput, Directions for Future Research.

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Book SynopsisThis volume—a major new contribution to Joel Spring’s reportage and analysis of the intersection of global forces and education—offers a new paradigm for global school systems. Education for global economic competition is the prevailing goal of most national school systems. Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy; the current industrial-consumer paradigm is not supportive of either happiness or long life. Building his argument through an original documentation, synthesis, and critique of prevailing global economic goals for schools and research on social conditions that support happiness and long life, Spring: *develops guidelines for a global core curriculum, methods of instruction, and school organizations; *translates these guidelines into a new paradigm for globTrade Review“A terrific book – both soundly researched and highly original. It should be widely used in courses on curriculum, social studies, policy studies, peace studies, philosophy of education, and many other sub-disciplines.” —Stanford University (Emerita)“I like the balance in Spring’s work between trenchant analysis of existing social, political, and cultural conditions in education, and creative, positive recommendations for ameliorating those conditions through education. He well understands the ideological and political underpinnings of educational practice, but has not given up hope for forms of practice that are more equitable, just, and fair.... The primary value of this book will be in provoking an international debate on the very possibility of a globalized curriculum and what might be involved in it. I believe this is the leading edge question in curriculum today, and across the humanities and social sciences generally.” —University of Alberta“[Spring’s] proposal for a global school system based on the goal of maximizing happiness and longevity along with customization at the local level is, undoubtedly, one of the most original theses I have come across in the field of education.” —Center for Research in Pedagogy and Practice, SingaporeTable of ContentsContents: Goals for a Global School System. Basic Educational Principles for a Long Life and Happiness. A New Paradigm for a Global Curriculum. Ways of Seeing and a Global Core Curriculum. A Prototype for a Global School: Humanity Flag Certification. Humanity: A Prototype Textbook for a Global Core Curriculum. Conclusion: Koyaanisqatsi: Life Out of Balance.

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Book SynopsisThis comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is organized into three parts: Part I includes discussion of idiom definition, classification, usage patterns, and functions. Part II investigates the process involved in the comprehension of idioms and the factors that influence individuals' understanding and use of idioms in both L1 and L2. Part III explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms. To assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotateTrade Review"Overall, the book is an excellent reference for pre- and in-service language teachers, as well as those interested in the basics of idioms and language teaching. The accessible language, the quick summary and discussion questions that follow each chapter, the glossary, and the annotated list of selective idiom references make this book especially attractive for graduate courses in applied linguistics and related fields."--Teachers College Record "The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers." --Paul Nation, Victoria University of Wellington, AustraliaTable of Contents@contents: Selected Contents:Table of ContentsPrefacePart I: Idiom Description: Definition and Use: Chapter 1. . . Idiom Definition and Classification Introduction Defining idioms: Diverse viewsA perspective from language learners Classification of idiomsPhrasal verbs: A unique group of idiomsSummary Chapter 2. . . Idiom Use: Function, Variation, Frequency, Register IntroductionThe idiom principle Function VariationRegister Culture and idiom useSummary Part II: Idiom ComprehensionChapter 3. . . L1 Idiom Comprehension IntroductionFive major processing modelsThe disassociation of semantic and syntactic processingThe idiom key hypothesisSummary Chapter 4. . . L2 Idiom ComprehensionIntroductionMajor strategies usedUnique Processing modelSummaryChapter 5. . . Factors that Affect Idiom ComprehensionIntroductionFactors on the part of idioms and their useFactors on the part of language usersFactors affecting L2 idiom comprehension only Summary Part III: Idiom Acquisition and PedagogyChapter 6. . . Idiom Acquisition and Its importance in language development IntroductionSkills and knowledge needed for idiom acquisitionThe role of rote learningThe effect of different types of idioms and sequence of idiom acquisitionThe importance of idioms in language developmentSummaryChapter 7. . . Selection and Organization of Idioms for instructionIntroductionSelection criteria and useful selection practicesTypes of information neededIdiom organizationPassive vs. active idiomsSummary Chapter 8. . . Idiom Pedagogy: Macro strategies and General approachesIntroductionRaising students’ sensitivity to and interest in idiomsIncorporating idiom teaching into the entire curriculumAdvancing a heuristic approach with discovery learning activities andadequate contextual information Promoting "conceptual motivation analysis" and L2 cultural knowledgeEmploying a variety of activities to deal with different types of idioms andaccommodate diverse learnersUsing direct study as a supplement to contextualized learning Enhancing idiom retention with effective mnemonic strategiesTraining and boosting learning strategy useConducting unplanned idiom teaching Overcoming avoidance error and welcoming creative idiom usePros and cons of proactive vs. retroactive approachSummaryChapter 9. . . Idiom Pedagogy: Micro strategies and TechniquesIntroductionNoticing and identifying idiomsUnderstanding idioms and developing interpretation strategiesAnalyzing idioms for connotation, register and other in-depth understandingRetrieving and using idioms for comprehensionRetrieving, generating, and using idioms for productionUsing effective mnemonic techniques for retention Explaining idioms to help students notice and understand themUsing idiom dictionariesSummary Chapter 10. . .Error treatment and assessment in idiom instructionErrors and their treatmentAssessment Summary

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Book SynopsisThis work describes a creative and effective teaching practice in multiage elementary classrooms, one that integrates challenging academics with personalized teaching and learning.Table of ContentsPart 1 Introduction Part 2 Part One: Teaching and Learning in the Multiage Intermediate Classroom Chapter 3 Chapter 1: The Lincoln Community School Chapter 4 Chapter 2: Academic Development in the Multiage Intermediate Classroom Chapter 5 Chapter 3: Social Development in the Multiage Intermediate Classroom Chapter 6 Chapter 4: Multiage Language Arts Chapter 7 Chapter 5: Multiage Social Studies Chapter 8 Chapter 6: Multiage Science Chapter 9 Chapter 7: Multiage Mathematics Chapter 10 Chapter 8: Home, Architecture, and Structure: An Integrated Unit Part 11 Part Two: The Benefits of the Multiage Classroom Chapter 12 Chapter 9: The Personal and Social Benefits of Multiage Elementary Classrooms Chapter 13 Chapter 10: The Academic Benefits of Multiage Classrooms Part 14 Part Three: Succeeding at Multiage Teaching Chapter 15 Chapter 11: Multiage Classrooms and State Standards and Testing Chapter 16 Chapter 12: Becoming a Multiage Teacher Chapter 17 Chapter 13: Multiage Classrooms in the Twenty-First Century Part 18 Index Part 19 About the Authors

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Book SynopsisThe pre-1960 history of print culture and libraries, as they relate to the First Peoples of Canada, has gone largely untold. Paper Talk explores the relationship between the introduction of western print culture to Aboriginal peoples by missionaries, the development of libraries in the Indian schools in the nineteenth century, and the establishment of community-accessible collections in the twentieth century. While missionaries and the Department of Indian Affairs envisioned books and libraries as assimilative and civilizing tools, Edwards shows that some Aboriginal peoples articulated western ideas of print culture, literacy, books, and libraries as tools to assist their own cultural, social, and political aspirations. This text also serves to illustrate that the contemporary struggle of Aboriginal peoples in Canada to establish libraries in communities has a historical basis and that many of the obstacles faced today are remarkably similar to those encountered by earlier generations.Trade ReviewIn this text, Edwards analyses the contributions of a number of Aboriginals that were instrumental in articulating their peoples' concerns. He discusses the challenges and contributions made by such people as Peter Jones, George Copway, Charles Cooke, Dr. Oronhyaetkha, and Edward Ahenakew. Edwards' text provides compelling background to contemporary literacy and print culture issues. Paper Talk provides an excellent initial contribution to a field deserving increased scholarly and public attention. * SHARP News *The history of the book in Canadian Aboriginal communities is becoming a subject of concentrated interest...Paper Talk is an original and fine addition to this ongoing discussion....Paper Talk provides a cohesive and richly detailed narrative that outline general patterns among Aboriginal people combined with illustrations of specific examples in local contexts. Edwards balances solid primary research with careful integration of published works in the field. The book will be of interest to scholars of both Aboriginal peoples and the history of the book. * Papers Of The Bibliographical Society Of Canada *Recommended. Upper-division undergraduates and above. * CHOICE *Covers the largely untold story of the introduction of print to Canadian aboriginal peoples by missionaries as a "civilizing" influence. Later, in the early twentieth century libraries were part of residential schools and the appendices include fascinating lists of approved books. Also documented are the initial efforts to establish public libraries in native communities, a void that remains today. * Vancouver Public Library Online *This is a history of libraries and print culture and their combined impact on Aboriginal people in Canada. There’s even an interesting piece on school libraries and their adequacies and deficiencies in the years before 1960. A scholarly and interesting read. * The Nipawin Journal *Paper Talk is an almost ideal example of this phenomenon of academic scrutiny supporting aboriginal values. It takes a seemingly peripheral subject - the history of libraries in aboriginal-European relations - and brings it to bear on the larger story with solid research, inexorable logic and often devastating conclusions. * Globe and Mail *A scholar of library and information science, Canadian studies, and native studies, Edwards traces the introduction of books and print culture to Aboriginal people in Canada from the first endeavors of missionaries in the 1820s to the opening of the first official public library for natives. The overarching question he asks is what the motivations and effects were of introducing book literacy into Aboriginal cultures where orality and other variant forms of literacy already existed and had served the people well for many generations. * Reference and Research Book News *...Edwards' prose is clear and efficient...Edwards's extensive notes often provide lucid outlines of scholarly controversies, and his bibliography will tempt a variety of readers....All the current stakeholders—Canadians, librarians, cultural historians, and, not least, politicians and Indigenous peoples engaged in a digital age in which both the promise of access and the expense of ownership have risen dramatically—ought to read this learned and passionate book. * Information & Culture, Vol. 41, No. 3 *...fascinating.... this provocative, well-written, well-edited, and thoroughly documented study deserves a place on the "must read" list of any academic librarian interested in the history of libraries, the social implications of Western notions of literacy, and/or the provision of library services to aboriginal peoples. Brendan Edwards and Scarecrow Press are to be commended for making this important study available... * College & Research Libraries, Vol. 68, No. 1 (January 2007) *This book...is a wonderful read and a valuable addition to Canadian book and library history....Edward's works are informative histories that break new ground and cover more than a century of varying kinds of library service and print culture among Aboriginals across Canada. * Libraries Today Blog *The information in this book is excellent and important... * Project Muse *Table of ContentsChapter 1 Acknowledgments Chapter 2 Introduction Chapter 3 1. Contexts and Foundations: Placing this history: literacy, books, libraries, and First Peoples Chapter 4 2. The Nineteenth Century: "Read, write, and worship God daily": The Missionary's tools: the written word, books, and education Chapter 5 3. First Quarter of the Twentieth Century: Books in the schools and Aboriginal literary initiatives Chapter 6 4. 1930 through 1960: Community development, philanthropy, and educational neglect: Aboriginal and non-Aboriginal literary perspectives Chapter 7 Conclusion: Knowledge keepers: libraries and the printed word Chapter 8 Appendix 1: Approved Supplementary Reading Books for Indian Schools, 1931-1938 Chapter 9 Appendix 2: Day School Libraries, 1943 Chapter 10 Bibliography Chapter 11 Index Chapter 12 About the Author

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Book SynopsisThe "Psammead Trilogy" written by Edith Nesbit includes "Five Children and It", "The Phoenix and the Carpet", and "The Story of the Amulet". The essays collected in this volume celebrate the completion of the "Psammead Trilogy". These essays employ differing strategies and place Edith Nesbit in various contexts to assess her achievement.Trade Review...the collection offers an enticing array of shifting perspectives...The pleasure of these essays lies not only in their individual arguments but also in the way they creatively challenge and complement each other, demonstrating the vitality of contemporary Nesbit criticism. * Children's Literature Association Quarterly, Vol. 32, No. 2 (2007) *a most admirable and timely volume. * English Literature and Translation *Nesbit's works of fantasy nestle on many a child's bookshelf, and in this trilogy three of them reside: Five Children and It, The Phoenix and the Carpet, and The Story of the Amulet. In this collection of 13 essays scholars peek behind the fantasy and find plenty, including such topics as the ideologies of gender in the Psammead Trilogy, Fabianism and didacticism, the writing of empire, magical realism in the form of generic manipulation and mutation, comic spirituality and communicating humor, staging desire in Five Children and It, Nesbit's and Dickens's literary borrowings, parallels with the nineteenth-century moral tale, socialist utopia in The Story of the Amulet, H.R. Millar's expansions and subversions of the trilogy, and Edgar Eager's revisions. * Reference and Research Book News, August 2006 *Table of ContentsPart 1 Introduction Chapter 2 Chapter 1. The "It" Girl (and Boy): Ideologies of Gender in the Psammead Trilogy Chapter 3 Chapter 2. A Momentary Hunger: Fabianism and Didacticism in E. Nesbit's Writing for Children Chapter 4 Chapter 3. The Beginning of the End: Writing Empire in E. Nesbit's Psammead Books Chapter 5 Chapter 4. Generic Manipulation and Mutation: E. Nesbit's Psammead Series as Early Magical Realism Chapter 6 Chapter 5. Materiality, the Wish, and the Marvelous: E. Nesbit's Comic Spirituality in the Psammead Trilogy Chapter 7 Chapter 6. Communicating Humor in E. Nesbit's Fantasy Trilogy Chapter 8 Chapter 7. Where It Was, There Shall Five Children Be: Staging Desire in Five Children and It Chapter 9 Chapter 8. Textual Building Blocks: Charles Dickens and E. Nesbit's Literary Borrowings in Five Children and It Chapter 10 Chapter 9. Five Children and It: Some Parallels with the Nineteenth-Century Moral Tale Chapter 11 Chapter 10. News from E. Nesbit: The Story of the Amulet and the Socialist Utopia Chapter 12 Chapter 11. The Amulet and Other Stories of Time Chapter 13 Chapter 12. "Exactly As It Was"? H.R. Millar's Expansions and Subversions of the Psammead Trilogy Chapter 14 Chapter 13. Only Half Magic: Edward Eager's Revision of Nesbit's Psammead Trilogy Part 15 About the Editor and Contributors

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Book SynopsisNames and Naming in Young Adult Literature shows how authors of young adult literature use the creation of names for people, places, events, inventions, animals, and imaginary concepts as one of their most important literary techniques.Trade ReviewThis book encourages critically reading a book to focus on the names and naming. Something else that makes this book valuable is the use of various text features. The bibliography at the end provides a listing of works by all of the authors cited, thereby giving the reader a useful guide. The chapter titles that include the names of the authors featured in the chapter help to insure focus. The bolded divisions within each chapter provide clarity. This book would be useful for anyone who is a fan of young adult or children’s literature and anyone who teaches young adult or children’s literature. Note that many of the authors and their books included by Nilsen and Nilsen are familiar and read by those younger than twelve- to eighteen-year-olds labeled here as young adults. Children who are ten and eleven read some of the books discussed, including A Series of Unfortunate Events, Catherine, Called Birdy, and certainly the entire Harry Potter series. Thus, the books cited in these eight chapters have a broad range. There is much to commend this book as a reference and as a pleasurable read. * Names: A Journal of Onomastics *School, public, and academic libraries will find this title an asset. * Booklist *This resource is an excellent tool for teachers and facilitators of book discussion groups....The Nilsens make a valuable contribution to the study of young adult literature with this well-researched, readable, and insightful study. * VOYA *This book offers an accessible, engaging, expansive overview of young adult fiction....Recommended. * CHOICE *The test is written in a scholarly style....This volume offers an interesting exploration of the use of this literary device for teachers of teen literature and for librarians who share books with teens. -- Rebecca Sheridan, Easttown Library & Information CenterNilsen and Nilsen (English education and linguistics, Arizona State U.) examine how authors of young adult literature use naming as a literary technique. They discuss how names are used for fun and humor; to establish tone and mode, time periods, or realistic and imagined settings; to reveal ethnic values; to build an audience made up of different age groups; or as memory hooks. They present examples of books by authors such as J.K. Rowling, Maya Angelou, Amy Tan, Gary Paulsen, Karen Cushman, Gary Soto, Francesca Lia Block, Orson Scott Card, and Daniel Handler. * Reference and Research Book News *A well-paced discussion...Valuable. * American Reference Books Annual *Table of ContentsPart 1 Introduction: Names and Naming in Young Adult Literature Part 2 Chapter 1: Names for Fun: M. E. Kerr, Gary Paulsen, Louis Sachar, and Polly Horvath Part 3 Chapter 2: Names to Establish Tone and Mode: Robert Cormier and Francesca Lia Block Part 4 Chapter 3: Names to Establish Time Periods: Karen Cushman and Her Historical Fiction Part 5 Chapter 4: Names to Establish Realistic Settings: Gary Soto, Adam Rapp, Meg Rosoff, and Nancy Farmer Part 6 Chapter 5: Names to Establish Imagined Settings: Yann Martel, Orson Scott Card, and Ursula K. Le Guin Part 7 Chapter 6: Names to Reveal Ethnic Values: Amy Tan, Sandra Cisernos, Maya Angelou, Cynthia Kadohata, Sherman Alexie, and Others Part 8 Chapter 7: Names to Build a Dual Audience: Daniel Handler and the Lemony Snicket Books Part 9 Chapter 8: Names as Memory Hooks: J. K. Rowling and the Harry Potter Books Part 10 Bibliography Part 11 Index Part 12 About the Authors

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Book SynopsisChristianity regards teaching as one of the most foundational and critically sustaining ministries of the Church. As a result, Christian education remains one of the largest and oldest continuously functioning educational systems in the world, comprising both formal day schools and higher education institutions as well as informal church study groups and parachurch ministries in more than 140 countries. In The Encyclopedia of Christian Education, contributors explore the many facets of Christian education in terms of its impact on curriculum, literacy, teacher training, outcomes, and professional standards. This encyclopedia is the first reference work devoted exclusively to chronicling the unique history of Christian education across the globe, illustrating how Christian educators pioneered such educational institutions and reforms as universal literacy, home schooling, Sunday schools, women's education, graded schools, compulsory education of the deaf and blind, and kindergarten.WithTrade ReviewChristian education takes place in Sunday schools of small country churches and in the classrooms of major universities. This encyclopedia effectively covers both types and so much more besides. It accomplishes this by casting a wide net that reveals a preference for quantity of A–Z entries over depth in the case of most entries. The average length of an article is hardly more than one full page, which is only occasionally problematic. Articles for Catechism and Jesus Christ, for example, are limited to a single page each, which is surprisingly light. There are rare exceptions, such as the nine-page treatment of Christian education in the ancient world. Entries focus heavily on people and places. Personalities with at least some influence in the field include people like Augustine, Dietrich Bonhoeffer, John Calvin, and Thomas Merton (as well as many lesser-knowns). The geographical coverage highlights seemingly every meaningful region in the world: Australia, Belgium, Chile, Germany, Uganda, and approximately 100 others. More than 25 denominational groups are profiled as well, including Assemblies of God, Lutheran, and Mennonite groups. Many of the groups covered predate the 'denominational era,' such as the ancient schools of Alexandria, Caesarea, Ephesus, and Rome. And speaking of schools, more than 60 universities and seminaries receive special attention. True researchers in the field will appreciate the encyclopedia’s scope extending well past people and places. The content and message of Christian education is dealt with systematically (e.g., Atonement, Baptism, Holiness, Ethics). Methodology is explored in a variety of ways, too, covering mentoring, different learning styles, pedagogy, and small groups. Demographic entries include numerous aspects of working with children, adolescents, and families. Accompanying each article are approximately five references for further study. In sum, this specialty set has no serious rivals in the reference realm, and it is highly recommended for academic and religious collections. * Booklist, Starred Review *The arrangement of the 1,200 entries is alphabetical, but an appendix provides 19 introductory essays and a list of relevant entries for each. . . .A list of the credentials of the 400 contributors is also provided. . . .Recommended...for evangelical ministers and seminaries of public libraries that have a demand for evangelical literature. * Library Journal *It is most unusual for a reference work to contain five forewords, and even more striking when each is written by a prominent figure in the field of Christian education. Another distinctive feature is the work's nearly two-dozen ‘Lead-in Introductions,’ which stand separately from the A-Z arrangement of encyclopedia articles. Comprising approximately 1,200 entries written by 400 authors from 75 countries, the content can be accessed either alphabetically or by broad subject. The introductions permit readers to approach the content thematically, but their inclusion towards the end of the third volume makes it less likely that they will be discovered by students or used as extensively as intended. Alphabetical entries vary in length; all conclude with a short references and resources list. The scope of topics covered is global, ecumenical, and immense; the roster of contributors is equally impressive. It is striking that biographical entries include figures as diverse as philosopher Ludwig Wittgenstein and entrepreneur John Wanamaker, and perhaps a bit surprising that organizations as prominent as the YMCA and YWCA warrant an entry shorter than ‘Metaphors for Learning.’ But since two primary functions of an encyclopedia are to offer quick reference and provide a springboard to further research, the eclectic range of topics covered more than compensates for such small inconsistencies. There are three appendixes: ‘World Statistics on Christian Populations,’ ‘World Listing of Christian Universities by Continent,’ and a list of entries by contributing author. Among the encyclopedia's objectives is to foster ‘further research on Christian education at all levels by providing a flagship resource,’ and the breadth and caliber of the work go a long way toward achieving just that. Summing Up: Highly recommended. All libraries. All levels. * CHOICE *Contributions of teachers and teaching are explored in all their multi-colored facets impacting curriculum, canons, literacy, training, outcomes, and standards. . . .The exclusive chronicling of Christian education with its universal and singular import is an unprecedented addition to pansophic knowledge. Questioning an encyclopedic endeavor such as the Encyclopedia of Christian Education will be answered as soon as its pages are opened. * Christian Education Journal *Libraries that serve students of the Christian faith, whether in the context of a seminary, undergraduate institution, or public library, are well advised to purchase a copy of the landmark, three-volume Encyclopedia of Christian Education. . . .I found the set a treasure, from the front matter described above to the A-Z entries, the 17-page bibliography, and the appendixes with statistics on the global Christian community, its populations, and universities. . . .Highly recommended. * American Reference Books Annual *Summing up this impressive work, the sentiment 'horses for courses' must spring to mind: for the library, for the study or research programme, self-consciously embedded within the Christian tradition, it has a lot to offer; for a library or institution where English-language teaching dominates, and where an understanding of and sympathy with Christian (and American Christian) values and practices are present, again it is a useful purchase. On the other hand, as a reference work, probably as much because of its field as the treatment of the field, it opens up and reveals a number of interesting critical questions that are bound to impact on acquisition decisions. In any event, a reference work for the specialist and theological library and more for the student and teacher and researcher than for any member of a Christian church community. * s *The historical information…has some good introductions to individual topics, and good-to-excellent and interesting information on many specific items…. There are many…that are balanced, thoughtful, and useful. Every article examined was clearly written. And the encyclopedia passes the browse test, which is that one can open a volume at random and find interesting material. Readers wanting substantial information and discussion about contemporary Christian education and its issues will find this work informative and stimulating. * Journal of Jesuit Studies *Nothing the Church does is more important than educating in faith – it’s lifeblood. Written and compiled by leading scholars, The Encyclopedia of Christian Education brings together the best wisdom of the ages to enhance the scholarly foundations and pastoral praxis of this vital ministry. It will be an invaluable resource and reference for all Christian educators - scholars and practitioners alike. -- Thomas Groome, professor of theology and religious education and chair of the Department of Religious Education and Pastoral Ministry, Boston College; author of Will There Be Faith: A New Vision for Educating DisciplesThe notion of Christian Education has long deserved authoritative treatment as a developed and established body of knowledge, rightly positioned alongside other fields of theology and pedagogy. This Encyclopedia fulfills that crucial function by bringing together leading scholars, writing within a well-considered and clearly organized structure. Kurian and Lamport are to be congratulated on their monumental achievement. -- Leslie J Francis, professor of religions and education, University of Warwick, England, and canon theologian, Bangor Cathedral, WalesIt has been some 25 years since the Harper Encyclopedia of Religious Education was published. This new survey assumes the pluralism, diversity, and global awareness in the field, which allows it to focus on Christian education without confusion or defensiveness. I expect the Encyclopedia of Christian Education, abled edited by Kurian and Lamport, to serve our profession well for at least the next quarter of a century. -- Jerome W. Berryman, Episcopal priest and founder of the classic movement Godly PlayEncyclopedia of Christian Education is one of the most important publications of our time. Covering virtually every aspect of Christian education over 2000 years, this exciting resource is a must have for scholars, practitioners, church leaders, and anyone interested in exploring a myriad of historical and contemporary themes in Christian education. -- Yolanda Y. Smith, research scholar and lecturer in Christian education, Yale Divinity School, and author of Reclaiming the Spirituals: New Possibilities for African American Christian EducationWith its breathtaking histories and lively biographies of key figures in the field of Christian education, all written by renowned experts in the field, the Encyclopedia of Christian Education offers a definitive and indispensable resource for Christian educators everywhere. -- Henry L. Carrigan, assistant director and senior editor at Northwestern University Press, and co-author of Three TestamentsA unique resource, opening up the rich heritage of Christian educational ministries for scholars and practitioners alike. The Encyclopedia of Christian Education is sure to stimulate creative approaches to ministry in our 21st century schools and churches. -- Larry Richards, distinguished Christian educator, author of Christian Education: Seeking to be Like Jesus and Creative Bible TeachingThe Encyclopedia of Christian Education is an indispensable guide to the history, formative events, influences and concepts of Christian education and to the individuals who have carried forward the educational and teaching ministry of the church from earliest times to the present. The Encyclopedia is scholarly, comprehensive, ecumenical and international in coverage; so much knowledge and information is made available in an accessible format. It is an invaluable resource and research tool. The editors are to be congratulated for their service to the Christian churches, organizations and communities. -- L. Philip Barnes, director of the doctorate in theology and ministry, King’s College, LondonThe history of Christian Education is long—two millennia long, and its scope wide—from humble classes to sophisticated universities. It has invented educational practices, established educational institutions, and motivated social reform. The Encyclopedia of Christian Education provides a robust and comprehensive description of this remarkable educational tradition. -- Daniel Aleshire, executive director of the Association of Theological Schools in the United States and Canada (ATS)The Encyclopedia of Christian Education is a visionary work with an impressive list of contributors who are well known scholars, professors and Christian educators. The inspired and meticulous planning of the editors, George Thomas Kurian and Mark A. Lamport has ensured a depth and breadth of content which covers the history, the development and the influence of Christian Education across the world. As such, in a contemporary world that is characterized by global and plural dimensions, this volume is a significant addition to the literature on Christian Education. -- Marian de Souza, senior lecturer of religious education at Australian Catholic University, Watson; coeditor, Global Perspectives on Spirituality and Education (2014), and editor, Journal of Religious Education (2006-2012)The Encyclopedia of Christian Education is more than an outstanding resource and reference for religious and general educators; its editors project an expansive, comprehensive, and robust vision of Christian education that will inform, challenge, and inspire scholars, teachers, and educational leaders for a very long time. -- Charles R. Foster, professor of religion and education, emeritus, Candler School of Theology, Emory University; author of From Generation to Generation: The Adaptive Challenge of Mainline Protestant Education in Forming FaithThe centrality of Christian teaching to Christian ministry, like the significance of Christian learning as an expression of Christian spirituality and vocation, is not sufficiently recognized by the Christian Churches. This impressive collection of original articles provides a major resource that will help both scholars and more general readers to discover the riches that lie within this field. -- Jeff Astley, honorary professor in the department of theology and religion at Durham University, was Director of the North of England Institute for Christian Education, and author of The Philosophy of Christian Religious Education and Ordinary TheologyThe Encyclopedia is a landmark – a comprehensive resource and guide for the thought and practice of Christian education in the third millennium. It is worthy to be on the bookshelves of scholars, teachers and students alike who seek to gain wisdom for faithfully teaching the Christian faith and nurturing the spiritual lives of all ages. -- Robert W. Pazmiño, Valeria Stone professor of Christian education, Andover Newton Theological School, author of Foundational Issues in Christian Education and A Boy Grows in Brooklyn: An Educational and Spiritual MemoirThe three-volume Encyclopedia of Christian Education is truly unique in nature and scope. It rehearses the breadth and depth of Christian Education as both practiced and theorized for the service of the global church. Written and compiled by a diverse group of expert practitioners and seasoned teachers in the field, it promises to be an invaluable resource for individuals and institutions that are committed to the formation of God’s people for the service of God’s Kingdom. -- S. Steve Kang, professor of Christian education, Gordon-Conwell Theological SeminaryChristian education, done well, fosters Christian truth being embodied in attitudes that lead to personal and social transformation. The unique contribution of the Encyclopedia of Christian Education is to tell the global story of a diverse movement that has not only shaped our world but continues to do so in dynamic ways today. A wonderful and fascinating resource. -- Patrick Mitchell, director of studies, Irish Bible Institute, Dublin; author of Evangelicalism and National Identity in Ulster 1921-98 (2003)Table of ContentsAbout the Editors, Prologue/Foreword Contributors, Editorial Advisory Board, and Editorial Consultants Prologue by J.I. Packer Foreword by Stanley Hauerwas Foreword by Richard Mouw Foreword by Ronald Sider Foreword by Will Willimon Preface Acknowledgments Introduction Volume 1: A-G Volume 2: H-R Volume 3: S-Z Appendix A: Appendix B: Appendix C: Appendix D: Index of Entries by Author Notes on Contributors Index

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Book SynopsisPaulo Friere, the Brazilian educator and social theorist, offers a very different notion of the teacher-student relationship that, in this book, looks forward to raising up of poor people everywhere to make them a viable force for change in the 21st century.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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