Educational strategies and policy Books
University of Illinois Press Puerto Rican Chicago
Book SynopsisWinner of the Critics’ Choice Book awards of the American Educational Studies Association (AESA-CCBA) The postwar migration of Puerto Rican men and women to Chicago brought thousands of their children into city schools. These children''s classroom experience continued the colonial project begun in their homeland, where American ideologies had dominated Puerto Rican education since the island became a US territory. Mirelsie Velázquez tells how Chicago''s Puerto Ricans pursued their educational needs in a society that constantly reminded them of their status as second-class citizens. Communities organized a media culture that addressed their concerns while creating and affirming Puerto Rican identities. Education also offered women the only venue to exercise power, and they parlayed their positions to take lead roles in activist and political circles. In time, a politicized Puerto Rican community gave voice to a previously silenced group--and highlighted thaTrade Review"Puerto Rican Chicago provides an invaluable contribution to the history of education, urban history, and Latinx Studies. It reminds us that Latinx communities are richly diverse, not only located in the American West, and that their unique histories are crucial in narrating the development of twentieth-century American cities and schools." --History of Education Quarterly"Velázquez's book is needed now more than ever." --Historical Studies in Education"Puerto Rican Chicago: Schooling the City, 1940-1977 is an essential contribution to the growing scholarship on Latinos in the Midwest. It powerfully chronicles the persistent efforts of the Puerto Rican community, especially women, to advocate for their children's right to a meaningful education and a more promising future. Meticulously researched and eloquently written, Mirelsie Velázquez' book is a must read for those interested in community-based activism, education, urban history, and Puerto Rican and Latino studies."--Lourdes Torres, author of Puerto Rican Discourse: A Sociolinguistic Study of A New York Suburb"Puerto Rican Chicago innovates by taking up themes that other scholars have neglected. . . . This book shows how deeply students' encounters with schools' practices were affected by their histories." --Journal of American HistoryTable of ContentsAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11. Al Brincar el Charco: Urban Response to the Puerto Rican “Problem” . . . . . . . . . . . . . . . . . . . . . 252. Community Visions of Puerto Rican Schooling, 1950–1966 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573. Taking It to the Streets: The Puerto Rican Movement for Education in 1970s Chicago . . . . . . . . . . . 874. Learning to Resist, Resisting to Learn: Puerto Ricans and Higher Education in 1970s Chicago . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1055. Living and Writing in the Puerto Rican Diaspora . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Conclusion: Winning Means Hope . . . . . . . . . . . . . . . . 155Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
£77.35
University of Illinois Press Latinaox Education in Chicago
Book SynopsisIn this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Trade Review"It’s impossible to read this text and not be moved by Chicago’s Mexican and Puerto Rican community’s decades-long struggle for equity against tremendous odds with an establishment that imagines little more than dispossessing them, when this could be an entirely different narrative of valuing and honoring their strength, talent, acumen, and soul. Texts like these bring much-needed analysis and attention to the plight of Chicago’s Latinx community with provocative, vivid narrative and evidence that promises to inspire a new generation. Kudos to Isaura Pulido, Angelica Rivera, and Ann M. Aviles for shining an ennobling light on a community of destiny in Chicago’s public schools."--Angela Valenzuela, author of Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring"A growing body of research has sought to critically examine and unpack the 'browning of America' and the latinization of U.S. schools. Spanning a period of seventy years, Latina/o/x Education in Chicago provides a rich, deeply textured, and nuanced look at the educational experiences and outcomes for Latinxs in the Midwest. This volume is as timely as it is important, making a significant contribution to the literature and providing an invaluable resource to policy makers and practitioners."--Jason G. Irizarry, author of The Latinization of U.S. Schools: Successful Teaching and Learning in Shifting Cultural Contexts
£77.35
University of Illinois Press The Lecherous Professor
Book SynopsisTrade Review"This is an important book: its sense of outrage is communicated through an impeccably presented argument. Lechery isn't funny when it damages its victims. Dziech and Weiner have done a service to both males and females in taking their subject way past the joke stage." -- Anne Bernays, Boston Sunday Globe"Far more than just a compendium of juicy horror stories about licentious professors abusing their positions and their female students. It is an in-depth look at the problem of female sexual harassment on campus today." -- Barbara Townsend, Higher Education"Compellingly candid comments from students and professors backed by revealing cases and statistics, with sensitive discussions of the hazards and possible damage to both accuser and accused." -- Ann Morrissett Davidon, Philadelphia Inquirer
£19.94
University of Illinois Press Teaching with Tenderness
Book SynopsisTrade Review"In bold and lyrical prose, Becky Thompson offers a practical model for embodied teaching, for a classroom where painful realities like genocide, slavery, colonization, and rape culture can become the subject of fearless—or fear transcending—study. The word 'tenderness' . . . may soften the lens of inquiry. Thompson retrieves its etymology for a pedagogy of silent witness, contemplation, attention, presence, patience, skillful confrontation, and perseverance of heroic proportions. This is how the word is used in my own (Quaker) tradition, as (to paraphrase Adrienne Rich) an 'instrument to touch the wound beyond the wound.' And, as an experienced yoga teacher, she invites the body and its stories into the classroom, using both asana and Vedic philosophy to help students awaken, rest, cool off, even nap. Thompson's experience is deep and her exposition infinitely subtle. I love this radical book down to its tiniest footnote."—Mary Rose O'Reilley, author of The Peaceable Classroom"Drawing on women-of-colors theories, multiracial feminist pedagogy, contemplative practices, trauma studies, yoga, and a wide array of additional scholarship from diverse disciplines, Thompson develops innovative pedagogies of tenderness—radically inclusive, relational, generous, visionary modes of interacting with others."—AnaLouise Keating, author of Teaching Transformation: Transcultural Classroom Dialogues"This book is a must-read for anyone interested in the challenge and promise of interdisciplinary work that takes the whole person into account as part of envisioning a pedagogy where all things are done as if everyone mattered -- body, mind, and all."--Reflective Teaching
£17.99
University of Illinois Press Latinaox Education in Chicago
Book SynopsisIn this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Trade Review"It’s impossible to read this text and not be moved by Chicago’s Mexican and Puerto Rican community’s decades-long struggle for equity against tremendous odds with an establishment that imagines little more than dispossessing them, when this could be an entirely different narrative of valuing and honoring their strength, talent, acumen, and soul. Texts like these bring much-needed analysis and attention to the plight of Chicago’s Latinx community with provocative, vivid narrative and evidence that promises to inspire a new generation. Kudos to Isaura Pulido, Angelica Rivera, and Ann M. Aviles for shining an ennobling light on a community of destiny in Chicago’s public schools."--Angela Valenzuela, author of Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring"A growing body of research has sought to critically examine and unpack the 'browning of America' and the latinization of U.S. schools. Spanning a period of seventy years, Latina/o/x Education in Chicago provides a rich, deeply textured, and nuanced look at the educational experiences and outcomes for Latinxs in the Midwest. This volume is as timely as it is important, making a significant contribution to the literature and providing an invaluable resource to policy makers and practitioners."--Jason G. Irizarry, author of The Latinization of U.S. Schools: Successful Teaching and Learning in Shifting Cultural Contexts
£17.99
Indiana University Press On Islam Muslims and the Media
Book SynopsisOn Islam helps break the cycle of biased media coverage with information and strategies to understand and report the modern Muslim experience. A concise and frank discussion of the Muslim experience, On Islam provides facts and perspective at a time when truth in journalism is more vital than ever.Trade ReviewThis book goes a long way in combating Islamophobia and exposing how media representations often exacerbate the ignorant fear of Islam and Muslims. * Publishers Weekly *On Islam: Muslims and the Media couldn't appear at a more useful time. . . It is an indispensable guide for reporters and for anyone who wants to gain a more informed, nuanced view of the faith and its adherents. * Bloom Magazine *The formal essays are equally fresh, candid, and direct. . . . 'Do Muslims Believe in Jesus?' and 'What is jihad?' Read this book to find the answers. * Bloom Magazine *On Islam: Muslims and the Media discusses the portrayal of Muslims in the media through a series of essays and other writings. -- Margarita H. Tapia * Communication Booknotes Quarterly *On Islam responds to a clear need of the political moment— the need for more interaction and discussion between journalists, writers and editors of various sorts, and academics. . . . At a time when many academics are drawn to work and writing addressed to the public, the collection represents one attempt to provide journalists writing about Muslims and Islam with a useful model for continuing this work in the future. * Journal of Islamic Studies *Table of ContentsAcknowledgmentsEssaysPrologue: The Vision Behind Muslim Voices / Hilary KahnChapter 1. Reflecting on Muslim Voices / Rosemary Pennington Chapter 2. Shattering the Muslim Monolith / Arsalan IftikharChapter 3. So Near, Yet So Far: An Academic Reflection on the Endurance of American Islamophobia / Peter Gottschalk Chapter 4. Life as a Muslim in the Media / Zarqa NawazChapter 5. The Prisons of Paradigm / Rafia Zakaria Chapter 6. Unveiling Obsessions: Muslims and the Trap of Representation / Nabil Echchaibi Chapter 7. How Does the British Press Represent British Muslims? Frameworks of Reporting in the UK Context / Elizabeth PooleChapter 8. How to Write about Muslims / Sobia Ali-Faisal and Krista Riley Chapter 9. A Journalist Reflects on Covering Muslim Communities / Robert King Chapter 10. Muslims in the Media: Challenges and Rewards of Reporting on Muslims / Ammina Kothari Chapter 11. New Media and Muslim Voices / Rosemary Pennington Muslim VoicesVoice 1. Faiz Rahman: Understanding Will Take TimeVoice 2. Sohaib Sultan: What Muslims BelieveVoice 3. Heather Akou: The VeilVoice 4. Sheida Riahi: Arabic and Persian CalligraphyVoice 5. Zaineb Istrabadi: The SufiVoice 6. Uzma Mirza: The Role of Women in IslamVoice 7. Andre Carson: Life as a Muslim PoliticianVoice 8. Sarah Thompson: Women in Islam, ConvertingVoice 9. Daayiee Abdullah: Being Out and Being MuslimVoice 10. Aziz Alquraini: Mosques—Houses of Prayer, Hearts of CommunitiesCrash Course in IslamCrash Course 1. The Five Pillars of Islam Crash Course 2. The Six Articles of Faith Crash Course 3. The Profession of FaithCrash Course 4. Do Muslims Worship Muhammad? Crash Course 5. The Will of AllahCrash Course 6. What Is Jihad?Crash Course 7. What Is the Meaning of the Word "Islam"? Crash Course 8. What Is a Fatwa?Crash Course 9. The Qur'an: Just a Book?Crash Course 10. Ishmael and IslamCrash Course 11. Do Muslims Believe in Jesus? Crash Course 12. The Crescent Moon and IslamCrash Course 13. Muslim Prayer: How Do Muslims Pray?Crash Course 14. Are Non-Muslims Allowed to Go to Mosque?Crash Course 15. The Muslim GreetingIndex
£35.10
Indiana University Press On Islam Muslims and the Media
Book SynopsisOn Islam helps break the cycle of biased media coverage with information and strategies to understand and report the modern Muslim experience. A concise and frank discussion of the Muslim experience, On Islam provides facts and perspective at a time when truth in journalism is more vital than ever.Trade ReviewThis book goes a long way in combating Islamophobia and exposing how media representations often exacerbate the ignorant fear of Islam and Muslims. * Publishers Weekly *On Islam: Muslims and the Media couldn't appear at a more useful time. . . It is an indispensable guide for reporters and for anyone who wants to gain a more informed, nuanced view of the faith and its adherents. * Bloom Magazine *The formal essays are equally fresh, candid, and direct. . . . 'Do Muslims Believe in Jesus?' and 'What is jihad?' Read this book to find the answers. * Bloom Magazine *On Islam: Muslims and the Media discusses the portrayal of Muslims in the media through a series of essays and other writings. -- Margarita H. Tapia * Communication Booknotes Quarterly *On Islam responds to a clear need of the political moment— the need for more interaction and discussion between journalists, writers and editors of various sorts, and academics. . . . At a time when many academics are drawn to work and writing addressed to the public, the collection represents one attempt to provide journalists writing about Muslims and Islam with a useful model for continuing this work in the future. * Journal of Islamic Studies *Table of ContentsAcknowledgmentsEssaysPrologue: The Vision Behind Muslim Voices / Hilary KahnChapter 1. Reflecting on Muslim Voices / Rosemary Pennington Chapter 2. Shattering the Muslim Monolith / Arsalan IftikharChapter 3. So Near, Yet So Far: An Academic Reflection on the Endurance of American Islamophobia / Peter Gottschalk Chapter 4. Life as a Muslim in the Media / Zarqa NawazChapter 5. The Prisons of Paradigm / Rafia Zakaria Chapter 6. Unveiling Obsessions: Muslims and the Trap of Representation / Nabil Echchaibi Chapter 7. How Does the British Press Represent British Muslims? Frameworks of Reporting in the UK Context / Elizabeth PooleChapter 8. How to Write about Muslims / Sobia Ali-Faisal and Krista Riley Chapter 9. A Journalist Reflects on Covering Muslim Communities / Robert King Chapter 10. Muslims in the Media: Challenges and Rewards of Reporting on Muslims / Ammina Kothari Chapter 11. New Media and Muslim Voices / Rosemary Pennington Muslim VoicesVoice 1. Faiz Rahman: Understanding Will Take TimeVoice 2. Sohaib Sultan: What Muslims BelieveVoice 3. Heather Akou: The VeilVoice 4. Sheida Riahi: Arabic and Persian CalligraphyVoice 5. Zaineb Istrabadi: The SufiVoice 6. Uzma Mirza: The Role of Women in IslamVoice 7. Andre Carson: Life as a Muslim PoliticianVoice 8. Sarah Thompson: Women in Islam, ConvertingVoice 9. Daayiee Abdullah: Being Out and Being MuslimVoice 10. Aziz Alquraini: Mosques—Houses of Prayer, Hearts of CommunitiesCrash Course in IslamCrash Course 1. The Five Pillars of Islam Crash Course 2. The Six Articles of Faith Crash Course 3. The Profession of FaithCrash Course 4. Do Muslims Worship Muhammad? Crash Course 5. The Will of AllahCrash Course 6. What Is Jihad?Crash Course 7. What Is the Meaning of the Word "Islam"? Crash Course 8. What Is a Fatwa?Crash Course 9. The Qur'an: Just a Book?Crash Course 10. Ishmael and IslamCrash Course 11. Do Muslims Believe in Jesus? Crash Course 12. The Crescent Moon and IslamCrash Course 13. Muslim Prayer: How Do Muslims Pray?Crash Course 14. Are Non-Muslims Allowed to Go to Mosque?Crash Course 15. The Muslim GreetingIndex
£13.29
Indiana University Press Globalizing Music Education
Book SynopsisTrade ReviewAlexandra Kertz-Welzel has fully succeeded in providing a conceptual framework for globalizing music education. The theoretical structure of categories and conceptual elements no doubt have the potential to facilitate the development of a united and diverse, culturally sensitive, global music education community. * Philosophy of Music Education Review *This book is a solid and important contribution to the community of music educators and music education scholars. * Notes *Table of ContentsAcknowledgementsIntroduction 1. Globalization and Internationalization2. Thinking Globally in Music Education Research3. Developing a Global MindsetConclusionBibliographyIndex
£45.00
Indiana University Press Globalizing Music Education A Framework
Book SynopsisTrade ReviewAlexandra Kertz-Welzel has fully succeeded in providing a conceptual framework for globalizing music education. The theoretical structure of categories and conceptual elements no doubt have the potential to facilitate the development of a united and diverse, culturally sensitive, global music education community. * Philosophy of Music Education Review *This book is a solid and important contribution to the community of music educators and music education scholars. * Notes *Table of ContentsAcknowledgementsIntroduction 1. Globalization and Internationalization2. Thinking Globally in Music Education Research3. Developing a Global MindsetConclusionBibliographyIndex
£18.89
Indiana University Press Education without Debt
Book SynopsisIn Education without Debt businessman and philanthropist Scott MacDonald examines the real-life impact of crushing levels of student debt on borrowers and what can be done to fix this crisis.Trade ReviewAn analytically rigorous and movingly impassioned introduction to a major national issue. * Kirkus Review *Table of ContentsForewordIntroductionPART 1: The Crisis of Student Debt1. The Rising Level of Student Debt and Societal Implications2. More Stories of Student Debt3. Betrayed by the Dream Factory (Samual Garner)4. College as an Investment (Ken Ruggerio)My Story: From Herding Goats to Graduating from College (Mohamed O. Mohamed)PART 2. College Costs and Financial Aid5. Why College Costs So Much6. The History of Financial Aid for College StudentsMy Story: I've Got Angels All Around Me (Austin Galy)PART 3: Universities Taking the Initiative7. What Schools Are Doing to Reduce Student DebtMy Story: Tattooed Tales (Hannah Locklear)PART 4: Giving Back8. The Importance of Philanthropy9. Giving Back (Milt Stewart)10. John Kuykendall and Davidson CollegeMy Story: Getting an Education and Giving Back in Africa (Edward Kabaka)PART 5. Stories from Scholarship Donors11. Barnard Scholarship—Not Just about the Money (David Barnard) 12. Robert J. Lake Scholarship—in Memory of My Father (Gilmour Lake)13. Changing a Life to Change the World (Dwight Worden)14. Upon Reflection (Judy Benson)My Story: Searching for Financial Aid (Anya Thompson)PART 6. Paying It Forward15. Unmet Social Needs and Inadequate Funding16. Community Engagement at Universities17. The Ginsberg Center and the University of Michigan18. The Carolina Center for Public Service and the University of North Carolina 19. The Mulvaney Center and the University of San DiegoMy Story: From Farmworker Boy to Pediatrician (Ramon Resa)Conclusion: What Must Be DoneAppendix: More Stories of Hope and InspirationA. Finding a Purpose after Prison (Martin Leyva)B. From Night Watchman to College SuccessC. Overcoming Adversity to Earn a DegreeAcknowledgmentsNotes
£56.10
Indiana University Press Education without Debt
Book SynopsisIn Education without Debt businessman and philanthropist Scott MacDonald examines the real-life impact of crushing levels of student debt on borrowers and what can be done to fix this crisis.Trade ReviewAn analytically rigorous and movingly impassioned introduction to a major national issue. * Kirkus Review *Table of ContentsForewordIntroductionPART 1: The Crisis of Student Debt1. The Rising Level of Student Debt and Societal Implications2. More Stories of Student Debt3. Betrayed by the Dream Factory (Samual Garner)4. College as an Investment (Ken Ruggerio)My Story: From Herding Goats to Graduating from College (Mohamed O. Mohamed)PART 2. College Costs and Financial Aid5. Why College Costs So Much6. The History of Financial Aid for College StudentsMy Story: I've Got Angels All Around Me (Austin Galy)PART 3: Universities Taking the Initiative7. What Schools Are Doing to Reduce Student DebtMy Story: Tattooed Tales (Hannah Locklear)PART 4: Giving Back8. The Importance of Philanthropy9. Giving Back (Milt Stewart)10. John Kuykendall and Davidson CollegeMy Story: Getting an Education and Giving Back in Africa (Edward Kabaka)PART 5. Stories from Scholarship Donors11. Barnard Scholarship—Not Just about the Money (David Barnard) 12. Robert J. Lake Scholarship—in Memory of My Father (Gilmour Lake)13. Changing a Life to Change the World (Dwight Worden)14. Upon Reflection (Judy Benson)My Story: Searching for Financial Aid (Anya Thompson)PART 6. Paying It Forward15. Unmet Social Needs and Inadequate Funding16. Community Engagement at Universities17. The Ginsberg Center and the University of Michigan18. The Carolina Center for Public Service and the University of North Carolina 19. The Mulvaney Center and the University of San DiegoMy Story: From Farmworker Boy to Pediatrician (Ramon Resa)Conclusion: What Must Be DoneAppendix: More Stories of Hope and InspirationA. Finding a Purpose after Prison (Martin Leyva)B. From Night Watchman to College SuccessC. Overcoming Adversity to Earn a DegreeAcknowledgmentsNotes
£26.99
University of Notre Dame Press The Case for Parental Choice
Book SynopsisThis work makes a richly humanitarian case for parental school choice, seeking to advance social justice and respect the dignity of parentsespecially those on the margins.For decades, arguments in favor of school choice have largely been advanced on the basis of utility or outcome rather than social justice and human dignity. The Case for Parental Choice: God, Family, and Educational Liberty offers a compelling and humanitarian alternative. This volume contains an edited collection of essays by John E. Coons, a visionary legal scholar and ardent supporter of what is perhaps best described as a social justice case for parental school choice. Few have written more prodigiously or prophetically about the need to give parentsparticularly poor parentspower over their children's schooling. Coons has been an advocate of school choice for over sixty years, and indeed remains one of the most articulate proponents of a case for school choice that promotes both low-income Trade Review“Few, if any, scholars possess more insights about parental school choice than John Coons. Beyond the philosophical, legal, and moral concerns surrounding choice, which Coons analyzes cogently, he also draws upon common-sense practicalities to cinch his many compelling arguments.” —Patrick J. Wolf, co-author of The School Choice Journey"Those looking for a better way to resolve differences, to transcend partisan narratives, and to promote a robust and pluralistic school system that engenders greater trust would be wise to consult Coons’s extensive scholarship. The Case for Parental Choice makes an elegant and accessible reintroduction to his work." —City JournalTable of ContentsForeword by the Editors Foreword by Jesse Choper Preface by John E. Coons Part 1. Religion, Liberty, and Education 1. Intellectual Liberty and the Schools 2. Making Schools Public 3. School Choice as Simple Justice 4. Education: Intimations of a Populist Rescue 5. Orphans of the Enlightenment: Belief and the Academy Part 2. Education and Community 6. Can Education Create Community? 7. Education: Nature, Nurture, and Gnosis 8. Magna Charter Part 3. Religion, Family, and Schools 9. Luck, Obedience, and the Vocation of the Childhood 10. The Religious Rights of Children 11. The Sovereign Parent Conclusion: Exit, with Spirit Appendix Soldiers and School Choice It Takes a Village? No, When It Comes to Schooling, It Takes Parents Public Schools and the Bingo Curriculum School Choice Restores Parental Responsibility MLK and God’s Schools Faith, School Choice, and Moral Foundations Of Civics and “Sects”: Debunking Another School Choice Myth Fear of Words Unspoken Equality, “Created Equality,” and the Case for School Choice A Tale of Two Turkeys On Teaching Human Equality School, Such a Trip Bibliographical Essay
£31.50
Penn State University Championing a Public Good
Book Synopsis
£19.90
University of Texas Press Growing Up Suburban
Book SynopsisThis provocative volume argues that the total environment of the suburban youth—the school, the community, the family, and the workplace—is in need of drastic reform.Table of Contents Foreword Preface 1. Why Worry about Suburban Children? 2. How We Attain Adulthood 3. Administering Suburban Schools—I 4. Administering Suburban Schools—II 5. Teaching in Suburban Schools 6. Improving Suburban Communities 7. Being a Suburban Parent 8. Education and Sexual Identity 9. Summing Up Notes Index
£18.99
MP-WIS Uni of Wisconsin Shaping the New Man Youth Training Regimes in
Book SynopsisBrings to light immensely important archival documents regarding the sexual politics of the Italian Fascist regime. Alessio Ponzio investigates the regulation and regimentation of gender in Fascist Italy, and the extent to which, in uneasy concert with the Catholic Church, the regime engaged in the cultural and legal engineering of masculinity and femininity.
£48.75
WW Norton & Co The Way of Mindful Education
Book SynopsisA new educational paradigm for youth mindfulness.Trade Review"In The Way of Mindful Education, Daniel Rechtschaffen offers educators the tools to develop classrooms and schools that cultivate attention while promoting kindness toward ourselves and others. . . . Most importantly, he provides the reader with ample resources and lessons that can be used immediately in the classroom. While the concept of mindfulness may initially seem complex and unconventional, it is a low-risk, high-reward approach to helping teachers and students manage the stresses that impact their daily performance. That alone makes it worthy of consideration by any school leader who values the emotional needs of students and staff members." -- Principal, a magazine by the National Association of Elementary School Principals"The Way of Mindful Education . . . not only allows teachers to recognize an increasing need for mindful education, but also offers comprehensive and attainable methods as to how to go about introducing mindful education to their students. This book could greatly improve the academic experiences of children of all ages and backgrounds. . . . This book is written primarily for educators, however anyone working with children could benefit from its teachings." -- United States Association for Body Psychotherapy"Solidly grounded and personally accessible, this is an insightful and compassionate guide to supporting the growth of mindful awareness in children and students. Speaking from a lifetime of experience learning and teaching about this important way of being in the world, Daniel Rechtschaffen shows educators and parents how to find the inner sense of clarity that is so essential in helping child and adolescent learners develop concentration, compassion, and connection in our increasingly chaotic and challenging environments." -- Daniel J. Siegel, MD, author, The Mindful Brain and The Mindful Therapist Executive Director, Mindsight Institute; Clinical Professor, UCLA School of Medicine"Paying attention well is the key to learning, and mindful awareness is a mental muscle we can strengthen. Daniel Rechstaffen has drawn on years of in-the-classroom experience to offer educators a sound, detailed guidebook for helping their students cultivate this special kind of attention, a capacity crucial for success not just in school, but also at work. The Way of Mindful Education shares tools that teachers and students will love, and that will enhance their learning, their wellbeing, and their lives." -- Daniel Goleman, PhD, author of Emotional Intelligence and Focus"Have you ever wondered what a child taught mindfulness at an early age would look like when he grew up? He’d look like Daniel Rechtschaffen. The greatest strength of this valuable new book is in the combination of practical mindfulness-based tools for youth with the author’s integrated, compassionate worldview, developed through a lifetime of practice and honed for years in school settings." -- Susan Kaiser Greenland, author of The Mindful Child; Co-founder, The Inner Kids Foundation"This is the book the field has been waiting for. Rechtschaffen skillfully blends science and wisdom traditions, teaching readers the inner work that will prepare them to, in turn, teach mindfulness to young people, and providing a wealth of clear, child-centered strategies to help our educational communities approach instruction and learning in a mindful way. If we can take his message to heart, the field of k-12 education, where I have served for over four decades, is about to take a great leap forward." -- Linda Lantieri, educator; author, Building Emotional Intelligence; Senior Program Advisor and Co-founder, Collaborative for Academic Social, and Emotional Learning (CASEL)
£19.99
WW Norton & Co 8 Keys to End Bullying Strategies for Parents
Book SynopsisTackling an all-too-prevalent problem among kids with 8 smart, practical strategies.Trade Review"[A]n excellent set of tools to help young people deal with bullying. . . Whitson goes beyond the expected. . .providing exercises, questions to consider, and practical strategies to help victims, bystanders, and even bullies. . . . A necessary read for parents and teachers." -- Publishers Weekly"Complete with example scenarios, exercises for readers, and sample responses, the author does a convincing job of helping adults feel empowered to address this important issue." -- Library Journal"Whitson blasts a hole in the darkness, providing useful information on how this form of persecution can be halted." -- Kirkus Reviews"Whitson shines when she approaches anti-bullying from a teaching framework . . . . Whitson’s overall emphasis on having conversations with kids, exchanging ideas, and fostering mutual agreement will undoubtedly benefit both parents and children." -- PsychCentral"Whitson shares illustrative examples, current research, and practical strategies that anyone who works with children can use . . . [A]ccessible and practical. . . the book can help equip adults, who might otherwise feel at a loss when they encounter bullying, with the strategies, knowledge, and encouragement that they can make a difference." -- Barclay & Associates, PC, Newsletter". . . [A] clear, practical 'how to' book that makes a seemingly overwhelming issue more manageable." -- Rosalind Wiseman, internationally recognized parenting & bullying expert; author of Queen Bees and Wannabes"This book offers great tips, strategies, and resources for parents, educators, and counseling professionals who want to make a positive difference in children's lives. I highly recommend it!" -- Trudy Ludwig, children's advocate and bestselling author of Confessions of a Former Bully and The Invisible Boy"Whitson breaks down the massive topic of bullying prevention by organizing it into eight comprehensive keys, each filled with teaching points, engaging stories, and actionable advice. Her book is both enjoyable to read and highly useful as a guide for educators and parents who want to make a difference." -- Carrie Goldman, award-winning author of Bullied: What Every Parent, Teacher, and Kid Needs to Know About Ending the Cycle of Fear"Signe Whitson combines current research and best practices in 8 Keys to End Bullying to not only open the door to comprehensive bullying prevention, but also to help plug the holes in policies so that no child falls through the cracks." -- Heather Thomas, MA, LLPC, School Counselor and Child Therapist; www.thehelpfulcounselor.com
£15.19
WW Norton & Co The 8 Keys to End Bullying Activity Book
Book SynopsisA leader's manual, with helpful tools, tips and background information, for adults guiding kids and students through the anti-bullying lessons of The 8 Keys to End Bullying Activity Book for Kids & Tweens.
£15.19
WW Norton & Co The SchoolSavvy Therapist Working with Kids
Book SynopsisWhen it comes to therapy with kids, collaborating with schools and families is essential.Trade Review"Mary Eno has enormous firsthand experience in transforming what can be contentious and unproductive interactions into meaningful conversations that make a significant difference in the lives of children and families. Her respect and compassion for all parties in the complicated relationship between families, therapists, and schools permeate every page. She brings her rigor, quest for knowledge, and astutely questioning mind to the thorny dilemmas she’s posed and doesn’t shirk from confronting the possible roadblocks and pitfalls of the very difficult and delicate balancing act that therapists face. The School-Savvy Therapist is a unique and invaluable guide that should be required reading for all clinicians who work with children." -- Frances Schwartz, Ph.D., LCSW, Educational Consultant, and Martha Edwards, Ph.D., Director, Center for the Developing Child & Family, Ackerman Institute for the Family"The School-Savvy Therapist is the definitive guide to decoding and bridging the worlds in which kids live: home and school. Keenly aware of the complexities of the two landscapes, Dr. Mary Eno expertly provides a comprehensive, nuanced, and incisive roadmap for synthesizing them in the therapeutic setting. Her book is essential reading for novice and seasoned clinicians alike, and will empower schools and parents in the crucial task of educating our children while stewarding their well-being." -- Tamar Chansky, Ph.D., Founder Children’s and Adult Center for OCD and Anxiety, author of Freeing Your Child from Anxiety, Freeing Your Child from Negative Thinking, and Freeing Yourself from Anxiety" Any well-intended therapist working with children, their families, and schools can easily get lost amidst the dense forest of contemporary education’s many challenges—unless you have a guide. Reading Mary Eno’s book, The School-Savvy Therapist, is like being accompanied by a wise inhabitant fluent in multiple languages, who knows where to go, how to get there, and what to avoid. It’s the ecology of education at its healing best: a practical, collaborative, systemic, and strength-based path forward that sees the forest and the trees." -- Jay Lappin, MSW, LCSW, Minuchin Center for the Family; Adjunct Faculty, Graduate School of Education, University of Pennsylvania"Dr. Eno expertly captures the power of a productive collaboration between school and family and provides an accessible guide for how to broker that collaboration by building synergistic family-school relationships. Her strengths-based perspective, peppered with case examples and viewpoints from practicing clinicians and educators, makes this book a tremendous resource for those who are learning to be child or family therapists, and for those who are training the next generation of therapists." -- Mary Rourke, Ph.D., Associate Professor of Clinical Psychology, Widener University"The School-Savvy Therapist is an action-oriented, comprehensive, and incredibly thought-provoking resource for professionals. Dr. Eno offers practical tips and expertise for therapists who seek to effectively work with schools to foster a positive collaboration between family, school, and child. As a teacher who has worked with dozens of therapists, I applaud Dr. Eno’s thorough understanding of school dynamics and her relentless focus on the child and the benefits that can come when families, therapists, and schools work to solve problems together." -- Elena Carlson, M.Ed., Second Grade Teacher, Lower Merion School District"Mary Eno’s insight into the culture and systems of schools and families provides rare and indispensable wisdom and context for therapists working with children. A brilliant colleague to many educators during her lifelong career as a therapist in schools, she has provided a masterful summary of her experience. Dr. Eno’s professional skill, compassion, curiosity, and empathy ring beautifully through her writing in The School-Savvy Therapist. " -- Rich Nourie, M.Ed., Head of School at Abington Friends School"Families and schools are often ‘worlds apart.’ When children have behavior or learning problems, it is vital that the people in these worlds learn how to collaborate. But first they have to get to know each other. Mary Eno’s comprehensive, readable guide shows therapists when, why, and how to engage with worried parents, frustrated school staff, and troubled students. The engaging text is threaded with case studies and practical tools, such as checklists of questions to guide interviews and family-school meetings." -- Theodora Ooms, Former Director, Family Impact Seminar"The School-Savvy Therapist is an invaluable and critical resource for all clinicians working with school-age children and their families. Rooted in systems theory, this seminal work provides effective and practical guidance to assist clinicians in successfully navigating the complex landscape of schools today. Providing a theoretical framework, as well as illustrative case examples and guiding questions, The School-Savvy Therapist is the authoritative handbook on how to effectively collaborate with school systems and personnel to foster a truly supportive family–child–school dynamic." -- Eleanor DiMarino-Linnen, Ph.D., Superintendent of Schools, Rose Tree Media School District, Licensed Psychologist, Certified School Psychologist"Mary Eno’s detailed and intimate perspective on working relationships between parents, children of all ages, and educators in all kind of schools is remarkable. Rich cases cut through professional jargon to examine subjects ranging from homework and bullying to special education and today’s anxious school climate. The book is wonderful, and not only for therapists." -- Graham S. Finney, Founding Board Member, Mastery Charter Schools (Philadelphia), Former Management Consultant (Urban Affairs, Education)"Especially in this new era of Active Shooter drills in our nation's schools, the need for effective school counselors, school psychologists, and school therapists has never been more urgent. Exceptionally well-written, organized, and presented, The School-Savvy Therapist is an ideal curriculum textbook for college and university library curriculums, as well as a critically important addition to school district and other academic library Psychology & Education collections. It should be noted for the personal reading lists of school counselors, school psychologists, school therapists, psychology students, academia, and non-specialist general reader with an interest in the subject." -- Midwest Book Review
£23.00
John Wiley & Sons Inc Safe School Ambassadors
Book SynopsisSafe School Ambassadors is an essential guide for school administrators, counselors, teachers, parents, and youth organization leaders. It challenges the current outside-in thinking?that keeping schools safe is accomplished primarily by adults through heightened security and stricter policies. It makes the case for a complementary ?inside-out? approach that taps the power of students to change the social norms of a school culture in order to stop bullying and violence.Table of ContentsAcknowledgments vii Introduction xiii Part I The Extent and Costs of Mistreatment and the Outside-In Response Chapter 1: A Day in the Life 3 Chapter 2: The High Cost of Mistreatment 23 Chapter 3: The Outside-In Approach 55 Part II Building Safer Schools from the Inside Out Chapter 4: The Inside-Out Approach 83 Chapter 5: Building a Safe School Climate 95 Part III Youth as Social Change Agents Chapter 6: Empowering Youth 125 Chapter 7: Understanding and Mobilizing Bystanders 153 Chapter 8: From Bystanders to Peacemakers 171 Chapter 9: Results and Stories of Ambassadors in Action 209 Part IV A Call to Action Chapter 10: A Road Map for the Future 235 Appendix A: Presentation Tips 255 Appendix B: Responding to Questions and Concerns 259 Appendix C: Ambassador Survey 269 Appendix D: Recruiting Allies and Partners 275 Appendix E: Needs Assessment 281 Notes 285 Resources 303 Index 309
£14.39
John Wiley & Sons Inc Academic Advising
Book SynopsisOne of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus services A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers) More emphasis on two-year colleges and the importance of research to the future of academic advising New case studies demonstrate howadvising practices have been put to use. Table of ContentsPreface ix Foreword xi The Authors xiii PART ONE: FOUNDATIONS OF ACADEMIC ADVISING 1 Introduction 1Thomas J. Grites 1. Historical Foundations of Academic Advising 3Terry L. Kuhn 2. Theoretical Foundations of Academic Advising 17Peter L. Hagen and Peggy Jordan 3. Ethical Foundations of Academic Advising 36Marc Lowenstein 4. Legal Foundations of Academic Advising 50Mary M. Richard 5. Advising for Student Success 68George D. Kuh 6. Advising as Teaching and Learning 85Drew C. Appleby 7. Advising for Career and Life Planning 103Paul A. Gore, Jr., and A. J. Metz PART TWO: STUDENT DIVERSITY AND STUDENT NEEDS 119Virginia N. Gordon 8. The Changing College Student 123Kirsten Kennedy and Jennifer Crissman Ishler 9. Moving into College 142Mary Stuart Hunter and Leah Kendall 10. Moving through College 157George E. Steele and Melinda L. McDonald 11. Moving on from College 178Jennifer Bloom 12. Students with Specifi c Advising Needs 189Blane Harding 13. Advising Students of Color and International Students 204Evette Castillo Clark and Jane Kalionzes PART THREE: ORGANIZATION AND DELIVERY OF ADVISING SERVICES 227Wesley R. Habley 14. Vision, Mission, Goals, and Program Objectives for Academic Advising Programs 229Susan M. Campbell 15. Organization of Academic Advising Services 242Margaret C. King 16. Advising Delivery: Faculty Advising 253Martha K. Hemwall 17. Advising Delivery: Professional Advisors, Counselors, and Other Staff 267Casey Self 18. Advising Delivery: Group Strategies 279Nancy S. King 19. Advising Delivery: Using Technology 292Michael J. Leonard PART FOUR: TRAINING, ASSESSMENT, RECOGNITION, AND REWARD 307 Introduction 307Wesley R. Habley 20. Critical Concepts in Advisor Training and Development 309Thomas Brown 21. Tools and Resources for Advisors 323Pat Folsom 22. Delivering One-to-One Advising: Skills and Competencies 342Rusty Fox 23. Assessing Student Learning 356John H. Schuh 24. Assessing Advisor Effectiveness 369Joe Cuseo 25. Assessing the Effectiveness of the Advising Program 386Wendy G. Troxel 26. Recognition and Reward for Academic Advising in Theory and in Practice 396Jayne K. Drake PART FIVE: PERSPECTIVES ON ADVISING 413 Introduction 413Thomas J. Grites 27. Campus Administrator Perspectives on Advising 415James E. Bultman, Faye N. Vowell, Jocelyn Y. Harney, and John Smarrelli with Susan Ames 28. Advising Administrator Perspectives on Advising 438Kathy J. Davis, Dick Vallandingham, and Philip D. Christman 29. Perspectives on the Future of Academic Advising 456Thomas J. Grites, Virginia N. Gordon, and Wesley R. Habley PART SIX: EXEMPLARY PRACTICES IN ACADEMIC ADVISING 473Virginia N. Gordon Appendix A. National Academic Advising Association 521 Concept of Academic Advising 523 Appendix B. The Statement of Core Values of Academic Advising 525 Appendix C. Council for the Advancement of Standards in Higher Education Standards and Guidelines for Academic Advising 533 Name Index 547 Subject Index 555
£59.85
John Wiley & Sons Inc This is Not a Firedrill
Book SynopsisPractical Information and Tools to Create and Implement a Comprehensive College Campus Crisis Management Program Written by three seasoned crisis intervention/prevention specialists with over fifty years combined experience in the field, This is NOT a Fire Drill: Crisis Intervention and Prevention on College Campuses is a practical guide to creating a comprehensive college campus crisis management program. Authors Rick Myer, Richard James, and Patrice Moulton provide university administrators, faculty, and staff with invaluable hands-on examples, general tactics, and strategies along with specific prevention, intervention, and post-crisis logistics and techniques that can be applied to almost any crisis likely to be confronted on a college campus. This is NOT a Fire Drill features a host of helpful resources, including: A proven individual/organization assessment tool to ensure school professionals and staff take appropriate action toTable of ContentsAcknowledgments xi 1 . . . Or a Tornado or Earthquake Drill 1 A Brief History of Crisis Intervention 4 History of Crisis on College Campuses 6 The Contemporary College Scene 9 Summary 13 References 13 2 Boilerplate: The Basics of Crisis Intervention 15 Transcrisis States 18 Universality and Idiosyncrasy 22 Theories of Crisis and Crisis Intervention 23 Applied Crisis Domains 31 Crisis Intervention Models 32 Universal Versus a Focused View of Diversity/Multiculturalism 36 Culturally Biased Assumptions 37 The Environment’s Impact on Cultural Development 38 Culturally Effective Helping 43 Summary 44 References 44 3 Herding Cats: Organizing a Crisis Response 49 Crisis Planning Primer: Common Terms 49 Current State of Crisis Management Planning in Higher Education 56 Building Blocks for Crisis Management Plans 63 Three Cs of Crisis Management Planning 71 Summary 77 References 78 4 Duller Than Dirt . . . More Valuable Than Gold: Policies and Procedures 81 Policy Development 82 Drafting Policy 86 Review of Policy Drafts 91 Basic Risk Management Recommendations 98 Summary 100 References 101 Appendix: Sample Threats Policy 103 5 The Best of Times and the Worst of Times: The Tale of Two Laws 105 Tarasoff and Its Impact on Policy 105 Virginia Tech Inspector General Report: Going Beyond Tarasoff 107 Virginia Tech Counseling Center Actions Taken 108 Virginia Tech Follow-Up System 120 Summary 122 References 123 6 Reality Check: Entry into the System 125 Consulting 126 Practice 129 Case Study: Central University 134 Summary 135 References 135 Appendix: Case Study: Crisis at Central University 137 7 What You See Is What You Get . . . or Maybe Not: Assessment of the System 141 Chronosystem System 142 Organizational Factors Affected by a Crisis 179 Timeline for Assessment 188 Assessment Procedures 191 Methods for Assessment 193 Summary 199 References 199 8 No Rest for the Weary: System Recovery After a Crisis 203 Eight-Step Model for Organizations 203 Using the Eight-Step Model 217 Nine Intervention Strategies 222 Summary 230 References 230 9 Not Buying a Pig in a Poke 233 Understanding Threats 234 Triage Assessment Scale for Students in Learning Environments (TASSLE) 239 Threat Assessment Teams 251 Summary 267 References 268 10 Basic Training 271 The Eight-Step Model of Crisis Intervention in College Environments (Individuals) 271 Moving on the Directive, Collaborative, Nondirective Continuum 279 Tools of the Trade 281 Don’ts 290 Basic Strategies of Crisis Intervention 293 Listening and Responding in Crisis Intervention 299 Facilitative Listening in Crisis Intervention 299 Acting in Crisis Intervention: Staying Safe 306 Stages of Intervention 310 Rules of the Road 317 Summary 320 References 321 11 One Day at a Time: Survivorship in the Aftermath 325 Survivorship 326 Remembrance Services 329 Memorials 333 Survivor Recovery 335 Summary 341 References 341 12 Leadership Checklist: Preparing Your Campus for Crisis 345 Make Crisis Planning a Leadership Imperative 346 Ensure Understanding of FERPA, HIPAA, and OSHA 346 Develop a Crisis Management Plan 346 Make the Budget Available 347 Insist on Multiple Copies of Disaster Plans and Infrastructure Drawings 347 Ensure Comprehensive Assessment of Each Critical Incident 347 Ensure Proper Communication and Dissemination of Information 348 Ensure the Accuracy of Your Student Contact Information 348 Communicate and Partner with Outside Agencies 349 Require Regular Crisis Training and Situational Exercises 349 Be Prepared to Take the Lead and Use Different Methods 349 Seek Counsel on Risk-Management Recommendations 350 Develop a Comprehensive Recovery Plan 350 Be Prepared to Utilize Recovery to Achieve Long-Term Goals 350 Determine Alternatives to Minimize Enrollment Loss 351 Identify Resources on Your Campus 351 Remember: People First! 351 Author Index 353 Subject Index 359
£62.96
John Wiley & Sons Inc From Inclusion to Engagement
Book SynopsisFrom Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works. Presents an innovative approach rooted in a biopsychosocial theoretical perspective an approach that is still relatively misunderstood within the educational sphere Offers insights based on an extensive review of contemporary international research in the field Avoids the biases of ideology in favour of science-based social and educational outcomes The first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties Table of ContentsList of Figures and Tables vii About the Authors ix Preface xi Acknowledgements xv 1 Introduction: From Inclusive Education to Educational Engagement – Putting Reality before Rhetoric and Finding the Elephant in the Living Room 1 2 SEBD: The Evolution of Intervention and Current Theory 29 3 The Teacher–Student Interface 63 4 Interventions for Enhancing Teachers’ Skills 79 5 Whole-school Approaches and Support Systems 99 6 Small-Scale On- and Off-Site Provision 127 7 Working with Parents 141 8 Multi-Agency Intervention 149 9 A Summary of the Research Evidence 163 10 Conclusions 189 Appendix I 197 Appendix II 199 References 201 Index 235
£72.86
John Wiley and Sons Ltd Understanding Language and Literacy Development
Book SynopsisUnderstanding Language and Literacy Development: Diverse Learners in the Classroom offers effective supporting strategies to address the cultural and linguistic diversity of students in contemporary classrooms. Discusses learners with different linguistic abilitiesinfancy, early childhood, middle childhood, and adolescenceby suggesting effective ways to reach them based on their strengths and needs Emphasizes language and literacy supporting strategies in a variety of everyday classroom settings Includes activities and questions to motivate readers to think and develop their own perspectives on language and literacy development Considers a variety of different language acquisition experiences, including monolingual, multilingual, and language impairment Discusses different types of literacies, including digital and hypertext Connects language and literacy development to identity and motivation to contextualize learningTable of ContentsDetailed Contents vii Acknowledgments xix About the Companion Website xx About the Book 1 Part I Introduction 13 1 Working with Diverse Students: Some Important Issues 15 2 Complex Factors That Influence Language Acquisition and Literacy Development 33 Language Sample Analysis I 60 Part II Developing Language and Emergent Literacies: Divergent Abilities in Infancy and Early Childhood (Birth to 5) 63 3 Acquiring One Linguistic System: First Language Acquisition 65 4 Acquiring More Than One Linguistic System: Multilingual First Language Acquisition 111 5 Acquiring First Language(s) with Difficulties 143 Language Sample Analysis II 177 Part III Developing Language and Literacies: Divergent Abilities in Middle Childhood (6–11) 181 6 Typical Development of Language and Literacies in Middle Childhood 183 7 Learning a New Language in Middle Childhood 224 8 Language Impairment in Middle Childhood 259 Language Sample Analysis III 282 Part IV Developing Language and Literacies: Divergent Abilities in Adolescence (12–18) 289 9 Typical Development of Language and Literacies in Adolescence 291 10 Learning English As a New Language in Adolescence 320 11 Language Impairment in Adolescence 354 Language Sample Analysis IV 369 Part V Theoretical Perspectives on Language and Literacy Development and Learning 375 12 Theories That Explain Language Acquisition and Literacy Development 377 Exit Self-Evaluation 405 Appendix: Examples of Standardized Language Assessments 408 Glossary 410 References 423 Index 448
£85.45
John Wiley and Sons Ltd Understanding Language and Literacy Development
Book SynopsisUnderstanding Language and Literacy Development: Diverse Learners in the Classroom offers effective supporting strategies to address the cultural and linguistic diversity of students in contemporary classrooms. Discusses learners with different linguistic abilitiesinfancy, early childhood, middle childhood, and adolescenceby suggesting effective ways to reach them based on their strengths and needs Emphasizes language and literacy supporting strategies in a variety of everyday classroom settings Includes activities and questions to motivate readers to think and develop their own perspectives on language and literacy development Considers a variety of different language acquisition experiences, including monolingual, multilingual, and language impairment Discusses different types of literacies, including digital and hypertext Connects language and literacy development to identity and motivation to contextualize learningTable of ContentsDetailed Contents vii Acknowledgments xix About the Companion Website xx About the Book 1 Part I Introduction 13 1 Working with Diverse Students: Some Important Issues 15 2 Complex Factors That Influence Language Acquisition and Literacy Development 33 Language Sample Analysis I 60 Part II Developing Language and Emergent Literacies: Divergent Abilities in Infancy and Early Childhood (Birth to 5) 63 3 Acquiring One Linguistic System: First Language Acquisition 65 4 Acquiring More Than One Linguistic System: Multilingual First Language Acquisition 111 5 Acquiring First Language(s) with Difficulties 143 Language Sample Analysis II 177 Part III Developing Language and Literacies: Divergent Abilities in Middle Childhood (6–11) 181 6 Typical Development of Language and Literacies in Middle Childhood 183 7 Learning a New Language in Middle Childhood 224 8 Language Impairment in Middle Childhood 259 Language Sample Analysis III 282 Part IV Developing Language and Literacies: Divergent Abilities in Adolescence (12–18) 289 9 Typical Development of Language and Literacies in Adolescence 291 10 Learning English As a New Language in Adolescence 320 11 Language Impairment in Adolescence 354 Language Sample Analysis IV 369 Part V Theoretical Perspectives on Language and Literacy Development and Learning 375 12 Theories That Explain Language Acquisition and Literacy Development 377 Exit Self-Evaluation 405 Appendix: Examples of Standardized Language Assessments 408 Glossary 410 References 423 Index 448
£38.90
John Wiley & Sons Inc Children Behaving Badly
Book SynopsisChildren Behaving Badly? presents a powerful challenge to commonly held beliefs about peer violence and portrays it as an important child welfare concern.Trade Review"It is, therefore, both a useful introduction to the conceptual and definitional issues relating to peer violence, as well as to the substantive issues relating to the individual chapter topics." (Children & Society, 2011) "Children Behaving Badly? is essential reading for policy makers, researches, students, and practitioners from a wide range of child welfare disciplines about a highly topical and complex social problem". (Care Appointments, 1 December 2010)Table of ContentsList of Contributors. Acknowledgements. 1 Introduction (Christine Barter and David Berridge). Part I Peer Violence in Different Contexts. 2 Understanding Dimensions of 'Peer Violence' in Preschool Settings: An Exploration of Key Issues and Questions (Jane Brown). 3 Understanding Why Children and Young People Engage in Bullying at School (Helen Cowie). 4 Sibling Abuse and Bullying in Childhood and Adolescence: Knowns and Unknowns (Paul B. Naylor, Laurie Petch and Jenna V. Williams). 5 Young People, Gangs and Street-based Violence (Tara Young and Simon Hallsworth). 6 Peer Violence in Provision for Children in Care (Andrew Kendrick). Part II Different Forms of Peer Violence. 7 Young Men, Violence and Racism (Les Back). 8 A Thoroughly Gendered Affair: Teenage Partner Violence and Exploitation (Christine Barter). 9 Children and Young People with Harmful Sexual Behaviours (Simon Hackett). 10 Homophobia and Peer Violence (Ian Rivers). Part III Understanding Peer Violence. 11 Impact of Child Maltreatment and Domestic Violence (Veronica M. Herrera and Jeffrey Stuewig). 12 Media Representations of Youth Violence (Sharon L. Nichols). 13 Boys, Girls and Performing Normative Violence in Schools: A Gendered Critique of Bully Discourses (Jessica Ringrose and Emma Renold). Part IV Responding to Peer Violence. 14 Bullets, Blades and Mean Streets: Youth Violence and Criminal Justice Failure (Peter Squires and Carlie Goldsmith). 15 Delivering Preventive Programmes in Schools: Identifying Gender Issues (Nicky Stanley, Jane Ellis and Jo Bell). 16 Conclusion (David Berridge and Christine Barter). Index.
£37.95
John Wiley & Sons Inc Mental Health Care in the College Community
Book SynopsisMental health concerns are the most serious and prevalent healthproblems among students in higher education. Increasingly effectivepsychopharmacological and psychotherapeutic treatments havefacilitated matriculation for students with histories of anxiety,mood, personality, eating and substance abuse disorders.Trade Review"Mental Health Care in the College Community is a beautifully organized resource that is encyclopedic in its scope and detail. It offers administrators the why and how-to of creating state-of-the-art services that include crisis intervention, triage, psychotherapy, medication consultation, testing, referral, outreach, working with parents, and training psychiatry residents and psychology and social work interns. The authors are attuned to the specific needs of the college environment, among the most pressing of which is timeliness." (Psychiatric Services, American Psychiatric Association, August 2011) "What makes the volume cohesive is the prominence given to the application of the community mental health and public health models to mental health promotion and care on college campuses." (Journal of the American Academy of Child and Adolescent Psychiatry, March 2012) "Kay and Schwartz’s text breaks new ground in the attempt to assemble a comprehensive, yet compact resource for college mental health clinicians and health services administrators. I expect that we will hear further from this cohort of clinical innovators" (Journal of Clinical Psychiatry, December 2011) "This book should be on the shelf of every clinician and administrator working in or with a college or university health clinic. Clinicians and trainees in departments of psychiatry, social work, psychology, and nursing would be well advised to read this book from cover to cover" (Michelle Riba, Psychiatry: Interpersonal Biological Processes October 2011) "I would encourage any individual working at the college or university level that comes into contact with students to read Mental Health Care in the College Community" (Synergy, NASPA Newsletter, February 2011) "I read this text with the same mantra running through my mind: “This book IS good for me, despite my reaction to its psychiatric lens.” Indeed, this book is very, very good. There is a tremendous amount of information culled from a variety of sources (bear in mind that articles in this field are published in many different journals), and this information is seasoned well with the authors' clinical and administrative experiences ... offers a smorgasbord of pertinent, informed, and thoughtful chapters on working in the college setting." (Journal of College Student Psychotherapy, 2011) "Mental Health Care in the College Community provides an enormous amount of valuable information on a number of diverse topics pertaining to the campus setting. Working with parents, different model of care, suicide prevention, training programs, and working with special populations are just a few..." (American Journal of Psychiatry, 2011) "This thorough review and discussion of intervention studies could be helpful to student affairs departments (e.g., residential living, judicial affairs) in making decisions about which approach best fits their campus." (PsycCRITIQUES, November 2010) "... Mental Health Care in the College Community is an excellent overview of the key aspects of college mental health services provision. It will be of great help to administrators as they evaluate their existing mental health services or plan for their improvement and expansion." (MIWatch.org, 2010) "I would like to thank you and Dr. Schwartz for your excellent work on your book Mental Health Care in the College Community. I am a psychologist who has held leadership roles in community mental health centers and hospitals for 20 years.... Finding your book was a godsend in quickly bringing me up to speed on the issues.... I look forward to joining the ranks of college counseling directors and furthering the development of this important field." (Gary Dunn, 2011) "Mental Health Care in the College Community will be of interest to counselling centre clinicians and also to postgraduate students as they work to understand how students' mental health impacts the university community" (Early Interventions in Psychiatry, 2011) "For readers unfamiliar with mental health care at higher education institutions, the book is an effective guide to better understanding how counselling services are provided in these settings. The book may also serve as a textbook in graduate counseling and higher education courses that examine the delivery of counselling services at various colleges and universities" (Community College Review, November 2011)Table of ContentsPreface. List of Contributors. 1 The Rising Prominence of College and University Mental Health Issues (Jerald Kay). 1.1 Introduction. 1.2 How prevalent are emotional disturbances and mental disorders? 1.3 Study limitations. 1.4 A developmental approach to college mental health. 1.5 Ethical and legal issues. 1.6 Conclusion. 2 History of College Counseling and Mental Health Services and Role of the Community Mental Health Model (Paul Barreira and Malorie Snider). 2.1 Introduction. 2.2 Early development of college and university counseling centers and mental hygiene programs: pre-1945. 2.3 Professionalism and response to increase in student enrolment. 2.4 Formalization of roles and attention to developmental issues and prevention. 2.5 Community Mental Health Movement. 2.6 An example of the early application of community mental health at colleges and universities: Dana Farnsworth. 2.7 Potential modern applications of the CHMmodel to educational settings. 2.8 Conclusion. References. 3 The Reporting Structure and Relationship of Mental Health Services with Health Services (Gregory T. Eells and Victor Schwartz). 3.1 Introduction. 3.2 Review of literature. 3.3 Administrative integration issues. 3.4 Clinical issues. 3.5 Recommendations. 3.6 Conclusion. 4 Components of an Effective College Mental Health Service (Gregory T. Eells and Robert A. Rando). 4.1 Introduction. 4.2 Leadership philosophy and staff morale. 4.3 Administrative issues. 4.4 Clinical services. 4.5 Working with outside community mental health resources. 4.6 Conclusion. Appendix A: Triage form (Adapted from Cornell University). 5 Essential Services in College Counseling (Richard J. Eichler and Victor Schwartz). 5.1 Introduction. 5.2 Access to care. 5.3 Clinical consultation, treatment planning and referral. 5.4 Personal counseling and brief psychotherapy. 5.5 Medication services. 5.6 Referring students for consultation. 5.7 Group therapy in college mental health services. 5.7.1 Types of groups. 5.8 Psychological testing and assessment. 5.9 Community outreach. 5.10 Concluding remarks. Appendix A: The relationship between predictive validity and base rate. 6 The Counseling Center Team (Paul Grayson). 6.1 Introduction. 6.2 The team. 6.3 Challenges to morale and teamwork. 6.4 The director’s responses. 7 Legal and Ethical Issues in College Mental Health (Karen Bower and Victor Schwartz). 7.1 Introduction. 7.2 Conceptual framework. 7.3 Legal framework. 7.4 Application. 7.5 Conclusion. 8 Working with the Campus Community (Lorraine D. Siggins). 8.1 Introduction. 8.2 Some developmental considerations. 8.3 The evolution of the college mental health service mission. 8.4 The college mental health service and the university community. 8.5 Outreach educational and consultative services to students. 8.6 Relationship of college mental health service to the faculty, university administration and deans of student life. 8.7 Confidentiality. 8.8 Conclusion. 8.9 Appendix A: A model “at risk/student support program” in a small residential campus. 9 Crisis and Crisis Intervention on College Campuses (Morton M. Silverman and Rachel Lipson Glick). 9.1 What is a crisis? 9.2 Crisis intervention. 9.3 Common crises and suggested responses. 9.4 When does a crisis become a psychiatric emergency? 9.5 Disasters and other crises that affect multiple students. 9.6 Working with campus leadership to prevent crisis and improve mental health. 9.7 Conclusion. 10 Working with Parents and Families of Young Adults (Kristine A. Girard). 10.1 Introduction. 10.2 Young adult development. 10.3 Generational effects. 10.4 The baby boomers. 10.5 Generation X. 10.6 The millennial generation. 10.7 Privacy standards in higher education. 10.8 Influence of case law on privacy. 10.9 Privacy meets generational attitudes. 10.10 Privacy in the transition from secondary schools to higher education. 10.11 The risk management team. 10.12 Health insurance. 10.13 Family therapy in the university health service. 10.14 Required medical withdrawal. 10.15 Behavioral problems in the residential community. 10.16 Mental health prevention. 10.17 Crisis management. 10.18 Conclusion. 11 Psychiatry Residency Training in College Mental Health Services (Jerald Kay and Victor Schwartz). 11.1 Introduction. 11.2 Benefits to services. 11.3 Benefits to trainees. 11.4 Benefits to training programs. 11.5 Characteristics of a rotation. 11.6 Centrality of supervision. 11.7 Didactic curriculum. 11.8 Developmental psychopathology. 11.9 Psychopharmacology. 11.10 The resident's clinical theoretical framework. 11.11 Increasing visibility of social media. 11.12 Fellowships in CMH. 11.13 Conclusion. Appendix A: Helpful hints for supervisors. Appendix B: PGY IV (Post Graduate Year Four) psychiatric resident rotation, student mental health rotations, Wright State University, University of Dayton. 12 Psychology and Social Work Training in University Mental Health (David A. Davar). 12.1 Introduction. 12.2 Administrative matters. 12.3 Ethical and legal considerations. 12.4 Recruitment and selection of trainees. 12.5 Running a successful training program. 12.6 From theory to college counseling practice: CAPS orientation for new trainees. 12.7 From theory to college counseling practice. 12.8 Experiential learning: trainee epistemology. 12.9 Organization of training. 12.10 Teaching the intake interview in the college setting. 12.11 Nurturing competency, addressing deficiency. 12.12 Recognizing and addressing deficiencies. 12.13 Social work and psychology therapists-in-training. 12.14 Conclusion. Appendix A: Sample syllabus for counseling center trainees. 13 Special Populations (Beverly J. Fauman and Marta J. Hopkinson). 13.1 Introduction. 13.2 Athletes. 13.3 International students. 13.4 Returning students. 13.5 Students with chronic illnesses. 13.6 Graduate students. 13.7 Transfer students. 13.8 Lesbian, gay, bisexual, transgendered and questioning students. 13.9 Veterans. 13.10 Victims of sexual assault. 13.11 Conclusion. 14 Using A Public Health Approach to Address Student Mental Health (Laurie Davidson and Joanna H. Locke). 14.1 Introduction. 14.2 A public health approach to campus mental health. 14.3 Building momentum and infrastructure. 14.4 Thinking and planning strategically. 14.5 Strategies for promoting mental health and preventing suicide among college students. 14.6 Conclusion. 15 Magnitude and Prevention of College Alcohol and Drug Misuse: US College Students Aged 18-24 (Ralph W. Hingson and Aaron M. White). 15.1 Introduction. 15.2 Methods: calculating changes in alcohol-related mortality. 15.3 Study results. 15.4 Discussion: estimates of the magnitude of college drinking problems. 15.5 Implications. 15.6 Interventions to reduce college drinking. 15.7 Conclusions. 16 Conducting Research in College and University Counseling Centers (Chris Brownson). 16.1 Introduction. 16.2 Types of research in university and college counseling centers. 16.3 Practical aspects of conducting research in counseling centers. 16.4 Future directions and conclusion. 17 International Perspectives: College Mental Health in the United Kingdom (Mark Phippen). 17.1 Introduction. 17.2 Setting the scene. 17.3 Support systems in UK universities - Student Services. 17.4 Student mental health - a growing issue. 17.5 The experience of international students in the United Kingdom. 17.6 Conclusion - where does this leave university counselling? References. Index.
£55.05
The University of Michigan Press The Next Twentyfive Years
Book SynopsisSuitable for those who care about the future of higher education in diverse democracies. This book explores affirmative action's continued place in 21st-century higher education.
£31.30
The University of Michigan Press Intercultural Skills in Action
Book SynopsisAlthough traditional ESL/EFL textbooks have primarily introduced cultural topics at a knowledge level only, this textbook is designed to create meaningful opportunities for students to reflect on and practice intercultural skills in ways that are relatable in their daily lives and that can lead to a more satisfying US academic experience.
£20.85
LUP - University of Michigan Press Communicating the Other across Cultures
Book SynopsisUses examples from the United States, Western Europe, and Russia to demonstrate historical patterns of Othering people, as well as how marginalized people fight back against dominant powers that seek to silence or erase them.Table of Contents List of Figures Acknowledgements Introduction I. Part One: Intercultural Othering as Equipment for Living 1. Verbal Othering: Verbal Equipment for Living and Other/ed Worlds of Words 2. Visual Othering: Equipment for Seeing, or Images Speak Louder than Words 3. Material Othering: Equipment for Remembering, or Palpable Cultural Greatness II. Part Two: Communicating Other-Wise 4. Writing Other/Wise: From Other Words to Other Worlds 5. Visualizing Other/Wise: From Other Images to Other Worldviews 6. Communicating Other/Wise Materially: From Other Materiality to Exhibiting and Commemorating Other/Wise Epilogue Bibliography Index
£31.30
LUP - University of Michigan Press Seeds of Mobilization The Authoritarian Roots of
Book SynopsisSouth Korea is sometimes held as a dream case of modernization theory, a testament to how economic development leads to democracy. Seeds of Mobilization takes a closer look at the history of South Korea to show that Korea’s advance to democracy was not linear.Trade ReviewJoan Cho unpacks the long-term impact of economic development in South Korea on both worker and student organizations, and its consequent impact on democratization. Her nuanced theory on the sociopolitical impact of industrial complexes and labor unions, as well as that of college campuses and student organizations, is a very welcome contribution to the burgeoning literature on democratization, especially on South Korea." - Elvin Ong, National University of SingaporeTable of Contents List of Figures List of Tables Abbreviations A Note on Romanization Acknowledgments 1. Introduction: Re-examining South Korea’s Democratization 2. Industrialization as a (De)stabilizing Force 3. Manufacturing Protests: Ecology of Industrial Complexes and Development of the Labor Movement 4. Learning to Dissent: Education and Authoritarian Resilience 5. From College Campuses to Ballot Boxes: Mobilizing for Democratic Reforms 6. Beyond the Democratic Transition: Democratization and Generational Divide in South Korea 7. Conclusion: Development, Democracy, and Authoritarian Legacy Appendix: Datasets and Data Sources Bibliography Index
£27.50
The University of Michigan Press Seeds of Mobilization
Book SynopsisSouth Korea is sometimes held as a dream case of modernization theory, a testament to how economic development leads to democracy. Seeds of Mobilization takes a closer look at the history of South Korea to show that Korea’s advance to democracy was not linear.Trade ReviewJoan Cho unpacks the long-term impact of economic development in South Korea on both worker and student organizations, and its consequent impact on democratization. Her nuanced theory on the sociopolitical impact of industrial complexes and labor unions, as well as that of college campuses and student organizations, is a very welcome contribution to the burgeoning literature on democratization, especially on South Korea." - Elvin Ong, National University of SingaporeTable of Contents List of Figures List of Tables Abbreviations A Note on Romanization Acknowledgments 1. Introduction: Re-examining South Korea’s Democratization 2. Industrialization as a (De)stabilizing Force 3. Manufacturing Protests: Ecology of Industrial Complexes and Development of the Labor Movement 4. Learning to Dissent: Education and Authoritarian Resilience 5. From College Campuses to Ballot Boxes: Mobilizing for Democratic Reforms 6. Beyond the Democratic Transition: Democratization and Generational Divide in South Korea 7. Conclusion: Development, Democracy, and Authoritarian Legacy Appendix: Datasets and Data Sources Bibliography Index
£64.95
University of California Press We Demand
Book SynopsisIn the post World War II period, student movements rebelled against the archaic university. This book shows how the university, particularly the public university, is moving away from "the people," in all their diversity. As more resources are put towards STEM education, humanities and interdisciplinary programs are being cut and shuttered.Trade Review“We Demand is not an easy book to read, but it conveys how shallow most concerns about free speech on campus tend to be." * New York Review of Books *"A deeply engaging and challenging read." * History of Education *Table of ContentsOverview Introduction 1. The Usable Past of Kent State and Jackson State 2. The Powell Memorandum and the Comeback of the Economic Machinery 3. Student Movements and Post–World War II Minority Communities 4. Neoliberalism and the Demeaning of Student Movements Conclusion Acknowledgments Notes Glossary Key Figures Selected Bibliography
£15.19
Harvard University Press Ordeal of Equality
Book SynopsisAmerican schools have always been locally created and controlled. But since Title I in 1965 appropriated nearly a billion dollars for public schools, federal money and programs have been influencing every school in America. The authors argue that huge gaps existed between policies and programs and the real-world practices they attempted to change.Table of Contents* The Transformation of Title I? * Policy and Practice * Practice Failure and Policy * Federal Policy and Classroom Practice * Mission Revised * Policy and Capability: Title I and Standards-Based Reform * Title I: Past, Present, and Future * Notes * Bibliography * Index
£37.36
Harvard University Press As Good As It Gets What School Reform Brought to
Book SynopsisCuban takes a richly detailed history of the Austin, Texas, school district, under Superintendent Pat Forgione, to ask the question that few politicians and school reformers want to touch: given effective use of widely welcomed reforms, can school policies and practices put all children at the same academic level?Trade ReviewCuban is always great--and this is a marvelously level-headed and gripping account of a school reform process we know all too well, told with sympathy for everyone involved. Reminding us how uncertain our certainties often are, Cuban prods, provokes, and teaches. -- Deborah Meier, author of Many Children Left Behind: How No Child Left Behind is Damaging Our Children and Our SchoolsAs Good As It Gets is a gem that only Larry Cuban could write. A personal, provocative rumination on Pat Forgione's decorated, decade-long tenure in Austin, it draws on both Cuban's "been-there" savvy and his scholarly acumen. With a title intended as a wry observation rather than a celebratory one, Cuban explores both what Austin has done right and why it has so far to go. Studded with smart observations regarding history, race, politics, leadership, and accountability, this is a book that will long echo with those seeking to reform American education. -- Frederick M. Hess, Director of Education Policy Studies at the American Enterprise InstituteTable of Contents* Introduction * The Past Is Never Dead: School Reform, 1950-2000 * Turning Chaos into Stability, 1990-2009 * Reinventing the High School * Assessing Austin Leadership and Reforms * The Future of Austin Reform and Three-Tiered Schooling * Urban District Reform Strategies, Common Errors and Assumptions * What Can Be Done? * Acknowledgments * Appendices
£32.36
Harvard University Press Making Scientists
Book SynopsisGregory Light and Marina Micari reject the view that science, technology, engineering, and mathematics are elite disciplines restricted to a small number with innate talent. Rich in concrete advice, Making Scientists offers a new paradigm of how scientific subjects can be taught at the college level.Trade ReviewLight and Micari lucidly explain how to teach science in a meaningful way. They do so by highlighting six important, and readily implemented, principles of learning. A must-read for anyone involved in science education! -- Eric Mazur, Harvard UniversityA major contribution to our understanding of deep versus surface learning. This study of the Gateway Science Workshop Program at Northwestern helps us see how effective it is to engage students in doing science, from the beginning, and offers an innovative way to do it. -- Ken Bain, author of What the Best College Students DoMany university leaders talk about helping a diverse group of students succeed in science--this project actually does it. Most scholars agree it is critical to evaluate teaching innovations--this project does it with rigor. Most university leaders try to make successful innovations part of campus life--this book describes how Northwestern succeeds. Other campuses can learn much from the practical and inspiring lessons in this important book. -- Richard Light, author of Making the Most of CollegeThis book is a great addition to the literature on peer-led workshops in undergraduate STEM education. It shows how to design learning environments that harness the power of peer mentoring to produce integrated learning and use peer facilitated group work to transform undergraduate students into scientists. -- Pratibha Varma-Nelson, Indiana University-Purdue University IndianapolisThis insightful work argues for reform of collegiate science teaching methods in clear, well-reasoned points. Light and Micari, director and associate director, respectively, of Northwestern University's Searle Center for Teaching Excellence, share the history, motivation, and successes of their Gateway Science Workshop (GSW) and Science Research Workshop (SRW) approach to teaching undergraduate science courses. The goal of GSW and SRW is to make all students 'feel that in some limited sense they are scientists,' not just cramming for exams. Their method relies on leaving behind the lecture-style teaching methods that have been leaving students behind--especially those already underrepresented in the sciences--years, and instead bringing students together in mentored, small groups to solve meaningful problems. The authors see their approach as a way to move beyond learning as a 'reproducing experience and seeing it as a transforming experience.' The authors explain how to set up programs similar to those at Northwestern and outline the overall approach, as well as suggest details such as the ideal group size and how to train mentors. The authors are well equipped to dispute any potential naysayers with simple ideas that teaching faculty can put into use right away with little or no strain on budget or planning time, and most chapters wrap up with useful 'Suggestions for Practice.' * Publishers Weekly *Light and Micari offer an excellent guide to 'making scientists.' -- Averil Macdonald * Times Higher Education *
£32.36
Harvard University Press Lessons in Censorship How Schools and Courts
Book SynopsisAmerican public schools censor controversial student speech that the Constitution protects. Catherine Ross brings clarity to court rulings that define speech rights of young citizens and proposes ways to protect free expression, arguing that the failure of schools to respect civil liberties betrays their educational mission and threatens democracy.Trade ReviewRoss…makes a compelling case in Lessons in Censorship for the importance of according students free speech not only as a constitutional right, but also as a vital democratic practice. -- Joan Wallach Scott * The Nation *It is a revealing book about judicially sanctioned censorship… Well-argued and well-researched… Turn the pages of Lessons in Censorship and you will discover what it means for students to think freely and how courts have fashioned baseless arguments designed to squelch such thinking… Lessons in Censorship is a book that should be read and discussed by school officials at all levels of education. It is a work that should be pored over by school board officials and lawyers who represent school districts and college campuses. And its message should carry over into the memoranda and briefs that lawyers file to inform judges. -- Ronald K. L. Collins * Concurring Opinions *We teach our children to celebrate freedom of speech but what freedom do they have when their schools too often punish them for exercising it? Catherine Ross’s powerful and lucid exposé of the increasingly routine censorship of student speech is well worth our attention and concern. -- Floyd Abrams, Cahill Gordon & Reindel, LLPA magnificent book. Catherine Ross has given us a beautifully written and original contribution to our understanding of the nexus of constitutional law, lower courts, and everyday life in our public schools. She persuasively demonstrates that schools and judges too often teach ‘lessons in censorship’ that threaten the First Amendment and our vital culture of democracy. -- Erwin Chemerinsky, University of California, Irvine School of LawEvery student, parent, teacher, and principal should read—and heed—the lessons about the First Amendment rights of students in this terrific and timely book. -- Glenn Altschuler, Cornell UniversityAn extraordinary book. Ross offers the best account I have read about why we have free speech and why we value it so much—insightful and accessible. Beyond explaining what students can say, and how they can say it, and how limits have developed over the last ninety years, Lessons in Censorship powerfully argues that speech rights in public school are essential to the health of democratic governance—every concerned citizen must read this book. -- Gene Policinski, author of the weekly column Inside the First AmendmentIn a new era of heightened demands for trigger warnings on collegiate syllabi and in campus ‘safe spaces’ about potentially disturbing speech, the book could not be more timely. -- S. B. Lichtman * Choice *[Ross] provides a convincing critique of the state of the law, an urgent warning about what students experience in school, and concrete suggestions for protecting student speech…Her book is an important reminder that censorship of students begins long before they get to college. -- David Moshman * Huffington Post *Lessons in Censorship is not only a comprehensive and colorfully written treatment of the Court’s student-speech jurisprudence, but it also reminds us that we must remain vigilant in our protection of free speech in the classroom and the courtroom. After bringing clarity to the Court’s often opaque student-speech decisions in the wake of Tinker, Ross demonstrates that modern free speech controversies go beyond the schoolhouse gate and reflect the heated battles being waged in the culture wars… The ambitious agenda of Lessons in Censorship is to make sense of student-speech controversies in our schools-ranging from online bullying, to adolescent humor, to unpopular political speech-and explain the constitutional law that governs student speech… Ross accomplishes the delicate task of writing for a sophisticated legal audience while at the same time making her prose and analysis accessible to parents, teachers, and school administrators… Ross manages to maintain the attention of both audiences with her clear and engaging voice. -- William S. Koski * Texas Law Review *
£34.81
Harvard University Press Hope and Despair in the American City
Book SynopsisGrant compares two cities—his hometown of Syracuse, New York, and Raleigh, North Carolina—in order to examine the consequences of the nation's ongoing educational inequities. The result is an ambitious portrait—sometimes disturbing, often inspiring—of two cities that exemplify our nation's greatest educational challenges.Trade ReviewIn Hope and Despair in the American City, Gerald Grant has written a profound book about American cities and their schools. He combines far-ranging scholarship with lively field research, autobiography, historical narrative, and an expert grasp of demographic data and the winding mazes of legal opinion. The result is a big and ambitious portrait, through the story of two cities, of our nation's greatest educational problems and possibilities for school reform in the metropolitan U.S. today. -- Joseph Featherstone, Michigan State UniversityA penetrating account of two cities and their school systems, one in the Northeast where decline and demographic change have brought difficult problems, and another in the growing South which has turned its socioeconomic challenges into opportunities. Anyone interested in educational reform will have to take account of this valuable analysis of the variable fates of our cities, and their schools. -- Nathan Glazer, Harvard UniversityThe book is a must-read for anyone interested in urban planning, race relations and education reform. * Publishers Weekly (starred review) *Gerald Grant, a professor of education and sociology at Syracuse University, has written a compelling new book… He compares the troubled school system of Syracuse, N.Y., with its thriving similarly sized counterpart in Raleigh, N.C. The difference is that in Raleigh, in 1976, the Wake County Public School system was created to zone the suburbs and inner city together to ensure a continued healthy mix of social classes. -- Sandra Tsing Loh * New York Times (online) *The book has the mark of a historian's well-documented journey. -- Tim Simmons * News & Observer *Essential reading not only for his target audience of education reformers but for anyone concerned with the fate of smaller cities… Though few know it, we now live with a grand historical irony: Public schools in the South are far more integrated than most in the North, whose cities, especially the 'forgotten' ones, have become ever more doughnutlike. When we consider the failures of busing, we think of the awful mid-'70s wars in Boston… Grant's fine book shows there's another way, one keyed to restoring the educational center of metropolitan-wide economic development, if only we can summon the political will to do it. -- Catherine Tumber * Bookforum *The author blends his personal experiences with wide-ranging interviews and a dash of research to provide a largely sound analysis of the state of urban education. -- Phil Brand * Washington Times *Hope and Despair in the American City is a rare policy book: brief, personal, and flat-out persuasive. Comparing the catastrophically bad school system in Syracuse, where he lives, with the astonishingly successful one in the North Carolina capital, the author quickly alights on a convincing explanation for the disparity. -- Daniel Okrent * Fortune *In this perceptive and important new book, Gerald Grant tells a modern tale of two cities—Syracuse, New York, and Raleigh, North Carolina—that took starkly different approaches to improving schools and communities… What is astounding—and profoundly disturbing—is that education reform at the national level has basically ignored the type of findings so powerfully outlined in Hope and Despair in the American City. -- Richard D. Kahlenberg * Washington Monthly *Something extraordinary has been happening in the [North Carolina's] schools over the past few decades, and the best guide to this experiment is an important new book by Gerald Grant… He found that the single biggest factor determining whether you do well at school or not isn't your parents, your teachers, your school buildings or your genes. It was, overwhelmingly, the other kids sitting in the classroom with you… If a critical mass of them are hard-working, keen and stick to the rules, you will probably learn… Within a decade, Raleigh went from one of the worst-performing districts in America to one of the best. -- Johann Hari * The Independent *Gerald Grant's short book tells [its] story very well. It is that rarity among policy tomes: a page-turner. The political calculation that Richard Nixon made in 1971, when he nominated William Rehnquist to the Supreme Court, was borne of his desire to keep Southern and suburban white voters out of the hands of George Wallace and his populist racial appeal—and it saddled America with a Supreme Court whose decisions in the 1970s, specifically on school desegregation, proved evil… Grant points out over and over again that the true achievement of Raleigh and of the other metro-school metros is much more about integrating the social classes than it is about race. -- Bruce Fisher * Hartford Courant *Table of Contents* Introduction * What Happened to America's Cities? * Can This Neighborhood Be Saved? * Three Reconstructions of Raleigh * There Are No Bad Schools in Raleigh * A Tragic Decision * What Should We Hope For? * Conclusion * Notes * Acknowledgments * Index
£18.86
Harvard University Press Dropping Out Why Students Drop Out of High
Book SynopsisMost kids in the developed world finish high school—but not in the United States. More than a million drop out every year, and the numbers are rising. Dropping Out provides answers to fundamental questions: Who drops out, and why? What happens to them when they do? How can we prevent at-risk kids from short-circuiting their futures?Trade ReviewThe most complete examination of the dropout issue I have ever seen [is] Russell W. Rumberger’s Dropping Out: Why Students Drop Out of High School and What Can Be Done About It… Rumberger examines every complex nuance, summarizes every important research paper and demolishes every Internet myth. His book is a masterpiece, something education wonks will keep close by… We can’t make any improvements, however, without knowing what hasn’t helped dropouts, and why. On those vital questions, this book will be the best resource for years to come. -- Jay Mathews * Washington Post *The book is superb. It is erudite, scholarly, engaging, and provocative… [Rumberger] works his way patiently through the familial, organizational, and individual characteristics that influence dropping out. He then walks us through the nature, consequences, causes, and possible solutions… Rumberger calls upon all methodologies and various strands of programs to consider what possible solutions might look like. He is someone who is big on accountability, and consistent in the observation that systemic change will take time. He recognizes that students may drop out of a school, but much of the work to lessen dropping out will occur with families and in communities. -- Bill Tierney * 21st Century Scholar *[Dropping Out] is not only definitive, but positively masterful in its treatment of a vitally important subject… Russell Rumberger’s prescriptions, if heeded, would be truly revolutionary. This fact alone should make this volume required reading for any serious student of school reform. His treatment is exhaustive, his writing style energizing, his message urgent and his analysis powerful. I recommend it highly. -- A. Graham Down * Education Next *[A] sobering look at one aspect of many crises facing U.S. schools. Drawing on both education policy and economics, [Rumberger] explores the cost of this crisis to the dropouts and American society in terms of higher unemployment, lower wages, and less of a contribution to the tax base. -- Vanessa Bush * Booklist *The standard work on one of the most troubling challenges in U.S. education—beautifully written, authoritative, and insightful, covering everything from the causes of dropping out to effective solutions. -- Henry M. Levin, Columbia UniversityDropouts have little future in the American economy, but about half of Latino and Black men are leaving school without the diplomas they need. Russ Rumberger has devoted his career to this issue and he powerfully documents the costs of dropouts to our society. This comprehensive book is an essential resource for reform. -- Gary Orfield, University of California, Los AngelesRuss Rumberger has written the definitive book on school dropouts. His learned analysis leads to recommendations for action to address this crisis. -- Jack Jennings, President and CEO, Center on Education PolicyRussell Rumberger’s Dropping Out is the most thorough and timely analysis now available of the complex causes and terrible consequences of dropping out of high school. Rumberger provides teachers, administrators, and policymakers with essential knowledge to address a continuing crisis. Dropping Out demonstrates again the necessity of education in an information age economy, and shows how increasing high school graduation rates will be essential for local, state, and national economic strength. -- Bob Wise, President, Alliance for Excellent Education
£24.26
Harvard University Press The Missing Course
Book SynopsisTrade ReviewPart education theory, part reflection on labor, part toolkit. Gooblar critically diagnoses how teaching gets done (or doesn’t) in modern colleges and universities, but he goes beyond critique, offering a series of activities, approaches, and strategies that instructors can implement. His wise and necessary book is a long defense of the idea that a university can be a site of the transformation of self and society. -- Ryan Boyd * Los Angeles Review of Books *There really is a missing grad school course—something all too often missing, actually, from higher education, period, something central and essential: the effective and lasting transmission of knowledge and method and even wisdom, as well as the spirit of inquiry behind it all. Just about every discipline still assumes this stuff gets passed down, magically conveyed. Alas, as all too many studies have shown, it doesn’t. And one of the main reasons it doesn’t is that we don’t teach graduate students how to teach. The Missing Course does. -- Chris Walsh, Boston UniversityWhat a delight to read David Gooblar’s new book on teaching and learning. He wraps important insights into a story of discovery and adventure. I’m sure you’ll enjoy it as much as I did. -- Ken Bain, author of What the Best College Teachers DoGooblar adds his voice to a growing chorus questioning the absence of systematic pedagogical training of the professoriate in higher education. With deep empathy for emerging educators and an unwavering focus on students, Gooblar offers a guide towards cultivating a collaborative, active, and inclusive classroom. -- Kimberly Tanner, San Francisco State UniversityIf David Gooblar’s The Missing Course existed back when I was first in a college classroom, it would’ve saved me many hours of angst, and resulted in significantly improved experiences for my students. Even being more than twenty-five years removed from those days, I found the book an invaluable source of insight and wisdom on what it means to work with students. We’ve needed this book for a long time, and I’m glad it has finally arrived. -- John Warner, author of Why They Can’t Write: Killing the Five-Paragraph Essay and Other NecessitiesThe academy is filled with educators trained in their niche expertise but not in the art and craft of teaching. Thankfully, Gooblar steps into the void with a ‘missing course’ in college teaching. This book is both warm and empirically-based, comprehensive but accessible, student-centered and also scientific. We’re so lucky to have Gooblar as a guide, as he generously shares both a careful, thorough evaluation of the pedagogical literature and a host of practical teaching tips amassed over a career. -- Sarah Rose Cavanagh, author of The Spark of LearningThis lively, accessible, and comprehensive book is the course I wish I’d had the opportunity to take in grad school. Gooblar offers a wealth of evidence-based practices and classroom wisdom to help us teach authentically and inclusively. The Missing Course will be a go-to resource for both new and experienced college teachers. -- Kevin Gannon, Grand View UniversityWhether you are a new teacher just starting out, or an experienced teacher looking to up your game, The Missing Course would be well worth your while. -- Patrick Lufkin * Technical Communication *
£18.86
Harvard University Press The Intellectual Lives of Children
Book SynopsisSusan Engel has spent her career observing and interacting with children as they learn. Drawing on a wealth of researchher own and others'Engel shows parents and teachers how they can better nurture the intellectual lives of kids by recognizing learning that might go unnoticed and by creatively encouraging curiosity and problem solving.Trade ReviewCombining insight, scientific acumen, and exquisite narrative, The Intellectual Lives of Children allows readers to peer into the minds of infants, toddlers, and preschoolers as they explore and learn in everyday moments, emphasizing what constitutes real learning. -- Kathy Hirsh-Pasek * Science *Weaving together personal observations and experiences, findings from psychological experiments, and powerful organizing concepts, Susan Engel has written a remarkable book. Whether you are an educator, parent, or simply a curious reader, you will come to see, hear, and understand children in new ways. -- Howard Gardner, author of Frames of Mind: The Theory of Multiple IntelligencesA fascinating read for parents who wonder, simply, what is my child thinking? Why do they love collecting? Where did that idea come from? A celebration of children’s innovation and sense of wonder. -- Emily Oster, author of Expecting BetterWho knows what problems our children will need to tackle, but we adults can help them along by asking questions and unlocking possibilities from their earliest days. Susan Engel’s enchanting mix of academic studies and astute observations of children figuring out how their world works makes for an engrossing, illuminating read. Any parent, teacher—anyone who loves watching children question, explore, and wonder—will want to read this guide to stoking children’s ‘intellectual fires.’ -- Ann Friedman, Founder, Planet Word
£16.10
Harvard University Press Academic Freedom
Book Synopsis
£67.16
Harvard University Press Redesigning Americas Community Colleges
Book SynopsisCommunity colleges enroll half of the nation's undergraduates. Yet only 40 percent of entrants complete an undergraduate degree in six years. Redesigning America's Community Colleges explains how two-year colleges can increase their students' success rate quickly and at less cost, through a program of guided pathways to completion.Trade Review[Redesigning America’s Community Colleges is] meant to be honest, grounded, and useful, and it is. It gets the details right. I really can’t recommend it highly enough. -- Matt Reed * Inside Higher Ed *Redesigning America’s Community Colleges: A Clearer Path to Student Success is an important step forward for community colleges. The work bridges the all-too-familiar divide between research and practice, outlining actionable, transformative recommendations to improve student attainment that have emerged out of the extensive portfolio of research conducted over the past 20 years by the Community College Research Center at Teachers College of Columbia University. And while many aspects of the book deserve discussion, how change can be effectively instigated at community colleges is a pivotal issue on which any reform efforts will hinge. -- James Jacobs * Inside Higher Ed *Thomas Bailey is the nation’s preeminent scholar of community colleges. Together with distinguished researchers Shanna Jaggars and Davis Jenkins, Bailey expertly diagnoses the limitations of existing community college reforms and outlines a proposal for dramatic change. Redesigning America’s Community Colleges is must reading for anyone who cares about making community colleges the engines for social mobility they were intended to be. -- Richard D. Kahlenberg, The Century FoundationIn this analysis, grounded both in research and practice, I found both the best diagnosis of our challenge and the most promising prescription for change I have encountered in more than two decades of work on student success in community colleges. The authors make a compelling case that significant and lasting improvements in student success will only be achieved by redesigning the deep architecture of our colleges from a culture of chaos, uninformed choice, and diffuse responsibility—the cafeteria model—to one of clearly designed and supported program models with more limited choice and more secure outcomes—the guided pathways model. -- Sandy Shugart, President, Valencia College
£32.36
Harvard University Press Students of the Dream Resegregation in a Southern
Book SynopsisMarietta High, once a flagship public school northwest of Atlanta, has become a symbol of the resegregation that is sweeping across the American South. Ruth Carbonette Yow argues for a revitalized commitment to integration, but one that challenges many orthodoxies of the civil rights struggle, including colorblindness.Trade ReviewYow’s evocative and enlightening work convincingly argues that there is vast potential to reimagine integration for contemporary times. Students of the Dream is a major contribution to our understanding of school integration’s impact upon society. -- Susan Eaton, author of Integration Nation: Immigrants, Refugees, and America at Its BestYow has done something very brave in our data-driven era; she has moved in close and watched and listened to students describe their experiences with desegregation, integration, and resegregation. Even more astonishing, she has dared to follow the students in offering an answer: a new era of integration they are working so hard, with so few resources, to build. Beautifully written, emotionally rich, and compelling, Students of the Dream is a must-read for today’s teachers and students as well as everyone who believes integrated public education is essential to the future of our democracy. -- Grace Elizabeth Hale, author of A Nation of OutsidersYow examines the desegregation and resegregation of Marietta’s schools through the lived experience of young people in classrooms, extracurricular activities, and sports. Her account takes the story into the present day in order to include the introduction of large numbers of Latino, immigrant, and even undocumented students into the district. This engagingly written work points us forward to strategies for accomplishing a more equitable future in American education. -- Tracy E. K’Meyer, author of From Brown to Meredith
£31.41
Harvard University Press Improving How Universities Teach Science
Book SynopsisToo many universities remain wedded to outmoded ways of teaching. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be donethrough detailed, tested strategies.Trade ReviewCarl Wieman has been leading a heroic crusade to increase rationality in our society by transforming how professors teach science in universities. In this highly informative, completely honest new book, he reveals the many lessons learned not only from his successes, but also from his failures. Should be required reading for every dean and faculty member concerned about America’s future. -- Bruce Alberts, President Emeritus, National Academy of SciencesIn an era of cacophonous rhetoric cluttered with nonsense about the failures of American education, Carl Weiman offers an evidence-informed, humble, generous, and optimistic antidote. Turning his rigorous standards of inquiry to the very hard science of improving instruction, Weiman has been a leader in applying the best research to the reform of science education, and this book is a must-read for teachers, students, and college leaders striving for improvement. -- Michael Feuer, President, National Academy of EducationWieman's candid analysis of the Science Education Initiative offers a wonderful array of lessons and insights. His book will have a significant impact on university and faculty leaders in educational change. -- Howard Gobstein, Executive Vice President, Association of Public and Land-grant UniversitiesA useful read for anyone who is interested in considering some of the challenges of teaching undergraduates. -- John Warner * Inside Higher Ed *Wieman’s new book…makes a strong, evidence-based case for pursuing broad changes in science instruction: out with lectures and in with active learning. It’s also an easily digested how-to guide for interested parties, including deans, department chairs and other faculty members. The project has major implications for administrators, too. Spoiler alert: if institutions want better science teaching, they have to value it alongside research. -- Colleen Flaherty * Inside Higher Ed *
£30.56
Harvard University Press Educating a Diverse Nation
Book SynopsisEducating a Diverse Nation turns a spotlight on colleges and universities dedicated to serving minority and low-income students of all ages. It highlights innovative programs that are advancing persistence and learning, and it identifies specific strategies for empowering nontraditional students to succeed despite many obstacles.Trade ReviewEducating a Diverse Nation gives us a compelling narrative, filled with robust research, facts, and recommendations to help colleges and universities better educate the growing population of Americans who will comprise the majority of college students in the decades ahead. Conrad and Gasman have made an extraordinary contribution in studying the work of exemplary minority-serving institutions (MSIs) to educate students for success in all walks of life and professions. This book provides important lessons to inform the rest of American higher education about high-quality, culturally relevant teaching and learning for the twenty-first century. -- Martha Kanter, New York University and former U.S. Under Secretary of EducationConrad and Gasman insightfully take us into the living–learning environments of exemplary minority-serving institutions and highlight a variety of nontraditional approaches to effective pedagogy and culturally relevant practices. Their book is an invaluable asset for educators and institutions looking to generate strategies for enhancing minority student recruitment, retention, and high academic performance. -- John Silvanus Wilson, Jr., President, Morehouse College
£24.26
Harvard University Press How Girls Achieve
Book SynopsisThis bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls feminist schools, deliberately designed to provide girls with achievement-oriented identities. And she shows why doing so would help all students, regardless of their gender.Trade ReviewNuamah presents extensive research on the educational challenges that still exist forgirls…Her solution is ‘feminist schools,’ designed to foster ‘achievement-oriented identities’ in all students and teach skills like self-confidence, moral fortitude and bravery. Nuamah’s earnest writing style and persuasive research will leave you wondering not why, but when we should start constructing such schools. * Ms. *Deeply inspiring. Nuamah introduces us to exceptional schools in the United States, Ghana, and South Africa, takes us into the lives of determined Black girls, and shows us how to produce hope through teaching the key skills of confidence, strategy, and transgression. This book holds profound lessons for students, parents, and educators. -- Jane J. Mansbridge, author of Why We Lost the ERAThis book provides a timely and much-needed discussion on the status of girls’ education. The recommendations and strategies that Nuamah provides throughout are concrete actions that scholars, practitioners, and policymakers can take up to support girls’ learning and positive life trajectories. -- Charlotte E. Jacobs, coauthor of Teaching GirlsHow Girls Achieve makes an urgent case for feminist schools: anti-sexist and anti-racist schools in which the most marginalized are encouraged not only to do well academically, but also to transgress social norms and to disrupt the status quo. Drawing on ten years of research across three countries, Nuamah demonstrates the limitations of educational solutions that emphasize individual resilience and provides compelling examples of institutional changes that can dismantle systemic racial and gender barriers and make schools safe and empowering places at which girls can become agents of social change. -- Dara Z. Strolovitch, Princeton UniversitySally Nuamah’s How Girls Achieve blazes new trails in the study of the lives of girls, challenging all of us who care about justice and gender equity not only to create just and inclusive educational institutions but to be unapologetically feminist in doing so. Seamlessly merging research with the stories and voices of girls and those who educate them, this book reminds us that we should do better and inspires the belief that we can. It is the blueprint we’ve been waiting for. -- Brittney C. Cooper, author of Eloquent RageIf you’re not already conscious about how gender shapes life outcomes and access to opportunity, then this book will help you. Sally Nuamah is a fierce advocate for girls’ educational rights and access to quality schooling without the reproduction of narrow gender constructions that marginalize them and impede their chances to step into their full realization as beings. How Girls Achieve is on a dynamic mission that reveals and compels. -- Prudence L. Carter, author of Keepin’ It Real: School Success beyond Black and WhiteNuamah makes a compelling and convincing case for the development of the type of school that can not only teach girls but also transform them. In so doing, she offers not only a chronicling of problems but also a vision forward. An essential read for all educators, policymakers, and parents invested in a better future. -- Joyce Banda, former President of the Republic of MalawiResearch shows that schools are the most important institutions for improving life trajectories of the disadvantaged. How then,…Nuamah asks, can we transform schools to more equitably serve girls?...Her clear prose and approachable style make this a book for a broad audience. * Booklist (starred review) *When girls achieve, economies, global systems, and institutions achieve, making winners of us all. This is the crux of this carefully analyzed, inspirational book informed by Nuamah’s passion to tell girls’ stories. This book will impact education, equality, and the exigencies of life for girls worldwide. -- Beatrix Allah-Mensah, Senior Country Operations Officer, The World Bank–Ghana[An] incisive work that examines how schools could become safer and more equitable places for black female and nonbinary students. * Library Journal *This book is a must read for every woman. -- Bruna Morais * Girly Book Club *Makes a compelling case that, to achieve the prosperity that comes with effective school environments, girls deserve feminist schools that aim to diminish the unequal experiences girls endure while endeavoring to simultaneously construct and achieve a solution to gender inequality. -- Megan Sullivan * Journal of Youth and Adolescence *
£17.95
Princeton University Press Universities in the Marketplace
Book SynopsisTaking a look at the growing commercialization of our academic institutions, this book probes the efforts on campus to profit financially not only from athletics but increasingly, from education and research as well. It shows how such ventures are undermining core academic values and what universities can do to limit the damage.Trade ReviewWinner of the 2003 "Silver" Frandson Award for Literature in Higher Education Winner of the Alice L. Beeman Research Award in Communications for Educational Advancement "Provocative and original... Bok is one of the premier elder statesman of American higher education."--Stephen B. Sample and Warren Bennis, Los Angeles Times "Astute and fair-minded... Derek Bok, a sensible man, has written a sensible book about the commercialization of the American university."--Jonathan Yardley, Washington Post Book World "Contending that the trend toward excessive commercialization is not yet irreversible, Bok offers cogent, urgent arguments for reorienting universities toward fulfilling their unique purpose uncorrupted by the insidious influence of money."--USA Today "Derek Bok begins his new book with [a] nightmare of university avarice and moral decay. Some of the moneymaking schemes are imaginary, but, as Mr. Bok warns, the dangers inherent in the insatiable demands for revenue are not... It is increasingly difficult ... to meet higher education's insatiable financial demands through conventional means... Mr. Bok notes that commercialization has seeped even into the core educational mission... Having a Derek Bok to remind us of our higher calling and the present dangers may, if his words are heeded, be more consequential than we can imagine."--Anthony W. Marx, New York Times "Raises lots of big, disquieting questions... Universities that blur the lines between their own culture and that of the corporate world endanger their values without substantially raising the value of their endowments. It is, in short, shortsighted. With the publication of this book, the nation's universities can't say they weren't warned."--David M. Shribman, Chicago Tribune "Derek Bok, the former president of Harvard, argues that institutions have, perhaps unwittingly, made Faustian bargains... Athletics provides a cautionary tale... The dangers of corporate-sponsored research are even greater."--Glenn C. Altschuler, Barron's "Bok realizes that there are times when allowing a business to provide funding for research or clothing for an athletic team is critical to a particular college's survival, but the trend of marketing various aspects of higher education is becoming more prevalent. This book is Bok's way of sounding the alarm for universities to analyze their practices critically."--Library Journal "A humane and beautifully crafted book. Bok believes that the intrusion of the marketplace into the university is eroding fundamental academic values, and that we must act now to halt this decline... [A] thoughtful and thought-provoking book."--Jeremy Gunawardena, Nature "This is a good and needed book... Bok strives for balance. He tries to puncture both the dangers to academe raised by its purists and the promises of easy money made by mortarboard Babbitts. He calls for new scrutiny of financial relationships between university researchers and companies. He [worries that] ... corporate cash, fed slowly but in rising and addictive doses, will become the force behind what is discovered and what is ignored and even suppressed."--Ned Barnett, Raleigh News & Observer "Bok shows that he knows his subject well and that he has done his homework. Moreover, he marshals the relevant facts with an even hand and unsparing candor... One can only hope that his book will help the public understand what is at stake and will generate support for the needed reforms. Derek Bok has sounded a warning that ought to be heeded."--Arnold S. Relman, New England Journal of Medicine "Bok is sensibly, judiciously and presidentially concerned. He puts the commercialization of the university into the same frame as big-time intercollegiate sport: both are unambiguous distractions from what universities are properly supposed to be about."--Steven Shapin, London Review of Books "A thoughtful, clear-eyed inquiry into the impact of commercialization on the university's fundamental missions of education and research."--Daniel J. Kevles, American Scientist "Bok is a retired President of Harvard, who was Dean of Harvard Law School before becoming President, and has been a distinguished professor in the Kennedy School of Government in his retirement. Harvard's endowment is worth something around $20 billion, so Professor Bok's views on money in higher education carry a certain weight. Bok provides a measured account of what goes wrong when too much of what a university does is seen to be up for sale--but not so measured that the point is lost or the lesson muffled... Bok's patient attention to useful policies that each university can institute on its own--forbidding coaches to lean on professors for better grades, putting gin place policies about disclosure that commercial sponsors must sign up to--is the sort of thing that is needed."--Alan Ryan, Times Literary Supplement "[An] excellent and beautifully written book."--Gordon Johnson, Times Higher Education Supplement "Informed, concise, readable, temperate yet sounding necessary alarms."--ChangeTable of Contents*FrontMatter, pg. i*Contents, pg. v*Preface, pg. vii*1. The Roots Of Commercialization, pg. 1*2. Avoiding Bias, pg. 18*3. Athletics, pg. 35*4. Scientific Research, pg. 57*5. Education, pg. 79*6. The Benefits And Costs Of Commercialization, pg. 99*7. Reforming Athletics, pg. 122*8. Protecting The Integrity Of Research, pg. 139*9. Preserving Educational Values, pg. 157*10. Living Up To The Rules, pg. 185*11. Seizing The Moment, pg. 199*Notes, pg. 209*Index, pg. 227
£28.80
