IAP November 2013 Advanced Book Information 16 New Titlescidtff.web.ua.pt/.../2013/11/iap_november_2013_abi.pdf · Emerging Perspectives on Gesture and Embodiment in Mathematics It

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IAP November 2013

Advanced Book Information 16 New Titles

Developing and Sustaining Adult Learners Improving Employee Health and Well Being Digital Social Studies Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography. Volume 3 Adolescence in the 21st Century: Constants and Challenges Real-Life Distance Education: Case Studies in Practice School Leadership in a Diverse Society: Helping Schools Prepare All Students for Success The Memory Hole: The U.S. History Curriculum Under Siege Educational Leadership for Ethics and Social Justice: Views from the Social Sciences African Traditional And Oral Literature As Pedagogical Tools In Content Area Classrooms: K - 12

Evaluating The Undergraduate Research Experience: A Guide for Program Directors and Principal Investigators Career Counseling Across the Lifespan: Community, School, and Higher Education Organizational Processes and Received Wisdom Emerging Perspectives on Gesture and Embodiment in Mathematics It Takes Team Effort: Men and Women Working Together to Enhance Children’s Lives Girls and Women in STEM: A Never Ending Story

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New Book InformationDeveloping and Sustaining Adult Learners

Edited by Carrie J. Boden-McGill, Texas State Universityand Kathleen P. King, University of South Florida

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong LearningSeries Editor: Kathleen P. King, University of South Florida

Developing and Sustaining Adult Learners is the second volume in a series of scholarly publications associated with the annual Adult Higher Education Alliance (AHEA, The Alliance) conference. The title of this volume, derived from the theme of the 2012 conference co-sponsored by American Association of Adult and Continuing Education (AAACE) in Las Vegas, NV, encompasses significant issues and questions at the forefront of the field of adult education. At the conference, scholars, practitioners, and adult educators gave presentations and received feedback on some of the most significant and timely issues in their praxis. The Alliance, which values collaboration, transformative dialogue, and collegiality among professionals, considers this volume a continuation of those conversations as the presentations were expanded into chapters. We are glad that you are joining the conversation.

This volume confirms not only that adult learning, higher education, and both fields of research have many contexts, but also that there is so much more to learn about different perspectives and opportunities for research and practice. Opportunities for symbiotic relationship abound. We hope that Developing and Sustaining Adult Learners will be a book that you pull off your bookshelf, or open in your e-reader, often. We know that as we engage in program and course planning, design and teaching, this book will provide needed refreshment and new vision. When research ideas seem too similar, this volume will also provide many seeds for new opportunities.

CONTENTS: Preface. Acknowledgements, Carrie J. Boden McGill and Kathleen P. King. Introduction, Carrie J. Boden-McGill and Kathleen P. King. S E C T I O N 1: BEST PRACTICES. Examining the Element of Trust from Multiple Perspectives in Educational Environments, Lori M. Risley and Kathleen M. Petroff. Experience of Engagement as a Starting Point, Leodis Scott. Predictors for Intrinsic Motivation: Students’ Ages and Project Based Learning, Elyse D’nn Lovell. Power to the Students: Using Critical Pedagogy to Develop and Sustain Adult Basic Writing Skills, Alfred A.Z. Siha. Refl ective Writing in Unexpected Places: Implications for Student Motivation and Intellectual Development, Jill Zarestky. The New Nontraditional Student in Higher Education: Best Practices To Sustain the Millennial Generation, Gaynell Green, Kelly L. Coke, and Marlena Ballard. S E C T I O N 2: IMPROVED PROGRAMMING FOR ADULT LEARNERS. A Mutual Understanding: Music Learning and Adult Education, Jeremy S. Lane. Learning in Later Life: Issues and Educational Responses, Brian Findsen. Tuesdays with Trisha: A Case Study of a Tutor-Learner Relationship, Randall A. Pinder. Heutagogy: The Graduate Experience as a Complex System, Matthew A. Eichler and A. Steven Dietz. S E C T I O N 3: TRANSFORMATIVE LEARNING. Changes in Academic Rigor Over Time: A Transformative Learning Approach to Higher Education, Rodney L. Parks, Jonathan Rich and Jan M. Hathcote. Developing and Sustaining the Gifted Adult Learner, Jackie Owen and Elizabeth Anne Erichsen. Parental (Not) Learning: Supportive and Obstructive Normalizing Practices and Transformative Learning, Ruth Michalek. Einstein and the Wright Brothers as Self-Directed, Transformative Change Agents: A Model for Generative Learning, Deanna Vogt. S E C T I O N 4: LEARNING IN ORGANIZATIONS AND PROFESSIONAL DEVELOPMENT. Building Collaborative Partnerships through Personal Relationships, Maria Martinez Witte and Thomas J. McCormack. Exploring Professional Online Conferences for the Adult Learner, Rochell R. McWhorter, Paul B. Roberts, and Donna S. Mancuso. Intuitive Decision Making: The Wisdom of Tacit Knowing-in-Action, Jon H. Moilanen. Creating a Holistic Faculty Development Program, Marilyn Lockhart. Faculty Self-Effi cacy Beliefs: Why Do They Matter? Barry B. Leslie and Sarah J. Fishback. Rear View Mirror: A Retrospective by Retired Teachers on Learning to Teach from Novice to Expert, Kathy Peno and Elaine M. Silva Mangiante. S E C T I O N 5: EFFECTIVE PROGRAM ASSESSMENT. Comprehensive Assessment Systems for Developing and Sustaining Adult Literacy Programs and Students in Higher Education, Leah Katherine Saal and Gerlinde G. Beckers. What do They Know? Assessing Learning Outcomes in an Adult Degree Completion Program, Carrie Johnson, Pamela J. Collins, and Jessica Millburn. Are We Measuring Up? A Leadership Development Needs Assessment for Pharmacy Practice Professionals, Keysha Bryant and Carmela R. Nanton. Conclusion, Kathleen P. King and Carrie J. Boden-McGill. About the Contributors

IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com

Publication Date: 2014

ISBNs:Paperback: 9781623965143Hardcover: 9781623965150E-Book: 9781623965167

Price: Paperback: $45.99Hardcover: $85.99

Trim Size: 6.125 X 9.25Page Count: 456Subject: Education, Adult Ed, Higher Ed, Statainability

BISAC Codes:EDU000000EDU002000EDU037000

New Book InformationImproving Employee Health and Well Being

Edited by Ana Maria Rossi, International Stress Management Association,James A. Meurs, University of Calgaryand Pamela L. Perrewé, Florida State University,

A volume in Stress and Quality of Working Life Series Editors Ana Maria Rossi, International Stress Management Association,James A. Meurs, University of Calgary and Pamela L. Perrewé, Florida State University

It is widely recognized that healthy employees are happier and more productive at work. Experiencing stress at work decreases employee’s health and affects their well-being. The American Institute of Stress (AIS) esti-mated that US$ 300 billion/year are spent on conditions related elevated stress levels. Stress is an everyday part of life for most people in any society. However, when people experience too much stress, serious psy-chological and physical health problems can result. This book provides an in-depth examination of how to improve employee health and well-being. It features the research, knowledge, and experience presented by over two dozen stress scholars who author twelve chapters.

Not all stress can be prevented, and many jobs are highly demanding in multiple ways. Thus, if you cannot prevent stress, effort should be put into understanding occupational stressors and improving employee health. This book on employee health and well-being is aimed at assisting occupational health professionals and academics find ways to help employees managing stress and improve their health. But, it also can be helpful for employees to learn to how they can improve their occupational health. The research findings and knowledge offered by these well-respected leaders in stress schol-arship give both employers and employees an awareness of the implications of workplace stress on employee health, and provides avenues for both organizations and individuals to improve worker well-being.

CONTENTS: Foreword. Preface. Section I: The Role of the Individual in Organizational Stress and Well-Being. Workplace Politics and Well-Being: An Allostatic Load Perspective, Christopher C. Rosen and Daniel C. Ganster. Occupational Demands, Environmental Resources, and Personal Resources Effects on Presenteeism and Health, Lois E. Tetrick and Clifford R. Haimann. Quality of Working Life: Meaning and Sense for Companies and Employees, Raphael Henrique C. Di Lascio. Evaluation of Stress in Nursing Students: Analysis Standardization, Rodrigo Marques da Silva, Carolina Tonini Goulart, Luis Felipe Dias Lopes, Ana Lucia Siqueira Costa, and Laura de Azevedo Guido. Building Resilience to Improve Employee Well-Being, Matthew R. Leon and Jonathon R. B. Halbesleben. The “Right” Tools: Stress Response Lessons from the Opposite Sex, Faye K. Cocchiara, David J. Gavin, Joanne H. Gavin, and James Campbell Quick. Section II: Examining the Social Aspects of Occupational Stress. When Dealing with Quality of Working Life, It Is Impossible to Forget: Regrettably, Taylor Is Still Alive and Kicking! José Vieira Leite. Socio-Environmental Responsibility in Public Administration, Marcos Weiss Bliacheris. Section III: The Role of Prevention and Intervention in the Quality of Working Life. SAV-T First: A Risk Management Approach to Workplace Violence, E. Kevin Kelloway, Kate Calnan, Jane Mullen, and Mike Teed. How to Encourage Changes in Behavior through Interventions Integrated into Quality of Life Programs within Companies, Alberto José N. Ogata and Sâmia Aguiar Brandão Simurro. Quality of Life and Self-Care in Civil Servants: Prevention and Intervention, Dulce Helena C. Hatzenberger and Mary Sandra Carlotto. Job Stress Prevention: An Overview of Approaches, Joseph J. Hurrell, Jr. and Steven L. Sauter. About the Editors. About the Contributors.

Series URL: http://infoagepub.com/series/Stress-and-Quality-of-Working-Life


ISBNs:Paperback: 9781623965174Hardcover: 9781623965181EBook: 9781623965198


Trim Size: 6.125 X 9.25Page Count: 226

Subject: Management, Leadership,Organzational Behavior

BISAC Codes:HEA038000HEA000000BUS000000

New Book Information

Digital Social Studies

Edited by William B. Russell III, University of Central Florida

A volume in Teaching and Learning Social Studies Book SeriesSeries Editor William Benedict Russell III, University of Central Florida

The world is ever changing and the way students experience social studies should reflect the environment in which they live and learn. Digital Social Studies explores research, effective teaching strategies, and technologies for social studies practice in the digital age.

The digital age of education is more prominent than ever and it is an appropriate time to examine the blending of the digital age and the field of social studies. What is digital social studies? Why do we need it and what is its purpose? What will social studies look like in the future? The contributing authors of this volume seek to explain, through an array of ideas and visions, what digital social studies can/should look like, while providing research and rationales for why digital social studies is needed and important.

This volume includes twenty-two scholarly chapters discussing relevant topics of importance to digital social studies. The twenty-two chapters are divided into two sections. This stellar collection of writings includes contributions from leading scholars like Cheryl Mason Bolick, Michael Berson, Elizabeth Washington, Linda Bennett, and many more.

CONTENTS: Digital Social Studies: An Introduction, William B. Russell III. S E C T I O N I: PRACTICE AND PERSPECTIVE. Digital Visual Literacy in the Social Studies Classroom, Stewart Waters and William B. Russell III. K–12 Online Learning: The Next Frontier for Social Studies Education, Wayne Journell. Developing Multiple Literacies of Young Learners with Digital Primary Sources, Ilene Berson and Michael Berson. Digital Resources in the Social Studies Classroom for Students with Learning Disabilities, Timothy Lintner. Beyond the Poster: Harnessing Technology for Powerful Social Studies Instruction, Rena Shiffl et and Deborah A. MacPhee. Digital Tools for the 21st Century Social Studies Classroom, Tina L. Heafner, Austin Troy Carter, and Jeff Natoli. Digital Storytelling in the Social Studies, Jeremiah Clabough, Dorothy Blanks, Jessica Horton, and Thomas N. Turner. Consumers and Producers in the Social Studies Classroom How Web 2.0 Technology Can Break the Cycle of “Teachers and Machines”, Scott Roberts and Brandon Butler. Wikis in Social Studies, Catherine Cabiness and Loretta Donovan. Gaming, Technology, and the Social Studies: An Alliance with Promise, Thomas N. Turner, William Cole, and Lance McConkey. Online Synchronous Discussions, Middle School Students and Mock UN Security Council Meeting, Joseph O’Brien, Tina M. Ellsworth, Thomas W. Barker, Nick Lawrence, Kori Green, and Brian Bechard. “Now We Can Get This Off the Ground and Rolling!” Using the Internet in a Youth Civic Engagement Project, Shira Eve Epstein. Exploring the Complexity of Music and the Utility of Digital Access to Understand the Past, Tina L. Heafner, Eric Groce, and Elizabeth Bellows. S E C T I O N I I: RESEARCH. Social Media as a Catalyst for Convergence Culture: Immersing Pre-service Social Studies Teachers in the Social Media Terrain, Daniel G. Krutka. Mashing Socrates and Zuckerberg: Discussing Social Issues with Social Technologies, Emma Kiziah Humphries and Elizabeth Yeager Washington. Talking and listening across difference: Teaching Democratic Citizenship in Online Discussion Spaces, Andrew L. Hostetler, Alicia R. Crowe, and Bryan Ashkettle. New Horizons in Civics Education: Learning through Digital Gaming, Karon LeCompte and Brooke Blevins. A Content Analysis of Social Studies Journals for the Infusion of Technology, Linda Bennett. United States Government Websites for Children: How Useful Are They for Content Instruction? Beverly Milner (Lee) Bisland. To Be or Not To Be…Digital: A Critical Examination of Seven Digital History Textbooks for Social Studies Educators, Cheryl Mason Bolick, Jamie Lathan, Trey Adcock, and Jonathan Bartels. Emotional Evocation and Desktop Documentary Making: Secondary Students’ Motivations while Composing Historical Documentaries, James E. Schul. Contributors.






Subject: Education, Social Studies,


New Book Information Educating About Social Issuesin the 20th and 21st Centuries: A Critical Annotated Bibliography. Volume 3 Edited by Samuel Totten, University of Arkansas at Fayettevilleand Jon E. Pedersen, University of Nebraska-Lincoln

A volume in Research in Curriculum and InstructionSeries Editor: O. L. Davis, Jr. The University of Texas at Austin

EDUCATING ABOUT SOCIAL ISSUES IN THE 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

CONTENTS: Introduction, Samuel Totten and Jon E. Pedersen. Using Discussion to Facilitate Student Engagement in Social Issues, Lara Willox and Jeff Passe. Incorporating Writing into the Classroom to Address Social Issues: Analysis and Action, Sarah Staples-Farmer and Loukia K. Sarroub. Using Technology to Analyze, Discuss, and/or Act on Social Issues in the Classroom, Elizabeth Yeager Washington and Emma K. Humphries. Incorporating Primary Documents into a Study of Social Issues, Samuel Totten and Karen L. Riley. Incorporating Oral History into a Study of Social Issues, William R. Fernekes and Samuel Totten. Incorporating Political Cartoons into an Examination of Social Issues Across the Curriculum, Samuel Totten. Using Films to Address Social Issues in the Classroom, William B. Russell III and Joshua L. Kenna. Let the Music Play On: Using Music to Address Social Issues, Mark A. Previte. Incorporating the Visual Arts into a Study of Social Issues, Mindy Spearman. Using Historical Fiction to Help Students Gain a Deeper Understanding of Key Social Issues, Jodi L. Bornstein. Integrating Literature into a Study of Social Issues in United States History: Adding Context, Emotion, and Perspective, Mary Beth Henning and Todd Johnson. Incorporating Literature into the Study of Social Issues in Government and Civics, Elizabeth Yeager Washington. Incorporating Role Playing and Simulations in an Examination of Key Social Issues, Barbara Slater Stern and Steven L. Purcell. Trends and Issues in Global Education, Guichun Zong and Sohyun An. About the Editors. About the Contributors.

Series URL: http://infoagepub.com/series/Research-in-Curriculum-and-Instruction

IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com



Paperback: $45.99Hardcover: $85.99


Subject: Education, Curriculum, Social Studies


New Book Information!Adolescence in the 21st Century: Constants and Challenges

Edited by Frances R. Spielhagen, Mount Saint Mary Collegeand Paul D. Schwartz, Mount Saint Mary College

What is wrong with young people today? This question has captured the concerns of the older generation about the habits and attitudes of the adolescents in their midst. The assumption is that there is indeed something wrong with young people. Even Plato must have rolled his eyes, as he relates his diatribe about the adolescents of Greece. Is the current generation of adolescents less motivated or less focused than their parents? How will they respond to the challenges facing them as they progress to adulthood? When, in fact, do they become adults? Although every generation draws upon their own unique and varied experiences, the speed of our current societal changes has created a very different adolescent passage for contemporary youth than ever before.

The world as we know it has changed significantly and because of it, much of today’s youth is decidedly different from their parents. Adolescence itself has shifted dramatically. Young children are displaying adolescent behaviors well before they are ready to act on or understand their meaning, and older adolescents are staying perpetual children. As one writer put it, “the conveyer belt that transported adolescents into adulthood has broken down”. This book provides an interdisciplinary collection of research on the constants and challenges faced by young people today. Failure to launch? Social media? Economic stagnation? For the generation that is coming of age in a post-terrorist world and in the midst of economic upheaval, the challenges might seem insurmountable. However, in this book, scholars from across the academy, from sociology, psychology, education, philosophy, science, and business, explain how the young people today are responding to the constants of growth and change in adolescence and the unique challenges of life in the 21st century.

CONTENTS: Foreword: Adolescence in the 21st Century, David Elkind. Preface, Frances R. Spielhagen, and Paul D. Schwartz. Part 1: Examining the Adolescent in the 21st Century, Frances R. Spielhagen, and Paul D. Schwartz. Seeking the Right Fit: From Training Bras to Self-Identity as Adolescents Search for Self, Susan Riemer Sacks. Talk to Me…Mothers’ Experience of Communicating with their Young Adolescent Daughters, Debra A. Hrelic. Parental Religiosity and Adolescent Educational Attainment: The Role of Non-Cognitive Skills, Gregory M. Eirich. Adolescent Literacy Development and the New Literacies: Challenges and Possibilities, J. David Gallagher. Socio-psychological problems among youth in Russia in the new millennium, Olga E. Lomakina and Tatiana I. Gustomyasova. Part 2: Constants: Purpose, Agency, and Motivation, Frances R. Spielhagen. Service-Learning as a Tool for Developing Emerging Adults into Productive Employees and Citizens, Moira Tolan. Doing Social Justice: The MYTI Program and Inner City Students, Rosaria Caporrimo and David Kerner. Adolescents with Autism Spectrum Disorder, Irene Van Riper. “Education of Peacemakers: Raising College Students’ Awareness of and Respect for the ‘Other’” Diane Bliss and Margaret Murphy. Part 3: Challenges: Emerging Adulthood, Paul D. Schwartz. The Challenge of Acceptance: Digitalk and Language as Conformity and Resistance, Kristen Hawley Turner. Homeless Adolescent Mothers: Engaging Strengths Emergent in Parenthood , Marina Mazur, Alexandra Jordan, Aurelie Athan, Lisa Miller. Prenatal Cocaine Exposure- Two Decades Later: A Case study, Rae Fallon. My Body, My Biography: The use of narratives of self-injury as a path to wholeness, Susan A. Conte. Music and Emotion Regulation among Emerging Adults, Janice C. Stapley.





Trim Size: 6.125 X 9.25Page Count: 260Subject: Adolescence, Emerging Adulthood, Psychology, Sociology, Philosophy, Business, Educaiton


New Book InformationReal-Life Distance Education: Case Studies in Practice

Edited by Anthony A. Piña, Sullivan University Systemand Al. P. Mizell, Nova Southeastern University

A volume in Perspectives in Instructional Technology and Distance EducationSeries Editors: Charles Schlosser and Michael SimonsonNova Southeastern University

Real-Life Distance Education: Case Studies in Practice documents and discusses the experiences of thosewho have implemented distance learning as a solution to “real-life” problems and provides guidance toassist readers in their understanding and analysis of distance learning. This approach allows readers todevelop analytic and problem solving skills. The variety of different situations within the individual casestudies allows readers to apply their knowledge to new and unique situations and to explore solutions tocomplex issues. The book is useful as a primary or supplementary text in programs of educationaltechnology, instructional design, learning sciences, human resource development, curriculum &instruction, media & technology or higher education.

CONTENTS: Preface, Anthony A. Piña and Al P. Mizell. PART I: TEACHING AT A DISTANCE. Incorporating Self-RegulatedLearning Strategies in Online Courses, Bruce R. Harris and Anthony A. Piña. Strategies for Overcoming Common Obstacles in theOnline Environment: Issues in Virtual School Teaching, Michael K. Barbour and Kelly L. Unger. The Power of Presence: Our Questfor the Right Mix of Social Presence in Online Courses, Joanna C. Dunlap and Patrick R. Lowenthal. Individualizing Feedback: OnePath to Success in a Distance Learning Environment, Roberta Ross-Fisher. Using Narrative Inquiry for Online EducationalAssessment, Lesley S. J. Farmer. PART I I: COLLABORATING AT A DISTANCE. E-Collaboration Challenges, J. AnaDonaldson. Facilitating with the Learner in Mind: Strategies for Cross-Cultural Online Collaboration, Larissa V. Malopinsky andGihan Osman. Supporting Adult Learners’ Authentic Learning Experience by OptimizingCollaborative Group Work in Distance Learning Courses, Eunjung Oh, Ying Liu, andThomas C. Reeves. Experiences in Cross-Institution Online Teaching Collaborations,Anthony A. Piña and Julian Scheinbuks. PART I I I: DESIGNING DISTANCEEDUCATION. Applying Web 2.0 for Learning While Avoiding Cognitive Overload: AChallenge, Lauren Cifuentes, Omar Alvarez Xochihua, and Janine C. Edwards. Consultingand Designing in the Fast Lane, Ludwika A. Goodson and In Sook Ahn. EmergingTechnologies: Purpose and Practice in Online Learning, Kim A. Hosler. PromotingInteractivity in a Distance Course for Nontraditional Students, E-Ling Hsiao and XiaoxiaHuang. Continuous Improvement: The Case for Adapting Online Course Templates,Kathryn Ley and Ruth Gannon Cook. Evaluating Online Courses: Seeking Instruments andEvaluator Competencies, Joi L. Moore and Camille Dickson-Deane. Online Doctoral Minorin Conflict Resolution: A Case Study in Instructional Design, Linda Agustin Simunek,Tatjana Martinez, and Judith Slapak-Barski. Application Of Ning in A Graduate LevelCourse and Its Effect on Student Use, Monica W. Tracey, Kelly L. Unger, and MatthewSchwartz. PART IV: DEVELOPING PROGRAMS. SAXophone: Creating a GlobalVideoconference Project, Al P. Mizell. Faculty Development: Features and Guidelines toImprove Online Course Communications, Kathryn Ley. Professional Development andTraining for Distance Instructors in Higher Education, Xiaoxia Huang, E-Ling Hsiao, andLes Lunce. Designing and Maintaining an Online Degree Program Serving a DiverseStudent Population, Karen Kaminski. The Public Administration Program at ChurchamptonCollege, Uk, Angela D. Benson and Andrew Whitworth. Hybrid Flexible Library Instruction(HYFLI), Brandon C. Taylor and Rosalind L. Fielder. Challenges in Putting a DoctoralProgram Online, Al P. Mizell. About the Authors.

Series URL: http://infoagepub.com/series/Perspectives-in-Instructional-Technology-and-Distance-Education





Trim Size: 6.125 X 9.25Page Count: Subject: Education, Distance Education,


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New Book InformationSchool Leadership in a Diverse Society: Helping Schools Prepare All Students for SuccessBy Carlos R. McCray, Fordham Universityand Floyd D. Beachum, Lehigh University

A volume in Educational Leadership for Social JusticeSeries Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University

The purpose of this work is to broaden the scholarly dialogue in educational leadership and to address the changing role of the American school principal in the twenty-first century with regard to increasing diversity in the United States. This book seeks to provide theoretical and practical insight into the role of school princi-pals dealing with an ever-increasing multicultural student population. We cover an array of issues that we believe are critical in order for the twenty-first century school principal to be effective and relevant. A pri-mary inquiry that needs to be made is: Are school leaders taking seriously the increasing social and cultural diversity in their schools? It is the school principal who sets the tone for the school culture and who provides the vision as to the direction of the orga-nization. We endeavor to help scholars and practitioners have a better understanding of the importance of the diversity of their students, and to give them the tools to appropriately lead schools in ways that ensure all students, regardless of their life circumstances and status, are provided a school cli-mate that promotes high academic achievement and a sense of belonging.

CONTENTSForeword, Ira Bogotch

Preface

Acknowledgements

1 Utilizing Multicultural Education for a Pedagogy of Self-Development

2 Bridging the Gap: Going Beyond Traditional Thought

3 Taboo Dating in the 21st Century at Payton High School: (Case Study)

4 The Role of Principals as Bridge Builders

5 Language, Liberty, and Leading for Diversity at Payton High: (Case Study)

6 Using Culturally Relevant Leadership to Address Cultural Collisionand Collusion in Urban Schools

7 The Intersection of Aestheticism and Administrative Placementat Payton High: (Case Study)

Afterword, Festus E. ObiakorReferences

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Trim Size: 6.14X9.21Page Count: 158

Subject: Leadership, Social Justice



The Memory Hole: The U.S. History Curriculum Under Siege

By Fritz Fischer, University of Northern Colorado

The U.S. history curriculum is under attack. Politicians, political analysts, and ideologues seek to wipe clean the slate of the American past and replace it with one of their own invention. The basis for this new narrative comes from political beliefs of the present, rather than any systematic examination of the past. These anti-historians campaign to insert their version of American history into the nation’s classrooms, hoping to begin a process that will forever transform our understanding of America’s past.

The Memory Hole examines five central topics in the US history curriculum, showing how anti-historians of both the left and right seek to distort these topics and insert a refashioned story in America’s classrooms. Ignoring facts, refashioning other facts and pretending that there are no rules in the telling of history, these re-interpreters of the past place the minds of America’s young people in danger. The beleaguered hero of this book is the discipline of History, and The Memory Hole shows how the history curriculum should adhere to history’s habits of mind that require complex, sophisticated and subtle thinking about the past. History and social studies teachers, students of history and all those who care about the deep and enduring value of history will value this book and its conclusions.

CONTENTS:Introduction1. The Founding Fathers, Evangelical Christianity and Teaching History2. Robber Barons and Raw Deals in the Classroom3. The Misuse of American Exceptionalism4. Teaching America’s “Golden Age”5. Anti-Historians of the Left6. Teaching Ronald ReaganConclusion





Trim Size: 6.125 X 9.25Page Count: 196Subject: Education, History, Curriculum


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New Book InformationEducational Leadership for Ethics and Social Justice: Views from the Social Sciences

Edited by Anthony H. Normore, California State University Dominguez Hillsand Jeffrey S. Brooks, University of Idaho

A volume in Educational Leadership for Social JusticeSeries Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University

The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice , Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry?

Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

CONTENTS: Series Editor’s Preface, Jeffrey S. Brooks. Foreword, Gary L. Anderson. Introduction, Anthony H. Normore and Jeffrey S. Brooks. The Strategic Merging of Political Orientation and Social Justice Leadership, Sarah Diem and Bradley W. Carpenter. Positive Psychology as a Foundation for Social Justice Leadership, Derik Yager-Elorriaga and Paula T. McWhirter. Pedagogy of the Discipline: How Black Studies Can Influence Educational Leadership, Gaëtane Jean-Marie and T. Elon Dancy. What School Leaders Do Not Know About Law Will Hurt Them and Others: The Importance of Quality Legal Counsel and Collaborative Skills, Nancy D. Erbe. Bending Toward Justice? What Public Policy Can Tell Us about Leadership for Social Justice, Genevieve Siegel-Hawley. In Pursuit of Social Justice: The Influence of Anthropology in Facilitating Models of Participation, Agency, and Equity in Education, Diane Rodriguez-Kiino and George J. Petersen. Changing Views of Economics of Inequality and Implications for Leadership and Learning, Lynn Ilon and JuYoung Lee. A Philosophical Deconstruction of Leadership and Social Justice Associated with the High-Stakes Testing and Accountability System, Tawannah G. Allen, Fenwick W. English, and Rosemary Papa. Sociology and Social Justice: Prospects for Educational Leaders in the United States, Mark Berends. I’ve Done My Sentence, but Committed No Crime: An Interdisciplinary Perspective on Violence Exposure, Urban Male Adolescents, and Educational Leadership, Nicole Limperopulos. About the Contributors.

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Trim Size: 6.14X9.21Page Count: 232

Subject: Leadership, Social Justice



African Traditional And Oral Literature As Pedagogical Tools In Content Area Classrooms: K - 12

By Lewis Asimeng-Boahene, Penn State University-Harrisburg and Michael Baffoe, University of Manitoba

This book is motivated a bold attempt at advocating for the revision of existing pedagogic fora and the creation and addition of new fora that would provide for the inclusion of thoughts, perspectives and practices of African traditional oral literature in the pedagogical tools of content area classrooms especially in North America. The articles that are presented in this book provide theoretical frameworks for using African traditional oral literature and its various tenets as teaching tools. They bring together new voices of how African literature could be used as helpful tool in classrooms. Rationale for agitating for its use as ideal for pedagogic tool is the recurrent theme throughout the various articles presented.

The book explores how educators, literacy educators, learners, activists, policy makers, and curriculum developers can utilize the powerful yet untapped gem of African oral literature as pedagogical tools in content area classrooms to help expand educators repertoire of understanding beyond the ‘conventional wisdom’ of their pedagogic creed. It is a comprehensive work of experienced and diverse scholars, academicians, and educators who have expertise in multicultural education, traditional oral literature, urban education, children’s literature and culturally responsive pedagogy that have become the focus of U.S. discourses in public education and teacher preparation.

This anthology serves as part of the quest for multiple views about our ‘global village’, emphasizing the importance of linking the idea of diverse knowledge with realities of global trends and development. Consequently, the goal and the basic thrust of this anthology is to negotiate for space for non-mainstream epistemology to share the pedagogical floor with the mainstream template, to foster alternative vision of reality for other knowledge production in the academic domain. The uniqueness of this collection is the idea of bringing the content and the pedagogy of most of the genres of African oral arts under one umbrella and thereby offering a practical acquaintance and appreciation with different African cultures. It therefore introduces the world of African mind and thoughts to the readers. In summary, this anthology presents an academic area which is now gaining its long overdue recognition in the academia.





Trim Size: 6.125 X 9.25Page Count: 284Subject: Education, African Ed, Literature



Evaluating The Undergraduate Research Experience:A Guide for Program Directors and Principal Investigators

By Gabriel M. Della-Piana, University of Utah; Connie Kubo Della-Piana, National Science Foundation and Michael K. Gardner, University of Utah

The current movement toward more and better research experiences for undergraduates has spread across disciplines in the arts, humanities, science, mathematics, and engineering beyond the “research university” to the full range of post-secondary institutions of higher education. Along with this spread of practice is the need to take stock of the programs and make use of evaluation to inform program improvement and to communicate an understanding of the worth of the program to funders, institutional administrators, faculty/mentors, and students.

The main aim of the book is to provide a practical guide for planning an evaluation of an undergraduate experience program. The intent is to enable a program director to plan with a team consisting of an internal evaluator and program staff, a systematic and rigorous study of the program (processes, products, organizational dynamics, etc.) including the gathering and analysis of information that is context-sensitive, and connected to an argument and justification for descriptive, causal, and practice-useful claims. It is useful for a program director to contract with an evaluator. It is specific to the field of undergraduate research experience while being useful for other fields. It places strong emphasis on how to find and specify evaluation questions that yield information that has high leverage for program improvement and demonstrating the effectiveness and worth of the program. A measure of attitude toward evaluation allows you to reflect on your leanings evaluation orientations such as formative/summative, process/product, preordinate goals/emergent goals, and other characteristics of approaches to and confidence in evaluation.

The main readership is targeted to directors and developers of undergraduate research experience programs. While the examples are mainly in the undergraduate research experience, it will be found useful for instructors of courses in project evaluation and beginning level evaluators. The usefulness of the book is enhanced by a checklist in the final chapter that integrates the approaches from throughout the book referencing the earlier discussions.





Trim Size: 6.125 X 9.25Page Count: 240Subject: Education, Evaluation, Research


New Book InformationCareer Counseling Across the Lifespan: Community, School, and Higher EducationEdited by Grafton T. Eliason, Trisha Eliason, Jeff L. Samide, and John Patrick, California University of PennsylvaniaA volume in Issues in Career Development Book SeriesEdited by Grafton T. Eliason, John Patrick and Jeff L. Samide California University of Pennsylvania

Career Counseling Across the Lifespan: Community, School, and Higher Education is the latest volume in the Issues inCareer Development Book Series, edited by Grafton Eliason, John Patrick, and Jeff Samide, from California Universityof Pennsylvania. The purpose of Career Development Across the Lifespan is to provide a broad and in-depth look at thefield of career development as it applies to individuals involved in all areas of community counseling, school counseling,and higher education. The book will examine some of the field's major theories, themes, approaches, and assumptionsusing the writings of a variety of regional and international experts. Specific emphasis is spent examining issues reflec-tive of today's challenges in developing and maintaining a workforce that is diverse, flexible, and efficient. Readers willbe provided with an action based framework built on the best available research information.This text book is truly the culmination of 8 years work, compiling comprehensive studies from three previous volumesand updating key concepts in career counseling with the most contemporary theories and innovations. We examine threeprimary domains of career counseling throughout all of the developmental stages of the lifespan: community, schools K-12, and higher education. We include a specific focus on career history and theories, to prepare students for both thecounseling environment and for national exams leading to certification and licensure, such as the (NCE) National Coun-seling Exam. We also include cutting edge research on contemporary topics, including such areas as: military careers,life after the military, athletics, individuals with disabilities or special needs, career counseling in our current socio-economic environment, and current technologies suchas virtual counseling. In addition, we have added case studies and key terms as study guides at the end of each chapter. We are fortunate to include many recognizedexperts in the field of career counseling. Career Counseling Across the Lifespan: Community, School, and Higher Education is a comprehensive text, written to addressthe broad needs of career counselors, educators, and students today.

CONTENTS: Dedications. Acknowledgements. Introduction. P A R T I: THEORIES IN CAREER DEVELOPMENT. The Historical Context and Early Founders of Career Theory, Rebecca L. Roberts-Martin. The Foundations of Career Theory: Holland and Super Theories,Courtney Wilson and Brian Hutchison. Career Decision-Making: Krumboltz and Schlossberg, Bill Rullo and Lauren Madia. Gottfredson’s Theory of Career Circumscription and Compromise, Chad Luke and Frederick Redekop. Lent, Brown, and Hackett: Social Cognitive Career Theory (SCCT), Lisa Story and Mark Lepore. Creating Career Narratives, Contextualizing Adolescent Career Development, and Constructivist Career Counseling, Emily M. Sweitzer. Socioeconomic Career Theory, Matt Menard. Occupational Classifi cation Resources, Matthew W. Ishler. Career Assessment E-Portfolios across the Lifespan: Documentation and Accountability for Professional Counselors, George T. Williams and Joseph D. Wehrman. P A R T I I: CAREER DEVELOPMENT IN THE SCHOOLS (K-12). Career Development in Schools: An Historical Perspective, Brian Hutchison, Spencer G. Niles, and Jerry Trusty. How the ASCA Model and the Educational Trust are Changing the Role of the Career School Counselor, William Rullo, Grafton T. Eliason, and John Patrick. Assessment and Career Development in the Schools: Constructs, Design, and Data Analysis, Chris Wood and Rob Carlisle. Transitions in Career Development: Transforming School Counseling, David L. Olguin and Connie J. Maple. Improving Self-Concept through Experiential Learning and Individualized Instruction, Mark Lepore and Joseph Petrella. Career Development and the Role of Technology as an Agent of Change, Jeff L. Samide, Kelsey Bracken, and Jake McElligott. The Practice of Career Counseling Through a Solution-Focused Lens, Nadine E. Garner, Jason Baker, and James P. Valle. Working with Children Who Have Exceptionalities, James O Burton, II, Kevin A. Koury, Gia Deasy, and Cheryl Zaccagnini. Rehabilitation Counseling and Transitioning from School to Post-School Environments, Richard Sabousky, Lorie Taylor, and Lisa Turner. P A R T I I I: CAREER DEVELOPMENT IN HIGHER EDUCATION. A Synopsis of Career Development Literature and Resources in Higher Education, Rebecca L. Roberts Martin. Impacting Career Choice, William Rullo. Transitioning to the Future: Helping High School Students Prepare for Higher Education, Kimberly J. Desmond and Kayla Snyder. Pre- and Post-Secondary Career Selection: A Process for Mentorship and Identity Development, Emily M. Sweitzer. Choosing a College Major: Perspectives of the Advisor and the Advisee, Rosalie Samide, Steven Watter, and Olivia Uddin. Innovative Career Development Programs and Practices in Private and Public Colleges and Universities, Nadine E. Garner, Jason Baker, Cathy E. Rintz, and Brielle E. Valle. Career Counseling Centers at the College Level, Gene Sutton and Rhonda Gifford. Using Career Development Theory and Practice to Meet the Needs of Master’s Students, Matthew W. Ishler. Career Counseling for Doctoral Students and Research Institutions, Travis W. Schermer and Caroline Perjessy. Career Development and Technical Education Students, Jonathan Lent and Maryann Meniru. Career Development and Career Theory for Two-Year and Community Colleges, Fred Redekop and Chad Luke. Career Development and the International Student, Lourens Human, Ilse Ruane, Vicky Timm, and Nkateko Ndala-Magoro. Career Development Interventions with Intercollegiate Student-Athletes, Taunya Marie Tinsley and Amy S. Walker. Career Counseling and Developmental Pathways across the Lifespan in the Military, George T. Williams, Michael B. Barrett, and Charles H. Graham. Transition to Post-Secondary Education: Working with Students with Disabilities, Helen S. Hamlet and Theodore R. Burnes. Convert to Work: Navigating the Passage from School to Work for Graduates with Mental Health Challenges, Mark Lepore. The Impact of Disenfranchised Grief and Job Loss, Diana M. Hardy. Multi-Cultural Issues in Career Development: Advocacy and Social Justice, Demond Bledsoe and Eric Owens. Crossing the Cultural Border: What the Field of TESOL Can Offer School Counselors, Susan Morris-Rutledge. The Changing Landscape of Career Development in Higher Education, Thomas F. Matta, James K. Matta, Sr., and Dana S. Matta. Career Challenges in Midlife and Beyond, Helen S. Hamlet and Margaret Herrick. The Impacts of Virtual Counseling on Career Development in Education, Ray Feroz and Marissa Fenwick. Co-Editor Biographies.




Trim Size: 6.125 X 9.25Page Count: 906Subject: Education, Career, Higher Education



Organizational Processes and Received Wisdom

Edited by Daniel J. Svyantek, Auburn University and Kevin T. Mahoney, South Dakota State University

A volume in the Research in Organizational Sciences

Series Editor Daniel J. Svyantek, Auburn University

This Research in Organizational Sciences volume to explore and question the received wisdom of organizational sciences. The chapters in this volume (and the companion volume) seek to establish boundary conditions for important organizational constructs and processes. They illustrate the importance of context for interpreting the received wisdom of organizational science by showing when constructs must be adapted to changing circumstances.

The volume begins with four chapters looking at the construct of leadership. Each of these addresses an important aspect of our understanding of leadership and its practice. The four chapters on leadership are followed by five chapters dealing with other organizational processes including motivation, organizational change, the role of diversity in organizations and organizational citizenship. The last three chapters deal with the issue of knowledge in large systems. Two chapters address how information may be transmitted across organizations and generations of workers. The final chapter deals with the use of information by organizational decision-makers.

The 12 papers in this volume all, in some way question received wisdom and present alternatives which expand our understanding of organizational behavior. These chapters each strive to present new ways of understanding organizational constructs, and in so doing reveal how received wisdom does not always lead to best practice in research or application. It is our hope that these chapters illustrate how challenging received wisdom in organizational studies can provide new ways of thinking about organizational processes. These new ways of thinking in turn can provide better understanding of the processes necessary to increase organizational effectiveness.

CONTENTS: Editors Introduction: Organizational Processes and Received Wisdom—A Continuing Look at New Ideas, Kevin T. Mahoney and Daniel J. Svyantek. Reinvented Leadership Theory or New Constructs? Sharon C. Hoffman. Can Only Western Leaders Lead, Kurt Takamine. A Transformational Leadership and Spiritual Intelligence, Heather Christ-Lakin and Darlene R. Hess. Pygmalion Expectations, Leader Gender, and Subordinate Gender Inf luence on Performance, Carolyn A. Lees-Hotton, Kristin L. Cullen, and Daniel J. Svyantek. Motivation and Organizational Transformation: How do Individual Motivation Theories and Emergence of Collective Motivation Factors Inf luence Organizational Transformation, Jennifer A. Hitchcock and Jacqueline M. Stavros. Predictors and Outcomes of Readiness for Change: An Empirical Study in Indonesian Plantation Firm, Budi W. Soetjipto, W. Budi, and Indra C. Uno. The “Benefits” of Diversity in the Workplace, James A. De León, Christopher T. Huynh, and Brittani E. Plaisance. A Longitudinal Study of the Predictors of Contextual Performance, Julie M. Hetzler, Kristin L. Cullen, L. Allison Jones-Farmer, and Daniel J. Svyantek. Situational and Personality Inf luences on Organizational Citizenship Behaviors: A CAPS Perspective, Jamie L. Winter, Daniel J. Svyantek, Jennifer P. Bott, Kristin L. Cullen, and Brien N. Smith. How Knowledge is Received Across Disciplines: A Dynamic Model of Knowledge Flow Among Three Disciplines, Melissa L. Cast, Steven M. Elias, and Philip G. Benson. Exchange of Tacit Knowledge Within Advance Production With Small Batch Sizes, Anna Malm and Kerstin Johansen. The Role of Intuition and Insight in Organizational Decision Making, Jennifer Walinga and Donald Caplan. About the Authors.

Series URL: http://infoagepub.com/series/Research-in-Organizational-Science





Trim Size: 6.125 X 9.25Page Count: 338Subject: Management, Business, Organizational Behavior

BISAC Codes:BUS041000BUS042000BUS085000


Emerging Perspectives on Gestureand Embodiment in Mathematics

Edited by Laurie Edwards, St. Mary's College of California Francesca Ferrara, University of Turin Deborah Moore-Russo, SUNY, University at Buffalo

A Volume in International Perspectives on Mathematics Education — Cognition, Equity & Society

Series Editor Bharath Sriraman, The University of Montana and Lyn English, Queensland University of Technology

The purpose of the book is to establish a common language for, and understanding of, embodiment as it applies to mathematical thinking, and to link mathematics education research to recent work in gesture stud-ies, cognitive linguistics and the theory of embodied cognition. Just as in past decades, mathematics educa-tion experienced a "turn to the social" in which socio-cultural factors were explored, in recent years there has been a nascent "turn to the body." An increasing number of researchers and theorists in mathematics educa-tion have become interested in the fact that, although mathematics may be socially constructed, this construction is not arbitrary or unconstrained, but rather is rooted in, and shaped by, the body. All those who engage with mathematics, whether at an elementary or advanced level, share the same basic biological and cognitive capabilities, as well as certain common physical experiences that come with being humans living in a material world. In addi-tion, the doing and communicating of mathematics is never a purely intellectual activity: it involves a wide range of bodily actions, from committing inscriptions to paper or whiteboard, to speaking, listening, gesturing and gazing. This volume will present recent research on gesture and mathematics, within a framework that addresses several levels of mathematical development. The chapters will begin with contributions that examine early mathe-matical and proto-mathematical knowledge, for example, the conservation of volume and counting. The role of gesture in teaching and learning arith-metic procedures will be addressed. Core concepts and tools from secondary level mathematics will be investigated, including algebra, functions and graphing. And finally, research into the embodied understanding of advanced topics in geometry and calculus will be presented.

The overall goal for the volume is to acknowledge the multimodal nature of mathematical knowing, and to contribute to the creation of a model of the interactions and mutual influences of bodily motion, spatial thinking, gesture, speech and external inscriptions on mathematical thinking, communication and learning. The intended audience is researchers and theorists in mathematics education as well as graduate students in the field.

CONTENTS: Introduction, Deborah Moore-Russo, Laurie Edwards, Francesca Ferrara. 1. Embodi-ment, modalities and mathematical affordances, Laurie Edwards & Ornella Robutti. Section I. Ges-tures and embodiment in early mathematics 2. Embodied knowledge in the development of conservation of quantity: Evidence from gesture, Martha Alibali, Breckie Church & Sotaro Kita. 3. Gesture’s role in learning arithmetic, Susan Goldin-Meadow, Steven Jacobs, & Susan Levine. Section II. Gestures and embodiment in school mathematics 4. Analytic-structural functions of gestures in mathematical argumentation processes, Ferdinando Arzarello & Cristina Sabena. 5. An exploratory study of multi-modalities in the mathematics classroom: Enrica’s explanation of an experience, Fran-cesca Ferrara, Ornella Robutti & Laurie Edwards. 6. The gestures of blind mathematics learners, Lulu Healy & Solange Hassan Ahmad Ali Fernandes. Section III. Gestures and embodiment in uni-versity mathematics 7. Embodied cognition across dimensions of gesture: Considering teachers’ responses to three-dimensional tasks, Deborah Moore-Russo & Janine Viglietti. 8. The role of con-scious gesture mimicry in mathematical learning, Caroline Yoon, Michael Thomas & Tommy Dreyfus. 9. Re-conceiving modeling: An embodied cognition view of modeling, George Sweeney & Chris Ras-mussen. 10. More than mere handwaving: Gesture and embodiment in expert mathematical proof, Tyler Marghetis, Laurie D. Edwards & Rafael Núñez. 11. Blending across modalities in mathematical discourse, Nathaniel Smith. Section IV Conclusion, Laurie Edwards, Francesca Ferrara & Deborah Moore-Russo.

Series URL: http://infoagepub.com/series/International-Perspectives-on-Mathematics-Education





Trim Size: 6.125 X 9.25Page Count: 276Subject: Education, Math, Intenational



It Takes Team Effort: Men and Women Working Together to Enhance Children’s Lives

Edited by Lemuel W. Watson, University of South Carolina

This book explores the many ways and opportunities in which men and women might work together to highlight creative ways as well as examine the role of men in schools, families, and community engagement. The book helps to broaden the group’s “collective identity” of those who work with male teachers and caregiv-ers by expanding an understanding of their experiences in order to better ways of collaboration. This book serves as a practical guide and resource to challenge the status quo in following our own intuition about our life’s work as men and women in early childhood education.

The central theme that is sought here is to remember the general purpose of edu-cation: to enlighten for multiple purposes and to ask the resounding questions of how do we best achieve this purpose as men and women working together without the confines of gender roles, especially as educators in early childhood and the general educational setting where gender roles are specific to men and women’s perceived ways of caring, nurturing, providing, and educating future generations.

CONTENTS: Preface, Lemuel W. Watson. Understanding the Context of Early Childhood and Best Practices from a Social-Cultural Perspective, Lemuel W. Watson. Being a Man in the Early Childhood Classroom: Challenging Some Assumptions about Our Roles and Responsibilities, Jamison Browder and Herman Knopf. Men in the Field of Early Care and Education: Perceptions of Male and Female Early Childhood Professionals, Angela C. Baum, Kerrie L. Welsh, and Nancy K. Freeman. Why Can’t Men Care for Children? The Development of a Male Nurturer, Darryl B. Holloman. Being in the Minority: A Comparative and Contrasting Perspective of Two Early Childhood Education Professors, Reginald Williams and Herman Knopf. Empowering Children through Gender Diversity, Jeff Daitsman. Learning to Hear the Unspoken, Learning to See Beyond Myself: One Man’s Journey to a More Caring Masculinity, Terence A. Beck. Women and Men Teaching Children Together: A Global Analysis, Margaret Asalele Mbilizi. Conclusion, Lemuel W. Watson. Biographies.



ISBNs:Paperback: Hardcover: E-Book:


Trim Size: 6.125 X 9.25Page Count: 102Subject: Education, Early Child-hood, Caring

BISAC Codes:EDU000000SOC032000EDU010000


Girls and Women in STEM: A Never Ending Story

Edited by Janice Koch, Hostra University; Barbara Polnick, Sam Houston State University and Beverly Irby, Sam Houston State University

A volume in Research on Women and Education (RWE)Series Editors Beverly Irby, Sam Houston State Universityand Janice Koch, Hofstra University

Encouraging the participation of girls and women in science, technology, engineering and mathematics (STEM) remains as vital today as it was in the 1970s. … hence, the sub-title: “A Never Ending Story.” This volume is about ongoing advocacy on behalf of the future workforce in fields that lie on the cutting edge of society’s future. Acknowledging that deeply embedded beliefs about social and academic entitlement take generations to overcome, the editors of this volume forge forward in the knowledge that these chapters will resonate with readers and that those in positions of access will learn more about how to provide opportunities for girls and women that propel them into STEM fields. This volume will give the reader insight into what works and what does not work for providing the message to girls and women that indeed STEM fields are for them in this second decade of the 21st century. Contributions to this volume will connect to readers at all levels of STEM education and workforce participation. Courses that address teaching and learning in STEM fields as well as courses in women’s studies and the sociology of education will be enhanced by accessing this volume. Further, students and scholars in STEM fields will identify with the success stories related in some of these chapters and find inspiration in the ways their own journeys are reflected by this volume.

CONTENTS: Introduction, Janice Koch and Beverly Irby. Part One: Stories of Girls and Women Pursuing STEM. Intersections of African American Women in STEM and Lingering Racial and Gender Bias, Catherine Martin-Dunlap and Whitney Johnson. African American Women’s Resilience in Hard Science Majors, Ezella McPherson. Reflections of Eight Latinas and the Role of Language in the Middle School Science Classroom, Carolyn Parker. Maternal Perspectives on Getting a Degree in Computer Science: Does Class Trump Race? Louise Ann Lyon. The Evolution of the Chilly Climate for Women in Science, Roxanne Hughes. Part Two: Interventions on Behalf of Girls and Women Pursuing STEM Fields. The Effect of Alternative Assessments in Natural Science on Attitudes Toward Science in Grade 8 Girls in South Africa, Nicole N. Wallace and Annemarie Hattingh. The Role of Out-of-School Time in Encouraging Girls in STEM, Merle Froschl and Barbara Sprung. STEM Summer Institute: A Model Program for Stem Integration for Girls, Crystal T. Chukwurah and Stacy S. Klein-Gardner. Robotics Programs: Inspiring Young Women in STEM, Cecilia (Ceal) D. Craig. Looking Through a Mirror With a Third Eye: Improving Mathematics Teaching in Culturally Diverse Classrooms, Sylvia Taube and Barbara Polnick. The FORWARD Program, Catherine Mavriplis, Rachelle S. Heller, Paul Sabila, and Charlene Sorensen. About the Editors. About the Contributors.






Subject: Education, Women and Education, STEMBISAC Codes:EDU000000EDU020000EDU016000