education handbooks 2011 (us)

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education Handbooks

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contentsThe Routledge International Handbooks Series . . . . . . . . . . . . . . . . . . . . . . . . . 1Literacy and Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Educational and School Psychology, School Counceling and Assessment . . . . . 6Foundations of Multicultural Education, Diversity, and Social Justice . . . . . . . . . 8Special Education and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalog

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the routledge international handbooks series

The Routledge International Handbooks Series

The Routledge International Companion to Multicultural EducationEdited by James A. Banks, University of Washington, Seattle, USA

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. The book is divided into ten sections, covering theory and

research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics.

With forty newly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future.

2010: 246 x 174: 592ppHb: 978-0-415-96230-8: $205.00Pb: 978-0-415-88078-7: $69.95

The Routledge International Handbook of Creative Learning Edited by Julian Sefton-Green, Independent Education Consultant, Pat Thomson, University of Nottingham, UK, Liora Bresler, University of Illinois at Urbana-Champaign, USA and Ken Jones University of Keele, UK

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people’s potential.

Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research.

Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists.

Sections include:

• a general introduction to the field of creative learning

• arts learning traditions, with sub sections on discrete art forms such as drama and visual art

• accounts of practice from artist-teacher partnerships

• whole school change and reforms

• curriculum change

• assessment

• evaluative case studies of impact and effect

• global studies of policy change around creative learning.

May 2011: 246 x 174: 512ppHb: 978-0-415-54889-2: $180.00**Rising to $200.00 three months after publication

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Forthcoming

The Routledge International Handbook of LearningEdited by Peter Jarvis, University of Surrey, UK and Mary Watts, City University, UK

As our understanding of learning begins to focus on the person and not so much on single aspects of learning, it is beginning to be studied from a wide variety of perspectives and disciplines. The aim of this Handbook is to present an overview of the work on learning, written by leading scholars from these different perspectives and disciplines.

This handbook captures the complexities of the learning process in seven major parts with 49 chapters which underline the significance of this inter-disciplinary approach by looking at all aspects of learning, including:

• Learning and the person; senses, cognitions, emotions, personality traits and learning styles

• Learning across the lifespan

• Learning across the disciplines; covering everything from anthropology to neuroscience

• Meaning systems’ interpretation

• Sites of learning

• Learning and disability

• Historical and contemporary learning theorists.

Written by a wide range of global experts suggested by a team of expert advisors including Professor Mary Watts – a psychologist with wide interests in counselling and health psychology and a former Pro-Vice Chancellor of City University and Professor Kristiina Kumpalainen – director of Cicero, an interdisciplinary learning project at Helsinki University, this book is the first comprehensive multi-discipintary assessment of the topic and a much more complete collection than anything else that is available in one volume.

September 2011: 246 x 174: 544ppHb: 978-0-415-57130-2: $180.00**Rising to $200.00 three months after publication

The Routledge International Handbook of Lifelong LearningEdited by Peter Jarvis, University of Surrey, UK

As lifelong learning grows in popularity, few comprehensive pictures of the phenomenon have emerged. The Routledge International Handbook of Lifelong Learning provides a disciplined and complete overview of lifelong learning internationally.

The theoretical structure puts the learner at the centre and the book emanates from

there, pointing to the social context beyond the learner.

Up-to-the-minute syntheses from many of the leading international experts in the field give vital snapshots of this rapidly evolving subject from wide-ranging perspectives including:

• learning throughout life

• sites of lifelong learning

• modes of learning

• policies

• social movements

• issues in lifelong learning

• geographical dimensions.

This authoritative volume, essential reading for academics in the field of Lifelong Learning, examines the complexities of the subject within a systematic global framework and places it in its socio-historic context.

2010: 246 x 174: 560ppPb: 978-0-415-58165-3: $69.95Hb: 978-0-415-41904-8: $205.00eBook: 978-0-203-87054-9

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Forthcoming

The Routledge International Handbook of Teacher and School DevelopmentEdited by Christopher Day, University of Nottingham, UK

This handbook brings together a collection of research and evidence-based authoritative writings which focus on teacher and school development internationally. It provides a seminal, ‘state-of-the-art’ critical review of teacher and school development which touches upon and discusses issues at both policy and practice levels.

The handbook is built around a central core of ten themes, each of which represents a key issue in the field:

1. Issues in Teacher Professionalism and Performativity – Leslie Lo

2. Conjuncture and Disjuncture in Teachers’ Work and Lives – Ciaran Sugrue

3. Reason and Emotion in Teaching – Dan Liston

4. Schools in Different Circumstances – Pat Thomson

5. Student Voices in a Global Context – Ruth Leitch

6. Personal Learning and Development – Anne Edwards

7. Innovative Pedagogies – Allan Luke and Annette Woods

8. School Effectiveness and Improvement – Tony Townsend

9. Successful Schools, Successful Leaders– Olof Johansson

10. Learning about Professional Communities – Ann Lieberman

The section editors include many of the world’s leading researchers and scholars in the field and are drawn from Ireland, Sweden, Australia, China, the UK and the USA. The contributors are from Australia, China, USA, Cyprus, Sweden, South Africa, India, South America and Portugal.

This comprehensive well constructed handbook will be of interest to Teacher Educators, researchers in the field of Teacher Education and policy makers.

September 2011: 246 x 174: 400ppHb: 978-0-415-66970-2: $180.00**Rising to $200.00 three months after publication

The Routledge International Handbook of the Sociology of EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Stephen J. Ball, Institute of Education, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil

This collection brings together many of the world’s leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven new chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality.

The research, conducted by leading international scholars in the field, indicates that two complexly inter-related agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. This Handbook examines the ways in which the sociology of education has responded to these two political agendas, addressing a range of issues which cover three key areas:

• perspectives and theories

• social processes and practices

• inequalities and resistances.

The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ‘sociological work’ in this field. It will be a primary resource for teachers, as well as a title of major interest to practising sociologists of education.

June 2011: 246 x 174: 441ppHb: 978-0-415-48663-7: $205.00Pb: 978-0-415-61996-7: $69.95eBook: 978-0-203-86370-1

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Companion Website

literaCy and language

Forthcoming in 20122nd Edition

Handbook of Family LiteracyEdited by Barbara H. Wasik, University of North Carolina at Chapel Hill, USA and Barbara Van Horn, Pennsylvania State University, USA

Providing intervention services for at-risk children and their families has become a major goal throughout the world. A vital part of this movement is the introduction of family literacy services not only in the US but throughout Europe, Africa, Canada, Australia and New Zealand. The emerging field of family literacy, which cuts across early childhood education, early literacy development, parent education, adult education, and parent-child literacy interactions has never had a comprehensive volume that pulls together and integrates its many interacting components until this Handbook.

The new edition of this Handbook focuses on the intergenerational transfer of literacy and shows why family literacy is basic to the goals of any country. It discusses the latest developments in child and adult literacy, parent education, and the implications of family literacy for home visiting programs. Information on culture and diversity remain central to the discussion of family literacy and new information on the role of fathers is presented.

• Comprehensive Coverage – Whereas many books deal with various components of this broad and loosely coupled field, this is the first to profile and integrate its many overlapping components.

• New Information – In addition to updating all topics, there is an increased focus on the role of fathers, on second language learners, and on procedures for meeting the needs of specific ethnic groups.

• Recommendations for Practice – Information essential to the development of curriculum and instructional practices is integrated throughout the book.

January 2012: 7 x 10: 608ppHb: 978-0-415-88457-0: $295.00Pb: 978-0-415-88458-7: $114.95eBook: 978-0-203-84149-5

Handbook of Reading Disability ResearchEdited by Anne McGill-Franzen and Richard L. Allington, both at University of Tennessee, USA

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives.

The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities.

2010: 8-1/2 x 11: 536ppHb: 978-0-8058-5333-9: $295.00Pb: 978-0-8058-5334-6: $119.95eBook: 978-0-203-85301-6

Handbook of Reading Research, Volume IVEdited by Michael L. Kamil, Stanford University, USA, P. David Pearson, University of California at Berkeley, USA, Elizabeth Birr Moje, University of Michigan, USA and Peter Afflerbach, University of Maryland, USA

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time that it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered.

As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

2010: 7 x 10: 800ppHb: 978-0-8058-5342-1: $295.00Pb: 978-0-8058-5343-8: $119.95eBook: 978-0-203-84041-2

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literaCy and language

new

Handbook of Research in Second Language Teaching and LearningVolume II

Edited by Eli Hinkel, Seattle University, USA

Series: ESL & Applied Linguistics Professional Series

This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume II, are organized in eight thematic sections:

• Social Contexts in Research on Second Language Teaching

and Learning

• Second Language Research Methods

• Second Language Research and Applied Linguistics

• Research in Second Language Processes and Development

• Methods and Instruction in Second Language Teaching Second Language Assessment

• Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning

• Language Planning and Policy.

Changes in Volume II:

• captures new and ongoing developments, research, and trends in the field

• surveys prominent areas of research that were not covered in Volume I

• includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook’s international scope.

Volume II is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.

January 2011: 7 x 10: 1016ppHb: 978-0-415-99871-0: $325.00Pb: 978-0-415-99872-7: $119.95eBook: 978-0-203-83650-7

Handbook of Research on Children’s and Young Adult LiteratureEdited by Shelby Wolf, University of Colorado at Boulder, USA, Karen Coats, Illinois State University, USA, Patricia A. Enciso, Ohio State University, USA and Christine Jenkins, University of Illinois at Urbana-Champaign, USA

This landmark volume is the first to bring together leading scholarship on children’s and young adult literature from three intersecting disciplines: Education, English, and Library and Information Science. Distinguished by its multidisciplinary approach, it describes and analyzes the different aspects of literary reading, texts, and contexts to illuminate how the book is

transformed within and across different academic figurations of reading and interpreting children’s literature.

2010: 8-1/2 x 11: 568ppHb: 978-0-415-96505-7: $295.00Pb: 978-0-415-96506-4: $119.95eBook: 978-0-203-84354-3

new3rd Edition

Handbook of Research on Teaching the English Language ArtsCo-sponsored by the International Reading Association and the National Council of Teachers of English

Edited by Diane Lapp and Douglas Fisher, both at San Diego State University, USA

Now in its third edition, this Handbook offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. It is restructured, updated, and includes many new contributers.

2010: 8-1/2 x 11: 448ppHb: 978-0-415-87735-0: $250.00Pb: 978-0-415-87736-7: $114.95eBook: 978-0-203-83971-3

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Companion Website

eduCational and sChool PsyChology, sChool Counseling and assessment

Forthcoming in 2012

A Handbook on Measurement, Assessment, and Evaluation in Higher EducationCharles Secolsky, County College of Morris, USA

A Handbook on Measurement, Assessment and Evaluation in Higher Education provides an up-to-date and comprehensive synthesis of the methods used for improving student outcomes and institutional effectiveness at the higher education level. Comprised of distinguished scholars, this volume brings together the very latest advances in measurement, assessment and evaluation. Each chapter includes an overview, key concepts, theoretical considerations, practical applications and loads of examples.

Topics discussed include:

• classroom assessment and student outcomes

• assessment techniques for accountability and accreditation

• test theory, item response theory, validity and reliability

• equating and standard setting

• qualitative and quantitative evaluation

• research ethics

March 2012: 7 x 10: 500ppHb: 978-0-415-88075-6: $180.00Pb: 978-0-415-88076-3: $114.95

new

Handbook of Research on Learning and InstructionEdited by Richard E. Mayer, University of California, Santa Barbara, USA and Patricia A. Alexander, University of Maryland, College Park, USA

Series: Educational Psychology Handbook

During the past twenty years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics.

December 2010: 7 x 10: 520ppHb: 978-0-415-80460-8: $295.00Pb: 978-0-415-80461-5: $114.95eBook: 978-0-203-83908-9

Forthcoming in 20122nd Edition

Handbook of School Violence and School SafetyInternational Research and Practice

Edited by Shane Jimerson and Michael J. Furlong, both at University of California, Santa Barbara, USA, Amanda Nickerson, University at Albany, SUNY, USA and Matthew J. Mayer, Rutgers University, USA

The Handbook of School Violence and School Safety: International Research and Practice has become the premier resource for educational and mental health professionals seeking to implement effective prevention and intervention programs that reduce school violence and promote safe and effective schools. It covers the full range of school violence from harassment and bullying to serious physical assault. It also examines existing school safety programs and the research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within the discussions. In short, it helps map the boundaries of this rapidly growing and multidisciplinary field of study. Key features include:

Comprehensive Coverage – Its chapters are divided into three parts that provide a comprehensive review of what is known about the types, causes, and effects of school violence and about the many intervention programs that have been developed to combat such violence.

Evidence-based Practice – Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to those factors most commonly associated with school violence and safety.

Implications for Practice – A critical component of each chapter is a summary table delineating the implications for practice of the foregoing research.

Chapter Structure – To insure continuity and coherence across the book, there are introductions to each section, 130-word summarizing abstracts at the beginning of chapters, and summarizing tables showing the implications for practice at the ends of chapters.

International Focus – Acknowledging the fact that school violence and safety is a global concern, this edition has greatly increased it focus on research and practice outside the USA.

Expertise – The editors are all long-time researchers, teachers, and authors in the school violence field and are deeply connected to a variety of international organizations studying school violence across the world.

November 2011: 7 x 10: 624ppHb: 978-0-415-88461-7: $295.00Pb: 978-0-415-88462-4: $114.95eBook: 978-0-203-84137-2

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eduCational and sChool PsyChology, sChool Counseling and assessment

new

Handbook of Self-Regulation of Learning and PerformanceEdited by Barry J. Zimmerman, City University of New York, USA and Dale H. Schunk, University of North Carolina, Greensboro, USA

Series: Educational Psychology Handbook

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains,

applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include:

Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice.

International – Because research on self-regulation is increasingly global, a significant number of international contributors are included.

Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency.

Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.

March 2011: 7 x 10: 496ppHb: 978-0-415-87111-2: $295.00Pb: 978-0-415-87112-9: $114.95eBook: 978-0-203-83901-0

Forthcoming

The International Handbook of Collaborative LearningEdited by Cindy E. Hmelo-Silver, Angela M. O’Donnell, Clark A. Chinn, all at Rutgers University, USA, and Carol Chan, at University of Hong Kong

Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning.

The goal of this book is to integrate theory and research across these diverse fields of study and forward our understanding of collaborative learning and its instructional applications. The book will be structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology.

Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning. Topical coverage is wide ranging and includes a good number of international authors.

Cross disciplinary – The field of collaborative learning is highly interdisciplinary, drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology, as well as from the cross-disciplinary field of the learning sciences.

Chapter Structure – To ensure consistency across chapters, chapter authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence.

Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application.

December 2011: 7 x 10: 550ppHb: 978-0-415-80573-5: $295.00Pb: 978-0-415-80574-2: $114.95eBook: 978-0-203-83729-0

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Companion Website

foundations of multiCulural eduCation, diversity, and soCial justiCe

new

Handbook of Asian EducationA Cultural Perspective

Edited by Yong Zhao, Michigan State University, USA, Jing Lei, Syracuse University, USA, Guofang Li, Michigan State University, USA, Ming Fang He, Georgia Southern University, USA, Kaori Okano, La Trobe University, Australia, Nagwa Megahed, Ain Shams University, Egypt, David Gamage, The University of Newcastle, Australia and Hema Ramanathan, University of West Georgia, USA

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives.

Using a culture-based framework, the volume is organized into five sections, each devoted to

educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu.

Uniquely combining description and interpretation of educational practices in Asia, this Handbook is a must have resource for education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, and Asian studies, and for educational administrators and education policy makers.

2010: 7 x 10: 584ppHb: 978-0-8058-6445-8: $295.00Pb: 978-0-8058-6444-1: $119.95eBook: 978-0-203-81631-8

Forthcoming in 2012

International Handbook of Research on Environmental EducationEdited by Justin Dillon, Kings College London, UK, Michael Brody, Montana State University, USA, Robert Stevenson, University of Buffalo, USA, and Arjen E.J. Wals, Wageningen University, the Netherlands

The environment and its sustainability are increasingly topics of public interest, political debate, and legislation across the world. Several environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. Therefore, this is the opportune time to review and consolidate the knowledge base of the environmental education (EE) field.

The purpose of this comprehensive Handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but to also critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

Key features include:

Comprehensive – The Handbook addresses the histories, contexts, methodologies, ontologies, epistomologies and literacies that together comprise the EE knowledge base, it also identifies possible future directions of EE research.

Cross-Disciplinary – Over the years environmental education has been studied by scholars from a variety of disciplines: education, environmental and natural sciences, and environmental social sciences. One of the missions of this volume is to bring together the divergent perspectives, methodologies, and findings of this broad community of scholars.

Expertise – The volume editors are all senior members of the EE field, and are well known for their research on various aspects of environmental education; they serve on the boards of all major EE research journals. Collectively, the contributors represent a mix of highly visible and emerging scholars.

Handbook Design – To assure continuity and flow, each of the bookís three parts and ten sections begins with a 2,500 word introduction that summarizes and synthesizes the chapters that follow and ties them to the bookís organizing themes.

January 2012: 7 x 10: 608ppHb: 978-0-415-89238-4: $250.00Pb: 978-0-415-89239-1: $99.95

Order Yours Today!For simple and secure online ordering,

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sPeCial eduCation and inClusion

Handbook of Research in the Social Foundations of EducationEdited by Steven Tozer, University of Illinois, Chicago, USA, Bernardo P. Gallegos, National University, Los Angeles Campus, USA, Annette Henry, University of Washington, Tacoma, USA, Mary Bushnell Greiner, Queens College, CUNY, USA and Paula Groves Price, Washington State University, USA

Since the 1930s, scholars in the Social Foundations of Education (SFE) have influenced the field of education in two major ways: first, through professional preparation and development of teachers and school leaders, and second, through research into the social contexts of education, teaching and learning. Whether in professional preparation programs

or research, social foundations scholarship has historically demonstrated three distinguishing characteristics:

• it seeks to critically analyze the social contexts within which educational institutions, processes, and ideals operate

• it applies evolving multidisciplinary perspectives from History, Philosophy, and Sociology in the 1930s to Cultural Studies, Post-Colonial Studies and Environmental Studies today to the critical interpretation of educational phenomena

• it uses democratic ideals as a framework for interpreting and evaluating educational institutions

This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning. It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.

2010: 8-1/2 x 11: 736ppHb: 978-0-8058-4211-1: $295.00Pb: 978-0-8058-4212-8: $119.95eBook: 978-0-203-87483-7

Forthcoming

Handbook of Adolescent Transition EducationEdited by Michael L. Wehmeyer, University of Kansas, USA and Kristine W. Webb, University of North Florida, USA

Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending post-secondary education or training, developing social networks, choosing a career, participating in their communities, and managing healthcare and financial affairs.

Comprehensive – This volume includes coverage of historical foundations, policy, transition programming and planning, development of student skills, and program structure.

Organizing Taxonomy – The book is organized around a well recognized taxonomy for adolescent transition developed by Dr. Paula Kohler and used by many states to design and reform their transition services.

Expertise – The editors of this volume are past-presidents of the Council for Exceptional Children’s Division on Career Development and are leaders in transition research and practice. Contributors are well-recognized for their expertise in transition.

Chapter Structure – Each chapter includes a discussion of evidence-based research, recommended practices, suggestions for transition personnel and families, and additional resources.

Sponsored by the Division of Career Development and Transition (DCDT) of the Council of Exceptional Children, this Handbook provides a comprehensive resource to the communities of educators, related service and agency personnel, families, caretakers, counsellors, and other stakeholders who facilitate these complex transitions to adulthood for adolescents with disabilities.

November 2011: 7 x 10: 600ppHb: 978-0-415-87278-2: $295.00Pb: 978-0-415-87279-9: $114.95eBook: 978-0-203-83732-0

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Companion Website

sPeCial eduCation and inClusion

Forthcoming

Handbook of Leadership for Special EducationEdited by Jean B. Crockett, University of Florida, USA, Bonnie Billingsley, Virginia Tech, USA and Mary Lynn Boscardin, University of Massachusetts Amherst, USA

Broader in scope than previous books, this Handbook provides in-depth analysis by prominent scholars from across the disciplines of both general and special education. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support special needs students.

Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact the performance of inclusive schools.

Chapter Structure – Approximately 75% of each chapter is devoted to a synthesis of current knowledge and 25% to recommendations for special education leadership and future research.

Multicultural Focus – To assure that the book addresses special education leadership within the context of a multicultural society, all chapter authors incorporate material related to cultural, gender, and linguistic diversity.

Expertise – All chapter authors have made significant contributions to the knowledge base in their specific areas of study such as law, school reform, and instructional leadership.

November 2011: 512ppHb: 978-0-415-87280-5: $295.00Pb: 978-0-415-87281-2: $114.95eBook: 978-0-203-83731-3

new

Handbook of Special EducationEdited by James M. Kauffman and Daniel P. Hallahan, both at University of Virginia, USA

Special education is now an established part of public education in the United States – by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part,

57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research.

Comprehensive Coverage – Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons.

Issues & Trends – In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking.

Categorical Chapters – In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues.

Expertise – Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field.

This book is an appropriate reference volume for anyone interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

April 2011: 8-1/2 x 11: 768ppHb: 978-0-415-80071-6: $295.00Pb: 978-0-415-80072-3: $114.95eBook: 978-0-203-83730-6

Want more information on a book?

Visit the direct URL found at the bottom of the title description.

11


higher eduCation • baCklist

The Routledge Encyclopaedia of UK Education, Training and EmploymentFrom the earliest statutes to the present day

John P. Wilson, University of Sheffield, UK

A comprehensive guide to all the main labour market initiatives and agencies combining education and employment in the UK, this encyclopaedia presents an historical progression from the Guilds and Statute of Artifices in 1563 through to present day initiatives and changes. The Handbook is fully cross-referenced throughout, with a full list of acronyms, bibliographic and internet resources.

With over 1500 entries, this encyclopaedia crosses knowledge boundaries providing for the first time an integrated map of national human capital development. It addresses: pre-school initiatives, primary, secondary, further and higher education; vocational education and training; labour market interventions including those designed to return people to employment; and, government strategies designed to enhance economic and technological competitiveness.

This encyclopaedia will appeal to those involved in all aspects of education, training, employment, careers information, advice and guidance; and policy making.

2010: 246 x 174: 416ppHb: 978-0-415-55822-8: $195.00

baCklistTiTle ediTed By daTe FormaT & iSBN Price

the routledge international handbook series

The Routledge International Companion to Multicultural Educationwww.routledge.com/9780415962308

James A. Banks March 2009 Hb: 978-0-415-96230-8 $199.00

The Routledge International Handbook of Critical Educationwww.routledge.com/9780415958615

Michael W. Apple, Wayne Au and Luis Armando Gandin

February2009

Hb: 978-0-415-95861-5 $199.00

The Routledge International Handbook of English, Language and Literacy Teaching www.routledge.com/978041546903-6

Dominic Wyse, Richard Andrews and James Hoffman

February 2010

Hb: 978-0-415-46903-6 $199.00

The Routledge International Handbook of Higher Educationwww.routledge.com/9780415432641

Malcolm Tight, Ka Ho Mok, Jeroen Huisman and Christopher Morphew

April 2009 Hb: 978-0-415-43264-1 $199.00

The Routledge International Handbook of the Sociology of Education www.routledge.com/9780415486637

Michael W. Apple, Stephen J. Ball and Luis Armando Gandin

December 2009

Hb: 978-0-415-48663-7 $199.00

literacy and language

Handbook of Formative Assessmentwww.routledge.com/9780415993197

Heidi Andrade and Gregory J. Cizek

November 2009

Hb: 978-0-415-99319-7 Pb: 978-0-415-99320-3

$195.00$89.95

Handbook of Metacognition in Educationwww.routledge.com/9780805863536

Douglas J. Hacker, John Dunlosky and Arthur C. Graesser

June 2009 Hb: 978-0-8058-6353-6Pb: 978-0-8058-6354-3

$250.00$99.95

Handbook of Motivation at School www.routledge.com/9780805862904

Kathryn Wentzel and Allan Wigfield

August 2009

Hb:978-0-8058-6290-4 Pb:978-0-8058-6284-3

$295.00$114.95

Handbook of Positive Psychology www.routledge.com/9780805862904

Rich Gilman, E. Scott Huebner and Michael J. Furlong

February 2009

Hb:978-0-8058-6290-4Pb:978-0-8058-6362-8

$295.00$114.95

12



Companion Website

baCklist

TiTle ediTed By daTe FormaT & iSBN Price

Handbook of Research on Schools, Schooling and Human Developmentwww.routledge.com/9780805859485

Judith L. Meece and Jacquelynne S. Eccles

March 2010 Hb:978-0-8058-5948-5Pb:978-0-8058-5949-2

$295.00$119.95

Handbook of School-Family Partnershipswww.routledge.com/9780415963756

Erik Malewski October 2009

Hb:978-0-415-96375-6Pb:978-0-415-96376-3

$295.00$114.95

Handbook of Youth Prevention Sciencewww.routledge.com/9780805863321

Beth Doll, William Pfohl and Jina S. Yoon

March 2010 Hb: 978-0-8058-6331-4Pb: 978-0-8058-6332-1

$250.00$114.95

Curriculum theory & Curriculum and instruction

Curriculum Studies Handbook - The Next Momentwww.routledge.com/9780415989480

Erik Malewski July 2009 Hb:978-0415-98948-0Pb:978-0-415-98949-7

$250.00$99.95

Handbook of Public Pedagogywww.routledge.com/9780415801263

Jennifer A. Sandlin, Brian D. Schultz and Jake Burdick

December 2009

Hb:978-0-415-80126-3Pb:978-0-415-80127-0

$260.00$114.95

The Cambridge Primary Review Research Surveyswww.routledge.com/9780415548694

Robin Alexander October 2009

Hb: 978-0-415-54869-4 $330.00

education Politics, Policy and leadership

Handbook of Bullying in Schools www.routledge.com/9780805863925

Shane R. Jimerson, Susan M. Swearer and Dorothy L. Espelage

November 2009

Hb:978-0-8058-6392-5Pb:978-0-8058-6393-2

$295.00$114.95

Handbook of Education Policy Researchwww.routledge.com/9780415989923

Gary Sykes, Barbara Schneider and David N. Plank

April 2009 Hb:978-0-415-98991-6Pb:978-0-415-98992-3

$295.00$119.95

Handbook of Research on School Choicewww.routledge.com/9780805862232

Mark Berends, Matthew G. Springer, Dale Ballou and Herbert J. Walberg

April 2009 Hb:978-0-8058-6223-2Pb:978-0-8058-6224-9

$295.00$114.95

Handbook of Research on the Education of School Leaderswww.routledge.com/9780805861587

Michelle D. Young, Gary M. Crow, Joseph Murphy and Rodney T. Ogawa

July 2009 Hb:978-0-8058-6157-0Pb:978-0-8058-6158-7

$295.00$114.95

foundations of education, multicultural education, diversity, and social justice

Handbook of Latinos and Educationwww.routledge.com/9780805858396

Enrique G. Murillo Jr., Sofia Villenas, Ruth Trinidad-Galvan, Juan Sánchez Muñoz, Corinne Martínez and Margarita Machado-Casas

December 2009

Hb:978-0-8058-5839-6Pb:978-0-8058-5840-2

$265.00$114.95

special education and inclusion

The Routledge Companion to Dyslexiawww.routledge.com/9780415430784

Gavin Reid February 2009

Hb:978-0-415-43078-4Pb:978-0-415-43079-1

$140.00$51.95

higher education

The Handbook of Practice and Research in Study Abroad www.routledge.com/97800415991612

Ross Lewin May 2009 Hb:978-0-415-99160-5Pb:978-0-415-99161-2

$155.00$69.95

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