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Information Age Publishing, Inc.
June 2016
Advanced Book Information
11 New Titles
**All books listed on these ABI sheets should be available within 60 days**
IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271
PHONE: 704-752-9125 FAX: 704-752-9113 URL: WWW.INFOAGEPUB.COM
Teacher Education for the 21st Century: Creativity, Aesthetics and Ethics
in Preparing Teachers for Our Future
Learning from the Federal Market-Based Reforms: Lessons for ESSA
Teach & Thrive: Wisdom from an Urban Teacher’s Career Narrative
The Mathematics Education of Elementary Teachers: Issues
and Strategies for Content Courses
Counseling African American Males: Effective Therapeutic
Interventions and Approaches
Distance Learning Volume 13 Issue 1 2016
Class Size and Pupil-Teacher Ratios: Where Education and Economics Collide
Quarterly Review of Distance Education Volume 17 Number 1 2016
From Socrates to Summerhill and Beyond: Towards
a Philosophy of Education for Personal Responsibility
Making of The Future: TheTrajectory Equifinality
Approach in Cultural Psychology
Human Capital Management Research: Influencing Practice and Process
NewBookInformation
TeacherEducationforthe21stCentury:Creativity,AestheticsandEthicsinPreparingTeachersforOurFuture
Editor:DonaldS.Blumenfeld‐Jones
This book is for anyone interested in how to build a teacher education programutilizing the arts as one central modality for teaching and learning or for thoseinterested in building some of their program along these lines. Throughout thebookyouwill findreferencetotheintersectionofethics,aesthetics,andteaching.Weprovideanintegratedprogramdevotedtogoodlearningandthegoodsociety.
Inthebookwediscusshowtheprogramcametobeandtheunderlyingeducationalthinkingthatinformsthewholeprogram.Thissectionofthebookisinvaluableforunderstandinghowthereadercanbuildher/his own arts approach to teacher education. The central section of the book is devoted to the specificcoursework of the program. Each author describes in detail how she/he leverages aesthetics and art toexpand the possibilities of learning and teaching (including a chapter focused on the core competencycourse, Teaching, Imagination, Creativity) in language and literacy, psychology of education, scienceeducation, mathematics education, social studies education, and classroommanagement includingmany
examplesfromourteaching.Thebookendswithafocusgroupdiscussionabouttheprogrambyformerstudents.CONTENTS: Introduction, DonaldS.Blumenfeld‐Jones. SECTION I: INTRODUCINGTHE PROGRAM. Introduction, Origin of the ARTs program, and Overview of theBook.AestheticsinAcademicsandClassrooms:HowPerceptionWorksandCanbeTaught. SECTION II: THE ELEMENTS OF THE PROGRAM. Teaching, Imagination,Creativity: The Core ARTs Course. English Language Arts Curriculum, Wide‐Awakeness: TheAesthetic Purposes ofMultimodal learning, Literary Theory andWriterly Texts, David Lee Carlson & Josh Cruz. Aestheticizing a Course onEducational Psychology. Aestheticizing Social Studies, JamesGarrettandDonaldBlumenfeld‐Jones.Mathematics as a Subject ofGreatAppreciation andAesthetics,Peter Appelbaum. Understanding the Nature of Science through AestheticExploration in Science Teacher Education, DavidBlades. Classroom Managementand Creating an Ethical Community, DonaldBlumenfeld‐Jones. SECTION III: AROUNDTABLE OF GRADUATES OF THE PROGRAM (CONVENED, FACILITATEDANDWRITTENUPBYDR.BLUMENFELD‐JONES).Roundtable.
Thistitlecanbefoundat:http://www.infoagepub.com/products/Teacher‐Education‐for‐the‐21st‐Century
PublicationDate:2016
ISBNs:Paperback:9781681235660Hardcover:9781681235677E‐Book:9781681235684
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:228
Subject:TeacherEducation,Art‐basedLearning,CreativityEducation,AestheticsBICCode:4BISACCodes:EDU057000EDU029050ART027000
IAP–InformationAgePublishing,Inc.POBOX79049Charlotte,NC28271Phone:704‐752‐9125Fax:704‐752‐9113www.infoagepub.com
NewBookInformation
LearningfromtheFederalMarket‐BasedReforms:LessonsforESSA
Editors:WilliamJ.Mathis,UniversityofColoradoBoulderandTinaM.Trujillo,UniversityofCalifornia,BerkeleyAvolumeinTheNationalEducationPolicyCenterSeriesSeriesEditors:KevinG.WelnerandAlexMolnar,UniversityofColoradoBoulderOverthepasttwentyyears,educationalpolicyhasbeencharacterizedbytop‐down,market‐focusedpoliciescombined with a push toward privatization and school choice. The new Every Student Succeeds Actcontinues along this path, though with decision‐making authority now shifted toward the states. These
market‐based reforms have often been touted as the most promising response to the challenges of poverty and educationaldisenfranchisement.Buthasthisapproachbeensuccessful?Haslearningimproved?Havehistoricallylow‐scoringschools“turnedaround”orhavethereformshadlittleeffect?Havethesenarrowconceptionsofschoolingharmedthecivicandsocialpurposesofeducationinademocracy?Thisbookpresentstheevidence.Drawingontheworkofthenation’smostprominentresearchers,thebookexploresthemajorelementsofthesereforms,aswellasthesocial,political,andeducationalcontexts inwhichtheytakeplace.Itexaminestheevidencesupportingthemost common school improvement strategies: school choice; reconstitutions, ormassive personnel changes; and school closures. Fromthere,itpresentstheresearchfindingscuttingacrossthesestrategiesbyaddressingtheevidenceontestscoretrends,teacherevaluation,“miracle”schools,theCommonCoreStateStandards,schoolchoice,thenewlyemergingschoolimprovementindustry,andre‐segregation,amongothers.
Theweightof theevidence indisputablyshows little successandnopromise for thesereforms.Thus, the authors counsel strongly against continuing these failedpolicies.Thebook concludeswith a review of more promising avenues for educational reform, including the necessity ofbroadersocietalinvestmentsforcombattingpovertyandadversesocialconditions.Whileschoolscannotsingle‐handedlyovercomesocietalinequalities,importantworkcantakeplacewithinthepublic school system,withevidence‐based interventions suchasearlychildhoodeducation,de‐tracking, adequate funding and full‐service community schools—all intended to renew ournation’scommitmenttodemocracyandequaleducationalopportunity.CONTENTS: Foreword, JeannieOakes. SECTION I: INTRODUCTION: THE FOUNDATIONS OFMARKETBASEDREFORM,Purposes of Education: The Language of Schooling,MikeRose.ThePolitical Context, JanelleScott. Historical Evolution of Test‐Based Reforms, HarveyKantorandRobert Lowe. Predictable Failure of Test‐Based Accountability, HeinrichMintrop and GailSunderman. SECTION II: TEST‐BASED SANCTIONS: WHAT THE EVIDENCE SAYS,Transformation & Reconstitution, BettyMalenandJenniferKingRice.Turnarounds, TinaTrujilloand Michelle Valladares. Restart/Conversion, Gary Miron and Jessica Urschel. Closures, BenKirshner, Erica Van Steenis, Kristen Pozzoboni, and Matthew Gaertner. SECTION III: FALSEPROMISES,MiracleSchoolMyth,P.L.Thomas.HasTest‐BasedAccountabilityWorked?Committeeon Incentives and Test‐Based Accountability in Public Education (MichaelHout& Stuart Elliott,Eds.).The Effectiveness of Test‐Based Reforms. KevinWelnerandWilliamMathis.Value AddedModels:Teacher,PrincipalandSchoolEvaluations,AmericanStatisticalAssociation.TheProblemswith the Common Core, StanKarp. Reform and Re‐Segregation, GaryOrfield.English Language
Learners. AngelaValenzuelaandBrendanMaxcy.Racial Disproportionality: Discipline, AnneGregory,RussellSkiba,andPedroNoguera.School Choice, Christopher Lubienski and Sarah Theule Lubienski. The Privatization Industry, Patricia Burch and Jahni Smith.VirtualEducation,MichaelBarbour.SECTION IV:EFFECTIVEREFORMS,Addressing Poverty,DavidBerliner.Racial Segregation & Achievement,RichardRothstein.Adequate Funding, MichaelRebell.Early Childhood Education, StevenBarnett.De‐Tracking, KevinWelnerandCarolCorbettBurris.Class Size, DianeWhitmore Schanzenbach.School–Community Partnerships, LindaValli,Amanda Stefanski,andReubenJacobson.Community Organizing for Grassroots Support,MarkWarren.Teacher Education,AudreyAmrein‐Beardsley,JoshuaBarnett,andTirupalavanamGanesh.SECTIONV:CONCLUSION.
Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/National‐Education‐Policy‐Center
PublicationDate:2016
ISBNs:Paperback:9781681235035Hardcover:9781681235042E‐Book:9781681235059
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:714
Subject:EducationReform,CommonCore,SocialReform,StandardizedTestingBICCode:JNZBISACCodes:EDU034000EDU030000EDU058000
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NewBookInformation
Teach&Thrive:WisdomfromanUrbanTeacher’sCareerNarrative
By:KristinaValtierra,ColoradoCollegeAvolumeinIssuesintheResearch,Theory,Policy,andPracticeofUrbanEducationSeriesEditors:DeniseE.Armstrong,BrockUniversityandBrendaJ.McMahon,TheUniversityofNorthCarolinaatCharlotteTeacherburnoutcontributestotheepidemicofearlycareerexit.AtleasthalfofallnewK‐12teachersleavetheprofessionby the time theyreach their fifthyearof teaching.Conversely, thereareurban teacherswhosurviveburnoutandthriveascareer‐longeducators.Thisbookresultsfromanin‐depthqualitativestudythatexploredone40‐yearveteranteacher’scareernarrative,analyzinghowshenotonlysurvivedtheburnoutepidemic,butalsothrivedasahighlyeffectivecareer‐longurbanteacher.
Part1ofthisbookusesacriticalsocio‐politicallensisusedtoguidereadersthroughthecomplexitiesofcareerthrival.Framedwithinthestoryofonenewurbanteacher’stypicalmorning,thebookbeginswithanoverviewofthesocio‐politicalforcesthatleadtourbanteacherburnout.Inspiteof theobstacles, themorehopeful ideaofurban teacher thrival isuncoveredthroughnarrativemethodology.Part2 isdedicatedto thedynamicnarrativeofaveteranurbanteachercareerjourney.ThisinspiringstoryisrelatedtoframeworksestablishedinPart1,aswellaspaintingapictureofhowpubliceducationhasevolvedoverthelast40years,andit’simpactonthelivesofteachers.Part3takesadeeperdiveintothreesalientthemesthatpermeatedthroughouttheparticipant’sstory.Firsthopespringseternal istheideathatsustaininghopesupportedtheteacher’scareerthrival.Next, theextendededucation family is thenotionthat familial‐likerelationshipsatschoolnourishedherlongevity.Thethirdtheme,creativeautonomy,revealsthatbybeingempoweredwithopportunitiesforcurriculumdevelopmentandinstructionaldecision‐makingtheteachermaintainedherpassion.Thisbookconcludeswithrecommendationsforteachers,educationalleadersandteachereducatorstodevelopandmaintainthrivingteachers.
CONTENTS:PrefaceSeriesEditors’PrefacePARTI:SETTINGTHESTAGE:THETEACHERBURNOUT/BURNINEPIDEMICCHAPTER1:TeacherBurnOutintheCityCHAPTER2:OneTeacher’sStoryortheStoryofTooMany?CHAPTER3:StressandBurnOutintheTeachingLifeCHAPTER4:Hope,PassionandPossibilityRestoredbytheThrivingTeacherPARTII:ALICE’SNARRATIVEOFCAREERTHRIVALINTHREEACTSCHAPTER5:ANarrativeWiththeFortitudetoBreakDowntheBurnOutEpidemicCHAPTER6:CareerBeginningsor“AHappyAccident!”CHAPTER7:MiddleCareerPavesaCallingCHAPTER8:MiddleCareertoRetirementor“TheAffirmationEra”CHAPTER9:RenewalorWhatRetirement?PARTIII:THRIVALASCONTAGIOUS:BURNOUTRECOVERYANDPREVENTIONCHAPTER10:TheTeacherThrivalMobiusStripCHAPTER11:HopeSpringsEternalCHAPTER12:TheExtendedEducationFamilyCHAPTER13:CreativeAutonomyCHAPTER14:StudentsasSpiritualSustenanceCHAPTER15:ACounter‐NarrativetoTeacherBashingCHAPTER16:RecommendationstoSpreadTeacherThrivalReferences
.
Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Issues‐in‐the‐Research‐Theory‐Policy‐and‐Practice‐of‐Urban‐Education
PublicationDate:2016
ISBNs:Paperback:9781681235813Hardcover:9781681235820E‐Book:9781681235837
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:236
Subject:TeacherDisposition,UrbanEducation,TeacherLongevityBICCode:JNCBISACCodes:EDU009000EDU020000EDU046000
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NewBookInformation
TheMathematicsEducationofElementaryTeachers:IssuesandStrategiesforContentCourses
Editors:LynnC.Hart,GeorgiaStateUniversity,USASusanOesterle,DouglasCollege,CanadaSusanSwarsAuslander,GeorgiaStateUniversity,USAAnnKajander,LakeheadUniversity,CanadaThis book is an edited volume addressing specific issues of significance for individualsinvolved with the undergraduate mathematics content preparation of prospectiveelementary teachers (PSTs). Teaching mathematics content courses to this group of
studentspresentsuniquechallenges.WhilesomePSTsentertheirteacherpreparationwithweakmathematicalskillsandknowledge,many also hold negative attitudes, anxiety, andmisguided beliefs aboutmathematics. This book isdesignedtosupportinstructorswhoteachthesestudentsinmathematicscontentforelementaryteacherscourses.Elementaryteachersneedarichlydevelopedunderstandingofthemathematicstheyareteachinginordertoteachiteffectively.Providingthemwiththeneededpreparationisdifficult,butcanbeeasedwithasolidunderstandingofthemathematicalconcernsandlimitationsPSTsbringtothelearningofmathematicsandafamiliaritywiththestandardsandcurriculatopicsPSTswillbeexpectedtoteach.ChapterOnemakestheargumentthatelementarymathematicsisnottrivial.Thisisfollowedbyananalysisoffourcentralissuesrelatedtothemathematicalpreparationofelementary
teachers, specifically: (1) selecting/creating/modifying and implementingmathematical tasks (2) noticing/understanding children’s ways of thinking as afoundationfor learningmathematics,(3)developingmathematicalhabitsofmindinPSTs,and(4)understandingtheroleaffectplaysinthemathematicallearningofPSTs. The final chapter presents three international examples of programs thatcurrentlyconsiderthesefactorsintheimplementationoftheircourses.CONTENTS: Preface, LynnC.Hart,SusanOesterle,SusanSwarsAuslander,andAnnKajander.Elementary Mathematics Is Not Trivial, LynnC.Hart,MelfriedOlson,andSusanOesterle.When Is aMathematical Task aGoodTask?ZivFeldman,EvaThanheiser,RachaelM.Welder,JenniferM.Tobias,AmyF.Hillen,andDanaOlanoff.Using Children’s Thinking to DevelopMathematical Content Knowledge, ChristineA.Browning,JenniferL.Harrison,RyanHarrison,Yi‐Yin (Winnie)Ko,NicolePanorkou, andMargaretYoder. Mathematical Habits of Mind,SusanOesterle,MelfriedOlson,StephenHwang,HannahSlovin,JudithOlson,JaclynMurawska,JenniferHolm,andCristinaCaputoLewitton. Attending to Prospective Elementary Teachers’Mathematical Affect, SusanSwarsAuslander.Three International Examples of MathematicsContent Courses for Elementary Teachers, AnnKajander,GayleMillsaps,ReidarMosvold,DianaUnderwood‐Gregg,andJenniferHolm.References.AbouttheAuthors.
Thistitlecanbefoundat:http://www.infoagepub.com/products/The‐Mathematics‐Education‐of‐Elementary‐Teachers
PublicationDate:2016
ISBNs:Paperback:9781681235721Hardcover:9781681235738E‐Book:9781681235745
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:142
Subject:MathematicalEducation,Special‐izedMathematicsContentKnowledge,MathematicalThinkingBICCode:PBBBISACCodes:EDU029010MAT030000MAT034000
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NewBookInformation
CounselingAfricanAmericanMales:EffectiveTherapeuticInterventionsandApproachesEditor:WilliamRossAvolumeinAfricanAmericanMaleSeries:GuidingtheNextGenerationThroughMentoring,TeachingandCounselingSeriesEditor:WilliamRoss
There is no one method for doing culturally alert counseling. Instead, culturallyalertcounselingconsistsofintentionallyadaptingexistingwaystohelpclients(1)understandtheirsociallyconstructedworldviews throughculture, (2)appreciate theirvariouscultures, (3) tomakechoicesaboutadherence to cultural norms, and (4) to recognize and respond to external bias relating to their culturalgroupmembership.CONTENTS:Introduction,WilliamRoss.CounselingAfricanAmericanMalesUtilizingNontraditionalClinicalTreatmentApproaches,D.LashelleOwens,JohnQueener&TiffanyStewart. Black Masculinity and Identity Development as Foundation for CounselingAfrican American Males, StevenDKniffley. Community Violence Exposure and Racial Discrimination as Barriers to Treatment:
Implications for African American Males in Counseling, BroderickSawyer,RyanDeLapp&MonnicaWilliams.Ubuntu:AFrameworkforAfricanAmericanMalePositiveMentalHealth,DerekWilson & VeedaWilliams. Humanistic Theories and African American Males inCounseling, YolandaHamilton.Utilizing the Empathy Wheel to Counsel African AmericanMale Students,DavidFord. Socially Conscious RapMusic as a Therapeutic Intervention toworkwith African AmericanMales,AhmadR.Washington. African AmericanMale Suicide:AnEco‐systemFramework toUnderstand,Assessand Intervene,DarronGarner.ResilienceTheory and the Health Belief Model as Interventions for African American Males withDepression,MalloryStruggs&SandraHarris.AfricanAmericanGraduateandUndergraduateMaleStudents’AttitudesRegardingCounseling:AComparativeAnalysis,CandyRatliff,JoyceFinch&JessicaDavis. Theories ofRehabilitation andPrinciplesofEffective Intervention forAfricanAmericanMaleOffenders,KarlaSapp.StrategiesandInterventionsforWhiteSchoolCounselors working with African American Male Students, LaurenMoss, ChristyLand&MatthewRozzi. Social Learning Theory and Strength Based Approaches to CounselingAdolescent African American Males, DonaldGrant. A Trauma‐Informed Approach to PlayTherapy InterventionswithAfricanAmericanMale Children, JosephineOlson.WhiteRacialFraming and Its Impact on African American Male Mental Health, DerekWilson&VeedaWilliams. A Clinical Deconstruction of the Negative Archetypes & Complexes of African
AmericanMasculinity,O’ShanD.Gadsden&LionelHoward.
Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/African‐American‐Male‐Series
PublicationDate:2016
ISBNs:Paperback:9781681235493Hardcover:9781681235509E‐Book:9781681235516
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:302
Subject:AfricanAmericanMales,CBT,Counseling,andcultureBICCode:JMRBISACCodes:EDU006000SOC001000PSY045070
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NewBookInformation
DistanceLearning(AnOfficialPublicationoftheUnitedStatesDistanceLearningAssociation)
Editor:MichaelSimonson,NovaSoutheasternUniversityManagingEditor:CharlesSchlosser,NovaSoutheasternUniversityAssociationEditor:JohnG.Flores,UnitedStatesDistanceLearningAssociationVolume13 Issue12016DistanceLearningisforleaders,practitioners,anddecisionmakersinthefieldsofdistancelearning,e'learning,telecommunications,andrelatedareas.Itisaprofessionaljournalwithapplicableinformationforthoseinvolvedwithprovidinginstructiontoallkindsoflearners,ofallages,usingtelecommunicationstechnologiesofalltypes.
Storiesarewrittenbypractitionersforpractitionerswiththeintentofprovidingusableinformationandideas.Articlesareacceptedfromauthors‐‐newandexperienced‐‐withinterestingandimportantinformationabouttheeffectivepracticeofdistanceteachingandlearning.
DistanceLearning ispublishedquarterly.Each issue includeseight to tenarticlesandthree to fourcolumns, includingthehighlyregarded"AndFinally..."columncoveringrecentimportantissuesinthefieldandwrittenbyDistanceLearningeditor,MichaelSimonson.Articlesarewrittenbypractitionersfromvariouscountriesandlocations,nationallyandinternationally.
Distance Learning is an official publication of the United States Distance Learning Association, and is co‐sponsored by the Fischler School ofEducationatNovaSoutheasternUniversityandInformationAgePublishing.
FEATUREDARTICLES
TheKeystoOnlineLearningForAdults:TheSixPrinciplesofAndragogy,PartIIWendyConawayandBarbaraZorn‐Arnold
TheCreationStation:AnInnovativeApproachforProducingInstructional
TechnologyandDistanceEducationRafaelGiraldo
ImprovingDistanceEducationforDisabledStudents:MakingtheGRADE
MarilynA.Goodrich
IntroducingDistanceLearningintoJamaica’sTechnicalVocationalEducationandTrainingSystem:Strengths,Weaknesses,Opportunities,andThreats
RoxanneHinds
GeorgiaVirtualSchool:StudentSuccessinaComputer‐GeneratedWorldValenciaH.Ingram
DoPersonalResponseSystemsImproveLearning?
StevenE.GregorandGregoryB.Muscelli
COLUMNS
EndsandMeansResourcesandFactorstoConsiderWhenDesigningNewOnlinePrograms
‐‐byNatalieB.Milman
TryThisASurgingEducationSector:OnlineLearningforHighSchoolThroughCollege
—byErrolCraigSull
AskErrol!—byErrolCraigSull
AndFinally…
AssumptionsandDistanceEducation—byMichaelSimonson
PublicationDate:PublishedQuarterly
ISBNs:Paperback:9781681235585E‐Book:9781681235592
SubscriptionRatesPerYear:InstitutionalPrint:$175.00IndividualPrint:$60.00
TrimSize:7x10
PageCount:64
Subject:Education,Technology,DistanceLearningBICCode:JNQBISACCodes:EDU000000EDU041000EDU037000
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NewBookInformation
ClassSizeandPupil‐TeacherRatios:WhereEducationandEconomicsCollide
By:ChrisPeers,MonashUniversityFacultyofEducationThisbookprovidesa “primer”with respect to thedebateabout class sizebetweeneconomistsandeducators.Inparticularitoffersanoverviewofhoweconomistslookatschoolfundingproblems,andmakesacomparisonbetweentheworkof theChicagoSchoolandothers likeEricHanushek,whichhasfocusedintenselyontheeconomicrelationshipbetweenpublicspendingoneducationalresourcesand the cost of equipping and expanding school infrastructure, and student outcomes. The booktherefore focusesonclass sizeasaprimaryexampleof theway inwhicheconomistshavecome totreatteachingandlearningasasiteforthedevelopmentofhumancapital.
Thebookalsotakesahistoricallookatthedebateaboutclasssizefromtheperspectiveoftheoriesaboutpublicchoice,whichhaveemergedfromtheChicagoSchoolthroughthewritingsofMiltonFriedman.Thisraisestheissueofhowthenotionofthe“public”isunderstood,andwhethereducatorsandeconomistsarecomingfromdifferentperspectivesaboutwhatschoolsshoulddoforthecommunity.Manyeducationiststhinkabouttheproblemofclasssizefromtheperspectiveofaclassroomteacher,whomust“eye‐ball” her students and regard them as flesh‐and‐blood individuals, whereas economists deal in statistical numbers and shouldthereforebeunderstoodasregardingclasssizeassymptomaticofpopulationissues.Thebooksurveysthetwosidesofthelong‐standingdebateaboutclasssizeanditssupposedrelationshiptostudentachievement.Theaimistodiscloseatheoreticalprinciplethatisadoptedbybothsidesinthedebate,evenifneithersideisconsciousofit.This
principle relates to the issue of individuals and populations as a binary opposition thatsupplies either sidewith a valid viewpoint.Thebookexplores thisprinciple, arguing thateachoftheseopposingperspectivesdependsontheotherforitsownlogicaloutcome.Thebookanalysestheprocedureofopposingindividualstopopulationsanddemonstratesthatthequestionofclasssizecouldbemoreeffectivelyapproachedbydealingwiththeprinciplethatisatitscore.CONTENTS:
IntroductionCHAPTERI:EducationandtheIndustrialAgeCHAPTERII:ClassSizeasaSymbolofSocialOrganizationCHAPTERIII:TheClassSize:AFunctionofEconomicProductivityCHAPTERIV:TheEconomicandMoralFunctionoftheSchoolCHAPTERV:ConclusionsAboutTheAuthorListofTables
Thistitlecanbefoundat:http://www.infoagepub.com/products/Class‐Size‐and‐Pupil‐Teacher‐Ratios
PublicationDate:2016
ISBNs:Paperback:9781681235608Hardcover:9781681235615E‐Book:9781681235622
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:146
Subject:Education,ClassSize,EducationReformPolicyBICCode:JNKHBISACCodes:EDU034000EDU044000EDU022000
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NewIssueInformation
QuarterlyReviewofDistanceEducation“ResearchThatGuidesPractice”
Editors:MichaelSimonsonandCharlesSchlosserNovaSoutheasternUniversityVolume17 Number1 2016
The QuarterlyReviewofDistanceEducation is a rigorously refereed journal publishingarticles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distanceeducation.TheQuarterlyReviewpublishesarticlesthatutilizevariousmethodologiesthatpermitgeneralizableresultswhichhelpguidethepracticeofthefieldofdistanceeducationinthepublicandprivatesectors.TheQuarterlyReviewpublishesfull‐lengthmanuscriptsaswellasresearchbriefs,editorials,reviewsofprogramsandscholarlyworks,andcolumns. The QuarterlyReviewdefines distance education as institutionally‐based formal education in which thelearninggroupisseparatedandinteractivetechnologiesareusedtounitethelearninggroup.
ARTICLES
AnOnlineSocialConstructivistCourse:TowardaFrameworkforUsabilityEvaluations
AlanaS.Phillips,AnnelieseSheffield,MichelleMoore,andHeatherA.Robinson
AnAnalysisofTechnologicalIssuesEmanatingFromFacultyTransitiontoaNewLearningManagementSystem
MapopaWilliamSanga
SynchronousandAsynchronousCommunicationinDistanceLearning:AReviewoftheLiterature
LynetteWatts
KeyComponentsofOnlineGroupProjects:FacultyPerceptionsChristineE.Wade,BruceA.Cameron,KariMorgan,andKarenC.Williams
ComparingStudents’Motivation,LearningOutcomes,andPreferences
HungweiTsengandEamonnJosephWalsh,Jr.
ConferenceCalendar
AuthorBiographicalData
PublicationDate:PublishedQuarterly
ISSN:1528‐3518ISBNs:Paperback:9781681235448E‐Book:9781681235455
SubscriptionRatesPerYear:InstitutionalPrint:$210.00IndividualPrint:$95.00
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PageCount:62
Subject:Education,DistanceLearning,EducationalTechnologyBICCode:JNQ
BISACCodes:EDU000000EDU041000EDU037000
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FromSocratestoSummerhillandBeyond:TowardsaPhilosophyofEducationforPersonalResponsibility
By:RonaldSwartz,OaklandUniversity(Retired)AvolumeinLandscapesofEducationSeriesEditors:MingFangHe,GeorgiaSouthernUniversityandWilliamSchubert,UniversityofIllinoisatChicago
InFromSocratestoSummerhillandBeyond:TowardsaPhilosophyofEducationforPersonalResponsibility,Ronald Swartz offers an evolving development offallible, liberaldemocratic, self‐governingeducationalphilosophies.Hesuggests thateducators canbenefit fromhavingdialoguesaboutquestions suchasthese:1).Aretheresomeauthoritiesthatcanbeconsistentlyreliedupontotellschoolmemberswhattheyshoulddoandlearnwhiletheyareinschool?2.)Howshouldtheimaginationofsocialtheoristsbebothusedandcheckedinthedevelopmentandimplementationofinnovativeeducationalreforms?3.)Howcanteachersinpersonalresponsibilityschoolshelptheirstudentslearn?ThesequestionsarerepresentativeofproblemsthatSwartzraisesinhisbook.Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill);Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create socialinstitutionsthatareliberal,democratic,andself‐governingandthereforeendorsethepolicyofpersonalresponsibility.Thispolicystates:Allschoolmembers,studentsincluded,arefallibleauthoritieswhoshouldbepersonallyresponsiblefordeterminingtheirownschoolactivitiesandmanypoliciesthatgovernaschool.Schoolswhichincorporatethispolicycaninterchangeablybereferredtoaspersonalresponsibility,self‐governing,orSummerhillstyleschools.
InprovidinganhistoricalandphilosophicalunderstandingofSummerhillstyleschools,Swartzsuggests thatthese educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed inPlato’s Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities whoattempt to transmit wisdom to their students. Rather, self‐governing schools follow the Socratic traditionwhichclaimsthatteacherscanbeviewedasfallibleauthoritieswhoattempttoengagestudentsindialoguesaboutquestionsofinteresttostudents.TheinterpretationofPlato’sworksusedbySwartzcanbefoundinKarlPopper’s TheOpenSocietyandItsEnemies. Swartz has also been significantly influenced by the educationalwritings of Bertrand Russell and Paul Goodman. Goodman’s CompulsoryMiseducationmakes it clear thatschools which follow in the tradition of Summerhill compete with the educational programs that are anoutgrowthofJohnDewey’swritings.In summary, Swartz’s book aims to engage educators in dialogues that will lead to improved educationaltheoriesandpractices.CONTENTS:SeriesForeword:LandscapesofEducation,WilliamH.SchubertandMingFangHeAcknowledgmentPARTI:IntroductionPARTII:DeweyStudiesPARTIII:SocraticStudiesPARTIV:CurriculumStudiesPARTV:ModelProgramsPARTVI:LearningStrategiesPARTVII:LiberalisminEducationPARTVIII:AfterthoughtsAppendix:BibliographyofSwartz’sPublicationsIncludedinThisBookReferences
Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Landscapes‐of‐Education
PublicationDate:2016
ISBNs:Paperback:9781681235523Hardcover:9781681235530E‐Book:9781681235547
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:470
Subject:EducationReform,PhilosophyofEducation,CulturalStudiesBICCode:JNABISACCodes:EDU034000EDU040000EDU009000
IAP–InformationAgePublishing,Inc.POBOX79049Charlotte,NC28271Phone:704‐752‐9125Fax:704‐752‐9113www.infoagepub.com
NewBookInformation
MakingofTheFuture:TheTrajectoryEquifinalityApproachinCulturalPsychology
Editors:TatsuyaSato,RitsumeikanUniversityNaohisaMori,SapporoGakuinUniversityandJaanValsiner,AalborgUniversityAvolumeinAdvancesInCulturalPsychologySeriesEditor:JaanValsiner,AalborgUniversity
MakingoftheFutureis the first English‐language coverage of the new methodological perspective in cultural psychology—TEA(TrajectoryEquifinalityApproach)thatwasestablishedin2004asacollaborationofJapaneseandAmericanculturalpsychologists.In thedecade that follows ithasbecomeaguidingapproach forculturalpsychologyallover theWorld. Itscentral feature is thereliance on irreversible time as thebasis forunderstandingof cultural phenomena and the considerationof real and imaginaryoptionsinhumanlifecourseasrelevantfortheconstructionofpersonalfutures.The book is expected to be of interest in researchers and practitioners in education, developmental and social psychology,developmentalsociologyandhistory.Ithasextensionsforresearchmethodologyinthefocusondifferentsamplingstrategies.
CONTENTS:Introduction:FromTEMtoTEA:TheMakingofaNewApproach,TatsuyaSato.PARTI:THEORETICALROOTSANDHISTORYOFTHECONCEPT.ImaginingthePastandRemembering theFuture:HowtheUnrealDefines theReal,TaniaZittounandJaanValsiner.TheTrajectoryEquifinalityModel (TEM)AsaGeneralTool forUnderstandingHumanLifeCourseWithin Irreversible Time, TatsuyaSatoandHitomiTanimura.Mapping TrajectoriesofBecomingaPsychologist,KatrinKullasepp.PARTII:THEDYNAMICSOFHUMANLIVES.HowCantheDiversityofHumanLivesBeExpressedUsingTEM?DepictingtheExperiencesandChoicesofInfertileWomenUnabletoConceiveAfterInfertilityTreatment,YukoYasuda.Exploring the Transgenerational Transmission of Trauma in a Cultural Life CoursePerspective,NinaDalgaardandPernilleHviid.MeaningConstruction and ItsTransformationinNarrativesAboutMusicWithaPersonalMeaning:MusicTherapyinGroupCounselingforJuvenileDelinquents,KakukoMatsumoto.PARTIII:TEMANDDIALOGICALSELF.TEMandDialogical Self Theory: How to Understand a Marriage Problem? Hubert Hermans.CompositionworkandTEM:Studying theSelf in IrreversibleTime,AgnieszkaKonopkaandWim vanBeers. A Dialogical Self: Trajectory Equifinality Model for Higher EducationPersistence/Abandoning of Study,MauricioCortés.PART IV:LIFE,TEA,ANDRESEARCH.ContributionofTEMtoLifespanDevelopmentPsychologyFromLifeStory,MasakuniTagaki.FromtheAs If to theAs Is:TheEmergenceofaResearchProject,EugeniaGouvedari.TEMModel andBrazilianResearch onDevelopmental Transitions,AnaCecíliaBastos.Extendingthe Trajectory EquifinalityModel’s Conceptual andMethodological Toolkit to Account forContinuousDevelopment,EricJensenandBradyWagoner.
Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Advances‐in‐Cultural‐Psychology
PublicationDate:2016
ISBNs:Paperback:9781681235462Hardcover:9781681235479E‐Book:9781681235486
Paperback:$45.99Hardcover:$85.99
TrimSize:6.125X9.25
PageCount:220
Subject:Education,Psychology,SociologyandHistoryBICCode:JNCBISACCodes:EDU009000PSY031000SOC026000
IAP–InformationAgePublishing,Inc.POBOX79049Charlotte,NC28271Phone:704‐752‐9125Fax:704‐752‐9113www.infoagepub.com
New Book Information
Human Capital Management Research: Influencing Practice and Process
Editors: Deborah Blackman, University of New South Wales Michael O’Donnell, University of New South Wales and Stephen T.T. Teo, RMIT University, Australia A volume in Contemporary Perspectives in Human Capital and Development Series Editors: Bing Ran, Pennsylvania State University at Harrisburg and Stephen Teo, RMIT University
When reading current human capital management or human resources management textbooks, it is clear
that many do not reflect current research. Even new Strategic HRM books are only recently reporting
research that has been widely discussed in academic journals over the last 10 years. Discussion with those
who span the academic/practice worlds shows that they have regularly been struck by the dissonance between the journals and the texts.
They agree that there should be more commonality but suggest that, although some of the HRM journal articles may carry some
implications for practice, many do not. They are often vague as to the real potential value of the research and only outline potential
interventions in a very rudimentary way.
Covering a range of topics which affect the way that human capital is attracted, developed, managed and supported, this book presents
recent research which can be applied to the real world. Written by practitioners with academics, each chapter provides an overview of the
research, as well as the links to current human capital management practices and identifying potential implications for future
implementation. The book is designed to be of interest to academic researchers, university professors and graduate students, and to
management scientists, industry economists, government officials, public policy developers and
analysts, research and laboratory managers, marketing, human resources and operations
managers, in fact anyone who is interested at understanding the current progress of human
resources management and human capital development.
CONTENTS: Preface to the Series, Bing Ran and Stephen T. T. Teo. Introduction. Setting the Scene: Applied Human Resources into the 21st Century, Deborah Blackman, Michael O’Donnell and Stephen T.T Teo. Is There a New Path to Advancing the Art and Science of Management? David Schmidtchen. Not So ‘Secondary’ Data – The Use of Staff Surveys in Human Capital Management Research, Tony Cotton, Alistair Warren and Deborah Blackman. Employee Engagement in the Public Sector: What Needs to Change, Natalie Jones and Sally Sambrook. Employee Commitment to the Supervisor: The Role of Side Bets, Damian West. A Three Stage Approach for the Diagnosis and Reduction of Employee Turnover, Gerry JM Treuren and Julie Goods. Recruiting for Commitment and Performance, Samantha Johnson. Technology-Based Training: Connecting HR Research with HR Practice, Adam M. Kanar, Matisha Montgomery, Rebecca L. Fraser and Tara S. Behrend. Current Themes in Behavioral Business Ethics: Implications for Human Resources Training and Development, Sheldene Simola. Performance Management: Common Practice, Unique Practice, and Effective Practice, Alan Colquitt. Performance Management as a Strategic Tool for Change, Deborah Blackman, Fiona Buick, Michael O’Donnell, Janine O’Flynn and Damian West. Conclusion: Where To From Here? Deborah Blackman, Michael O’Donnell and Stephen T.T. Teo.
To view this series online visit: http://www.infoagepub.com/series/Contemporary-Perspectives-in-Human-Capital-and-Development
Publication Date: 2016
ISBNs:
Paperback: 9781681234649
Hardcover: 9781681234656
E-Book: 9781681234663
Paperback: $45.99
Hardcover: $85.99
Trim Size: 6.125 X 9.25
Page Count: 216
Subject: Management, Human
Resources, Human Development
BIC Code: KJM
BISAC Codes:
BUS030000
BUS041000
BUS024000
IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271
Phone: 704-752-9125 Fax: 704-752-9113 www.infoagepub.com