information age publishing, inc. may 2018 advanced book

Information Age Publishing, Inc.

May 2018

Advanced Book Information

8 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

Power, Equity and (Re)Design: Bridging Learning

and Critical Theories in Learning Ecologies for Youth

Mentoring at Minority Serving Institutions (MSIs):

Theory, Design, Practice and Impact

Quarterly Review of Distance Education - Volume 18 Number 4 2017

Facing Challenges and Complexities in Retention of Novice Teachers

Systemic Organization Development

Hollywood or History? An Inquiry-Based Strategy

for Using Film to Teach United States History

Rural Turnaround Leadership Development:

The Power of Partnerships

Educating Teachers and Tomorrow’s Students

through Service-Learning Pedagogy

Boost: The Science of Recharging Yourself

in an Age of Unrelenting Demands

Publication Date: 2018 ISBNs: Paperback: 9781641131780 Hardcover: 9781641131797 E-Book: 9781641131803

Paperback: $45.99 Hardcover: $85.99

Trim Size: 6.14X 9.21 Page Count: 184

Subject: Equity, Critical Social Theory, Learning Sciences

BIC Code: YQN

BISAC Codes: EDU040000 EDU029040 EDU001020

New Book Information

Power, Equity and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth

Editors: Elizabeth Mendoza, University of California, Irvine Ben Kirshner, University of Colorado Boulder Kris D. Gutiérrez, University of California, Berkeley

A volume in Adolescence and Education Series Editor: Ben Kirshner, University of Colorado Boulder

This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. The contributors are emerging scholars who are leading voices working at the intersections of theory and practice for educational equity.

Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters include the authors--who were researchers, designers, teachers,

and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.

CONTENTS: Introduction: Power, Equity, and (Re) design: Bridging Learning and Critical Theories in Learning Ecologies for Youth, Elizabeth Mendoza, Kris Gutiérrez, and Ben Kirshner. (Re)Conceptualizing Sociopolitical Designs for Learning and Practice: How “Social Justice” Became Unjust in a Youth Hackathon, Sepehr Vakil and Maxine McKinney de Royston. The Community Cooperative Project and Critical Service-Learning: Using Participatory Action Research, Joanne Tien, Exequiel Ganding, and Christyna Serrano. Becoming a More Disruptive Teacher by Engaging in Side-by-Side Learning With Children Rather Than Avoiding Discomfort, Quinton Freeman and A. Susan Jurow. Critical Race Design: Emerging Principles for Designing Critical and Transformative Learning Spaces, Deena Khalil and Meredith W. Kier. Roda Real Talk: A Physical Education Teacher’s Efforts to Use the Capoeira Circle as a Tool to Encourage Critical Dialogue, Vernon C. Lindsay. Truth Does Not Always Taste Good: Flipping the Script to Promote Equity on Campus, Joy Howard. Building Science-Learning Communities: Designing for Equitable Participation in Scientific Practices Using Students’ Lived Experiences, Deb Morrison. Schools for Community Action: Public School Design As a Revolutionary Act, Antero Garcia, Mark Gomez, and Katie Rainge Briggs. Practitioner-Experts and Researchers in Layers of Learning: Researching and Designing Interventions in Postsecondary Education Through the Grammar of Equity, Christina H. Paguyo and Taé Nosaka.

More titles in this series can be found at: http://www.infoagepub.com/series/Adolescence-and-Education

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Phone: 704-752-9125 Fax: 704-752-9113 www.infoagepub.com

http://www.infoagepub.com/series/Adolescence-and-Education

http://www.infoagepub.com/


Mentoring at Minority Serving Institutions (MSIs): Theory, Design, Practice and Impact

Editors: Jeton McClinton, Jackson State University David S.B. Mitchell, University of West Georgia Tyrell Carr, Saint Augustine’s University Mark A. Melton, Saint Augustine’s University and Gerunda B. Hughes, Howard University

A volume in Perspectives on Mentoring Series Editor: Frances K. Kochan, Auburn University

The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups.

The editors are interested in how mentorship can produce beneficial outcomes for the mentor that may be similar to or different from outcomes in other educational contexts. Thus, the purpose of this volume is to showcase, through case studies and other forms of empirical research, how successful mentoring programs and relationships at MSIs have been designed and implemented.

Additionally, we will examine the various definitions and slight variations of the meaning of the construct of mentoring within the MSI context. It is our intent to share aspects of mentoring programs and relationships as well as their outcomes that have heretofore been underrepresented and underreported in the research literature.

CONTENTS: Introduction. SECTION I: GENDER FOCUSED MENTORING PROGRAMS. Faculty Women of Color: Peer Mentoring in a Virtual Community of Practice, Hilda Cecilia Contreras Aguirre and Dessynie Edwards. Filling the Void: Redesigning Education by Integrating Proven Mentoring Support Systems That Help Students Persist, Maricela Gonzalez-Silva. No Role Models: The Experience of Black and Latino Men in a Mentorship Program at a Two-Year Hispanic Serving Institution, Lazaro Camacho, Jr., Kayla C. Elliott, and Cristobal Salinas. The RED Owl Collaborative: Leveraging Sisterhood and Social Justice, Janeula M. Burt and Erinn Fears Floyd. SECTION II: GRADUATE STUDENTS MENTORING PROGRAMS. African American Mentoring Program: A Soft Place to Land for African American Graduate Students, Beverly Booker Ammah, Nicole Belisle, and Tonika Duren Green. Culture Shock: Promoting Mentoring and Professional Development for African American Doctoral Student Success, Sheila D. Moore. Mentoring Graduate Students For Success: The Necessity of Hogar, Babette M. Benken and Bryan A. Rodríguez. Student Perspectives of Mentor Relationships: The Extent to Which Social Work Doctoral Students Are Impacted by Mentor Ideals and Types, Kenya C. Jones and Nilajah M. Nyasuma Sims. SECTION III: HEALTH PROFESSIONS AND STEM MENTORING PROGRAMS, Closing the Gap: An NSF-Funded Multi- Faceted Mentoring Approach to Reducing the Barriers to Academic Success for Underrepresented STEM Majors, Mark A. Melton, Tyrell Carr, Alieu Wurie, Marino Green, Doreen Cunningham, and Grace Byfield. Moving the Needle: A Peer Mentoring Program Impacting Graduation Rates for Underrepresented College Students in STEM, Margie Vela, Melissa K. Demetrikopoulos, Mazen Shahin, and Melissa A. Harrington. NanoHU: A Model of Community Mentoring for STEM Excellence at Hampton University, Michelle O. Fletcher Claville, Sainath Babu, and Brandon C. Parker. STEM Mentoring Programs to Prepare Career Scientists at San Francisco State University, Frank Bayliss, Alan Peterfreund, and Ken Rath. SECTION IV: PROGRAMMING FRAMEWORKS MENTORING. An Academic Mentor/Protege Cross Cultural Theory and Practice: A Case Study, Daniel Amber and Suzanne Franco. Solving Undergraduate Retention Through Mentoring: A Case Study, Leigh Remy, Debbi Johnson-Rais, and Jessica Cornely. Strengths-Based Peer Mentoring: Collectivist Principles in Action, Gloria Aquino Sosa and Tracy Pascua Dea. SECTION V: STUDENT FOCUSED MENTORING PROGRAMS. Empowering Underrepresented First -Generation College Students Through Peer Mentoring in a Hispanic Service Institution, Elsa Gonzalez,

Hilda-Cecilia Contreras-Aguirre, Stephen Luis, and Roman Torres. Increasing Cross-Campus Engagement: Understanding Student Athletes Through Faculty Mentorship, Tiese Roxbury. SECTION VI: TEACHER EDUCATION AND SCHOOL ADMINISTRATION MENTORING PROGRAMS. Mentoring Black Pre-Service Teachers to the Classroom: An Othermothering/Otherparenting Approach, Lynnette Mawhinney and Emery Petchauer. !Si, Se Puede! Creating Developmental, Relational Mentoring Networks for Future School Leaders, Kathleen Cowin. About the Contributors.

More titles in this series can be found at: http://www.infoagepub.com/series/Perspectives-on-Mentoring


Publication Date: 2018 ISBNs: Paperback: 978-1-64113-277-0 Hardcover: 978-1-64113-278-7 E-Book: 978-1-64113-279-4


Trim Size: 6.14 X 9.21 Page Count: 442

Subject: Faculty Mentoring, Student Mentoring, Minority Serving Institu- tions, Mentoring Programs

BIC Code: JNT BISAC Codes: EDU059000 EDU006000 EDU054000

http://www.infoagepub.com/series/Perspectives-on-Mentoring


New Issue Information

Quarterly Review of Distance Education “Research That Guides Practice”

Editors: Michael Simonson and Charles Schlosser Nova Southeastern University

Volume 18 Number 4 2017

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing

with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly

works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

ARTICLES: Making Student Online Teams Work, Joel Olson and Ray Kalinski. Examining the Relationship Between Virtual School Size and Student Achievement, Sherrill Waddell. The Use of E-Learning in Highly Domain-Specific Settings: Perceptions of Female Students and Faculty in Saudi Arabia, Ayshah Alahmari and Ray J. Amirault. Psychomotor Skills, Physical Therapy, and a Hybrid Course: A Case Study, Melissa J. Lazinski. Student Perceptions of Factors Influencing Success in Hybrid and Traditional DPT Programs: A Q-Sort Analysis, Lance Cherry and Mary Blackinton. Conference Calendar, Charles Schlosser. Author Biographical Data.


Publication Date: Published Quarterly

ISSN: 1528-3518 ISBNs: Paperback: 978-1-64113-297-8 E-Book: 978-1-64113-298-5

Subscription Rates Per Year: Institutional Print: $210.00 Individual Print: $95.00

Trim Size: 7X10 Page Count: 92

Subject: Education, Distance Learning, Educational Technology

BIC Code: JNQ






Subject: teacher attrition, teacher retention, novice teacher experiences

BIC Code: JNH



Facing Challenges and Complexities in Retention of Novice Teachers

Edited by: Denise McDonald, University of Houston-Clear Lake

A volume in Research in Curriculum and Instruction Series Editor: Cheryl Craig, Texas A&M University

The chapters in the book present in-depth examination of novice teachers’ experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which

they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.

Preface. Situating Teacher Induction in the Urban Teaching Context: A Journey Through New Terrain as Novice Teachers’ Share Stories of Finding Their Way, Denise McDonald, Cheryl J. Craig, and Gayle Curtis. Walking With Fish, Swimming With Cats: Novice Teachers and Equity, Michele

Kahn. “I Feel Like Edith Piaf”: A Novice Teacher’s Expression of Sorrow and Hope, Denise M. McDonald. Jekyll and Hyde: One Teacher—Two Schools, Jean Kiekel.

Career Changers’ Experiences as Neophyte Middle School ESL Teachers, Kent Divoll, Leslie Gauna, and Angelica Ribeiro. Experiences From the Field: Voices of Novice Special Education Teachers During Their Induction Years, Bernardo Pohl. Becoming an Art Teacher: Prismatic Experiences of Three Beginning Visual Art Teachers, Carrie Markello. The Gordian Knot of Teacher Induction: When Context Trumps Teacher Preparation and the Desire to Teach, Cheryl J. Craig, Paige Evans, Jing Li, and Donna Stokes. Supporting New English Language Arts Teachers as Nascent Professionals: What Enables and Impedes Their Instructional Designs and Their Intentions to Help Secondary Students Succeed With the Curriculum and Required Assessments, Laura Turchi and Kristen Nance. Care as an Approach for Supporting Induction Years Secondary Mathematics Teachers, Jacqueline Sack and Judith Quander. Integrating Technology in the Classroom: Is It Happening? Xiao Han. When Qualifications are Not Enough: A Latina Spanish Bilingual Teacher’s Decision to Leave,

Christine Beaudry and Leslie Gauna. Book Summary: A Big Picture View of Teacher Induction Experiences Across the Disciplines Helping Policy Makers See the Forest Through the Trees, Denise McDonald, Cheryl Craig and Gayle Curtis.

More titles in this series can be found at: http://www.infoagepub.com/series/Research-in-Curriculum-and-Instruction


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



Systemic Organization Development

By: Ralph Grossmann, Executive Education, Estonian Business School Klaus Scala, University of Graz, Austria and Günther Bauer, Corporation CEO Translation by: Laura Grossmann

This book presents – for the first time in the English language - the concept of systemic organization development and its use in management and consultancy. It demonstrates in a succinct and compact way, how the systemic approach, in its up-to-date version, is well suited to describe and handle complex challenges in diverse organizations of all sectors of society.

First, the authors sketch out the crucial role organizations play today and the increasing importance of their ability to change.

The central theme of the book is thus the design of organizational change processes with the help of different tools. These tools deal cautiously with employees, clients and cooperation partners in order to ensure sustainable success of an organization.

In the final chapters the authors delve into specific attitudes during the change process, such as the building of trust and the allowing of emotions. Several cases illustrate how the concept and the tools promote organizational development. The book well provides a practical guideline.

Additionally, the book talks about important aspects managers have to pay attention to, such as dealing with concerns and resistance. The values of the systemic concept like sustainability, selective participation and growth from inside are convincingly exemplified.

The book is theoretically sound and grounded by the authors’ long management and consulting experience and their research activities with the university background. It is addressed mainly at actors in corporations, not-for-profit and public organizations, who’s task it is to organize, design and effectuate change while the daily business continues alongside. These actors may be leaders, managers, experts, consultants, project managers or employees.

CONTENTS:

CHAPTER 1: Relevance and Tradition of Organization Development CHAPTER 2: Basic Concepts of Systemic Organization Development CHAPTER 3: The Process Makes the Difference CHAPTER 4: Organizing Change: Phases and Roles in the Process of Change CHAPTER 5: Beneficial Attitudes in the Process of Change CHAPTER 6: Leading Through Change Epilogue References About the Author





Subject: Organization development systemic, Change management, Leadership

BIC Code: KJM

BISAC Codes: BUS085000 BUS103000 BUS071000



Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach United States History Edited by Scott L. Roberts, Central Michigan University and Charles J. Elfer, Clayton State University

Teaching and learning through Hollywood, or commercial, film productions is anything but a new approach and has been something of a mainstay in the classroom for nearly a century. Purposeful and effective instruction through film, however, is not problem-free and there are many challenges that accompany classroom applications of Hollywood motion pictures. In response to the problems and possibilities associated with teaching through film, we have collaboratively developed a collection of

practical, classroom-ready lesson ideas that might bridge gaps between theory and practice and assist teachers endeavoring to make effective use of film in their classrooms. We believe that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness.

The College, Career, and Civic Life (C3) framework, represents a renewed and formalized emphasis on the perennial social studies goals of deep thinking, reading and writing. We believe that as teachers endeavor to digest and implement the platform in schools and classrooms across the country, the desire for access to structured strategies that lead to more active and rigorous investigation in the social studies classroom will grow increasingly acute. Our hope is that this edited book might play a small role in the larger project of supporting practitioners, specifically K-16 teachers of United States history, by offering a collection of classroom-ready tools based on the Hollywood or History? strategy and designed to foster historical inquiry through the careful use of historically themed motion pictures. The book consists of K-5 and 6-12 lesson plans addressing each the following historical eras (Adapted from: UCLA, National Center for History in Schools).

CONTENTS: Problems and Possibilities of Teaching with Film. PART I: BEGINNINGS TO 1620. Debunking Myths in U.S. History: Will the Real Story of Pocahontas Please Rise? Nancy Sardone. The New World, Gender Roles, and Issues of Point-of-View, Anne Perry. PART II: COLONIZATION AND SETTLEMENT. Pocahontas Saves John Smith, Kristen Wobler. Myth Busters: The Salem Witch Trials, Brianna Scatorchia and Nancy Sardone. PART III: REVOLUTION AND THE NEW NATION. The Various Roles of African Americans in the American Revolution, Paul J. Yoder, Katrina Yoder, and Aaron P. Johnson. Contributions of African Americans During the Revolutionary War, Ryan Warriner. PART IV: EXPANSION AND REFORM. John Henry vs. the Machine, Kristal Curry. Twelve Years a Slave: Using Film to Explore Freedom and (In)Humanity, Gregory and Amy Samuels. PART V: THE CIVIL WAR AND RECONSTRUCTION. Did He Really Create the Great Lakes? Tall Tales and Their Place in History, Megan Cullen. Portrayals of American Slavery in Film: A Study of Gone With the Wind, Roots, and Unchained Memories, Dennis Urban. PART VI: THE DEVELOPMENT OF THE INDUSTRIAL UNITED STATES. Women and the Wild, Wild West, James Nunez. The Ox Bow Incident: A Historiographical Lesson in Vigilantism and Due Process, Michael Lovorn. PART VII: THE EMERGENCE OF THE MODERN ERA. Suffragettes Parade for the Vote, Michele Celani and Elizabeth Blackmon. The Iron Jawed Angels and the Fight for Women’s Suffrage, Wendy Rouse. PART VIII: THE GREAT DEPRESSION AND WORLD WAR II. The Economic and Social Effects of the Dust Bowl, Rebecca Bidwell. “The Greater Good”: Using Flags of Our Fathers for Critical Thinking and Historical Inquiry, Mark Percy. PART IX: POST WAR UNITED STATES. Rosa’s Refusal: Serendipity or Sustained

Activism? Eric Groce, Theresa Redmond, and Robin Groce. Chicano Power and Youth Resistance: Walking Out for Civil Rights, Tim Monreal. . PART X: POST WAR UNITED STATES. Amish Neighbors, Ronald Morris. Exploring The Lives of Others in the Social Studies Classroom: Where Dissent and Technology Intersect in Contemporary America, Rory P. Tannebaum. Little Round Top, Scott L. Roberts, Charles J. Elfer, and Brian Fahey. Using Film to Analyze the “Seen and Unseen” of the Leo Frank Case, Scott L. Roberts and Charles J. Elfer. Bootleggers, Borders, and the Untouchables, Charles J. Elfer and Scott L. Roberts. About the Contributors.



Paperback: 45.99 Hardcover: $85.99


Subject: C3 Framework, Historical Inquiry, Hollywood Films, Social Studies Education

BIC Code: HBT

BISAC Codes: HIS054000 HIS035000 LIT025010





Subject: Rural turnaround, Aspiring leadership development, Educational leadership partnership development, Rural school leadership

BIC Code: JNKC



Rural Turnaround Leadership Development: The Power of Partnerships Editor: Ellen H. Reames, Auburn University

A volume in Dimensions of Leadership and Institutional Success Series Editor: Ellen H. Reames, Auburn University

Rural Turnaround Leadership Development: The Power of Partnerships focuses on a three- year rural turnaround leadership project sponsored by the U.S. Department of Education. The project was designed to foster the development of a cohort of aspiring school leaders in rural high poverty/low performing K-12 school districts. The Alabama Project was selected by the U.S. Department of Education, in part, because it was the only submission which

emphasized partnership between higher education institutions, school districts and the Alabama State Department of Education (ALSDE). Facets of the book include a treatment of the structures and processes each university created to develop their unique program, the distinctive turnaround curriculum used at each university, the role of mentoring in developing aspiring rural school leaders and the internship experiences and practices which supported aspiring leader development. One of the most powerful changes witnessed during the project was the development of aspiring leaders by the major and ancillary partners. The cross-connections between K-12 districts, the ALSDE, and the three university educational leadership programs was a multifaceted and multi-layered collaborative approach. The partnerships not only strengthened within each master’s program, but across agencies as a result of this project. The book will describe the value of partnership and leadership development through the eyes of the major contributors. The contributors or authors of the book will include the Alabama State Department of Education, the three educational leadership higher

education institutions i.e. Auburn University, University of Alabama and Samford University, partner school district representatives and graduates of the program.

CONTENTS: Alabama’s Rural Turnaround: Growing Partnerships for School Success, Ellen H. Reames. Powerful Partnerships: The Alabama State Department of Education’s Role in the Rural Turnaround Leadership Pipeline, Karen Anderson & Christine Spear. Alabama: Successful Rural School Context and Turnaround, William A. Bergeron, Ellen H. Reames, & Francis K. Kochan. Designing the UA PACT Program: Letting the Research Guide Us, Brenda Mendiola & Jingping Sun. Preparing Bold, Visionary Leaders for School Turnaround, Brenda Mendiola & Jingping Sun. Evaluating the UA PACT Mentoring Program: Lessons Learned, Brenda Mendiola & Sijia Zhang. Providing Opportunities for Real-World Learning, Jingping Sun & Sijia Zhang. History and Development of the Samford Program, F. Jane Cobia. Engaging Stakeholders in Curriculum Development, F. Jane Cobia. Mentoring as a Bridge to Practice, F. Jane Cobia. Partnering for Customized Field Experiences, F. Jane Cobia & Julia Hannah. Partnership: The Heart of Leadership Preparation, Ellen H. Reames & Susan Slear. AU PACT Turnaround Curriculum, Brittany M. Larkin, Susan E. Slear, & Lisa A.W. Kensler. Building Capacity for Turnaround School Leadership through Intentional Mentoring, Linda J. Searby & Brittany Duncan. The Leading-Edge Model: Transformational Mentors Guiding Aspiring Leader Interns”, Diane T. Murphy & Deborah F. Quattlebaum. PACT Evaluation, Design, and Project Outcomes, Terry Cash.

More titles in this series can be found at: http://www.infoagepub.com/series/Dimensions-of-Leadership-and-Institutional-Success


http://www.infoagepub.com/series/Dimensions-of-Leadership-and-Institutional-Success




Trim Size: 6.14 x 9.21 Page Count: 322

Subject: Service-learning, Teacher education, Efficacy beliefs, Social justice

BIC Code: JNMT BISAC Codes: EDU029040 EDU029000 EDU021000


Educating Teachers and Tomorrow’s Students through Service-Learning Pedagogy

Editors: Virginia M. Jagla, National Louis University and Kathleen C. Tice, University of Texas at Arlington

A volume in Advances in Service-Learning Research Series Editor: Virginia M. Jagla, National Louis University

Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that

focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates’ future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction. It is through research that digs deep into these nuanced issues that we can learn more about the different characteristics of the experience that define service-learning and guide implementation.

The preface provides an interview with Andy Furco, an early advocate of service-learning and noted leader who has fostered service- learning in K-12 and higher education throughout the United States and across the globe. Andy Furco’s commentary offers an historical

overview of the field as well as how the field can advance, providing insights for those new to the field as well as those who have engaged in service-learning. The preface and thirteen chapters together provide empirical and conceptual support for including service-learning. Concurrently, this scholarship provides guidance for implementing service-learning in teacher preparation and in K-12 education. Interrelated themes include self efficacy, connections with communities, diversity, and program development in teacher education.

CONTENTS: Preface: A Visit With . . . Andy Furco. Acknowledgments. PART I: CONCEPTUAL PERSPECTIVES. Imagining a Better World: Service-Learning as Benefit to Teacher Education, Virginia M. Jagla, Antonina Lukenchuk, and Todd A. Price. Can We Develop a Professional Ethic of Service in Education? Reese H. Todd. PART II: EFFECTIVE TEACHER PREPARATION PROGRAM DESIGN AND DEVELOPMENT. Developing Service-Learners Into Service-Leaders, Susan A. Colby, Ann-Marie Clark, and James Allen Bryant, Jr. Service-Learning With Young Students: Validating the Introduction of Service -Learning in Pre-Service Teacher Education, Nancy McBride Arrington. Changes in Students’ Social Justice and Racial Attitudes in an Undergraduate Child Psychology Service-Learning Course, L. Mickey Fenzel and Rebecca J. Dean. PART III: PROMOTING SELF EFFICACY IN PRESERVICE TEACHERS. Towards Understanding When Service-Learning Fosters Efficacy Beliefs of Preservice Teachers, Kathleen C. Tice and Larry P. Nelson. The Impact of Service-Learning on Teacher Candidates’ Self-Efficacy in Teaching STEM Content to Diverse Learners, Eunmi Yang, Karen L. Anderson, and Briana Burke. PART IV: THE IMPORTANCE OF COMMUNITY CONNECTIONS. Teacher Education Redefined: Contextual Cognizance and the Potential for Community Impact, Eva Zygmunt-Fillwalk, Patricia Clark, Jon Clausen, and Wilfridah Mucherah. Preparing Preservice Teachers Through Service-Learning: Collaborating With

Community for Children and Youth of Immigrant Backgrounds, Darren E. Lund, Bronwyn Bragg, Erin Kaipainen, and Lianne Lee. ”I Will Be a Better Teacher Because of This CBL”: Learning to Teach Through Community-Based Learning, Karen M. Gourd. PART V: INTERCULTURAL INSIGHTS. Challenges and Rewards Associated With Service-Learning in International Contexts: Pre-Service Teacher Outcomes, Kari Knutson Miller and Amber M. Gonzalez. Impacting Preservice Teachers’ Sociocultural Awareness, Content Knowledge, and Understanding of Teaching ELLs Through Service- Learning, Mary C. Hutchinson. Increasing Preservice Teachers’ Intercultural Awareness Through Service-Learning, Merilyn C. Buchanan, Manuel G. Correia, and Robert E. Bleicher. Concluding Remarks.

More titles in this series can be found at: http://www.infoagepub.com/series/Advances-in-Service-Learning-Research


http://www.infoagepub.com/series/Advances-in-Service-Learning-Research



Boost: The Science of Recharging Yourself in an Age of Unrelenting Demands

By: Jamie Gruman, University of Guelph and Deirdre Healey, University of Guelph

This is a book about recovery. Not recovery from drugs, alcohol, or surgery, but recovery from the numerous and relentless demands we face in handling our everyday obligations. These demands take a toll on us. Regardless of whether they come from paid employment, caring for young children, looking after elderly parents, or trying to get through graduate school, our daily obligations weigh heavily on us. They deplete our energy. They drain us of motivation. They leave us feeling weary and exhausted. If you tend to feel worn out and want to know how to replenish yourself, this book is for you.

We should be able to recover from our daily obligations during our downtime. But many of us don’t. In this book we will

explain why downtime is inadequate for helping us recharge our batteries, and present you with an effective alternative. Recent scientific developments from around the globe have shed light on the processes that reverse the draining effects of our obligations and help us successfully recover in our leisure time. Not only that, research also reveals that when effective recovery occurs it not only recharges our batteries, but makes us feel happier, makes us healthier, and makes us better at handling the demands that drained us in the first place. We call this boosting to reflect the multi-pronged benefits of successful recovery. In this book we draw on the most cutting-edge science to explain how to transform our ineffective downtime into valuable uptime. Uptime is the time away from our obligations that successfully satisfies the factors that lead us to feel replenished, recharged, recovered, and gives us a boost.

CONTENTS: Foreword, Shawn Achor. Preface. Acknowledgments. CHAPTER I: ReNU: The Missing R in “R&R”. CHAPTER II: How to Reap the Boosting Benefits of Nature. CHAPTER III: Cutting the Virtual Cord. CHAPTER IV: Quality Time With the Sandman: Boost With Smart Sleeping Practices. CHAPTER V: Volunteering: How Unpaid Work Pays Off. CHAPTER VI: Meditation, Mindfulness, and More: Five Minutes to a Better Life. CHAPTER VII: Family and Friends: Building Bonds That Boost. CHAPTER VIII: Exercise: How Movement Makes You Feel Marvelous. CHAPTER IX: Hobbies: Recover by Following Your Passion. CHAPTER X: Vacations Done Right. Epilogue. About the Authors.

Praise for Boost:

“This book is bound to change your life! Writing in an informative, and highly engaging style, Gruman and Healey bring to light a revolutionary new way of dealing with the intensity of everyday obligations. This is by far one of the most comprehensive integrations of modern science and seasoned wisdom in positive psychology. I highly recommend this book.”

Mirella De Civita, PhD President of Papillon MDC,

Founder of Grand Heron International author of The Courage to Fall into Life

““Boost” does just that! It gives you a lift! This book provides practical and encouraging examples of how to re-energize in the midst of our challenged and time pressured lives. An enjoyable and extremely beneficial read.”

Chris Kotsopoulos CEO, Children’s Wish Foundation of Canada

"Do you want to know how to recharge? Boost is a must read for you. This fantastic book helps those of us wanting to understand the impact of replenishing ourselves on enhancing our connections, productivity, and happiness, and provides strategies to seriously improve the quality of our lives."

Lola Bendana Director, Multi-Languages Corporation

“In the age of doing more with less, what every busy working person needs most is proven, practical strategies for staying productive and focused. This book delivers. After all I’ve read and heard about the energy crisis in today’s workplace, Boost told me a lot I didn’t know—and will apply, starting now.”

Rona Maynard Former Editor of Chatelaine

Author of My Mother’s Daughter

“In today’s world of smartphones, tablets, and relentless connectivity, it is almost impossible to find a reprieve from the stresses of our day to day lives. Gruman and Healey provide clear, well articulated, evidence-based guidance in their expertly written book. Boost is an essential read for anyone looking to live life to the fullest.”

Marie-Helene Budworth, PhD

Associate Professor, School of Human Resource Management, York University

IAP– Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271

Phone: 704-752-9125 Fax: 704-752-9113 www.infoagepub.com




Subject: Recovery, leisure, boost, uptime, health, performance

BIC Code: W

BISAC Codes: HEA010000 SEL024000 HEA038000


information age publishing, inc. may 2018 advanced book

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