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Gender,Media,andOrganization:ChallengingMis(s)RepresentationsofWomenLeadersandManagersIdentityIntersectionalities,Mentoring,andWork‐Life(Im)Balance:Educators(Re)NegotiatethePersonal,Professional,andPoliticalTheChangingLandscapeofYouthWork:TheoryandPracticeforanEvolvingFieldUnderstandingtheWorldLanguageedTPA:Research‐BasedPolicyandPracticeCrossoverPedagogy:ARationaleForANewTeachingPartnershipBetweenFacultyAndStudentAffairsLeadersOnCollegeCampusesHandbookonPersonalizedLearningforStates,Districts,andSchoolsPointofDeparture:ReturningtoaMoreAuthenticWorldviewforEducationandSurvivalEvaluatingSecondLanguageCoursesJournalofCharacterEducationVolume11,Issue2TheoryandPracticeofAdultandHigherEducationAmericanEducationalHistoryJournalVolume43

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Gender,Media,andOrganization:ChallengingMis(s)RepresentationsofWomenLeadersandManagersEditedBy:CaroleElliott,UniversityofRoehamptonValerieStead,LancasterUniversitySharonMavin,UniversityofRoehamptonandJannineWilliams,UniversityofBradfordAvolumeinWomenandLeadership:Research,Theory,andPracticeSeriesEditors:SusanR.Madsen,FaithWamburaNgunjiri,andKarenA.Longman

Gender,Media,andOrganization:ChallengingMis(s)RepresentationsofWomenLeadersandManagersis the fourth volume in the Women and Leadership: Research,Theory,andPracticeseries.Thiscross‐disciplinaryseriesfromtheInternationalLeadershipAssociationdrawsfromcurrentresearchfindings,developmentpractices,pedagogy,andlivedexperiencetodeliverprovocativethinkingthatenhancesleadershipknowledgeandimprovesleadershipdevelopmentofwomenaroundtheworld.Thisvolumeaddressesthelackofcriticalattentioninleadershipresearchtohowwomenleadersandprofessionalsarerepresentedinthemedia.ThevolumeactsasacompanionpiecetoaSeminarSeries,fundedbytheUK’sEconomicandSocialSciencesResearchCouncil(ESRC),toaddressthisgapintheresearch.Thelackofresearchinterrogationofgenderedmediarepresentationsofwomenleadersandprofessionalsisasurprisingomissiongiventhewealthofevidencefromstakeholdersoutsideacademia revealing that women, and women leaders, continue to be underrepresented across all forms of media outlet. This volume contributes to social change,equality, and economic performanceby raising consciousness aboutwomen’s lack of representation in themedia and challenges genderedmis(s)representations ofwomenprofessionalsandleadersinthemediathroughthepresentationofarangeofempiricalinvestigationsandmethodologicalapproaches.Thevolumecontributorsuse various theories and conceptualizations toproblematize and analyzewomen’s limited representation in themedia, and the gendered representationsofwomenprofessionalsandleaders.

Together,thevolume’s14chaptersreflectthebeginningofarich,diverse,emergentstrandofacademicresearchthatinterrogatesrelationshipsbetweenthemediainitsmultipleformsandwomen’sleadership.Illuminatingthepositioning of women leaders and professionals as both complex and problematic, these chapters offer animportantagendaformanagementandorganizationscholars.Theyattesttotheneedtodescribeandmakevisiblewomen’smis(s)representationsinthemediawhiledrawingattentiontotheimportanceofsituatingthesemis(s)representationsinthebroadersocial,economic,historical,cultural,andpoliticalcontextasameanstogaininsightintotheirdevelopmentandevolution.Asarichanddiversesiteofresearch,examinationofthemediacallsforabroad methodological repertoire. The chapters in this book draw from multiple sources and include, amongothers, thedevelopment of thematic analysis to illuminate stereotypes, the use of critical discourse analysis tounderstand professional women’s experience, a rhetorical analysis of the covers of Time magazine, and aninterrogationofthepowerdynamicsmanifestedinthemedia’spracticeofnicknamingwomenleaders.Gender,Media,andOrganization is a first step in stimulating further research that poses critical questionsconcerninggenderedandsexualizedrepresentationsofwomenleadersintextualandvisualforms,andconsidersthemedia’sinfluenceongenderequalityandsocialjustice.Thechaptersofferfruitfulavenuesforfutureresearchtocontinuethemomentumofchallenginggenderedmediarepresentationsofwomenleadersandprofessionals.CONTENTS: Introduction,CaroleElliott,ValerieStead,SharonMavin,andJannineWilliams.PARTI:WOMENEXECUTIVES.IsSheReallyIntoIt?TheMediaasMisleading in itsPortrayalsofFemaleExecutives’Work–Family(Im)Balance,MauraJ.Mills,LeanneM.Tortez,andMariaE.Gallego‐Pace.Who’s ThatGirl?The (Mis)Representationof FemaleCorporate Leadersin Time, SandraL.FrenchandLisaBakerWebster. A Fairytale Career: Media Representations of Australia’s First FemaleBankingCEO,HelenaLiu.PullingaChairUpto theTable:ACriticalAnalysisof the“LeanIn”Self‐HelpMovementandItsImplicationsforIndividualWomenandWomen’sEqualityatWork,JudithA.ClairandCaelaMcCann.“There’sNeverBeenaBetter Time to Be a Woman”: The Discursive Effects of Women on Boards’ Research Reports, ScarlettE.BrownandElisabethK.Kelan.PARTII:WOMENPROFESSIONALSANDLEADERS.DressandtheFemaleProfessional:ACaseStudyofWorkingWoman,AnnRippin,HarrietShortt,andSamanthaWarren. In the Name of the Other: Nicknaming and GenderedMisrepresentation/s of Women Leaders, AlisonPullenandLucyTaksa. Caveman Meritocracy: Misrepresenting WomenManagersOnline, JanneTienariandPasiAhonen.WynneSome,LoseSome:An IntersectionalApproachtoMediaPrejudice

Against Canadian Women Politicians, RitaA.Gardiner. PART III:WOMEN IN FILMANDTELEVISION. The “Gogglebox” and Gender: An Interdiscursive Analysis of TelevisionRepresentations and Professional Femininities, HelenRodgers,LizYeomans,andSallyannHalliday. Mediating the Future: Women Political Leaders in Science Fiction Television,KimberlyYost. TheRunway‐ReadyRingleaderandOtherMediaMyths:AnAnalysis ofCommonTelevisionandFilmStereotypesofWomenLeaders,ShanaMatamalaandStephanieAbrahim. Working in ShondaLand: Representations of African AmericanWomen in Leadership, CarrieWilson‐BrownandSamanthaSzczur. The Margin as a Space of Resistance:TransformingGenderedLeadershipThroughPopularFilm,AlexiaPanayiotou.AbouttheEditors.AbouttheContributors.

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Women‐and‐Leadership

PublicationDate:2016

ISBNs:Paperback:9781681235325Hardcover:9781681235332E‐Book:9781681235349

Paperback:$45.99Hardcover:$85.99

TrimSize:6.125X9.25

PageCount:276

Subject:Women,Leadership,Media,Management

BICCode:JFSJ1

BISACCodes:SOC028000SOC032000BUS071000

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IdentityIntersectionalities,Mentoring,andWork–Life(Im)Balance:Educators(Re)NegotiatethePersonal,Professional,andPolitical

Editors:KatherineCumingsMansfield,VirginiaCommonwealthUniversity,AnjaléD.Welton,UniversityofIllinoisatUrbana‐ChampaignandPei‐LingLee,TheUniversityofTexasatAustinAvolumeinWork‐LifeBalanceSeriesEditors:JoanneM.Marshall,IowaStateUniversity,JeffreyS.Brooks,MonashUniversity,Australia,BonnieC.Fusarelli,NorthCarolinaStateUniversity,CatherineA.Lugg,RutgersUniversity,LatishC.Reed,MilwaukeePublicSchools,andGeorgeTheoharis,SyracuseUniversity

Identitymatters.Whowe are in terms of our intersecting identities such as gender, race, social class, (dis)ability, geography, and religion areintegral towhoweareandhowwenavigateworkandlife.Unfortunately,manypeoplehaveyettograspthisunderstandingand,asaresult, somany of our work spaces lack appropriate responses to what this means. Therefore, IdentityIntersectionalities,Mentoring,andWork‐life(Im)balance:Educators(Re)negotiatethePersonal,Professional,andPolitical, the most recent installment of the work‐life balance series, uses anintersectionalperspectivetocriticallyexaminetheconceptofwork‐lifebalance.Inaneffort tobuildonthe firstbook in theseries, that focusedonprofessors ineducational leadershippreparationprograms, theauthorshererepresenteducatorsacrosstheP‐20pipeline(primaryandsecondaryschoolsinadditiontohighereducation).Thisbookisalsouniqueinthatitincludes the voices of practitioners, students, and academics from a variety of related disciplineswithin the education profession, enabling theeditorstoincludeadiversegroupofeducatorswhosemanyvoicesspeaktowork‐lifebalanceinuniqueandverypersonalways.

Contributing authors challenge whether the concept of work‐life balance might be conceived as aprivileged–andevenanimpractical‐endeavor.Yet,thebottomlineis,conceptionsofwork‐lifebalanceareexceptionallycomplexandvarywidelydependingonone’smanyrolesandintersectingidentities.Moreover, thisbookconsidershowmentoring is important tonegotiating thepolitics thatcomewithbalancing work and life; especially, if those intersecting identities are frequently associated withunsolicitedstereotypesthatimpedeuponone’sacademic,professionalandpersonalpursuitsinlife.Finally, the editors argue that the power to authentically “be ourselves” is not only important toindividual success, but also beneficial to fostering an institutional culture and climate that is trulysupportiveofandresponsivetodiversity,equity,andjustice.Takentogether,thevoicesinthisbookarea clarioncall forP‐12andhigher educationprofessionalsandorganizations toenvisionhow identityintersectionalities might become an every‐day understanding, a normalized appreciation, and acustomarycommitmentthattranslatesintopolicyandpractice.CONTENTS: Forward,WhitneyShermanNewcomb.Introduction: Why a Book on Identity Intersectionalities, Mentoring, andWork–Life (Im)Balance? Katherine Cumings Mansfield, Anjalé D. Welton, and Pei‐Ling Lee. Transgressing Boundaries orRemapping Terrain?:Where Culture, Disability,Work, and Home Inhabit the Same Space, JessicaMontalvo,ClaudiaNogueira,andWilliamR.Black.A Tale of Two Professors: Navigating Work–Life Balance in a Dual Academic Career Household, ErinAtwoodandBrianFortney.Conflicting Identities, Work–Life Challenges, and Stereotype Threat Among Divorced CatholicFeminist Mothers, RobinArnspergerSelzer.Work–Life Balance From an African‐Centered Perspective, JohnOliverandMicheleOliver.The Cool Kids, KatherineCumingsMansfieldandQuentinAlexander. “If Not at University, Then Where?”: TowardIntentionallyWelcomingaWoman‐Mother‐Scholar,AmandaU.Potterton.LivingontheHyphen:IntersectionalIdentitiesandtheEternal Quest for Integrated Lives and Careers, RichardJ.Reddick,LauraStruve,AshleyJones,andDoradoM.Kinney.Disabilityand the Privileges of the Professorship, CatherineLugg.Glass Ceilings in a House of Cards, TammyHanna.Keeping on theAcademicTracks:PromotingWellnessintheFaceofPotentialDerailment,JanetA.CarterandMariaD.Avalos.“WhyDoINeedto

Learn to ‘Cope?’”:HowRacialStressBecomesaWoman‐of‐ColorProblemRatherThanan InstitutionalOne,AnjaléD.Welton.Highlighting theBrightSide:PioneerArabWomen inIsraeliHigherEducation,KhalidArarandMervatAzam.AnAutoethnographicExplorationofanAfricanAmericanMaleProfessorwhoStutters,AntonioEllis.“ShouldIStayorShouldIGo?”: Women Doctoral Students Make Sense of Their Lived Experiences, ShainaRiserBroussard.Asian Foreign‐Born Women Scholars Experience A Triple Threat to Work–LifeBalance, Pei‐LingLeeandGloriaCisnerosLenoir.“Check All That Apply”: Identity, Choice, and Balance, LaRonScott.Interrogating Work–Life Balance Discourses: An AlternativeExplanationforBlack,African,Female, InternationalStudents intheUnitedStates,YeukaiAngelaMlambo.TowardsaMoreSustainableApproachtoSocialJusticeEducation,RachelMoyer.AModel forMentoringNewFacultyMembers:OneCollege’sApproach, JonE.Pedersen,GinaM.Kunz,MarjorieKostelnik,andBethDoll.WomenSeniorStudentAffairsOfficersatFour‐YearPublicInstitutions:Work–LifeIntegrationandMentorship,YettieveA.Marquez‐Santana.PrimingthePipeline:MeetingtheNeedforMentoringofBlackFemalesinHigherEducation,SandraHarrisandLaKerriMack.IntersectionalitiesofAdvisorsandAdvisees:ADialogicParsingofPoliticsandProcessesforMid‐CareerDoctoralStudents,AltheiaLesleyRichardsonandJaneClarkLindle.Conclusion: IntersectionalityasPractice:EmbracingAllofWhoWeAre inWorkandLife,AnjaléD.Welton,KatherineCumingsMansfield,andPei‐LingLee.AbouttheEditors.AbouttheContributors.Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Work‐Life‐Balance




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Subject:EducationalLeadership,CulturalStudies,EducationalPolicyBICCode:JFSBISACCodes:EDU040000SOC028000SOC002010


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TheChangingLandscapeofYouthWork:TheoryandPracticeforanEvolvingField

Editors:KristenM.Pozzoboni,SanFranciscoStateUniversityandBenKirshner,UniversityofColoradoBoulderAvolumeinAdolescenceandEducationSeriesEditor:BenKirshner,UniversityofColoradoBoulderThe purpose of this book is to compile and publicize the best current thinking about training and professionaldevelopment for youthworkers. Schoolageyouth spend farmoreof their timeoutsideof school than insideofschool. The United States boasts a rich and vibrant ecosystem of Out‐of‐School Time programs and funders,rangingfromgrassrootsneighborhoodcenterstonationalBoysandGirlsClubs.Theresearchcommunity,too,hasproduced some scientific consensus aboutdefining featuresofhighquality youthdevelopment settings and the

importanceofafter‐schoolandinformalprogramsforyouth.Butweknowfarlessaboutthepeoplewhoprovidesupport,guidance,andmentoringtoyouthinthesesettings.Whatdoyouthworkersdo?Whatkindsoftraining,certification,andjobsecuritydotheyhave?UnlikeK‐12classroomteaching,aprofessionwithlongstanding–ifcontested–legitimacyandrecognition,“youthwork”doesnotcallforthfamiliarimageryorculturalnarratives.Asksomeonewhatayouthworkerdoesandtheyare justas likelytothinkyouaretalkingaboutayoungpersonworkingatherfirstjobastheyaretothinkyoumeanayoungadultwhoworkswithyouth.Thisabsenceofsharedarchetypesormentalmodelsismatchedbyashortageofpoliciesorprofessionalassociationsthatclearlydefineyouthworkandassumeresponsibilityfortrainingandpreparation.Thisisaproblembecausethefunctionsperformedbyyouthworkersoutsideofschoolarecriticalforpositiveyouthdevelopment,especiallyinourcurrentcontextgovernedbywideningincomeinequality.TheUShasseenadeclineinsocialmobilityandanincreaseinincomeinequalityandracialsegregation.Thisplaces a greater premiumon the roleofOSTprograms in supporting access andequity to learningopportunities for children,particularlyforthosegrowingupinneighborhoodsofconcentratedpoverty.

Fortunately, in thepastdecadetherehasbeenanemergenceofresearchandpolicyargumentsabouttheimportanceofnaming,defining,andattendingtotheprofessionofyouthwork.Areportreleasedin2013 by the DC Children and Youth Investment Corporation suggests employment opportunities foryouthworkers are growing faster than the national average; and as theworkforce increases, sowilleffortstoprofessionalizeitthroughspecializedtrainingandcredentials.Ourpurposeinthisvolumeistobuildonthatmomentumbybringingtogetherthebestscholarshipandpolicyideas–comingfrominandoutsideofhighereducation–aboutconceptionsofyouthworkandoptimal typesofpreparationandprofessionaldevelopment.CONTENTS:Introduction:TheChangingLandscapeofYouthWork:TheoryandPracticeforanEvolvingField, KristenM.PozzoboniandBenKirshner.SECTION I: CONCEPTIONS OF YOUTH WORK ANDYOUTHWORKERS.Voluntary Association, Youth Voice, and Collective Action: YouthWork in PlacesWhere There Are No (Professional) Youth Workers, CaroleMacNeil,StevenEricKrauss,andShepherdZeldin.Credentialing forYouthWork:ExpandingOurThinking,ElizabethStarrandEllenGannett.YouthWorker Professional Development: Moving from Practicing the Symbolic to Working Substantively,MichaelL.BaizermanandRossVeLureRoholt. SECTION II: HOW SHOULD YOUTH WORKERS BEPREPARED? Not Anyone Can Do This Work: Preparing Youth Workers in a Graduate School ofEducation, GretchenBrion‐Meisels,MandySavitz‐Romer,andDeepaVasudevan. Building Pathways fromResearch toPractice:PreparingYouthDevelopmentProfessionals throughaBlendedOnlineMaster’sDegree Program, BarryA.Garst,EdmondP.Bowers,WilliamQuinn,andRyan J.Gagnon.Becoming aYouth Worker in a University‐Based Community of Practice, LaurieRoss. Honoring and SupportingYouth Work Intellectuals,MichaelHeathfieldandDanaFusco. Professional Learning Communities: AnAlternative to the One‐StopWorkshop, FemiVance,EmilySalvaterra,JocelynAtkinsMichelsen,andCoreyNewhouse. Compelling Models of Youth Worker Recruitment and Preparation, MarandaWardand

JeanneDairaghi. SECTION III:WHATSHOULDYOUTHWORKERSKNOW?Re‐Envisioning Youth Work Education for Mental Health Care andSuicide Intervention, PattiRanahanandJenniferWhite. Rethinking Evaluation Capacity in Youth Development Programs: A New Approach forEngaging Youth Workers in Program Evaluation,MaryE.Arnold,MelissaCater,andMarcT.Braverman. Ethical Dilemmas Experienced By YouthWorkers: Implications for Practice and Professional Development, KathrinWalkerandTamaraGingerWeiss. Youth Work for Social Change:PreparingIndividualstoWorkwithYouthinDiverseUrbanContexts,KristenAtkinson,EmiliaChico,andStaceyS.Horn.AbouttheEditors.AbouttheContributors

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Adolescence‐and‐Education




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PageCount:264

Subject:YouthWorkers,YouthDevelopment,CommunityOrganizationsBICCode:YXVBISACCodes:EDU036000EDU031000EDU056000


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UnderstandingtheWorldLanguageedTPA:Research‐BasedPolicyandPractice

By:SusanA.Hildebrandt,IllinoisStateUniversityandPeteSwanson,GeorgiaStateUniversityAvolumeinContemporaryLanguageEducationSeriesEditor:TerryOsborn,UniversityofSouthFloridaSarasota‐Manatee

In UnderstandingtheWorldLanguageedTPA:Research‐BasedPolicyandPractice, two researchers inthe forefront of world language edTPA discuss the new beginning teacher portfolio, including itsrequiredelements, federalandstatepoliciesconcerningteacherevaluation,andresearchfromtheirown programs. Higher education faculty members and language teacher preparation programcoordinators who would like to better understand edTPA requirements and gain suggestions for

necessaryprogrammaticchangeswillfindthisbookofinterest.

The book is composed of eight chapters. The authors begin by describing edTPA and how it became a national trend to assessbeginning teacherability. InChapter2, theauthorspresent ideasaboutcurricularchanges thatmayneed tooccur in traditionalworld language teacher education programs, aswell as suggestions to assist teacher candidates as they begin to develop theirportfolios.Afterward,theauthorsdiscussthecontextforlearning(Chapter3)andtheybeginwithassessment,movingtoplanning,andthentoinstruction(Chapters4,5,6).Ineachchapter,theauthorsdiscusstheworksamplethatteachercandidatesmustcreate,ananalysisofahigh‐scoringportfolio,andstepstostimulateteachercandidates’professionalthinking.InChapter7,theauthorspresent activities for the methods classroom. In the final chapter, the authors provide a critical analysis of edTPA, ingeneral,andtheworldlanguageedTPA,inparticular.

Understanding the World Language edTPA: Research‐Based Policy and Practice providesreaderswith amuch‐neededguide to inducting teacher candidates into thenewportfoliorequirements,whilehelpinghighereducation facultymakeappropriatecurricularchangestoaccommodateedTPA.

CONTENTS:PrefaceAcknowledgmentsCHAPTERI:WhatisedTPA?CHAPTERII:GettingStartedWithProgramandCourseSuggestionsCHAPTERIII:ContextforLearningCHAPTERIV:BeginningattheEnd:AssessingStudentLearningCHAPTERV:PlanningforTeachingandLearningCHAPTERVI:InstructingandEngagingStudentsinLearningCHAPTERVII:ActivitiesfortheMethodsClassroomCHAPTERVIII:ConcludingThoughtsReferencesAppendixesAbouttheAuthors

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Contemporary‐Language‐Education




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PageCount:229

Subject:TeacherEducation,Performance,EducationPolicyBICCode:CJBBISACCodes:EDU000000EDU015000EDU018000


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CrossoverPedagogy:ARationaleforaNewTeachingPartnershipBetweenFacultyandStudentAffairsLeadersonCollegeCampuses

By:RobertJ.Nash,UniversityofVermontJenniferJ.J.Jang,ChamplainCollegeandPatriciaC.Nguyen,UniversityofCalifornia,LosAngeles

Asauthors,weareconvinced that the timehas finally arrived inacademe foranextensive, experience‐based, first‐hand,seamlessexaminationofwhatwearecallingcrossoverpedagogy.Thereisnobook‐lengthexaminationoffaculty‐studentaffairsadministratorscollaborationintheacademicrealmanywhere.Nobodyhasyettoproduceacase‐based,hands‐on,book‐lengthtreatmentofhow(andwhy)facultyandstudentaffairsadministratorscanco‐teach,co‐author,and co‐consult with one another as co‐equal educators and campus leaders—with each group complementing theotherintermsoftheirspecialskills,knowledge,background,andexperiences.Withoutcomingtopracticaltermswiththecaseforcollaborationthattheaboveauthorsmake,thewhyrationaledevelopedinthesepublicationsonthetopicof faculty‐administrator collaboration (sometimes referred to as “blended” efforts) around the teaching‐learningventureislostinthelogisticsoftechnicalpolicyissuesandchallenges.

CONTENTS:SECTIONI:MAKINGTHECASEFORCROSSOVERPEDAGOGY,RobertJ.Nash.What Is Crossover Pedagogy?RobertJ.Nash.Why Is CrossoverPedagogy Important?RobertJ.Nash.Making Meaning: The Common Theme in Crossover Content.RobertJ.Nash.TheImportanceofaPersonalizedSyllabusinCo‐TeachingaCourseonMeaning‐Making,RobertJ.Nash.ACase for Enhancing Student Engagement: Crossing the Boundaries As PedagogicalPartners—NotAdversaries,RobertJ.Nash.SECTIONII:FROMTHEORYTOPRACTICEANDBACK AGAIN: ROBERT’S PEDAGOGICAL TAKEAWAYS FROM WORKING WITHCROSSOVER TEACHERS AND STUDENTS.RobertJ.Nash.Teachers’ and Students’ Voicesfrom the Classroom: Crossover Pedagogy in Action.RobertJ.Nash.A Follow‐Up Guide forCrossover Pedagogy Action: Robert’s Theoretical Take on Implications for Both Teachersand Learners, Robert J. Nash. SECTION III: PERSONAL REFLECTIONS ON THEIRCROSSOVEREXPERIENCESBYTWOTOP‐TIERHIGHEREDUCATIONADMINISTRATORS,Jennifer J. J. Jang andPatricia C.Nguyen.MyPersonalContributionstoCrossoverPedagogy:Co‐Teaching As an International Cosmopolite, Jennifer J. J. Jang.How Crossover PedagogyHasHelpedMeAsaScholar,Teacher,andAdministrator,JenniferJ.J.Jang.I A m a P r o u d Crossover EducatorRepresentingBoth Sides of theHouse,PatriciaChauNguyen.CrossoverPedagogyOut of Practical Necessity, PatriciaChauNguyen.CrossoverPedagogy: FutureChallenges for Student Affairs, PatriciaChauNguyen. SECTION IV: AN ALTERNATIVECROSSOVERPEDAGOGYAPPROACH:ADULTEDUCATIONVIAONLINETEACHING,Dr.MikaNash.CrossoverPedagogyandtheOnlineExperience,Dr.MikaNash.Bibliography

Thistitlecanbefoundat:http://www.infoagepub.com/products/Crossover‐Pedagogy




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PageCount:182

Subject:Education,StudentAffairs,CrossoverPedagogy

BICCode:4W

BISACCodes:EDU038000EDU050000EDU029000


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HandbookonPersonalizedLearningforStates,Districts,andSchools

Editors:MarilynMurphy,CenteronInnovationsinLearningSamRedding,CenteronInnovationsinLearningandJanetS.Twyman,CenteronInnovationsinLearningTherecentpassageoftheEveryStudentSucceedsAct(ESSA)presentsnewopportunitiesandgreaterflexibilityineffortstopersonalize learningforallchildren.TheHandbookonPersonalizedLearningforStates,Districts,andSchoolsprovidesinsightandguidanceonmaximizingthatnewflexibility.

ProducedbytheCenteronInnovationsinLearning(CIL),oneofsevennationalcontentcentersfundedbytheU.S.DepartmentofEducation, this volume suggests how teachers can enhancepersonalized learningby cultivating relationshipswith students andtheir families to better understand a child’s learning andmotivation. Personalized learning also encourages thedevelopment ofstudents’metacognitive,social,andemotionalcompetencies,therebyfosteringstudents’self‐directionintheirowneducation,oneaimedatmasteryofknowledgeandskillsandreadinessforcareerandcollege.Chaptersaddress topicsacross the landscapeofpersonalized learning, includingco‐designing instructionand learningpathwayswithstudents;variationinthetime,place,andpaceoflearning,includingflippedandblendedclassrooms;andusingtechnologytomanageandanalyzethelearningprocess.TheHandbook’schaptersincludeActionPrinciplestoguidestates,districts,andschoolsinpersonalizinglearning.

CONTENTS: Foreword, MarilynMurphy. SECTION I ‐ PERSONAL COMPETENCIES ASPROPELLANTS OF LEARNING: Competencies and Personalized Learning, SamRedding.Converging Qualities of Personal Competencies, T.V. JoeLayng.Proceed With Caution:MeasuringThat“SomethingOther”inStudents,AllisonCreanDavis.SECTIONII‐STUDENTSATTHECENTEROFPERSONALIZEDLEARNING:Co‐designing InstructionWithStudents,MelindaS.Sota.Flipped Learning as a Path to Personalization,MelindaS.Sota.EmpoweringStudents as Partners in Learning, KathleenDempsey, AndreaD.Beesley,TedraFazendeiroClark,andAnneTweed.Homeschooling: The Ultimate Personalized Environment,WilliamH.Jeynes.SECTION III ‐ TEACHING AND TECHNOLOGY IN SUPPORT OF PERSONALIZEDLEARNING:PersonalizingCurriculum:CurationandCreation,KarenL.Mahon.ChooseYourLevel: Using Games and Gamification to Create Personalized Instruction, KarlM.Kapp.Personalizing Learning Through Precision Measurement, JanetS.Twyman.Using LearningAnalytics in Personalized Learning, Ryan Baker. SECTION IV ‐ THE PERSONALIZEDLEARNINGCOMMUNITY:TEACHERS,STUDENTS,ANDFAMILIES:PreparingEducatorstoEngage Parents and Families, Erin McNamara Horvat. Relationships in PersonalizedLearning:Teacher, Student, andFamily,PatriciaA.Edwards.Teacher–StudentRelationshipsand Personalized Learning: Implications of Person and Contextual Variables, RonaldD.TaylorandAzebGebre.Personalizing Professional Development for Teachers, CatherineC.Schifter. SECTION V ‐ DESCRIPTIVE STUDIES OF SPECIFIC INSTRUCTIONALAPPLICATIONS: Using Universal Design for Learning to Personalize an Evidence‐BasedPractice for Students With Disabilities, SaraCothrenCook,KavitaRao,andBrianG.Cook.

Next‐Generation Teachers in Linguistically Diverse Classrooms, TamaraSniad.On Personalized Learning in the Context of theCommon Core Literacy Standards: A Sociocultural Perspective, FrancisJ.Sullivan,Jr.Social Studies and Personalized Learning:EmergingPromisingPracticesFromtheField,ChristineWoyshner.AbouttheAuthors.

Thistitlecanbefoundat:http://www.infoagepub.com/products/Handbook‐On‐Personalized‐Learning




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Subject:Education,PersonalizedLearning,Teaching,BICCode:YQXBISACCodes:EDU051000EDU029000EDU050000


NewBookInformation

PointofDeparture:ReturningtoaMoreAuthenticWorldviewforEducationandSurvival

By:FourArrows(akaDonaldTrent Jacobs),FieldingGraduateUniversityPointofDepartureoffersapracticalmetacognitiveandtransformationallearningstrategyforhumansurvivingandthriving. Using five foundational and interactive Indigenous worldview beliefs that contrast sharply with ourdominantworldviewones,everyonecanreclaimtheoriginalinstructionsforlivingonEarth.Withouttheresultingchange inconsciousness thatcanemerge fromthis learningapproach,nomodern technologiescansaveus.Thefive foundational Indigenous precepts relate to a radically different understanding about: (1) Trance‐basedlearning (2)CourageandFearlessness (3)CommunityOrientedSelf‐Authorship (4) SacredCommunications (5)NatureasUltimateTeacher

CONTENTS:AuthorsPreface.Introduction.CHAPTERI:Trance‐basedlearning.CHAPTERII:CourageandFearlessness.CHAPTERIII:Community

OrientedSelf‐Authorship.CHAPTERIV:SacredCommunication.CHAPTERV:NatureasAll. Appendix:UsingtheMedicineWheel:TwoPersonal

Stories

PraiseforPointofDeparture:

FourArrowsprovidesaquintessentialcritiqueofhowthecollectivehumandepartureofmodernsociety from“IndigenousConsciousness”has ledtothecurrentwholesaleexploitationanddestructionof“IndigenousNature”...whileprovidingtheimpetusfortheurgencyofareturntothe“IndigenousMind”asoneofthetruepathwaysforourfuturesurvival.

GregCajeteDirectorofNativeAmericanStudies

UniversityofNewMexicoAuthorofNativeScienceandLooktotheMountain

Recognizing the disastrous consequences of the dominantworldview pervading global society, Four Arrows teachesmetacognitivestrategies tohelpshiftusback toward the Indigenousworldview—theonlyworldview thatcanrestorebalance amidst planetary crisis.With his characteristic insight, he reminds us that interconnectedness with all ofcreationisthebasisofcouragethatwillhelpeachofus,Indigenousandnon‐Indigenousalike,risetoactionindefenseofMotherEarth.

WaziyatawinDakotaauthorandactivist

fromPezihutaziziK’apiMakoce(LandWhereTheyDigforYellowMedicine)insouthwesternMinnesota

Four Arrows continues to open our eyes to the possibility of a new society, one founded on the empirical data ofthousandsofyearsandwithintheparadigmsoftraditionalwisdomandthepeopleconnectedtoalloflife—theirs,ours,animalbrethrenandMotherEarth.PointofDepartureisaMUSTreadforanyonewhowantstobepartofthesolution.

RebeccaAdamsonFounder/PresidentFirstPeoplesWorldwide

AnyonewhoisevenslightlyIndigenouswillnodinrecognitionallthewaythroughPoint of Departure.Usingthefoursacred directions as cognitive bridges into the circle of all, Four Arrows walks the reader through trance‐based,

Transformative learning;courage, Indian‐style,asconnection‐not fear‐based;andthe Indigenousgrammarofcommunicationandtruth‐telling,withneitherrestrictedtohumans.Then,binding thehoop together for“allourrelations,”FourArrowsrecommendsre‐acquaintancewithNature.Thehandy“take‐away”discussionsand“how‐to”manualsconcludingeachdiscussiondrawthereaderintothecircle,ifonlythereaderiswilling.

BarbaraAliceMannAssociateProfessorofHumanities

UniversityofToledoAuthorofSpiritsofBlood,SpiritsofBreath:TheTwinnedCosmosofIndigenousAmerica

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Subject:Education,IndigenousWorldview,Metacognition,Trance‐basedLearningBICCode:4WBISACCodes:EDU021000SOC062000SOC021000


NewBookInformation

EvaluatingSecondLanguageCourses

By:DaleGriffeeandGretaGorsuch

Typically,booksonevaluationinthesecondandforeignlanguagefielddealwith largeprogramsandoften result from large‐scale studiesdoneby theauthors.Thechallengeforordinarysecondandforeignlanguageclassroomteachers is that they must extrapolate techniques or strategies for

evaluation fromavery largescale toamuchsmaller scale, thatof thecourse.At thesame time,classroomteachersareresponsibleforoutcomesoftheircoursesandneedtodoevaluationonascale and for needs of their choosing. Evaluating Second Language Courses is designed forclassroom teachers who are dealing with a single course, and who wish to understand andimprovesomeaspectoftheircourse.

Contents:ForewordCHAPTERI:WhatIsCourseEvaluation?CHAPTERII:ModelsofSecondLanguageCourseEvaluationCHAPTERIII:StakeholdersandOutcomes,theWorld,andOutcomesValidationCHAPTERIV:TheWorld,Stakeholders,andNeedsAnalysisCHAPTERV:CurriculumandOutcomes,andCourseLogicCHAPTERVI:CurriculumandStakeholders,andFormativeEvaluationCHAPTERVII:TestsandQuizzesCHAPTERVIII:ClassroomObservations,Interviews,andQuestionnairesCHAPTERIX:OutcomesandAssessment,andSummativeEvaluationCHAPTERX:ReadingandAssessingEvaluationPublicationsBibliographyofEvaluationBibliographyAboutEvaluationBibliographyofNeedsAnalysisBibliographyAboutNeedsAnalysisGlossary

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Subject:Education,SecondLanguageLearningandTeaching,CourseEvaluation,BICCode:CJABISACCodes:EDU005000FOR000000EDU011000


NewIssueInformation

JournalofCharacterEducation

Editors:JacquesS.Benninga,CaliforniaStateUniversity,FresnoandMarvinW.Berkowitz,UniversityofMissouri—St.LouisVolume11 Issue22015

TheJournalofCharacterEducationistheonlyprofessionaljournalineducationdevotedto character education. It is designed to cover the field—from the latest research toapplied best practices. We include original research reports, editorials and conceptualarticlesbythebestminds inour field, reviewsof latestbooks, ideasandexamplesof theintegration with character education of socio‐emotional learning and other relevant

strategies, andmanuscriptsby educators thatdescribebestpractices in teaching and learning related to charactereducation.

The JournalofCharacterEducationhas for over a decade been the sole scholarly journal focused on research,theory,measurement,andpracticeofcharactereducation.Thisissueincludesfourempiricalarticles,apractitioner’svoice, and a book review. Topics covered in this issue include different approaches to character education in theclassroom(e.g.,usingliterature,narrativewriting),howteacherspromotecharactereducation,andhowcoachesmaypromotecharacterdevelopment.

ARTICLES

NarnianVirtues:C.S.LewisasCharacterEducatorMarkPike,ThomasLickona,andVictoriaNesfield

PromotingCharacterDevelopmentthroughCoachEducationF.ClarkPowerandAleshaD.Seroczynski

TheCharacterofAchievement:AnAnalysisofTeachers’InstructionalPracticesforCharacterEducation

ClaireRobertson‐KraftandKimberlyAustin

What’sImportanttoMe:IdentifyingAt‐RiskandResilientStudentsthroughNarrativeWritingaboutPersonalValues

CesalieT.Stepney,MauriceJ.Elias,andYakovM.Epstein

VOICES

CultivatingtheInteractionofAcademicsandCharacterEducation:ATeacher’sCallforModestAdjustmentsinDavidLevin’sCharacterEducationCourseandSimilarPrograms

DanLaSalle

BOOKREVIEW

CharacterUnderAttackandWhatYouCanDoAboutIt,byCarlSommer(2006)ReviewedbyMichaelHylen

PublicationDate:Semi‐Annually

ISSN:1543‐1223ISBNs:Paperback:9781681235998E‐Book:9781681236001

SubscriptionRatesPerYear:InstitutionalPrint:$190.00IndividualPrint:$85.00

TrimSize:7x10

PageCount:96

Subject:Education,CharacterEd,Evaluation



NewBookInformation

TheoryandPracticeofAdultandHigherEducation

EditedBy:VictorC.X.Wang,FloridaAtlanticUniversityA volume onTheoryandPracticeofAdultandHigherEducationor Foundations of Adult andHigherEducationwillappealtobothourgraduatestudentsandfacultyassomanyofthemhavebeentakingcoursesinbothprogramareasandhavebeenconcernedwiththeirdefinedareas of expertise. Although theories and practices in Adult Education, and in HigherEducation are beingused interchangeably, there is a lackof scholarlywork that connectsexistingtheoriesandpracticesacrossthetwofields.Theproposedground‐breakingvolumewill cover topics/theories/practices in both fields of Adult Education and of Higher

Education, and indoing sowill bring to the fore the connections thatmake these two fields truly inseparable. Theproposed volume will therefore generate new knowledge to share among faculty, graduate students and otherresearcherswhopracticenotonlyinAdultEducation,butalsoinHigherEducation.

CONTENTS: Racializing the Discourse of Adult Education, StephenBrookfield.Transformative Learning in Adult and HigherEducation: Confucius and Mezirow, VictorC.X.Wang,DennisKeefeandAmySedivy‐Benton.The Critical Theory of Axel Honneth:ImplicationsforTransformativeLearningandHigherEducation,TedFleming.PedagogyandAndragogyinHigherEducation,VictorC.X.WangandCatherineA.Hansman.SituatedLearning,CommunitiesofPractice,andtheSocialConstructionofKnowledge,Teresa

J.CarterandBryanAdkins.Roman or Visigoth? The Professional Degree Program GoesAbroad,LeslieP.Hitch.TheDefinitionandPracticeofGlobalLearninginHigherEducation,HilaryLandorf,andEricFeldman.The Transformation of Higher Education: SuccessfullyLeading Adaptation through the e‐Learning Landscape, LeslieA.Cordie,XiLinandJamesE.Witte.Adult Learning Theories in Mentoring Relationships and Models, CatherineA.Hansman.Self‐Directed Learning: A Deeper Exploration into its Origins in HumanisticPsychology, JosephC.Chen.What Neuroscience has to Say about the Brain and Learning,Visceral Sensing in Adult and Higher Education: Kitchen‐based Learning as aTransformative Affective and Social Neuroscientific Process, JoyKceniaO’Neil. Building aCultureofCompletersbyUnderstandingtheEtiologyofAdultLearningDeficitsStemmingfrom Childhood,TheresaD.Neimann,UtaM.Stelson,andStefanJ.Malecek.The First FifteenMinutes: Learning Engagement, Learning Resistance, and the Impact of Initial Teacher‐Student Contact, StevenB.Frye, JonathanE.TaylorandAmyStafford.Reframing FacultyDevelopmentasAdultLearning,AnneBenoit.AdultEducationandtheCommunityCollege:Superhero for the Public Good or Social Reproduction for the Marginalized? SuzanneM.Buglione.TheTheoryandPracticeofPriorLearningAssessment,PatriciaBrewer,CatherineMarienau.Vygotsky’s Influence on Adult and Higher Education,DionneRosser‐Mims,GregDawson,andIrisM.Saltiel.

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Subject:LeadershipTheoriesandPractice,HigherEducation,AdultEducation,BICCode:JNPBISACCodes:EDU040000EDU002000EDU015000


NewBookInformation

AmericanEducationalHistoryJournal(TheofficialjournaloftheOrganizationofEducationalHistorians)

Editedby:DonnaM.Davis,UniversityofMissouri‐KansasCityAssociateEditor:S.MarieMcCarther,UniversityofMissouri‐KansasCityBookReviewEditor:SusanStuder,CaliforniaBaptistUniversityManagingEditor:MindySpearman,ClemsonUniversityEditorialAssistants:KarinaDunn,RachaelMills,AmyStrassner,TheaVoutiritsas,UniversityofMissouri–KansasCity

Volume43 Numbers1&2 2016

The AmericanEducationalHistoryJournal is a peer‐reviewed, national research journal devoted to the examination of educational topics usingperspectivesfromavarietyofdisciplines.TheeditorsofAEHJencouragecommunicationbetweenscholarsfromnumerousdisciplines,nationalities,institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teachereducation,andeducationalleadership.AcceptanceforpublicationinAEHJrequiresthateachauthorpresentawell‐articulatedargumentthatdealssubstantivelywithquestionsofeducationalhistory.

AEHJ accepts papers of two types. The first consists of papers that arepresented each year at our annualmeeting. The second type consists ofgeneralsubmissionpapersreceivedthroughouttheyear.Generalsubmissionpapersmaybesubmittedatanytime.Theywillnot,however,undergo

the review process until January when papers presented at the annual conference are also due forreview and potential publication. For more information about the Organization of EducationalHistorians(OEH)anditsannualconference,visittheOEHwebsiteat:www.edhistorians.org.

Volume43,Issue1.CONTENTS:Editor’sIntroduction,DonnaM.Davis.PresidentialAddress.Educationand Indigenous Slavery inNewMexico,BernardoP.Gallegos.Articles. BoydHenryBode, JohnDewey,andtheProblemofSubjectMatters,JosephWatras.BreakingDowntheBarriers:TheUnintendedConse‐quencesofWorldWar II and theVictoryCorpsonAustinHighSchool,WhitneyBlankenship.WhenallFaithwasLost:TheRaceRiotof1968andtheKansasCity,MissouriSchoolDistrict,BradleyW.Poos.TheAtlantaUrbanDebateLeague:ExploringthemakingofaCriticalLiteracySpace,SusanCridland‐Hughes.UsingCalamitytoDriveCollegePolicy:PresidentWilliamBeardshear,IowaStateCollege,andtheChal‐lenge of EnrollmentGrowth, 1891‐1902,DouglassBiggs.PorkChoppers,Presidents, andPerverts:TheResponseofTwoUniversityPresidentstoAttacksonthePrivacyandAcademicFreedomofProfessorsby the Florida Legislative InvestigationCommittee,1956 to1965.JenniferPaulAndersonandThomasV.O’Brien.The Rise of Student Trusteeship in the United States: A Case Study at Indiana, JonLozano.Review.Goldstein, Dana. 2015. TeacherWars:AHistoryofAmerica’sMostEmbattledProfession,Theo‐doreG.Zervas.Volume43, Issue2.CONTENTS:Editor’s Introduction,DonnaM.Davis.Articles. Greek School Text‐booksataPoliticalCrossroads:(Re)DefiningtheGreekCitizenintheGreekSchoolduringtheReignofColonels(1967‐1974),TheodoreZervas.RobertHenryThurston:ProfessionalismandEngineeringEdu‐cation,PaulNienkamp.Burying theHatchet: Ideology inEarlyAmericanReaders through theStoryofGeorgeWashingtonandtheCherryTree.AnnDavid.AngieDebo:AnUnlikelyScholarandEducatorof

Indian History and Culture, MariaLaubachandJoanK.Smith.An Experiment in American Educational Philosophy, MaryZahner. The SpartanWoman:SymbolforanAge?:Antebellum‐EraImagesoftheIdealFemaleCitizenintheNorthandSouth,EdwardMcInnis.OfMortarboardsandMinu‐tia:ALongitudinalStudyofStudentCommencementAddressesatBrownUniversity,AndrewPorwancher.CensorshipandAuthorityinSexEduca‐tion:ThreeCourtCasesfrom1970’sAmerica,NatashaDeGenio.




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Subject:Education,Research,History



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