New Book Information!
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New Book Information!
IAP April 2015 Advanced Book Information 16 New Titles The Mathematics Enthusiast Volume 13-2 Middle Grades Research Journal (MGRJ) Volume 10 Issue 1 2015 Abriendo Puertas, Cerrando Heridas (Opening doors, closing wounds): Latinas/os Finding Work-Life Balance in Academia Research in Global Citizenship Education Priorities of the Professoriate: Engaging Multiple forms of Scholarship Across Rural and Urban institutions Beyond Methodology: English Language Learners K-12 Journal of Character Education Volume 10 Number 2 Resisting Reform: Reclaiming Public Education through Grassroots Activism Attitude Measurements in Science Education Classic and Contemporary Approaches Contemporary Perspectives in Data Mining, Volume 2 Ethics and Risk Management ** All books listed on these ABI sheets should be available within 60 days ** IAP—Information Age Publishing, Inc., PO Box 79049, charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com Distance Learning Volume 12 Issue 1 2015 Exploring Issues of Diversity within HBCUs Use of Visual Displays in Research and Testing: Coding, Interpreting, and Reporting Data New Directions in Technological and Pedagogical Content Knowledge Research: Multiple Perspectives Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral Imperative ** All books listed on these ABI sheets should be available within 60 days ** IAP—Information Age Publishing, Inc. PO Box 79049, charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Journal Issue Information The Mathematics Enthusiast (formerly The Montana Mathematics Enthusiast) Editor-in-Chief: Bharath Sriraman, The University of Montana Associate Editors: Lyn D. English, Queensland University of Technology, Australia Simon Goodchild, University of Agder, Norway Brian Greer, Portland State University, USA Kyeonghwa Lee, Seoul National University The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. It is published on a print-on-demand basis by Information Age Publishing and the electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is not affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. VOL. 11, No.3, December 2014 FEATURE ARTICLES 0. Editorial: Is Every TME issue special?, Bharath Sriraman (USA) 1. The Miracle of Applied Mathematics, Frank Blume (USA) 2. Generalizing Cantor-Schroeder-Bernstein:Counterexamples in Standard Settings, Tien Chih (USA) 3. Bhaskara’s approximation for the Sine, Karel Stroethoff(USA) 4. The development of Calculus in the Kerala School, Phoebe Webb (USA) 5. Development of the Binary Number System and the Foundations of Computer Science, Daniel R. Lande (USA) 6. Pursuing Coherence Among Proportionality, Linearity, and Similarity: Two Pathways From Preservice Teachers’ Geometric Representations, Hyung Sook Lee (USA) & Jaehoon Yim (Korea) 7. Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors, Ariyadi Wijaya(Netherlands/Indonesia); Marja van den Heuvel-Panhuizen (Netherlands); Michiel Doorman(Netherlands); Alexander Robitzsch (Austria) 8. A study on Malaysian Mathematicians’ Way of Knowing, Lim Chap Sam (Malaysia) 9. Numerically Integrating Irregularly-spaced (x, y) Data, B. Cameron Reed (USA) 10. Math as a tool of Anti-Semitism, Jay Egenhoff (USA) 11. Reasoning-and-Proving Within Ireland’s Reform-Oriented National Syllabi, Jon Davis (USA) 12. An Examination of Pre-service Secondary Mathematics Teachers’ Conceptions of Angles, Melike Yilgit (Turkey) Discussion Forum: The Common Core Standards 13. Common Sense about the Common Core, Alan H. Schoenfeld (USA) 14. Scholastic Standards in the United States – The Discussion concerning the ‘Common Core, Alan Schoenfeld & Guenter Toerner (Germany) REVIEWS 15. Book Review of The Tower of Hanoi: Myths and Maths (Birkhäuser), Cory Palmer (USA) Publication Date: Published Semi-Annually ISSN: 1551-3440 ISBNs: Paperback: 978-1-68123-016-0 Ebook: 978-1-68123-017-7 Paperback Issue Price: $30.00 Subscription Rates Per Year: Institutional Print: $90.00 Individual Print: $70.00 Trim Size: 8.5 X 11 Page Count: 299 Subject: Education, Mathematics BISAC Codes: EDU000000 MAT000000 MAT027000 SPECIAL SINGLE ISSUE PRICE $45.00 PLUS S/H URL:http://www.infoagepub.com/products/journals/TMME/ IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Journal Issue Information Middle Grades Research Journal (MGRJ) Editor-in-Chief: Frances R. Spielhagen, Mount Saint Mary College Founding Editor: David L. Hough, Missouri State University Associate Editor: Robert Capraro, Texas A&M University Mary Margaret Capraro, Texas A & M University Gerald A. Goldin, Rutgers University Editorial Board: Dave F. Brown, West Chester University; Mary Margaret Capraro, Texas A&M University; Robert M. Capraro, Texas A&M University; Micki M. Caskey, Portland State University; Cheryl Ellerbrock, University of South Florida; Francine C. Falk-Ross, Pace University; Patrick K. Freer, Georgia State University; Gerald A. Goldin, Rutgers University; Fred H. Groves, Missouri State University; Leigh A. Hall, University of North Carolina at Chapel Hill; David L. Hough, Missouri State University; Richard P. Lipka (Emeritus), St. Bonaventure University; Tony J. Manson, Florida A&M University; Shirley Matteson, Texas Tech University; Steve Mertens, Illinois State University; Nancy B. Mizelle, Georgia College & State University; Vicki L. Schmitt, Missouri State University; Frances R. Spielhagen, Mount Saint Mary College; Sandra L. Stacki, Hofstra University; Allen Thurston, University of Stirling; Hersh C. Waxman, Texas A&M University; Bogum Yoon, State University of New York at Binghamton. Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year. Volume 10 Issue 1 2015 CONTENTS 1. Comprehensive and Critical Review of Middle Grades Research and Practice: 2000-2013, Bogum Yoon, Kathleen F. Malu, Mary Beth Schaefer, Cynthia Reyes, and Kathleen Brinegar 2. Reading and Teaching in an Urban Middle School: Preservice Teachers’ SelfEfficacy Beliefs and Field-Based Experiences, Heather Rogers-Haverback and Molly Mee 3. Examining the Effect of Teacher Read-Aloud on Adolescent Attitudes and Learning, Sylvia Hurst and Priscilla Griffith 4. Translating Pedagogies: Leveraging Students’ Heritage Languages in the Literacy Classroom, Mark B. Pacheco, Samuel S. David, and Robert T. Jiménez 5. Active Learning in the Middle Grades Classroom: Overcoming the Barriers to Implementation, Susan Edwards 6. Fostering a Developmentally Responsive Middle-to-High School Transition: The Role of Transition Supports, Cheryl R. Ellerbrock, Jennifer Denmon, Ruchelle Owens, and Krista Lindstrom Publication Dates: March, June, September ISSN: 1937-0814 ISBNs Paperback: 978-1-68123-062-7 Ebook: 978-1-68123-063-4 Print Issue Price: $40.00 Subscription Rates Per Year: Institutional Print: $149.00 Individual Print: $80.00 Trim Size: 7X10 Page Count: 114 Subject: Education, Middle Grades, Research BISAC Codes: EDU000000 EDU001020 EDU037000 URL:http://infoagepub.com/middle-grades-research-journal.html Special Price for all AERA MLER SIG Members IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Abriendo Puertas, Cerrando Heridas (Opening doors, closing wounds): Latinas/os Finding Work-Life Balance in Academia By Frank Hernandez, University of Texas of the Permian Basin; Elizabeth Murakami, Texas A&M University-San Antonio and Gloria M. Rodriguez, UC Davis A volume in Work-Life Balance Series Editors: Joanne M. Marshall, Iowa State University, Jeffrey S. Brooks, Iowa State University, Bonnie C. Fusarelli, North Carolina State University, Catherine A. Lugg, Rutgers University, Latish C. Reed, University of Wisconsin-Milwaukee, and George Theoharis, Syracuse University Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds): Latinas/os Finding Work-Life Balance in Academia is the newest book in the series on balancing work and life in the academy from Information Age Publishing. This volume focuses on the experiences of Latina/o students, professors, and staff/administrators in higher education and documents their testimonios of achieving a sense of balance between their personal and professional lives. In the face of many challenges they are scattered across the country, are often working in isolation of each other and must find ways to develop their own networks, support structures, and spaces where they can share their wisdom, strategize, and forge alliances to ensure collective success. The book focuses on Latinas/os in colleges of education, since many of them carry the important mission to prepare new teachers, and research new pedagogies that have the power of improving and transforming education. Following the format of the work-life balance book series, this volume contains autoethnographical testimonios in its methodological approach. This volume addresses three very important guiding questions (1) What are the existing structures that isolate/discriminate against Latinas/os in higher education? (2) How can Latinas/os disrupt these to achieve work-life balance? And, (3) Based on their experiences, what are the transformative ideologies regarding Latinas/os seeking work-life balance? CONTENTS: Foreword, Gerardo Lopez. Introduction: Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds), Frank Hernandez and Elizabeth Murakami. PART I: PERSONAL IDENTITY AND IDEOLOGIES. “Why Did He Think I Was the Custodian or the Maintenance Person?” The Challenges of Balancing Love, Life, and Work, Frank Hernandez. Maestrita, Sandra Rodriguez-Arroyo. On the Tenure Trek to Equanimity: ¡Oh, Cúan Lejos LLegarás!, Vonzell Agosto. Being a Latina in the South: Being “The Other” of “The Others” in the Academic World, Paula Guerra. Everything I Needed to Know to Succeed in Academia I Learned as a Migrant Worker: An Autoethnographic Account, Raymond V. Padilla. Of and With: Stories of Belonging and Forging Multiple Latino/a Identities in Four Voices. Mónica Byrne-Jiménez, Adriana Villavicencio, Rosa RiveraMcCutchen, and Chris Torres. Finding and Defining Yourself in the Company of Others, Israel Aguilar, Juan Nino, and Dessynie Edwards. Testimonio for Living and Learning in Academia: Caring for Mind, Body, and Soul, Susan Hernandez and Leslie Gonzales. PART I I: HIGHER EDUCATION STRUCTURES. Introduction to Part II: Work–Life Balance within Higher Education Structures, Gloria M. Rodriguez. Sgt. Pepper’s Lonely Hearts Club: Latino Administrators in Higher Education, Jesse Perez Mendez. Creating Work–Life Balance in Academia: Family, Community, and Self-Care, Lilliana Patricia Saldaña, Felicia Castro-Villarreal, and Erica Sosa. Documenting the Undocumented: Sabidurías de una Chicana in Academia, Linda Prieto. Bouncing Back from a Poor Third Year Review, Sylvia Martinez. Between Two Worlds, María D. Avalos. No Soy de Aquí, Ni Soy de Allá: Making My Way Through the Tenure Process, Margarita Jimenez-Silva. Scholarship of Mind and Soul, Claudia Cervantes-Soon and Juan F. Carrillo. Nuestras Raíces Ground Us: Reflecting Comunidad and Cultura in Who We Are as Latin@ Faculty, Laura Cortez, Melissa A. Martinez, Danielle Alsandor, Aurora Chang, and Anjalé D. Welton. PART I I I: BUILDING PEDAGOGY AND ACADEMIC/SOCIAL CAPITAL FOR LATINA/O STUDENTS. Introduction to Part III: Higher Education and the Void of Culturally Relevant Spaces, Elizabeth T. Murakami. Advocating for Intergenerational Leadership Among Latina/o Faculty, Staff, and Students, Antonio G. Estudillo and Amanda Flores. Retention of Latina STEM Students in Texas: Exploring the Experiences That Should Be Considered, Elsa Gonzalez, Marie Valentin, Detra Johnson, Celestino Valentin Jr., Beatriz Lopez, Ariana Gonzalez, Yvonna Lincoln, and Christine Stanley. Memory and Hunger: Feeding on Remnants of the Past in a PWI, Hilario Lomeli. Flipping the Mirror: A Xicana Researcher Negotiating With the Act of Reflection, Margarita Berta-Avila. Reclaiming My Voice and Finding a Balance in Academia: A Journey Towards Advocacy, Angelica M. Tello. Latina/o Leaders in Espacios de Confianza: Creating Spaces Where Cultural Capital and Community Wealth Permeate, Fernando Valle, Sylvia Méndez-Morse, Irma Almager, and Hortensia “Meg” Cota. Epilogue. About the Contributors. Publication Date: 2015 ISBNs: Paperback: 978-1-68123-064-1 Hardcover: 978-1-68123-065-8 E-Book: 978-1-68123-066-5 Price: Paperback: $45.99 Hardcover: $85.99 Trim Size: 6.125 X 9.25 Page Count: 298 Subject: Education, Leadership, Higher Education BISAC Codes: EDU000000 EDU015000 EDU037000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Research in Global Citizenship Education Edited by Jason Harshman, University of Iowa and Tami Augustine, The Ohio State University, Merry Merryfield, The Ohio State University A volume in Research in Social Education Series Editor Merry Merryfield, The Ohio State University Globalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders. If our neighborhoods and nations are affecting and being affected by the world, then our political consciousness must be worldminded. The outcomes of globalization have led educators to rethink what students need to learn and be able to do as citizens in a globally connected world. This volume focuses on research that examines how K-12 teachers and students are currently addressing the challenge of becoming citizens in a globally interconnected world. Although there is an extensive body of literature on citizenship education within national contexts and a growing literature on global education, this volume offers research on the work educators are doing across multiple countries to bring the two fields together to develop global citizens. CONTENTS: Preface, Merry Merryfield. Introduction to Research in Global Citizenship Education, Jason Harshman. Critical Global Citizenship in Theory and Practice: Rationales and Approaches for an Emerging Agenda, Karen Pashby and Vanessa de Publication Date: 2015 Oliveira Andreotti. What is the Active in 21st Century Calls to Develop ISBNs: “Active Global Citizens”? Justice-Oriented Desires, Active Learning, Paperback: 978-1-68123-067-2 Neoliberal Times, Paul Tarc. A “Real World” Approach to Project Based Hardcover: 978-1-68123-068-9 Learning in Global Citizenship Education, Tami Augustine, Jason E-Book: 978-1-68123-069-6 Harshman, and Merry Merryfield. A Question of How: A Report on Price: Teachers’ Instructional Practices when Educating for Global Citizenship in Paperback: $45.99 Canada, Angela MacDonald, Mark Evans, Leigh-Anne Ingram, and Nadya Hardcover: $85.99 Weber. Global Citizenship Education: Classroom Teachers’ Perspectives and Approaches, Anatoli Rapoport. Global Citizenship Education in the Primary Trim Size: 6.125 X 9.25 Page Count: 240 Social Education Curricula in Hong Kong and Shanghai: An Intra-cultural Subject: Education, Social Studies, Comparative Study, Joe Yin-Yau Lo and Eric Kingman-Chong. From International National to Global Citizenship: Turkish Perspectives on the Concept of BISAC Codes: Global Citizenship, Emin Kilinc and Ümmügülsüm Korkmaz. Changing EDU000000 Attitudes, Motivating Action: Global Citizenship Identity Among Privileged EDU040000 Adolescents, Sherri Sklarwitz, Susan Fields, Scott Seider, and Brian Didier. EDU029040 Epilogue: The Future of Teaching and Research in Global Citizenship Education, Jason Harshman. About the Authors. Index. Series URL: http://infoagepub.com/series/Research-in-Social-Education IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Priorities of the Professoriate: Engaging Multiple forms of Scholarship Across Rural and Urban institutions Edited by Fred A. Bonner, II, Prairie View A&M University; Rosa M. Banda, Rutgers; Petra A. Robinson, Louisiana State University; Chance W. Lewis, The University of North Carolina at Charlotte and Barbara Lofton, University of Arkansas-Fayetteville A volume in Contemporary Perspectives on Access, Equity and Achievement Series Editor Chance W. Lewis, University of North Carolina at Charlotte, Established in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. According to the stated mission, the AABHE pursues the educational and professional needs of Blacks in higher education with a focus on leadership, equity, access, achievement and other vital issues impacting students, faculty, staff, and administrators. AABHE also facilitates and provides opportunities for collaborating and networking among individuals, institutions, groups and agencies in higher education in the United States and internationally. This 2012 year will mark the beginning of the AABHE research consortium, an arm of the organization that will advance scholarly research and publications to highlight critical issues pertinent to the success and uplift of Black populations across the higher education diaspora. This book will explore important issues across multiple fields—fields represented by the scholars/members of AABHE. AABHE scholars will contribute chapters based on their disciplinary expertise. The work of Earnest Boyer as articulated in the book Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship will be used as the conceptual foundation to ground this important work. A particular focus on the elements of Boyer’s seminal work will include chapters devoted to the Scholarship of Teaching and Learning; Scholarship of Engagement; Scholarship of Discovery; and Scholarship of Integration. This scholarly book is unique in that it provides essential insight on how not only faculty, but also administrators who are invested in insuring that the priorities of the professoriate are aligned with the mission and vision of urban postsecondary institutions. Publication Date: 2015 CONTENTS: Foreword. Introduction: AABHE Perspectives on Contemporary Faculty Priorities: Reimagining Boyer’s Framework, Fred A. Bonner, II and Saundra TomlinsonClarke. Scholarship of Discovery: Exploring Cross-Cultural Counseling Deep in the Heart of Counselor Education, aretha f. marbley, Cynthia L. Wimberly, Jiaqi Li, Arleezah Marrah, and Valerie K. McGaha. Creating Optimal Classroom Contexts: The Scholarship of Teaching and Learning, Shonta M. Smith. Developing Potential Across the Disciplines: The Scholarship of Integration, Kenneth Durgans and Ansley Abraham. A View From the Top: Academic Administrators’ Reflection on the Scholarship of Integration, Joseph H. Silver, Sr. and Lillian B. Poats. Being of Some Scholarly Service . . . : A New Take on the Scholarship of Engagement in Academe, Selena T. Rodgers. The Scholarship of Teaching and Learning: Critical Competencies in the HBCU Context, Mable Scott. Twenty-First Century Scholars of Color and Contemporary Weapons for Social Justice, Malik S. Henfield, Janice A. Byrd, and Ahmad R. Washington. Connecting to Our Stakeholders: How Faculty Research: Can Engage the Community, Carolyn Orange. Career Advancement Beyond the Traditional Tenure and Promotion Process: Broadening Boyer’s Scholarship Reconsidered Through Critical Race Theory, Donald Mitchell, Jr. and Adriel A. Hilton. The Scholarship of Engagement: A Reason to Cross the Ivory Tower’s Moat, Petra A. Robinson. Afterword: Priorities of the Professoriate: Engaging Multiple Forms of Scholarship Across Rural and Urban Institutions, William Harvey. About the Editors. About the Contributors. ISBNs: Paperback: 978-1-68123-070-2 Hardcover: 978-1-68123-071-9 E-Book: 978-1-68123-072-6 Price: Paperback: $45.99 Hardcover: $85.99 Trim Size: 6.125 X 9.25 Page Count: 188 Subject: Education, History, Urban Education, Teacher Education BISAC Codes: EDU000000 EDU037000 EDU015000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Beyond Methodology: English Language Learners K-12 Edited by Johanne Myles There is much variability with regard to the type, depth and effectiveness of training teachers receive in understanding and meeting the needs of English language learners (ELLs) in public schools across the country, yet the rise in the number of learners has been substantial. Although it is important that teachers have knowledge and skills related to instructional methods and approaches for teaching ESL, they may also be confronted with policies that disadvantage ELLs, such as compulsory standardized testing, and unrealistic curriculum demands. They may also lack appropriate resources, and be faced with learners who have learning disabilities and behavioral issues associated with culture shock. The book is designed to present classroom-oriented topics that are fundamental to the professional development of pre-service, novice, and veteran teachers working with ELLs. Such topics include issues surrounding initial orientation and student placement; the acculturation process for ELLs and particular concerns of refugee students; challenges involved in making accommodations and curricular modifications as well as determining if ELLs have special needs; social and emotional difficulties affecting ELL performance and communicating with parents; and bullying behaviors, learner advocacy and transitioning. The book may be used as a supplement to a course textbook on second language acquisition and teaching, or as the main focus of a course, to which other material is added. Publication Date: 2015 The short case studies provide an opportunity for teachers to engage in dialogue and wrestle with issues and dilemmas that pertain to ELLs in reallife school settings. They provide a stimulus that help teachers explore their underlying assumptions about the languages, cultures, and experiences that their ELLs bring to the school community. Acknowledging learners’ strengths and aspirations prepares all students for success in our global society. CONTENTS Introduction 1. Overview of ESL Instruction and Models of Support 2. Adapting to a New Culture 3. Teaching and Pedagogical Decision Making 4. Fostering and Monitoring Student Achievement 5. Special Considerations and Promoting Inclusiveness Appendices ISBNs: Paperback: 978-1-68123-073-3 Hardcover: 978-1-68123-074-0 E-Book: 978-1-68123-075-7 Price: Paperback: $45.99 Hardcover: $85.99 Trim Size: 6.125 X 9.25 Page Count: 164 Subject: Education, Methodology, ELL, K-12 BISAC Codes: IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Issue Information! Journal of Character Education (New Title Same Journal) EDITORS: Jacques S. Benninga, California State University, Fresno and Marvin W. Berkowitz, University of Missouri—St. Louis The current issue of the JCE is the second under the new name, Journal of Character Education, and the first in its standard format of a set of reviewed submitted articles with additional practitioner-focused articles. In this issue, there are four scholarly peer-reviewed articles. Two focus on school-based evaluations: one on the evaluation of a middle-school strengths-based intervention and a second that explores character development in a post-secondary setting. The other two are conceptual in nature: one presents a conceptual ecological model for such programs and the other reviews and analyses different perspectives on identify development. In addition, we hear from an exemplary middle school teacher about his journey to integrate character education into the math classroom. Lastly, David Streight offers an insightful response to the themed V10 N1 issue on psychological and sociological perspectives on 21st century Publication Date: US character development. Published Semi-Annually Volume 10 Number 2 ARTICLES: Teaching to Strengths: Character Education for Urban Middle School Students, Meghan F. Oppenheimer, Claire Fialkov, Bruce Ecker, and Sanford Portnoy Social-Emotional and Character Development: A Theoretical Orientation, Frank J. Snyder Exploring Characteristics of Young Adult Men: Initial Findings From a Mixed Methods Evaluation of an All-Male, Character-Focused Trade School, Sara K. Johnson, Rachel M. Hershberg, Miriam R. Arbeit, Lisette M. DeSouza, Kristina Schmid Callina, Akira S. Gutierrez, Daniel J.A. Warren, Elise M. Harris, Rachel O. Rubin, Jacqueline V. Lerner, and Richard M. Lerner ISSN: 1543-1223 ISBNs: Paperback: 978-1-68123-076-4 Ebook: 978-1-68123-077-1 Print issue price:$30.00 Trim Size: 7X10 Page Count: 106 Subscription Rates Per Year: VOICES Institutional Print: $185.00 Individual Print: $85.00 CEP or CCCMembers: $50.00 Born Again Character Education Teacher: A Math Teacher’s Journey, Mark Schumacker CEP or CCC International: $80 RESPONSE Subject: Education, Character Ed, Evaluation BISAC Codes: Educating for Moral Identity: An Analysis of Three Moral Identity Constructs With Implications for Moral Education, Tonia Bock and Peter L. Samuelson What Do You Hope Kids Are Doing 20 Years After Graduation? Observations on Goals, Purpose, and the Journal of Character Education’s Inaugural Issue, David Streight EDU037000 EDU000000 EDU015000 Subscribe online at http://infoagepub.com/jrce-ordering IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information! Resisting Reform: Reclaiming Public Education through Grassroots Activism Edited by Kjersti VanSlyke-Briggs, State University of New York–Oneonta Elizabeth Bloom, Hartwick College; and Danielle Boudet, Oneonta Area for Public Education The primary audience for the book will be practicing teachers and parents though there is also great potential for marketing to a college audience, particularly pre-service teachers and teacher educators. As professors of Education, we envision using this book in a senior seminar course or Contemporary Issues in Education course (required or offered as an elective in many teacher education programs). A large secondary audience will include parents, who see the impact of education reform on their children and are looking for straightforward and accessible information to help them understand what is happening and acquire the tools for resistance. Finally, activists themselves are living this movement and are hungry for tangible evidence of their efforts. A book like this has the potential to become a sort of ‘collector’s item’ among them. This book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line. We believe that readers will urge others to read it, for inspiration as well as for practical guidance on how to become active in the movement themselves. CONTENTS: Foreword, Kris Nielsen. Introduction: Forewarned is Forearmed, Elizabeth Bloom. Section I: One Voice Makes a Difference. Reclaiming Our Courage to Teach, Kenneth Sider. Tests of Patience, Pedagogy, and Pragmatism, Andrew Gitner. The Imperative to Protect: Perspectives From a Parent Educator, Bianca Tanis. The Fight to Reclaim Student and Teacher Voice in Public Education, Wendy Everard. Data-Nonsense: Why Education Should Not Be Data-Driven, Katie Publication Date: 2015 Zahedi. Section I: Points for Discussion. Section II: Coordinating a ISBNs: Community. From Resistance to Advocacy to Activism: A Teacher’s Paperback: 978-1-68123-081-8 Journey, Elizabeth Lynch. Cultivating Opportunities: Growing Activists, Hardcover: 978-1-68123-082-5 Danielle Boudet. For the Sake of My Children, Stacey Serdy. The Hero Is E-Book: 978-1-68123-083-2 You, Julie Cavanagh. Reclaiming Our Public Schools, Sara Wottawa. Section II: Points for Discussion. Section III: Challenging the State. From Price: Paperback: $24.99 Teacher Leader to Political Leader, Carol Mikoda. Walking the Talk: The Hardcover: $49.99 Present is the Future, Julie Gorlewski. Dr. Chief-of-Staff Is Calling, Nancy Bloom. Defending Our Children’s Education, Eric Mihelbergel. Section III: Trim Size: 6.125 X 9.25 Page Count: 328 Points for Discussion. Section IV: Putting a nation on Notice. The Education of Edushyster: A Comedy, Jennifer Berkshire. Badass Teachers: Subject: Education, Reform, Fighting for Education in the Age of Corporate Reform, Marla Kilfoyle and Teacher Education Melissa Tomlinson. Compelled to Speak: One Student’s Story, Ankur Singh. BISAC Codes: Harnessing the Smart Mob: Using Social Media to Enact Change, Kjersti EDU000000 VanSlyke-Briggs. Section Four: Points for Discussion. Afterword, Susan EDU034000 Ohanian. About the Editors. EDU037000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information! Attitude Measurements in Science Education Classic and Contemporary Approaches Edited by Myint Swe Khine, Emirates College for Advanced Education, United Arab Emirates The research into how students’ attitudes affect learning of science related subjects have been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behaviour, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and it is much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students. Since Noll’ (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers that describe development and validation of scales appear in scholarly publications. Despite these efforts the progress in this area has been stagnated by limited understanding of the conception about attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine the classical views on science attitudes and explore the contemporary attempts in measuring science related attitudes. The chapters in this book are reflection of researchers who work tirelessly in promoting science education and will illuminate the current trends and future scenarios in attitude measurement. CONTENTS: PART I: INSTRUMENTS AND MEASURING SCIENCE ATTITUDE. Attitude Research in Science Education, Norman Reid. New Approaches to the Study of Students’ Response to Science, Lars Brian Krogh. Development and Test of an Instrument That Investigates Teachers’ Beliefs, Attitudes and Intentions Concerning the Educational Use of Publication Date: 2015 Simulations, Zacharias C. Zacharia, Ioanna Rotsaka, and Tasos Hovardas. Defending Attitude Scales, Per Kind and Patrick Barmby. The Multiple ISBNs: Response Model for the “Views on Science-Technology-Society” (VOSTS) Paperback: 978-1-68123-084-9 Instrument: An Empirical Application in the Context of the Electronic Waste Hardcover: 978-1-68123-085-6 E-Book: 978-1-68123-086-3 Issue, Yuqing Yu and Felicia Moore Mensah. Tailoring Information to Change Attitudes: A Meta-Structural Approach, Ya Hui Michelle See and Price: Paperback: $45.99 Bernice L. Z. Khoo. Assessment Practices for Understanding ScienceRelated Attitudes, Carina M. Rebello, Stephen B. Witzig, Marcelle A. Siegel, Hardcover: $85.99 and Sharyn K. Freyermuth. The Influence of Experiential Learning on Trim Size: 6.125 X 9.25 Indigenous New Zealanders’ Attitude Towards Science: Enculturation into Page Count: 320 Science by Means of Legitimate Peripheral Participation, Richard K. Coll Subject: Education, Science, and Levinia Paku. PART I I: SCIENCE ATTITUDE AND SOCIOMeasurement SCIENTIFIC ISSUES. Relationship of Students’ Attitudes Toward BISAC Codes: Science and Academic Achievement, Ernest Afari. Student Attitudes EDU037000 Toward Scientists, Anita Welch and Douglas Huffman. Attitudes towards EDU000000 Science and Scientific Methodology within a Specific Professional Culture, EDU015000 Darko Hren. Use of Test of Science Related Attitudes (TOSRA) in Korea: Stream Differences and Associations with Constructivist Classroom Environments, Barry J. Fraser and Seon Uk Lee. Affective Variables and Education: The Role of Attitudes in Science Learning, Myint Swe Khine. IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Contemporary Perspectives in Data Mining, Volume 2 Edited by Kenneth D. Lawrence, New Jersey Institute of Technology and Ronald K. Klimberg, Saint Joseph’s University A volume in Contemporary Perspectives in Data Mining Series Editors Kenneth D. Lawrence, New Jersey Institute of Technology and Ronald K. Klimberg, Saint Joseph’s University The series, Contemporary Perspectives on Data Mining, is composed of blind refereed scholarly research methods and applications of data mining. This series will be targeted both at the academic community, as well as the business practitioner. Data mining seeks to discover knowledge from vast amounts of data with the use of statistical and mathematical techniques. The knowledge is extracted from this data by examining the patterns of the data, whether they be associations of groups or things, predictions, sequential relationships between time order events or natural groups. Data mining applications are in marketing (customer loyalty, identifying profitable customers, instore promotions, e-commerce populations); in business (teaching data mining, efficiency of the Chinese automobile industry, moderate asset allocation funds); and techniques (veterinary predictive models, data integrity in the cloud, irregular pattern detection in a mobility network and road safety modeling.) CONTENTS: SECTION I: MARKETING APPLICATIONS. Data Privacy in Loyalty Programs: An Exploratory Investigation, David Burns and Gregory Smith. Identifying Profitable Customers Using a Two-Stage Logistic Model: An Application from B2B Credit Card Marketing, Vernon Gerety and Stephan Kudyba. A Fractional Factorial Analysis for In-Store Promotions, Peter Charette, John Stanton, and Neal Hooker. Methods for Customer Analytics of Hetergeneous E-Commerce Populations, Ruben Publication Date: 2015 Mancha and Mark T. Leung. SECTION I I: BUSINESS APPLICATIONS. Teaching a Data Mining Course in a Business School, ISBNs: Paperback: 978-1-68123-087-0 Ronald K. Klimberg. Measuring the Market Efficiency of Chinese Hardcover: 978-1-68123-088-7 Automobile Industry by Using a Max–Min DEA Model, Feng Yang, E-Book: 978-1-68123-089-4 Hangting Hu, Chenchen Yang, and Zhimin Huang. A Clustering Analysis Price: of Five-Star Morning Star Ruled Moderate Asset Allocation Funds, Paperback: $45.99 Kenneth D. Lawrence, Gary Kleinman, and Sheila M. Lawrence. Hardcover: $85.99 SECTION I I I: TECHNIQUES. Data Mining Techniques Applied to the Study of Canines with Osteoarthritis: Developing a Predictive Model, Trim Size: 6.125 X 9.25 Virginia M. Miori. Data Mining Techniques for Information Assurance and Page Count: 238 Data Integrity on the Cloud, Alla Kammerdiner. Multivariate Copulas Subject: Statistics, Management, Model in Spatiotemporal Irregular Pattern Detection in Mobility Network, Education, Methods Rong Duan and Guang-Qin Ma. Road Safety Detection Modeling Based on BISAC Codes: Vehicle Monitoring Data in China, Xing Wang, Wei Yuan, Susan X. Li, and MAT000000 BUS027000 Zhimin Huang. About the Editors. BUS061000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Ethics and Risk Management Edited by Lina Svedin, University of Utah A volume in Ethics in Practice Series Editors Robert A. Giacalone, University of Denver and Carole L. Jurkiewicz, Hofstra University The underlying rationale for this book is to present research that a) highlights the explosively political and deeply divisive issues involved in managing risk and b) address the empirical deficit and theoretical challenges related to managing societal risk ethically. Extant risk management research borrows heavily from engineering, systems theory and business management, and is primarily focused on probabilities, modeling, and abstractions of the value of mitigative action. This research engenders a false sense of objectivity and it de-politicizes fundamental political and democratic questions about the allocation of society’s scarce resources and about the balance of responsibilities between governing institutions and individuals with regard to risk. The quantitative and hard-science focus on risk also keeps a discussion of the consequences of the distribution of risk, resources and responsibilities for real people out of the lime light. The contributors to this book are experts in a wide range of academic fields and in this book they take on the challenge of examining their core research with a specific ethics perspective. They explore the ethics of risk management using theory, cases and data from a range of policy areas, countries and philosophical traditions. This book should be of interest to scholars and practitioners working in fields that deal either implicitly or explicitly with risk. This would include, but is not limited to, scholars and students of public management, public sector ethics, public policy, risk regulation, and risk management. The book deals directly with core problems of management in the public sector, value-conflicts, multiple principals and stakeholders, as well as information analysis and the application of sound and valid decision-making processes. The book can be adopted as a core text for graduate courses in public management, public policy, public administration ethics, and comparative politics. It would also work well as an applied theory text in comparative politics; ethics centered courses in political science, as well as more narrowly focused courses on risk, crisis and disaster management. For the practitioner audience, this book pin-points the ethical stakes, the analytical and managerial challenges, and the necessary tools to meet the many risks that societies face. This book, Ethics and Risk Management, provides a unique take on the realities of cost-benefit analysis, efforts to control and regulate risk and risky behavior, as well as the decidedly bounded rationality with which we, as decision-makers and citizens, perceive and take risks. The work of identifying, understanding, prioritizing and designing effective tools to mitigate and manage risk is an inherently analytical and Publication Date: 2015 strategic process best suited to take place before and between crises. Successful risk analysis and management reduces the general occurrence of crises, while the ethical analysis and management of ISBNs: risk serves to reduce the likelihood of subsequent socio-political turmoil should a crisis occur. Thus, Paperback: 978-1-68123-093-1 the investment that any practitioner makes in risk management has the potential to yield both social Hardcover: 978-1-68123-094-8 and political benefits if the analysis and work is done with an eye toward ethics and stakeholder E-Book: 978-1-68123-095-5 analysis. CONTENTS: Foreword, Brendon Swedlow. Acknowledgments, Lina Svedin. Introduction, Lina Svedin. The Ethical Value of Risk Reduction: Utilitarianism, Prioritarianism and CostBenefit Analysis, Matthew D. Adler. The Ethics of Risk Management in the European Union and The United States: A Comparative Perspective, David Vogel. Risk Management and Conflicts of Interest, Leslie Francis. The Social and Environmental Costs of Energy Development: Risks and Ethical Considerations, Christopher A. Simon. Managing Biomass Risks: Flawed Science, Flawed Ethics, and Flawed Regulations, Kristin Shrader-Frechette. Ethics and Risk Management: The Cultural Perspective, Ásthildur E. Bernharðsdóttir. Civil Society Organiations and Risk Management: The Case of Japan, Aya Okada. Ethical Perspectives on Volunteer Participation: Training CBRN Incidents Live, Erna Danielsson, Erika Wall, and Susanna Öhman. The Ethics of a Global Response to the Governance of Migration, Adam Luedtke. Conclusions, Lina Svedin. About the Authors. Price: Paperback: $45.99 Hardcover: $85.99 Trim Size: 6.125 X 9.25 Page Count: 210 Subject: Management, Ethics Education, Leadership, Organizational Behavior BISAC Codes: BUS041000 BUS008000 BUS071000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Journal Issue Information Distance Learning (An official publication of the United States Distance Learning Association) Editor Michael Simonson, Nova Southeastern University Managing Editor Charles Schlosser, Nova Southeastern University Association Editor John G. Flores, United States Distance Learning Association Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally. Volume 12 Issue 1 2015 SPECIAL ISSUE: “AND FINALLY” COLUMNS Introduction To The Special Issue, Michael Simonson SECTION 1: PLANNING FOR AND TEACHING AT A DISTANCE Teacher As Skeuomorph. Teacher As What? Online Instruction—the Seven Virtues: Or, How To Avoid The Seven Deadly Presentation Sins Designing The “perfect” Online Course Design: The Fundamental Element Designing The “perfect” Online Program Rules Of Thumb, Or Derots Podcasting … Or “seeds Floated Down From The Sky Don’t Tell Them: The Top 10 Tips For Student Success In Online Courses Will You Be My Friend? Where Is As Important As Why, When, And What SECTION 2: LEADING AND MANAGING DISTANCE EDUCATION Distance Learning Leaders—who Are They? Technology Plans And Distance Education Accreditation And Quality In Distance Education If It Is Intellectual, Can It Be Property? It Costs How Much? Estimating The Costs To Design And Develop A Distance Delivered Course Mooc Madness Apps: The 3 Rs And The 3 Ps Ethics And Distance Education Section 3: Leading And Managing Distance Education Britannica (Not Wikipedia) Educational Colonialism Hooray! Or, Here We Go Again! Distance Education As A Disruptive Technology E-books: The Future? Books, Real And Otherwise And Finally … Finding Maturity —by Michael Simonson Publication Date: 2015 Published Quarterly ISSN: 1547-4712 ISBN: Paperback:978-1-68123-096-2 Ebook: 978-1-68123-097-9 Subscription Rates Per Year: Institutional Print: $175.00 Individual Print: $65.00 Trim Size: 7X10 Page Count:60 Subject: Education, Distance Learning, Technology BISAC Codes: EDU000000 EDU041000 EDU037000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Exploring Issues of Diversity within HBCUs Edited by Ted N. Ingram, Bronx Community College; Derek Greenfield, Please supply Affiliation; Joelle D. Carter, Western Kentucky University and Adriel A. Hilton, Western Carolina University A volume in Contemporary Perspectives on Access, Equity and Achievement Series Editor Chance W. Lewis, University of North Carolina at Charlotte, The purpose of this edited volume is to examine the historical and contemporary dynamics of diversity as well as the realities, challenges, and opportunities associated with diversity work at Historically Black Colleges and Universities (HBCUs). This proposed book will include four sections, focusing on the historical developments and socio-political factors impacting diversity work at HBCUs, organizational structure and philosophical approaches, challenges and opportunities facing particular populations, and analysis of best practices. This text is designed to provide an overview and better understanding of diversity and multiculturalism that exists in historically Black colleges and universities. The contents of the text will examine equity and inclusion efforts in these institutions, and will explore various theories and practices utilized within the academy. Also, the text will examine race, class, gender, ethnicity, nationality, religion, age, ability and sexuality. The goal of the book is to assist students, faculty, and staff in the higher educational landscape in developing their own understandings of historical and contemporary issues related to diversity at HBCUs. Critical analysis of the multiple worldviews will be discussed as we explore the origin, nature and scope of multiple ideologies within diversity, equity and inclusion at HBCUs. In addition, this book will be an invaluable teaching resource for faculty in Educational Leadership Programs, Student Affairs Programs, or Sociology Programs, and other fields interested in issues of retaining and supporting diverse college students. CONTENTS: Foreword: Exploring Issues of Diversity Within Historically Black Colleges and Universities, Please supply author of Foreword. Acknowledgements. The Skin I Am In: A Perspective on Diversity in Historically Black Colleges and Universities, John T. Wolfe, Jr. Rethinking the Diversity Publication Date: 2015 Paradigm in Higher Education: HBCUs and New Frameworks for Inclusion and Equity, Derek F. Greenfield. Re(Defining) the Diversity of HBCUs Beyond Race, John Michael ISBNs: Lee, Jr. The Contemporary Economic and Social Landscape of Historically Black Colleges Paperback: 978-1-68123-098-6 and Universities, Monica Galloway Burke and Colin D. Cannonier. An Analysis of Hardcover: 978-1-68123-099-3 Diversity Work at HBCUs and PWIs, Joelle Carter and Wilmon A. Christian, III. Ethnic E-Book: 978-1-68123-100-6 and Cultural Diversity at HBCUs and Its Impact on Students, Faculty, and Staff, Anita Price: Nahal, Adrian Thompson, Mai Abdul Rahman, and Verna F. Orr. “Aren’t They All the Paperback: $45.99 Same?”: Black Racial Identity at Historically Black Colleges and Universities, Jonathan M. Hardcover: $85.99 Cox. More Cream in the Coffee: Diversity in the HBCU, Yoruba Mutakabbir, Rosemary B. Closson, and Wilma J. Henry. From Another Perspective: Perceptions of White Faculty of the Racial Climate at Black Colleges, Barbara J. Johnson, SaFiya D. Hoskins, and Timothy E. Johnson. A Three-Way Analysis of Diversity in HBCUs: Contemplating How Diversity of Methodologies and Researcher Backgrounds Influences Interpretations of Diversity Data, Aundria Green and Rachelle Winkle-Wagner. Sharecropping in Higher Education: A Case Study of the Florida Agricultural and Mechanical University–Florida State University Joint College of Engineering, Carl Darnell. Dedicated to Difference in a Sea of Similarity: HBCU Administrative Commitments to Diversity, Brian K. Bridges and Tracae M. McClure. The Way Forward: The Need for Continued Work and Continuing to Work at Framing the Diversity Agenda at HBCUs, Derek F. Greenfield and Douglas W. Curry. Epilogue, Earl S. Richardson. About the Editors. About the Contributors. Trim Size: 6.125 X 9.25 Page Count: 342 Subject: Education, History, Urban Education, Teacher Education BISAC Codes: EDU000000 EDU037000 EDU015000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Use of Visual Displays in Research and Testing: Coding, Interpreting, and Reporting Data Edited by Matthew McCrudden, Victoria University of Wellington; Gregory Schraw, University of Nevada, Las Vegas; and Chad Buckendahl, Alpine Testing A volume in Current Perspectives on Cognition, Learning, and Instruction Series Editors Gregory Schraw, University of Nevada, Las Vegas and Matthew McCrudden, Victoria University of Wellington; Visual displays play a crucial role in knowledge generation and communication. The purpose of the volume is to provide researchers with a framework that helps them use visual displays to organize and interpret data; and to communicate their findings in a comprehensible way within different research (e.g., quantitative, mixed methods) and testing traditions that improves the presentation and understanding of findings. Further, this book includes contributions from leading scholars in testing and quantitative, qualitative, and mixed methods research, and results reporting. The volume’s focal question is: What are the best principles and practices for the use of visual displays in the research and testing process, which broadly includes the analysis, organization, interpretation, and communication of data? The volume is organized into four sections. Section I provides a rationale for this volume; namely, that including visual displays in research and testing can enhance comprehension and processing efficiency. Section II includes addresses theoretical frameworks and universal design principles for visual displays. Section III examines the use of visual displays in quantitative, qualitative, and mixed methods research. Section IV focuses on using visual displays to report testing and assessment data. CONTENTS: SECTION I: INTRODUCTION. Visual Displays in Research and Testing: Theoretical and Practical Considerations, Matthew T. McCrudden, Gregory Schraw, and Chad W. Buckendahl. SECTION II: THEORETICAL FRAMEWORKS AND DESIGN PRINCIPLES. Design Principles for Visual Displays: Past, Present, and Future, Antonio P. Gutierrez, Gregory Schraw, and Andreas Stefik. Guidelines for Making Graphs Easy to Perceive, Easy to Understand, and Information Rich, David M. Lane. Examining the Type, Frequency, and Interpretative Publication Date: 2015 Complexity of Visual Displays Appearing in the Journal of Educational Psychology, 2010– 2014, Gregory Schraw and Antonio P. Gutierrez. SECTION III: VISUAL DISPLAYS IN QUANTITATIVE, QUALITATIVE, AND MIXED METHODS RESEARCH. Promoting the Use of Path Diagrams in Quantitative Research, Dena A. Pastor and Sara J. Finney. Using Joint Displays and MAXQDA Software to Represent the Results of Mixed Methods Research, Tim Guetterman, John W. Creswell, and Udo Kuckartz. The Use of Visual Displays in Mixed Methods Research: Strategies for Effectively Integrating the Quantitative and Qualitative Components of a Study, Vicki L. Plano Clark and Khahlia Sanders. Use Of Concept Maps to Facilitate Student Learning in Research and Measurement Courses, Florian Feucht, Gwen Marchand, and Lori Olafson. SECTION IV: VISUAL DISPLAYS TO REPORT TESTING AND ASSESSMENT DATA. The Graphic Representation of Findings From the National Center on Assessment and Accountability for Special Education, Keith Zvoch and Joseph J. Stevens. Tailoring Visual Displays to Improve Test Score Interpretation: Including Indicators of Uncertainty, Brett P. Foley. Visual Displays for Reporting Test Data: Making Sense of Test Performance, April L. Zenisky. Biographies. ISBNs: Paperback: 978-1-68123-101-3 Hardcover: 978-1-68123-102-0 E-Book: 978-1-68123-103-7 Price: Paperback: $45.99 Hardcover: $85.99 Trim Size: 6.14X9.21 Page Count: 346 Subject: Education, Ed Psych, Testing, Visual Data, Qualitative BISAC Codes: EDU037000 EDU000000 PSY008000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information New Directions in Technological and Pedagogical Content Knowledge Research: Multiple Perspectives Edited by Myint Swe Khine, Emirates College for Advanced Education In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework. A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works. CONTENTS: PART I: DISCOVERING THE ROLE OF TPACK. Technology-Enhanced Learning and TPACK, Myint Swe Khine. PART II: EXPLORING THEORETICAL FRAMEWORKS AND PERSPECTIVES OF TPACK. TPACK Knowledge Supporting Design of Effective Technology-enhanced Science Instruction for Publication Date: 2015 Digital Learners, Kamini Jaipal-Jamani and Candace Figg. A Graphic Model for Designing Effective Lesson Plans Incorporating Technology, Susan A. Everett and Charlotte A. Otto. Missing in Action: ISBNs: Looking at the Humanisation of Online Higher Education through a TPACK Lens, Maria Northcote. Paperback: 978-1-68123-104-4 TPACK 2.0: Towards a Framework Guiding Web 2.0 Integration in Educational Practice, Athanassios Hardcover: 978-1-68123-105-1 Jimoyiannis. TPACK as a Technology Integration Framework:Understanding and Measurement of the E-Book: 978-1-68123-106-8 TPACK Development Process, Sonmez Pamuk. Comparing Approaches for Developing TPCK, Djordje M. Kadijevich and Sandra R. Madden. How Teachers Develop Technological Pedagogical Price: Content Knowledge (TPACK) for contemporary learning environments: Exemplars of Effective Paperback: $45.99 Practice, Catherine McLoughlin. PART III: EXAMINING SCIENCE AND MATHEMATICS Hardcover: $85.99 TEACHERS’ TPACK. Developing Science Teachers’ TPCK: Technology Integration is Only the Tip of the Iceberg, Jennifer L. Maeng. Using TPACK with Pre-service Teachers of Science, Ruth Geer Trim Size: 6.125 X 9.25 and Bruce White. “I learned that online”: A Study of Science Teachers and New Forms of Professional Page Count: 376 Development, Samia Khan, Eric Meyers, Elise Gowan, and Kendall Bergman. Rubrics for Science Subject: Education, Technology, Teachers’ TPACK: Evaluating Teachers’ Analytical Comments to Video-based Questionnaire, Yi-Fen Instruction, Yeh , Ying Shao Hsu, Hsin-Kai Wu, and Sung-Pei Chien. Exploring Undergraduate Student-Teachers’ Professional Development Transformation of Technological Pedagogical Content Knowledge in Mathematics Regarding Pupils’ Assessment, Doukakis Spyros. PART IV: INVESTIGATING PRE-SERVICE TEACHERS’ BISAC Codes: TPACK. Enhancing a Teaching Methods Course with a TPACK-based Integrated Triadic Model, EDU046000 Geoffrey P. Price and Janie D. Hubbard. A Survey Study Characterizing Turkish Prospective Primary EDU037000 School Teachers’ TPACK Competencies, Tuğba Yanpar Yelken, Hatice Sancar Tokmak, and Gamze EDU015000 Yavuz Konokman. Case Studies for Educators Based on TPACK Framework, Ismail Celik, Ismail Sahin, S. Ahmet Kiray, and Harun Simsek. IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com New Book Information Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral Imperative Edited by M.C. Kate Esposito and Anthony H. Normore, California State University Dominguez Hills A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, Monash University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University Inclusive Practices and Social Justice Leadership for Special Populations in Urban Settings: A Moral Imperative is comprised of a collection of chapters written by educators who refuse to let the voices of dissent remain marginalized in our discussion of education in the 21st century education. Drawing from the authors’ extensive experience in educational research and practice, coupled with their commitment to inclusion of special populations and social justice they urge readers to examine how educational policies are produced for the least advantaged in our schools. Effective inclusionary practices most certainly benefit all students, including English language learners, those who face gender discrimination, those who are in the foster care system, and those who are Gay, Lesbian, Bisexual, or Transgendered. This collection presents a broader theoretical inclusive framework rooted in social justice: which we assert, offers the best practices for a greater number of students who are at risk of minimal academic success. This broader conceptualization of inclusive schools adds to extant discourses about students with exceptional needs and provides effective strategies school leaders operating from a social justice framework can implement to create more inclusive school environments for all students, especially those in urban centers. It is hoped that lessons learned will improve the preparation and practice of school leaders, thus improve educational outcomes for students from special populations. CONTENTS: Series Editor’s Preface, Jeffrey S. Brooks. Foreword, Peter McLaren. Introduction and Overall Framework. Why Equity Matters in “Turn White and Speak English” Political Climate: English Language Learners and Educational Trajectories, Irina S. Okhremtchouk. Deaf Culture and Education: Toward a Culturally Relevant Leadership, Catherine O’Brien and Jeffrey S. Brooks. Creating Inclusive Schools for Gay, Bisexual, Lesbian, Transgender, and Queer/Questioning (GBLTQ) Students: Applying a Social Justice Framework, James Thing and M. C. Kate Esposito. Intersections of Autism, Race, and Class: A Social Justice Agenda for Inclusive Leadership Practices, Melissa Spence and Edlyn Vallejo Peña. Inclusion Needs of Youth in the Foster Care System Through Strategic Mentoring: A Social Justice Perspective, Susanne M. Foulk. Affect and Resilience in Urban Females: An Emerging Paradigm, Theresa Garfield Dorel and Armando Tejeda. Educating the Incarcerated Through a Community Jailing Model: A Social Justice Leadership Perspective, Brantley R. Choate Sr. and Anthony H. Normore. A Culturally Responsive Framework for Social Justice, Mere Berryman, Ann Nevin, Suzanne SooHoo, and Therese Ford. Our Forgotten Sons: The Underachievement of Boys of Color in America’s Urban Centers, Nicole Limperopulos. Chemically Dependent Adolescent Latino Offenders: Restorative and Social Justice as Alternatives to Incarceration, Paul M. Marietti, Janice Tucker, and Anthony H. Normore. Implementing a Holistic Approach to Enhance Career Opportunities for Transition Students With Disabilities, Susan Stuntzner and Bryan Austin. About the Contributors. Publication Date: 2015 ISBNs: Paperback: 978-1-68123-107-5 Hardcover: 978-1-68123-108-2 E-Book: 978-1-68123-109-9 Paperback: $45.99 Hardcover: $85.99 Trim Size: 6.125 X 9.25 Page Count: 268 Subject: Leadership, Social Justice, Education, Urban Settings BISAC Codes: EDU037000 EDU032000 EDU015000 IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271 tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com Please place a check on the appropriate line:___ Visa___ Mastercard___ American Express___ Check Enclosed Charge Card Number Exp. Date Sec Code Name Your Signature Address City State Zip (Country if outside U.S.A.) Phone Email Fax
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