Books published by Emerald Publishing Inc

Edited by David Schwarzer, Montclair State University, Mary Petrón,Sam Houston State University, and Christopher Luke, Ball State UniversityA volume in Research in Second Language LearningJoAnn Hammadou Sullivan, Series Editor"Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies forWorld Language Educators" is an edited volume that focuses on innovative, nontraditional methods ofteaching and learning world languages. Using teacher-research projects, each author in the volume guidesreaders through their own personal journey and exploration of teaching methods, novelty, risk-taking, andreflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based researchin an assortment of instructional settings. Theoretical issues and an array of practical applications are presented,as well as additional research opportunities and guidelines for implementation in a variety of teachingand learning venues.While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interactwith each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes avillage to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices,experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The textthus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged tothink critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their worldlanguage classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.

Promotes all analytical and interpretative approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, Curriculum and Teaching Dialogue addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programmes.

Promotes all analytical and interpretative approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfilment of this mission, Curriculum and Teaching Dialogue addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programmes.

A volume in The Handbook of Resources in Middle Level EducationSeries Editors: Steve B. Mertens, Illinois State Universityand Vincent A. Anfara, Jr. The University of Tennessee, KnoxvilleThis inaugural volume in the new IAP book series, The Handbook of Resources inMiddle Level Education, focuses on the contributions and impact of the leaders ofthe modern middle school movement. Contained with this volume are the editedtranscripts from 20 extensive interviews of the most influential leaders of themiddle level movement, including such notable figures as William Alexander, Donald Eichhorn, John Lounsbury,Conrad Toepfer, and Gordon Vars. This historic volume will be an invaluable resource to proponents, advocates,and students of the middle school concept and developmentally appropriate education for young adolescents.

A volume in Family-School-Community PartnershipSeries Editor Diana B. Hiatt-Michael, Pepperdine University(sponsored by the Family School Community Partnership Issues SIG)This concise monograph addresses the expanding field of family involvement to out ofschool time (OST). OST may be defined as time outside of state required time limits forcompulsory school attendance but time in which students are engaged in planned academicor enrichment activities. During the past decade, OST programs have burgeoned across theUnited States. OST programs are offered to children and youth, elementary through highschool, as structured and safe venues to increase student academic achievement, and extend students' interests.Chapter authors share promising practices from a range of backgrounds, including nonprofit organizations, faith-based,health, and governmental agencies as well as university-school connections. Contents describe the benefits and concerns ofparent engagement in OST, such as student outcomes of parent engagement in OST, how parents select appropriate programs,ways to connect with parents to assure regular attendance of youth, methods to solicit families to participate in OSTactivities, and evaluation measures.

A volume in Readings in Educational ThoughtSeries Editors Andrew J. Milson, Chara Haeussler Bohan,Perry L. Glanzer and J. Wesley NullClinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher educationin urban school systems serving culturally and linguistically diverse populations. The labor intensive nature ofprofessional development school work has resulted in research institutions being slow to fully adopt a clinical teachereducation Professional Development School (PDS) network approach across the entirety of their teacher preparationprograms. Faculty have often been hesitant to commit to such models in light of the demands of institutional expectationsof publish or perish. In this book, faculty, researchers, and administrators from academia and from public schools involvedin a clinical teacher education PDS network discuss their commitment to collaborative clinical teacher preparation anddevelopment, and to inquiry in PDS initiatives in urban schools. Clinical Teacher Education serves as an in-depth analysisof the strengths and challenges of establishing school-university networks in metropolitan environments.Many experienced and noteworthy authors contributed to Clinical Teacher Education. The authors hold various administrative and faculty positions in both universityand public school settings. In addition to editors Chara Bohan and Joyce Many, chapter authors include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault, WilliamCurlette, Kezia McNeal Curry, Julie Dangel, Mary Deming, Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August Ogletree, Susan Ogletree, LauraSmith, Susan Swars, Dee Taylor and Brian Williams.In addition, the chapters address a host of issues that arise when working in a large, urban school-university clinical teacher education network. Nine chapters include thefollowing topics: Chapter 1, "Understanding the Complexities Inherent in Large Scale Implementation of the PDS Model by an Urban Research Institution," Chapter 2,"Professional Development Schools: History, Development, and Content Research," Chapter 3, "The Work andInsights of Professional Development School Boundary Spanners," Chapter 4, "Possibilities for Clinical TeacherEducation: Four Stories of Field-based Courses Taught at Professional Development School Sites," Chapter 5,"Examining PDS Partnerships with Survey Items: Assessing Perception of Fidelity of Implementation Using theNCATE PDS Standards, " Chapter 6, "Integrating Inquiry in Clinical Teacher Education Initiatives Across a PDSNetwork," Chapter 7, "An Approach to Increasing Student Achievement: Teacher-Intern-Professor Groups withAnchor Action Research," Chapter 8, "Making a Difference in Teacher Development and High Quality Teaching,"and Chapter 9, "Partnership Building in a Context of Change."

A volume in Readings in Educational ThoughtSeries Editors Andrew J. Milson, Chara Haeussler Bohan,Perry L. Glanzer and J. Wesley NullClinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher educationin urban school systems serving culturally and linguistically diverse populations. The labor intensive nature ofprofessional development school work has resulted in research institutions being slow to fully adopt a clinical teachereducation Professional Development School (PDS) network approach across the entirety of their teacher preparationprograms. Faculty have often been hesitant to commit to such models in light of the demands of institutional expectationsof publish or perish. In this book, faculty, researchers, and administrators from academia and from public schools involvedin a clinical teacher education PDS network discuss their commitment to collaborative clinical teacher preparation anddevelopment, and to inquiry in PDS initiatives in urban schools. Clinical Teacher Education serves as an in-depth analysisof the strengths and challenges of establishing school-university networks in metropolitan environments.Many experienced and noteworthy authors contributed to Clinical Teacher Education. The authors hold various administrative and faculty positions in both universityand public school settings. In addition to editors Chara Bohan and Joyce Many, chapter authors include, Mary Ariail, Gwen Benson, Lin Black, Donna Breault, WilliamCurlette, Kezia McNeal Curry, Julie Dangel, Mary Deming, Caitline Dooley, Joe Feinberg, Teresa Fisher, Lou Matthews, August Ogletree, Susan Ogletree, LauraSmith, Susan Swars, Dee Taylor and Brian Williams.In addition, the chapters address a host of issues that arise when working in a large, urban school-university clinical teacher education network. Nine chapters include thefollowing topics: Chapter 1, "Understanding the Complexities Inherent in Large Scale Implementation of the PDS Model by an Urban Research Institution," Chapter 2,"Professional Development Schools: History, Development, and Content Research," Chapter 3, "The Work andInsights of Professional Development School Boundary Spanners," Chapter 4, "Possibilities for Clinical TeacherEducation: Four Stories of Field-based Courses Taught at Professional Development School Sites," Chapter 5,"Examining PDS Partnerships with Survey Items: Assessing Perception of Fidelity of Implementation Using theNCATE PDS Standards, " Chapter 6, "Integrating Inquiry in Clinical Teacher Education Initiatives Across a PDSNetwork," Chapter 7, "An Approach to Increasing Student Achievement: Teacher-Intern-Professor Groups withAnchor Action Research," Chapter 8, "Making a Difference in Teacher Development and High Quality Teaching,"and Chapter 9, "Partnership Building in a Context of Change."

A volume in Research in Educational Diversity and ExcellenceSeries Editors Hersh C. Waxman and Yolanda N. Padrón, Texas A&M UniversityThis book that explores the mathematics education of Latinos/as in 13 original research studies. Eachchapter represents research that grounds mathematics instruction for Latinos/as in the resources to be foundin culture and language. By inverting the deficit perspective, this volume redresses the shortcomings foundin the previous literature on Latino/a learners. Each study frames language (e.g. bilingualism) not as anobstacle to learning, but as a resource for mathematical reasoning. Other chapters explore the notion ofcultural variation not as a liability but as a tool for educators to build upon in the teaching of mathematics.Specifically, the book reframes culture as a focus on the practices, objects, inscriptions, or people thatconnect mathematical concepts to student thinking and experiences, both in and out of school.The book's four sections divide the research: The first section of the book focuses on mathematic learning in classrooms, specifically exploringbilingual, Latino/a students; the second section explores Latino/a learners in communities, including the role parents can play in advancing learning;the third section includes chapters focused on teacher professional growth; the final section concerns the assessment (and mis-assessment) of Latino/alearners. The research shared in this volume provides ample evidence that mathematics educators who choose to ignore language or culture in theirpedagogy risk shortchanging their Latino/a students.

A volume in Studies in the History of EducationSeries Editor: Karen L. Riley, Auburn University at MontgomeryThis book is designed to be used at a master's level for a degree in curriculum and instruction,teacher education or educational leadership. It could be used as a primary or a supplementarytext. The book is divided into three parts: The first section focuses on the contributions of notededucators to the field of education: Florence Stratemeyer, (Haberman and Corrigan) Hilda Taba(Barbara Stern), Alice Miel (Jennifer Deets), Booker T. Washington (Karen Riley), Ralph Tyler(Gerald Ponder and Dixie Massey) and John Dewey (William Schubert and Heidi Schubert).The authors of these chapters focused on contributions that were "less: known, but particularlyimportant in thinking about education. The second section of the book focuses on curriculummovements that were politically motivated and their impact on curriculum applications in the schools: Cold War/Sputnik (PeggyMoch), Civil Rights (William Ayers), Women's Rights (Susan Brown), Bilingual/multicultural education (Gloria Contreras and RonWilhelm), and the growing economic divide (William Watkins). The last section of the book provides perspectives on factors thataffected curriculum implementation as seen through the eyes of authors who have done considerable research in these areas: SocialJustice (William Gaudelli and Dennis Urban), Integrated Curriculum (Lynne Bailey), The Comprehensive High School (MarcellaKysilka), Technology in the Curriculum (Gretchen Schwarz and Janet Dunlop) and Inclusive Curriculum (Allison Dickey)The book could be used in Alternative Certification Programs as well as the chapters focus on issues that are common in the publicschool sector. The chapters are short and meaty and provide a thorough understanding of thepeople, politics and perspectives of the times.

This volume advocates the importance of narrative for public servants, exemplifies it with a rigorously selected and analyzed set of narratives, and imparts narrative skills politicians and public servants need in their careers.

There is intense interest in computer games. A total of 65 percent of all American householdsplay computer games, and sales of such games increased 22.9 percent last year. The averageamount of game playing time was found to be 13.2 hours per week. The popularity and marketsuccess of games is evident from both the increased earnings from games, over $7 Billion in2005, and from the fact that over 200 academic institutions worldwide now offer game relatedprograms of study.In view of the intense interest in computer games educators and trainers, in business, industry, thegovernment, and the military would like to use computer games to improve the delivery ofinstruction. Computer Games and Instruction is intended for these educators and trainers. Itreviews the research evidence supporting use of computer games, for instruction, and also reviews the history of games in general, ineducation, and by the military. In addition chapters examine gender differences in game use, and the implications of games for use bylower socio-economic students, for students' reading, and for contemporary theories of instruction. Finally, well known scholars ofgames will respond to the evidence reviewed.