Books published by Emerald Publishing Inc

Thirteen contributions from academics representing a variety of disciplines confront issues relating to social justice in a post-9/11 world. Sample topics include the politics of coalition building among progressive educators and the role of participatory democracy in the critical praxis of social justice. The volume (which is not indexed) conclude

Nineteen contributions present recent research on the use of online technologies for teacher education and professional development around the world. Cases described include (for example) a large-scale computer-mediated conference environment to support professional development; a fully online master's program in science education for elementary an

Preface. The Role of Globalization and Context on Workforce Education and Development, Jay W. Rojewski and Johanna Lasonen. A Conceptual Model of Workforce Education and Development Systems, Ken Gray and Paryono Paryono. Workforce Education and Development in East Asia and the Pacific, Ramlee Bin Mustapha.

Rojewski (occupational studies, University of Georgia) collects work on workforce education and development (WFED) systems, such as secondary and postsecondary vocational and technical education, career education, and literary programs, and their role in supporting both individual and national efforts to reap the benefits offered by globalization.

An episodic history that deals with selected periods, movements, and individuals throughout the course of American education history from the time of colonial Massachusetts in the 17th century up to present times.

This is a great introduction to coping with the stress of the educational workplace. Editor from the University of Melbourne.

Schools are increasingly being called upon to aid in the development of resilience in young people in order to be proactive and prevent the consequences of poor social-emotional health and well-being. In this collection of 13 essays, 19 scholars from Australia, the UK, Israel, and the U.S. offer current theory and research on coping by young people

With the publication of this book, the scholarly journal Issues in Education: Contributions from Educational Psychology is moving to a book series publication format. Carlson (University of California-Riverside) and Levin (University of Arizona) present material on aspects of the No Child Left Behind legislation, with discussions on areas such as f

Contents: Emergence of Families, Communities, and Schools in Early Childhood Education: Introduction, Olivia N. Saracho and Bernard Spodek. Challenges and Realities: Family-Community-School Partnership, Olivia N. Saracho and Bernard Spodek. Families and Early Childhood Education Through the Years, Bernard Spodek and Olivia N. Saracho. Young Children Experiencing Divorce and Family Transitions: How Early Childhood Professionals Can Help, Marion F. Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei Luedemann, and Jennifer Geisretter. Family context and psychological development in early childhood: Educational implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and Competence in Relation to Young Children's Social and Academic Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion Regulation: Implications For Children's School Readiness and Achievement, Julia M. Braungart-Rieker and Ashley L. Hill."

Contents: Emergence of Families, Communities, and Schools in Early Childhood Education: Introduction, Olivia N. Saracho and Bernard Spodek. Challenges and Realities: Family-Community-School Partnership, Olivia N. Saracho and Bernard Spodek. Families and Early Childhood Education Through the Years, Bernard Spodek and Olivia N. Saracho. Young Children Experiencing Divorce and Family Transitions: How Early Childhood Professionals Can Help, Marion F. Ehrenberg, Jacqueline E. Bush, Jennifer D. Pringle, Marei Luedemann, and Jennifer Geisretter. Family context and psychological development in early childhood: Educational implications, Enrique B. Arranz Freijo. Parenting Self-Efficacy and Competence in Relation to Young Children's Social and Academic Outcomes, Priscilla K. Coleman and Katherine H. Karraker. Emotion Regulation: Implications For Children's School Readiness and Achievement, Julia M. Braungart-Rieker and Ashley L. Hill.

The primary contribution of this book, however, is not its advocacy of a specific position but rather, its objective analysis of cogent topics. The content prompts us to consider governance in relation to quality education and to ponder alternative policy strategies that have yet to be fully evaluated. As a young doctoral student more than a few years ago, William Van Til, an eminent scholar and a mentor, reminded me almost daily that members of the education profession had a moral responsibility to address the most difficult questions about education and democracy. These enduring queries, he argued, extended to determining how this critical social service should be organized and controlled and to determining the appropriate roles for administrators and teachers. Those in our profession who fail to heed his advice by remaining indifferent to these philosophical dilemmas should consider Plato's long-standing warning: One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors.

Thirty-eight American academics, researchers, and consultants from the fields of psychology and physics education contribute 12 chapters exploring transfer--how information learned at one point in time influences performance on information encountered at a later point in time. Topics discussed include efficiency and innovation in transfer; fuzzy-tr

Service-learning, a teaching and learning approach that uses the provision of community service as a vehicle for learning, continues to be of interest to those working in K-12 and higher education. Billig, director of a national study of the impact of service-learning, and Welch (service learning, University of Utah) present selected papers from a

Researchers with the Self-concept Enhancement and Learning Facilitation Research (SELF) Centre, U. of Western Sydney, introduce theoretical issues and research on the relationship of positive/self-handicapping self-concept to success/ failure in academic and other settings. Authors frame the debates on, and models of, this linkage and measuring suc

Foreword, Tim Urdan and Frank Pajares. Risk Factors Related To Academic Achievement In Adolescence, Daniel J. Flannery and Kelly L. Wester. A Self-Regulation Approach to Understanding Adolescent Depression, Karen D. Rudolph. Abusive, Wanted, and Illegal Sexual Experiences in Adolescence, Nancy D. Kellogg.

Part I: Introduction. Challenging Perspectives on Mathematics Classroom Communication: From Representations to Contexts, Interactions and Politics. Part II: Contributed Chapters. Theme I: Communication: register, representations, context(s).

Urdan (Santa Clara University) and Pajares (Emory University) explore challenges facing adolescents and their teachers and look at some of the strategies that have been adopted to address these challenges. Contributors describe various psychological and contextual problems that adolescents often experience, such as depression, abusive sexual experi