Information Age Publishing, Inc. June 2016 Advanced Book...

Information Age Publishing, Inc.

June 2016

Advanced Book Information

11 New Titles

**All books listed on these ABI sheets should be available within 60 days**

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

PHONE: 704-752-9125 FAX: 704-752-9113 URL: WWW.INFOAGEPUB.COM

Teacher Education for the 21st Century: Creativity, Aesthetics and Ethics

in Preparing Teachers for Our Future

Learning from the Federal Market-Based Reforms: Lessons for ESSA

Teach & Thrive: Wisdom from an Urban Teacher’s Career Narrative

The Mathematics Education of Elementary Teachers: Issues

and Strategies for Content Courses

Counseling African American Males: Effective Therapeutic

Interventions and Approaches

Distance Learning Volume 13 Issue 1 2016

Class Size and Pupil-Teacher Ratios: Where Education and Economics Collide

Quarterly Review of Distance Education Volume 17 Number 1 2016

From Socrates to Summerhill and Beyond: Towards

a Philosophy of Education for Personal Responsibility

Making of The Future: TheTrajectory Equifinality

Approach in Cultural Psychology

Human Capital Management Research: Influencing Practice and Process

NewBookInformation

TeacherEducationforthe21stCentury:Creativity,AestheticsandEthicsinPreparingTeachersforOurFuture

Editor:DonaldS.Blumenfeld‐Jones

This book is for anyone interested in how to build a teacher education programutilizing the arts as one central modality for teaching and learning or for thoseinterested in building some of their program along these lines. Throughout thebookyouwill findreferencetotheintersectionofethics,aesthetics,andteaching.Weprovideanintegratedprogramdevotedtogoodlearningandthegoodsociety.

Inthebookwediscusshowtheprogramcametobeandtheunderlyingeducationalthinkingthatinformsthewholeprogram.Thissectionofthebookisinvaluableforunderstandinghowthereadercanbuildher/his own arts approach to teacher education. The central section of the book is devoted to the specificcoursework of the program. Each author describes in detail how she/he leverages aesthetics and art toexpand the possibilities of learning and teaching (including a chapter focused on the core competencycourse, Teaching, Imagination, Creativity) in language and literacy, psychology of education, scienceeducation, mathematics education, social studies education, and classroommanagement includingmany

examplesfromourteaching.Thebookendswithafocusgroupdiscussionabouttheprogrambyformerstudents.CONTENTS: Introduction, DonaldS.Blumenfeld‐Jones. SECTION I: INTRODUCINGTHE PROGRAM. Introduction, Origin of the ARTs program, and Overview of theBook.AestheticsinAcademicsandClassrooms:HowPerceptionWorksandCanbeTaught. SECTION II: THE ELEMENTS OF THE PROGRAM. Teaching, Imagination,Creativity: The Core ARTs Course. English Language Arts Curriculum, Wide‐Awakeness: TheAesthetic Purposes ofMultimodal learning, Literary Theory andWriterly Texts, David Lee Carlson & Josh Cruz. Aestheticizing a Course onEducational Psychology. Aestheticizing Social Studies, JamesGarrettandDonaldBlumenfeld‐Jones.Mathematics as a Subject ofGreatAppreciation andAesthetics,Peter Appelbaum. Understanding the Nature of Science through AestheticExploration in Science Teacher Education, DavidBlades. Classroom Managementand Creating an Ethical Community, DonaldBlumenfeld‐Jones. SECTION III: AROUNDTABLE OF GRADUATES OF THE PROGRAM (CONVENED, FACILITATEDANDWRITTENUPBYDR.BLUMENFELD‐JONES).Roundtable.

Thistitlecanbefoundat:http://www.infoagepub.com/products/Teacher‐Education‐for‐the‐21st‐Century

PublicationDate:2016

ISBNs:Paperback:9781681235660Hardcover:9781681235677E‐Book:9781681235684

Paperback:$45.99Hardcover:$85.99

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PageCount:228

Subject:TeacherEducation,Art‐basedLearning,CreativityEducation,AestheticsBICCode:4BISACCodes:EDU057000EDU029050ART027000

IAP–InformationAgePublishing,Inc.POBOX79049Charlotte,NC28271Phone:704‐752‐9125Fax:704‐752‐9113www.infoagepub.com

NewBookInformation

LearningfromtheFederalMarket‐BasedReforms:LessonsforESSA

Editors:WilliamJ.Mathis,UniversityofColoradoBoulderandTinaM.Trujillo,UniversityofCalifornia,BerkeleyAvolumeinTheNationalEducationPolicyCenterSeriesSeriesEditors:KevinG.WelnerandAlexMolnar,UniversityofColoradoBoulderOverthepasttwentyyears,educationalpolicyhasbeencharacterizedbytop‐down,market‐focusedpoliciescombined with a push toward privatization and school choice. The new Every Student Succeeds Actcontinues along this path, though with decision‐making authority now shifted toward the states. These

market‐based reforms have often been touted as the most promising response to the challenges of poverty and educationaldisenfranchisement.Buthasthisapproachbeensuccessful?Haslearningimproved?Havehistoricallylow‐scoringschools“turnedaround”orhavethereformshadlittleeffect?Havethesenarrowconceptionsofschoolingharmedthecivicandsocialpurposesofeducationinademocracy?Thisbookpresentstheevidence.Drawingontheworkofthenation’smostprominentresearchers,thebookexploresthemajorelementsofthesereforms,aswellasthesocial,political,andeducationalcontexts inwhichtheytakeplace.Itexaminestheevidencesupportingthemost common school improvement strategies: school choice; reconstitutions, ormassive personnel changes; and school closures. Fromthere,itpresentstheresearchfindingscuttingacrossthesestrategiesbyaddressingtheevidenceontestscoretrends,teacherevaluation,“miracle”schools,theCommonCoreStateStandards,schoolchoice,thenewlyemergingschoolimprovementindustry,andre‐segregation,amongothers.

Theweightof theevidence indisputablyshows little successandnopromise for thesereforms.Thus, the authors counsel strongly against continuing these failedpolicies.Thebook concludeswith a review of more promising avenues for educational reform, including the necessity ofbroadersocietalinvestmentsforcombattingpovertyandadversesocialconditions.Whileschoolscannotsingle‐handedlyovercomesocietalinequalities,importantworkcantakeplacewithinthepublic school system,withevidence‐based interventions suchasearlychildhoodeducation,de‐tracking, adequate funding and full‐service community schools—all intended to renew ournation’scommitmenttodemocracyandequaleducationalopportunity.CONTENTS: Foreword, JeannieOakes. SECTION I: INTRODUCTION: THE FOUNDATIONS OFMARKETBASEDREFORM,Purposes of Education: The Language of Schooling,MikeRose.ThePolitical Context, JanelleScott. Historical Evolution of Test‐Based Reforms, HarveyKantorandRobert Lowe. Predictable Failure of Test‐Based Accountability, HeinrichMintrop and GailSunderman. SECTION II: TEST‐BASED SANCTIONS: WHAT THE EVIDENCE SAYS,Transformation & Reconstitution, BettyMalenandJenniferKingRice.Turnarounds, TinaTrujilloand Michelle Valladares. Restart/Conversion, Gary Miron and Jessica Urschel. Closures, BenKirshner, Erica Van Steenis, Kristen Pozzoboni, and Matthew Gaertner. SECTION III: FALSEPROMISES,MiracleSchoolMyth,P.L.Thomas.HasTest‐BasedAccountabilityWorked?Committeeon Incentives and Test‐Based Accountability in Public Education (MichaelHout& Stuart Elliott,Eds.).The Effectiveness of Test‐Based Reforms. KevinWelnerandWilliamMathis.Value AddedModels:Teacher,PrincipalandSchoolEvaluations,AmericanStatisticalAssociation.TheProblemswith the Common Core, StanKarp. Reform and Re‐Segregation, GaryOrfield.English Language

Learners. AngelaValenzuelaandBrendanMaxcy.Racial Disproportionality: Discipline, AnneGregory,RussellSkiba,andPedroNoguera.School Choice, Christopher Lubienski and Sarah Theule Lubienski. The Privatization Industry, Patricia Burch and Jahni Smith.VirtualEducation,MichaelBarbour.SECTION IV:EFFECTIVEREFORMS,Addressing Poverty,DavidBerliner.Racial Segregation & Achievement,RichardRothstein.Adequate Funding, MichaelRebell.Early Childhood Education, StevenBarnett.De‐Tracking, KevinWelnerandCarolCorbettBurris.Class Size, DianeWhitmore Schanzenbach.School–Community Partnerships, LindaValli,Amanda Stefanski,andReubenJacobson.Community Organizing for Grassroots Support,MarkWarren.Teacher Education,AudreyAmrein‐Beardsley,JoshuaBarnett,andTirupalavanamGanesh.SECTIONV:CONCLUSION.

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/National‐Education‐Policy‐Center




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Subject:EducationReform,CommonCore,SocialReform,StandardizedTestingBICCode:JNZBISACCodes:EDU034000EDU030000EDU058000


NewBookInformation

Teach&Thrive:WisdomfromanUrbanTeacher’sCareerNarrative

By:KristinaValtierra,ColoradoCollegeAvolumeinIssuesintheResearch,Theory,Policy,andPracticeofUrbanEducationSeriesEditors:DeniseE.Armstrong,BrockUniversityandBrendaJ.McMahon,TheUniversityofNorthCarolinaatCharlotteTeacherburnoutcontributestotheepidemicofearlycareerexit.AtleasthalfofallnewK‐12teachersleavetheprofessionby the time theyreach their fifthyearof teaching.Conversely, thereareurban teacherswhosurviveburnoutandthriveascareer‐longeducators.Thisbookresultsfromanin‐depthqualitativestudythatexploredone40‐yearveteranteacher’scareernarrative,analyzinghowshenotonlysurvivedtheburnoutepidemic,butalsothrivedasahighlyeffectivecareer‐longurbanteacher.

Part1ofthisbookusesacriticalsocio‐politicallensisusedtoguidereadersthroughthecomplexitiesofcareerthrival.Framedwithinthestoryofonenewurbanteacher’stypicalmorning,thebookbeginswithanoverviewofthesocio‐politicalforcesthatleadtourbanteacherburnout.Inspiteof theobstacles, themorehopeful ideaofurban teacher thrival isuncoveredthroughnarrativemethodology.Part2 isdedicatedto thedynamicnarrativeofaveteranurbanteachercareerjourney.ThisinspiringstoryisrelatedtoframeworksestablishedinPart1,aswellaspaintingapictureofhowpubliceducationhasevolvedoverthelast40years,andit’simpactonthelivesofteachers.Part3takesadeeperdiveintothreesalientthemesthatpermeatedthroughouttheparticipant’sstory.Firsthopespringseternal istheideathatsustaininghopesupportedtheteacher’scareerthrival.Next, theextendededucation family is thenotionthat familial‐likerelationshipsatschoolnourishedherlongevity.Thethirdtheme,creativeautonomy,revealsthatbybeingempoweredwithopportunitiesforcurriculumdevelopmentandinstructionaldecision‐makingtheteachermaintainedherpassion.Thisbookconcludeswithrecommendationsforteachers,educationalleadersandteachereducatorstodevelopandmaintainthrivingteachers.

CONTENTS:PrefaceSeriesEditors’PrefacePARTI:SETTINGTHESTAGE:THETEACHERBURNOUT/BURNINEPIDEMICCHAPTER1:TeacherBurnOutintheCityCHAPTER2:OneTeacher’sStoryortheStoryofTooMany?CHAPTER3:StressandBurnOutintheTeachingLifeCHAPTER4:Hope,PassionandPossibilityRestoredbytheThrivingTeacherPARTII:ALICE’SNARRATIVEOFCAREERTHRIVALINTHREEACTSCHAPTER5:ANarrativeWiththeFortitudetoBreakDowntheBurnOutEpidemicCHAPTER6:CareerBeginningsor“AHappyAccident!”CHAPTER7:MiddleCareerPavesaCallingCHAPTER8:MiddleCareertoRetirementor“TheAffirmationEra”CHAPTER9:RenewalorWhatRetirement?PARTIII:THRIVALASCONTAGIOUS:BURNOUTRECOVERYANDPREVENTIONCHAPTER10:TheTeacherThrivalMobiusStripCHAPTER11:HopeSpringsEternalCHAPTER12:TheExtendedEducationFamilyCHAPTER13:CreativeAutonomyCHAPTER14:StudentsasSpiritualSustenanceCHAPTER15:ACounter‐NarrativetoTeacherBashingCHAPTER16:RecommendationstoSpreadTeacherThrivalReferences

.

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Subject:TeacherDisposition,UrbanEducation,TeacherLongevityBICCode:JNCBISACCodes:EDU009000EDU020000EDU046000


NewBookInformation

TheMathematicsEducationofElementaryTeachers:IssuesandStrategiesforContentCourses

Editors:LynnC.Hart,GeorgiaStateUniversity,USASusanOesterle,DouglasCollege,CanadaSusanSwarsAuslander,GeorgiaStateUniversity,USAAnnKajander,LakeheadUniversity,CanadaThis book is an edited volume addressing specific issues of significance for individualsinvolved with the undergraduate mathematics content preparation of prospectiveelementary teachers (PSTs). Teaching mathematics content courses to this group of

studentspresentsuniquechallenges.WhilesomePSTsentertheirteacherpreparationwithweakmathematicalskillsandknowledge,many also hold negative attitudes, anxiety, andmisguided beliefs aboutmathematics. This book isdesignedtosupportinstructorswhoteachthesestudentsinmathematicscontentforelementaryteacherscourses.Elementaryteachersneedarichlydevelopedunderstandingofthemathematicstheyareteachinginordertoteachiteffectively.Providingthemwiththeneededpreparationisdifficult,butcanbeeasedwithasolidunderstandingofthemathematicalconcernsandlimitationsPSTsbringtothelearningofmathematicsandafamiliaritywiththestandardsandcurriculatopicsPSTswillbeexpectedtoteach.ChapterOnemakestheargumentthatelementarymathematicsisnottrivial.Thisisfollowedbyananalysisoffourcentralissuesrelatedtothemathematicalpreparationofelementary

teachers, specifically: (1) selecting/creating/modifying and implementingmathematical tasks (2) noticing/understanding children’s ways of thinking as afoundationfor learningmathematics,(3)developingmathematicalhabitsofmindinPSTs,and(4)understandingtheroleaffectplaysinthemathematicallearningofPSTs. The final chapter presents three international examples of programs thatcurrentlyconsiderthesefactorsintheimplementationoftheircourses.CONTENTS: Preface, LynnC.Hart,SusanOesterle,SusanSwarsAuslander,andAnnKajander.Elementary Mathematics Is Not Trivial, LynnC.Hart,MelfriedOlson,andSusanOesterle.When Is aMathematical Task aGoodTask?ZivFeldman,EvaThanheiser,RachaelM.Welder,JenniferM.Tobias,AmyF.Hillen,andDanaOlanoff.Using Children’s Thinking to DevelopMathematical Content Knowledge, ChristineA.Browning,JenniferL.Harrison,RyanHarrison,Yi‐Yin (Winnie)Ko,NicolePanorkou, andMargaretYoder. Mathematical Habits of Mind,SusanOesterle,MelfriedOlson,StephenHwang,HannahSlovin,JudithOlson,JaclynMurawska,JenniferHolm,andCristinaCaputoLewitton. Attending to Prospective Elementary Teachers’Mathematical Affect, SusanSwarsAuslander.Three International Examples of MathematicsContent Courses for Elementary Teachers, AnnKajander,GayleMillsaps,ReidarMosvold,DianaUnderwood‐Gregg,andJenniferHolm.References.AbouttheAuthors.

Thistitlecanbefoundat:http://www.infoagepub.com/products/The‐Mathematics‐Education‐of‐Elementary‐Teachers




TrimSize:6.125X9.25

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Subject:MathematicalEducation,Special‐izedMathematicsContentKnowledge,MathematicalThinkingBICCode:PBBBISACCodes:EDU029010MAT030000MAT034000


NewBookInformation

CounselingAfricanAmericanMales:EffectiveTherapeuticInterventionsandApproachesEditor:WilliamRossAvolumeinAfricanAmericanMaleSeries:GuidingtheNextGenerationThroughMentoring,TeachingandCounselingSeriesEditor:WilliamRoss

There is no one method for doing culturally alert counseling. Instead, culturallyalertcounselingconsistsofintentionallyadaptingexistingwaystohelpclients(1)understandtheirsociallyconstructedworldviews throughculture, (2)appreciate theirvariouscultures, (3) tomakechoicesaboutadherence to cultural norms, and (4) to recognize and respond to external bias relating to their culturalgroupmembership.CONTENTS:Introduction,WilliamRoss.CounselingAfricanAmericanMalesUtilizingNontraditionalClinicalTreatmentApproaches,D.LashelleOwens,JohnQueener&TiffanyStewart. Black Masculinity and Identity Development as Foundation for CounselingAfrican American Males, StevenDKniffley. Community Violence Exposure and Racial Discrimination as Barriers to Treatment:

Implications for African American Males in Counseling, BroderickSawyer,RyanDeLapp&MonnicaWilliams.Ubuntu:AFrameworkforAfricanAmericanMalePositiveMentalHealth,DerekWilson & VeedaWilliams. Humanistic Theories and African American Males inCounseling, YolandaHamilton.Utilizing the Empathy Wheel to Counsel African AmericanMale Students,DavidFord. Socially Conscious RapMusic as a Therapeutic Intervention toworkwith African AmericanMales,AhmadR.Washington. African AmericanMale Suicide:AnEco‐systemFramework toUnderstand,Assessand Intervene,DarronGarner.ResilienceTheory and the Health Belief Model as Interventions for African American Males withDepression,MalloryStruggs&SandraHarris.AfricanAmericanGraduateandUndergraduateMaleStudents’AttitudesRegardingCounseling:AComparativeAnalysis,CandyRatliff,JoyceFinch&JessicaDavis. Theories ofRehabilitation andPrinciplesofEffective Intervention forAfricanAmericanMaleOffenders,KarlaSapp.StrategiesandInterventionsforWhiteSchoolCounselors working with African American Male Students, LaurenMoss, ChristyLand&MatthewRozzi. Social Learning Theory and Strength Based Approaches to CounselingAdolescent African American Males, DonaldGrant. A Trauma‐Informed Approach to PlayTherapy InterventionswithAfricanAmericanMale Children, JosephineOlson.WhiteRacialFraming and Its Impact on African American Male Mental Health, DerekWilson&VeedaWilliams. A Clinical Deconstruction of the Negative Archetypes & Complexes of African

AmericanMasculinity,O’ShanD.Gadsden&LionelHoward.

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/African‐American‐Male‐Series




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Subject:AfricanAmericanMales,CBT,Counseling,andcultureBICCode:JMRBISACCodes:EDU006000SOC001000PSY045070


NewBookInformation

DistanceLearning(AnOfficialPublicationoftheUnitedStatesDistanceLearningAssociation)

Editor:MichaelSimonson,NovaSoutheasternUniversityManagingEditor:CharlesSchlosser,NovaSoutheasternUniversityAssociationEditor:JohnG.Flores,UnitedStatesDistanceLearningAssociationVolume13 Issue12016DistanceLearningisforleaders,practitioners,anddecisionmakersinthefieldsofdistancelearning,e'learning,telecommunications,andrelatedareas.Itisaprofessionaljournalwithapplicableinformationforthoseinvolvedwithprovidinginstructiontoallkindsoflearners,ofallages,usingtelecommunicationstechnologiesofalltypes.

Storiesarewrittenbypractitionersforpractitionerswiththeintentofprovidingusableinformationandideas.Articlesareacceptedfromauthors‐‐newandexperienced‐‐withinterestingandimportantinformationabouttheeffectivepracticeofdistanceteachingandlearning.

DistanceLearning ispublishedquarterly.Each issue includeseight to tenarticlesandthree to fourcolumns, includingthehighlyregarded"AndFinally..."columncoveringrecentimportantissuesinthefieldandwrittenbyDistanceLearningeditor,MichaelSimonson.Articlesarewrittenbypractitionersfromvariouscountriesandlocations,nationallyandinternationally.

Distance Learning is an official publication of the United States Distance Learning Association, and is co‐sponsored by the Fischler School ofEducationatNovaSoutheasternUniversityandInformationAgePublishing.

FEATUREDARTICLES

TheKeystoOnlineLearningForAdults:TheSixPrinciplesofAndragogy,PartIIWendyConawayandBarbaraZorn‐Arnold

TheCreationStation:AnInnovativeApproachforProducingInstructional

TechnologyandDistanceEducationRafaelGiraldo

ImprovingDistanceEducationforDisabledStudents:MakingtheGRADE

MarilynA.Goodrich

IntroducingDistanceLearningintoJamaica’sTechnicalVocationalEducationandTrainingSystem:Strengths,Weaknesses,Opportunities,andThreats

RoxanneHinds

GeorgiaVirtualSchool:StudentSuccessinaComputer‐GeneratedWorldValenciaH.Ingram

DoPersonalResponseSystemsImproveLearning?

StevenE.GregorandGregoryB.Muscelli

COLUMNS

EndsandMeansResourcesandFactorstoConsiderWhenDesigningNewOnlinePrograms

‐‐byNatalieB.Milman

TryThisASurgingEducationSector:OnlineLearningforHighSchoolThroughCollege

—byErrolCraigSull

AskErrol!—byErrolCraigSull

AndFinally…

AssumptionsandDistanceEducation—byMichaelSimonson

PublicationDate:PublishedQuarterly

ISBNs:Paperback:9781681235585E‐Book:9781681235592

SubscriptionRatesPerYear:InstitutionalPrint:$175.00IndividualPrint:$60.00

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PageCount:64

Subject:Education,Technology,DistanceLearningBICCode:JNQBISACCodes:EDU000000EDU041000EDU037000


NewBookInformation

ClassSizeandPupil‐TeacherRatios:WhereEducationandEconomicsCollide

By:ChrisPeers,MonashUniversityFacultyofEducationThisbookprovidesa “primer”with respect to thedebateabout class sizebetweeneconomistsandeducators.Inparticularitoffersanoverviewofhoweconomistslookatschoolfundingproblems,andmakesacomparisonbetweentheworkof theChicagoSchoolandothers likeEricHanushek,whichhasfocusedintenselyontheeconomicrelationshipbetweenpublicspendingoneducationalresourcesand the cost of equipping and expanding school infrastructure, and student outcomes. The booktherefore focusesonclass sizeasaprimaryexampleof theway inwhicheconomistshavecome totreatteachingandlearningasasiteforthedevelopmentofhumancapital.

Thebookalsotakesahistoricallookatthedebateaboutclasssizefromtheperspectiveoftheoriesaboutpublicchoice,whichhaveemergedfromtheChicagoSchoolthroughthewritingsofMiltonFriedman.Thisraisestheissueofhowthenotionofthe“public”isunderstood,andwhethereducatorsandeconomistsarecomingfromdifferentperspectivesaboutwhatschoolsshoulddoforthecommunity.Manyeducationiststhinkabouttheproblemofclasssizefromtheperspectiveofaclassroomteacher,whomust“eye‐ball” her students and regard them as flesh‐and‐blood individuals, whereas economists deal in statistical numbers and shouldthereforebeunderstoodasregardingclasssizeassymptomaticofpopulationissues.Thebooksurveysthetwosidesofthelong‐standingdebateaboutclasssizeanditssupposedrelationshiptostudentachievement.Theaimistodiscloseatheoreticalprinciplethatisadoptedbybothsidesinthedebate,evenifneithersideisconsciousofit.This

principle relates to the issue of individuals and populations as a binary opposition thatsupplies either sidewith a valid viewpoint.Thebookexplores thisprinciple, arguing thateachoftheseopposingperspectivesdependsontheotherforitsownlogicaloutcome.Thebookanalysestheprocedureofopposingindividualstopopulationsanddemonstratesthatthequestionofclasssizecouldbemoreeffectivelyapproachedbydealingwiththeprinciplethatisatitscore.CONTENTS:

IntroductionCHAPTERI:EducationandtheIndustrialAgeCHAPTERII:ClassSizeasaSymbolofSocialOrganizationCHAPTERIII:TheClassSize:AFunctionofEconomicProductivityCHAPTERIV:TheEconomicandMoralFunctionoftheSchoolCHAPTERV:ConclusionsAboutTheAuthorListofTables

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Subject:Education,ClassSize,EducationReformPolicyBICCode:JNKHBISACCodes:EDU034000EDU044000EDU022000


NewIssueInformation

QuarterlyReviewofDistanceEducation“ResearchThatGuidesPractice”

Editors:MichaelSimonsonandCharlesSchlosserNovaSoutheasternUniversityVolume17 Number1 2016

The QuarterlyReviewofDistanceEducation is a rigorously refereed journal publishingarticles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distanceeducation.TheQuarterlyReviewpublishesarticlesthatutilizevariousmethodologiesthatpermitgeneralizableresultswhichhelpguidethepracticeofthefieldofdistanceeducationinthepublicandprivatesectors.TheQuarterlyReviewpublishesfull‐lengthmanuscriptsaswellasresearchbriefs,editorials,reviewsofprogramsandscholarlyworks,andcolumns. The QuarterlyReviewdefines distance education as institutionally‐based formal education in which thelearninggroupisseparatedandinteractivetechnologiesareusedtounitethelearninggroup.

ARTICLES

AnOnlineSocialConstructivistCourse:TowardaFrameworkforUsabilityEvaluations

AlanaS.Phillips,AnnelieseSheffield,MichelleMoore,andHeatherA.Robinson

AnAnalysisofTechnologicalIssuesEmanatingFromFacultyTransitiontoaNewLearningManagementSystem

MapopaWilliamSanga

SynchronousandAsynchronousCommunicationinDistanceLearning:AReviewoftheLiterature

LynetteWatts

KeyComponentsofOnlineGroupProjects:FacultyPerceptionsChristineE.Wade,BruceA.Cameron,KariMorgan,andKarenC.Williams

ComparingStudents’Motivation,LearningOutcomes,andPreferences

HungweiTsengandEamonnJosephWalsh,Jr.

ConferenceCalendar

AuthorBiographicalData

PublicationDate:PublishedQuarterly

ISSN:1528‐3518ISBNs:Paperback:9781681235448E‐Book:9781681235455

SubscriptionRatesPerYear:InstitutionalPrint:$210.00IndividualPrint:$95.00

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PageCount:62

Subject:Education,DistanceLearning,EducationalTechnologyBICCode:JNQ

BISACCodes:EDU000000EDU041000EDU037000


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FromSocratestoSummerhillandBeyond:TowardsaPhilosophyofEducationforPersonalResponsibility

By:RonaldSwartz,OaklandUniversity(Retired)AvolumeinLandscapesofEducationSeriesEditors:MingFangHe,GeorgiaSouthernUniversityandWilliamSchubert,UniversityofIllinoisatChicago

InFromSocratestoSummerhillandBeyond:TowardsaPhilosophyofEducationforPersonalResponsibility,Ronald Swartz offers an evolving development offallible, liberaldemocratic, self‐governingeducationalphilosophies.Hesuggests thateducators canbenefit fromhavingdialoguesaboutquestions suchasthese:1).Aretheresomeauthoritiesthatcanbeconsistentlyreliedupontotellschoolmemberswhattheyshoulddoandlearnwhiletheyareinschool?2.)Howshouldtheimaginationofsocialtheoristsbebothusedandcheckedinthedevelopmentandimplementationofinnovativeeducationalreforms?3.)Howcanteachersinpersonalresponsibilityschoolshelptheirstudentslearn?ThesequestionsarerepresentativeofproblemsthatSwartzraisesinhisbook.Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill);Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create socialinstitutionsthatareliberal,democratic,andself‐governingandthereforeendorsethepolicyofpersonalresponsibility.Thispolicystates:Allschoolmembers,studentsincluded,arefallibleauthoritieswhoshouldbepersonallyresponsiblefordeterminingtheirownschoolactivitiesandmanypoliciesthatgovernaschool.Schoolswhichincorporatethispolicycaninterchangeablybereferredtoaspersonalresponsibility,self‐governing,orSummerhillstyleschools.

InprovidinganhistoricalandphilosophicalunderstandingofSummerhillstyleschools,Swartzsuggests thatthese educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed inPlato’s Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities whoattempt to transmit wisdom to their students. Rather, self‐governing schools follow the Socratic traditionwhichclaimsthatteacherscanbeviewedasfallibleauthoritieswhoattempttoengagestudentsindialoguesaboutquestionsofinteresttostudents.TheinterpretationofPlato’sworksusedbySwartzcanbefoundinKarlPopper’s TheOpenSocietyandItsEnemies. Swartz has also been significantly influenced by the educationalwritings of Bertrand Russell and Paul Goodman. Goodman’s CompulsoryMiseducationmakes it clear thatschools which follow in the tradition of Summerhill compete with the educational programs that are anoutgrowthofJohnDewey’swritings.In summary, Swartz’s book aims to engage educators in dialogues that will lead to improved educationaltheoriesandpractices.CONTENTS:SeriesForeword:LandscapesofEducation,WilliamH.SchubertandMingFangHeAcknowledgmentPARTI:IntroductionPARTII:DeweyStudiesPARTIII:SocraticStudiesPARTIV:CurriculumStudiesPARTV:ModelProgramsPARTVI:LearningStrategiesPARTVII:LiberalisminEducationPARTVIII:AfterthoughtsAppendix:BibliographyofSwartz’sPublicationsIncludedinThisBookReferences

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Landscapes‐of‐Education




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Subject:EducationReform,PhilosophyofEducation,CulturalStudiesBICCode:JNABISACCodes:EDU034000EDU040000EDU009000


NewBookInformation

MakingofTheFuture:TheTrajectoryEquifinalityApproachinCulturalPsychology

Editors:TatsuyaSato,RitsumeikanUniversityNaohisaMori,SapporoGakuinUniversityandJaanValsiner,AalborgUniversityAvolumeinAdvancesInCulturalPsychologySeriesEditor:JaanValsiner,AalborgUniversity

MakingoftheFutureis the first English‐language coverage of the new methodological perspective in cultural psychology—TEA(TrajectoryEquifinalityApproach)thatwasestablishedin2004asacollaborationofJapaneseandAmericanculturalpsychologists.In thedecade that follows ithasbecomeaguidingapproach forculturalpsychologyallover theWorld. Itscentral feature is thereliance on irreversible time as thebasis forunderstandingof cultural phenomena and the considerationof real and imaginaryoptionsinhumanlifecourseasrelevantfortheconstructionofpersonalfutures.The book is expected to be of interest in researchers and practitioners in education, developmental and social psychology,developmentalsociologyandhistory.Ithasextensionsforresearchmethodologyinthefocusondifferentsamplingstrategies.

CONTENTS:Introduction:FromTEMtoTEA:TheMakingofaNewApproach,TatsuyaSato.PARTI:THEORETICALROOTSANDHISTORYOFTHECONCEPT.ImaginingthePastandRemembering theFuture:HowtheUnrealDefines theReal,TaniaZittounandJaanValsiner.TheTrajectoryEquifinalityModel (TEM)AsaGeneralTool forUnderstandingHumanLifeCourseWithin Irreversible Time, TatsuyaSatoandHitomiTanimura.Mapping TrajectoriesofBecomingaPsychologist,KatrinKullasepp.PARTII:THEDYNAMICSOFHUMANLIVES.HowCantheDiversityofHumanLivesBeExpressedUsingTEM?DepictingtheExperiencesandChoicesofInfertileWomenUnabletoConceiveAfterInfertilityTreatment,YukoYasuda.Exploring the Transgenerational Transmission of Trauma in a Cultural Life CoursePerspective,NinaDalgaardandPernilleHviid.MeaningConstruction and ItsTransformationinNarrativesAboutMusicWithaPersonalMeaning:MusicTherapyinGroupCounselingforJuvenileDelinquents,KakukoMatsumoto.PARTIII:TEMANDDIALOGICALSELF.TEMandDialogical Self Theory: How to Understand a Marriage Problem? Hubert Hermans.CompositionworkandTEM:Studying theSelf in IrreversibleTime,AgnieszkaKonopkaandWim vanBeers. A Dialogical Self: Trajectory Equifinality Model for Higher EducationPersistence/Abandoning of Study,MauricioCortés.PART IV:LIFE,TEA,ANDRESEARCH.ContributionofTEMtoLifespanDevelopmentPsychologyFromLifeStory,MasakuniTagaki.FromtheAs If to theAs Is:TheEmergenceofaResearchProject,EugeniaGouvedari.TEMModel andBrazilianResearch onDevelopmental Transitions,AnaCecíliaBastos.Extendingthe Trajectory EquifinalityModel’s Conceptual andMethodological Toolkit to Account forContinuousDevelopment,EricJensenandBradyWagoner.

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Advances‐in‐Cultural‐Psychology




TrimSize:6.125X9.25

PageCount:220

Subject:Education,Psychology,SociologyandHistoryBICCode:JNCBISACCodes:EDU009000PSY031000SOC026000


New Book Information

Human Capital Management Research: Influencing Practice and Process

Editors: Deborah Blackman, University of New South Wales Michael O’Donnell, University of New South Wales and Stephen T.T. Teo, RMIT University, Australia A volume in Contemporary Perspectives in Human Capital and Development Series Editors: Bing Ran, Pennsylvania State University at Harrisburg and Stephen Teo, RMIT University

When reading current human capital management or human resources management textbooks, it is clear

that many do not reflect current research. Even new Strategic HRM books are only recently reporting

research that has been widely discussed in academic journals over the last 10 years. Discussion with those

who span the academic/practice worlds shows that they have regularly been struck by the dissonance between the journals and the texts.

They agree that there should be more commonality but suggest that, although some of the HRM journal articles may carry some

implications for practice, many do not. They are often vague as to the real potential value of the research and only outline potential

interventions in a very rudimentary way.

Covering a range of topics which affect the way that human capital is attracted, developed, managed and supported, this book presents

recent research which can be applied to the real world. Written by practitioners with academics, each chapter provides an overview of the

research, as well as the links to current human capital management practices and identifying potential implications for future

implementation. The book is designed to be of interest to academic researchers, university professors and graduate students, and to

management scientists, industry economists, government officials, public policy developers and

analysts, research and laboratory managers, marketing, human resources and operations

managers, in fact anyone who is interested at understanding the current progress of human

resources management and human capital development.

CONTENTS: Preface to the Series, Bing Ran and Stephen T. T. Teo. Introduction. Setting the Scene: Applied Human Resources into the 21st Century, Deborah Blackman, Michael O’Donnell and Stephen T.T Teo. Is There a New Path to Advancing the Art and Science of Management? David Schmidtchen. Not So ‘Secondary’ Data – The Use of Staff Surveys in Human Capital Management Research, Tony Cotton, Alistair Warren and Deborah Blackman. Employee Engagement in the Public Sector: What Needs to Change, Natalie Jones and Sally Sambrook. Employee Commitment to the Supervisor: The Role of Side Bets, Damian West. A Three Stage Approach for the Diagnosis and Reduction of Employee Turnover, Gerry JM Treuren and Julie Goods. Recruiting for Commitment and Performance, Samantha Johnson. Technology-Based Training: Connecting HR Research with HR Practice, Adam M. Kanar, Matisha Montgomery, Rebecca L. Fraser and Tara S. Behrend. Current Themes in Behavioral Business Ethics: Implications for Human Resources Training and Development, Sheldene Simola. Performance Management: Common Practice, Unique Practice, and Effective Practice, Alan Colquitt. Performance Management as a Strategic Tool for Change, Deborah Blackman, Fiona Buick, Michael O’Donnell, Janine O’Flynn and Damian West. Conclusion: Where To From Here? Deborah Blackman, Michael O’Donnell and Stephen T.T. Teo.

To view this series online visit: http://www.infoagepub.com/series/Contemporary-Perspectives-in-Human-Capital-and-Development

Publication Date: 2016

ISBNs:

Paperback: 9781681234649

Hardcover: 9781681234656

E-Book: 9781681234663

Paperback: $45.99

Hardcover: $85.99

Trim Size: 6.125 X 9.25

Page Count: 216

Subject: Management, Human

Resources, Human Development

BIC Code: KJM

BISAC Codes:

BUS030000

BUS041000

BUS024000

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

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

Information Age Publishing, Inc. June 2016 Advanced Book...

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