2002-01-01,Herbert Spencer,"Education: Intellectual, Moral and Physical",Hardback,9781904303039 ,19.99,"Herbert Spencer's influence in the 19th century cannot be exaggerated, and is perhaps quite convincingly demonstrated by the fact that over a million copies of his work were sold during his own lifetime. Yet the currents of thought which predominated after his death were somewhat incompatible with his views, which consequently went out of fashion. Nevertheless it would be hard to present a coherent argument in favour of dismissing Spencer's thought completely, even to-day. His work in sociology, politics, as well as philosophy made an important contribution to the development of these disciplines. And at least one of the phrases he coined, ""survival of the fittest,"" which is often wrongly attributed to Darwin (due to the latter's use of it in the later editions of ""The Origin of Species"") remains very much part of our vocabulary today, both inside and outside academia. This volume is one of Spencer's lesser known works, though certainly not unimportant for our understanding of his perspectives in a number of areas, most importantly education. The edition is useful to enthusiasts of Spencer, who have not been able to purchase a new copy of this work for some time now. The four chapters of which this work consists originally appeared as four Review-articles: the first in the ""Westminster Review"" for July, 1859; the second in the ""North British Review"" for May, 1854; and the remaining two in the ""British Quarterly Review"" for April, 1858, and for April 1859. ",,Cambridge Scholars Publishing 2002-01-01,Elisa Frauenfelder and Flavia Santoianni,"Mind, Learning, and Knowledge in Educational Contexts: Research Perspectives in Bioeducational Science",Hardback,9781904303213,9.99,"Bioeducational sciences are a broad field of study, uniting concepts from many disciplines (education, psychology, and neuroscience). At the heart of bioeducational sciences lie the fundamental questions of mind-brain and nature-nurture relationships linked to educational practical aspects. Bioeducational sciences may have three main lines of research: 1. epigenetic perspectives: studies on filogenetic evolution (evolutionary perspectives) and mind/brain ontogenesis (ontogenetic perspectives); 2. biodynamic perspectives: analysis of biological bases of learning process (biological perspectives) and individual rethinking as a whole (whole organismic perspectives); 3.synergic perspectives: mind is distributed and situated and knowledge structures are embedded in domain specific contexts (cultural and domain specific perspectives). The aim of this volume is to identify key foundational questions and classical areas of study characterizing bioeducational sciences as a field of research that considers both the extent to which biologically prepared structures constrain individual cognitive functioning and the relations between individual cognitive development and cultural domains. Believing education part of the cultural elaboration process and recognizing the importance of neuroscience research findings for educational practice, this volume focuses on topics such as the epigenesis of mind, cognitive development, learning processes, knowledge structures, theories of mind and folk theories, interaction between emotion and cognition, cognition and metacognition, and between symbolic and biological systems, across various disciplines and through a cross-cultural perspective.",,Cambridge Scholars Publishing 2006-02-01,Patricia Brewer and Michael Firmin,Ethnographic and Qualitative Research in Education: Proceedings of the Seventeenth Annual Conference,Hardback,9781904303701,34.99,"Inquiry into the complexity of human interaction is the basis of educational research. How do we determine the circumstances of interaction that lead to relevant and productive learning environments? How can we begin to address the complexities of diversity in our interactions with learners, parents, and each other? How do we obtain needed skills for interpreting the dialogue that accompanies our work? The first part of this volume [chapters 1-6] explores the theme of communication and interaction in very diverse settings, from the tennis court (Arem) to the architect's studio (Popov). Two studies review cultural factors associated with student life on college campuses (Hughey and Sims) while Sperry, et.al. and Yamakawa, et.al. focus specifically on the role of dialogue. Action research, that which is designed to fill the gap between theory and practice, is represented in the second section [chapters 7-12]. Here, researchers explore a variety of professional concerns but are particularly focused on improvement of teacher education, whether at the point of preparation (Capobianco, et.al.), early professional experiences (Hamilton and Rademaker), or teacher continuing education (Hampton, et.al. and Raffanti). Palladino and Swafford examine educator-family relationships and factors that may affect that aspect of professional work. The collection appropriately closes with a series of projects that examine the instruction of qualitative research methods at colleges and universities [chapters 13-15]. As Peter Demerath notes in the keynote address, ethnographic and qualitative research methods continue to be scrutinized heavily in this age of education accountability. Current trends and predictions of ""what works"" rarely agree that evidence from qualitative inquiry is sufficient to explore important issues of teaching and learning. Through qualitative study, however, educators can systematically evaluate the learning environment, the instructional methods, and the results of students' collective experience. Improving the instruction of qualitative methods becomes an essential part of our curriculum, as well as a tool for our own professional practice. In this section, Firmin provides an introduction to teaching the reiterative process of qualitative inquiry and Zagumny reports on initiatives to promote qualitative inquiry in a technology school setting that prefers quantitative inquiry. Hockett, et. al. provide a rich description of ""double loop"" learning through a research project that documents the experiences of instructors and students who are engaged in a qualitative methods course. All represent the inextricable link between process and content, that which forms the foundation of qualitative research in education.",,Cambridge Scholars Publishing 2006-04-01,José Resende and Maria Manuel Vieira,The School at the Frontiers of Modernity,Hardback,9781904303763,34.99,"The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity. ",,Cambridge Scholars Publishing 2006-05-01,Vanessa Joosen and Katrien Vloeberghs,Changing Concepts of Childhood and Children's Literature,Hardback,9781904303794,34.99,"The varied collection of essays presented in this volume bridges the gap between continental and Anglo-American approaches to children’s literature, and discuss the state of the art of what is topical in children’s literature studies in Europe and the United States. Varied as the different subject areas under discussion are, considering different subgenres, historical periods, and geographical contexts, two main themes surface in nearly all the essays: ideology and children’s literature on the one hand, and images of childhood on the other. The contributions illustrate the wide range of subject areas and the increasing level of sophistication with which criticism of ideology and Cultural Studies have enriched children’s literature criticism. The essays address, among others, the influence of globalisation and mass market culture on the production of children’s books, as well as the choices governing the production of translations and adaptations of texts for young readers. Representing a broad array of methodological approaches and of representations of childhood, this publication intends to render visible actual manifestations of the tension between pedagogy and aesthetics, inherent to and constitutive of children’s literature.",,Cambridge Scholars Publishing 2006-08-01,Seymour Leventman,American Popular Culture: Historical and Pedagogical Perspectives,Hardback,9781847180070,29.99,"American pop culture is no longer merely popular. It has penetrated to such deep-lying cultural and social structures that persons dream and fantasize in pop cultural terms. It is the new reality which increasingly measures all else in the social world. The present volume consists of original essays written expressly for the 2005 Conference of the American Pop Culture Association. They fall under three headings of the Association's lead: History of Pop Culture contains papers of a distinct historical dimension pointing out that although pop culture may become an autonomous force, it exists in a context of space and time. The Teaching of Pop Culture is critical because American pop culture has become so ubiquitous, classroom educators use it to present other unrelated materials, e.g., from history, economics, politics and sociology. Not even high culture such as Classic Literature is immune to pop culture treatment. Utilizing classic literature performs a double function of popularizing high culture while also paying hommage to it. The authors of these papers are research scholars and academic teachers who have spent their careers communicating to students with great skill and dedication, the great ideas and concepts of popular as well as unpopular culture. The book contains important insights into that complexr, maddening phenomenon, American popular culture Scholars, educators and general non-fiction readers will find much enlightening material. Most people associate pop culture with movies, music and TV shows. Yet this volume suggests that in modern society pop culture ultimately absorbs almost every facet of the collective life as to become generic and ever-present. Literature, for example, whether American, Japanese or Italian may lose their cultural distinctriveness and writers may forget their bibliographic ties. A literary agent, defending her client on charges of alleged plagiarism, commented, ""As a former teenager myself, I recall that spongelike ability to take popular culture and incorporate it into your own lexicon."" As this volume implies, pop culture has both uplifting and downgrading possibilities. ""Levantman has assembled a varied and fascinating collection of original and imaginative investigations into the pop culture every American knows and loves (or hates). It's exciting reading and covers all the bases."" Howard Becker, Author of Art Worlds and Outsiders ",,Cambridge Scholars Publishing 2006-08-01,"Adriana Belletti, Elisa Bennati, Cristiano Chesi, Elisa Di Domenico, and Ida Ferrari",Language Acquisition and Development: Proceedings of GALA2005,Hardback,9781847180285,39.99,"The collection provides a rich picture of the current status of theoretically guided studies on first and second language acquisition and pathology by some of the most engaged young and senior researchers. Articles ranging from the acquisition of different syntactic structures and computations to issues related to semantic interpretation and phonological analyses are presented. The book is a representative illustration of the comparative perspective in the study of language acquisition and pathology as data from several different languages are considered in fine detail in the various articles. The book will be of interest to all working on language acquisition and pathology and it will provide students with a most updated picture of the most studied current issues in the filed. ",,Cambridge Scholars Publishing 2006-10-01,Esther Usó-Juan and Maria Noelia Ruiz-Madrid,Pedagogical Reflections On Learning Languages In Instructed Settings,Hardback,9781847180414,39.99,"Pedagogical Reflections on Learning Languages in Instructed Settings is intended to provide the latest pedagogical reflections that derive from research in a variety of key areas within the discipline of language learning. Thus, this volume aims at helping practising language teachers to update their teaching methodology. The book has fifteen chapters that are grouped around five sections. The first section of the book includes three chapters, which outline past approaches to language learning and highlight advances in our understanding of how languages are likely to be learned and taught. These three chapters provide the theoretical grounding for the rest of the volume by discussing outstanding concepts in the language learning field, namely: those of eclecticism (Chapter 1), communication (Chapter 2), and learner autonomy (Chapter 3). The second section of the book contains three chapters, which explore new directions in the field that have recently caught the attention of language researchers and practitioners, namely: the Information and Communication Technology (ICT) in language learning (Chapter 4) the use of language corpora (Chapter 5) and finally, the use of the portfolio as a new assessment tool responding to new pedagogical demands (Chapter 6). The third section of the book consists of three chapters, which discuss the role of learners’ individual variables such as affect (Chapter 7), learning styles (Chapter 8), and learning strategies (Chapter 9), crucial for understanding the nature of language learning. The fourth section of the book has five chapters and provides insights into understanding the nature of the four language skills, that is to say, listening (Chapter 10), speaking (Chapter 11), reading (Chapter 12) and writing (Chapter 13). This section also addresses the issue of assessment with the aim of increasing awareness on the duality teaching/assessing and its pedagogical dimension (Chapter 14). The book concludes with the fifth section, which includes a single chapter, that pulls all aforementioned topics together and highlights connections to a student-centred approach, which involves a reformulation of language teachers’ teaching practices (Chapter 15). ",,Cambridge Scholars Publishing 2006-11-01,Michael Firmin and Patricia Brewer,Ethnographic and Qualitative Research in Education Volume II,Hardback,9781847180742,34.99,"The Ethnographic and Qualitative Research Conference (EQRE) is one of two longstanding, national conferences in the United States, focusing specifically on qualitative research. It has a rich history, being previously held at institutions such as the University of Massachusetts and Teachers College, Columbia University. The conference draws scholars from across the nation and internationally to share research focused on qualitative methodology. The 18th annual conference, held in Ohio, represented peer-reviewed contributions from over 100 different scholars. This volume presents some of the highlighted papers presented at the 2006 EQRE conference. This includes articles addressing methodological approaches to qualitative research, perspectives relating to English as a Second Language (ESL), action research, connecting human services with educational research, instructional improvement, and culture & environment. The authors' works provide examples both of methodological rigor in qualitative research and also possessing important points of application related to educational professionals. Scholars of qualitative approaches to research as well as educational professionals will find this work particularly apt and a valuable scholarly resource.",,Cambridge Scholars Publishing 2007-01-01,Flavia Santoianni and Claudia Sabatano,Brain Development in Learning Environments: Embodied and Perceptual Advancements,Hardback,9781847180988,34.99,"This volume is the most recent outcome in the field of bioeducational research, an emergent entanglement of study – opened by the main Author – encouraging the dialogue between education, psychology, neuroscience and biological sciences. The volume focuses on biodynamic perspectives, analysing the following themes: learning environments and brain development, embodiment and adaptive cognition, perceptual systems and sensorial knowledge. The links are highlighted between neural, social, evolutive and contextual basis of cognition, body schemata representations, embodied cognition, cognitive modifiability and educability, perceptual intelligence and neural modelling for educational design and brain development in learning environments.",,Cambridge Scholars Publishing 2007-01-01,Cedric Cullingford,Childhood—The Inside Story: Hearing Children's Voices,Hardback,9781847180957,29.99,"This is a forensic analysis of the experience of childhood, from the children's point of view. It demonstrates, through case studies, how the influences of home, the school and the neighbourhood are interpreted. The pupils reveal how they form their attitudes to life; to themselves and to society. They reveal how they learn to form their future conduct through their analysis of school.",,Cambridge Scholars Publishing 2007-04-01,"Stephen Swanson, Michael Mooradian Lupro, and Sarah Tebbe",Battleground States: Scholarship in Contemporary America,Hardback,9781847181459,39.99,"Stemming from an interdisciplinary conference sponsored by Culture Club: The Cultural Studies Scholars’ Association that included scholars from various disciplines and from around the world, this volume collects the work of graduate students and junior faculty which all examine the meaning of cultural scholarship in an ever-changing and increasingly global milieu. These voices, which often become marginalized and go unheard, represent what we see as the futures of interdisciplinary academic work in the humanities. The conference and this book are opportunities for scholars of diverse backgrounds and disciplines to come together and engage in a real dialogue with one another. Bringing disparate thoughts on politics, film, television, history, policy, and literature together counters the pressures pushing individuals to take political, religious, scholarly, and ideological sides. Through the efforts represented here, we gain a distanced, yet engaged, view on the many threads that bind us together and the forces that seek to separate us. Looking at this volume, the reader encounters many different approaches, from critical analysis of individual texts to autoethnography. The contributors and compilers of this book do not place these in separate sections or in any hierarchy but rather wish that all of these appear on an equally vital level that displays the ways in which each of the subjects and approaches might open up a piece of culture in a way that draws attention to the connections between them all. ",,Cambridge Scholars Publishing 2007-06-01,Peter Kell and Gillian Vogl,Higher Education in the Asia Pacific: Challenges for the Future,Hardback,9781847181916,34.99,"The Asia Pacific is the fastest growing region on the globe and universities and higher education is experiencing a dramatic surge in demand and a reform by governments wanting higher education to drive change. This edited collection has contributions from Australia, Malaysia, New Zealand, China and the United States looks at how universities are coming to grips with the challenges of change in the Asia Pacific. The contributors explore the key in issues and dilemmas about how universities in the Asia Pacific are involved in international trans-national markets and at the same time retain a role as nation building institutes. The book also explores how globalisation and new technologies as well as new frameworks of professional knowledge are creating new challenges for the institutions of higher education. Hot topics include the role of universities in nation building, international markets in higher education, international collaborations and partnerships, governance in universities, quality in offshore programs, professional learning and universities, student plagiarism, academic careers for women, international students and language proficiency and language use in multicultural universities. Contributors include Michael Singh, Peter Kell, Gillian Vogl, Tony Herrington from Australia. Mary Kalantzis from the United States. Morshidi Sirat, Abdul Razak Ahmad, Sarjit Kuar Koo Yew Lie, Vincent Pang and Rozinah Jamaludin from Malaysia and Michelle Lunn from New Zealand and Yuping Wang from China. ""Higher Education in the Asia Pacific: Challenges for the Future fills a vacuum in the literature on the changing nature of tertiary education with this insightful book. Arguably, we are experiencing the most dynamic change in academic life in a century and these authors discuss these changes in multiple contexts in Asia. The text investigates a veritable cornucopia of topics - the relationship between the state and the university, the nature of international collaboration, how university governance is being restructured, and the import of quality assurance, to name a few. This is a smart read on critical topics in an area that has been little studied but facing explosive growth."" —William G. Tierney, University Professor & Wilbur-Kieffer Professor of Higher Education, Director, Center for Higher Education Policy Analysis, University of Southern California, WPH701, Los Angeles, CA 90089-4037 ""Expansive in outreach and grounded in practical experience, this edited collection presents a rich variety of expert practitioners reflecting on the many issues shaping current and future trends in Higher Education in the Asia Pacific Region. The wide ranging issues addressed in this book offers the reader both insights and challenges in their quest to explore further and articulate the essential elements of authentic International Higher Education. An excellent resources for all involved with and concerned about Global Higher Education and its future directions."" —Andrew Scown, Vice President - Academic, RMIT International University Vietnam",,Cambridge Scholars Publishing 2007-07-01,Fernando Rubio,Self-Esteem and Foreign Language Learning,Hardback,9781847182159,34.99,"Self-Esteem and Foreign Language Learning deals with a topic which has been given surprisingly little attention in Second and Foreign Language Acquisition studies. Although there are several studies dealing with general education, this volume addresses the need to take self-esteem into consideration in the language classroom and adopts both theoretical/research and practical perspectives, with the hope of being useful for both researchers and practitioners. The book is organized into three main parts. Part I serves as an introduction to self-esteem. Part II reports on the existing literature about the theory and research dealing with self-esteem and foreign language learning, and Part III includes procedures for implementation and activities for classroom applications. Self-Esteem and Foreign Language Learning is edited by Fernando Rubio (PhD.), a researcher and teacher at the University of Huelva in Spain. Most of the chapters have been written by members of the research group “Affective factors in language learning”, which has also published a book on Multiple Intelligences and the teaching of English (Dr. Jane Arnold, Dr. Carmen Fonseca, etc.). There are two outside contributions: one is by Andrew Wright, author of numerous publications for language teachers, and the other by Veronica de Andrés, teacher trainer from the University of El Salvador (Argentina) and member of the executive board of the International Council for Self-Esteem. Dr. Elaine Horwitz of the University of Texas has contributed a preface. ","""This outstanding book offers a whole new perspective on the teaching of foreign language. It clarifies what self-esteem is, its impact on learning, and provides teachers with excellent suggestions on how to apply the principles of self-esteem to enhance the effectiveness of language instruction. It will make teaching language an exciting, rewarding endeavor for those who use it."" Robert W. Reasoner,President International Council for Self-Esteem ""In recent years, research on second language acquisition has increasingly emphasized the primacy of affective variables in determining one’s success in learning a language. The construct of self-esteem is among the foremost affective factors in explaining such success, and the editor has in this volume compiled a fascinating set of studies. He represents a spectrum of issues, findings, models, and questions that characterize this subfield, and the section on classroom practicalities aptly demonstrates the relevance of such issues to the classroom teacher. This book is highly recommended reading for any researcher or practitioner who seeks current information on self-esteem."" Dr. H. Douglas Brown, Ph.D., San Francisco State University ",Cambridge Scholars Publishing 2007-07-01,Laurie Ousley,To See the Wizard: Politics and the Literature of Childhood,Hardback,9781847182333,44.99,"To See the Wizard: Politics and the Literature of Childhood takes its central premise, as the title indicates, from L. Frank Baum’s The Wonderful Wizard of Oz. Upon their return to The Emerald City after killing the Wicked Witch of the West, the task the Wizard assigned them, Dorothy, the Tin Woodman, Scarecrow, and Lion learn that the wizard is a “humbug,” merely a man from Nebraska manipulating them and the citizens of both the Emerald City and of Oz from behind a screen. Yet they all continue to believe in the powers they know he does not have, still insisting he grant their wishes. The image of the man behind the screen—and the reader’s continued pursuit of the Wizard—is a powerful one that has at its core an issue central to the study of children’s literature: the relationship between the adult writer and the child reader. As Jack Zipes, Perry Nodelman, Daniel Hade, Jacqueline Rose, and many others point out, before the literature for children and young adults actually reaches these intended readers, it has been mediated by many and diverse cultural, social, political, psychological, and economic forces. These forces occasionally work purposefully in an attempt to consciously socialize or empower, training the reader into a particular identity or way of viewing the world, by one who considers him or herself an advocate for children. Obviously, these “wizards” acting in literature can be the writers themselves, but they can also be the publishers, corporations, school boards, teachers, librarians, literary critics, and parents, and these advocates can be conservative, progressive, or any gradation in between. It is the purpose of this volume to interrogate the politics and the political powers at work in literature for children and young adults. Childhood is an important site of political debate, and children often the victims or beneficiaries of adult uses of power; one would be hard-pressed to find a category of literature more contested than that written for children and adolescents. Peter Hunt writes in his introduction to Understanding Children’s Literature, that children’s books “are overtly important educationally and commercially—with consequences across the culture, from language to politics: most adults, and almost certainly the vast majority in positions of power and influence, read children’s books as children, and it is inconceivable that the ideologies permeating those books had no influence on their development.” If there were a question about the central position literature for children and young adults has in political contests, one needs to look no further than the myriad struggles surrounding censorship. Mark I. West observes, for instance, “Throughout the history of children’s literature, the people who have tried to censor children’s books, for all their ideological differences, share a rather romantic view about the power of books. They believe, or at least they profess to believe, that books are such a major influence in the formation of children’s values and attitudes that adults need to monitor every word that children read.” Because childhood and young-adulthood are the sites of political debate for issues ranging from civil rights and racism to the construction and definition of the family, indoctrinating children into or subverting national and religious ideologies, the literature of childhood bears consciously political analysis, asking how socialization works, how children and young adults learn of social, cultural and political expectations, as well as how literature can propose means of fighting those structures. To See the Wizard: Politics and the Literature of Childhood intends to offer analysis of the political content and context of literature written for and about children and young adults. The essays included in To See the Wizard analyze nineteenth and twentieth century literature from America, Britain, Australia, the Caribbean, and Sri Lanka that is for and about children and adolescents. The essays address issues of racial and national identity and representation, poverty and class mobility, gender, sexuality and power, and the uses of literature in the healing of trauma and the construction of an authentic self. ","""...this book provides a number of lively and interesting chapters investigating how adults assert their power in the world of children's literature...many of the points made within this book are relevant and important to a wider world of children's literature criticism."" Julie Anastasia Barton, University of East Anglia, in the International Research Society for Children's Literature Journal, January 2010 ",Cambridge Scholars Publishing 2007-08-01,Lorelei Atalie Vargas and Sandra L. Bloom,"Loss, Hurt and Hope: The Complex Issues of Bereavement and Trauma in Children",Hardback,9781847182548,34.99,"What happens when a child experiences bereavement or trauma or both? When left untreated, childhood trauma crosses generational boundaries, developing risk factors that far outpace the threat of any other childhood disease, and yet, most children who have lived through a significant traumatic experience, usually do not get the care they need to begin their healing process. Children who have experienced trauma are often left grappling with devastating loss – loss of self esteem, security, innocence and trust – that is more challenging to diagnose and treat, than the more concrete loss of family, a pet or a home. Loss, Hurt and Hope: The Complex Issues of Bereavement and Trauma in Children gathers the collective wisdom of professionals who have spent years on the front lines working with children victimized by trauma. Each chapter illuminates how loss can shape a child’s development and provides professionals with the tools necessary to help these children move from despair to hope and renewal. Experts in the field of child trauma explore the vulnerability of these children, effective methods of caring for them in a variety of treatment settings, and examine the impact of loss on organizations charged with caring for those who have experienced trauma. Loss, Hurt and Hope offers a multifaceted lens through which loss can be examined and appreciated, laying the groundwork for significant progress toward improving the understanding of the power of loss in our society. ",,Cambridge Scholars Publishing 2007-08-01,"Kris Van den Branden, Koen Van Gorp and Machteld Verhelst",Tasks in Action: Task-Based Language Education from a Classroom-Based Perspective,Hardback,9781847182432,39.99,"Task-based Language Teaching (TBLT) has been gaining momentum around the world during the past twenty years. However, particularly lacking in the body of available publications on TBLT is empirical evidence of the actual activity, interaction and learning processes that tasks give rise to in real classrooms. This volume compiles a number of studies that describe what learners and teachers, in various educational contexts, actually do when they are asked to perform tasks as part of their regular classroom activity. As such, the volume provides valuable new insights into the implementation of task-based language teaching and vividly illustrates how classroom practice can inform future theory-building and research on TBLT. All the chapters in this book are based on papers that were presented during the first International Conference on Task-Based Language Teaching, which was organised in Leuven in September 2005 by the Centre for Language and Education of the Katholieke Universiteit Leuven. ",,Cambridge Scholars Publishing 2007-09-01,"Sherri McCarthy, Ph.D.; Stephen Newstead, Ph.D.; Victor Karandashev, Ph.D.; Carlo Prandini, Ph.D.; Claudio Hutz, Ph.D., and William Gomes, Ph.D",Teaching Psychology around the World,Hardback,9781847182593,44.99,"This important book is an overview of teaching psychology internationally. As psychology curricula become increasingly internationalised, it is necessary to understand and compare the various models for training psychologists and teaching psychology students. Incorporating research and perspectives from psychologists in more than 30 countries, it includes relevant information for secondary, undergraduate (baccalaureate) and post-graduate (M.A., Doctoral and Post-Doctoral) psychology programs and is a must-read for all instructors of psychology, as well as psychologists and psychology students interested in the international aspects of the discipline. ",,Cambridge Scholars Publishing 2007-10-01,Carolyn Weber,"Romanticism and Parenting: Image, Instruction and Ideology",Hardback,9781847182951,29.99,"If the child is the father of the man, as William Wordsworth so famously declared, then what of the father that child grows to become? How does a daughter born of her mother’s death, as in the case of Mary Shelley, navigate the politics of production and reproduction within a loaded language of mythological allusion between generational authorships? How do the visual arts perpetuate or challenge cultural agendas, such as portraying patriarchal anxieties about the “effeminization” of homeland by the foreign “other”, or attempting, iconically, to “save the soul” of a nation? How do parents both encode and decode our world? With the rise of the cult of the child in the later 18th and 19th centuries, Romantic writers of Britain and Europe, and eventually of North America, were perfectly positioned to explore, by extension, what it meant to “parent,” whether it be in within the domestic or the political sphere. The essays in Romanticism and Parenting: Image, Instruction and Ideology offer a fresh, timely, and cutting edge contribution to the field of Romantic studies. The collection has its roots in conference proceedings from the 2005 Romanticism and Parenting Conference held at Seattle University in Seattle, Washington. Essays acknowledge traditional discussions of such quintessentially “Romantic” themes as the child, education and familial politics while building upon contemporary innovative arguments within the contexts of Romanticism. As a result, chapters in the collection range from examining didactic children’s literature to complicating constructions of the family politic at personal, communal and nationalistic levels. While challenging and deepening an understanding of Romantic studies, the collection also points to current, dynamic issues, such as the burgeoning discussion of the experience that actual parents face in academia. Consequently, the collection reveals how the Romantic period has come to profoundly influence our own current constructions of the politics of parenting.",,Cambridge Scholars Publishing 2007-11-01,"Alejandro Curado Fuentes, Patricia Edwards Rokowski, Mercedes Rico García",Approaches to Specialised Discourse in Higher Education and Professional Contexts,Hardback,9781847183392,34.99,"Approaches to Specialised Discourse in Higher Education and Professional Contexts brings together a number of studies by various authors in the common field of languages for specific purposes (LSP). This area faces a major challenging need to work with both specialised content and language, a complex combination which can be discouraging to many a language teacher from a traditional philological background. In the introduction to this volume, Dr. Martin Hewings asks how these teachers, as mere onlookers on specialist areas in higher education and the professions, are successfully to teach students communication skills. The answer is most probably contained in no single approach or scope, but rather in a multiple probing of methods aimed at the empirical observation and analysis of language use in the specific contexts in which they are housed. The studies presented herein illustrate such a multi-fold scenario, analysing and sharing significant findings on discourse across academic disciplines and professional areas. The authors not only evince the importance of the various methodologies adopted, but also, in their role as teachers and researchers, demonstrate the significance of working as integrated members in the fields they teach. Clearly reflected in this volume is the natural adaptation of LSP research, pushing beyond theory, to filter into classroom developments and professional interactions. The fact that these papers have been selected from the fourth conference by the European Association of Languages for Specific Purposes (AELFE), held in Spain (October, 2005), indicates that the LSP community tends to look into the blend of practice and research as a key exponent for successful learning integration. Because the linguist is also the LSP practitioner, or vice versa, the enquiries that conduct these chapters are commonly addressed, either implicitly or openly, by students and teachers alike. For readers who would like to learn or know more about communicative strategies and methodological approaches in different specialisms, this book may be a valuable resource. ",,Cambridge Scholars Publishing 2007-11-01,Nagwa Kassabgy and Amani Elshimi,Sustaining Excellence in ‘Communicating across the Curriculum’: Cross-Institutional Experiences and Best Practices,Hardback,9781847183323,34.99,"This book emphasizes ways in which communication skills are used to enhance the learning process in the disciplines. Specifically, it presents experiences and best practices from institutions in various cultures – the United States, India, Egypt, Qatar, United Arab Emirates and Australia. Related pedagogical issues that affect engagement - critical inquiry, creativity and integrity - are given prominence. The title “Sustaining Excellence in Communicating across the Curriculum: Cross-Institutional Experiences and Best Practices,” thus, provides a framework for the variety of practices that foster student empowerment, cultivate ownership of expression, and sustain learning excellence within and across disciplines. Scholars of CAC, teachers concerned with active, engaging pedagogies across the disciplines, and applied linguists will find this anthology particularly appealing. The culture-specific experiences are intriguing, highlighting surprising similarities and differences in the application of CAC theory.",,Cambridge Scholars Publishing 2007-12-01,Maureen L. Mackenzie and Stuart L. Rosenberg,Emerging Business Theories for Educators and Practitioners,Hardback,9781847183675,39.99,"We believe that this book provides an excellent starting point for students to gain a greater appreciation of the range of issues that managers contend with in the business world. Each individual chapter offers valuable insight into a particular topic, yet in the aggregate, the book serves as a compendium for many of the emerging business theories. It is our hope that educators will find this book a valued tool as they help their students embrace the theoretical and to develop the applied. ","The book offers many benefits to management students and business practitioners. The content is topical and ground breaking, the text highly readable and engaging. The book provides the reader with a comprehensive discussion an important and interesting topics that anyone interested in the management discipline should know. -Brian Detlor, Ph. D., McMaster University The text will be particularly appropriate for business leaders, professionals and students alike and will be helpful for educators seeking a timely overview of the latest pressing business issues. -Dr. Kendra Albright, University of Sheffield It exposes the reader to some of the latest theoretical and applied issues facing managers in today's dynamic global business environment. Highly recommended for aspiring leaders who wish to better understand the opportunities and challenges facing the organisation of the future and gain an insight into the practical implications of recent theoretical advances in the field. -Dr. Ahmad Etbari, University of New Hampshire The editors have assembled a knowledgeable, clear and practical presentation of many of the complex areas of the field of management. This book is a welcome addition for teaching as it covers a wide range of theories and up-to-date practices from the world of business that can serve as a vital aid to instructors and lead to valuable insights for students. -Don Turnbull, Ph.D., University of Texas at Austin. ",Cambridge Scholars Publishing 2008-01-01,Melinda Dooly and Diana Eastment,“How we’re going about it”: Teachers' Voices on Innovative Approaches to Teaching and Learning Languages,Hardback,9781847184313,39.99,"“How we’re going about it” provides a space for teachers’ voices in the nexus between research and practice by outlining specific cases of innovative approaches to language teaching and learning as they have been applied in the classroom. The volume includes descriptions of some of the most representative recent work and practice in the field while at the same time covering a wide geographic scope. The case descriptions help synthesize research and teaching practice in a way that is accessible to busy teachers, teacher trainers or anyone interested in language development. Each chapter focuses on a similar approach taken by teachers and researchers from different countries and while the book contains contributions from some well-known authors, it also includes contributions from lesser-known practitioners who merit recognition of their innovative practices. This book is an important contribution to language teaching and learning for several reasons. It deals with educational innovation at various levels of education (young learners, primary, secondary, tertiary); it deals with perspectives from different areas of Europe and beyond; and it provides examples of grass-roots experiences being carried out by real teachers in real classrooms and is honest about the problems faced when implementing educational changes. It is therefore a book about authentic experiences with both a theoretical and problem-solving base, experiences which in turn make an important contribution to the underlying theories described herein. ",,Cambridge Scholars Publishing 2008-01-01,"Céline Beaudet, Pamela Grant, and Doreen Starke-Meyerring",Research Communication in the Social and Human Sciences: From Dissemination to Public Engagement,Hardback,9781847184320,34.99,"The sharing of knowledge is one of the key elements of a society's economic, social, scientific and cultural development. Social and human science research addresses some of society's most pressing problems, such as poverty, illiteracy, high dropout rates in schools, marginalization of social groups to name but a few. Despite its vital role in building a civil society, research in the social and human sciences has been criticized for being little known by the public. This lack of large-scale visibility detracts from its social and scientific significance and legitimacy in a media-driven society. To address this pressing need for sharing social and human science knowledge and to overcome the paradox of its invisibility, this book brings together researchers from across disciplines in the social and human sciences who have identified the challenges in communicating across boundaries of researcher and practitioner communities and who have begun to develop solutions ranging from research dissemination in the media to stakeholder engagement in research networks and partnerships. ",,Cambridge Scholars Publishing 2008-02-01,"Kelly Donahue-Wallace, Laetitia La Follette and Andrea Pappas",Teaching Art History with New Technologies: Reflections and Case Studies,Hardback,9781847184542,24.99,"Digital images, Internet resources, presentation and social software, interactive animation, and other new technologies offer a host of new possibilities for art history instruction. Teaching Art History with New Technologies: Reflections and Case Studies assists faculty in negotiating the digital teaching terrain. The text documents the history of computer-mediated art history instruction in the last decade and provides an analysis of the increasing number of tools now at the disposal of art historians. It presents a series of reflections and case-studies by early adopters who have not just replaced older materials with new, but who have advanced the discipline's pedagogy in doing so. The essays illustrate how new technologies are changing the way art history is taught, summarize lessons learned, and identify challenges that remain. Given the transitional state of the field, with faculty ranging from the computer-phobic to the computer-savvy, these case studies represent a broad spectrum, from those that focus on the thoughtful integration of new technologies into traditional teaching to others that look beyond the familiar art history lecture or seminar format. They provide both practical suggestions and theoretical models for historians of art and visual culture interested in what computer-mediated applications have been successful in art history teaching and where such new approaches may be leading us. ","This collection of essays describes both current thinking and a series of recent, ambitious endeavors in the field of art history pedagogy. While individual essays on the topic of teaching art history with digital images and/or computer based technologies have been published over the last several years, this book is one of (if not the first) to take on the topic in an explicit and sustained manner. Strengths of the volume are: The collection explores substantial practices, ideas and anxieties in the field of art historical pedagogy that are understudied. The case studies come from a wide range of institutions, tackle very real – and widespread – pedagogical dilemmas and are frank about both their successes and failures. Questions about resources and funding are treated explicitly throughout. Several different philosophical positions on art pedagogy are expressed; this diversity represents a good perspective into the field. The volume successfully describes complex projects in accessible language; it will therefore reach readers who are technologically-savvy as well as those who are technologically-reticent. In summary, because of its theme, approach and timeliness, this book has the potential to become a model for other work in the field. Dana Leibsohn Associate Professor, Art Department, Smith College, MA ",Cambridge Scholars Publishing 2008-03-01,Joanna N. Paull,From Hip-Hop to Hyperlinks: Teaching about Culture in the Composition Classroom,Hardback,9781847184757,34.99,"From Hip-Hop to Hyperlinks is a text designed to invigorate composition teachers’ classroom approaches for getting students to better understand American culture(s). The contributors share their strategies from their classrooms, including such exciting topics as food, comedy, music, technology, and photography. Readers may use this collection in a pragmatic way or as inspiration for developing and revising their current cultural curriculum. In general, these essays trace semester-long course structures to allow readers to see how one assignment leads into the next, often offering student writing samples along the way. There is not another collection out there quite like this one. Ideal for graduate students learning strategies for teaching, new teachers seeking some effective strategies or even seasoned professors looking for new teaching ideas, From Hip-Hop to Hyperlinks is an exciting addition to any composition instructor’s collection of teaching texts. ",,Cambridge Scholars Publishing 2008-05-01,Cedric Cullingford,How Pupils Cope with School,Hardback,9781847185488,39.99,"This book explores the latest research on cognition and its consequences. It looks in depth at the pupils' experiences of school, following many lengthy interviews. It demonstrates that the education system as we have it, despite the best efforts of teachers, has a disastrous effect on the attitudes of young people, and does not even fulfil its own limited aims. The book explores the themes of the intelligence of children and how they are thwarted from using it: the centrality of relationships with peers and adults other than teachers; the sources of information, especially significant outside school; and the vulnerability to trauma, which schooling is good at exploiting. The research all points to clear conclusions, which we need to act on, however reluctant we might feel. "," ",Cambridge Scholars Publishing 2008-05-01,"Kirsten Drotner, Hans Siggaard Jensen and Kim Christian Schrøder",Informal Learning and Digital Media,Hardback,9781847185518,39.99,"The book provides an engaging overview of the ways in which digital media impact on current understandings of informal learning, and it offes a range of grounded studies of the changing relations between digital media and informal learning processes with a particular focus on young people. A variety of international scholars examine these processes across a number of sites and settings, from Japan to Finland and the USA, and they discuss their implications for education, ICT and media. The volume is an ideal resource for graduate students as well as for practitioners and policy-makers. ",,Cambridge Scholars Publishing 2008-05-01,Maria González Davies and Riitta Oittinen,Whose Story? Translating the Verbal and the Visual in Literature for Young Readers,Hardback,9781847185471,24.99,"This book is based on the discussions carried out in two seminars on the translation of children’s literature, coordinated by Maria González Davies and led by Riitta Oittinen. The main focus finally revolved around four questions: a) Tackling the challenges posed by translating children’s literature, both picturebooks and books with illustrations, and the range of strategies available to solve specific issues; b) the special characteristics involved in reading aloud, its emotional dimension, and the sphere it occupies between private and public reading; c) the interpretation and manipulation of child images; and, d) the role of the translator, publishers and mediators as active or passive agents whose decisions may finally mirror the images projected by the authors of the source books. This volume is also professionally-oriented and presents examples that underline the interaction between theory and practice. The topics range from Bible translation, to translating the classics, such as Beatrix Potter’s tales and fairytales, fantasy worlds for young adults as depicted in Tolkien’s The Lord of the Rings, or novels such as those by Christine Nöstlinger, as well as stories with a psychological and social function such as the African war tales. Finally, it includes didactic applications that help enhance an awareness of the issues involved. ",,Cambridge Scholars Publishing 2008-06-01,Iris Guske and Bruce C. Swaffield,Education Landscapes in the 21st Century: Cross-cultural Challenges and Multi-disciplinary Perspectives,Hardback,9781847185761,44.99,"With contributions from scholars and practitioners in the fields of education, literacy, literature, media, communication and cultural studies from all five continents, the present volume focuses on themes of pressing importance in today's globalized community. By giving voice to educators committed to excellence in teaching from primary school to university, the book introduces the reader to a plurality of approaches to, and applications of, up-to-date theories in the fields of cognition, language acquisition, intercultural communication and technology-based distance education, to name but a few. Though situated in a concrete educational context—be it a Chinese EFL-classroom in transition, an online MBA-course offered in post-Communist Romania, or a U.S. university utilizing community elders as a pedagogical tool—each paper was selected on the universal value of its findings, which professionals facing the challenges of 21st century pedagogy will find readily applicable in classrooms worldwide. Since teaching paradigms are strongly culture-bound and influenced by national policies as much as international politics, this book represents a maximum of diversity by including philosophical texts, hands-on research results and articles in the critical discourse tradition, which reflect a number of contentious issues, ranging from the pros and cons of dual-language classrooms to potentially racist literature curricula and the intersection of politics and pedagogy in a post-September 11 world. ",,Cambridge Scholars Publishing 2008-06-01,Mike Byram and Fred Dervin,"Students, Staff and Academic Mobility in Higher Education",Hardback,9781847186034,39.99,"Academic mobility in higher education is an old phenomenon, but it has become a high profile issue as the numbers of students and staff engaged, and the number of countries involved, has increased hugely in the last few decades. For this reason and many others – political, cultural and educational – this book reports research on the many facets of the experience and people involved, both now and in the past. The emphasis in research has so far tended to focus on contemporary student mobility but this collection deliberately includes articles on mobile staff, because the question of mobility is a matter for universities and higher education in its entirety and not just a matter of bringing new students into existing and unchanging lectures, laboratories and seminars. Despite the fact that universities are and have been international institutions in their composition from the beginning, universities became in the 19th and 20th century de facto national institutions. This has changed and continues to change in the 21st century, for many reasons, but often financial, as universities seek to enhance their budgets in a globalised economy, and students seek to enhance their employment chances by acquiring qualifications with a difference. However, even if the starting point is financial, nonetheless the chapters in this book demonstrate that the effects of mobility are much more far-reaching. The effects are on host universities, on the university community of staff and students, on the ways in which staff and students understand the nature of university study, on the ways students may or may not integrate with a local community. By experiencing something different—for institutions, an influx of students with different ideas about academic study, for students an interaction with ‘locals’ and with other ‘internationals’, for staff a challenge to their assumptions about teaching and learning—all see themselves in a new light and are often forced to change. This book charts the changes which are happening now and will undoubtedly continue for the foreseeable future. It therefore offers all involved a reflection on their own experience and practice and the means of improving them. ","'...valuable additions to the small but growing literature on international student migration.... makes its own distinctive contribution to describing and unpacking the international student experience.' Russel King, Journal of Ethnic and Migration Studies, University of Sussex, 2010 ",Cambridge Scholars Publishing 2008-08-01,Andrew Whelan,Breakcore: Identity and Interaction on Peer-to-Peer,Hardback,9781847186577,39.99,"Peer-to-peer music exchange, sampling, and digital distribution have garnered much attention in recent years, notably in debates about authorship, intellectual property, media control, and ‘Web 2’. However, empirical scholarship on how these technologies are used creatively by musicians and fans is still sparse. In this interdisciplinary ethnography of ‘bedroom producer’ culture, Andrew Whelan examines interaction and exchange within a specific online milieu: peer-to-peer chatrooms dedicated to electronic music, focusing on a genre known as ‘breakcore’. The author draws on semantic anthropology, ethnomethodology, sociolinguistics, and critical musicology to explore the activity afforded by this controversial and criminalised environment. Through in-depth analysis of often ritually vituperative text-based interaction, discussions of music, and the samples used in that music, Whelan describes the cultural politics and aesthetics of bedroom producer identity, highlighting the roles gender and ethnicity play in the constitution of subcultural authenticity. Empirically driven throughout, this book also engages with a spectrum of social theory; in doing so, it highlights the intersections between gender, interaction, technology and music. This book will prove valuable for students and scholars with interests in gender and language use, computer-mediated communication, online subcultures and virtual community, and the evolution, production and distribution of electronic music. ",,Cambridge Scholars Publishing 2008-09-01,Vanessa Joosen and Katrien Vloeberghs,Changing Concepts of Childhood and Children's Literature,Paperback,9781847187901,16.99,"The varied collection of essays presented in this volume bridges the gap between continental and Anglo-American approaches to children’s literature, and discuss the state of the art of what is topical in children’s literature studies in Europe and the United States. Varied as the different subject areas under discussion are, considering different subgenres, historical periods, and geographical contexts, two main themes surface in nearly all the essays: ideology and children’s literature on the one hand, and images of childhood on the other. The contributions illustrate the wide range of subject areas and the increasing level of sophistication with which criticism of ideology and Cultural Studies have enriched children’s literature criticism. The essays address, among others, the influence of globalisation and mass market culture on the production of children’s books, as well as the choices governing the production of translations and adaptations of texts for young readers. Representing a broad array of methodological approaches and of representations of childhood, this publication intends to render visible actual manifestations of the tension between pedagogy and aesthetics, inherent to and constitutive of children’s literature. ",,Cambridge Scholars Publishing 2008-09-01,José Resende and Maria Manuel Vieira,The School at the Frontiers of Modernity,Paperback,9781847187987,16.99,"The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity. ",,Cambridge Scholars Publishing 2008-11-01,Esther Usó-Juan and Maria Noelia Ruiz-Madrid,Pedagogical Reflections On Learning Languages In Instructed Settings,Paperback,9781847189998,19.99,"Pedagogical Reflections on Learning Languages in Instructed Settings is intended to provide the latest pedagogical reflections that derive from research in a variety of key areas within the discipline of language learning. Thus, this volume aims at helping practising language teachers to update their teaching methodology. The book has fifteen chapters that are grouped around five sections. The first section of the book includes three chapters, which outline past approaches to language learning and highlight advances in our understanding of how languages are likely to be learned and taught. These three chapters provide the theoretical grounding for the rest of the volume by discussing outstanding concepts in the language learning field, namely: those of eclecticism (Chapter 1), communication (Chapter 2), and learner autonomy (Chapter 3). The second section of the book contains three chapters, which explore new directions in the field that have recently caught the attention of language researchers and practitioners, namely: the Information and Communication Technology (ICT) in language learning (Chapter 4) the use of language corpora (Chapter 5) and finally, the use of the portfolio as a new assessment tool responding to new pedagogical demands (Chapter 6). The third section of the book consists of three chapters, which discuss the role of learners’ individual variables such as affect (Chapter 7), learning styles (Chapter 8), and learning strategies (Chapter 9), crucial for understanding the nature of language learning. The fourth section of the book has five chapters and provides insights into understanding the nature of the four language skills, that is to say, listening (Chapter 10), speaking (Chapter 11), reading (Chapter 12) and writing (Chapter 13). This section also addresses the issue of assessment with the aim of increasing awareness on the duality teaching/assessing and its pedagogical dimension (Chapter 14). The book concludes with the fifth section, which includes a single chapter, that pulls all aforementioned topics together and highlights connections to a student-centred approach, which involves a reformulation of language teachers’ teaching practices (Chapter 15). ",,Cambridge Scholars Publishing 2009-01-01,Sean Blenkinsop,The Imagination in Education: Extending the Boundaries of Theory and Practice,Hardback,978-1-4438-0122-5,39.99,"This collection of essays from scholars in eleven countries, centres upon the theory and practice of the use of imagination in education. By bringing together studies covering a wide range of subject matter we trust that the reader will have the opportunity to appreciate both the diversity within the field and the significance of the topics discussed. We hope too that readers will find connections to their own areas of study. The 13 essays present distinct yet converging points of view, whether it be a discussion of the imagination as a virtue, the use of imagination as a means to improve aboriginal education in Northern Canada, or the description of a museum in Brazil in which the imagination of the child is central to the project. Separately, each of the papers identifies and explores a distinct aspect of Imaginative Education; together, they begin to define the breadth and richness of the field. These essays have been selected from papers presented over a period of several years to research symposiums in imagination and education held every summer in Vancouver, Canada under the auspices of the Imaginative Education Research Group in the Faculty of Education at Simon Fraser University. ",,Cambridge Scholars Publishing 2009-02-01,"Nasreen Hussain, Azra Ahmed and Mohammad Zafar",English and Empowerment in the Developing World,Hardback,978-1-4438-0144-7,39.99," This book is a collection of thought-provoking papers that investigate empowerment within the context of language, education, and technology. In the seventeen papers published in the book, local and international ELT practitioners and researchers have analysed their experiences within a range of socio-linguistic situations. Adding significant insights and depth to a previously under-researched area, the publication will be of interest not only to ELT teachers and students, but also to social science researchers in developing and marginalised countries. The book based on selected papers presented at the 2007 Aga Khan University, Centre of English Language seminar in Karachi exemplifies the issues of language and empowerment. The papers deal with complex educational and socio-cultural issues and force readers to undertake a cultural journey to see them from a different perspective. The collection of papers, whatever one’s teaching-learning context, will become an essential resource book for all English language teachers, scholars, and researchers interested in learning more about the success stories and problems facing language education in the developing countries, especially Asia today. ",,Cambridge Scholars Publishing 2009-03-01,Joanna N. Paull,From Hip-Hop to Hyperlinks: Teaching about Culture in the Composition Classroom,Paperback,978-1-4438-0238-3,19.99,"From Hip-Hop to Hyperlinks is a text designed to invigorate composition teachers’ classroom approaches for getting students to better understand American culture(s). The contributors share their strategies from their classrooms, including such exciting topics as food, comedy, music, technology, and photography. Readers may use this collection in a pragmatic way or as inspiration for developing and revising their current cultural curriculum. In general, these essays trace semester-long course structures to allow readers to see how one assignment leads into the next, often offering student writing samples along the way. There is not another collection out there quite like this one. Ideal for graduate students learning strategies for teaching, new teachers seeking some effective strategies or even seasoned professors looking for new teaching ideas, From Hip-Hop to Hyperlinks is an exciting addition to any composition instructor’s collection of teaching texts. ",,Cambridge Scholars Publishing 2009-04-01,"Márcia Zimmer, Rosane Silveira and Ubiratã Kickhöfel Alves",Pronunciation Instruction for Brazilians: Bringing Theory and Practice Together,Hardback,978-1-4438-0346-5,54.99,"Departing from an emergentist approach to Second Language Acquisition, Pronunciation Instruction: Bringing Theory and Practice Together presents a discussion of the sources of difficulties which are likely to be faced by Brazilian learners during the process of acquiring English phonetics and phonology, by presenting empirical data garnered from Brazilian studies of this issue and by proposing communicative activities aimed at helping speakers of Brazilian Portuguese to overcome their pronunciation difficulties in English. This book is divided into three chapters. Chapter 1, Cognition and Second Language Acquisition, briefly introduces the reader into the world of cognition, focusing on issues such as L1-L2 transfer, the link between language perception and production, as well as the effects of explicit instruction. This chapter is of special interest for teachers who are interested in Second Language Acquisition or graduate students in the field of Applied Linguistics. Chapter 2 deals with transfer processes used by speakers of Brazilian Portuguese when undertaking the acquisition of North-American English L2 phonology. These transfer processes will be described and discussed, along with presentation of empirical data providing evidence of the need for explicit instruction. This will set the scene for the proposal laid out in the Chapter 3, which presents instructional activities designed to help students overcome the difficulties reported in the empirical findings. These practical classroom activities are organized in nine separate units – from Intro to Unit 8 – which can be worked from beginning to end or just by choosing some exercises in the range that is presented within each unit. The practical part can be used by Brazilian learners of English in the classroom or for self-study, as the book includes an answer key and CD. The target readers of Pronunciation Instruction: Bringing Theory and Practice Together are teachers and Brazilian students of English, living in Brazil or abroad, in any level of proficiency, who intend to work on their pronunciation, as well as undergraduate and graduate students in the areas of TSLA/TESL/TEFL and Applied Linguistics. ","""This captivating book is a precious resource for teachers and students interested in pronunciation matters. Specially designed for English teachers who have Brazilian Portuguese (BP) learners as their pupils, the book is extremely helpful to fill a common gap regarding phonological/phonetic instruction. It is very common to find English teachers who recognize the importance of pronunciation instruction, but do not feel confident enough to teach it in their classes or are not aware of many mispronunciation problems that may hinder communication in a foreign language. In the first chapter, the book is successful in providing teachers with the most relevant theories concerning cognition and second language acquisition, speech perception/production, and it also stresses the importance of explicit instruction to help learners improve their English pronunciation. In Chapter 2, the authors report the results of many empirical studies that reveal the main pronunciation difficulties faced by BP learners. This chapter calls the readers’ attention not only to well known pronunciation difficulties, such as the proper articulation of the th sounds or the pronunciation of –ed endings, but also to aspects which are not so commonly tackled in English classes to Brazilians, such as the pronunciation of the dark /l/ or the nasals in word-final position. After setting the theoretical background, the exercises and tips suggested in Chapter 3 help the teacher/instructor raise the learners’ awareness about sound articulation and/or perception, thus working on the differences between the native language sounds and the American English sounds which do not exist in Portuguese or which are slightly different from Portuguese. Activities are creative and simple, all possible to be applied in many teaching contexts at any school, i.e., no fancy technology is required. This is definitely a well designed and appealing step-by-step guide for teachers who would like to improve their understanding about the pronunciation difficulties faced by their students (and by themselves!). The sets of exercises carefully prepared to overcome each difficulty are ready to be used, thus saving teachers’ time to prepare efficient tasks. Importantly, besides focusing on the perception/pronunciation of specific segments or structures, there are many creative contextualized exercises which help the learners practice the pronunciation of the learned information in a more natural way. Enjoy the book and help your pupils improve their American English pronunciation as early as possible!"" —Andreia S. Rauber (University of Minho, Portugal) ",Cambridge Scholars Publishing 2009-05-01,"Edmund P. Cueva, Shannon N. Byrne and Frederick Benda, S.J.",Jesuit Education and The Classics,Hardback,978-1-4438-0548-3,39.99,"Is Classics still important and relevant to a Jesuit education? The answer is a resounding ""Yes."" Classics remains an essential component of Jesuit education. This series of essays argues and proves that Classics and Jesuit education are indivisibly intertwined. Moreover, any Jesuit school that embraces liberal arts must have Classics at the core of its curriculum. ",,Cambridge Scholars Publishing 2009-05-01,Emily Golson and Toni Glover,Negotiating a Meta-Pedagogy: Learning from Other Disciplines,Hardback,978-1-4438-0501-8,39.99,"""A vital new resource for rhetoric and composition teachers and writing program administrators has arrived. In the twenty years I have been training teachers and tutors of writing, there have been few collections that specifically address the training of teachers of composition. While excellent, such collections are often not updated to reflect the most current research in rhetoric and composition, especially those theoretical and pedagogical influences that Negotiating a Meta-Pedagogy includes. It is not surprising, then, that training composition teachers is often dependent upon cobbled-together course packs and anecdotal pedagogy. The field needs this book, and each contribution the editors have chosen significantly helps ratchet-up the pedagogy of pedagogy—and now rhetoric, long considered a meta-discipline by those of us in the field, has an official meta-pedagogy resource to call its own."" -- Cynthia Haynes, Clemson University ","""A vital new resource for rhetoric and composition teachers and writing program administrators has arrived. In the twenty years I have been training teachers and tutors of writing, there have been few collections that specifically address the training of teachers of composition. While excellent, such collections are often not updated to reflect the most current research in rhetoric and composition, especially those theoretical and pedagogical influences thatNegotiating a Meta-Pedagogy includes. It is not surprising, then, that training composition teachers is often dependent upon cobbled-together coursepacks and anecdotal pedagogy.. The field needs this book, and each contribution the editors have chosen significantly helps ratchet-up the pedagogy of pedagogy—and now rhetoric, long considered a meta-discipline by those of us in the field, has an official meta-pedagogy resource to call its own."" —Cynthia Haynes, Clemson University “Negotiating a Meta-Pedagogy is a book that licenses us to put off our disciplinary togas and engage in a kind of saturnalia—an upending of the intellectual and historical constraints on the construction of composition theory. In the heat of defining a discipline, we in rhetoric-composition may have tended to the purist, though, of course, there has always been a healthy interest in cross-curricular, interdisciplinary, multifaceted learning approaches; this book is an outcome of that sustained and sustaining intellectual curiosity. Collected here are many refreshing, challenging, innovative, creative forays into the extracurriculum of composition pedagogy, showing us that sometimes there is something new under the sun.” Jeanne Gunner, Chapman University ",Cambridge Scholars Publishing 2009-05-01,Emily Golson and Toni Glover,Negotiating a Meta-Pedagogy: Learning from Other Disciplines,Paperback,978-1-4438-0557-5,19.99," ","""A vital new resource for rhetoric and composition teachers and writing program administrators has arrived. In the twenty years I have been training teachers and tutors of writing, there have been few collections that specifically address the training of teachers of composition. While excellent, such collections are often not updated to reflect the most current research in rhetoric and composition, especially those theoretical and pedagogical influences thatNegotiating a Meta-Pedagogy includes. It is not surprising, then, that training composition teachers is often dependent upon cobbled-together coursepacks and anecdotal pedagogy.. The field needs this book, and each contribution the editors have chosen significantly helps ratchet-up the pedagogy of pedagogy—and now rhetoric, long considered a meta-discipline by those of us in the field, has an official meta-pedagogy resource to call its own."" —Cynthia Haynes, Clemson University “Negotiating a Meta-Pedagogy is a book that licenses us to put off our disciplinary togas and engage in a kind of saturnalia—an upending of the intellectual and historical constraints on the construction of composition theory. In the heat of defining a discipline, we in rhetoric-composition may have tended to the purist, though, of course, there has always been a healthy interest in cross-curricular, interdisciplinary, multifaceted learning approaches; this book is an outcome of that sustained and sustaining intellectual curiosity. Collected here are many refreshing, challenging, innovative, creative forays into the extracurriculum of composition pedagogy, showing us that sometimes there is something new under the sun.” Jeanne Gunner, Chapman University ",Cambridge Scholars Publishing 2009-06-01,Hilary Perraton,Learning Abroad: A History of the Commonwealth Scholarship and Fellowship Plan,Hardback,978-1-4438-0600-8,39.99,"Commonwealth scholarships began in 1959. They have since moved 25,000 people across borders, launching them into influence as politicians, poets, painters, professors—and the rest. Their stories illuminate the sociology and politics of higher education, of the Commonwealth, and of its member countries: they include the last scholar before apartheid took South Africa out of the Commonwealth, who became a high court judge, and the first after it came back, now a vice-chancellor. Half a century of British society shows up in the record of the Scholarship Commission that made Britain's awards. Its first chairman, the son of a general, was the Lord Chamberlain, taking time off from censoring plays. His successor in 2008 took time off from a day-job as professor in a new university. Her father had left school early to look after the pigs. This book sets out the narrative of the scholarship plan from its unlikely conception in a Commonwealth trade conference. By asking who was selected for scholarships, how, and why, it examines the policies of countries offering scholarships and those receiving them, looks at their role within the universities of Africa, Asia and the Caribbean, discusses the experience of scholars as they studied abroad, and assesses the long-term impact of that experience. Three themes stand out. First, scholarship policy, increasingly now part of aid policy, has been shaped by the interplay of national politics and education. Second, crossborder university enrolments are themselves now big business and the stuff of international politics. Changes in the politics of the Commonwealth, as they have influenced international educational policy, provide a microcosm. Third, the experience and achievements of former scholars answer the evaluative policy question: was investing in scholarships a good way of spending public money? ","“Hilary Perraton brings a supple mind and a fluent pen to a 50-year story of high hopes substantially, but never wholly, fulfilled which, so far, has shaped the lives of 25,000 people. Apart from Learning abroad being a tale well worth telling in its own right, it provides a sensitive and sympathetic insight into the vicissitudes of the Commonwealth idea since its late fifties apogee.” - Peter Hennessy FBA, Attlee Professor of Contemporary British History, Queen Mary, University of London “In this absorbing and thoroughly researched study, Dr Perraton and his international team have made an invaluable contribution to our understanding and appraisal of the fifty-year history of the Commonwealth Scholarship and Fellowship Plan, its many achievements, setbacks and its central role in the Commonwealth-wide expansion of educational opportunity and exchange. No less, this book provides a judicious commentary on the political, organisational and financial complexities of sustaining large scale, multi- and bi-lateral programmes over long periods of time. The author’s insights and shrewd advice are relevant for policy makers, administrators, institutions, researchers and students engaged in the ever expanding field of international education. Of particular interest is the attention given to the engagement of highly motivated, persistent internationally minded educators in promoting and sustaining the commitment of governments and administrators faced with changing national needs and priorities.” - Malcolm Skilbeck, Emeritus Professor and former Vice-Chancellor, Deakin University, Australia; former deputy director of the Directorate for Education, Employment and Social Affairs, OECD “In their first half-century, as this informed monograph indicates, Commonwealth Scholarships have become a unique global network of a growing number of universities and programmes advancing innovative educational opportunities, especially South-North. The number of partners and schemes has grown as demands and technologies have evolved. The thousands of alumni, mentors and extended families advance cosmopolitan citizenship throughout Commonwealth communities, companies, civil societies, governments and media with incalculable benefits. This timely history celebrates a brilliant legacy and anticipates the Scholarships’ centenary.” - Timothy Shaw, Professor and Director, Institute of International Relations, University of the West Indies; formerly Director of the Institute of Commonwealth Studies, University of London ",Cambridge Scholars Publishing 2009-06-01,José Manuel Resende and Maria Manuel Vieira,"The Crisis of Schooling? Learning, Knowledge and Competencies in Modern Societies",Paperback,978-1-4438-0963-4,16.99,"The dynamics of schooling and learning are central issues to debate modernity. As they represent an essential feature of socializing processes in contemporary societies, they gather the ambivalences related to the production of individuals in modernity. On the other hand, these dynamics occur in a context of enlarged globalization, despite implying specific local translations, often composite. This book raises some questions concerning schooling in modern societies. What means learning in a globalized world? Does lifelong learning introduce new challenges to knowledge and the scholastic form of transmission? Are competences prevailing as a new form of qualification in modern societies? How teachers deal with these new professional dilemmas? ",,Cambridge Scholars Publishing 2009-06-01,José Manuel Resende and Maria Manuel Vieira,"The Crisis of Schooling? Learning, Knowledge and Competencies in Modern Societies",Hardback,978-1-4438-0957-3,34.99,"The dynamics of schooling and learning are central issues to debate modernity. As they represent an essential feature of socializing processes in contemporary societies, they gather the ambivalences related to the production of individuals in modernity. On the other hand, these dynamics occur in a context of enlarged globalization, despite implying specific local translations, often composite. This book raises some questions concerning schooling in modern societies. What means learning in a globalized world? Does lifelong learning introduce new challenges to knowledge and the scholastic form of transmission? Are competences prevailing as a new form of qualification in modern societies? How teachers deal with these new professional dilemmas? ",,Cambridge Scholars Publishing 2009-07-01,"Reyes Gómez Morón, Manuel Padilla Cruz, Lucía Fernández Amaya and María de la O Hernández López",Pragmatics Applied to Language Teaching and Learning,Hardback,978-1-4438-0972-6,54.99,"This volume presents a wide ranging overview of key theoretical and practical issues, empirical research and various analyses of pragmatic phenomena that will certainly be most useful and helpful to students and researchers in pragmatics and other linguistic disciplines and, of course, to L2 teachers. It is divided into five parts that include chapters addressing cognitive issues on L2 teaching, how and what to teach when dealing with specific speech acts, intercultural aspects of communication, the teaching of languages for academic and specific purposes and some other methodological issues on pragmatics teaching. ","""Pragmatics is of central importance in foreign and second language teaching and learning, and yet many people are unclear about how and why this is so. This volume provides a wide ranging exploration of the area, offering extensive evidence for the advantages of including pragmatic issues in the learning and/or teaching curriculum."" - Professor Helen Spencer-Oatey, Director, Centre for Applied Linguistics, University of Warwick ""This volume is a valuable resource for everyone interested in the pragmatics of foreign/second language teaching and learning. It brings together innovative research from a variety of perspectives within different sub-fields of pragmatics that has important implications for the F/SL classroom. It goes beyond traditional topics of research in the study of pragmatics and F/SL teaching and learning, such as speech act realization, into the examination of small talk phenomena, for example. It also considers the application of certain theories and models from other disciplines (e.g. computer science) for the development of tools that can facilitate the teaching/learning of pragmatics."" - María Elena Placencia, Senior Lecturer, Birkbeck College, University of London (School of Languages, Linguistics and Culture). ",Cambridge Scholars Publishing 2009-07-01,"Sherri McCarthy, Victor Karandashev, Michael Stevens, Andrew Thatcher, Jas Jaafar, Kate Moore, Annie Trapp, and Charles Brewer",Teaching Psychology around the World: Volume 2 ,Hardback,978-1-4438-0985-6,64.99,"This book brings together current information on the teaching and practice of psychology collected by experts in the field from throughout the world. It is highly recommended by prominent U.S. psychologists Dr. Ann O’Roark, President of the International Council of Psychologists (ICP), Dr. Wilbert McKeachie and Dr. Phillip Zimbardo, former President of the American Psychological Association (APA) and well-known international textbook author. Here are what other leaders in the discipline say about the book: ","‘This book, as well as being a tremendous resource informing about good practice in teaching, and providing a state-of-the-art overview of key areas of psychological research, delivers first hand information about variation and commonalities in teaching psychology across the globe. As such it represents an important curriculum support, especially in view of the effect of globalisation on the context in which academic teaching staff and students operate and the necessity for an awareness of how psychology education functions in other regions of the world. As president of IUPsyS, I also have to be concerned about future standards for teaching psychology and therefore particularly appreciate the rich material the book provides. Teaching Psychology around the World (Volume 2) is essential reading for anyone involved in or simply interested in trans-national psychology education and can serve well as a guidebook for those planning to teach abroad.’ —Rainer Silbereisen, President, International Union of Psychological Science (IUPsych); Professor of Developmental Psychology, University of Jena, Germany ‘If one is wanting to have at one’s fingertips a book that summarises how psychology is taught in different countries of the world and the huge achievements in raising the standards of education and training of psychologists in various regions of the world, then Teaching Psychology around the World (Volume 2) is your answer. To boot, it describes the impressive progress that has been made in standardising education and training programs across countries, not only to improve their quality but also to provide for the automatic recognition of professional qualifications and facilitate the mobility of psychologists across nations. Its other impressive achievement is that all its chapters are written by distinguished international experts.’ —Michael Knowles, President, International Association of Applied Psychology (IAAP); Professor of Psychology, Monash University, Australia 'Psychology will play a key part in providing answers to the global problems we are currently facing, including economic melt down, climate change and terrorism. Hence it is essential that we have a genuinely international approach to theory, method and teaching. The present volume is therefore very much to be welcomed as an important contribution to achieving these aims.' —Professor Steve Newstead, former President of the British Psychological Society (BPS); Chancellor, University of Plymouth, UK ‘Every year hundreds of thousands of students all over the world enrol for courses in psychology. This book provides an invaluable glimpse into what it means to teach those students in a global perspective: not only in those countries that dominate the discipline, but also in those that are often overlooked in psychology's self-presentation.’ —Professor Johan Louw, Department of Psychology, University of Cape Town, South Africa ‘This book presents a clear, concise and informative historical perspective on the development of psychology teaching in Australia, where the Psychology teaching of programs are highly regulated, the professional programs follow the Scientist Practitioner model and Distance Education is available and should be particularly helpful to communities who are looking at developing and refining psychology teaching.’ —Erica Frydenberg, Board Member of Australian Psychological Society (APS); Co-ordinator of Master and Doctor of Educational Psychology Programs, Melbourne Graduate School of Education, University of Melbourne, Australia “Teaching Psychology Around the World launches psychologists, students and veterans, into a global thinking orbit. For the first time, psychologists articulate a leadership position and credible role for preparing psychology to address issues arising in an era of globalization. These authors share an inclusive vision for developing curricular and pedagogical foundations for establishing a common international discipline, science, and practice. As the chapters inform readers about psychological teaching and learning in diverse cultures and in varying geopolitical arenas, they manage to avoid both the Babalonian cacophony and the arrogance of national tunnel vision and eugenic thinking. This volume inspires a successful launch and lift-off into a new era of internationalized psychology.” —Ann M. O’Roark, PhD, ABAP, President Elect, INTERNATIONAL COUNCIL OF PSYCHOLOGISTS ",Cambridge Scholars Publishing 2009-07-01,J. Ravindra Babu,Universalisation of Elementary Education: A Study of District Primary Education Programme from South India,Hardback,978-1-4438-0999-3,34.99,"The success of the primary education system has a direct bearing on the upper primary, non-formal and adult and continuing education sectors; an efficient primary education system is expected to contribute significantly to total literacy: an appropriate rise in literacy levels improves the functioning of other systems of education. Effective delivery of primary education contributes to bettering India's HDI (Human Development Index), including our standing in the Human Development Index evolved by UNDP. This volume is a study of the District Primary Education Programme (DPEP) in one of the states of South India. It is a piece of policy evaluation research expected to contribute to the ongoing discussion of policy processes in primary schools. It specifically questions to what extent objectives such as access, retention, quality and equality are achieved by the implementation of the DPEP. Figures from before and after the implementation of the DPEP show a significant increase in enrolment levels in primary schools all over the state. Thus, the major impact of DPEP implementation is seen in enhanced access to primary schools. The study shows that the DPEP implementation succeeded in attaining the objective of equality. This can be observed from gender equality in dropout rates at various primary grades. The DPEP seems to have achieved only moderate success in meeting the objective of retention of students. The DPEP does not seem to have approached the quality objective very seriously. ",,Cambridge Scholars Publishing 2009-08-01,iPED Research Network,Academic Futures: Inquiries into Higher Education and Pedagogy,Hardback,978-1-4438-1131-6,39.99,"“This is a book of its time, and one for its time.” So says Paul Trowler of Lancaster University, in his Foreword to this edited collection of new work. The book exemplifies the iPED Research Network’s diversity, exposing both the links and the boundaries between the higher education researchers involved, their students and their institutions. But, as Professor Trowler goes on to say, “What all the chapters have in common is the rigorous and grounded approach based on evidence.” The fifteen contributed chapters are thematically divided into three sections. • Responding to Complexity: authors from Australia, Austria and the UK consider aspects of academic life as diverse as funding and intellectual pleasure • Transforming Academic Identities: views from the UK, Eire and Denmark on evolving as an academic. • Pedagogy and Practice: exemplars of approaches to teaching and learning that use innovative technologies and methods across varying educational contexts. The Introduction by Professor Paul Blackmore of King’s College London sets the scene. Chapters are supplemented by commentary from critical friends, providing alternative perspectives on the work by educational researchers from different disciplines, institution types or nations. Keywords are provided to encourage the reader to dip into the book according to their research interests. ","""This book brings together a rich collection of work by authors grappling with issues and questions of academic work in teaching and learning, research, leadership and management in higher education and their communities. There is no navel gazing or reference to a golden age of academia in these pages. The authors, each with a commentary from a critical friend, rigorously interrogate aspects of academic work and roles with no attempt to simplify. Academic work is complex but with researchers and scholars working together to tease out some of the complexities and issues as they have in this book, the future looks promising."" Denise Chalmers, Professor; Director, Centre for Advancement of Teaching and Learning (CATL); National Leader for Teaching Quality Indicators Project; President, Council of Australian Directors for Academic Development (CADAD) ""This book is an important read for anyone who wants to influence the future shape of universities. Scholarly explorations into the student journey, learning as pleasure, pedagogy, technology, academic productivity, collegiality and community take the debate about the future of universities beyond the familiar laments about managerialism or the loss of a golden age."" Professor Glynis Cousin, Director, Institute for Learning Enhancement, University of Wolverhampton ",Cambridge Scholars Publishing 2009-08-01,Rachel S. Ritterbusch,Practical Approaches to Teaching Film,Hardback,978-1-4438-1112-5,39.99,"Rachel Ritterbusch’s Practical Approaches to Teaching Film is a collection of essays focusing on the use of film in settings ranging from an introductory film class to an upper-division Women’s Studies course. Drawing on their experience in the classroom, contributors to this anthology show how movies can be used to promote critical thinking, create an awareness of the male gaze, challenge dominant ideology, and unmask the constructedness of film. This volume treats a wide variety of film texts, from box-office hits like The Da Vinci Code to underappreciated art films such as Susan Streitfeld’s Female Perversions; from Pépé le Moko and other French classics to more contemporary francophone works like Chaos and Rosetta; from self-reflexive films that interrogate the act of filmmaking itself to those that draw attention to the phallocentric nature of cinematic apparatus. Common to all these essays is the belief that, if used judiciously, film can be a valuable pedagogical tool. Aimed both at those currently teaching film and those wishing to do so, this volume provides practical support in the form of sample syllabi, assignments, and a glossary of film terms. ",,Cambridge Scholars Publishing 2009-09-01,Anne Marie Goodfellow,Speaking of Endangered Languages: Issues in Revitalization,Hardback,978-1-4438-1238-2,39.99,"Speaking of Endangered Languages: Issues in Revitalization provides an overview of the current state of various indigenous languages around the world, describes some local responses to maintaining them, and in some cases suggests a re-examination of the goals and content of indigenous language retention programs. Each chapter presents a case study of a threatened language and possibilities for continued vitality through a description of the history of culture contact in a particular language community, early attempts at assimilationist-style education, the current language situation in the community, and recent local grassroots efforts at language revival and maintenance. Some also include examples of differences between past and present spoken forms of the language, and the implications of these for present and future generations of indigenous language learners. The authors are all actively engaged in research on the maintenance of indigenous languages, and many of them do applied work in communities as well. It is hoped that the ideas and approaches presented in this book will encourage others working in the field of indigenous language revitalization and maintenance to keep up their efforts, and in so doing consider approaches to indigenous language education that operate at the local level and involve various members of the community. ","""Speaking of Endangered Languages: Issues in Revitalization contains chapters that will attract a wide range of readers – from academic professionals to practitioners of language revitalization work. The book’s contributors introduce the historical and often tragic circumstances under which language shift occurred and continues to take place in Canada (Kwak’wala on Vancouver Island, Innu and Inuit in Labrador, Cree/Mushkegowuk in Ontario), in the United States (Athabascan languages in Alaska, Nakoda and Gros Ventre in Montana, Choctaw in Oklahoma, Nahuatl immigrants and Navajo in the Southwest), in Mexico (Pan-Mayan movement in Chiapas), and in the Pacific (Rapa Nui on Easter Island, Te Reo Mäori in New Zealand). Issues touched upon in the thirteen chapters are diverse. The issues range from: collaborative work between the speaker community and academic professionals to local politics; conflicting perceptions of the indigenous language between older and younger generations; the attempt to maintain the traditional ways of speaking to accepting language change as an adaptation to a changing world; and, the challenges of recruiting members of speaker communities to support and participate in strengthening revitalization efforts -- future teachers and learners -- who believe in the value of indigenous languages and commit themselves to revitalizing, maintaining, and strengthening their heritage languages. Through exposure to diverse language situations of these indigenous languages, readers learn the needs of speaker communities and how they and academic professionals can work together toward revitalizing their languages. Practical inspirations will come from the current practices described by members of speaker communities. They all emphasize that language transmission cannot and should not take place only at school. It must be a continuum from school to home to community in which language places feed on each other. This book is a welcome addition to the literature on revitalization of indigenous languages and cultures."" Dr. Akira Yamamoto Professor Emeritus Department of Anthropology University of Kansas, USA ""An excellent collection of essays by community members and linguists describing the passion, persistence and personal commitment in a range of endangered language and language revitalization situations from the Pacific through central, north and arctic America. Throughout the shared struggles and separate circumstances the essays describe the central importance of community in maintaining heritage languages and addressing language loss. Many of the communities and languages described here face incredible challenges as changed futures emerge from a history of loss."" Dr. Jeanette King School of Languages, Cultures and Linguistics University of Canterbury, New Zealand ",Cambridge Scholars Publishing 2009-09-01,Mary Ann Rooks,Teaching the Eighteenth Century,Hardback,978-1-4438-1237-5,34.99,"Inspired by the conversations of like-minded professors interested in promoting eighteenth-century literature through informed, innovative teaching, this collection began as a series of presentations at the South Central Society for Eighteenth-Century Studies Conference. Covering a range of texts and strategies—from a genre-based approach to early novels, to an argument for student-teacher collaboration engaging Shen Fu’s Six Records of a Floating Life—the collection aims to participate in larger conversations about the “best practices” of teaching eighteenth-century texts in the undergraduate classroom. With an eye toward energizing further pedagogical dialogue about this important period, the authors share a wealth of experience and practical advice about the joys and pitfalls of teaching Western and non-Western texts to students relatively unfamiliar with early-modern literature. ",,Cambridge Scholars Publishing 2009-10-01,Elavie Ndura-Ouédraogo and Randall Amster,Building Cultures of Peace: Transdisciplinary Voices of Hope and Action,Hardback,978-1-4438-1329-7,39.99,"From violence and abuse within family units, to communities and regions torn apart by inter-group conflict and wars among nations, the human condition is rife with turmoil. The consequences of this seemingly perpetual strife weigh heavily on humanity, often creating feelings of powerlessness and hopelessness that only serve to breed more conflict and violence. In the face of these monumental challenges, initiatives for peace struggle to take root. Seeking effective ways to encourage these efforts, the United Nations adopted three declarations on the eve of the 21st century, including the “Declaration on a Culture of Peace” that broadly defines what the vision looks like and the actions necessary to build cultures of peace. Taking up this central challenge of our time, this volume of collected essays presents multiple perspectives on the critical issues of peace and conflict resolution that pervade the globe, addressing the UN’s charge to develop “values, attitudes, modes of behavior and ways of life conducive to the promotion of peace among individuals, groups, and nations.” Bringing together scholars and practitioners from fields including education, sociology, criminology, political science, and peace studies, this work constructively engages the task of creating peace and fostering hope in a conflict-ridden world. ","“Building Cultures of Peace is an immensely rich, creative, and, above all, an optimistic book. The fifteen very competent chapters approach the issue of a culture of peace based on social justice and equity, as opposed to the ubiquitous culture of violence. Here are concrete programs and ideas; now let us all go out, do it, and get ever higher in the knowledge, skills and art of building peace.” —Johan Galtung, Founder, dr hc mult, TRANSCEND: A Peace, Development and Environment Network “Since the United Nations launched the ‘culture of peace’ to much fanfare but little tangible result, the idea of a culture that would be more conducive to peace than war (which would seem to be an inevitable result of the culture we have today), has taken hold, and that is very helpful. If further proof of that were needed (and unless you are in the peace profession it probably is), this book demonstrates that there is a ‘field’ of peace that is there to help people in all walks of life to understand and indeed contribute their bit, whatever it may be, to peace. There could hardly be a more needed development, and this book, with its diversity and yet its overriding focus on the elusive dream of peace, is a great contribution to it. I would like to see it in every school library—and in the mind and heart of every child.” —Michael N. Nagler, Professor Emeritus, University of California, Berkeley; author of The Search for a Nonviolent Future ",Cambridge Scholars Publishing 2009-11-01,Sonja L. Lanehart,"African American Women’s Language: Discourse, Education, and Identity",Hardback,978-1-4438-1359-4,44.99,"African American Women’s Language: Discourse, Education, and Identity is a groundbreaking collection of research on African American Women’s Language that is long overdue. It brings together a range of research including variationist, autoethnography, phenomenological, ethnographic, and critical. The authors come from a variety of disciplines (e.g., Sociology, African American Studies, Africana Studies, Linguistics, Sociophonetics, Sociolinguistics, Anthropology, Literacy, Education, English, Ecological Literature, Film, Hip Hop, Language Variation), scientific paradigms (e.g., critical race theory, narrative, interaction, discursive, variationist, post-structural, and post-positive perspectives), and inquiry methods (e.g., quantitative, qualitative, ethnographic, and multimethod) while addressing a variety of African American female populations (e.g., elementary school, middle school, adults) and activity settings (e.g., classrooms, family, community, church, film). Readers will get a good sense of the language, discourse, identity, community, and grammar of African American women. The essays provide the most current research on African American Women’s Language and expand a literature that has too often only focused on male populations at the expense of letting the sistas speak. ",,Cambridge Scholars Publishing 2009-11-01,Ken Gale and Jonathan Wyatt,Between the Two: A Nomadic Inquiry into Collaborative Writing and Subjectivity,Hardback,978-1-4438-1349-5,39.99,"In this unique work, Ken Gale and Jonathan Wyatt bring together three areas of scholarship: collaborative writing as method of inquiry, the philosophical approaches of the French philosopher, Gilles Deleuze, and the performativity of both writing and the “self”. The book is a reflexive exploration into the theory and practice of collaborative writing, with their between-the-twos—sequences of exchanged writings using a variety of forms and genres—at the book’s heart. Their collaboration offers an experimental, transgressive and nomadic inquiry into subjectivity. Based upon the authors’ joint doctoral dissertation, the book draws for its theoretical base primarily from the work of Deleuze, from both his philosophical “figures” and the insights that he offers into his collaborations with others. It also tells a story, conveying a sense of a relationship developing over time. This book will interest both academics and postgraduate students in the field of qualitative inquiry, including those involved in narrative inquiry, cultural, communication and performance studies, and autoethnography. ","“Sometimes I read a book and wish I'd written it. Ken and Jonathan’s book is one of them It is highly original, thought provoking, and emotionally compelling. The authors show us through ‘writing spaces’ of interactive writing how Deleuzian ideas can be applied to discover (uncover) intimacy and ‘becoming’. I found myself glued to the pages by the authors' ingenuity, openness, and intelligence. It is not only erudite, it is a really good read.” —Professor Laurel Richardson, Professor Emeritus of Sociology, The Ohio State University, USA “In Between the Two, Ken Gale and Jonathan Wyatt provide us with multiple spaces and traces of what can be, and might be, for embodied academics seeking to engage with experimental and transgressive modes of representation as a way to explore lived experience in all its messy complexity. Beautifully crafted and laced with an emotionally sensitive scholarship, their work is both provocative and evocative, inviting us to weave our own stories into those they offer for consideration. It is an invitation well worth accepting.” —Professor Andrew C. Sparkes PhD, Director: Qualitative Research Unit, School of Sport & Health Sciences, Exeter University “This is a powerful, richly nuanced, evocative work; a stunning and brilliantly innovative pedagogical and theoretical intervention. This new book provides ground zero—the starting place for the next generation of theorists who want to write their way through and across the theoretical, methodological and interpretive implications that result when voice, identity, presence and writing are made problematic. A stunning accomplishment. Their model of collaborative writing and performance autoethnography charts new territories of inquiry. They show the rest of us how to move from the personal to the political, and back again. We are all in their debt.” —Norman K. Denzin, Distinguished Professor of Communications, University of Illinois at Urbana-Champaign, USA ",Cambridge Scholars Publishing 2009-11-01,Phyllis Wachob,Power in the EFL Classroom: Critical Pedagogy in the Middle East,Hardback,978-1-4438-1340-2,39.99,"“Critical pedagogy is not a set of ideas, but a way of ‘doing’ learning and teaching” (Canagarajah, 2005). This definition puts CP squarely in the classroom and leads us to view how teachers interact with students and how students treat one another, while negotiating institutional and societal expectations. The chapters in the book use a variety of methods to address questions of power within educational institutions, from classrooms to the ministries of education. All the contributors are, or have been, teachers in the Middle East, from Egypt to Iran. Their nationalities range from Egyptian, to American, Canadian, British, Tunisian and Iranian. Ten of the contributors are women. All have conducted research and/or invited participation from among students and fellow teachers to explore issues of Critical Pedagogy from various perspectives. The question of physical space relates to power but is also related to linguistic space; student choice is not only related to linguistic space but also to motivation and thus empowerment. Changing teachers’ beliefs leads to empowerment for teachers, but also empowerment for students. Educational policy that recognizes social and personal identity reflects back to personal motivation. These studies meet and mesh, complement and sometimes take different viewpoints. However, all the studies embrace the concept that we must respect and nurture the human in our students, that we as teachers are the front line as enablers of our students’ empowerment. If we do not provide the space, and honor their dignity, our students cannot claim and embrace their power. Canagarajah, S. (2005). Critical Pedagogy in L2 Learning and Teaching. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 931-949). Mahwah, New Jersey: Lawrence Erlbaum Associates. ",,Cambridge Scholars Publishing 2009-11-01,James Pietsch,Teaching and Learning Mathematics Together: Bringing Collaboration to the Centre of the Mathematics Classroom,Hardback,978-1-4438-1354-9,34.99,"Teachers of secondary mathematics are constantly being presented with new ideas about the teaching of mathematics in schools, ideas which often seem a long way from the reality of most mathematics classrooms. How can teachers bring these ideas into traditional classrooms where students are not necessarily that interested in mathematics--where students (and perhaps also teachers) are focused primarily on preparing for future assessment tasks? Teaching and Learning Mathematics together provides classroom teachers and trainee teachers with an introduction to the thinking behind some of these ideas. Drawing on the latest research in mathematics education and theories of learning and the experiences of teachers working in schools, James Pietsch puts forward a model for classroom activity based on collaboration rather than demonstration and practice. The model is put into practice and assessed drawing on the perspectives of teachers and students and comparisons between the collaborative classrooms and traditional classrooms. Teaching and Learning Mathematics together offers teachers an example of what reform principles might look like in practice--and what the benefits of such approaches might be for students and teachers alike. ","""Are you passionate about teaching and learning mathematics? Describing students collaborating to learn mathematics in Australian classrooms, this is a must read for teachers, teachers in training and an important reference for researchers in the field. James Pietsch will stir your thinking. I cannot recommend it too highly."" - Lloyd Dawe BSc Dip Ed (Syd) MEd (hons,UNSW) PhD (Cambridge), formerly Associate Professor of Mathematics Education, University of Sydney ",Cambridge Scholars Publishing 2009-12-01,Sarah Toomey,Embodying an Image: Gender and Genre in a Selection of Children’s Responses to Picturebooks and Illustrated Texts,Hardback,978-1-4438-1413-3,44.99,"Drawing upon a diverse range of theoretical perspectives, and the rich resources of feminist cultural analysis hitherto little applied to the study of picturebooks and illustrated texts, Embodying an Image offers fresh and original insights into the gendered politics of identity and the sexual politics of looking in contemporary visual culture. In a fascinating collection of case studies, Toomey successfully combines an analysis of the way in which artists and writers convey gendered representations through character, theme, setting and story, with a detailed investigation into the child’s perspective of meaning. This book is a first in its field and is a must for all those interested in new ways of thinking about the power of visual imagery to embody and make real the fantasies and desires of young children. ","“I can recommend this book very highly: it is original, exceptionally well-researched, and has an impeccable theoretical base. It brings together four important factors, highly relevant to both the theory and practice of visual texts - the theory of word-image relationship in picture-books and illustrated texts - the interactions of and with Key Stage One children - gender issues - feminist art criticism. This fusion is developed through a lively, highly readable, and meticulously researched thesis, that provides essential - and much-needed - underpinning to the burgeoning theorising of picture-books. The focus on ‘the child’s perspective of meaning’, backed up by detailed, empathetic research, puts this book into the forefront of the developing movement of crossing disciplinary boundaries. … The framework of introductions to each part, and the concluding chapter could stand alone as a manifesto for what can be achieved in the classroom, and what can be fed out to a wider world of education and theory.” Peter Hunt, Professor Emeritus in Children’s Literature, Cardiff University “A fascinating, well informed, highly readable study of children’s responses to picturebooks with an emphasis on gender. It's going straight on our reading list!” Morag Styles, Reader in Children’s Literature, Homerton College, Cambridge “I wholeheartedly recommend this book and consider it indispensable to anyone seeking to learn more about children’s responses to fiction and how they ‘read’ and interpret the images they encounter in the picture books and illustrated texts which adults create for them.” Dr Susan Hancock, Senior Lecturer in Children’s Literature, Roehampton University, London “While gender has been the subject of analysis in visual culture for adults, this book opens up a subject that has been little studied and is much needed as a prerequisite to understanding how we begin to learn how to see gender in images in later life.” Rosemary Betterton, Reader Emeritus, Centre for Gender & Women's Studies, Lancaster University “Whether listening to a four year old determine the gender of a character in Heather Eyles’s Well I Never! or to a somewhat older child negotiate the gendered meanings of being a pirate, Toomey shows an unusual sensitivity to children and to art. … If her work had been available when I was editing Girls, Boys, Books, Toys: Gender in Children’s Literature and Culture, I would have wanted to include a portion.” Beverly Lyon Clark, Professor of English, Wheaton College, Massachusetts “raises important issues about gender and reading which deserve to be read by educators and parents alike.” Valerie Walkerdine, Research Professor, School of Social Sciences, Cardiff University “This is an interesting and informative contribution to the important area of critical and educational writing concerned with children's responses to literature. ...The pedagogical implications of this research will certainly be of considerable interest to educationalists.” - Dr Pat Pinsent, Senior Research Fellow, National Centre for Research in Children’s Literature, Roehampton University, London ""Sarah Toomey's Embodying an Image is an illuminating investigation of how children perceive masculine and feminine identities through the array of picture books...Toomey shares some great insights into the minds of children throughout this book, which she skillfully presents in an accessible way....this work is a very interesting and highly informative example of literary cricitism that should be of interest to readers interested in children's responses picture books as well as those interested in gender studies."" Sophie Klein in Children's Literature Association Quarterly, Summer 2011; Vol. 36, No. 2 ",Cambridge Scholars Publishing 2009-12-01,Stuart Richmond and Celeste Snowber,Landscapes of Aesthetic Education,Hardback,978-1-4438-1396-9,39.99,"This book brings together two experienced educators from the fields of teacher education and arts education. The authors Richmond, a photographer, and Snowber, a dancer and poet, see aesthetic education as aiming to extend creativity, appreciation of the arts and nature, and the sensuous qualities of everyday life, to gain a more intimate understanding of the self and the world. They include poetic, narrative, philosophical, and artistic ways of writing to support a more embodied and holistic aesthetics. Landscapes of Aesthetic Education has significance for educators, scholars, students, and artists, and for all who would like to explore the connections between the arts, aesthetics, and transformation. ","“A stirring and important addition to the literature on the complexity of ‘appreciation’ and its relation to mentoring. This book opens windows on unexplored modes of creative collaboration with implications for art experiences and for lives in many classrooms.” —Maxine Greene, Professor of Philosophy and Education Emeritus, Teachers College, Columbia University “Let go and see, feel, move, and breathe as you encounter this remarkable book by two internationally known Canadian artist-educators: Stuart Richmond and Celeste Snowber. As a photographer and a dancer, they capture words, gestures, images and ideas in engaging, imaginative and deeply aesthetic ways in their book entitled Landscapes of Aesthetic Education. This book provides educators, artists, and students with numerous examples of personal narratives woven through theoretical engagements that create vast landscapes for learning through, with, about and for aesthetic education.” —Rita L. Irwin, Associate Dean, Teacher Education, Professor, Art Education and Curriculum Studies, Faculty of Education, The University of British Columbia, Vancouver, BC “Reenchantment. That is what is wanted in education today, and that is what Snowber and Richmond’s book, Landscapes of Aesthetic Education, presents. This book is a beautifully conceived and written antidote to all that is disenchanting in contemporary education and is brimming with new ideas about making education an engaging, aesthetic experience for both students and teachers.” —Peter London, Chancellor Professor Emeritus, University of Massachusetts Dartmouth, Distinguished Fellow, NAEA “Engaging and nuanced. This is a dream catcher of a book that casts and weaves a sensuous and lyrical spell for the reader and brings the aesthetic to the centre of educational feeling and knowing.” —Carl Bagley PhD FRSA, Professor of Educational Sociology, Durham University, UK “What sets this book apart from other books on aesthetics is a questioning, intuitive approach to the information that one suspects is also a deeply ingrained part of their teaching.” —Sally Armstrong Gradle, Southern Illinois University in the International Journal of Education and the Arts, Vol. 10, Review 4 (April 2010) ",Cambridge Scholars Publishing 2009-12-01,Eugene Henry de Klerk,Subject to Reading: Literacy and Belief in the Work of Jacques Lacan and Paulo Freire,Hardback,978-1-4438-1423-2,39.99,"The book explores what it means for a human organism to be a “subject” and responds to what it sees as the contemporary ablation of subjectivity in favour of an impoverished “biopolitics” (a concept borrowed from Foucault). It is preoccupied with questions of ethics and education, arguing that Lacanian psychoanalysis, like Freirean literacy, constitutes first and foremost an education in responsible subjecthood. It identifies such an education as a very necessary intervention in what appears to be a global double bind between fanatical certainty and capitalist abstraction. The book asserts that, contrary to most trends concerning the appropriation of psychoanalysis or Freirean techniques for teaching, Freirean pedagogy and Lacanian psychoanalysis are not purely “toolboxes” but profound epistemological and philosophical arguments. These arguments also combine to suggest a new socio-political conception of theology. In addition the book draws on examples from literature and popular culture to explicate certain ideas. In this regard the book primarily undertakes a reading of selected works by J.M. Coetzee. ",,Cambridge Scholars Publishing 2010-01-01,Ken Gale and Jonathan Wyatt,Between the Two: A Nomadic Inquiry into Collaborative Writing and Subjectivity,Paperback,978-1-4438-1637-3,19.99,"In this unique work, Ken Gale and Jonathan Wyatt bring together three areas of scholarship: collaborative writing as method of inquiry, the philosophical approaches of the French philosopher, Gilles Deleuze, and the performativity of both writing and the “self”. The book is a reflexive exploration into the theory and practice of collaborative writing, with their between-the-twos—sequences of exchanged writings using a variety of forms and genres—at the book’s heart. Their collaboration offers an experimental, transgressive and nomadic inquiry into subjectivity. Based upon the authors’ joint doctoral dissertation, the book draws for its theoretical base primarily from the work of Deleuze, from both his philosophical “figures” and the insights that he offers into his collaborations with others. It also tells a story, conveying a sense of a relationship developing over time. This book will interest both academics and postgraduate students in the field of qualitative inquiry, including those involved in narrative inquiry, cultural, communication and performance studies, and autoethnography. ","“Sometimes I read a book and wish I'd written it. Ken and Jonathan’s book is one of them It is highly original, thought provoking, and emotionally compelling. The authors show us through ‘writing spaces’ of interactive writing how Deleuzian ideas can be applied to discover (uncover) intimacy and ‘becoming’. I found myself glued to the pages by the authors' ingenuity, openness, and intelligence. It is not only erudite, it is a really good read.” —Professor Laurel Richardson, Professor Emeritus of Sociology, The Ohio State University, USA “In Between the Two, Ken Gale and Jonathan Wyatt provide us with multiple spaces and traces of what can be, and might be, for embodied academics seeking to engage with experimental and transgressive modes of representation as a way to explore lived experience in all its messy complexity. Beautifully crafted and laced with an emotionally sensitive scholarship, their work is both provocative and evocative, inviting us to weave our own stories into those they offer for consideration. It is an invitation well worth accepting.” —Professor Andrew C. Sparkes PhD, Director: Qualitative Research Unit, School of Sport & Health Sciences, Exeter University “This is a powerful, richly nuanced, evocative work; a stunning and brilliantly innovative pedagogical and theoretical intervention. This new book provides ground zero—the starting place for the next generation of theorists who want to write their way through and across the theoretical, methodological and interpretive implications that result when voice, identity, presence and writing are made problematic. A stunning accomplishment. Their model of collaborative writing and performance autoethnography charts new territories of inquiry. They show the rest of us how to move from the personal to the political, and back again. We are all in their debt.” —Norman K. Denzin, Distinguished Professor of Communications, University of Illinois at Urbana-Champaign, USA ",Cambridge Scholars Publishing 2010-01-01,Georgeta Raţă,Language Education Today: Between Theory and Practice,Hardback,978-1-4438-1641-0,44.99,"Language Education Today: Between Theory and Practice is a collection of essays that appeal to teachers of modern languages (almost exclusively English) regardless of the level of instruction. The essays deal with three main aspects of the opposition Linguistic Identity vs. Multilingualism: language education (mother tongue – Turkish, Kurdish, and Serbian; contact linguistics – the impact of Slavic and of German on modern Romanian; the opposition L1 vs. L2 – Arabic, Farsi, Urdu and Serbian vs. English; and contrastive studies – German and Macedonian); English language teaching and learning (English as a Foreign or Second Language taught to Serbian and Ruthenian students; English for Specific Purposes – Business English, Information Technology English, the English of hotel terminology, and the English of business media taught to Romanian students; English language teaching and assessing methods to Thai, Italian, Malaysian, and Croatian students; and the profile of the language teacher in the universities of the F.Y.R. of Macedonia and of Romania); and linguistic issues (with focus on some English word histories and on some English modal verbs, on French spelling and on some French verbs of animal communication, and on the Latin Plesiosauria Nomenclature). ","“Targeting teachers of foreign languages and educationalists in general, this collection of articles covers a wide range of topics dealing with descriptive, contrastive, semantic or etymological aspects of languages and language teaching, underscoring the numerous benefits of bi- or multilingual education. One of the great merits of this collection is the impressive cultural diversity of contributors whose opinions converge nevertheless with regard to language education fostering intercultural competence and furthering communication and cooperation across racial, ethnic and cultural divides.” - Reghina Dascăl, Assistant Professor, West University, Timişoara “This volume covers an exhilarating range of problems and topics related to contemporary linguistics and language teaching methodology across cultures. Each of the contributors, the bulk of whom live and work in Romania and South-Eastern Europe, shares in English or French his or her own way of dealing with a particular challenge in language education. While adding to the appealing cultural diversity of the book, their innovative perspectives and valuable practical approaches confirm the perennial mission of language teachers and educators to continue developing a deeper sensitivity to the cultural uniqueness of each language on our planet alongside an awareness to, and acceptance of, global change.” —Roumyana Petrova, Ph.D., Assistant Professor, University of Rousse (Bulgaria) and Fulbright adviser, scientific reviewer of Journal of Linguistic Studies. ",Cambridge Scholars Publishing 2010-01-01,Anthony J. Liddicoat and Angela Scarino,"Languages in Australian Education: Problems, Prospects and Future Directions",Hardback,978-1-4438-1673-1,39.99,"Australia has a reputation for sustained work in language policy and has had over 20 years of experience of language policy development. During these years, language policies have sought to increase and reshape languages education in Australian schools, but have had only limited success in achieving their objectives. This means that Australia’s extensive work in language policy has not yet guaranteed a secure place for languages within education. After a period of comparative neglect of languages and multiculturalism, Australia is now entering a new phase of activity in language policy and it is timely to consider critically what has and has not been achieved to date and the reasons why. The aim of this book is to examine the current state, nature, role and purposes of languages in Australian education as a basis for considering a viable, encompassing language education policy. The book is divided into four specific focus areas for discussion, each of which is based on a core theme in Australian languages education: engaging with diversity; the current state of policy and participation in languages education and languages teacher education; current orientations to languages education, and future possibilities and directions in languages education. Underlying the discussion is the recognition that at this particular juncture in languages education policy in Australia it is necessary to re-examine constructs, research, evidence and practice as the basis for renewal. The book presents a collection of papers dealing with each of the themes and aims to give greater focus to the contemporary debates around languages in education in Australia and more generally. ",,Cambridge Scholars Publishing 2010-02-01,Kieran Egan and Krystina Madej,Engaging Imagination and Developing Creativity in Education,Hardback,978-1-4438-1763-9,39.99,"Imagination is the Source of Creativity and Invention This series of essays has been collected expressly to bring readers new ideas about imagination and creativity in education that will both stimulate discussion and debate and also contribute practical ideas for how to infuse our daily classrooms with imaginative activities. In a world that values creative innovation, it is distressing that our schools are dominated by an educational paradigm that pays too little attention to engaging the imagination and emotions of students in the curriculum and the worlds challenges that the curriculum is designed to prepare students to meet. The ability of children to think creatively, to be innovative, enterprising, and capable, depends greatly on providing a rich imagination-based educational environment. It is only when we consider the imagination a vital component of our lives and one of the great workhorses of learning that we recognize the importance of adding the imaginative to the study of the affective, cognitive, and physical modes of our development. Doing so fills a gap that has led to incomplete accounts of childrens development, their subsequent learning needs, and indeed, how to fulfill these needs in educational environments. This discussion, about the importance of imagination and creativity in education, has been taken up by researchers and educators around the world. It is represented here by writings from authors from Brazil, Canada, China, Denmark, Italy, Israel, Japan, and Romania. In the first part of this book these authors explore and discuss theories of development, imagination, and creativity. In the second part they extend these theories to broader social issues such as responsible citizenship, gender, and special needs education, to new approaches to curriculum subjects such as literacy, science, and mathematics, and to the educational environment of the museum. ",,Cambridge Scholars Publishing 2010-02-01,Elizabeth Pinnington and Daniel Schugurensky,Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives,Hardback,978-1-4438-1722-6,44.99,"For many years, the fields of citizenship education and participatory democracy have often operated independently from each other. During the last decade, the Transformative Learning Centre of the University of Toronto has nurtured multiple spaces for an interdisciplinary dialogue among scholars, practitioners and students from these two fields. One of those spaces was the Second International Conference on Citizenship Learning and Participatory Democracy, where close to 300 participants from all over the world shared ideas in more than 150 sessions, including discussions, round-tables, workshops and keynote addresses. This volume brings together a selected collection from the many papers submitted to the conference. Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives includes an introductory essay, 18 chapters and a postscript, and is organized in three sections: I. Learning democracy in educational institutions II. Learning democracy in communities III. Learning democracy in participatory budgeting The articles in this book represent a variety of perspectives (as the authors come from different geographical and disciplinary locations), but they all share a commitment to improvements in theory, research and practice in the worldwide movement for deepening democracy and for an emancipatory citizenship education. ",,Cambridge Scholars Publishing 2010-03-01,David Lasagabaster and Yolanda Ruiz de Zarobe,"CLIL in Spain: Implementation, Results and Teacher Training",Hardback,978-1-4438-1857-5,44.99,"“This book makes a significant and very timely contribution to furthering professional understanding of CLIL (Content and Language Integrated Learning). The first part brings together the outcomes of CLIL implementation initiatives in different educational sectors in Spain which reflect regional possibilities and priorities. The second part takes a critical look at a variety of teacher education models, both in-service and pre-service. Linking classroom initiatives with teacher education underlines the importance of addressing this often neglected or ignored area. Quite simply, without appropriate teacher education programs, the full potential of CLIL is unlikely to be realised and the approach would be unsustainable. This publication provides the reader with practical suggestions and raises issues for further reflection. The contributors have embraced the ‘educational challenge’ and, in doing so, have made a significant contribution to disseminating CLIL practice across Europe and further afield by raising issues and questions which need to be addressed through future class-based inquiry and scientific research. The collection of case studies is also a celebration of the hard work, endeavour and constant drive by practitioners, teacher educators and researchers to give our young people the best linguistically-rich learning experiences they can possibly have throughout their schooling and further studies.” —Professor Do Coyle, University of Aberdeen ","“CLIL in Spain: Implementation, Results and Teacher Training is an admirable effort to compile, in less than 300 pages, research on what is basically a nation’s attempt to promote multilingualism through CLIL. All in all, CLIL in Spain, both as a process and a book, is quite impressive because there is depth below apparent ‘non-systematicness’. In fact, as the editors concluded, in contrast to the example of Malaysia, where the very positivistic top-down mandate to establish bilingual education across the board has failed.” Y.L Teresa Ting ",Cambridge Scholars Publishing 2010-03-01,Hayo Reinders,The Effects of Task Type and Instructions on Second Language Acquisition,Hardback,978-1-4438-1778-3,39.99,"Recent years have seen a growing interest in the role of tasks in second language acquisition and a substantial body of research now exists to show their potential contribution to language learning and teaching. However, not much is known about the effects of different task types, nor about their accompanying instructions. Which tasks are more successful under what circumstances? What type of instructions should be included? This book attempts to answer the questions above by first examining previous studies on the use of tasks, the roles of input, output and interaction, and by placing these in a broader cognitive framework. It argues that in order to understand the effects of different task types, it is important not only to look at learning outcomes (acquisition), but also at the effects on immediate task performance (intake), and by doing so, to arrive at a more complete picture of the learning process. The book presents the results of a study on the effects of 1) implicit and explicit inductive instructions and 2) three task types on both intake and acquisition of two English grammatical structures. The study used various measures to determine intake as well as the development of both implicit and explicit knowledge. The results of the study support the claims made for the benefits of Focus-on-Form, but do not support the claims made for the benefits of more explicit types of instruction. Further, the results show that there is no direct relationship between intake and acquisition and that different task types can have a differential effect on immediate task performance on the one hand and learning on the other. The book discusses these findings in the light of previous research and considers their implications both at the theoretical level and for language teaching practice. ",,Cambridge Scholars Publishing 2010-04-01,Elavie Ndura-Ouédraogo and Randall Amster,Building Cultures of Peace: Transdisciplinary Voices of Hope and Action,Paperback,978-1-4438-1944-2,24.99,"From violence and abuse within family units, to communities and regions torn apart by inter-group conflict and wars among nations, the human condition is rife with turmoil. The consequences of this seemingly perpetual strife weigh heavily on humanity, often creating feelings of powerlessness and hopelessness that only serve to breed more conflict and violence. In the face of these monumental challenges, initiatives for peace struggle to take root. Seeking effective ways to encourage these efforts, the United Nations adopted three declarations on the eve of the 21st century, including the “Declaration on a Culture of Peace” that broadly defines what the vision looks like and the actions necessary to build cultures of peace. Taking up this central challenge of our time, this volume of collected essays presents multiple perspectives on the critical issues of peace and conflict resolution that pervade the globe, addressing the UN’s charge to develop “values, attitudes, modes of behavior and ways of life conducive to the promotion of peace among individuals, groups, and nations.” Bringing together scholars and practitioners from fields including education, sociology, criminology, political science, and peace studies, this work constructively engages the task of creating peace and fostering hope in a conflict-ridden world. ","“Building Cultures of Peace is an immensely rich, creative, and, above all, an optimistic book. The fifteen very competent chapters approach the issue of a culture of peace based on social justice and equity, as opposed to the ubiquitous culture of violence. Here are concrete programs and ideas; now let us all go out, do it, and get ever higher in the knowledge, skills and art of building peace.” —Johan Galtung, Founder, dr hc mult, TRANSCEND: A Peace, Development and Environment Network “Since the United Nations launched the ‘culture of peace’ to much fanfare but little tangible result, the idea of a culture that would be more conducive to peace than war (which would seem to be an inevitable result of the culture we have today), has taken hold, and that is very helpful. If further proof of that were needed (and unless you are in the peace profession it probably is), this book demonstrates that there is a ‘field’ of peace that is there to help people in all walks of life to understand and indeed contribute their bit, whatever it may be, to peace. There could hardly be a more needed development, and this book, with its diversity and yet its overriding focus on the elusive dream of peace, is a great contribution to it. I would like to see it in every school library—and in the mind and heart of every child.” —Michael N. Nagler, Professor Emeritus, University of California, Berkeley; author of The Search for a Nonviolent Future ",Cambridge Scholars Publishing 2010-04-01,Peter Kell and Gillian Vogl,"Global Student Mobility in the Asia Pacific: Mobility, Migration, Security and Wellbeing of International Students",Hardback,978-1-4438-1908-4,39.99,"Over 2.7m students study in a country other than their own. Most of those students come from the Asia-Pacific region and undertake study in universities in the developed world. This trend is predicted to grow exponentially but features many dilemmas. In the post-9/11 global environment, international students experience hostility and harassment as well as ambivalence about their value to the academy. Some live an uncertain life of poverty and alienation. Many also struggle to come to terms with living and studying in a foreign land where there are concerns about international students eroding academic standards, having poor English language proficiency and being unable to “integrate” and contribute to their new communities. But some also seek to make new homes in their host countries. The contributions in this book explore the complex and diverse aspects of transnational education and propose some pragmatic approaches to these dilemmas. These contributions explore new ways of looking at the phenomena of international students, their social and cultural needs, as well as the challenges for teaching and learning, research supervision and English language in the academy. The book presents case studies and documents initiatives that are positive responses to the dilemmas of global student mobility. ","“A significant and timely study of student mobility and migration by leading scholars of international education.” —Dr Bill Cope, Research Professor, Department of Educational Policy Studies, College of Education, University of Illinois at Urbana-Champaign, Illinois, USA “The case studies detailed in this book are essential reading for researchers and university administrators throughout the Asia Pacific region, and serve as a timely reminder of the complexities of the issues faced by international students as they negotiate the often taken for granted path to academic achievement and future professional careers.” —Dr Tim Scrase, Director, Centre for Asia Pacific Social Transformation Studies (CAPSTRANS) The University of Wollongong, Australia ",Cambridge Scholars Publishing 2010-04-01,Ahmar Mahboob ,The NNEST Lens: Non Native English Speakers in TESOL,Paperback,978-1-4438-1911-4,29.99," About the book The NNEST Lens invites you to imagine how the field of TESOL and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a NNEST (Non Native English Speakers in TESOL) lens to re-examine our assumptions, practices, and theories in the field. The NNEST lens as described in and developed through this volume is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs—as classroom practitioners, researchers, and teacher educators—take diversity as a starting point in their understanding and practice of their profession. The 16 original contributions to this volume include chapters that question theoretical frameworks and research approaches used in studies in applied linguistics and TESOL, as well as chapters that share strategies and approaches to classroom teaching, teacher education, and education management and policy. As such, this volume will be of interest to a wide range of students, practitioners, researchers, and academics in the fields of education and linguistics. ","Endorsements for the volume “In its relatively short history, the NNEST movement has shown us how to be better teachers, more respectful colleagues, and fairer employers. The NNEST Lens further expands the scope of NNEST research and challenges long established assumptions, causing us to reconsider notions of norms and voice, and indeed how we should teach English as it continues to be claimed by diverse users for diverse purposes. Mahboob has made a significant contribution to the field.” —Brock Brady, President 2010–2011, TESOL “Over the years, Ahmar Mahboob has made a lasting contribution to the nonnative speaker movement. His doctoral dissertation titled “Status of nonnative English-speaking teachers in the United States” was one of the first to explore the nonnative speaker issue in English language teaching, and he later became an energetic Chair of the Nonnative Speaker Caucus within the TESOL organization. Now, with the publication of the The NNEST Lens, Mahboob has made another significant contribution to the nonnative speaker movement. The anthology consists of both research studies and critical essays and provides an opportunity for both experienced and novice scholars to contribute to a common cause. For years to come, The NNEST Lens will prove to be a valuable resource for researchers and scholars in applied linguistics.” —Prof. George Braine, Chinese University of Hong Kong ""A quality item has been added to the ever-growing collection of books and papers on this topic."" --Prof Peter Medgyes, Eotvos Lorand University of Budapest ",Cambridge Scholars Publishing 2010-04-01,Ahmar Mahboob ,The NNEST Lens: Non Native English Speakers in TESOL,Hardback,978-1-4438-1910-7,44.99," About the book The NNEST Lens invites you to imagine how the field of TESOL and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a NNEST (Non Native English Speakers in TESOL) lens to re-examine our assumptions, practices, and theories in the field. The NNEST lens as described in and developed through this volume is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs—as classroom practitioners, researchers, and teacher educators—take diversity as a starting point in their understanding and practice of their profession. The 16 original contributions to this volume include chapters that question theoretical frameworks and research approaches used in studies in applied linguistics and TESOL, as well as chapters that share strategies and approaches to classroom teaching, teacher education, and education management and policy. As such, this volume will be of interest to a wide range of students, practitioners, researchers, and academics in the fields of education and linguistics. ","Endorsements for the volume “In its relatively short history, the NNEST movement has shown us how to be better teachers, more respectful colleagues, and fairer employers. The NNEST Lens further expands the scope of NNEST research and challenges long established assumptions, causing us to reconsider notions of norms and voice, and indeed how we should teach English as it continues to be claimed by diverse users for diverse purposes. Mahboob has made a significant contribution to the field.” —Brock Brady, President 2010–2011, TESOL “Over the years, Ahmar Mahboob has made a lasting contribution to the nonnative speaker movement. His doctoral dissertation titled “Status of nonnative English-speaking teachers in the United States” was one of the first to explore the nonnative speaker issue in English language teaching, and he later became an energetic Chair of the Nonnative Speaker Caucus within the TESOL organization. Now, with the publication of the The NNEST Lens, Mahboob has made another significant contribution to the nonnative speaker movement. The anthology consists of both research studies and critical essays and provides an opportunity for both experienced and novice scholars to contribute to a common cause. For years to come, The NNEST Lens will prove to be a valuable resource for researchers and scholars in applied linguistics.” —Prof. George Braine, Chinese University of Hong Kong ""A quality item has been added to an ever-growing collection of books an papers on this topic."" --Prof Peter Medgyes, Eotvos Lorand University of Budapest This study adds a unique dimension to our understanding of student perceptions by applying appraisal analysis to student narratives. Appraisal analysis provides a mean for not only capturing student evaluative attitudes but also the linguistic construction of those attitudes. Bryan Meadows Assistance Professor for Applied Linguistic at University of Texas The Linguistic Journal 2011 ",Cambridge Scholars Publishing 2010-05-01,"Mario Cal Varela, Francisco Javier Fernández Polo, Lidia Gómez García and Ignacio M. Palacios Martínez",Current Issues in English Language Teaching and Learning: An International Perspective,Hardback,978-1-4438-1967-1,44.99,"This volume contains a selection of the papers, seminars and workshops presented in the First International Conference on English Language Teaching and Learning (ICELTL1), held at the University of Santiago, Spain, in September 2008, as well as a number of valuable original contributions by other specialists who were involved in the conference. It aims to represent the views of teachers, scholars, researchers, teacher trainers and curriculum developers from all over the world, from the USA and Japan to Europe. It is addressed to ELT teachers, researchers and professionals who want to reflect upon and develop their knowledge and practice of current issues in English language teaching and learning. Current problems in many of the areas of ELT are given different solutions depending on the context in which respective contributors conduct their work. It is precisely this international perspective that makes this volume unique and illustrative of different realities with a similar objective in mind: the implementation and improvement of English language teaching. The various contributions have been organised in four main sections that correspond to the major focal topics of the conference: teacher training and development, classroom management and practice, new technologies and language teaching, and research on learner language. ",,Cambridge Scholars Publishing 2010-05-01,Wendy A. Paterson,Diaries of a Forgotten Parent: Divorced Dads on Fathering Through and Beyond Divorce,Hardback,978-1-4438-1971-8,39.99,"Diaries of a Forgotten Parent: Divorced Dads on Fathering Through and Beyond Divorce opens an intimate window on the lives of divorced men. Literature on divorce focuses primarily on its effects on women and children, but fair and personal accounts of the lived experiences of custodial and non-custodial fathers are less available. In this highly accessible text, ten American men share intensely personal reflections of guilt, pain, frustration, sacrifice, loneliness and pride. The men do not see themselves as exemplary; rather, their stories are graphically honest, revealing what Paterson calls ordinary men “with all their warts.” The author reviews significant works on the male experience of divorce from psychological, legal, educational and sociological experts, interspersing commentary and research with the men’s own voices. From the initial discussion of why men marry and why they divorce through the men’s painful memories of being pushed out of their children’s lives by angry and resentful mothers, the author illuminates the legal, fiscal, emotional and practical experiences of men struggling to reinvent their fathering while they find themselves reconfigured into deserters, deadbeats and visitors. The societal myth that fathers are less valuable parents than mothers is thoroughly deconstructed in this text. The book will help divorced and divorcing men and those who work with them to fully understand the experiences of fathers who never stopped loving and caring for their children, in spite of the fact that the contributions of fathers are still largely discounted by schools, courts, and worst of all, by their children’s mothers. From this book, readers will understand that there are just too many reasons why fathers must never be forgotten in the lives of their children. ",,Cambridge Scholars Publishing 2010-06-01,Andrea D. Bührmann and Stefanie Ernst,"Care or Control of the Self? Norbert Elias, Michel Foucault, and the Subject in the 21st Century",Hardback,978-1-4438-2135-3,39.99,"The beginning of the 21st century is characterized by fundamental societal changes: in addition to changing demographics and the globalization of economic flows, the transformation of an industrial-Fordistic society to a non-industrial service society is significant. For more than twenty years, these large-scale trends and their inherent chances and risks have been the topic of vivid discussions in all the social sciences. Keywords are ‘risk-society’, ‘post-industrial society’, ‘knowledge-society’ and ‘information-society’. The implications of these developments are also reflected in the challenge to the traditional, hegemonic and rational understanding of subjectivity. Against the background of these great social changes, several factors indicate that the forms of self-regulation or self-governance are also being transformed. A one-sided consideration of the homo economicus and its varieties would underestimate, for example, certain non-rational forms of self-perception and self-reflection, as well as non-rational practices of self-management and subjectivation. The aim of this anthology is to discuss the question, to what extent the relationship to oneself (its regulation with respect to its governance) and the relationship towards others in (post-)modern societies are being transformed. The perspective of Norbert Elias’ process sociology as well as Michel Foucault’s post-structural theory seem especially promising, as they appear to have been the first researchers consistently and convincingly analysing the ‘nature’ of the individual by reflecting upon its long-term historical process of transformation. Both have different visions but similar concerns: they deal with structures of control that exist within society and within the individual. ",,Cambridge Scholars Publishing 2010-07-01,Nikos Gogonas,Bilingualism and Multiculturalism in Greek Education: Investigating Ethnic Language Maintenance among Pupils of Albanian and Egyptian Origin in Athens,Hardback,978-1-4438-2138-4,39.99,"Bilingualism and Multiculturalism in Greek Education investigates the factors affecting language maintenance/shift among second-generation Albanian and Egyptian migrant pupils in Athens. Using a combined quantitative and qualitative methodology, it explores the influence of three sets of variables on language maintenance. These are a) ethnolinguistic vitality, defined by the demography, status and institutional support of each group in Greece, as well as migrant and Greek pupils’ perceptions regarding these factors; b) migrant parents’ attitudes to language maintenance and their role in language transmission in the home; and c) the attitudes of teachers and the institutional approaches of mainstream Greek education to linguistic and cultural diversity. Results indicate that: • knowledge of Greek is common among today’s children of Albanian and Egyptian immigrants and preference for that language is dominant; • bilingualism varies slightly between Albanian and Egyptian second-generation pupils with Egyptians being more dominant in the parental language, due to their higher degree of identification with their ethnic group in comparison to the Albanian pupils; • the school context plays a significant role in the ability of second-generation youths to achieve and maintain bilingual fluency. ","“A brilliant synthesis of ethnolinguistics, migration studies and in-depth fieldwork, this comparative study of Albanian and Egyptian pupils in Athens deserves wide readership. Located in one of Europe’s newest countries of mass immigration, it is a sensitive investigation of second-generation language use based on interviews with teenagers, parents and teachers.” —Professor Russell King, Department of Geography, Sussex Centre for Migration Research, School of Global Studies, University of Sussex, Brighton ""This book focuses on two migrant communities in Greece and their 'other' languages, Albanian and Arabic. It is the first ethnolinguistic vitality study in the Greek context. Its originality lies in its unprejudiced approach to migrant languages: rather than 'glossing over' them in order to focus on migrants' Greek language learning -like a lot of studies of this kind- it highlights the importance of their maintenance and transmission, and criticises their marginalisation in mainstream Greek education."" —Spiros A. Moschonas, Assistant Professor of Linguistics, University of Athens ""This book tries to accomplish a difficult task: to shed light on issues of language and inter-group relations among second-generation immigrant pupils and their Greek classmates, not on a theoretical approach, but based on the results of a study. Given the new Law 3838/2010 in Greece, according to which second generation immigrant pupils, onwards, are considered to be Greek citizens with equal rights, this book offers valuable insights for policy makers in the direction of the education and teaching towards new groups of immigrant pupils who arrive in Greece."" — Dr. Nektaria Palaiologou, Assistant Professor School of Education, University of Western Macedonia www.nured.uowm.gr/nekpalaiologou International Education Journal, Editorial Board ",Cambridge Scholars Publishing 2010-07-01,Samir Diouny,Some Aspects of Moroccan Arabic Agrammatism,Hardback,978-1-4438-2155-1,39.99,"This book is a contribution to the ongoing debate in agrammatism, an acquired language disorder resulting from left hemisphere brain damage. The aim of the book is (1) to give a comprehensive account of agrammatism and outlines and critically examines the different accounts of agrammatic production and asyntactic comprehension, (2) to address morphological and structural properties of Moroccan Arabic agrammatic speech and (3) to put under scrutiny Friedmann and Grodzinsky’s (1997) syntactic account of tense and agreement in production and across modalities. The book attempts to answer two important research questions: Are tense and agreement dissociated as predicted by the Tree-Pruning Hypothesis (Friedmann and Grodzinsky, 1997)? Is the tense/agreement dissociation “production-specific”, or does it extend to comprehension and grammaticality judgment? A third objective of the book is to examine the comprehension abilities of four Moroccan Arabic-speaking agrammatic subjects in the light of the Trace Deletion Hypothesis (Grodzinsky, 1995 a, b). A major research question is whether or not active sentences and subject relative sentences are understood better than object relative sentences. The book takes the view the tense/agreement dissociation reported for Hebrew (Friedmann and Grodzinsky, 1997) and German (Wenzlaff and Clahsen, 2003) can be replicated in Moroccan Arabic. However, the syntactic account as outlined in Friedmann and Grodzinsky (1997) cannot account for the tense/agreement dissociation as Moroccan Arabic has the agreement node above the tense node. In addition, the Trace Deletion Hypothesis cannot account for the comprehension difficulties experienced by the four Moroccan Arabic-speaking agrammatic subjects; the case is so because both subject relatives and object relatives are understood below chance level. Based on data collected through different experimental methods, it is argued that the deficit in agrammatism cannot be explained in terms of a structural account, but rather in terms of a processing account. Access to syntactic knowledge tends to be blocked; grammatical knowledge, however, is entirely intact. ",,Cambridge Scholars Publishing 2010-08-01,James L. Codling,"Calvin: Ethics, Eschatology, and Education",Hardback,978-1-4438-2262-6,34.99,"This study examines the influence of John Calvin in ethics eschatology and education, as well as those influences that affected him. It examines his writings to determine if his vision made him an innovator. The research searched for reforms in the areas of ethics, curriculum, understanding of the teaching office, and universal education. It also looked at philosophy, economics, and labor. A belief in the after life and end times was an ethical motivation for Calvin and education was a means by which the people that he worked with and wrote to could understand how they should live and why they should live like that. Thus, there is an important connection among ethics, eschatology and education. All people were to work to their potential at their job because in doing their job they would honor God. Teachers were especially important. Those who taught would affect the quality of education. Calvin worked to provide teacher training and support. He believed that all occupations could be a special calling from God and education was a means to prepare the young person for his or her calling. Schools existed in Geneva before Calvin arrived in 1536; however, they did not function in the way that Calvin would have liked. Calvin provided the elementary students with a needed text when he prepared a catechism. The students had written material that they could read and study and a systematic presentation of the basic doctrines of the Christian faith. Calvin also wanted more appropriate facilities in which the students could learn. Although his organization of the schools improved the atmosphere for learning, the building of the Academy was his dream and became his major educational achievement in the city of Geneva. Because16th century students needed to be prepared for the new world, there was a need for curriculum change. The students were required to read many of the prominent Greek and Roman authors in the ancient languages but the student learned theology, Hebrew, poetry, dialectic and rhetoric, physics, and mathematics as well. Calvin wished to graduate a well rounded scholar who could take his or her place in society. In this way the citizens of Geneva and all those of the Reformed belief would be better prepared for life on earth and the after life. ",,Cambridge Scholars Publishing 2010-08-01,Ann McGruer,Educating the ‘Unconstant Rabble’: Arguments for Educational Advancement and Reform during the English Civil War and Interregnum,Hardback,978-1-4438-2231-2,39.99," ‘The English Revolution was a revolution in reading.’ For the first time more people had access to books and other printed media containing a far broader spectrum of information than had previously been the case. But an increase in access to material meant an increase in discussion and expression of opinions, some of which had the potential to be detrimental to the stability of the state. It was therefore in the interest of the state to restrict access to this material to those that possessed the requisite educational training with which to understand the ideas and opinions now in circulation. For Samuel Hartlib, John Dury, Johan Amos Comenius, John Hall, John Milton and Marchamont Nedham however, the answer lay not in restricting access to information and education, but rather in the extension of educational opportunity beyond the governing elite of the country in order to equip the emerging ‘reading public’ with the skills they needed to take an active part in the political life of the country. In the opinion of these writers it was only through effective educational reform that the political and religious growth of the country could continue. A strong theme emerging within the tracts discussed in this book is that an adequately reformed educational system will provide the state with an able and useful populace on which they can depend in times of crisis. Allied to this is the notion that the populace is entitled to receive a level of education appropriate to their abilities and talents and that the state bears a responsibility to play at least some part in providing that education, whether formally or through the dissemination of information through the printing press. As will be seen from the discussion of the literature produced at the time, the ideas and reforms suggested within these tracts were the continuation of an intellectual context in which the development of learning and the expansion of knowledge were seen as paramount. Drawing on the religious ideas of the millennium, as well as the philosophical ideas of Bacon especially, the writers to be considered here sought the reformation of the educational system, as well as a broader series of social reforms, in order to perfect the Reformation and make England ready for the new age. ",,Cambridge Scholars Publishing 2010-08-01,Saihong Li Rasmussen,To Define and Inform: An Analysis of Information Provided in Dictionaries Used by Learners of English in China and Denmark,Hardback,978-1-4438-2233-6,44.99,"""To Inform and Define: An Analysis of Information Provided in Dictionaries Used by Learners of English in China and Denmark"" presents a masterly synthesis of lexicographical theory in relation to bilingual and learner's dictionaries and advances a radical argument about how such dictionaries are used and how they should be improved for the convenience of students. By tracing the history of the terms 'semantic' and 'pragmatic' in linguistics and philosophy, Saihong Li shows the weakness of any conceptual distinction between them. She goes on to demonstrate how inappropriate these terms are for thinking about the ways in which words are defined and explained in dictionaries. The theoretical argument is supported by detailed and comparative empirical research: learners of English as a second language in both China and Denmark were interviewed about their experiences as users of standard learner's dictionaries. The results are presented in tabular form and their interpretation is statistically informed. This is a path-breaking study. Saihong Li makes an important contribution to lexicographical theory, and advances a sophisticated methodology for the comparative study of English-language leaning on an international scale and in the global marketplace of learner's dictionaries. Her work will be of great value for language teachers, lexicographers, and students of interpretation, translation and language pedagogies. ""To Inform and Define"" should also attract serious attention from editors and publishers of learner's dictionaries. ",,Cambridge Scholars Publishing 2010-09-01,Yau Tsai and Stephanie Houghton,Becoming Intercultural: Inside and Outside the Classroom,Hardback,978-1-4438-2286-2,39.99,"As people move into the new era of the twenty-first century, they will have more and more opportunities to communicate and interact with others using foreign languages. While this will naturally generate wide-ranging intercultural experience, people may not be alert to it in everyday life, and teachers may not know how to address the issues that arise. This book starts by exploring what it means to be intercultural from different theoretical standpoints, before contrasting ways in which people do (or do not) become intercultural in both tutored and untutored ways, inside and outside the classroom. The main purpose of this book is to introduce the concept of interculturality, to examine how it can emerge in an unplanned way and to consider ways in which it can be more systematically addressed through education, particularly through foreign language education. ",,Cambridge Scholars Publishing 2010-09-01,"Sylvie Nadeau, Yvan Petit, Stéphane Hallé, François Morency and Louis Dufresne",Sustainable Development in Mechanical Engineering: Case Studies in Applied Mechanics,Hardback,978-1-4438-2320-3,34.99,"Owing to their specialized training, engineers play a crucial role in the design and development of new products or infrastructure as well as the creation of wealth. Consequently, engineers recognize that in the performance of these functions they have a specific responsibility to take such measures as are appropriate to safeguard the environment, health, safety and well-being of the public. This book proposes a series of fifteen practical cases, integrating knowledge from different fields of the mechanical engineering discipline, along with basic knowledge in environment, occupational health and safety risk management. The cases are descriptions of a real system, it’s functioning and it’s instructions for use. The systems selected represent a broad spectrum of mechanical engineering issues or problems: fluid mechanics, thermodynamics, heat transfer, heating, ventilation and cooling, vibrations, dynamics, statics, failure of materials, automatic and mecatronics, hydraulics, product design, human factors, maintenance, rapid prototyping to name a few. The professional objective of the cases proposed is to design or improve the design of the described system. This book is a must to transfer knowledge to future engineers with respect to hazards resulting from their work. ",,Cambridge Scholars Publishing 2010-09-01,Jephias Mapuva,Technology and the Pedagogics of Learning,Hardback,978-1-4438-2335-7,34.99,"This book attempts to bring out the prospects and challenges of utilising technology in information dissemination within the education discourse. Primarily, this volume addresses the challenges that confront both students and academics, especially the latter who are involved in dispensing information to students. In its thrust, the book attempts to explore how students would benefit from the use of ICTs, especially the internet, as well as various e-tools that have not only provided an avenue for interaction between students and academics, but has become a source of fun. Some of the e-tools that have been explored in this book include blogs, podcasts, wikis, Facebook and chatrooms, with the latest technological innovations such as Twitter being earmarked for the sequel to this book. In addition to e-tools, the book deliberates on how technology has caused a paradigm shift as lecturers take on a new challenge of applying technology as a supplement to their traditional talk-and-chalk teaching methods. The author intends to make this book part of a series of editions which are going to be produced on the utilisation of ICT for educational, communication and marketing purposes. Suggestions will also be given on how emerging technological innovations would be used to enhance delivery of instruction and what their pedagogical implications within the education discourse would be. Due to the indispensable role that ICTs have played (and continue to play) in providing a conducive environment for teaching and learning purposes, this volume will be of interest to those in the ICT field, students of ICT and Information Systems, and even the casual reader would find the book educative, informative and engrossing. ",,Cambridge Scholars Publishing 2010-09-01,Alex Baratta,Visual Writing,Hardback,978-1-4438-2327-2,39.99,"Considering the fact that the academic essay continues to be widely used as an assessment tool within education, there is a need for students to develop their skills in this area. However, it is often the case that students perceive instruction in academic writing, if it is offered at all, as boring. This book addresses these two issues. First, the book can be used by students themselves, even in the absence of academic writing classes, as a self-help guide, from which they can develop their knowledge of academic writing and subsequent proficiency. Second, by discussing the components of academic writing in terms—such as film—which are familiar to today’s generation, students are enabled to relate to the material better and see what might have been perceived as dull from a brand new perspective. Visual learners in particular will enjoy the analogous link between films and essays, and students today are arguably more visually literate than previous generations, being exposed to visuals on a daily basis through text message iconography, computer games and the Internet. The visual instruction provided in turn helps to facilitate mental visuals in students’ minds, from which their knowledge of essay writing can start to develop. ",,Cambridge Scholars Publishing 2010-10-01,Yasemin Yildiz,Age Effects in the Acquisition of English Onset Clusters by Turkish Learners: An Optimality-Theoretic Approach,Hardback,978-1-4438-2398-2,49.99,"Age Effects in the Acquisition of English Onset Clusters by Turkish Learners: An Optimality-Theoretic Approach offers a state-of-the-art examination of the acquisition of English onset clusters by Turkish learners, and considers the age effects in second language (L2) phonology. Unlike previous research trends, this research examines the developmental paths of L2 phonology, rather than the ‘end-state’ of acquisition. This in return will yield insightful data which appeals to both L2 theory and phonological theory. The L2 data presented here will be accounted for within a constraint-based framework known as Optimality Theory (OT). The first two chapters provide an overview of first and second language phonology, and are also discussed under OT framework in chapter 3. Chapter 4 serves to highlight the syllable structure of Turkish and English and addresses a number of partially overlapping themes: synchronic and diachronic analysis of English and Turkish consonant inventory, loan phonology, and prosodic development. The remaining chapters provide a detailed presentation of the novel empirical results, along with a discussion of its wider implications in phonological theory and phonological acquisition. Indispensable for students and researchers working in the areas of phonological theory and phonological acquisition, this volume will also appeal to applied linguists and speech language pathologists. ","“This study provides an invaluable source data from Turkish learners of English. Yildiz offers the reader a unique perspective on the way in which a second language is acquired by children and by adults, thus it is relevant to the study of the acquisition of both of L2 and L1 phonology.” —Dr Wyn Johnson, Senior Lecturer, University of Essex ",Cambridge Scholars Publishing 2010-10-01,Ratheesh Kumar,"Classrooms and Playgrounds: Mapping Educational Change, Kerala",Hardback,978-1-4438-2376-0,44.99,"What is schooling in our contemporary societies? Is it to equip students for functioning in an information culture and to develop skills that would enable them to become productive agents in a fast globalizing world? Or is it to develop the capability to think and analyze? Mapping the complex transitions that mark primary education today in the state of Kerala, South-West India, this book offers fresh insights, both empirical and theoretical. Schooling here implies a set of cultural practices that cannot be reduced to processes of teaching and learning of prescribed texts and topics. With playground and classroom as the axis points that extend beyond their conventional meanings and temporal and spatial properties the book sites schooling as a cultural practice that shapes our everyday lives. ",,Cambridge Scholars Publishing 2010-10-01,"María José Luzón, María Noelia Ruiz-Madrid and María Luisa Villanueva","Digital Genres, New Literacies and Autonomy in Language Learning",Hardback,978-1-4438-2341-8,39.99,"The exponential growth in the amount and complexity of information transmitted and shared on the Internet and the capabilities afforded by new information technologies result in the continuous emergence of new genres and new literacy practices that call for new models of genre analysis and new approaches to teaching literacy and language, where language learning autonomy has to take centre stage. Any pedagogical approach which seeks to develop autonomy in online language learning should also be concerned with the development of new literacies, with raising an awareness of digital texts and with the cognitive processes learners engage in when constructing meaning in hypertext. The purpose of this volume is to lay the foundations for an approach to online language learning which draws on the analysis of digital texts and of the practices and strategies involved in using such texts. With this aim in mind, this book incorporates and draws relations between research on digital genres, autonomy, electronic literacies and language learning tasks, combining theoretical reflections with pedagogical research. The chapters in this volume, written by researchers from different academic traditions, report research concerning digital genres, new literacy skills and the design of webtasks for effective language learning. These chapters will be useful resources for researchers and doctoral students interested in the development of autonomous language learning in digital environments. ",,Cambridge Scholars Publishing 2010-10-01,Aija Tuna and Jacqueline Hayden,Early Childhood Programs as the Doorway to Social Cohesion: Application of Vygotsky’s Ideas from an East-West Perspective,Hardback,978-1-4438-2390-6,39.99,"Over the past decade, early childhood education and care has moved onto the policy agenda in many countries. There is growing recognition that early access to quality education and appropriate care provides young children with a good and fair start in life. While scientific research constantly brings new insights into brain development and the enormous importance of the first years of a child’s life, the early 20th century theories of one Russian psychologist, Lev S. Vygotsky (1896–1934), have had profound and diverse impacts upon the early childhood education traditions in both the East and the West and remain highly relevant today. Recently, more than 750 early childhood education researchers, practitioners, policymakers, and NGO activists from around the world met in Prague at “Exploring Vygotsky’s Ideas: Crossing Borders,” the 17th Annual Conference of the European Early Childhood Education Research Association (EECERA), hosted by the International Step by Step Association (ISSA). In an effort to share many of the intriguing ideas and practices discussed during the conference with a broader audience, ISSA invited leading presenters to explore their experiences in early childhood through the prism of Vygotsky’s theories and ideas. The result of ISSA’s initiative is this volume of papers which examine Vygotsky’s legacy on early childhood education systems in both the East and the West, offering ideas which can be used to work for the benefit of children and societies across the globe. ",,Cambridge Scholars Publishing 2010-10-01,Zsuzsa Tóth,Foreign Language Anxiety and the Advanced Language Learner: A Study of Hungarian Students of English as a Foreign Language,Hardback,978-1-4438-2377-7,39.99,"Does anxiety about learning and using a foreign language decline as learners become more competent in the target language, or is anxiety also relevant at higher levels of proficiency? This is the question Foreign Language Anxiety and the Advanced Language Learner sets out to explore. The aim of the book is to give readers an insight into what role anxiety plays in the language learning and communication processes of advanced language learners. Specifically, the study examines how advanced EFL learners’ foreign language anxiety (FLA) can be characterized; how anxiety relates to other individual differences (cognitive, affective, personality); and explores the relationship between FLA and various aspects of learners’ performance and communication experience in the target language. The research context is Hungary. The findings, however, are not confined to the Hungarian EFL setting. In addition to making a contribution to the clarification of some unresolved issues in language anxiety research—including the role of proficiency in the development of anxiety, the relationship between anxiety and other learner variables, and the much-debated question of whether or not anxiety accounts for differential success in L2 learning—this study has important implications for language teachers as well. ","“Zsuzsa Tóth’s book on foreign language anxiety among advanced learners is a welcome addition to the body of literature on individual differences that influence the success of second language acquisition. The volume presents an interesting research project which investigated the factors that affect and induce anxiety among an under-researched group of learners: university students at high levels of proficiency. Zsuzsa Tóth’s excellent mixed-method study challenges the belief that language learning anxiety is mainly apparent at lower levels of language competence and presents new insights into the nature of anxiety.” —Dr Judit Kormos, PhD Habil, Senior Lecturer, Department of Linguistics and English Language, Lancaster University “The book is a must for everyone interested in the state of the art of foreign language anxiety research and how it can be researched in meaningful ways. I highly recommend the volume to teachers of modern foreign languages, students in MA and doctoral programmes and researchers of individual differences.” —Professor Marianne Nikolov, Chair, Department of English Applied Linguistics, Faculty of Humanities, University of Pécs ",Cambridge Scholars Publishing 2010-10-01,Georgeta Raţă and Maria Palicica,Social Sciences Today: Between Theory and Practice,Hardback,978-1-4438-2405-7,44.99,"Social Sciences Today: Between Theory and Practice is a collection of essays that will appeal to teachers and researchers of social sciences no matter the level of instruction. The essays deal with three main issues of social sciences in Europe and Asia nowadays: educational theory (education as a social phenomenon—active learning, continuous training, cultivation of creativity in schoolchildren, design and implementation of educational subsystems, environmental education, environmental awareness, management strategies for homework, reform of the social protection system, and youth education); theory and methodology of the curriculum and of education—educational class, e-learning implementation; philosophy, psychology and sociology of education—counselling, education, educational principles, emotionality, focus, freedom, human needs, ideal, plagiarism, psycho-moral profile, research design, self-confidence, sociability, and values); society in the context of globalisation (foreign language knowledge, the information age, the interaction between culture and translation, and peace education); and identity, alterity and multiculturalism (cultural encounter, education, ethnic animosity, habitus, language, racism, and the village). ",,Cambridge Scholars Publishing 2010-10-01,Georgeta Raţă,Teaching Foreign Languages: Languages for Special Purposes,Hardback,978-1-4438-2404-0,49.99,"Teaching Foreign Languages: Languages for Special Purposes is a collection of essays which will appeal to teachers of modern languages no matter the level of instruction. The essays deal with three main approaches of the teaching of languages for special purposes in Europe, Asia and Africa: theoretical linguistics (lexis: French vocabulary; and semantics: French copulative verbs); descriptive linguistics (compared linguistics: English – Romanian, English – Serbian, French – Romanian, French – Serbian, and German – Macedonian); and applied linguistics (language acquisition: English in Romania and Spanish in Serbia; language education: Arabic in Italy, English in Bosnia-Herzegovina, Croatia, Iran, Malaysia, Russia, Serbia, and the United Arab Emirates; German in Serbia; lexicography: English, French, Romanian, Ruthenian and Serbian; stylistics: English, French and Spanish; and translation: English, Italian and Romanian). ",,Cambridge Scholars Publishing 2010-11-01,Ranamukalage Chandrasoma,Academic Writing and Interdisciplinarity,Hardback,978-1-4438-2487-3,34.99,"Applied linguistics as a discipline embodies a wide canvass of knowledge pertaining to language studies. One dimension of this knowledge that has whetted the appetite of scholars is student academic writing. Professor Chandrasoma´s book critically explores academic interdisciplinarity, a relatively new area of student writing in our contemporary contexts, from different perspectives: approaches to ESL/EFL/EAP, disciplinary integration, linguistic capital, pedagogical practices in applied linguistics, generically diverse assessment tasks, extra-disciplinarity, pedagogic desire, curricular issues, and socio-economic imperatives. His work also offers a comprehensive study of how student writers grapple with interdisciplinary knowledge in the academy. In Chapter two, the author introduces a typology of interdisciplinarity, and he substantiates his claims with empirical evidence, thus demystifying its abstract and vague definitions abounding in the literature. This is an area where he really breaks fresh grounds. The intellectual intensity of this book emerges largely from the novel concepts introduced in his discussions on interdisciplinary integration in the university curricula in the last two decades. Since almost every discipline has crossed its boundaries, student writing has become a more complex and intricate academic exercise as has never been before. Professor Chandrasoma emphasizes the need for knowledge for specific purposes programs peripheral to the currently used English for academic/specific purposes programs in universities in order to enculturate novice student writers into the new culture of interdisciplinary integration. This seminal work proposes critical interdisciplinarity as a sustainable pedagogical practice to cope with a plethora of difficulties encountered by student writers at various stages of constructing their texts. The book meets a long felt need as evidenced by the paucity of literature on interdisciplinary studies in particular reference to student writing. Hence this book is an asset to language teachers, academic support advisors, curriculum developers, researchers in linguistics, and student writers. As far as academic disciplines are concerned, the book has a specific focus on English language (ESL/EFL/EAP), applied linguistics, and education. The book will also serve as an invaluable resource for various programs where academic literacies are vital. In particular it lends itself to programs such as foundation studies, developmental education, and interdisciplinary studies both at graduate and postgraduate levels in universities and colleges. ",,Cambridge Scholars Publishing 2010-11-01,Alan Flintham,Reservoirs of Hope: Sustaining Spirituality in School Leaders,Hardback,978-1-4438-2415-6,39.99,"This book is about hope, and how it is sustained by the personal spirituality of school leaders. Defining this not only in religious terms but using a concept of ‘secular spirituality,’ it shows that leadership actions must rest on the foundation of a personal value system, demonstrated as ‘a lived faith in action.’ Drawing on interviews with 150 headteachers and capturing their authentic voices, it uses the metaphor of ‘reservoirs of hope’ to promote practitioner reflection on the value systems, leadership styles and sustainability strategies of headteachers, as they act as the external reservoir of hope for their schools whilst ensuring that their own internal reservoir of hope never runs dry. It also offers a theological reflection on the spiritual and moral leadership of headteachers, providing a connecting bridge between educational leadership and theology. ","“Alan Flintham has produced a study that combines academic rigour, scholarship and professional relevance. This is a rare combination and it reflects the integrity and authenticity of this study. He has opened a door into an aspect of school leadership that has been neglected and in doing so has developed a new perspective on leadership effectiveness.” —John West-Burnham, Professor of Educational Leadership, St Mary’s University College “At times of change and uncertainty, hope, moral purpose and a deep conviction about the value of the work one does is what sustains leaders and those they lead. Alan Flintham’s book allows leaders to tell their stories of hope for those they serve, of faith in a better future and of the love of the work they do. Leaders will return to its message time and again for nourishment and inspiration as they deal with the daily demands of school leadership.” —Maggie Farrar, Strategic Director Policy Research and Development, National College for Leadership of Schools and Children’s Services “We need more research-based books like this to help educational leaders who are greatly challenged by contemporary secular environments to draw energy and courage from their personal spiritual wellsprings and on clear moral and ethical foundations. I especially appreciate the great leadership wisdom contained in the special insights encapsulated by the metaphor of ‘reservoirs of hope.’ The author represents an authentic and inspirational voice on the ethical, moral and spiritual dimensions of leadership and generates wonderful advice for all policy makers and practitioners who dare to hope for a better future for our educational systems, schools and the children in their care.” —Patrick Duignan, Emeritus Professor, ACU National: the Australian Catholic University “This is a ground-breaking and original study of educational leadership. It argues that faith, hope and spirituality (expressed in both religious and secular forms) is what produces inspired and inspiring leadership. Without faith, hope and spirituality, school leadership is in danger of being reduced to technical management alone. This is a book for all those who want to be more than just school managers.” —Gerald Grace, Professorial Research Fellow, Institute of Education, University of London ",Cambridge Scholars Publishing 2010-11-01,Łukasz Bogucki,Teaching Translation and Interpreting: Challenges and Practices,Hardback,978-1-4438-2500-9,39.99,"In a world increasingly dependent on translation and localisation, translator and interpreter training is becoming one of the more dynamic areas in academic exchanges. Teaching Translation and Interpreting: Challenges and Practices strives to meet the growing interest in this field. The book offers a general and up-to-date overview of current trends in teaching translation at university level. The innovative and exciting articles offer a comprehensive selection of topics for discussion and reflection that will appeal to students, lecturers, researchers and professionals alike. Though the research projects described in the essays are to some extent rooted in the Polish reality, their conclusions are largely universal and applicable worldwide. ",,Cambridge Scholars Publishing 2010-12-01,Martin Wolff,"Of the Students, By the Students, and For the Students: Time for Another Revolution",Hardback,978-1-4438-2565-8,54.99,"Annually, China produces more than 5 million college graduates who have been compelled to study English as a foreign language for 10 to 17 years but graduate functionally illiterate, unable to produce comprehensible oral or written English. English is taught as a subject required to pass tests and not as a communicative language. The problems are identified, confirmed by post-graduate students and solutions are presented. The development and success of a remedial program designed for the collegiate level, Holistic English, is well documented by the students at top tier and second tier universities, as well as 3rd tier and vocational colleges in seven Provinces of China. This is a compelling story of a 30 year old failed program that reminds us of Albert Einstein’s definition of insanity: “Doing the same thing over and over again and expecting a different result.” ",,Cambridge Scholars Publishing 2010-12-01,"Barrett Ashley Johnson, PhD",Training the Composer: A Comparative Study Between the Pedagogical Methodologies of Arnold Schoenberg and Nadia Boulanger,Hardback,978-1-4438-2570-2,39.99,"While many teachers of music composition have influenced both the aesthetic and eventual success of their students, few have equaled the contributions of Arnold Schoenberg and Nadia Boulanger in the twentieth-century. A larger volume of a more comprehensive collection including all music composition teachers of the era would serve a certain purpose. However, the unique aspect of the current text examines, in detail, and herein presented for the first time in print, many of the teaching materials and approaches of these two famed musicians. Selection of these two teachers for comparison was made owing to the musical position so famously attributed to each: Schoenberg’s predilection to the German School; Boulanger’s favoritism to the French/Stravinsky aesthetic. In making the case for both Schoenberg and Boulanger, the Author has chosen two differing philosophies of music education practice of the late twentieth-century and early twenty-first century: those of Bennett Reimer and David Elliott. The Author examines the materials and methods of each Schoenberg and Boulanger in light of each Reimer’s and Elliott’s case for music education philosophy. Among the subjects discussed: the nature of musical creativity, the process and methods of teaching creativity/music, and the teacher/student dynamic, to name a few. In closing, the Author has presented his own suggestions for teachers, or would-be teachers, of music composition in a seven-step process leading to an effective pedagogy of the subject. ",,Cambridge Scholars Publishing 2011-01-01,Andy Brader,Songs of Resilience,Hardback,978-1-4438-2652-5,39.99,"The chapters of this book form a persuasive chorus of social practices that advocate the use of music to build a capacity for resilience in individuals and groups. As a whole they exemplify music projects that share common features aligned with an ecological view of reform in health, education and social work systems. Internationally renowned and early career academics have collaborated with practitioners to sing ‘Songs of Resilience’; some of which are narratives that report on the effects of music practices for a general population, and some are based on a specific approach, genre or service. Others are quite literally ‘songs’ that demonstrate aspects of resilience in action. The book makes the connection between music and resilience explicit by posing the following questions—Do music projects in education, health and social services build a measurable capacity for resilience amongst individuals? Can we replicate these projects’ outcomes to develop a capacity for resilience in diverse cultural groups? Does shared use of the term ‘resilience’ help to secure funding for innovative musical activities that provide tangible health, education and social outcomes? ","“Practitioners working with those facing adversities know that music is a source of untapped educational power. This important volume documents resilience through music projects, the making of meaning and the remaking of lives and cultures.” —Allan Luke, Queensland University of Technology, Australia “In a world increasingly beset by polarizing and fragmenting forces, this book sets an example of activism that is deeply rooted in analysis and critique. Both the scholarly and practitioner communities will benefit from this work, which recounts compelling stories of compassion and empathy building a strong case for understanding the nexus between music and resilience.” —André de Quadros, Boston University, USA “Music, including singing, is one of the core features of our human communication and identity. Research is also providing significant details of how music can have extremely positive benefits to health (physical and psychological). This book is an important contribution to our growing awareness of why music should be integral to lifelong educational experiences.” —Graham F. Welch, Institute of Education, London “This important volume offers an excellent resource for those musicians who conceive of their work within a politics of social intervention. With a particular focus towards public funded projects, the authors integrate and challenge our notions of how music can be understood within the domains of health, education and social services. Located in the practical business of music making, this set of chapters is a must read for those of us who believe that music can effect transformation.” —Lee Higgins, Boston University, USA ",Cambridge Scholars Publishing 2011-02-01,Lance Weldy,Crossing Textual Boundaries in International Children’s Literature,Hardback,978-1-4438-2679-2,54.99,"“As the first part of the title indicates, my interest in looking at intertextuality and transformation still maintains a prominent place throughout this book as well. If we believe that ‘no text is an island,’ then we will understand that the relationships between and within texts across the years become a fascinating place for academic inquiry. I included the word ‘boundaries’ into the title because we never get tired of voicing our opinions about texts which traverse relegated boundaries, such as genre or medium. Not only am I interested in discussing what these changes across boundaries mean socially, historically, and culturally, but also what they mean geographically, which accounts for the second part of my title. “I am very excited that this book will be placing even more emphasis on children’s literature in an international scene than my first book did, in the sense that I have added more scholars on an international level. I hesitate to list the nationalities of all of the contributors here because quite a few have themselves crossed international boundaries in different ways, by either studying abroad or finding permanent residency in foreign countries. Nevertheless, the writers have lived extensively in or identify as being from Australia, Canada, England, Finland, Germany, Greece, Iceland, Ireland, Israel, Norway, Spain, Sweden, Turkey, the United States of America, and Wales.” —Introduction ",,Cambridge Scholars Publishing 2011-02-01,"Azra Ahmed, Graeme Cane and Mehnaz Hanzala","Teaching English in Multilingual Contexts: Current Challenges, Future Directions",Hardback,978-1-4438-2673-0,39.99,"This collection of innovative, thought-provoking papers discusses contemporary issues, practices and research related to the role and teaching of English in multilingual countries. The papers, written by experienced practitioners in the field from a number of different countries, examine how the English language can be more effectively taught to students in Asia who speak English as their second, third or fourth language. The book will be of interest not only to linguists, language teachers and educators but also to social science researchers involved in exploring the effects language policy can have on education and society at large. The eleven chapters in this book are divided into three sections: multilingual aspects in the teaching and learning of English, code-switching and code-mixing, and assessment. Their authors came to Karachi from different academic, cultural and geographic backgrounds and with diverse experiences of the world of English Language Teaching in order to participate in the Fifth International Seminar hosted by the Aga Khan University Centre of English Language. The contributors are all multi-linguals for whom the question of how best to teach languages is a challenge they face on a daily basis. This small collection of papers is likely to become a powerful resource for English teachers, scholars, and researchers interested in the problems facing language educators in today’s multilingual, multi-cultural world. ",,Cambridge Scholars Publishing 2011-03-01,Gustavo Gregorutti,Following the Path from Teaching to Research University: Increasing Knowledge Productivity,Hardback,978-1-4438-2700-3,39.99,"The 21st century has started out with universities adhering to a school of thought that has evolved to the point of believing in the metamorphosis of people and society through the creation of powerful inventions. And society seems to expect that too. Universities around the world are experiencing an increasing pressure to produce revolutionary ideas that can be translated into publications, patents, business, and the like. As a way of welcoming the third mission for universities, elite winners of this tough game are gathering prestige, visibility, and all kind of human and financial assets. Training and research (the first and second missions) are no longer enough; universities are in a race for resources expressed in rankings that tend to model the whole higher education system. But, what about the small and middle size universities? They are watching the game and want to be part of it. This book is concerned with that group, especially private higher education that is looking for ways to become visible and attract more resources. Leadership at these institutions is becoming more entrepreneurial every day, and following in the steps of highly research productive schools. Changes like these do not come without resistance from, among others, faculty members who see these shifts as a threat to their traditional teaching mission. In short, this wave of producing inventions has put an incredible amount of stress on human resources and funding at smaller institutions. The book illustrates the perceptions that professors have about the production of knowledge and their organizational environment. This study seeks, through a mixed-method, to unveil organizational and personal characteristics of faculty members most related to research productivity at 12 small to medium sized not-for-profit, private, doctorate-granting universities in the United States of America. As an additional contribution, the author taps into alternative models of higher education, the implications for which should be considered in broader society. This is a scholarly work that is oriented to both policy makers and scholars of private universities that are evolving from a teaching oriented culture to a more research intense one. ",,Cambridge Scholars Publishing 2011-03-01,Rocío Pérez Tattam,Second Language Competence: The Acquisition of Complex Syntax in Spanish,Hardback,978-1-4438-2701-0,34.99,"This volume looks at the development of linguistic competence and convergence in second language acquisition by analysing the acquisition of complex syntax by non-native learners of Spanish. It looks at the knowledge that is transferred from the native language and the changes that occur as learners become more proficient. It focuses on a particular class of grammatical constructions that are central to understanding the transition from simple to complex syntax in language development: Control, Raising and Exceptional Case Marking structures. The formal properties of these constructions have been described extensively in theoretical syntax. This volume presents an empirical study, as well as a comprehensive review of seminal and current theories, that ultimately seeks to bridge the gap between linguistic theory and its applications. ",,Cambridge Scholars Publishing 2011-04-01,Paul Benedict Grant and Katherine Ashley,Carver Across the Curriculum: Interdisciplinary Approaches to Teaching the Fiction and Poetry of Raymond Carver,Hardback,978-1-4438-2510-8,34.99,"Raymond Carver’s canonical status is secure: his short stories appear regularly in all of the major literary anthologies, and his fiction and poetry are taught at universities around the world. Despite this, there are few instructional aids to teaching Carver's work at university level, and none that take into account the interdisciplinary nature of many modern university courses. Carver Across the Curriculum addresses these needs. Drawing on the experiences and expertise of a group of international scholars, it presents a variety of innovative, interdisciplinary approaches to teaching Carver’s work at the undergraduate and postgraduate levels. The chapters cover a wide range of disciplines, including music, creative writing, translation, humor studies, food studies, the medical humanities, and the visual and performing arts. As such, the collection serves as a guide and a source of inspiration to instructors, and offers readers new insights into Carver’s fiction and poetry. ",,Cambridge Scholars Publishing 2011-05-01,Courtney Lee Weida,"Artistic Ambivalence in Clay: Portraits of Pottery, Ceramics, and Gender",Hardback,978-1-4438-2872-7,34.99,"This book is a collection of glimpses into the lives and works of fifteen prominent women artists in contemporary ceramics. Spanning multiple genres, generations, and geographies, these potters and ceramic sculptors describe nuances, contradictions, and tensions surrounding their artworks, artistic processes, and professional lives. Within this text, artistic ambivalences are questioned and analyzed in terms of myriad gender issues. Featured ceramicists include: Maureen Burns-Bowie, Esta Carnahan, Ellen Day, Cara Gay Driscoll, Dolores Dunning, Heidi Fahrenbacher, DeBorah Goletz, Lynn Goodman, Joan Hardin, Beth Heit, Tsehai Johnson, Kate Malone, Norma Messing, Elspeth Owen, and Mary Trainor. The qualitative research summarized within this book draws influence from feminist methodologies and the visual arts methodology of portraiture. Artists, art historians, and art educators interested in ceramics and gender will find detailed discussion of unexpected persistence of gendered associations within ceramic technology, social binaries of gender identity in symbols and traditions of clay, and subtle sexism surrounding ceramics in education. At the same time, this text celebrates women’s work in ceramics as an often neglected set of perspectives, highlighting the intricate complexities of artistic ambivalences and lived experiences of art within a dynamic dialogue. ",,Cambridge Scholars Publishing 2011-06-01,Wendy A. Paterson,Diaries of a Forgotten Parent: Divorced Dads on Fathering Through and Beyond Divorce,Paperback,978-1-4438-2941-0,24.99,"Diaries of a Forgotten Parent: Divorced Dads on Fathering Through and Beyond Divorce opens an intimate window on the lives of divorced men. Literature on divorce focuses primarily on its effects on women and children, but fair and personal accounts of the lived experiences of custodial and non-custodial fathers are less available. In this highly accessible text, ten American men share intensely personal reflections of guilt, pain, frustration, sacrifice, loneliness and pride. The men do not see themselves as exemplary; rather, their stories are graphically honest, revealing what Paterson calls ordinary men “with all their warts.” The author reviews significant works on the male experience of divorce from psychological, legal, educational and sociological experts, interspersing commentary and research with the men’s own voices. From the initial discussion of why men marry and why they divorce through the men’s painful memories of being pushed out of their children’s lives by angry and resentful mothers, the author illuminates the legal, fiscal, emotional and practical experiences of men struggling to reinvent their fathering while they find themselves reconfigured into deserters, deadbeats and visitors. The societal myth that fathers are less valuable parents than mothers is thoroughly deconstructed in this text. The book will help divorced and divorcing men and those who work with them to fully understand the experiences of fathers who never stopped loving and caring for their children, in spite of the fact that the contributions of fathers are still largely discounted by schools, courts, and worst of all, by their children’s mothers. From this book, readers will understand that there are just too many reasons why fathers must never be forgotten in the lives of their children. ",,Cambridge Scholars Publishing 2011-06-01,James Kusch,"Knowledge, Differences and Identity in the Time of Globalization: Institutional Discourse and Practices",Hardback,978-1-4438-2936-6,44.99,"The discourse of globalization that pertains to higher education reform is troubling. The first troubling thing about much of the discourse that concerns globalization is that it most often does not name a human subject. We propose that globalization discourse should be written for and directed towards human beings or students. The second troubling thing about the discourse of globalization is the way that it antagonizes and marginalizes who that missing subject might be. The two relationships form the themes of this book. The nature and logic of discourse about globalization expresses a social rationality that serves as a precondition to constructing relevant meanings. The way that we conceive or obscure the subject produces a condition or position where those whom are the subject of the discourse must indeed await its effects—who is the pertinent policy about? Or, for whom is policy intended? Much policy discourse holds consequences for the way in which outcomes of policies are understood or explained in the social milieu where policies are enacted. The same discourse constructs and deconstructs identities and, as we will see, the language of reform in fact antagonizes and marginalizes students by virtue of a particular vagueness in the discourse and symbols of the discourse. What is at issue in the discourse of globalization is the character and logic of collective identities. How then to relate students to the cluster of features that comprise globalization? ","“Knowledge, Differences and Identity in the Time of Globalization: Institutional Discourse and Practices, edited by Jim Kusch, offers students of globalization an understanding of the meaning of the term for educational policy studies focusing on a series of themes that explore relations between knowledge, power culture, communication and history. It constitutes a wide ranging dialogue by seasoned scholars like Tom Popkewitz and Carl Grant based on a conference held in May 2009 at the Eastern Mediterranean University. The result is an impressive volume that records the ruminations by twelve international scholars on the nature of globalization and its complex and changing contours as an emerging discourse. This set of reflections on the changing nature of the globalized student provide fresh insights into questions of subjectivity and identity. It is an invaluable guide to the globalization debates in education and to its policy consequences.” —Michael A. Peters, University of Illinois, USA “The interlocking of the four components—power, culture, communication and history—elucidate the epistemological impact of the subject of Kusch’s book. The categorical distinction of education and information is a logical consequence of asking for a global educational feature. How much information does a society in the 21st century endure? The eastern and the western societies whose common trademark consists of the contradiction of the impediment and the promotion of migration of people at the same time.” —Dr Thomas Dittelbach, University of Bern, Switzerland “Curiously, globalization is a powerful discourse that is everywhere heard and yet filled with completely different local meaning. Drawing on critical theories and feminist studies, the authors discuss how decision-makers use ‘globalization’ as the absent Other or, in the case of PISA and international league tables, as the international statistical mean to advance their own local policy agendas. This is a book with sharp analyses and thought-provoking ideas – highly recommended.” —Gita Steiner-Khamsi, Professor of Comparative and International Education, Columbia University, New York, USA ",Cambridge Scholars Publishing 2011-07-01,Bruce C. Swaffield and Iris Guske,Global Encounters: Pedagogical Paradigms and Educational Practices,Hardback,978-1-4438-2955-7,49.99,"Scholars throughout the world have come together again in a second book to share their most successful teaching practices and concerns in the areas of cross-cultural studies and international education. Many disciplines are represented and diverse subjects are discussed: science literacy and worldview perspective; second-language acquisition, student mobility, and international universities; teacher professional development and government programs for disadvantaged children; zoos, industrial paintings, and dress designs as cultural artifacts. Presentations on these topics are the result of papers given at the annual meeting of the Worldwide Forum on Education and Culture, founded 10 years ago in Rome, Italy. The organization regularly attracts some 100 scholars and practitioners in the fields of education, literacy, language learning, communication and (inter-)cultural studies from all five continents to its annual congress in Rome. These conferences, as well as this up-to-date compilation of multi-disciplinary academic papers, are meant to highlight the growing need for culturally sensitive education that draws on the strengths of both traditional teaching methods and technology-rich forms of instruction, as well as a host of national and international programs designed to empower teachers and students alike. Engaged educators, whose research and/or critical discourse in classrooms all over the world has given rise to the present volume, thus hope to share with a wider audience how they impart knowledge, foster skills, and nurture qualities in the next generation of global citizens that will enable them to negotiate their personal and professional lives in our modern world. Even though communities may no longer be characterized by physical distances as barriers to communicative interchanges, perceived and real rifts between different cultures are nevertheless coming alarmingly close to preventing meaningful communication from bringing about true understanding at the individual and societal levels. The ontogenesis of the Worldwide Forum on Education and Culture is seen here clearly in the perspectives and presentations of diverse academics who are dedicated to teaching and learning toward the greater goal, as Matthew Arnold said in Literature and Science, of “knowing ourselves and the world.” ",,Cambridge Scholars Publishing 2011-07-01,Sergio Maruenda-Bataller and Begoña Clavel-Arroitia ,"Multiple Voices in Academic and Professional Discourse: Current Issues in Specialised Language Research, Teaching and New Technologies",Hardback,978-1-4438-2971-7,64.99,"The demands of today’s society for greater specialization have brought about a profound transformation in the humanities, which are not immune to the competitive pressure to meet new challenges that are present in other sectors. Thus, lecturers and researchers in modern languages and applied linguistics departments have made great efforts to design syllabi and materials more attuned to the competences and requirements of potential working environments. At the same time, linguists have attempted to apply their expertise in wider areas, creating research institutes that focus on applying language and linguistics in different contexts and offering linguistic services to society as a whole. This book attempts to provide a global view of the multiple voices involved in interdisciplinary research and innovative proposals in teaching specialized languages while offering contributions that attempt to fill the demands of a varied scope of disciplines such as the sciences, professions, or educational settings. The chapters in this book are made up of current research on these themes: discourse analysis in academic and professional genres, specialized translation, lexicology and terminology, and ICT research and teaching of specialized languages. ",,Cambridge Scholars Publishing 2011-07-01,"Tríona Hourigan, Liam Murray and Elaine Riordan",Quality Issues in ICT Integration: Third Level Disciplines and Learning Contexts,Hardback,978-1-4438-2967-0,39.99,"The aim of this publication is to discuss the broad question of quality when integrating technology into teaching and learning contexts. The book draws on the experiences of researchers and tutors working in different subject disciplines in order to focus on the commonalities identified when exploiting new technologies within a distinct pedagogical environment. This resource therefore hopes to offer students and teachers an insight into the various applications of technology in teaching and learning. This book can be dissected into a number of areas, including innovative research currently being undertaken at the fore of this technological revolution in order to support integration; the employment of technologies with a link to facilitating communities of membership; the use of specific Reusable Learning Objects designed for both secondary and tertiary education respectively; the use of e-portfolios for students, teachers and information workers; and the critical evaluation of technology. This resource therefore proposes to offer students and teachers an insight into the different applications of technology in teaching and learning. It is hoped that this can be drawn on by undergraduate and postgraduate students; instructional designers; educational managers; teachers; teacher trainers; academics; media technology students with the express intention of illuminating some of the quality issues surrounding the exploitation of technology for teaching and learning purposes. ",,Cambridge Scholars Publishing 2011-08-01,Fred Dervin,Analysing the Consequences of Academic Mobility and Migration,Hardback,978-1-4438-2978-6,34.99,"The figure of the medieval “wandering scholar” (Pietsch) has never been as true as today: Academic Mobility and Migration have now become a reality for most people involved in higher education. We also know for sure that they are actively contributing to the postmodern transformation of the “social as society” into the “social as mobility” (Urry). Written by leading and emerging scholars, this volume explores the impact of Academic Mobility and Migration on institutions, people and their social environment. It also considers up-to-date aspects which remain relatively underexplored: Academic migration (vs. mobility), virtual academic mobility, North-South mobility, language policies at a “glocal” level, and questions of identity. The authors examine the personal, social, professional and educational consequences of Academic Mobility and Migration from a variety of disciplinal orientations including sociology, language education, linguistics and education. Some of the chapters also seek to propose alternative ways of analysing these phenomena. This unique book is an invaluable resource for anybody with an interest in educational mobility in the 21st century: researchers, teachers, policy-makers, politicians, administrators, but also college and university students. ",,Cambridge Scholars Publishing 2011-08-01,Christoph Haase and Natalia Orlova,ELT: Converging Approaches and Challenges,Hardback,978-1-4438-2980-9,39.99,"This volume represents an outgrowth of the 7th international ATECR conference, which brought together researchers and educators from fields as diverse as language teaching in a variety of contexts, corpus linguistics and literary studies. The contributions in this volume show— despite their diversity—a strong common denominator: an aim to bundle efforts and unify parameters in order to optimize English Language Teaching as a world-wide endeavor. Thus, for our teaching it can only be beneficial when linguists talk to literary-minded teachers or methodology specialists investigate whether their theoretical underpinnings make their way into practice by talking to language instructors or language service providers. In general, the authors present a multifaceted picture of the English Language Teaching context with themselves as practitioners but also as investigators and researchers at the same time. The research that reflects back on their teaching thus creates a force-feedback loop not only for the investigating scholar but also for the practicing instructor who reapplies his/her knowledge after failed or suboptimal attempts as evidenced by the data. ",,Cambridge Scholars Publishing 2011-08-01,Ann Dashwood and Jeong-Bae Son,"Language, Culture and Social Connectedness",Hardback,978-1-4438-2992-2,34.99,"Diverse interest in language, pedagogy, identity and community has found expression through online interaction, networking and connectedness in the discourses captured in this book, Language, Culture and Social Connectedness. Issues surrounding language use in spoken, written and multimedia forms and in sociocultural responses, indigenous knowledges and ethnic perspectives are currently expanding, with consequential transnational implications for pedagogy in higher education. Language education is no longer oriented towards grammar, memorization and learning by rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Geographical and physical boundaries are being transcended by technology as students learn to reach out to the world around them. This book explores the intricate relationships between language, culture and social connectedness in our diverse local and transnational communities. In a period of challenge in our history, there are tensions that connect and others that tend to disconnect endeavours across the social landscape. ‘Connectedness’ includes relationships both formal and informal and the benefits those relationships bring to the individual as well as to society. ‘Social connectedness’ describes the level of engagement and trust an individual has with others in their community and the roles they take on, their friendships and participation in different activities. People who feel socially connected also contribute towards building communities and society. They help to create social capital as networks that promote effective social functions. ",,Cambridge Scholars Publishing 2011-08-01,Xiaoming Sheng,Learning with Mothers: A Study of Home Schooling in China,Hardback,978-1-4438-3158-1,34.99,"The literature in relation to home schooling grounded in empirical research and focusing on gender role and the impacts of social class has been neglected and unexplored. Home schooling is at an initial period, for the public, researchers, media and educational authorities in China it is mysterious and even abnormal or odd. This book seeks to bring a rich body of qualitative data to provide in-depth information in relation to the demographic characteristics of home schooling parents, the motivations for home schooling in China, the process of practicing it and its relevant academic and social outcomes. Learning with Mothers examines the social difference in terms of social class in the process of home schooling and also takes account of gender difference in terms of parental involvement, aiming to answer the questions about home schooling, such as:  Who are practicing home schooling for their children?  Why do parents choose to home school their children?  How are parents involved in their home schooling?  What is accomplished in doing so? This book is the first book in relation to home schooling in China. This book will be essential reading for researchers, postgraduate students and Chinese parents with in-depth information in relation to summary of updated literature on home schooling in China. ",,Cambridge Scholars Publishing 2011-08-01,"Rita Cancino, Lotte Dam and Kirsten Jæger","Policies, Principles, Practices: New Directions in Foreign Language Education in the Era of Educational Globalization",Hardback,978-1-4438-2998-4,39.99,"This book addresses the various challenges facing university foreign language teaching in non-anglophone countries in the era of educational globalization. Growing student mobility, net-based cross-border university education, and universities opening subsidiaries in other countries force university teachers to offer their teaching in English rather than in their mother tongue, and universities to equip their staff members with the necessary foreign language competencies. As a reflection of societal and institutional globalization processes, dedicated language teachers strive to adjust teaching methods to new student identities, the availability of advanced learning technologies, and social media enabling multiple forms of cross-border contact. Thus, understanding the situation of contemporary university language teaching requires a consideration of macro-level social changes, institutional policies, as well as developments in classroom practice. The point of departure is the case of Denmark. The problems addressed and the remedies offered, however, apply to all non-anglophone universities with the ambition to stay competitive in the global market of university education. The book includes contributions from foreign and second language teaching specialists representing a broad spectrum of Danish universities and years of sustained scholarly effort to improve the standard of university language teaching and the political recognition of the importance of advanced foreign language skills. ",,Cambridge Scholars Publishing 2011-08-01,David Prescott,Resolving Classroom Management and School Leadership Issues in ELT: Action Research Reports from the United Arab Emirates,Hardback,978-1-4438-3154-3,34.99,"This book builds on work commenced by the Higher Colleges of Technology (HCT) in the United Arab Emirates, which nurtured a research culture and encouraged young professionals to evaluate practices in the workplace of teaching, the classroom. The current volume takes this further and features the work of mature and experienced teachers who use action research to examine problems and practices in a variety of situations through the prism of leadership and management. The book features two introductory chapters. The first highlights the importance of research for the academy, and in particular for the academies of the United Arab Emirates. The significance of research and publication for the development of quality in education is discussed. Similarly, the twin concerns of learning through investigation and the sharing of that learning through publication are emphasized. Chapter Two gives background to action research and identifies the small but growing body of work in this field in the United Arab Emirates. The particular relevance of action research to leadership and management in English language teaching is discussed, especially the learning capacity that this method of enquiry encompasses. Chapters Three to Ten feature the work of the local researchers. These chapters cover a variety of concerns which can be roughly grouped into management of classroom and teaching issues and broader educational leadership matters. Classroom management issues include making group work more effective, improving students’ out-of-class learning, improving students’ personal responsibility and attendance patterns, stimulating oral participation in class by students and improving student interactivity. The broad leadership matters explore issues of time management, understanding students and developing effective staff meetings. The book concludes with a short chapter of reflection by the eight researcher-authors, written twelve months after the original action research investigations. This section marks the book as special, as retrospective evaluation is rare in education. The chapter shows that the professional development, engagement and enrichment which result from action research are empowering qualities. ",,Cambridge Scholars Publishing 2011-09-01,Nugrahenny T. Zacharias and Christine Manara,Bringing Literature and Linguistics into EFL Classrooms: Insights from Research and Classroom Practice,Hardback,978-1-4438-3185-7,34.99,"The articles presented in this book bring together educators’ work and experiences from around the world (Indonesia, Malaysia, Nepal, and Australia) in the context of teaching English as a Foreign Language (EFL). This publication, therefore, offers a richness and diversity of contexts and experiences to its readers. What sets this book apart is its balance between and explicit coverage of both research and the theoretical and practical aspects of teaching. This project has been prompted by the increasing split between the fields of linguistics, literatures and English language teaching, and will uniquely address this gap. Additionally, the volume gives practical applications on how to use theories of linguistics and literary texts in the classroom. This book provides undergraduate and graduate students, teacher-learners, practicing teachers, and teacher educators some theoretical and contextual knowledge of English language teaching practices and settings. Articles in this book can be used as supplementary texts for courses in the areas of English Language Teaching, pre-service and in-service teacher education, applied linguistics, literature, and language and culture studies. ",,Cambridge Scholars Publishing 2011-09-01,Stuart Richmond and Celeste Snowber,Landscapes of Aesthetic Education,Paperback,978-1-4438-3192-5,19.99,"This book brings together two experienced educators from the fields of teacher education and arts education. The authors Richmond, a photographer, and Snowber, a dancer and poet, see aesthetic education as aiming to extend creativity, appreciation of the arts and nature, and the sensuous qualities of everyday life, to gain a more intimate understanding of the self and the world. They include poetic, narrative, philosophical, and artistic ways of writing to support a more embodied and holistic aesthetics. Landscapes of Aesthetic Education has significance for educators, scholars, students, and artists, and for all who would like to explore the connections between the arts, aesthetics, and transformation. ","“A stirring and important addition to the literature on the complexity of ‘appreciation’ and its relation to mentoring. This book opens windows on unexplored modes of creative collaboration with implications for art experiences and for lives in many classrooms.” —Maxine Greene, Professor of Philosophy and Education Emeritus, Teachers College, Columbia University “Let go and see, feel, move, and breathe as you encounter this remarkable book by two internationally known Canadian artist-educators: Stuart Richmond and Celeste Snowber. As a photographer and a dancer, they capture words, gestures, images and ideas in engaging, imaginative and deeply aesthetic ways in their book entitled Landscapes of Aesthetic Education. This book provides educators, artists, and students with numerous examples of personal narratives woven through theoretical engagements that create vast landscapes for learning through, with, about and for aesthetic education.” —Rita L. Irwin, Associate Dean, Teacher Education, Professor, Art Education and Curriculum Studies, Faculty of Education, The University of British Columbia, Vancouver, BC “Reenchantment. That is what is wanted in education today, and that is what Snowber and Richmond’s book, Landscapes of Aesthetic Education, presents. This book is a beautifully conceived and written antidote to all that is disenchanting in contemporary education and is brimming with new ideas about making education an engaging, aesthetic experience for both students and teachers.” —Peter London, Chancellor Professor Emeritus, University of Massachusetts Dartmouth, Distinguished Fellow, NAEA “Engaging and nuanced. This is a dream catcher of a book that casts and weaves a sensuous and lyrical spell for the reader and brings the aesthetic to the centre of educational feeling and knowing.” —Carl Bagley PhD FRSA, Professor of Educational Sociology, Durham University, UK “What sets this book apart from other books on aesthetics is a questioning, intuitive approach to the information that one suspects is also a deeply ingrained part of their teaching.” —Sally Armstrong Gradle, Southern Illinois University in the International Journal of Education and the Arts, Vol. 10, Review 4 (April 2010) ",Cambridge Scholars Publishing 2011-09-01,Alan Flintham,Reservoirs of Hope: Sustaining Spirituality in School Leaders,Paperback,978-1-4438-3182-6,29.99,"This book is about hope, and how it is sustained by the personal spirituality of school leaders. Defining this not only in religious terms but using a concept of ‘secular spirituality,’ it shows that leadership actions must rest on the foundation of a personal value system, demonstrated as ‘a lived faith in action.’ Drawing on interviews with 150 headteachers and capturing their authentic voices, it uses the metaphor of ‘reservoirs of hope’ to promote practitioner reflection on the value systems, leadership styles and sustainability strategies of headteachers, as they act as the external reservoir of hope for their schools whilst ensuring that their own internal reservoir of hope never runs dry. It also offers a theological reflection on the spiritual and moral leadership of headteachers, providing a connecting bridge between educational leadership and theology. ","“Alan Flintham has produced a study that combines academic rigour, scholarship and professional relevance. This is a rare combination and it reflects the integrity and authenticity of this study. He has opened a door into an aspect of school leadership that has been neglected and in doing so has developed a new perspective on leadership effectiveness.” —John West-Burnham, Professor of Educational Leadership, St Mary’s University College “At times of change and uncertainty, hope, moral purpose and a deep conviction about the value of the work one does is what sustains leaders and those they lead. Alan Flintham’s book allows leaders to tell their stories of hope for those they serve, of faith in a better future and of the love of the work they do. Leaders will return to its message time and again for nourishment and inspiration as they deal with the daily demands of school leadership.” —Maggie Farrar, Strategic Director Policy Research and Development, National College for Leadership of Schools and Children’s Services “We need more research-based books like this to help educational leaders who are greatly challenged by contemporary secular environments to draw energy and courage from their personal spiritual wellsprings and on clear moral and ethical foundations. I especially appreciate the great leadership wisdom contained in the special insights encapsulated by the metaphor of ‘reservoirs of hope.’ The author represents an authentic and inspirational voice on the ethical, moral and spiritual dimensions of leadership and generates wonderful advice for all policy makers and practitioners who dare to hope for a better future for our educational systems, schools and the children in their care.” —Patrick Duignan, Emeritus Professor, ACU National: the Australian Catholic University “This is a ground-breaking and original study of educational leadership. It argues that faith, hope and spirituality (expressed in both religious and secular forms) is what produces inspired and inspiring leadership. Without faith, hope and spirituality, school leadership is in danger of being reduced to technical management alone. This is a book for all those who want to be more than just school managers.” —Gerald Grace, Professorial Research Fellow, Institute of Education, University of London ",Cambridge Scholars Publishing 2011-10-01,Georgeta Raţă,Academic Days of Timişoara: Language Education Today,Hardback,978-1-4438-3284-7,64.99,"Academic Days of Timişoara: Language Education Today is a book of the proceedings of the 3rd International Symposium “Language Education Today: Between Theory and Practice” held in Timişoara, Romania, on May 6–7, 2011, under the auspices of the Romanian Academy. It will appeal to teachers of modern languages no matter the level of instruction. The papers it contains deal with two main approaches of the teaching of languages in Europe, Asia, North America and South America: linguistics (theoretical linguistics: English, French, German, Serbian, and Swiss French; descriptive linguistics: Albanian, English, French, German, Italian, Romanian, Spanish and Serbian; applied linguistics: Albanian, Aromanian, Bahasa Malaysia, Bosnian, Croatian, English, German, Hungarian, Italian, Persian, Russian, Serbian, Spanish, and Turkish) and languages for specific purposes (Croatian, English, French, German, Japanese, Romanian, Russian, Ruthenian, Serbian, and Spanish). ",,Cambridge Scholars Publishing 2011-10-01,Karl Brettig and Margaret Sims,"Building Integrated Connections for Children, their Families and Communities",Hardback,978-1-4438-3277-9,39.99,"Research and practice shows that many vulnerable children and families face more than one challenge and require more than one intervention. However our service system has evolved historically to deal with one thing at a time or to provide services from multiple sources. This lack of integration can have a devastating effect on some families where key information or warning signs are missed. Coronial and judicial inquiries constantly stress the negative impact of a ‘siloed’ approach to services. Many researchers, practitioners and policy makers have struggled to address this issue. This book has been compiled from a series of presentations given at the 2010 Children Communities Connections conference in Adelaide. Over 300 professionals from NGOs, state and federal departments and academics from all states in Australia attended and focused on three key ideas: what do we know about these families and children, what are we doing to help them and what could we do better. Papers covered a range of topics from neurobiology, to service redesign and family engagement. Here we have a snapshot of some of the most promising programs and research being undertaken in Australia. It provides a platform for starting conversations on the need to focus on the child and family in the context of their whole life, the need to cross service and professional boundaries and the need to change the way we as professionals do things to improve outcomes for families. It is a book that captures the challenges, the opportunities and the hope for the future. *Includes contributions from more than 40 practitioners, policy makers and researchers who work in community services, education and health for state, federal government and non government sectors. ","“This is a very special book, filled with innovative and inspiring ideas, and underpinned by an ethos of hope for vulnerable families and their children.” – Emeritus Professor Dorothy Scott, Australian Centre for Child Protection “Giving the best start in life to every child should be a policy imperative at all levels. However, in the words of Dr Fraser Mustard ‘Establishing integrated programs for early child development... will be difficult and slow.’ That is why sharing the learnings gained from research and on the ground practice is essential to making this imperative a reality. Congratulations on this compilation of proceedings from a very successful conference – it should be close at hand for every practitioner to consult, reflect on and share.” – Hon Lea Stevens, Chair Northern Adelaide Early Childhood Development Steering Committee “This book makes a major contribution to the debate about how we can make services available to the families that most need them. It also addresses the critical issue of co-producing services with children, families and communities so that they feel powerfully engaged in the process. Families don’t want to be passive recipients of welfare handouts. They want to be treated as citizens with voice and choice – equal and active partners in developing public services”. – Dr Margy Whalley, Director of Research at Pen Green Research, Development and Training Base and Leadership Centre ",Cambridge Scholars Publishing 2011-10-01,"Yun Xiao, Liang Tao and Hooi Ling Soh",Current Issues in Chinese Linguistics,Hardback,978-1-4438-3207-6,64.99,"Chinese is the most commonly spoken language in the world and one of the very few contemporary languages whose history is documented in an unbroken tradition extending back to the second millennium. Compared with Western languages, Chinese has a typology with distinguished features in sound system, syntax, and discourse that have a strong impact on Chinese linguistics studies and language learning. Drawing on theoretical models from formal and functional linguistics, discourse analysis, computer-assisted corpus studies, language socialization, and second language acquisition, this volume presents new advances and addresses a broad range of current issues in the study of Chinese linguistics with research studies that originated from the proceedings of the 21st North American Conference on Chinese Linguistics (NACCL-21). As globalization presses on, more and more people are interested in Chinese – its history, structure, research, and new developments. This volume aims to be instrumental. Written in a coherent and structured style, each section is concentrated on a particular linguistic area, and each chapter is self-contained with a clear focus and theoretical framework. It will be valuable to linguists, educators, administrators, specialists, teachers and students of Chinese as a native, second, heritage, or foreign language. ",,Cambridge Scholars Publishing 2011-10-01,Paul D. Reich and Maurice J. O’Sullivan,Florida Studies: Proceedings of the 2010 Annual Meeting of the Florida College English Association,Hardback,978-1-4438-3275-5,39.99,"This volume contains a variety of essays about Florida literature and history by scholars from across the state representing every kind of institution of higher learning, from community colleges to small liberal arts institutions to large universities. The first section, Pedagogy, explores the challenges facing Florida teachers at both the high school and undergraduate levels. The essays in Old Florida take on a myriad of texts that provide evaluations of Florida and its culture from the 1540s through the 1950s and include evaluations of Zora Neale Hurston, Marjorie Kinnan Rawlings, and Pat Frank. The final section, Contemporary Florida, continues to identify the state’s place within larger literary, cultural, and political traditions. ",,Cambridge Scholars Publishing 2011-10-01,"John Gray, Maurice Galton, Colleen McLaughlin, Barbie Clarke and Jennifer Symonds",The Supportive School: Wellbeing and the Young Adolescent,Hardback,978-1-4438-3209-0,34.99,"The Supportive School tackles some important contemporary issues of interest to teachers, parents and policy-makers alike. There is a widespread perception across the developed world that the social and emotional wellbeing of young people has been in decline in recent years and that various problem behaviours are on the rise. Because children spend so much of their time in educational institutions, schools are assumed to be part of the problem. But how precisely do schools affect young adolescents’ wellbeing? This book aims to answer that question. The book brings together for the first time the results of over 300 research studies, both from the UK and further afield. It identifies the key factors related to schooling which impact upon young people’s development and affect their wellbeing. These include: the extent to which they feel ‘connected’ with school, their relationships with teachers and with their peers, their sense of the school as a learning community, and the ways in which they respond to the pressures of academic work. What matters is how schools bring these elements together to create a strong ‘culture of support’. The Supportive School documents how schools handle young people, particularly at the key transition point from primary to secondary school, as well as the ways in which they respond to their pastoral and other concerns. It also places the UK’s much-criticised ‘performance’ on wellbeing issues in an international context and asks challenging questions about how far the UK is lagging behind. Schools are currently under considerable pressure to give greater attention to issues of wellbeing. The overriding message from The Supportive School is that how schools approach these issues can make a difference to young people’s lives and emotional wellbeing. ",,Cambridge Scholars Publishing 2011-11-01,Mondher Bellalah and Omar Masood,6th International Finance Conference on Financial Crisis and Governance,Hardback,978-1-4438-3308-0,74.99,"Financial markets, the banking system and real estate, commodity and energy markets are experiencing since 2007 higher integration, more volatility, several shocks and more coordination is needed between G20 and market authorities. Regulators, banking supervision and Politicians are worried about economic growth and financial crisis. This book covers at least seven aspects related to financial economic issues. The first covers risk assessment, corporate governance and value creation through an appropriate risk management system. The second covers international investments, markets correlation, institutional holdings and markets reactions during crisis. The third part is devoted to empirical and quantitative analysis of the observed economics and finance issues. The fourth part is devoted to the role of debt in financial crisis and its impact on financial markets and the world economy. The fifth part is devoted to debt policy, free cash flows and the structure of governance. The sixth part deals with Management Control and the importance of communication. The last part covers Islamic finance as an alternative to conventional finance for the debt solution, the importance of the energy sector and the role of financial innovations. ",,Cambridge Scholars Publishing 2011-12-01,"Teodora Popescu, Rodica Pioariu and Crina Herţeg",Cross-Disciplinary Approaches to the English Language: Theory and Practice,Hardback,978-1-4438-3389-9,34.99,"Cross-Disciplinary Approaches to the English Language: Theory and Practice provides an overview of a less tackled field of research, namely the main issues at stake when teaching English Language and Culture in Romania. The approach is an interdisciplinary and cross-cultural one, as the authors investigate problems, offering and probing solutions from a cross-curricular perspective. The book is a collection of 10 contributions by teachers and researchers from Romania which draw on theoretical and applied methodological explorations into the challenges posed by teaching/learning English in a globalised context. Organised into three main chapters, the volume addresses the multifacetedness of language education as a cross-discipline. The complexity and universality of the research enquiries and practical insights make the topics addressed valid across the contemporary globalising educational context. Cross-Disciplinary Approaches to the English Language: Theory and Practice will be a useful tool to specialists and practitioners from ESP and CLIL domains alike, as well as graduate and postgraduate students in foreign language teaching. ",,Cambridge Scholars Publishing 2011-12-01,Nisheet Gosai,Perspectives on the Educational Experiences of African/Caribbean Boys,Hardback,978-1-4438-3377-6,39.99,"This study critically explores contemporary African/Caribbean boys’ (15–16 years old) educational experiences in the UK. It focuses on their lives from both within and outside the school. Various research methods are employed in order to gain a comprehensive picture that includes the accounts of African/Caribbean boys, parents, teachers and youth workers. The study explores both the boys’ positive and negative experiences of school life. At one level, the boys’ narratives suggest ‘a nothing but the same old story’ of racial exclusion and subordination within urban secondary schools. At another level, we hear of the importance of education in their lives. Of particular significance is the evidence of how black supplementary schools and youth organisations are providing an educational space that positively supports them in their transition into adulthood. The study makes recommendations for educationalists and policy makers based on the findings. This includes the need to understand the boys’ experiences of racial exclusion and the complexities around the intersection of race, gender and class for a younger generation at the start of the twenty-first century. In comparing mainstream and supplementary educational spaces, the boys identify the need to build an inclusive mainstream curriculum that represents the historical past and cultural present of their lives. Importantly, the study vividly highlights contrasting teacher-pupil interactions between these two educational spaces, suggesting what the former can learn from the latter. ",,Cambridge Scholars Publishing 2012-01-01,Peter Whiteman and Katey De Gioia,"Children and Childhoods 1: Perspectives, Places and Practices",Hardback,978-1-4438-3456-8,39.99,"The early years of life are fast gaining prominence around the world. It is well documented that investment in early childhood results in exceptionally high returns in multiple arenas; greater than those resulting from enterprise focused on later periods in people’s lives. This book presents current early years research that reflects the transdisciplinary nature of childhood. The first in the Children and Childhoods series, this volume examines multiple perspectives, places and practices that constitute early childhood. The many facets of how children and childhoods are seen, where they are enacted and how they are played out are explained through explorations of playgrounds, hospitals, museums, child care centres and other locations. Similarly diverse are the methodologies that underpin these investigations. Children, practitioners, families and researchers all contribute to this cornucopia of children and childhoods. ",,Cambridge Scholars Publishing 2012-01-01,Nugrahenny T. Zacharias,Qualitative Research Methods for Second Language Education: A Coursebook,Hardback,978-1-4438-3505-3,34.99,"What sets Qualitative Research Methods for Second Language Education apart from existing books is its balance between theories and learning activities. The activities are designed to be interactive so that they provide a chance for both students and teachers to reinforce their understanding of the research topic. It is the author’s belief that one learns research by conducting research rather than by talking about it. Thus, the activities created in the book provide opportunities for students to develop and sharpen their research skills. Developing these skills will be very useful when students later conduct their own research. ",,Cambridge Scholars Publishing 2012-01-01,"Sherri McCarthy, K. Laurie Dickson, Jacquelyn Cranney, Annie Trapp and Victor Karandashev",Teaching Psychology around the World: Volume 3,Hardback,978-1-4438-3448-3,54.99,"This book updates the information in the first two volumes of Teaching Psychology around the World, providing a current overview of teaching psychology internationally. Psychology curricula continue to become increasingly internationalised; the book includes relevant information about and research on teaching from secondary, undergraduate (baccalaureate) and post-graduate (MA, Doctoral and Post-Doctoral) psychology programs in Australia, Europe, South America, Asia, Africa and the US. It is a must-read for all instructors of psychology and university personnel engaged in building international programs, as well as psychologists and psychology students interested in the international aspects of the discipline. This book, like the earlier ones in the series, brings together current information on the teaching and practice of psychology collected by experts in the field from throughout the world. ",,Cambridge Scholars Publishing 2012-02-01,Pak-sang Lai and Michael Byram,Re-Shaping Education for Citizenship: Democratic National Citizenship in Hong Kong,Hardback,978-1-4438-3531-2,39.99,"Despite or perhaps because of globalisation and internationalisation in the contemporary world, the role of education has become more significant in nation formation. However, whereas in the past its function was to create homogeneity and assimilation, today it must deal with diversity and plurality. The modernist premise of “one nation one state” is being questioned and re-constituted with the notion of the plural national-state. This book explores school processes in Hong Kong under these new conditions. The focus is on investigating how the concept of a national identity of the “one country two systems” policy is developing, and is thus a study of that diversity which all education systems now have to address. The policy aims at facilitating national re-integration and consolidation in the face of an insistence on local citizens’ universal civic rights and the values of liberty, equality, democracy and autonomy. The analysis shows citizenship education in the Hong Kong school system is more a locally-oriented cultural and political process than a transmission of a national ideology. Students learn their values, attitudes and perspectives by engaging and interacting with people within and beyond the school community. They acquire a liberal and democratic national identity which is distinct from that of pan-Chinese state-nationalism in mainland China. The book is thus both a case study of Hong Kong and an analysis of change in the relationship of education, citizenship and national identity in the contemporary world. ",,Cambridge Scholars Publishing 2012-03-01,Andrew B. Morris,"Catholic Education: Universal Principles, Locally Applied",Hardback,978-1-4438-3634-0,39.99,"This collection of essays is concerned with the Catholic Church’s understanding of the nature of human flourishing and the processes of education that flow from it. Each essay seeks, in its own way, to explore, illustrate and provide insights into the application of Catholic education policy and practice in differing socio/legislative circumstances. The book is divided into three main sections. The first explores Catholic teaching on education, its ethical basis and the Christo-centred nature of Catholic school leadership. The second considers some of the structural characteristics of Catholic educational systems in England, the United States of America and Jordan. The third section illustrates, in a series of case studies, how the universal precepts underpinning Catholic education are implemented in a variety of national and international contexts. ",,Cambridge Scholars Publishing 2012-03-01,Martin Wolff,China: Current Thinking of Tomorrow’s Leaders,Hardback,978-1-4438-3575-6,44.99,"China’s annual 5+ million university graduates are the elite of Chinese society. They are the future leaders, be they community, economic, industrial, political, religious, or social; they are the privileged class who have been educated for future leadership roles. Common Chinese people look up to them and follow them because they are the anointed. A look into their psyche now may be a window into the future of China. What they think and feel as students will undoubtedly carry over into and shape their adult attitudes and thoughts. Post-graduate students at a 1st tier comprehensive university in Guangzhou, Guangdong Province and a 2nd tier science and technology university in Hangzhou, Zhejiang Province were given various topics of current importance and afforded an opportunity to express their thoughts on the issues presented. Participation was voluntary. Herein, we present the issues and a random selection of the students’ responses. All of the students’ responses can be viewed at http://chinaholisticenglish.org. ",,Cambridge Scholars Publishing 2012-03-01,Concepción Orna-Montesinos,Constructing Professional Discourse: A Multiperspective Approach to Domain-Specific Discourses,Hardback,978-1-4438-3629-6,39.99,"This book explores the fascinating role that language plays in the construction of non-verbal objects by mapping out the ontological meaning of the specialised concepts and the domain-specific knowledge embedded in them. In doing so, it provides a comprehensive linguistic insight into the discourse of professional domain-specific communities and hence, into the communication practices and procedures of those communities. In this respect, the book offers a response to the claims made by many of the most influential applied linguists today, such as Vijay Bhatia (1993, 2004), John Swales (1990, 2004) or Ken Hyland (2002), among others, who have consistently defended the need for applied linguistic research into the textual, generic and social perspectives on the under-researched interrelatedness of the discoursal and professional practices of a discipline. Specifically, this book provides readers with an integrative multi-perspective approach to the study of professional, domain-specific discourses. While it mainly draws on the tenets of genre theory and discourse semantics, it also nurtures from the theoretical and empirical foundations of applied linguistics, cognitive linguistics, corpus linguistics and ontological engineering. The book starts from the analysis of domain specific texts as final written products with specific lexico-grammatical, semantic and rhetorical features to later enquire into the written products as textual artefacts closely linked to the social context of production and interpretation of the text. This integrative approach provides fresh new insights into the way the processes of writing are affected by the community-specific, institutional and socio-historical circumstances in which domain-specific texts are produced. ",,Cambridge Scholars Publishing 2012-03-01,"Sharon Collingwood, Alvina E. Quintana and Caroline J. Smith",Feminist Cyberspaces: Pedagogies in Transition,Hardback,978-1-4438-3633-3,44.99,"Feminist Cyberspaces: Pedagogies in Transition is a collection of essays exploring the ways in which new media technologies are being used in the feminist “classroom.” The collection has been structured to reflect the multifaceted nature of education today. Learning takes place on a personal level through independent study and social media; it takes place at a local level in our classrooms and lecture halls, but it is also increasingly taking place on a global scale as new technologies foster international collaboration between individuals and organizations. In addition, there is a growing acceptance of learning in the collaborative 3D classrooms of virtual worlds. These educational spaces are not mutually exclusive, as the contributions to this volume make clear. The anthology explores how technology is being used in antiviolence teaching, art education, HIV and AIDS education, and other specialized topics, but it also gives many examples of innovations in teaching introductory courses. The technology used ranges from the implementation of course management systems for large university classes to the use of digital storytelling in small groups outside the university. It also explores technology for removing barriers to people with disabilities in both traditional and online classrooms. The collection is not a “how to” book, but it does use practical experience as a basis for feminist theorizing of the classroom. All of the essays look at the use of new technology in the light of feminist pedagogy, seeking new ways to foster provocative, creative and non-hierarchical learning that transcends the physical boundaries of the university. ",,Cambridge Scholars Publishing 2012-03-01,Feng Su and Bart McGettrick,Professional Ethics: Education for a Humane Society,Hardback,978-1-4438-3630-2,34.99,"This book is addressed to all those with an interest in the ethical dimension of professional development. Contributors are drawn from a variety of occupational fields (academic practice, healthcare, occupational therapy, legal, military, business, research, teaching, higher education, and civil engineering), institutional contexts, and geographical regions. However, they are united in their concern for inter-professional ways of working and for developing an ethical response to the changing institutional contexts within which they operate. Practitioners, trainers and managers will find this book both useful and thought-provoking, while scholars with a particular interest in professional ethics will find it informative and insightful. ","“If it had simply given us a careful exploration of the ways in which ethics can inform and assist professional life, this volume would have been worthwhile. But it goes much further: it both questions the limits of ethics in insisting on professional life as a set of complex practices and, against that background, intimates something of the challenges and possibilities in front of professional education. We are in the debt of Feng Su and Bart McGettrick and their distinguished international group of contributors.” – Professor Ronald Barnett, Emeritus Professor of Higher Education, Institute of Education, University of London “These are exciting times in professional ethics. New perspectives, multicultural awareness, and a greater willingness of professions to share experiences and dilemmas with each other are all represented in this book. This collection of reflections by leaders from a variety of professions will be invaluable to professional educators.” – Professor Tim Bond, Head of the Graduate School of Education, University of Bristol “The book is written in a highly accessible style and the chapters interweave the conceptual and the practical in a way that engages the interest of the reader. It provides a valuable reminder of the central role that ethics plays in the curriculum, the shaping of professional practice and the life of the university.” – Dr Bruce Macfarlane, Associate Professor for Higher Education, The University of Hong Kong ",Cambridge Scholars Publishing 2012-03-01,Ewa Piechurska-Kuciel and Liliana Piasecka,Variability and Stability in Foreign and Second Language Learning Contexts: Volume 1,Hardback,978-1-4438-3579-4,44.99,"This book contains a wide spectrum of topics organized within a relatively fixed framework of Applied Linguistics theory and practice, revolving around the concepts of stability and variability that capture the dynamic nature of the phenomena characterizing language, learning and teaching. The primary strength of individual chapters lies in the fact that the vast majority report original empirical studies carried out in diverse second/foreign language learning contexts – investigating interesting issues across various nationalities, ages, educational and professional groups of language learners, and teachers. The issues under scrutiny entail the ‘classic’ recurrent topics related to language learning and teaching, such as communicative competence, input, orality and literacy, learner characteristics and strategies, and teacher development – to mention just a few. In addition, ‘recent arrivals,’ to borrow a marketing metaphor, are also present, as the authors consider learning and teaching implications resulting from the status of English as a language of international communication, and discuss related concepts of intercultural competence along with language learners’ identity and creativity. The multilingual and multicultural contributors to the present volume are researchers – foreign and second language learners and teachers themselves – who offer the reader a range of methodological designs that have been successfully used in Applied Linguistics research. The framework of stability and variability suggests that changes leading to progress and development derive from stable foundations that account for the sense of continuity and belonging in applied linguists’ communities of practice. ",,Cambridge Scholars Publishing 2012-03-01,Ewa Piechurska-Kuciel and Liliana Piasecka,Variability and Stability in Foreign and Second Language Learning Contexts: Volume 2,Hardback,978-1-4438-3580-0,44.99,"This book contains a wide spectrum of topics organized within a relatively fixed framework of Applied Linguistics theory and practice, revolving around the concepts of stability and variability that capture the dynamic nature of the phenomena characterizing language, learning and teaching. The primary strength of individual chapters lies in the fact that the vast majority report original empirical studies carried out in diverse second/foreign language learning contexts – investigating interesting issues across various nationalities, ages, educational and professional groups of language learners, and teachers. The issues under scrutiny entail the ‘classic’ recurrent topics related to language learning and teaching, such as communicative competence, input, orality and literacy, learner characteristics and strategies, and teacher development – to mention just a few. In addition, ‘recent arrivals,’ to borrow a marketing metaphor, are also present, as the authors consider learning and teaching implications resulting from the status of English as a language of international communication, and discuss related concepts of intercultural competence along with language learners’ identity and creativity. The multilingual and multicultural contributors to the present volume are researchers – foreign and second language learners and teachers themselves – who offer the reader a range of methodological designs that have been successfully used in Applied Linguistics research. The framework of stability and variability suggests that changes leading to progress and development derive from stable foundations that account for the sense of continuity and belonging in applied linguists’ communities of practice. ",,Cambridge Scholars Publishing 2012-04-01,Martin Wolff and Tian Qiang,English in China Today at the Harbin Institute of Technology: Volume I,Hardback,978-1-4438-3716-3,44.99,"This is the inaugural edition of English in China Today at the Harbin Institute of Technology, one of China’s Ivy League Universities. China currently has more than 2,400 public, private and joint venture colleges and universities and almost every one publishes a journal in Chinese. No Chinese college or university will accept or publish anything in any language other than Chinese. The instant journal, now a book series, is a first of its kind, limited to scholars from one Chinese Ivy League University and provides a platform for Chinese scholars to share their ideas with the global community, in the common lingua franca, English. This is the first Chinese university journal published abroad, about English, in English. English in China Today at the Harbin Institute of Technology provides accessible cutting-edge reports on most aspects of the language, including style, usage, dictionaries, literary language, Plain English, the Internet, English language teaching in China both as EFL and ESL, CALL, literature, culture, cross-culture communications, and translation. Its intended readership includes linguists, journalists, broadcasters, writers, publishers, teachers, advanced students of the language, university administrators and others with a professional or personal interest in communication. This journal and book series is unique in its opening up of China’s scholarly works to the English speaking world. ",,Cambridge Scholars Publishing 2012-04-01,"Alistair Ross, Melinda Dooly and Nanny Hartsmar",Equalities and Education in Europe: Explanations and Excuses for Inequality,Hardback,978-1-4438-3644-9,34.99,"This book is about inequities in education in Europe. The authors have worked together on an analysis of educational inequalities in Europe, which they draw on through the book: they suggest that the countries of Europe, through the European Union, are beginning to address issues of educational disadvantage on a systematic, continent-wide basis. Because of this policy concern, this book is timely in the way that it addresses social and education inequities on the scale of Europe. This is not simply an account of practices and policies. The authors’ analysis of individual country and European Union policy documents will be of practical and theoretical use to the policy community and the community of practitioners who are concerned with inequities in society, and in education in particular. The authors want to do more than simply add to the literature and theory: they aspire to make an impact on how education can contribute to positively improving the lives of disadvantaged groups. While some suggest that education is doomed to simply reproduce existing social patterns and replicate social inequities, the authors believe that educational policies have the potential to challenge inequalities, and to transform lives. ",,Cambridge Scholars Publishing 2012-04-01,Sidsel Karlsen and Lauri Väkevä,Future Prospects for Music Education: Corroborating Informal Learning Pedagogy,Hardback,978-1-4438-3658-6,39.99,"Informal learning pedagogy has become a major topic within the international field of music education, due in no small part to Lucy Green’s groundbreaking research on popular musicians’ learning, as well as her subsequent efforts to turn her research findings into a pedagogy that can be implemented in comprehensive school music education. This has generated massive interest and attention among music education practitioners and scholars worldwide. With experience of studying and working within higher music education in the Nordic countries, the editors of this anthology, Sidsel Karlsen and Lauri Väkevä, are well acquainted with popular music-related informal learning pedagogies, which have formed an important aspect of comprehensive school music education in the Nordic countries for more than two decades. With this familiarity also comes a wish to contribute to the critical examination and further development of existing practices, by corroborating informal learning pedagogy in popular music from different angles. The introduction of this book explores different theoretical starting points for investigations of the formal-informal nexus. The following chapters, written by an international community of experienced music education scholars and practitioners, afford critical examinations of informal learning pedagogies from various perspectives, either theoretical or research-based. In the last chapter, Lucy Green paves the way for moving informal and aural learning into the traditional instrumental music lesson. Altogether, the anthology aims to explore some of the future prospects for music education with informal learning pedagogy as the focal point. ",,Cambridge Scholars Publishing 2012-04-01,C. A. DeCoursey,"Language Arts in Asia: Literature and Drama in English, Putonghua and Cantonese",Hardback,978-1-4438-3669-2,49.99,"This volume is the first of a series contributing to the academic study of Language Arts, as an English-language teaching paradigm. Language Arts has been widely used in native English-speaking countries including Australia and New Zealand. Its recent adoption into the second-language teaching curriculum in Hong Kong, as well as similar initiatives within secondary and tertiary education in mainland China, enhances its interest to scholars studying second-language teaching and learning in Asian contexts. This book offers many papers and discussions of interest to teachers, language professionals, scholars and administrators. Its chapters explore current topics in Language Arts research including trends in the rapprochment of stylistics and linguistics, teaching approaches and learning outcomes. At the same time, they offer diverse theoretical and methodological aproaches, of interest to the practitioner and policy-maker as well as the researcher. The value of this volume lies particularly in strengthening the theoretical and methodological foundations of Language Arts. The use of literature and the arts in humanist education has a long history within Europe, being traditionally appreciated for its ability to transform leaders, instill finer sensibilities and question social ills. In its postcolonial incarnations, as the traditional subject areas were informed by critical and linguistic theories, language arts subject areas were less often used, as they were understood to offer opportunities to analyse their functions as apology for leaders, coopting the young, and pacifying dissent but less often used to teach second language skills. Language Arts curricula arising since the 1980s have increasingly embraced authentic voices, styles and genres. Contemporary Language Arts curricula use literature to teach reading-based and communication skills, in conjunction with critical and creative thinking. The movement of English-language education beyond native English shores has placed Language Arts into a World Englishes frame, and therefore its curricula have included the teaching ethics, civics and intercultural sensitivity. The explosion of media and digital communications of the 1990s led to the adoption of media literacy as a crucial Language Arts skill. As digital innovations continue to impact the teaching of English, Language Arts has adopted multiliteracies. These developments are represented in the papers included in this volume. ",,Cambridge Scholars Publishing 2012-04-01,Maher Bahloul and Carolyn Graham,Lights! Camera! Action and the Brain: The Use of Film in Education,Hardback,978-1-4438-3657-9,44.99,,"“This unique and thoughtful collection of essays provides the reader with an array of creative uses of film and video in teaching and learning. Film and video are natural hooks in engaging learners. The authors of this book have provided a wonderful entry that uncovers theoretical, practical and philosophical bases for integrating film and video throughout the curriculum in multiple settings.” – Professor Merryl Ruth Goldberg, Harvard Graduate School of Education and Wheelock College, USA “This is a very important and timely book. The use of film and other screen media is ubiquitous and is accelerating. The book offers a wide range of international perspectives on this phenomenon exploring film as language, a way of researching and an increasingly popular means of creative expression and finding a voice, especially with young people. The pedagogic value of film and media literacy is clearly demonstrated and the reader will find excellent scholarship and practical, inspirational ideas for the use of film in educational settings. This book will have the power to change teaching and the way the curriculum is perceived.” – Professor Shaun Hugh, Expert in Educational Leadership and Management, University of Worcester, England ",Cambridge Scholars Publishing 2012-04-01,Juan de Dios Martínez Agudo,Teaching and Learning English through Bilingual Education,Hardback,978-1-4438-3713-2,39.99,"These days, numerous studies document and advocate the potential effectiveness of the CLIL approach, which is viewed as a real revolution in second language pedagogy. European bilingual education models are currently exemplified by CLIL – Content and Language Integrated Learning – a new generic and/or umbrella term for bilingual education, which has been rapidly spreading throughout Europe since the mid-nineties. Over the last decade there has been an explosion of interest in CLIL pedagogy in Europe and beyond. However, CLIL pedagogy also involves complex challenges concerning its implementation and the professional development of teachers. This publication provides readers with a collection of original papers covering essential aspects of CLIL pedagogy. This collection of papers serves as a good indication that valuable research is being conducted throughout Europe and that CLIL research is establishing itself as an important area of applied linguistics. This book is mainly addressed to those in-service teachers who teach in bilingual classrooms anywhere in the world, under any circumstances, and who wish to know more about CLIL pedagogy. It can also be used as a helpful handbook for EFL student teachers. The book is also for teacher trainers running both pre-service and in-service courses. ",,Cambridge Scholars Publishing 2012-05-01,Alexander Kravchenko,Cognitive Dynamics in Linguistic Interactions,Hardback,978-1-4438-3774-3,39.99,"In the era of globalization, issues of international and intercultural communication in different professional areas become even more acute. There is a growing demand to increase the efficiency of higher learning educational programs, called upon to enhance second or foreign language communicative competence of would-be specialists. Yet the existing methods of teaching a foreign or second language are far from being satisfactory in terms of expected efficiency. This is symptomatic of a general methodological problem: we lack holistic understanding of how natural language shapes the cognitive domain of human interactions. Orthodox linguistic science is based on a premise that language is a tool for expressing and conveying thought, thus making communication between humans possible. This dualistic assumption ignores the fact that just as there may be no language without interacting human subjects, there may be no human thought (or, largely, humanness) to speak of without languaging as species-specific behavior, because ‘we as humans happen in language’ (Maturana). The study of language, therefore, must focus on the dynamics of linguistic interactions, and dialogue should be pursued between applied linguists and theoreticians about the conceptual-theoretic foundations of linguistic education. This volume is just such an attempt. ",,Cambridge Scholars Publishing 2012-05-01,Azamat Akbarov,Communication Approach in English Through the Internet,Hardback,978-1-4438-3759-0,34.99,"Communication Approach in English Through the Internet carefully prepares students to read university-level texts. It teaches students the strategies and the vocabulary-building skills to help them grow in confidence and progress to higher levels of linguistic proficiency. The exercises will help students develop their four basic academic skills and express themselves in a mature and appropriate way that is relevant to the context, whether it be a report, conversation or other form of discourse. Each unit plan provides, step-by-step, a variety of lively exercises for brainstorming ideas and planning a structure that can be used directly from the book or as a springboard for innovative Internet resources. The author emphasizes active learning and addresses the needs of EFL students. This is the perfect coursebook for weaving the excitement and usefulness of the Internet into your daily English communication. Features • A skills and strategies sections that teach essential linguistic skills • Tasks that encourage students to interact with the text and practice using internet resources • Activities that take students “beyond the classroom,” and can be used for discussion and communication ","“A novel approach to teaching English as a foreign language that combines the strengths of the communicative syllabus with the flexibility and richness of internet resources to deliver an accessible and down-to-earth coursebook.” – Dr Mona Baker, Professor of Translation Studies, School of Languages, Linguistics and Cultures, University of Manchester, UK “This book introduces fundamental linguistic skills and strategies such as indentifying main ideas, interpreting information [from] internet resources, and preparing for reading and presentation skills.” – Prof Dr Mehmet Demirezen, Head of the ELT Department, Hacettepe University, Turkey “The coursebook will help students to make the transition from the way they have been learning and using English at college to the approach expected at university. The book is principally designed for classroom use, but it can be used for independent study.” – Dr Patrick Roberts, Professor of Education, National Louis University, USA ",Cambridge Scholars Publishing 2012-06-01,"Georgeta Raţă, Florin Sala and Ionel Samfira",Agricultural English,Hardback,978-1-4438-3890-0,44.99,"Agricultural English is a collection of essays on the English of Agriculture. The approach is a linguistic one: the different aspects of the English used in the field of agriculture (agricultural practices, agricultural systems) and in some fields related to agriculture (agricultural zoology, agri-tourism, biology, botany, ecology, entomology, gastronomy, land measurement, plant pathology, zoology) are analysed from a morphological (combination, derivation), syntactical (nominal phrases, verbal phrases), lexical and lexicographical, semantic (homonymy, semantic fields, synonymy, terminology), pragmatic (academic discourse, idiom, metaphor), etymological (etymon, Latin heritage), and contrastive (English–Croatian, English–French, English–German, English–Romanian, Romanian–English) points of view. The book will appeal to agriculturists, animal breeders, professors, researchers, students, and translators from Croatian-, English-, French-, German-, and Romanian-speaking countries, active in their own countries or abroad. The types of academic readership it would appeal to include academic teaching staff, researchers and students in the fields of agriculture and related fields – agricultural zoology, agri-tourism, biology, botany, ecology, entomology, gastronomy, land measurement, plant pathology, and zoology. ",,Cambridge Scholars Publishing 2012-07-01,"Eliza J. Nash, Nevin C. Brown and Lavinia Bracci",Intercultural Horizons 2011,Hardback,978-1-4438-3964-8,39.99,"This volume features a collection of papers from the first annual Intercultural Horizons conference held in May 2011 in Siena, Italy. The 2011 conference was entitled “Best Practices in Intercultural Competence Development” and featured speakers and participants from over 15 countries, including leaders in the field such as Janet Bennett of the Intercultural Communication Institute, Alvino Fantini of the School for International Training, Andrew Furco of the University of Minnesota, and Carol Ma of the Center for Service-Learning at Lingnan University (Hong Kong). The authors of these papers provide perspectives on intercultural communication and related issues from viewpoints as varied as the traditional researcher, the teacher in fields as diverse as second-language acquisition, music and the culinary arts, and the administrator of a specific program or at the senior level of a college or university. Together they form a representative sample of the themes discussed during the 2011 conference. The editors consider this first meeting to be the dawn, so to speak, of Intercultural Horizons, which aspires to become a respected venue for scholars and practitioners to exchange ideas, techniques and pedagogies on intercultural communication in years to come. ",,Cambridge Scholars Publishing 2012-07-01,Guadalupe Ruiz-Farjardo,Methodological Developments in Teaching Spanish as a Second and Foreign Language,Hardback,978-1-4438-3973-0,44.99,"This book on applied linguistics presents new trends and improvements on the teaching of Spanish. It deals with two major scopes in the field of linguistics that have a crucial role in the development of language teaching in general and of the teaching of Spanish in particular: Interaction and Grammar. The topics chosen coincide with the areas in which the communicative approach to language teaching dominant in European and American colleges and universities since the 1970s and 80s has been the object of most revision. In its first part, The book appeals both to pragmatics and to discourse analysis to research the specifics of classroom discourse and classroom interaction, as well as the differences between interactions among Spanish native speakers and interaction among non natives, in order to develop methodologies for the effective reincorporation of these aspects to the Spanish language classroom, such as tasks to teach interaction or techniques to implement learner-centered interactive class dynamics and cooperative learning. In its second part, this book reviews the pedagogical advantages of language description based on Cognitive Grammar theory and explains different aspects of the Spanish grammar. The main purpose of our contribution is to show how taking into account different dimensions of construal and perspective in linguistic representations helps teachers to elucidate idiosyncratic and subtle contrasts of Spanish structure that other views and approaches cannot clarify on a meaningful base, such as the aspectual opposition between preterits or the modal opposition between indicative and subjunctive, both of high importance for the English speaking student. The work selected for this book, done by experts from Columbia University and from several universities in Spain, represents the most current lines of inquiry in this “post-communicative” approach as applied specifically to the teaching of Spanish. This book seeks to be to be a “must-read” for present and future. It tackles unexplored territory, for journals and applied linguistics collections have mainly addressed these problems in relation to English language and instruction. ",,Cambridge Scholars Publishing 2012-08-01,Yuhong Jiang,"Reflection, Change and Reconstruction in the Context of Educational Reform and Innovation in China: Towards an Integrated Framework Centred on Reflective Teaching Practice for EFL Teachers’ Professional Development",Hardback,978-1-4438-3993-8,54.99,,,Cambridge Scholars Publishing