In the past twenty years, the number of educational tests with high-stakes consequences—such as promotion to the next grade level or graduating from high school—has increased. At the same time, the difficulty of the tests has also increased. In Texas, a Latina state legislator introduced and lobbied for a bill that would take such factors as teacher recommendations, portfolios of student work, and grades into account for the students—usually students of color—who failed such tests. The bill was defeated.
Using several types of ethnographic study (personal interviews, observations of the Legislature in action, news broadcasts, public documents from the Legislature and Texas Education Agency), Amanda Walker Johnson observed the struggle for the bill’s passage. Through recounting this experience, Objectifying Measures explores the relationship between the cultural production of scientific knowledge (of statistics in particular) and the often intuitive resistance to objectification of those adversely affected by the power of policies underwritten as "scientific."
An entertaining reworking of the most popular branch of the Old French tale of Reynard the Fox, the mid-thirteenth century Dutch epic Van den vos Reynaerde is one of the earliest long literary works in the Dutch vernacular. Sly Reynaert and a cast of other comical woodland characters find themselves again and again caught up in escapades that often provide a satirical commentary on human society.
This charmingly volume is the first bilingual edition of the tale, featuring facing pages with an English translation by Thea Summerfield, making the undisputed masterpiece of medieval Dutch literature accessible to a wide international audience. Accompanying the critical text and parallel translation are an introduction, interpretative notes, an index of names, a complete glossary, and a short introduction to Middle Dutch.
Raimund E. Goerler, acclaimed archivist and historian, has written the definitive guidebook to the history of The Ohio State University, one of the world's largest universities and a prominent land-grant institution. Using a topical strategy—ranging widely through critical events in OSU's history, vignettes of prominent alumni, and stories of well known campus buildings, historic sites, presidents, student life, traditions, and athletics—The Ohio State University: An Illustrated History is the first one-volume history of the University to appear in more than fifty years.
Youth mentoring programs must change in order to become truly effective. The world’s leading expert shows how.
Youth mentoring is among the most popular forms of volunteering in the world. But does it work? Does mentoring actually help young people succeed? In Older and Wiser, mentoring expert Jean Rhodes draws on more than thirty years of empirical research to survey the state of the field. Her conclusion is sobering: there is little evidence that most programs—even renowned, trusted, and long-established ones—are effective. But there is also much reason for hope.
Mentoring programs, Rhodes writes, do not focus on what young people need. Organizations typically prioritize building emotional bonds between mentors and mentees. But research makes clear that effective programs emphasize the development of specific social, emotional, and intellectual skills. Most mentoring programs are poorly suited to this effort because they rely overwhelmingly on volunteers, who rarely have the training necessary to teach these skills to young people. Moreover, the one-size-fits-all models of major mentoring organizations struggle to deal with the diverse backgrounds of mentees, the psychological effects of poverty on children, and increasingly hard limits to upward mobility in an unequal world.
Rhodes doesn’t think we should give up on mentoring—far from it. She shows that evidence-based approaches can in fact create meaningful change in young people’s lives. She also recommends encouraging “organic” mentorship opportunities—in schools, youth sports leagues, and community organizations.
Winner of the Eleanor Maccoby Book Award
“This engaging and well-written book is a significant advance in our understanding of when and how mentoring matters…[It] lays the foundations for an approach to mentoring that is both rigorous and rich in new ideas.”
—Robert D. Putnam, author of Our Kids: The American Dream in Crisis
“Rhodes forces us to slam the brakes on ineffective practices and improve an industry that is devoted to the potential of our nation’s children…The author’s concrete recommendations will create new pathways to opportunity for youth in greatest need.”
—Michael D. Smith, Executive Director, My Brother’s Keeper Alliance
“A powerful assessment of what is needed to best help young people today.”
—Pam Iorio, President and CEO, Big Brothers Big Sisters of America
Youth mentoring is one of the most popular forms of volunteering in the world today, but does it work? Drawing on over thirty years of research and her own experience in the field, Jean Rhodes reveals that most mentoring programs fail to deliver what young people actually need. Many prioritize building emotional bonds between mentors and mentees. But research shows that effective programs go far beyond this, developing specific social, emotional, and intellectual skills.
Most mentoring programs rely on volunteers, who rarely have the training to teach these skills. Their one-size-fits-all models struggle to meet the diverse needs of mentees, and rarely take account of the psychological effects of poverty on children. Rhodes doesn’t think we should give up on mentoring—far from it. Instead, she recommends “organic” mentorship opportunities—in schools, youth sports leagues, and community organizations—and shares specific approaches that can spark meaningful change in young people’s lives.
You go into teaching with high hopes: to inspire students, to motivate them to learn, to help them love your subject. Then you find yourself facing a crowd of expectant faces on the first day of the first semester, and you think “Now what do I do?”
Practical and lively, On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. It provides a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you’re trying to meet your own demanding research and service requirements. What do you put on the syllabus? How do you balance lectures with group assignments or discussions—and how do you get a dialogue going when the students won’t participate? What grading system is fairest and most efficient for your class? Should you post lecture notes on a website? How do you prevent cheating, and what do you do if it occurs? How can you help the student with serious personal problems without becoming overly involved? And what do you do about the student who won’t turn off his cell phone?
Packed with anecdotes and concrete suggestions, this book will keep both inexperienced and veteran teachers on course as they navigate the calms and storms of classroom life.
Classroom-based writing tutoring is a distinct form of writing support, a hybrid instructional method that engages multiple voices and texts within the college classroom. Tutors work on location in the thick of writing instruction and writing activity.
On Location is the first volume to discuss this emerging practice in a methodical way. The essays in this collection integrate theory and practice to highlight the alliances and connections on-location tutoring offers while suggesting strategies for resolving its conflicts. Contributors examine classroom-based tutoring programs located in composition courses as well as in writing intensive courses across the disciplines.
Harvard Law School is the oldest and, arguably, the most influential law school in the nation. U.S. presidents, Supreme Court justices, and foreign heads of state, along with senators, congressional representatives, social critics, civil rights activists, university presidents, state and federal judges, military generals, novelists, spies, Olympians, film and TV producers, CEOs, and one First Lady have graduated from the school since its founding in 1817.
During its first century, Harvard Law School pioneered revolutionary educational ideas, including professional legal education within a university, Socratic questioning and case analysis, and the admission and training of students based on academic merit. But the school struggled to navigate its way through the many political, social, economic, and legal crises of the century, and it earned both scars and plaudits as a result. On the Battlefield of Merit offers a candid, critical, definitive account of a unique legal institution during its first century of influence.
Daniel R. Coquillette and Bruce A. Kimball examine the school’s ties with institutional slavery, its buffeting between Federalists and Republicans, its deep involvement in the Civil War, its reluctance to admit minorities and women, its anti-Catholicism, and its financial missteps at the turn of the twentieth century. On the Battlefield of Merit brings the story of Harvard Law School up to 1909—a time when hard-earned accomplishment led to self-satisfaction and vulnerabilities that would ultimately challenge its position as the leading law school in the nation. A second volume will continue this history through the twentieth century.
A witty and incisive exploration of the philosophical conundrums that animate the digital humanities
Since its inception, the digital humanities has been repeatedly attacked as a threat to the humanities: warnings from literary and cultural theorists of technology overtaking English departments and the mechanization of teaching have peppered popular media. Stephen Ramsay’s On the Digital Humanities, a collection of essays spanning the personal to the polemic, is a spirited defense of the field of digital humanities.
A founding figure in what was once known as “humanities computing,” Ramsay has a well-known and contentious relationship with what is now called the digital humanities (DH). Here Ramsay collects and updates his most influential and notorious essays and speeches from the past fifteen years, considering DH from an array of practical and theoretical perspectives. The essays pursue a broad variety of themes, including the nature of data and its place in more conventional notions of text and interpretation, the relationship between the constraints of computation and the more open-ended nature of the humanities, the positioning of practical skills and infrastructures in both research and pedagogical contexts, the status of DH as a program for political and social action, and personal reflections on the author’s journey into the field as both a theorist and a technologist.
These wide-ranging essays all center around one idea: that DH not forsake its connection to the humanities. While “digital humanities” may sound like an entirely new form of engagement with the artifacts of human culture, Ramsay argues that the field well reveals what is most essential to humanistic inquiry.
The United States Air Force Academy stands as one of the most extensive architectural projects of the cold war era. Key to a full understanding of American modernism, the project was also a volatile battleground involving competing ideas about aesthetics and politics. Arguing that the academy's production was squarely grounded in bureaucratic and political processes, Robert Allen Nauman demonstrates that selection of both the site and the design firm was the result of political maneuverings involving U.S. military leadership.
In the academy’s iconic design, myths and metaphors of flight and the American West were interwoven with those of modernism, both to justify the plan and to free it from any lingering socialist or European associations. Skidmore, Owings, and Merrill’s first public exhibition of plans and models for the project was designed by the former Bauhaus master Herbert Bayer, and it incorporated photographs of the Colorado Springs site by Ansel Adams and William Garnett. Using previously unexplored resources of the U.S. Air Force Academy, SOM, and the Air Force Academy Construction Agency, Nauman uncovered materials such as negatives of Adams’s original photographs of the sites. He also conducted extensive interviews with SOM’s project director for the academy, Walter Netsch, in tracing the complete history of the academy's construction, from its earliest conception to eventual completion.The One Best System presents a major new interpretation of what actually happened in the development of one of America's most influential institutions. At the same time it is a narrative in which the participants themselves speak out: farm children and factory workers, frontier teachers and city superintendents, black parents and elite reformers. And it encompasses both the achievements and the failures of the system: the successful assimilation of immigrants, racism and class bias; the opportunities offered to some, the injustices perpetuated for others.
David Tyack has placed his colorful, wide-ranging view of history within a broad new framework drawn from the most recent work in history, sociology, and political science. He looks at the politics and inertia, the ideologies and power struggles that formed the basis of our present educational system. Using a variety of social perspectives and methods of analysis, Tyack illuminates for all readers the change from village to urban ways of thinking and acting over the course of more than one hundred years.
One-on-one encounters with writers often contribute more to the development of student writing abilities than any classroom activity because they are personalized and responsive to individual needs. For the encounters to be successful, the writing tutor, teacher, or consultant must be prepared, must be knowledgeable of what it means to write and the factors that make writing more and less effective, and must also know the students.
This guide focuses on what those who conference with second language writers need to know to respond best to students, recognize their needs, and steer conversations in productive directions. One on One with Second Language Writers provides tips about activities that can be adapted to individual contexts, student writing samples that can be analyzed for practice, a glossary, a list of useful resources, and a checklist for conferencing sessions.
The book is appropriate for use in university and secondary school writing or learning centers, teacher training programs for both general composition and ESOL instructors, and as an individual reference tool. The book uses non-technical language where possible, but terminology is introduced where it might be useful when conferencing with students.
A new approach to training and evaluating world languages online instructors
The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.
In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.
The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press’s website) further supports readers’ successful adaptation to an everchanging learning environment.
Explores how university governance is restricted by ceremony and what it must do to survive
University shared governance is a microcosm of regulation and thrives particularly on ceremony to communicate its relevance. While many investigations of university governance examine representation, Opening Ceremony offers that, instead, stakeholders’ belief in institutional values can invite revision of stagnant governance practices. Governance tells us what the rules are, but they also tell us how to feel: opening up the ceremonial communication of this system invites new participants to rewrite how universities respond to felt needs.
Kathryn J. Gindlesparger considers how to break the seal of ceremony to invite voices not traditionally heard in governance and, in doing so, protect the ideals of the institution and rebuild trust in higher education.
In Opportunity Lost, Marcus D. Pohlmann examines the troubling issue of why Memphis city school students are underperforming at alarming rates. His provocative interdisciplinary analysis, combining both history and social science, examines the events before and after desegregation, compares a city school to an affluent suburban school to pinpoint imbalances, and offers critical assessments of various educational reforms.
In addition to his analysis of the problems, Pohlmann lays out educational reforms that run the gamut from early intervention and parental involvement to increasing teacher compensation, improving time utilization, and more. Pohlmann’s illuminating and original study has wide application for a problem that bedevils inner-city children everywhere and prevents the promise of equality from reaching all of our nation’s citizens.
In Opportunity Lost, Marcus D. Pohlmann examines the troubling issue of why Memphis city school students are underperforming at alarming rates. His provocative interdisciplinary analysis, combining both history and social science, examines the events before and after desegregation, compares a city school to an affluent suburban school to pinpoint imbalances, and offers critical assessments of various educational reforms.
Employing a rich trove of data to demonstrate the realities of racial and economic inequality, Pohlmann underscores the difficulties that plague the urban schools and their students-problems that persist despite the fact that the city schools often have more resource advantages than the county schools: better student-to-teacher ratios, more teachers with advanced degrees, and even greater spending on each student. Pohlmann demonstrates that post-industrial economic shifts and continuing racial exclusion have resulted in a predominance of low-income students at these schools. This economic disadvantage has had a lasting impact on performance among students at all grade levels and has not been reversed simply by increasing resources.
In addition to his analysis of the problems, Pohlmann lays out educational reforms that run the gamut from early intervention and parental involvement to increasing class size and teacher compensation, improving time utilization, and more. Pohlmann's illuminating and original study has wide application for a problem that bedevils inner-city children everywhere and prevents the promise of equality from reaching all of our nation's citizens.
Marcus D. Pohlmann is professor of political science at Rhodes College. He is the author of Governing the Postindustrial City; coauthor, with Michael P. Kirby, of Racial Politics at the Crossroads: Memphis Elects W. W. Herenton; and editor of the six-volume African American Political Thought.
A central work in the history of rhetoric.
Quintilian, born in Spain about AD 35, became a widely known and highly successful teacher of rhetoric in Rome. The Orator’s Education (Institutio Oratoria), a comprehensive training program in twelve books, draws on his own rich experience. It is a work of enduring importance, not only for its insights on oratory, but for the picture it paints of education and social attitudes in the Roman world.
Quintilian offers both general and specific advice. He gives guidelines for proper schooling (beginning with the young boy); analyzes the structure of speeches; recommends devices that will engage listeners and appeal to their emotions; reviews a wide range of Greek and Latin authors of use to the orator; and counsels on memory, delivery, and gestures.
Donald Russell’s five-volume Loeb Classical Library edition of The Orator’s Education, which replaces an eighty-year-old translation by H. E. Butler, provides a text and facing translation that are fully up to date in light of current scholarship and well tuned to today’s manner of expression. Russell also provides unusually rich explanatory notes, which enable full appreciation of this central work in the history of rhetoric.
A central work in the history of rhetoric.
Quintilian, born in Spain about AD 35, became a widely known and highly successful teacher of rhetoric in Rome. The Orator’s Education (Institutio Oratoria), a comprehensive training program in twelve books, draws on his own rich experience. It is a work of enduring importance, not only for its insights on oratory, but for the picture it paints of education and social attitudes in the Roman world.
Quintilian offers both general and specific advice. He gives guidelines for proper schooling (beginning with the young boy); analyzes the structure of speeches; recommends devices that will engage listeners and appeal to their emotions; reviews a wide range of Greek and Latin authors of use to the orator; and counsels on memory, delivery, and gestures.
Donald Russell’s five-volume Loeb Classical Library edition of The Orator’s Education, which replaces an eighty-year-old translation by H. E. Butler, provides a text and facing translation that are fully up to date in light of current scholarship and well tuned to today’s manner of expression. Russell also provides unusually rich explanatory notes, which enable full appreciation of this central work in the history of rhetoric.
A central work in the history of rhetoric.
Quintilian, born in Spain about AD 35, became a widely known and highly successful teacher of rhetoric in Rome. The Orator’s Education (Institutio Oratoria), a comprehensive training program in twelve books, draws on his own rich experience. It is a work of enduring importance, not only for its insights on oratory, but for the picture it paints of education and social attitudes in the Roman world.
Quintilian offers both general and specific advice. He gives guidelines for proper schooling (beginning with the young boy); analyzes the structure of speeches; recommends devices that will engage listeners and appeal to their emotions; reviews a wide range of Greek and Latin authors of use to the orator; and counsels on memory, delivery, and gestures.
Donald Russell’s five-volume Loeb Classical Library edition of The Orator’s Education, which replaces an eighty-year-old translation by H. E. Butler, provides a text and facing translation that are fully up to date in light of current scholarship and well tuned to today’s manner of expression. Russell also provides unusually rich explanatory notes, which enable full appreciation of this central work in the history of rhetoric.
A central work in the history of rhetoric.
Quintilian, born in Spain about AD 35, became a widely known and highly successful teacher of rhetoric in Rome. The Orator’s Education (Institutio Oratoria), a comprehensive training program in twelve books, draws on his own rich experience. It is a work of enduring importance, not only for its insights on oratory, but for the picture it paints of education and social attitudes in the Roman world.
Quintilian offers both general and specific advice. He gives guidelines for proper schooling (beginning with the young boy); analyzes the structure of speeches; recommends devices that will engage listeners and appeal to their emotions; reviews a wide range of Greek and Latin authors of use to the orator; and counsels on memory, delivery, and gestures.
Donald Russell’s five-volume Loeb Classical Library edition of The Orator’s Education, which replaces an eighty-year-old translation by H. E. Butler, provides a text and facing translation that are fully up to date in light of current scholarship and well tuned to today’s manner of expression. Russell also provides unusually rich explanatory notes, which enable full appreciation of this central work in the history of rhetoric.
A central work in the history of rhetoric.
Quintilian, born in Spain about AD 35, became a widely known and highly successful teacher of rhetoric in Rome. The Orator’s Education (Institutio Oratoria), a comprehensive training program in twelve books, draws on his own rich experience. It is a work of enduring importance, not only for its insights on oratory, but for the picture it paints of education and social attitudes in the Roman world.
Quintilian offers both general and specific advice. He gives guidelines for proper schooling (beginning with the young boy); analyzes the structure of speeches; recommends devices that will engage listeners and appeal to their emotions; reviews a wide range of Greek and Latin authors of use to the orator; and counsels on memory, delivery, and gestures.
Donald Russell’s five-volume Loeb Classical Library edition of The Orator’s Education, which replaces an eighty-year-old translation by H. E. Butler, provides a text and facing translation that are fully up to date in light of current scholarship and well tuned to today’s manner of expression. Russell also provides unusually rich explanatory notes, which enable full appreciation of this central work in the history of rhetoric.
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning?
The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Winner of the 2008 NJ Studies Academic Alliance author's award for an outstanding non-fiction work about New Jersey
In 1981, when Raymond Abbott was a twelve-year-old sixth-grader in Camden, New Jersey, poor city school districts like his spent 25 percent less per student than the state’s wealthy suburbs did. That year, Abbott became the lead plaintiff in a landmark class-action lawsuit demanding that the state provide equal funding for rich and poor schools. Over the next twenty-five years, as the non-profit law firm representing the plaintiffs won ruling after ruling from the New Jersey Supreme Court, Abbott dropped out of school, fought a cocaine addiction, and spent time in prison before turning his life around.
Raymond Abbott’s is just one of the many human stories that have too often been forgotten in the policy battles New Jersey has waged for two generations over equal funding for rich and poor schools. Other People’s Children, the first book to tell the story of this decades-long school funding battle, interweaves the public story—an account of legal and political wrangling over laws and money—with the private stories of the inner-city children who were named plaintiffs in the state’s two school funding lawsuits, Robinson v. Cahill and Abbott v. Burke. Although these cases have shaped New Jersey’s fiscal and political landscape since the 1970s, most recently in legislative arguments over tax reform, the debate has often been too abstract and technical for most citizens to understand. Written in an accessible style and based on dozens of interviews with lawyers, politicians, and the plaintiffs themselves, Other People’s Children crystallizes the arguments and clarifies the issues for general readers.
Beyond its implications for New Jersey, this book is an important contribution to the conversations taking place in all states about the nation’s responsibility for its poor, and the role of public schools in providing equal opportunities and promising upward mobility for hard-working citizens, regardless of race or class.
This is an auto-narrated audiobook edition of this book.
An illuminating history of the reform agenda in higher education.
For well over one hundred years, people have been attempting to make American colleges and universities more efficient and more accountable. Indeed, Ethan Ris argues in Other People’s Colleges, the reform impulse is baked into American higher education, the result of generations of elite reformers who have called for sweeping changes in the sector and raised existential questions about its sustainability. When that reform is beneficial, offering major rewards for minor changes, colleges and universities know how to assimilate it. When it is hostile, attacking autonomy or values, they know how to resist it. The result is a sector that has learned to accept top-down reform as part of its existence.
In the early twentieth century, the “academic engineers,” a cadre of elite, external reformers from foundations, businesses, and government, worked to reshape and reorganize the vast base of the higher education pyramid. Their reform efforts were largely directed at the lower tiers of higher education, but those efforts fell short, despite the wealth and power of their backers, leaving a legacy of successful resistance that affects every college and university in the United States. Today, another coalition of business leaders, philanthropists, and politicians is again demanding efficiency, accountability, and utility from American higher education. But, as Ris argues, top-down design is not destiny. Drawing on extensive and original archival research, Other People’s Colleges offers an account of higher education that sheds light on today’s reform agenda.
If asked to identify which children rank lowest in relation to national educational norms, have higher school dropout and absence rates, and more commonly experience learning problems, few of us would know the answer: white, urban Appalachian children. These are the children and grandchildren of Appalachian families who migrated to northern cities in the 1950s to look for work. They make up this largely “invisible” urban group, a minority that represents a significant portion of the urban poor. Literacy researchers have rarely studied urban Appalachians, yet, as Victoria Purcell-Gates demonstrates in Other People’s Words, their often severe literacy problems provide a unique perspective on literacy and the relationship between print and culture.
A compelling case study details the author’s work with one such family. The parents, who attended school off and on through the seventh grade, are unable to use public transportation, shop easily, or understand the homework their elementary-school-age son brings home because neither of them can read. But the family is not so much illiterate as low literate—the world they inhabit is an oral one, their heritage one where print had no inherent use and no inherent meaning. They have as much to learn about the culture of literacy as about written language itself.
Purcell-Gates shows how access to literacy has been blocked by a confluence of factors: negative cultural stereotypes, cultural and linguistic elitism, and pedagogical obtuseness. She calls for the recruitment and training of “proactive” teachers who can assess and encourage children’s progress and outlines specific intervention strategies.
The idea that American education has been steered by progressive values is celebrated by liberals and deplored by conservatives, but both sides accept it as fact. Adam Laats shows that this widely held belief is simply wrong. Upending the standard narrative of American education as the product of courageous progressive reformers, he calls to center stage the conservative activists who decisively shaped America’s classrooms in the twentieth century. The Other School Reformers makes clear that, in the long march of American public education, progressive reform has more often been a beleaguered dream than an insuperable force.
Laats takes an in-depth look at four landmark school battles: the 1925 Scopes Trial, the 1939 Rugg textbook controversy, the 1950 ouster of Pasadena Public Schools Superintendent Willard Goslin, and the 1974 Kanawha County school boycott. Focused on issues ranging from evolution to the role of religion in education to the correct interpretation of American history, these four highly publicized controversies forced conservatives to articulate their vision of public schooling—a vision that would keep traditional Protestant beliefs in America’s classrooms and push out subversive subjects like Darwinism, socialism, multiculturalism, and feminism. As Laats makes clear in case after case, activists such as Hiram Evans and Norma Gabler, Homer Chaillaux and Louise Padelford were fiercely committed to a view of the curriculum that inculcated love of country, reinforced traditional gender roles and family structures, allowed no alternatives to capitalism, and granted religion a central role in civic life.
Arden Neisser’s classic book on American Sign Language (ASL) and the Deaf community is again available, with a new prologue. The Other Side of Silence explores the Deaf community through telling interviews and research from across the country.
In widely varying encounters, Neisser heard Deaf individuals recall how their teachers suppressed ASL, how linguists foster conflicting theories, and how various institutions of the deaf dilute ASL to suit hearing patrons. This seminal book reveals the warmth, creativity, and resilience of Deaf people, and offers an update of the community today.
When The Other Tongue appeared in 1982, it was called "required reading for all those concerned with English teaching in non-native situations, from the classroom teacher to the policy planner", Jowhn Platt, English World-Wide) and "an extremely useful and stimulating collection" (William C. Ritchie, Language). It introduced refreshingly new perspectives for understanding the spread and functions of English around the world.
This dramatically revised volume contains eight new chapters, replacing or updating more than half of the first edition. The Other Tongue is the first attempt to integrate and address provocative issues relevant to a deeper understanding of the forms and functions of English within different sociolinguistic, cross-cultural, and cross-linguistic contexts. The volume discusses linguistic, literary, pedagogical, and attitudinal issues related to world Englishes.
Winner, A Choice Outstanding Academic Book
When the Oakland, California, school board called African American English "Ebonics" and claimed that it "is not a black dialect or any dialect of English," they reignited a debate over language, race, and culture that reaches back to the era of slavery in the United States. In this book, John Baugh, an authority on African American English, sets new parameters for the debate by dissecting and challenging many of the prevailing myths about African American language and its place in American society.
Baugh's inquiry ranges from the origins of African American English among slaves and their descendants to its recent adoption by standard English speakers of various races. Some of the topics he considers include practices and malpractices for educating language minority students, linguistic discrimination in the administration of justice, cross-cultural communication between Blacks and whites, and specific linguistic aspects of African American English. This detailed overview of the main points of debate about African American language will be important reading for both scholars and the concerned public.
The WPA Outcomes Statement is important because it represents a working consensus among composition scholars about what college students should learn and do in a composition program. But as a single-page document, the statement cannot convey the kind of reflective process that a writing program must undertake to address the learning outcomes described.
The Outcomes Book relates the fuller process by exploring the matrix of concerns that surrounded the developing Statement itself, and by presenting the experience of many who have since employed it in their own settings.
With painstaking reportage, Kathy Orton vividly captures the internal fervor of the personalities who champion their gameùall the triumphs and disappointments of an Ivy hoop season. Scholarships for student athletes? None, and this is the only Division I conference that does not offer them. The TV spotlight? It barely shines, despite the passion, talent, and commitment of the players. Megadollar contracts from the NBA? Rarely does a player receive an offer. These age-old institutions are better known for turning out presidents, not point guards, and CEOs and captains of industry, not centers on the court.
Orton weaves together the stories of coaches and players as they move from fall practice through an entire season and ahead to the NCAA tournament. From Harvard to Penn, Princeton to Cornell and beyond, playersùperhaps more accustomed to pomp and circumstanceùface leaky gyms, endure long bus rides, rigorous courseloads, and unbearable exam schedules. Why? Just to prove they can hang with the big boys despite juggling multiple non-athletic responsibilities? Maybe. But more importantly, for the sincere love of the game.
Outside the Limelight provides frontcourt vision for college basketball fans everywhere to achieve an appreciation of this captivating conference and for diehard enthusiasts to gain greater insight into what brings Ivy League basketball to center circle.
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace.
But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively.
Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
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