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Multilingual Teaching Strategies for Diverse Deaf Students
Debbie Golos
Gallaudet University Press, 2024
A highly practical and engaging resource for current and future teachers, 58-IN-MIND describes and demonstrates theoretically-driven, research-based, and classroom-tested best practices for using American Sign Language and English in instruction across the curriculum. The multilingual and multimodal instructional strategies presented here are embedded in approaches that aid learning and foster well-being. This book will support teachers in creating meaningful educational experiences for Deaf students in all grades, from early childhood education through high school.

Each chapter is written by a team of researchers and P–12 teachers with at least one Deaf coauthor. With seventy-five percent of the authors being Deaf, this is the first teaching methods book to harness the expertise of Deaf professionals at this level, highlighting their vital role in Deaf education and in shaping inclusive and effective learning environments. This book meets the need for a resource that recognizes the diversity of Deaf students by creating space in the classroom to honor their home/heritage languages, cultures, races, genders, abilities, hearing levels, and other multiple and intersecting identities. Written in a conversational tone, the book includes core recommendations for instruction of the targeted subject area, examples of key strategies, lessons and real stories from those working in the field, suggestions for practice, and recommended resources.

“58-IN-MIND” in the title refers to the version of the ASL sign "stick" that is made on the forehead, which is equivalent to the English idiom “to stick in one's mind.” As in, when students learn in a culturally responsive manner, the learning is likely to stick. The title also alludes indirectly to the collective aspirations of the chapter authors that the practices discussed in the book will also stick in the readers’ minds, and thus have a transformative impact on the way Deaf students are taught.

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Advances in Teaching Sign Language Interpreters
Cynthia B. Roy
Gallaudet University Press, 2005

Picking up where Innovative Practices in Teaching Sign Language Interpreters left off, this new collection presents the best new interpreter teaching techniques proven in action by the eminent contributors assembled here. In the first chapter, Dennis Cokely discusses revising curricula in the new century based upon experiences at Northeastern University. Jeffrey E. Davis delineates how to teach observation techniques to interpreters, while Elizabeth Winston and Christine Monikowski suggest how discourse mapping can be considered the Global Positioning System of translation.

In other chapters, Laurie Swabey proposes ways to handle the challenge of referring expressions for interpreting students, and Melanie Metzger describes how to learn and recognize what interpreters do in interaction. Jemina Napier contributes information on training interpreting students to identify omission potential. Robert G. Lee explains how to make the interpreting process come alive in the classroom. Mieke Van Herreweghe discusses turn-taking and turn-yielding in meetings with Deaf and hearing participants in her contribution. Anna-Lena Nilsson defines “false friends,” or how contextually incorrect use of facial expressions with certain signs in Swedish Sign Language can be detrimental influences on interpreters. The final chapter by Kyra Pollitt and Claire Haddon recommends retraining interpreters in the art of telephone interpreting, completing Advances in Teaching Sign Language Interpreters as the new authoritative volume in this vital communication profession.


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And Sadly Teach
Teacher Education and Professionalization in American Culture
Jurgen Herbst
University of Wisconsin Press, 1991

To lend weight to his charge that the public school teacher has been betrayed and gravity to his indictment of the educational establishment for that betrayal, Jurgen Herbst goes back to the beginnings of teacher education in America in the 1830s and traces its evolution up to the 1920s, by which time the essential damage had been done.
    Initially, attempts were made to upgrade public school teaching to a genuine profession, but that ideal was gradually abandoned. In its stead, with the advent of newly emerging graduate schools of education in the early decades of the twentieth century, came the so-called professionalization of public education. At the expense of the training of elementary school teachers (mostly women), teacher educators shifted their attention to the turning out of educational "specialists" (mostly men)—administrators, faculty members at normal schools and teachers colleges, adult education teachers, and educational researchers.
    Ultimately a history of the neglect of the American public school teacher, And Sadly Teach ends with a plea and a message that ring loud and clear. The plea: that the current reform proposals for American teacher education—the Carnegie and the Holmes reports—be heeded. The message: that the key to successful school reform lies in educating teacher’s true professionals and in acknowledging them as such in their classrooms.


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The Art of Life in South Africa
Daniel Magaziner
Ohio University Press, 2016

From 1952 to 1981, South Africa’s apartheid government ran an art school for the training of African art teachers at Indaleni, in what is today KwaZulu-Natal. The Art of Life in South Africa is the story of the students, teachers, art, and politics that circulated through a small school, housed in a remote former mission station. It is the story of a community that made its way through the travails of white supremacist South Africa and demonstrates how the art students and teachers made together became the art of their lives.

Daniel Magaziner radically reframes apartheid-era South African history. Against the dominant narrative of apartheid oppression and black resistance, as well as recent scholarship that explores violence, criminality, and the hopeless entanglements of the apartheid state, this book focuses instead on a small group’s efforts to fashion more fulfilling lives for its members and their community through the ironic medium of the apartheid-era school.

There is no book like this in South African historiography. Lushly illustrated and poetically written, it gives us fully formed lives that offer remarkable insights into the now clichéd experience of black life under segregation and apartheid.


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The Art of Teaching Speaking
Research and Pedagogy for the ESL/EFL Classroom
Keith S. Folse
University of Michigan Press, 2006
*What elements make a speaking activity successful?
*Which tasks or activities really help build speaking fluency?
*What does the research show regarding speaking activities?
*What mistakes do ESL teachers often make in speaking activity design?

In this highly accessible and practical resource, Keith S. Folse provides a wealth of information to help ESL/EFL teachers design and use speaking tasks that will actually improve students' speaking fluency. The book presents and discusses the relevant research and assessment issues and includes case studies from twenty different settings and classrooms around the world so that readers learn from others about the problems and successes of using various speaking activities.

Teachers will find the chapters on Twenty Successful Activities and Ten Unsuccessful Activities particularly valuable. The successful activities are provided for classroom use and are reproducible. The book also contains five appendixes that explain what teachers need to know about vocabulary, pronunciation, and grammar and how they affect the teaching of speaking. Samples of successful lesson plans and a list of resources useful for teaching speaking are also included.

Keith S. Folse, Ph.D., is Coordinator, TESOL Programs, University of Central Florida (Orlando). He is the author of Vocabulary Myths (University of Michigan Press, 2004) and more than 35 second language textbooks, including texts on grammar, reading, speaking, listening, and writing.

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Building Special Operations Partnerships in Afghanistan and Beyond
Challenges and Best Practices from Afghanistan, Iraq, and Colombia
Austin Long
RAND Corporation, 2015
Building the capacity of Afghan special operations forces (SOF) is a key goal of the United States and its coalition partners. This report summarizes key partnering practices and presents findings from SOF partnership case studies in Afghanistan, Iraq, and Colombia. The goal is to identify best practices to benefit the development of Afghan SOF, as well as for special operations partnerships beyond Afghanistan.

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Changing the Way We Teach
Writing and Resistance in the Training of Teaching Assistants
Sally Barr Ebest
Southern Illinois University Press, 2005

Changing the Way We Teach: Writing and Resistance in the Training of Teaching Assistants draws on eighteen case studies to illustrate the critical role writing plays in overcoming graduate student resistance to instruction, facilitating change, and developing professional identity. Sally Barr Ebest argues that teaching assistants in English must be actively engaged in the theory and practice underlying composition pedagogy in order to better understand how to alter the way they teach and why such change is necessary.

In illustrating the potential for change when the paradigm shift in composition is applied to graduate education, Ebest considers recent discussions of composition pedagogy; post-secondary teaching theories; cognitive, social cognitive, and educational psychology; and issues of gender, voice, and writing.

Stemming from research conducted over a five-year period, this volume explores how a cross-section of teaching assistants responded to pedagogy as students and how their acceptance of pedagogy affected their performance as instructors. Investigating reasons behind manifestations of resistance and necessary elements for overcoming it, Ebest finds that engagement in composition strategies—reflective writing, journaling, drafting, and active learning—and restoration of feelings of self-efficacy are the primary factors that facilitate change.

Concerned with gender as it relates to personal construct, Changing the Way We Teach traces the influence of familial expectations and the effects of literacy experiences on students and draws correlations between feminist and composition pedagogy. Ebest asserts that the phenomena contributing to the development of a strong, unified voice in women—self-knowledge, empathy, positive role models, and mentors—should be essential elements of a constructivist graduate curriculum.

To understand composition pedagogy and to convince students of its values, Ebest holds that educators must embrace it themselves and trace the effects through active research. By providing graduate students with pedagogical sites for research and reflection, faculty enable them to express their anger or fear, study its sources, and quite often write their way to a new understanding.


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College Writing and Beyond
A New Framework for University Writing Instruction
Anne Beaufort
Utah State University Press, 2007

Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.

In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.

Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.


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Command Culture
Officer Education in the U.S. Army and the German Armed Forces, 1901-1940, and the Consequences for World War II
Jörg Muth
University of North Texas Press, 2011

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Community Effects of Leadership Development Education
Citizen Empowerment for Civic Engagement
Kenneth Pigg
West Virginia University Press, 2015

Community leadership development programs are designed to increase the capacity of citizens for civic engagement. These programs fill gaps in what people know about governance and the processes of governance, especially at the local level. The work of many in this field is a response to the recognition that in smaller, rural communities, disadvantaged neighborhoods, or disaster areas, the skills and aptitudes needed for citizens to be successful leaders are often missing or underdeveloped.

Community Effects of Leadership Development Education presents the results of a five-year study tracking community-level effects of community leadership development programs drawn from research conducted in Illinois, Minnesota, Missouri, South Carolina, Ohio, and West Virginia. 

As the first book of its kind to seek answers to the question of whether or not the millions of dollars invested each year in community leadership development programs are valuable in the real world, this book challenges researchers, community organizers, and citizens to identify improved ways of demonstrating the link from program to implementation, as well as the way in which programs are conceived and designed.

This text also explores how leadership development programs relate to civic engagement, power and empowerment, and community change, and it demonstrates that community leadership development programs really do produce community change. At the same time, the findings of this study strongly support a relational view of community leadership, as opposed to other traditional leadership models used for program design.

To complement their findings, the authors have developed CENCE, a new model for community leadership development programs, which links leadership development efforts to community development by understanding how Civic Engagement, Networks, Commitment, and Empowerment work together to produce community viability.


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CounterStories from the Writing Center
Frankie Condon
Utah State University Press, 2021
CounterStories from the Writing Center gathers emerging scholars of colour and their white accomplices to challenge some of the most cherished lore about the work of writing centres. Writing within an intersectional feminist frame, this volume’s contributors name and critique the dominant role that white, straight, cis-gendered women have played in writing centre administration as well as in the field of writing centre studies. This work will shake the field’s core assumptions about itself.
Practicing what Derrick Bell has termed “creative truth telling,” these writers are not concerned with individual white women in writing centres but with the social, political, and cultural capital that is the historical birthright of white, straight, cis-gendered women, particularly in writing centre studies. The essays collected in this volume test, defy, and overflow the bounds of traditional academic discourse in the service of powerful testimony, witness, and counterstory.
CounterStories from the Writing Center is a must-read for writing centre directors, scholars, and tutors who are committed to antiracist pedagogy and offers a robust intersectional analysis to those who seek to understand the relationship between the work of writing centres and the problem of racism. Accessible and usable for both graduate and undergraduate students of writing centre theory and practice, this work troubles the field’s commonplaces and offers a rich envisioning of what writing centres materially committed to inclusion and equity might be and do.
Contributors: Dianna Baldwin, Nicole Caswell, Mitzi Ceballos, Romeo Garcia, Neisha-Anne Green, Doug Kern, T. Haltiwanger Morrison, Bernice Olivas, Moira Ozias, Trixie Smith, Willow Trevino

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The Craft Of Librarian Instruct Tion
Using Acting Techniques
Julie Artman
Assoc of College & Research Libraries, 2016

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Divergent Paths
The Academy and the Judiciary
Richard A. Posner
Harvard University Press, 2016

Judges and legal scholars talk past one another, if they have any conversation at all. Academics couch their criticisms of judicial decisions in theoretical terms, which leads many judges—at the risk of intellectual stagnation—to dismiss most academic discourse as opaque and divorced from reality. In Divergent Paths, Richard Posner turns his attention to this widening gap within the legal profession, reflecting on its causes and consequences and asking what can be done to close or at least narrow it.

The shortcomings of academic legal analysis are real, but they cannot disguise the fact that the modern judiciary has several serious deficiencies that academic research and teaching could help to solve or alleviate. In U.S. federal courts, which is the focus of Posner’s analysis of the judicial path, judges confront ever more difficult cases, many involving complex and arcane scientific and technological distinctions, yet continue to be wedded to legal traditions sometimes centuries old. Posner asks how legal education can be made less theory-driven and more compatible with the present and future demands of judging and lawyering.

Law schools, he points out, have great potential to promote much-needed improvements in the judiciary, but doing so will require significant changes in curriculum, hiring policy, and methods of educating future judges. If law schools start to focus more on practical problems facing the American legal system rather than on debating its theoretical failures, the gulf separating the academy and the judiciary will narrow.


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Doing the Word
Southern Baptists' Carver School of Church Social Work and Its Predecessors, 1907–1997
T. Laine Scales
University of Tennessee Press, 2019
In the pantheon of publications related to women’s educational history, there is little research concerning women’s education in the context of the Baptist church. In Doing the Word: Southern Baptists’ Carver School of Church Social Work and Its Predecessors, 1907–1997, T. Laine Scales and Melody Maxwell provide a complete history of this unique institution. By exploring the dynamic evolution of women’s education through the lens of the women’s training program for missions and social work at the Southern Baptist Theological Seminary, the authors show how the institution both expanded women’s education and leadership and also came into tension with changes in the Southern Baptist Convention, ultimately resulting in its closing in 1997. A touchstone for women’s studies and church history alike, Doing the Word reopens a lost chapter in the evolution of women’s leadership during the twentieth century—a tumultuous period in which the Carver School, under significant pressure to reverse course, sought to expand the roles of women in leading the church.

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The Dual Enrollment Kaleidoscope
Reconfiguring Perceptions of First-Year Writing and Composition Studies
Christine Denecker
Utah State University Press, 2022
The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be.
DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography.

Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment.
Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart

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Ed School
A Brief for Professional Education
Geraldine Jonçich Clifford and James W. Guthrie
University of Chicago Press, 1988
Although schools of law, medicine, and business are now highly respected, schools of education and the professionals they produce continue to be held in low regard. In Ed School, Geraldine Jonçich Clifford and James W. Guthrie attribute this phenomenon to issues of academic politics and gender bias as they trace the origins and development of the school of education in the United States.

Drawing on case studies of leading schools of education, the authors offer a bold, controversial agenda for reform: ed schools must reorient themselves toward teachers and away from the quest for prestige in academe; they must also adhere to national professional standards, abandon the undergraduate education major, and reject the Ph.D. in education in favor of the Ed.D.

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Educating For Professionalism
Creating A Culture Of Humanism In Medical Education
Delese Wear
University of Iowa Press, 2000

 The thirteen essays in Educating for Professionalism examine the often conflicting ethical, social, emotional, and intellectual messages that medical institutions send to students about what it means to be a doctor. Because this disconnection between what medical educators profess and what students experience is partly to blame for the current crisis in medical professionalism, the authors offer timely, reflective analyses of the work and opportunities facing medical education if doctors are to win public trust.

In their drive to improve medical professionalism within the world of academic medicine, editors Delese Wear and Janet Bickel have assembled thought-provoking essays that elucidate the many facets of teaching, valuing, and maintaining medical professionalism in the middle of the myriad challenges facing medicine at the dawn of the twenty-first century.

The collection traces how the values of altruism and service can influence not only mission statements and admission policies but also the content of medical school ethics courses, student-led task forces, and mentoring programs, along with larger environmental issues in medical schools and the communities they serve.


Stanley Joel Reiser
Jack Coulehan
Peter C. Williams
Frederic W. Hafferty
Richard Martinez
Judith Andre
Jake Foglio
Howard Brody
Sheila Woods
Sue Fosson
Lois Margaret Nora
Mary Anne C. Johnston
Tana A. Grady-Weliky
Cynthia N. Kettyle
Edward M. Hundert
Norma E. Wagoner
Frederick A. Miller
William D. Mellon
Howard Waitzkin
Donald Wasylenki
Niall Byrne
Barbara McRobb
Edward J. Eckenfels
Lucy Wolf Tuton
Claudia H. Siegel
Timothy B. Campbell


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Educating Medical Teachers
George E. Miller
Harvard University Press, 1980
Educating Medical Teachers explores the history of educational research programs for the health professions since 1955, when the first Project in Medical Education was initiated at the University of Buffalo. With characteristic wit and with the unique perspective of his central position in this field, George Miller describes the evolution and vicissitudes of educational research units and their impact on the medical establishment. Miller also traces the trend in educational research away from a narrow concern with pedagogical problems to a reexamination of the purpose and direction of the medical school itself. He sees a major role for educational research in accommodating the concurrent societal demands for academic excellence and for a more efficient healthcare delivery system, but he argues that, to be effective, educationists must first enhance their own prestige within the medical community. Miller's analysis of past failures makes a sound case for the prescriptions of his concluding chapter.

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The English Department
A Personal and Institutional History
W. Ross Winterowd
Southern Illinois University Press, 1998

Tounderstand the history of "English," Ross Winterowd insists, one must understand how literary studies, composition-rhetoric studies, and influential textbooks interrelate. Stressing the interrelationship among these three forces, Winterowd presents a history of English studies in the university since the Enlightenment.

Winterowd’s history is unique in three ways. First, it tells the whole story of English studies: it does not separate the history of literary studies from that of composition-rhetoric studies, nor can it if it is going to be an authentic history. Second, it traces the massive influence on English studies exerted by textbooks such as Adventures in Literature, Understanding Poetry, English in Action, and the Harbrace College Handbook. Finally, Winterowd himself is very much a part of the story, a partisan with more than forty years of service to the discipline, not simply a disinterested scholar searching for the truth.

After demonstrating that literary studies and literary scholars are products of Romantic epistemology and values, Winterowd further invites controversy by reinterpreting the Romantic legacy inherited by English departments. His reinterpretation of major literary figures and theory, too, invites discussion, possibly argument. And by directly contradicting current histories of composition-rhetoric that allow for no points of contact with literature, Winterowd intensifies the argument by explaining the development of composition-rhetoric from the standpoint of literature and literary theory.


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Every Child Ready for School
Helping Adults Inspire Young Children to Learn
Dorothy Stoltz
American Library Association, 2013

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First Semester
Graduate Students, Teaching Writing, and the Challenge of Middle Ground
Jessica Restaino
Southern Illinois University Press, 2012

Jessica Restaino offers a snapshot of the first semester experiences of graduate student writing teachers as they navigate predetermined course syllabi and materials, the pressures of grading, the influences of foundational scholarship, and their own classroom authority. With rich qualitative data gathered from course observations, interviews, and correspondence, Restaino traces four graduate students’ first experiences as teachers at a large, public university. Yet the circumstances and situations she relates will ring familiar at widely varying institutions.

First Semester: Graduate Students, Teaching Writing, and the Challenge of Middle Ground presents a fresh and challenging theoretical approach to understanding and improving the preparation of graduate students for the writing classroom. Restaino uses a three-part theoretical construct—labor, action, and work, as defined in Hannah Arendt’s work of political philosophy, The Human Condition—as a lens for reading graduate students’ struggles to balance their new responsibilities as teachers with their concurrent roles as students. Arendt’s concepts serve as access points for analysis, raising important questions about graduate student writing teachers’ first classrooms and uncovering opportunities for improved support and preparation by university writing programs.

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Glidermen of Neptune
The American D-Day Glider Attack
Charles J. Masters
Southern Illinois University Press, 1995

Although the word gliderman does not appear in the dictionary, a brave group of World War II soldiers known as glidermen flew into combat inside unarmed and unarmored canvas-covered gliders known as "flying coffins."

Charles J. Masters points out that because World War II was the first truly mechanized and armored global conflict, the role of the glidermen and their combat gliders was at best anachronistic. Fighter planes exceeded speeds of 400 miles per hour and were heavily armed with multiple machine guns. Dogfights had taken on new dimensions, eclipsing the tactics, speed, and firepower first evidenced by the fragile biplanes of World War I. Tanks achieved a lethal efficiency barely dreamed of even five years before the war. An array of weaponry never seen in any previous military engagement confronted the combat soldier during World War II.And yet there were gliders. And glidermen.

Masters tells of these men and of their fragile aircraft in a war of mechanized chaos. In copious detail, he describes the gliders and the Americans who boarded them during the American D-Day glider attack, a mission that was part of the overall cross-channel plan code-named "Operation Neptune." The son of a gliderman with the 82nd Airborne Division, Masters had unique access to the surviving glidermen and comrades of his father. During the course of his research, he located and interviewed 106 of the men who had flown the D-Day mission in gliders. As an insider—in a sense almost a member of the family and fraternity of glider-men—Masters was cordially received by the members of the American airborne divisions that participated in D-Day, many of whom told him stories they had seldom told their own friends and families. Often harrowing and always riveting, the stories these men told an eager listener and researcher are very much a part of this narrative.

Masters has also assembled the finest existing collection of photographs of the American D-Day glider attack. These photographs—many of which have never before been published—provide a spectacular photographic record of a little-known aspect of this war. In fact, because of the short military history of the American combat glider, most readers, including veterans of World War II, will not have seen one of these "flying coffins," even at a distance. These photographs afford the opportunity to actually examine the inside of the combat gliders used on D-Day, to observe the glidermen in action, and to witness the often tragic consequences of the glider attack.


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Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages
Marnie Reed and Christina Michaud
University of Michigan Press, 2010
This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies.
Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner.
This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback;  how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.

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A Guide to Formation Advising for Seminarians
Edward J. McCormack
Catholic University of America Press, 2020
The future of the Church depends, in part, on forming future priests and ministers who are ready to accompany, lead, and love the People of God. Formation advising is one important part of that work. A Guide to Formation Advising for Seminarians/Seminary Faculty offers a practical guide to formation advising as a ministry of accompaniment, participation, and evaluation. Deacon Edward McCormack offers a comprehensive introduction to the ministry of formation advising for seminarians studying for priestly ministry. These volumes are for men and women who are new to the ministry of formation advising. The recent Vatican guidelines for seminary formation call for professional accompaniment of seminarians throughout their formation. This book explains in concrete detail how to do this through the entire formation process. Beginning with an overview of the formation process, A Guide to Formation Advising for Seminarians/Seminary Faculty explains the role of the formation advisor and the skills required for that ministry. It describes the various ways the formation advisor accompanies a person through the formation process. McCormack also provides concrete suggestions for how to promote in seminarians’ active participation in the process. Formators will also find explanation of the evaluation process with a style sheet and examples of written evaluations. The handbook contains an annotated bibliography on all the major topics a formation advisor comes across.

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A Guide to Formation Advising for Seminary Faculty
Accompaniment, Participation, and Evaluation
Edward J. McCormack
Catholic University of America Press, 2020
The future of the Church depends, in part, on forming future priests and ministers who are ready to accompany, lead, and love the People of God. Formation advising is one important part of that work. A Guide to Formation Advising for Seminarians/Seminary Faculty offers a practical guide to formation advising as a ministry of accompaniment, participation, and evaluation. Deacon Edward McCormack offers a comprehensive introduction to the ministry of formation advising for seminarians studying for priestly ministry. These volumes are for men and women who are new to the ministry of formation advising. The recent Vatican guidelines for seminary formation call for professional accompaniment of seminarians throughout their formation. This book explains in concrete detail how to do this through the entire formation process.

Beginning with an overview of the formation process, A Guide to Formation Advising for Seminarians/Seminary Faculty explains the role of the formation advisor and the skills required for that ministry. It describes the various ways the formation advisor accompanies a person through the formation process. McCormack also provides concrete suggestions for how to promote in seminarians’ active participation in the process. Formators will also find explanation of the evaluation process with a style sheet and examples of written evaluations. The handbook contains an annotated bibliography on all the major topics a formation advisor comes across.

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Guidelines for Multilingual Deaf Education Teacher Preparation Programs
Christopher Kurz
Gallaudet University Press, 2021
This publication aims to support the effort to create transformative changes within Deaf education teacher training programs in the United States and Canada. It is a critical time to reexamine these programs and ensure the provision of the highest quality education to prepare future teachers to meet the needs of Deaf students in today’s increasingly multilingual and multimodal climate. Deaf education teacher preparation programs need to understand the multiple and intersecting identities of their students to be able to provide education that is equitable for all. Programs that approach Deaf education through a multilingual lens are in a better position to produce teachers who are knowledgeable about the diverse language and cultural needs of Deaf students. The guidelines set forth in this volume can be used to help develop new undergraduate and graduate teacher training programs or to transition an existing program.

The key goals and anticipated outcomes of this volume are:
  • to increase the number of multilingual Deaf education teacher preparation programs;
  • to increase the number of fluent language and cultural models for Deaf children in varying educational environments;
  • to increase the number of high quality teachers with competencies in multilingual strategies; 
  • to increase collaboration between teacher training programs; and
  • to increase research and professional development focused in multilingual pedagogies.

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Imams in Western Europe
Developments, Transformations, and Institutional Challenges
Edited by Khalid Hajji, Mohammed Hashas, Jan Jaap de Ruiter and Niels Valdemar Vindin
Amsterdam University Press, 2018
As European Muslims and Muslims in the Middle East diverge, imams in Europe have emerged as major agents of religious authority who shape Islam’s presence in Western societies. This volume examines the theoretical and practical questions concerning the evolving role of imams in Europe. To what extent do imams act as intermediaries between European states and Muslim communities? Do states subsidise imam training? How does institutionalisation of Islam differ between European states?

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In Our Hands
Educating Healthcare Interpreters
Laurie Swabey
Gallaudet University Press, 2012

Deaf Americans have identified healthcare as the most difficult setting in which to obtain a qualified interpreter. Yet, relatively little attention has been given to developing evidence-based resources and a standardized body of knowledge to educate healthcare interpreters. In Our Hands: Educating Healthcare Interpreters addresses these concerns by delineating the best practices for preparing interpreters to facilitate full access for deaf people in healthcare settings.

       The first section of this volume begins with developing domains and competencies toward a teaching methodology for medical and mental health interpreters. The next chapter describes a discourse approach that relies on analyzing actual transcripts and recordings to train healthcare interpreters. Other chapters feature a model mental health interpreter training program in Alabama; using a Demand-Control Schema for experiential learning; the risk of vicarious trauma to interpreters; online educational opportunities; and interpreting for deaf health care professionals. The second section offers four perspectives on education, including healthcare literacy of the clients; the education of Deaf interpreters; the development of standards for spoken-language healthcare interpreters; and the perspectives of healthcare interpreter educators in Europe. The range and depth of In Our Hands takes significant strides in presenting educational opportunities that can enhance the critical services provided by healthcare interpreters to deaf clients.


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In the Archives of Composition
Writing and Rhetoric in High Schools and Normal Schools
Lori Ostergaard
University of Pittsburgh Press, 2015
In the Archives of Composition offers new and revisionary narratives of composition and rhetoric’s history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. composition teachers and students during the nineteenth and twentieth centuries. Drawing from a broad array of archival and documentary sources, the contributors provide accounts of writing instruction within contexts often overlooked by current historical scholarship. Topics range from the efforts of young women to attain rhetorical skills in an antebellum academy, to the self-reflections of Harvard University students on their writing skills in the 1890s, to a close reading of a high school girl’s diary in the 1960s that offers a new perspective on curriculum debates of this period. Taken together, the chapters begin to recover how high school students, composition teachers, and English education programs responded to institutional and local influences, political movements, and pedagogical innovations over a one-hundred-and-thirty-year span.

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Innovative Practices for Teaching Sign Language Interpreters
Cynthia B. Roy
Gallaudet University Press, 2000

Researchers now understand interpreting as an active process between two languages and cultures, with social interaction, sociolinguistics, and discourse analysis as more appropriate theoretical frameworks. Roy’s penetrating new book acts upon these new insights by presenting six dynamic teaching practices to help interpreters achieve the highest level of skill.

       Jeffrey Davis illustrates the translation skills that form the basis for teaching consecutive and simultaneous interpreting to help students understand the intended meaning of the source message, and also the manner in which listeners understand it. Rico Peterson demonstrates the use of recall protocols, which can be used to teach metacognitive skills and to assess the student’s sign language comprehension. Finally, Janice Humphrey details the use of graduation portfolios, a valuable assessment tool used by faculty to determine a student’s level of competency. These imaginative techniques in Innovative Practices promise gains in sign language interpreting that will benefit teachers, students, and clients alike in the very near future.


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Internationalizing a School of Education
Integration and Infusion in Practice
John Schwille
Michigan State University Press, 2016
Internationalizing a School of Education examines how Michigan State University has pursued internationalization and globalization through an integration-infusion approach to research, teaching, and outreach. The integration-infusion approach was introduced in MSU’s College of Education in the early 1980s as a replacement for the more disconnected comparative education program. This approach offers a vision where all faculty members and students are knowledgeable about education in all its international diversity, where their conceptions and aspirations are influenced by international research and experience, and where they reach out to other countries in collaborative efforts to do research, inform policy, and improve practice. Featuring profiles of faculty members and students who were leaders of this integration-infusion approach, this text provides a survey of the landscape of comparative education in the United States while examining channels of internationalization specific to MSU, highlighting the success of integration-infusion at an institutional level.

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Leaders in Plastic Surgery
The Dingman-Grabb Era 1946-1986
Robert M. Oneal, MD, and Lauralee A. Lutz
Michigan Publishing Services, 2017
Leaders in Plastic Surgery traces the inspirational leadership of Reed O. Dingman, DDS, MD, and William C. Grabb, MD, and details the origins and growth of plastic and reconstructive surgery and the training of residents in Ann Arbor, Michigan, and the University of Michigan. It covers the years before and during the period of explosive innovations that have led the specialty to provide hope, correction, and rehabilitation to vast numbers of people suffering from a wide range of congenital abnormalities and acquired deformities. The authors, because of their long, personal association with plastic surgery in Ann Arbor, have brought to life the extensive accomplishments of the two leaders in terms of surgical techniques, surgical education, and important applied research while also documenting the many important contributions from the younger faculty and the trainees to the training program during those forty years. Many from that time frame have contributed their own memories, which has greatly enriched the documentation of an amazing history of an era past but not forgotten.

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Learner-Centered Pedagogy
Principles and Practice
Kevin Michael Klipfel
American Library Association, 2017

Today's emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach.  With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:

  • 6 cognitive principles for organizing information literacy instruction, with sample worksheets and organization tools for instruction planning;
  • how to establish rapport and kindle learners' motivation;
  • tactics for transcending "cite 5 sources" and other uninspiring research assignments;
  • educational evidence debunking the mythical perception that because students are skilled at computers and mobile technology, they already know how to do research;
  • questions to keep in mind for inspiring autonomous learning;
  • the power of story, as described by Joan Didion, Brené Brown's Ted Talk, and educational psychology research;
  • the science behind information overload; and
  • a balanced framework for evaluating specific educational technology tools.

Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.


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Learning To See
American Sign Language as a Second Language
Sherman Wilcox
Gallaudet University Press, 1997
As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years.

       Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques.

       This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.

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Learning to Work
The Case for Reintegrating Job Training and Education
W. Norton Grubb
Russell Sage Foundation, 1996
"Grubb's powerful vision of a workforce development system connected by vertical ladders for upward mobility adds an important new dimension to our continued efforts at system reform. The unfortunate reality is that neither our first-chance education system nor our second-chance job training system have succeeded in creating clear pathways out of poverty for many of our citizens. Grubb's message deserves a serious hearing by policy makers and practitioners alike." —Evelyn Ganzglass, National Governors' Association Over the past three decades, job training programs have proliferated in response to mounting problems of unemployment, poverty, and expanding welfare rolls. These programs and the institutions that administer them have grown to a number and complexity that make it increasingly difficult for policymakers to interpret their effectiveness. Learning to Work offers a comprehensive assessment of efforts to move individuals into the workforce, and explains why their success has been limited. Learning to Work offers a complete history of job training in the United States, beginning with the Department of Labor's manpower development programs in the1960s and detailing the expansion of services through the Comprehensive Employment and Training Act in the 1970s and the Job Training Partnership Act in the 1980s.Other programs have sprung from the welfare system or were designed to meet the needs of various state and corporate development initiatives. The result is a complex mosaic of welfare-to-work, second-chance training, and experimental programs, all with their own goals, methodology, institutional administration, and funding. Learning to Work examines the findings of the most recent and sophisticated job training evaluations and what they reveal for each type of program. Which agendas prove most effective? Do their effects last over time? How well do programs benefit various populations, from welfare recipients to youths to displaced employees in need of retraining? The results are not encouraging. Many programs increase employment and reduce welfare dependence, but by meager increments, and the results are often temporary. On average most programs boosted earnings by only $200 to $500 per year, and even these small effects tended to decay after four or five years.Overall, job training programs moved very few individuals permanently off welfare, and provided no entry into a middle-class occupation or income. Learning to Work provides possible explanations for these poor results, citing the limited scope of individual programs, their lack of linkages to other programs or job-related opportunities, the absence of academic content or solid instructional methods, and their vulnerability to local political interference. Author Norton Grubb traces the root of these problems to the inherent separation of job training programs from the more successful educational system. He proposes consolidating the two domains into a clearly defined hierarchy of programs that combine school- and work-based instruction and employ proven methods of student-centered, project-based teaching. By linking programs tailored to every level of need and replacing short-term job training with long-term education, a system could be created to enable individuals to achieve increasing levels of economic success. The problems that job training programs address are too serious too ignore. Learning to Work tells us what's wrong with job training today, and offers a practical vision for reform.

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Legal Interpreting
Teaching, Research, and Practice
Jeremy L. Brunson
Gallaudet University Press, 2022
Linguistic minorities are often severely disadvantaged in legal events, with consequences that could impact one’s very liberty. Training for interpreters to provide full access in legal settings is paramount. In this volume, Jeremy L. Brunson has gathered deaf and hearing scholars and practitioners from both signed and spoken language interpreting communities in the United States, Canada, and the United Kingdom. Their contributions include research-driven, experience-driven, and theoretical discussions on how to teach and assess legal interpreting. The topics covered include teaming in a courtroom, introducing students to legal interpreting, being an expert witness, discourses used by deaf lawyers, designing assessment tools for legal settings, and working with deaf jurors. In addition, this volume interrogates the various ways power, privilege, and oppression appear in legal interpreting.

Each chapter features discussion questions and prompts that interpreter educators can use in the classroom. While intended as a foundational text for use in courses, this body of work also provides insight into the current state of the legal interpreting field and will be a valuable resource for scholars, practitioners, and consumers.

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Lesson Plans
The Institutional Demands of Becoming a Teacher
Everitt, Judson G.
Rutgers University Press, 2017
Winner of the 2019-20 Distinguished Book Award - Midwest Sociological Society

In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.   

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The Library Liaison's Training Guide to Collection Management
Alison M. Armstrong
American Library Association, 2020

Library liaisons often have primary jobs that do not involve collection development, but their familiarity with collection practices makes all the difference in faculty relations. And time pressures mean that on-boarding needs to be as streamlined as possible. This concise, field-tested training manual will put your liaison on solid footing. Plus, end of the chapter prompts make it easy to tailor your approach to local practices. With the help of this resource, your new liaison will get up to speed on such topics as

  • tracking budget balances in assigned departments;
  • differentiating between the needs of an individual faculty member and their department;
  • how to say no to monograph requests;
  • benchmarking titles with peer institutions or coordinating within a consortium;
  • 17 questions to ask when evaluating a database;
  • considerations when making weeding decisions;
  • four key conversations to have annually between liaisons and collection development librarians; and
  • gathering data for program accreditation reports.

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Listening Myths
Applying Second Language Research to Classroom Teaching
Steven Brown
University of Michigan Press, 2011

This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening.

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer.

The myths debunked in this book are:

§ Listening is the same as reading.

§ Listening is passive.

§ Listening equals comprehension.

§ Because L1 language ability is effortlessly acquired, L2 listening ability is too.

§ Listening means listening to conversations.

§ Listening is an individual, inside-the-head process.

§ Students should only listen to authentic materials.

§ Listening can’t be taught


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Making Citizen-Soldiers
ROTC and the Ideology of American Military Service
Michael S. Neiberg
Harvard University Press, 2001

This book examines the Reserve Officers Training Corps program as a distinctively American expression of the social, cultural, and political meanings of military service. Since 1950, ROTC has produced nearly two out of three American active duty officers, yet there has been no comprehensive scholarly look at civilian officer education programs in nearly forty years.

While most modern military systems educate and train junior officers at insular academies like West Point, only the United States has relied heavily on the active cooperation of its civilian colleges. Michael Neiberg argues that the creation of officer education programs on civilian campuses emanates from a traditional American belief (which he traces to the colonial period) in the active participation of civilians in military affairs. Although this ideology changed shape through the twentieth century, it never disappeared. During the Cold War military buildup, ROTC came to fill two roles: it provided the military with large numbers of well-educated officers, and it provided the nation with a military comprised of citizen-soldiers. Even during the Vietnam era, officers, university administrators, and most students understood ROTC's dual role. The Vietnam War thus led to reform, not abandonment, of ROTC.

Mining diverse sources, including military and university archives, Making Citizen-Soldiers provides an in-depth look at an important, but often overlooked, connection between the civilian and military spheres.


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Mapping the Way from Teacher Preparation to edTPA® Completion
A Guide for Secondary Education Candidates
Jason C. Fitzgerald
Rutgers University Press, 2021
As nationwide calls for educational rigor and accountability continue across the U.S., many states have made the edTPA®, a teacher performance assessment, a requirement for teacher certification. The edTPA® is a subject-specific performance assessment that requires aspiring teachers to plan, implement, assess, and reflect upon a learning segment, while demonstrating pedagogical skills related to their disciplines. While it is designed to promote teaching excellence, the edTPA® can drive already-stressed teacher candidates to their breaking point, as it places them in an unfamiliar classroom and asks them to quickly display their knowledge and savvy.  
This book is here to help teacher candidates not only survive the challenge of the edTPA®, but also thrive. It maps out precisely what steps aspiring secondary education teachers should take to ensure successful completion of the edTPA®. Demystifying the language used in the assessment, it uniquely connects edTPA® requirements with what teacher candidates learn within their teacher preparation programs, showing them how the assessment relates to what they are already doing in their classrooms. The strategies in this book draw on both academic research and practical experience to guide student teachers as they plan for their edTPA® portfolios and for their teaching careers beyond.

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The Missing Course
Everything They Never Taught You about College Teaching
David Gooblar
Harvard University Press, 2019

“What a delight to read David Gooblar’s book on teaching and learning. He wraps important insights into a story of discovery and adventure.”
—Ken Bain, author of What the Best College Teachers Do

College is changing, but the way we train academics is not. Most professors are taught to be researchers first and teachers a distant second, even as scholars are increasingly expected to excel in the classroom. There has been a revolution in teaching and learning over the past generation, and we now have a whole new understanding of how the brain works and how students learn. The Missing Course offers a field guide to the state-of-the-art in teaching and learning and is packed with insights to help students learn in any discipline.

Wary of the folk wisdom of the faculty lounge, David Gooblar builds his lessons on the newest findings and years of experience. From active-learning strategies to ways of designing courses to get students talking, The Missing Course walks you through the fundamentals of the student-centered classroom, one in which the measure of success is not how well you lecture but how much your students actually learn.

“Warm and empirically based, comprehensive but accessible, student-centered and also scientific. We’re so lucky to have Gooblar as a guide.”
—Sarah Rose Cavanagh, author of The Spark of Learning

“Goes beyond critique, offering a series of activities, approaches, and strategies that instructors can implement. His wise and necessary book is a long defense of the idea that a university can be a site of the transformation of self and society.”
Los Angeles Review of Books

“An invaluable source of insight and wisdom on what it means to work with students. We’ve needed this book for a long time.”
—John Warner, author of Why They Can’t Write


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Multilingual Writers and Writing Centers
Ben Rafoth
Utah State University Press, 2015

Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tuto—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future.

This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors, and his own decades of experience. Well-grounded in daily writing center practice, the author addresses which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations.

Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication. 


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Narrating Their Lives
Examining English Language Teachers' Professional Identities within the Classroom
Edited by Lia Kamhi-Stein
University of Michigan Press, 2013

“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.”                 

---Stephanie Vandrick, Foreword to Narrating Their Lives

The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs.

Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.


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The New Instruction Librarian
A Workbook for Trainers and Learners
Candice Benjes-Small
American Library Association, 2016

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On the Formation of the Clergy
Bleeded Hrabanus Maurus
Catholic University of America Press, 2023
Among the intellectuals of the Carolingian Renaissance of the ninth century, few are as prolific and influential as Hrabanus Maurus (c.780-856), a monk and abbot of the monastery of Fulda and then archbishop of Mainz. Most famous among modern authors as the putative author of the hymn “Come, Holy Ghost,” Hrabanus was highly esteemed by generations of medieval intellectuals, including Dante, who located the archbishop among St. Bonaventure’s cohort in the sphere of the Sun. This volume presents for the first time in English translation Hrabanus’s pedagogical masterpiece On the Formation of Clergy (De institutione clericorum). Unveiled on the Feast of All Saints in 819, at the dedication of the great Salvator basilica, Hrabanus’ work addresses the most important focuses of the Carolingian Renaissance: education and ecclesiastical reform. The treatise promotes a careful balance between classical training and Christian ethics and features the robust pedagogy of the early medieval monastic curriculum. At points it even offers glimpses into the energetic environment of Fulda’s classrooms. On the Formation of Clergy also supplies a program for ecclesiastical reform. It provides readers with a primer on ecclesiastical hierarchy and liturgy, providing glosses on church offices and explanations of important church activities. Hrabanus divided his opus into three books. Book One explains Holy Orders. It lays out the distinctions between clergy and laity, enumerates the ranks of the priesthood, describes clerical vesture, and explores the sacraments. Book Two examines priestly life. It considers ascetic disciplines appropriate for priests at different grades, describes expected prayer routines, and identifies important doctrinal teachings and principal liturgical feasts. Book Three treats biblical studies and preaching. It lays out a curriculum for the liberal arts, connects the liberal arts to catechetics and homiletics, and integrates academic study with moral instruction. On the Formation of Clergy was widely read throughout the Middle Ages. Beyond its impact on the Carolingian Renaissance, the treatise guided legal analysis in Gratian’s Decretum, supplied examples for Peter Lombard’s Sentences, and is cited by theological titans from Rupert of Deutz to Thomas Aquinas to Gabriel Biel.

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Online World Language Instruction Training and Assessment
An Ecological Approach
Carmen King Ramírez
Georgetown University Press

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.


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Disturbing History 1819-1929
Mariolina Rizzi Salvatori
University of Pittsburgh Press, 2003
Mariolina Salvatori presents an anthology of documents that examine the evolution of American education in the nineteenth century and meaning of the word pedagogy.

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Piercing the Clouds
Lectio Divina and the Preparation for Ministry
Kevin Zilverberg
Saint Paul Seminary Press, 2021
This book’s six essays pertain to the “piercing of the clouds,” or the experience of heavenly mysteries, which characterizes lectio divina practiced well. Moreover, these peer-reviewed essays give special attention to the practice of lectio divina during preparation for ministry, especially the ministry of Catholic priests. That being said, any current or prospective Bible-reader may profit from this book; most of its content applies to Catholic seminarians and literate Christians alike. Here follow brief descriptions of each chapter. Laurence Kriegshauser, OSB, begins the book with a chapter on the Western monastic tradition of lectio divina and seminary formation, including an historical survey of lectio divina, a description of its characteristics, and reflections on its practice in seminaries. Michael Magee reflects upon the implications of exegetical method for lectio divina, with a comparison and critique of three commentaries’ treatments of John 6. Konrad Schaefer, OSB, advocates for fostering growth and formation through lectio divina, beginning his chapter with a description of its theological underpinnings and then taking up some practical considerations for students. Marcin Kowalski focuses on meditatio of lectio divina following upon exegesis-informed lectio, with an examination of Romans 7:7–25 as a test case. Daniel Keating examines oratio and contemplatio (and actio) of lectio divina, giving attention to theologians from twelfth-century Carthusian Prior Guigo II to Pope Benedict XVI. Anthony Giambrone, OP, contributes the final essay, on searching the Scriptures and the mystery of preaching. For him, exquisitio (intellectual engagement) leads to supplicatio (prayerful supplication), which culminates in praedicatio (preaching).

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Preparing for War
The Emergence of the Modern U.S. Army, 1815–1917
J. P. Clark
Harvard University Press, 2017

The U.S. Army has always regarded preparing for war as its peacetime role, but how it fulfilled that duty has changed dramatically over time. J. P. Clark traces the evolution of the Army between the War of 1812 and World War I, showing how differing personal experiences of war and peace among successive generations of professional soldiers left their mark upon the Army and its ways.

Nineteenth-century officers believed that generalship and battlefield command were more a matter of innate ability than anything institutions could teach. They saw no benefit in conceptual preparation beyond mastering technical skills like engineering and gunnery. Thus, preparations for war were largely confined to maintaining equipment and fortifications and instilling discipline in the enlisted ranks through parade ground drill. By World War I, however, Progressive Era concepts of professionalism had infiltrated the Army. Younger officers took for granted that war’s complexity required them to be trained to think and act alike—a notion that would have offended earlier generations. Preparing for War concludes by demonstrating how these new notions set the conditions for many of the successes—and some of the failures—of General Pershing’s American Expeditionary Forces.


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A Primer for Teaching Environmental History
Ten Design Principles
Emily Wakild and Michelle K. Berry
Duke University Press, 2018
A Primer for Teaching Environmental History is a guide for college and high school teachers who are teaching environmental history for the first time, for experienced teachers who want to reinvigorate their courses, for those who are training future teachers to prepare their own syllabi, and for teachers who want to incorporate environmental history into their world history courses. Emily Wakild and Michelle K. Berry offer design principles for creating syllabi that will help students navigate a wide range of topics, from food, environmental justice, and natural resources to animal-human relations, senses of place, and climate change. In their discussions of learning objectives, assessment, project-based learning, using technology, and syllabus design, Wakild and Berry draw readers into the process of strategically designing courses on environmental history that will challenge students to think critically about one of the most urgent topics of study in the twenty-first century.

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A Primer for Teaching Indian Ocean World History
Ten Design Principles
Edward A. Alpers and Thomas F. McDow
Duke University Press, 2024
A Primer for Teaching Indian Ocean World History is a guide for college and high school educators who are teaching Indian Ocean histories for the first time or who want to reinvigorate their courses. It can also serve those who are training future teachers to prepare their own syllabi, as well as those who want to incorporate Indian Ocean histories into their world history courses. Edward A. Alpers and Thomas F. McDow offer course design principles that will help students navigate topics ranging from empire, geography, slavery, and trade to mobility, disease, and the environment. In addition to exploring non-European sources and diverse historical methodologies, they discuss classroom pedagogy and provide curriculum possibilities that will help instructors at any level enrich and deepen standard approaches to world history. Alpers and McDow draw readers into strategically designing courses that will challenge students to think critically about a vast area with which many of them are almost entirely unfamiliar.

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Professionalizing Multimodal Composition
Santosh Khadka
Utah State University Press, 2023
Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions.
Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty.
The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs.

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Reflective Teaching, Effective Learning
Instructional Literacy for Library Educators
Char Booth
American Library Association, 2011

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Reimagining Process
Online Writing Archives and the Future of Writing Studies
Kyle Jensen
Southern Illinois University Press, 2015

For more than four decades, the dominant model for pedagogy and research in the field of composition has been a how-centered process approach to writing instruction, which involves studying the writing that students produce to expose the various stages of their writing process. By looking at notes, outlines, and multiple drafts, often presented by students together in the form of a portfolio, instructors can identify unproductive habits that students may have and provide techniques that help them improve their writing. In this groundbreaking volume, Kyle Jensen critiques traditional how-centered process instruction and presents a sound, practical methodology by which portfolios and online writing archives—digital interfaces that expose the marks of revision writers make during composition—might be employed to develop theories about what writing is: how it occurs, functions, circulates, creates meaning, and forms its subjects. Offering online writing archives as a way to envision a transdisciplinary approach to writing studies, Reimagining Process does not abandon the prevailing concepts of process pedagogy but rather casts them in wider contexts to conceive new ways of teaching and studying writing. 


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The Revelation of Your Words
The New Evangelization and the Role of the Seminary Professor of Sacred Scripture
Kevin Zilverberg
Saint Paul Seminary Press, 2021
The Revelation of Your Words, a collection of essays, treats the role of the seminary professor of sacred Scripture within the context of the New Evangelization. Some of the essays concern principally the imparting of knowledge and best practices to accomplish this; others concern the fostering of delight in the sacred page and spiritual encounter with God. Although these essays are Catholic, written within a Catholic theological framework and with Catholic seminaries in mind, many of their conclusions can be applied to non-Catholic environments. This book provides insights that, even beyond the seminary, will benefit teachers of the Bible, regardless of their denomination and level of instruction. Readers will encounter the following authors and topics. Peter S. Williamson writes on the implications of the New Evangelization for priestly ministry and for teaching Scripture. Steven C. Smith makes a contribution concerning the role of the seminary professor of sacred Scripture in forming priests. Michael Magee treats the relevance of Johannine irony to the New Evangelization. Stephen Ryan’s chapter takes up the topic of Old Testament Wisdom literature and formation for a New Evangelization. Juana L. Manzo seeks a path to integrate modern and ancient interpretations into the seminary classroom. Kelly Anderson takes up the father of Proverbs 1–9 as a model of spiritual fatherhood for seminary professors. Scott Carl proposes a spiritual reading of sacred Scripture in the twenty-first century. Michael Magee, in his second contribution, writes on the joy of discovery in the Fourth Gospel. James Keating reflects upon the exegete as seminary formator. Finally, André Villeneuve advocates for the teaching of Biblical Hebrew in Catholic seminaries and academic institutions.

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The Royal Air Force in American Skies
The Seven British Flight Schools in the United States during World War II
Tom Killebrew
University of North Texas Press, 2015

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Schooling, Democracy, and the Quest for Wisdom
Partnerships and the Moral Dimensions of Teaching
Robert V. Bullough Jr. and John R. Rosenberg
Rutgers University Press, 2018
Winner of 2019 Society of Professors of Education Outstanding Book Award and 2019 Critics Choice Book Award from AESA

In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.  

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Service Learning in Interpreter Education
Strategies for Extending Student Involvement in the Deaf Community
Sherry Shaw
Gallaudet University Press, 2013

Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.

       Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.

       Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.


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Signed Language Interpreting Pedagogy
Insights and Innovations from the Conference of Interpreter Trainers
Laurie Swabey
Gallaudet University Press, 2022
For over forty years, the Conference of Interpreter Trainers has provided opportunities for advancing teaching and learning in interpreter education. This volume highlights fifteen seminal papers from past conference proceedings, along with newly written responses to the selected papers. Many of the new contributions are co-written by the author of the original paper and one or more emerging scholars, giving readers a historical lens on how the field of signed language interpreting pedagogy has evolved. The volume also calls attention to issues with which the field must urgently contend, such as implementing a Deaf-centric approach, multicultural interpreting curricula, the recruitment and retention of African American/Black students, and social justice.

       The contributors explore other important topics in interpreter education including ethics, Deaf translation, performance evaluation, consecutive and simultaneous interpreting, discourse analysis, critical thinking, curriculum sequencing, the social construction of learning, and mentoring. Through this collaborative approach featuring more than thirty scholars, Signed Language Interpreting Pedagogy presents a wealth of theoretical and practical information for interpreter educators and their students.

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Stories of Becoming
Demystifying the Professoriate for Graduate Students in Composition and Rhetoric
Claire Lutkewitte
Utah State University Press, 2021
Based on findings from a multiyear, nationwide study of new faculty in the field of rhetoric and composition, Stories of Becoming provides graduate students—and those who train them—with specific strategies for preparing for a career in the professoriate. Through the use of stories, the authors invite readers to experience their collaborative research processes for conducting a nationwide survey, qualitative interviews, and textual analysis of professional documents.
Using data from the study, the authors offer six specific strategies—including how to manage time, how to create a work/life balance, and how to collaborate with others—that readers can use to prepare for the composition and rhetoric job market and to begin their careers as full-time faculty members. Readers will learn about the possible responsibilities they may take on as new faculty, particularly those that go beyond teaching, research, service, and administration to include navigating the politics of higher education and negotiating professional identity construction. And they will also engage in activities and answer questions designed to deepen their understanding of the field and help them identify their own values and desired career trajectory.
Stories of Becoming demystifies the professoriate, compares what current new faculty have to say of their job expectations with the realities that students might face when on the job, and brings to light the invisible, behind-the-scenes work done by new faculty. It will be invaluable to graduate students, those who teach graduate students, new faculty, and hiring administrators in composition and rhetoric.

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Teacher Education across Minority-Serving Institutions
Programs, Policies, and Social Justice
Petchauer, Emery
Rutgers University Press, 2017
Winner of the 2018 AERA Division K Exemplary Research in Teaching and Teacher Education Award

The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.

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Teaching English as a Foreign or Second Language, Second Edition
A Teacher Self-Development and Methodology Guide
Jerry G. Gebhard
University of Michigan Press, 2006
Teaching English as a Foreign or Second Language, Second Edition, is designed for those new to ESL/EFL teaching and for self-motivated teachers who seek to maximize their potential and enhance the learning of their students. This guide provides basic information that ESL/EFL teachers should know before they start teaching and many ideas on how to guide students in the skills of listening, speaking, reading, and writing. It stresses the multifaceted nature of teaching the English language to non-native speakers and is based on the real experiences of teachers.

The second edition of Teaching English as a Foreign or Second Language includes a wider range of examples to coincide with a variety of teaching contexts-from K-12 schools, to university intensive language programs and refugee programs. It is also updated with discussions of technology throughout, and it considers ways in which technology can be used in teaching language skills. Sources for further study are included in each chapter and in the appendixes.


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Teaching English as a Foreign or Second Language, Third Edition
A Self-Development and Methodology Guide
Jerry G. Gebhard
University of Michigan Press, 2017
Like previous editions, the third edition is an ideal teacher development text for pre-service and in-service EFL/ESL teachers, as well as a guide for those who find themselves teaching English overseas but who do not have a master's in TESOL.

This edition has the same three major sections: (1) Self-Development, Exploration, and Settings; (2) Principles of EFL/ESL Teaching; and (3) Teaching Language Skills. New to this edition are:
  • a chapter on digital literacy, technology, and teaching
  • the addition of technology issues as they relate to the teaching of the various skills in Part 3
  • discussions of task-based teaching, student presentations, how corpus linguistics can inform teaching, metacognitive reading strategies, collaborative writing, assessing writing, and the teaching of grammar.
The lists of recommended resources that appear at the end of each chapter have been updated, and all research and pedagogical practices have been revised and updated. 

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Teaching Israel
Studies of Pedagogy from the Field
Edited by Sivan Zakai and Matt Reingold
Brandeis University Press, 2024
An edited volume that grapples with the complex issues and conflicts that face instructors developing curricula about Israel.
Jewish Americans are divided in their views on Israel. While scholars have outlined philosophical principles to guide educators who teach about Israel, there has been less scholarship focused on the pedagogy surrounding the country. This book resituates teaching—the questions, dilemmas, and decision-making that teachers face—as central to both Israel studies and Israel education. Contributors illuminate how educators from differing pedagogical orientations, who teach in a range of educational settings learn, understand, undertake, and ultimately improve the work of teaching Israel. The volume also looks at the professional support and learning opportunities teachers may need to engage with these pedagogical questions.

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Teaching Lives
Essays & Stories
Wendy Bishop
Utah State University Press, 1997

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Teaching the Pronunciation of English
Focus on Whole Courses
John Murphy, Editor
University of Michigan Press, 2017
This volume fills a gap by introducing readers to whole courses focused on teaching the pronunciation of English as a second, foreign, or international language. This collection is designed to support more effective pronunciation teaching in as many language classrooms in as many different parts of the world as possible and to serve as a core text in a teacher development course dedicated to preparing teachers of ESL pronunciation. 

Teaching the Pronunciation of English illustrates that pronunciation teaching is compatible with communicative, task-based, post-method, and technology-mediated approaches to language teaching.  This theme permeates the volume as a whole and is well represented in Chapters 3-12, which are dedicated to specialist-teachers’ firsthand depictions of pronunciation-centered courses.  Each of these ten chapters features a set of innovative teaching strategies and contemporary course design structures developed by the chapter contributor(s). 

To prepare readers to more fully appreciate the substance and quality of Chapters 3-12, the volume’s two initial chapters are more foundational.  Chapters 1 and 2 provide an overview of core topics language teachers need to know about to become pronunciation teachers: suprasegmentals (thought groups, prominence, word stress, intonation, and pitch jumps) and the English consonants and vowel sounds.

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Threshold Conscripts
Rhetoric and Composition Teaching Assistantships
William J. Macauley
University Press of Colorado, 2023
This richly textured edited collection explores the ways in which graduate teaching assistants are prepared to enter the field of rhetoric and composition. By viewing teaching and learning from the perspective of the TAs themselves, the chapters, personal narratives, and program profiles that make up this collection speak to the diversity and complexity found within and beyond university walls and deepen our understanding of how these preparation programs shape TA identities and practices. Through their stories and reports, the contributors to this volume provide valuable insights into the programs, realities, and experiences that shape their work in rhetoric and composition.

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Tools and Tips for Using ELT Materials
A Guide for Teachers
Ruth Epstein and Mary Ormiston
University of Michigan Press, 2007
A vibrant ESL classroom depends on good materials used in creative and resourceful ways. In Tools and Tips for Using ELT Materials, the authors provide a wealth of information on resources for English language teaching materials.

The book begins by addressing basic considerations in selecting and designing materials for classroom use. Textbooks themselves are covered in depth, which is very helpful for teachers choosing or assessing a textbook. An abundance of information is provided on how to use written texts from different genres (including teacher- and student-created texts), teacher-created resources, audio-visual aids, computers and the Internet, and how to provide community and service learning.

This resource aims to help instructors choose the most effective, appropriate, and flexible materials for their students and their programs. Teachers and teachers-in-training will find this to be a practical and comprehensive guide to integrating ELT materials and resources into a curriculum.

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Toward a Phenomenological Rhetoric
Writing, Profession, and Altruism
Barbara Couture
Southern Illinois University Press, 1998

Current rhetorical and critical theory for the most part separates writing from consciousness and presumes relative truth to be the only possible expressive goal for rhetoric. These presumptions are reflected in our tradition of persuasive rhetoric, which values writing that successfully argues one person’s belief at the expense of another’s. Barbara Couture presents a case for a phenomenological rhetoric, one that values and respects consciousness and selfhood and that restores to rhetoric the possibility of seeking an all-embracing truth through pacific and cooperative interaction.

Couture discusses the premises on which current interpretive theory has supported relative truth as the philosophical grounding for rhetoric, premises, she argues, that have led to constraints on our notion of truth that divorce it from human experience. She then shows how phenomenological philosophy might guide the theory and practice of rhetoric, reanimating its role in the human enterprise of seeking a shared truth. She proposes profession and altruism as two guiding metaphors for the phenomenological activity of "truth-seeking through interaction."

Among the contemporary rhetoricians and philosophers who influence Couture are Pierre Teilhard de Chardin, Martin Buber, Charles Altieri, Charles Taylor, Alasdair Maclntyre, and Jürgen Habermas.


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Training Paraprofessionals for Reference Service
Pamela J. Morgan
American Library Association, 2009

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Change Work across Writing Programs, Pedagogies, and Practices
Holly Hassel
Utah State University Press, 2021
As teaching practices adapt to changing technologies, budgetary constraints, new student populations, and changing employment practices, writing programs remain full of people dedicated to helping students improve their writing. This edited volume offers strategies for implementing large- and small-scale changes in writing programs by focusing on transformations­—the institutional, programmatic, curricular, and labor practices that work together to shape our teaching and learning experiences of writing and rhetoric in higher education.
The collection includes chapters from multiple award-winning writing programs, including the recipients of the Two-Year College Association’s Outstanding Programs in English Award and the Conference on College Composition and Communication’s Writing Program Certificate of Excellence. These authors offer perspectives that demonstrate the deep work of transformation in writing programs and practices writ large, confirm the ways in which writing programs are connected to and situated within larger institutional and disciplinary contexts, and outline successful methods for navigating these contexts in order to transform the work.
In using the prism of transformation as the organizing principle for the collection, Transformations offers a range of strategies for adapting writing programs so that they meet the needs of students and teachers in service of creating equitable, ethical literacy instruction in a range of postsecondary contexts.
 Contributors: Leah Anderst, Cynthia Baer, Ruth Benander, Mwangi Alex Chege, Jaclyn Fiscus-Cannaday, Joanne Giordano, Rachel Hall Buck, Sarah Henderson Lee, Allison Hutchinson, Lynee Lewis Gaillet, Jennifer Maloy, Neil Meyer, Susan Miller-Cochran, Ruth Osorio, Lori Ostergaard, Shyam Pandey, Cassie Phillips, Brenda Refaei, Heather Robinson, Shelley Rodrigo, Julia Romberger, Tiffany Rousculp, Megan Schoen, Paulette Stevenson

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Unwell Writing Centers
Searching for Wellness in Neoliberal Educational Institutions and Beyond
Genie Nicole Giaimo
Utah State University Press, 2022
Unwell Writing Centers focuses on the inroads the wellness industry has made into higher education. Following graduate and undergraduate writing tutors during a particularly stressful period (2016–2019), Genie Nicole Giaimo examines how top-down and bottom-up wellness interventions are received and taken up by workers. Engaging sociocultural research on how workers react to and experience workplace conflict, Giaimo demonstrates the kinds of interventions welcomed by workers as well as those that fall flat, including the “easy” fixes to workplace issues that institutions provide in lieu of meaningful and community-based support.
The book is broken into sections based on journeying: searching for wellness, finding wellness, and imagining a “well” future that includes a sustainable model of writing center work. Each chapter begins with a personal narrative about wellness issues in writing centers, including the author’s experiences in and responses to local emergencies. She shares findings from a longitudinal assessment study on non-institutional interventions in writing centers and provides resources for administrators to create more ethical "well" writing centers. The book also includes an appendix of training documents, emergency planning documents, and several wellness-specific interventions developed from anti-racist, anti-neoliberal, and organizational theories.
Establishing the need for a field-specific response to the austerity-minded eruption of wellness-focused interventions in higher education, Unwell Writing Centers is a critical text for graduate students and new directors that can easily be applied in workplaces in and outside of higher education.

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Unwrapping the Sacred Bundle
Reflections on the Disciplining of Anthropology
Daniel A. Segal and Sylvia J. Yanagisako, eds.
Duke University Press, 2005
Lively, forceful, and impassioned, Unwrapping the Sacred Bundle is a major intervention in debates about the configuration of the discipline of anthropology. In the essays brought together in this provocative collection, prominent anthropologists consider the effects of and alternatives to the standard definition of the discipline as a “holistic” study of humanity based on the integration of the four fields of archaeology, biological anthropology, sociocultural anthropology, and linguistic anthropology. Editors Daniel A. Segal and Sylvia J. Yanagisako provide a powerful introduction to the volume. Unabashed in their criticism of the four-field structure, they argue that North American anthropology is tainted by its roots in nineteenth-century social evolutionary thought.

The essayists consider the complex state of anthropology, its relation to other disciplines and the public sphere beyond academia, the significance of the convergence of linguistic and cultural anthropology, and whether or not anthropology is the best home for archaeology. While the contributors are not in full agreement with one another, they all critique “official” definitions of anthropology as having a fixed, four-field core. The editors are keenly aware that anthropology is too protean to be remade along the lines of any master plan, and this volume does not offer one. It does open discussions of anthropology’s institutional structure to all possible outcomes, including the refashioning of the discipline as it now exists.

Contributors. James Clifford, Ian Hodder, Rena Lederman, Daniel A. Segal, Michael Silverstein, Sylvia J. Yanagisako


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Virtual Reference Training
The Complete Guide to Providing Anytime, Anywhere Answers
American Library Association
American Library Association, 2004

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Writing Centers and Learning Commons
Staying Centered While Sharing Common Ground
Steven J. Corbett
Utah State University Press, 2022
Writing Centers and Learning Commons presents program administrators, directors, staff, and tutors with theoretical rationales, experiential journeys, and go-to practical designs and strategies for the many questions involved when writing centers find themselves operating in shared environments.

The chapters comprehensively examine the ways writing centers make the most of sharing common ground. Directors, coordinators, administrators, and stakeholders draw on past and present attention to writing center studies to help shape the future of the learning commons and narrate their substantial collective experience with collaborative efforts to stay centered while empowering colleagues and student writers at their institutions. The contributors explore what is gained and lost by affiliating writing centers with learning commons, how to create sound pedagogical foundations that include writing center philosophies, how writing center practices evolved or have been altered by learning center affiliations, and more.

Writing Centers and Learning Commons is for all stakeholders of writing in and across campuses collaborating on (by choice or edict), or wishing to explore the possibilities of, a learning commons enterprise.
Contributors: Alice Batt, Cassandra Book, Charles A. Braman, Elizabeth Busekrus Blackmon, Virginia Crank, Celeste Del Russo, Patricia Egbert, Christopher Giroux, Alexis Hart, Suzanne Julian, Kristen Miller, Robby Nadler, Michele Ostrow, Helen Raica-Klotz, Kathleen Richards, Robyn Rohde, Nathalie Singh-Corcoran, David Stock

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A Year in White
Cultural Newcomers to Lukumi and Santería in the United States
Carr, C. Lynn
Rutgers University Press, 2016
In the Afro-Cuban Lukumi religious tradition—more commonly known in the United States as Santería—entrants into the priesthood undergo an extraordinary fifty-three-week initiation period. During this time, these novices—called iyawo—endure a host of prohibitions, including most notably wearing exclusively white clothing. In A Year in White, sociologist C. Lynn Carr, who underwent this initiation herself, opens a window on this remarkable year-long religious transformation.
In her intimate investigation of the “year in white,” Carr draws on fifty-two in-depth interviews with other participants, an online survey of nearly two hundred others, and almost a decade of her own ethnographic fieldwork, gathering stories that allow us to see how cultural newcomers and natives thought, felt, and acted with regard to their initiation. She documents how, during the iyawo year, the ritual slowly transforms the initiate’s identity. For the first three months, for instance, the iyawo may not use a mirror, even to shave, and must eat all meals while seated on a mat on the floor using only a spoon and their own set of dishes. During the entire year, the iyawo loses their name and is simply addressed as “iyawo” by family and friends.
Carr also shows that this year-long religious ritual—which is carried out even as the iyawo goes about daily life—offers new insight into religion in general, suggesting that the sacred is not separable from the profane and indeed that religion shares an ongoing dynamic relationship with the realities of everyday life. Religious expression happens at home, on the streets, at work and school.
Offering insight not only into Santería but also into religion more generally, A Year in White makes an important contribution to our understanding of complex, dynamic religious landscapes in multicultural, pluralist societies and how they inhabit our daily lives.

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