Results by title
18284 books match the query 'United States' and 3764 start with t
Taxes and Capital Formation
Edited by Martin Feldstein
University of Chicago Press, 1987
By addressing some of the most critical policy issues of the day with a minimum of economic jargon, Taxes and Capital Formation makes the results of Bureau research available to a wide audience of policy officials and staff as well as to members of the business community. The volume should also prove useful for courses in public policy, business, and law. In keeping with Bureau tradition, the papers do not contain policy recommendations; instead, they promote a better understanding of how the economy works and the effects of specific policies on particular aspects of the economy.
Taxing Women
Edward J. McCaffery
University of Chicago Press, 1997
"Taxing Women is a must-have primer for any woman who wants to understand how our current tax system affects her family's economic condition. In plain English, McCaffery explains how the tax code stacks the deck against women and why it's in women's economic interest to lead the next great tax rebellion."—Patricia Schroeder
"McCaffery is an expert on the interplay between taxes and social policy. . . . Devastating in his analysis. . . . Intriguing."—Harris Collingwood, Working Women
"A wake-up call regarding the inequalities of an archaic system that actually penalizes women for working."—Publishers Weekly
Taylored Lives
Narrative Productions in the Age of Taylor, Veblen, and FordMartha Banta
University of Chicago Press, 1993
Teacher Education across Minority-Serving Institutions
Programs, Policies, and Social JusticePetchauer, Emery
Rutgers University Press, 2017
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.
Teacher Strike!
Public Education and the Making of a New American Political OrderJon Shelton
University of Illinois Press, 2017
As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society's only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.
Teachers and Reform
Chicago Public Education, 1929-70John F. Lyons
University of Illinois Press, 2007
Examining teachers' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations.
Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 tells the story of how committed union members effected changes to public education and to local politics that still benefit Chicago teachers, students, and the city today.
Teaching Accelerated and Corequisite Composition
David Starkey
Utah State University Press, 2023
The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition.
Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
Teaching Artist Handbook, Volume One
Tools, Techniques, and Ideas to Help Any Artist TeachNick Jaffe, Becca Barniskis, and Barbara Hackett Cox
University of Chicago Press, 2015
This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment.
Instead of offering rigid formulas, this book is centered on practice—the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
Teaching Banned Books
12 Guides for Young ReadersPat R. Scales
American Library Association, 2001
Teaching Banned Books
32 Guides For Children And TeensPat R. Scales
American Library Association, 2019
As standard-bearers for intellectual freedom, school and children’s librarians are in ideal positions to collaborate with educators to not only protect the freedom to read but also ensure that valued books which touch upon important topics are not quarantined from the readers for whom they were written. In this best-selling classroom- and library-ready book of discussion guides, thoroughly updated and expanded to include genres such as graphic novels and nonfiction, award-winning champion of children's literature Scales shows that there is a way to teach these books while respecting all views. Also freshened to include only books that are in print, this resource
- reprints Judy Blume's stirring introduction from the first edition;
- aids educators and librarians in stimulating the critical thinking skills of young readers aged 9-18 while also encouraging freedom of thought and expression, in either classroom or book club settings;
- spotlights titles dealing with sensitive but vital issues such as bullying, racism, bigotry, making tough choices, other cultures, and our uncertain future;
- offers tips for introducing each book and its associated topics;
- provides open-ended questions for discussion which explore the book as a whole rather than simply its "controversial" aspects, along with research and writing activities; and
- includes short summaries of each book, plus a read-alikes section to keep the conversation going.
Teaching Black History to White People
By Leonard N. Moore
University of Texas Press, 2021
Leonard Moore has been teaching Black history for twenty-five years, mostly to white people. Drawing on decades of experience in the classroom and on college campuses throughout the South, as well as on his own personal history, Moore illustrates how an understanding of Black history is necessary for everyone.
With Teaching Black History to White People, which is “part memoir, part Black history, part pedagogy, and part how-to guide,” Moore delivers an accessible and engaging primer on the Black experience in America. He poses provocative questions, such as “Why is the teaching of Black history so controversial?” and “What came first: slavery or racism?” These questions don’t have easy answers, and Moore insists that embracing discomfort is necessary for engaging in open and honest conversations about race. Moore includes a syllabus and other tools for actionable steps that white people can take to move beyond performative justice and toward racial reparations, healing, and reconciliation.
Teaching Children Science
Hands-On Nature Study in North America, 1890-1930Sally Gregory Kohlstedt
University of Chicago Press, 2010
In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation.
The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.
Teaching Evolution in a Creation Nation
Adam Laats and Harvey Siegel
University of Chicago Press, 2016
Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Expertise in Three Countries
Japan, China, and the United StatesAkiko Hayashi
University of Chicago Press, 2022
In Teaching Expertise in Three Countries, Akiko Hayashi shows how teachers from Japan, China, and the United States think about what it means to be an expert teacher. Based on interviews with teachers conducted over the span of fifteen years and videos taken in their classrooms, Hayashi gives us a valuable portrait of expert teachers in the making. While Hayashi’s research uncovered cultural variations in the different national contexts, her analysis of how teachers adapted their pedagogy throughout their careers also revealed many cross-national similarities. Younger teachers often describe themselves as being in a rush, following scripts, and “talking too much,” while experienced teachers describe themselves as being quieter, knowing children better, and being more present.
Including a foreword by scholar of early childhood education Joseph Tobin, Teaching Expertise in Three Countries provides a foundation for understanding the sequence and pathways of development over the first decade of teaching in three national contexts, demonstrating the value of the field of comparative education in the process.
Teaching Fear
How We Learn to Fear Crime and Why It MattersNicole E. Rader
Temple University Press, 2023
Where do lessons of “stranger danger” and safety come from—and do they apply differently for women? A gender-fear paradox shows that although women are less likely to be victims of most crimes (sexual assault aside), their fear of crime is greater. Moreover, girls and women—especially White women—are taught to fear the wrong things and given impossible tools to prevent victimization. In Teaching Fear, Nicole Rader zooms in on the social learning process, tracing the ways that families, schools, and the media have become obsessed with crime myths, especially regarding girls and women.
Based on in-depth research and family studies, Rader reveals the dubious and dangerous origins of many of the most prominent safety guidelines that teach young girls to be more afraid of crime. These guidelines carry over to adulthood, influencing women’s behaviors and the way they order their worlds, with dangerous consequences. As women teach their learned behavior and conditioned fear to others, gendered crime myths are recirculated from generation to generation, making them a staple in our society.
Teaching Fear includes suggestions for taking precautionary measures and crime prevention strategies. Rader also provides guidance for instilling safety values and demonstrating how we can “teach fear better” to break this cycle and truly create greater security.
Teaching Life
Letters from a Life in LiteratureDale Salwak
University of Iowa Press, 2008
Written in response to the sudden death of one of his students, who died tragically in an automobile accident on her way to Salwak’s office to talk over her career plans, Teaching Life is an effort to impart lessons to the next generation of teachers: “It was the suddenness of her death, I think, along with the utter loss of so much potential, which struck me forcibly, and I found myself wondering if anything I had said in class had made a difference in her too-short life or, for that matter, in the lives of any of my students.”
By turns analytical, reflective, and exhortatory, Teaching Life unselfconsciously captures the fascination, enlightenment, and sheer joy that literary studies can offer professors and students. It also implicitly speaks to society's prevailing—and disturbing—prejudice against the profession.
Teaching Marianne and Uncle Sam
Public Education, State Centralization, and Teacher Unionism in France and the United StatesNicholas Toloudis
Temple University Press, 2012
Offering the first systematic, comparative examination of the origins of teachers’ unions in two countries—France and the United States—Teaching Marianne and Uncle Sam shows how teachers’ unions came into existence not because of the willful efforts of particular actors, but over the course of decades of conflict over the proper role of professional educators in public politics.
Nicholas Toloudis traces teacher unionism back to the first efforts of governments to centralize public education. He carefully documents how centralization created new understandings of the role of teachers in their societies and generated new sources of conflict within teachers’ corps. Using rare archival source materials, Toloudis illustrates how these internal conflicts became salient in teachers’ battles with governments over their legitimate right to exist as collective claim-makers within the polity.
In the series Politics, History, and Social Change, edited by John C. Torpey
Teaching Matters
A Guide for Graduate StudentsAeron Haynie
West Virginia University Press, 2022
In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms.
Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.
Teaching Readers in Post-Truth America
Ellen C. Carillo
Utah State University Press, 2018
Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture.
Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.
Teaching Tainted Lit
Popular American Fiction in Today's ClassroomJanet G. Casey
University of Iowa Press, 2015
The essays in this collection presume that the popular is here to stay and that its instructive implications are not merely noteworthy, but richly nuanced and deeply compelling. They address a broad variety of issues concerning canonicity, literature, genre, and the classroom, as its contributors teach everything from Stephen King and Lady Gaga to nineteenth-century dime novels and the 1852 best-seller Uncle Tom’s Cabin.
It is no secret that teaching popular texts fuels controversies about the value of cultural studies, the alleged relaxation of aesthetic standards, and the possible “dumbing down” of Americans. By implicitly and explicitly addressing such contentious issues, these essays invite a broader conversation about the place of the popular not only in higher education but in the reading lives of all Americans.
Teaching U.S. History through Sports
Edited by Brad Austin and Pamela Grundy
University of Wisconsin Press, 2022
Teaching U.S. History through Sports provides strategies for incorporating sports into any U.S. history curriculum. Drawing upon their own classroom experiences, the authors suggest creative ways to use sports as a lens to examine a broad range of historical subjects, including Puritan culture, the rise of Jim Crow, the Cold War, the civil rights movement, and the women's movement. Essays focus on the experiences of African American women, working-class southerners, Latinos, and members of LGBTQ communities, as well as topics including the controversy over Native American mascots and the globalization of U.S. sports.
Teaching U.S.-Educated Multilingual Writers
Pedagogical Practices from and for the ClassroomMark Roberge, Kay M. Losey, Margi Wald
University of Michigan Press, 2015
All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts.
This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.
Teaching Working Class
Sherry Lee Linkon
University of Massachusetts Press, 1999
Teaching Writing through the Immigrant Story
Heather Ostman
Utah State University Press, 2021
Each of the chapters recognizes the prevalence of immigrant students in writing classrooms across the United States—including foreign-born, first- and second-generation Americans, and more—and the myriad opportunities and challenges those students present to their instructors. These contributors have seen the validity in the stories and experiences these students bring to the classroom—evidence of their lifetimes of complex learning in both academic and nonacademic settings. Like thousands of college-level instructors in the United States, they have immigrant stories of their own. The immigrant “narrative” offers a unique framework for knowledge production in which students and teachers may learn from each other, in which the ordinary power dynamic of teacher and students begins to shift, to enable empathy to emerge and to provide space for an authentic kind of pedagogy.
By engaging writing and literature teachers within and outside the classroom, Teaching Writing through the Immigrant Story speaks to the immigrant narrative as a viable frame for teaching writing—an opportunity for building and articulating knowledge through academic discourse. The book creates a platform for immigration as a writing and literary theme, a framework for critical thinking, and a foundation for significant social change and advocacy.
Contributors: Tuli Chatterji, Katie Daily-Bruckner, Libby Garland, Silvia Giagnoni, Sibylle Gruber, John Havard, Timothy Henderson, Brennan Herring, Lilian Mina, Rachel Pate, Emily Schnee, Elizabeth Stone
Teaching about Race and Racism in the College Classroom
Notes from a White ProfessorCyndi Kernahan
West Virginia University Press, 2019
Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy.
In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.
Teaching about Religions
A Democratic Approach for Public SchoolsEmile Lester
University of Michigan Press, 2013
"This provocative and timely book challenges Americans to rethink what it means to take democracy and religious freedom seriously in public education. Emile Lester takes the reader beyond culture war conflicts rooted in religious divisions and offers bold, new solutions for addressing our differences with fairness and robust toleration. Instead of battlegrounds, he argues, public schools can and should be places that include all voices in ways that prepare citizens to engage one another with civility and respect. Teaching about Religions is essential reading for all who care about the future of public schools---and the health of American democracy."
--- Charles C. Haynes, Senior Scholar, Freedom Forum First Amendment Center
"More than simply a synthesis of existing scholarship, [this book is] an original contribution to the field. [The] major themes are timely, and this book might well contribute to public discussion of important issues in our culture wars."
---Warren Nord, University of North Carolina–Chapel Hill
"Arriving in the wake of a bitter battle over the place of Islam in America and in the midst of calls for greater understanding and civility, Emile Lester's new book is a timely contribution to the debate about the best ways to teach about religion in our nation's public schools. A pioneering researcher in this field, Lester offers thoughtful critiques of existing proposals as well as fresh ideas. His recommendations reflect painstaking efforts to understand the concerns of groups (most notably, conservative Christians) to which he does not belong, and a firm grasp of the difference between fostering understanding of other faiths and pressing for acceptance of them. Lester's prescriptions, always informed and fair-minded and sometimes provocative, should drive the debate forward in productive ways."
---Melissa Rogers, Director, Center for Religion and Public Affairs at Wake Forest University School of Divinity and Nonresident Senior Fellow, The Brookings Institution
Frequent news stories about the debates waged between secularists and religious conservatives have convinced most Americans that public schools must choose between promoting respect for religious minorities and respecting the interests of conservative Christians. As a result, public schools fail to teach students about the meaning and value of protecting religious liberty and consequently perpetuate mistrust across the cultural divide, further empower extremists, and obscure the fact that most Americans of all religious backgrounds share a commitment to basic democratic principles.
In response, the public schools in the religiously diverse and divided community of Modesto, California, have introduced a widely acclaimed required world religions course. Drawing on groundbreaking research on the creation of and response to the Modesto course as well as on political philosophy, Emile Lester advocates a civic approach to teaching about religion in public schools that at once emphasizes respect for all views about religion and provides a special recognition of conservative Christian beliefs.
Teaching from the Heart and Soul
The Robert F. Panara StoryHarry G. Lang
Gallaudet University Press, 2007
The Sixth Volume in the Deaf Lives Series
Robert F. Panara lost his hearing from spinal meningitis in 1931 at the age of ten. However, he could read and write, and with his friends’ help, Bob (as he was known), made it through high school. His new solitude created a new passion – reading, reading, and reading. The stage was set for the emergence of one of the great deaf educators in modern time, a life fully captured in Harry G. Lang’s Teaching from the Heart and Soul: The Robert F. Panara Story.
Bob Panara’s many achievements began after his discovery of Gallaudet College in the 1940s. There, he wrote “The Significance of the Reading Problem,” which first expressed his belief that teaching “comes from the heart and soul.” The article secured him his first job at the New York School for the Deaf in White Plains. Bob returned to teach at Gallaudet College from 1948 until 1965, when he left to help found the National Technical Institute for the Deaf (NTID) and the National Theatre of the Deaf (NTD) — all in the same year. He continued to expand arts and literature at NTID until his retirement in 1987.
Bob Panara’s genius resides in the people he inspired with his vivacious teaching style. He believed ardently in involving students, that they should “be the book.” Former students tell story after story about his fabulous interpretations of drama and poetry, a legacy confirmed by his own story in Teaching from the Heart and Soul.
Teaching in Black and White
The Sisters of St. Joseph in the American SouthBarbara E. Mattick
Catholic University of America Press, 2022
Teaching in the Terrordome
Two Years in West Baltimore with Teach for AmericaHeather Kirn Lanier
University of Missouri Press, 2012
Teaching the Practitioners of Care
New Pedagogies for the Health ProfessionsEdited by Nancy L. Diekelmann
University of Wisconsin Press, 2003
Nancy L. Diekelmann
Karin Dahlberg
Margaretha Ekebergh
Pamela M. Ironside
Kathryn Hopkins Kavanagh
Melinda M. Swenson
Sharon L. Sims
Rosemary A. McEldowney
Jan D. Sinnott
Teaching with Tension
Race, Resistance, and Reality in the ClassroomEdited by Philathia Bolton, Cassander L. Smith, and Lee Bebout
Northwestern University Press, 2019
Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.
Teaching/Writing in Thirdspaces
The Studio ApproachRhonda C. Grego and Nancy S. Thompson
Southern Illinois University Press, 2007
Teaching/Writing in Thirdspaces: The Studio Approach examines a dynamic approach to teaching composition that reimagines not only the physical space in which writing and learning occurs but also the place occupied by composition in the power structure of universities and colleges.
In response to financial and programmatic cutbacks at the University of South Carolina in the 1990s, authors Rhonda C. Grego and Nancy S. Thompson used their academic backgrounds in composition and English education, along with their personal histories in working-class families, to look at compositional spaces and places with an eye to challenging the embedded issues of race, class, and gender within the university hierarchies. The result was a supplemental writing program that they called the writing studio.
The studio model emphasizes individual participation in a small group that allows students to present work they are preparing for outside classes, discuss their challenges, and refine their ideas with other students and staff facilitators. This “interactional inquiry” is replicated and reinforced by the facilitators, who meet in their own small groups to analyze larger patterns, possibilities, and needs as they arise in their studios.
Grego and Thompson argue that because the studio is physically and institutionally “outside but alongside” both students’ other coursework and the hierarchy of the institution, it represents a “thirdspace,” a unique position in which to effect institutional change. The focus on interactional inquiry challenges traditional power hierarchies within classrooms and shifts the nature of discourse. As a bottom-up approach to the development of educational programs within institutions that have different needs, demographies, and histories, the studio model can address a multitude of different institutional needs with little disruption to the curriculum.
The studio model allows university administrators, teachers, student aides, and students to continually adapt to changing institutional environments with new teaching and learning strategies. Teaching/Writing in Thirdspaces provides an alternative approach to traditional basic writing courses that can be adopted in educational institutions of all types and at all levels.
Team Chemistry
The History of Drugs and Alcohol in Major League BaseballNathan Corzine
University of Illinois Press, 2016
- In 1889, Pud Galvin tried a testosterone-derived "elixir" to help him pile up some of his 646 complete games.
- Sandy Koufax needed Codeine and an anti-inflammatory used on horses to pitch through his late-career elbow woes.
- Players returning from World War II mainstreamed the use of the amphetamines they had used as servicemen.
- Vida Blue invited teammates to cocaine parties, Tim Raines used it to stay awake on the bench, and Will McEnaney snorted it between innings.
Teamsters Metropolis
Ryan Patrick Murphy
University of Michigan Press, 2025
Teamsters Metropolis argues that the union achieved unprecedented organizing success in the immediate postwar period precisely because its members defied bourgeois cultural standards. They wore overly flamboyant clothes, instigated jarringly violent confrontations, used aliases, extorted money, flouted the law, and often blended friendship, sex, and love in a way that challenged the boundaries of heteronormativity. Perhaps no one exemplified this freedom more than Jimmy Hoffa, who delivered better pay and worker conditions to marginal workers while also using coercive tactics, embezzling money, and colluding with the Mafia. Rather than impeding the union’s growth, unruly organizing, illicit business techniques, and dissident cultural practices appealed to prospective members and offered an opportunity to circumvent some of the suburban regulations, helping the International Brotherhood of Teamsters become the largest U.S. union of the mid-twentieth century.
Tear Down the Walls
White Radicalism and Black Power in 1960s RockPatrick Burke
University of Chicago Press, 2021
Technical Knowledge in American Culture
Science, Technology, and Medicine Since the Early 1800sEdited by Hamilton Cravens, Alan I Marcus, and David M. Katzman
University of Alabama Press, 1996
Addresses the relationships between what modern-day experts say to each other and to their constituencies
Technical Knowledge in American Culture is an interdisciplinary volume that brings together leading historians to investigate how science, technology, and medicine have shaped—and been shaped by—American intellectual and cultural traditions since the early nineteenth century. Rather than treating science and technology simply as products of social forces, the contributors examine them as forms of knowledge with their own internal logics, debates, and authority structures. The book asks a central question: how do experts—scientists, engineers, physicians—communicate with one another and with broader audiences, and how does that communication influence American society?
The volume is organized into three major sections, each anchored in a distinct historical moment: Part I: The Rise of Democratic Culture, 1800–1870; Part II: The Age of Hierarchy, 1870–1920; and Part III: Toward an Infinity of Dimensions (20th Century). Across its essays, the book argues that technical knowledge is not just a tool of progress—it is a cultural force shaped by communication, interpretation, and authority. By focusing on case studies rather than sweeping narratives, the volume reveals how expertise operates in practice and how it influences broader debates about science, society, and public trust.
Technicolored
Reflections on Race in the Time of TVAnn duCille
Duke University Press, 2018
Technocrats of the Imagination
Art, Technology, and the Military-Industrial Avant-GardeJohn Beck and Ryan Bishop
Duke University Press, 2020
Technological Turf Wars
A Case Study of the Computer Antivirus IndustryJessica Johnston
Temple University Press, 2008
In Technological Turf Wars, Jessica Johnston analyzes the tensions and political dilemmas that coexist in the interrelationship among science, technology and society. Illustrating how computer security is as concerned with social relationships as it is with technology, Johnston provides an illuminating ethnography that considers corporate culture and the workplace environment of the antivirus industry.
Using a qualitative, interdisciplinary approach, which combines organizational and security studies with critical and social analysis of science and technology, Johnston questions the motivations, contradictions and negotiations of antivirus professionals. She examines the tensions between the service ethics and profit motives—does the industry release viruses to generate demand for antivirus software?—and considers the dynamics within companies by looking at facets such as gender bias and power politics. Technological Turf Wars is an informed, enlightened and entertaining view of how the production of computer security technology is fraught with social issues.
Technology Bureaucracy Healing
A Postmodern ParadigmRoger J. Bulger
University of Iowa Press, 1988
Technology Disaster Response and Recovery Planning
A LITA GuideMary Mallery
American Library Association, 2015
Technology and American History
A Historical Anthology from Technology and CultureEdited by Stephen H. Cutcliffe and Terry S. Reynolds
University of Chicago Press, 1997
Emphasizing a societal context for technology, this carefully organized collection demonstrates both the manner in which cultural, political, and economic forces shape innovation, and the ways that technology has influenced society and shaped its values. Individual essays explore the importance of textile manufacturing in American industrialization, the role of the federal government in regulating new modes of transport, the development of interchangeable parts in production, the process of innovation, the notion of technological systems, and the relationship between technological change and work in the factory, on the farm, and in the home.
The essays were selected to be accessible to both the general reader and the undergraduate student.
Technology and Engagement
Making Technology Work for First Generation College StudentsRowan-Kenyon, Heather T.
Rutgers University Press, 2018
Technology and Engagement is based on a four-year study of how first generation college students use social media, aimed at improving their transition to and engagement with their university. Through web technology, including social media sites, students were better able to maintain close ties with family and friends from home, as well as engage more with social and academic programs at their university. This ‘ecology of transition’ was important in keeping the students focused on why they were in college, and helped them become more integrated into the university setting. By showing the gains in campus capital these first-generation college students obtained through social media, the authors offer concrete suggestions for how other universities and college-retention programs can utilize the findings to increase their own retention of first-generation college students.
Technology and Literacy in the 21st Century
The Importance of Paying AttentionCynthia L. Selfe. Foreword by Hugh Burns
Southern Illinois University Press, 1999
Part critique of existing policy and practice, part call-to-action, Technology and Literacy in the Twenty-First Century explores the complex linkage between technology and literacy that has come to characterize American culture and its public educational system at the end of the twentieth century.
To provide a specific case study of this complex cultural formation, award-winning educator Cynthia L. Selfe discusses the Technology Literacy Challenge, an official, federally sponsored literacy project begun in 1996 that has changed—at fundamentally important levels—the definition of literacy and the practices recognized as constituting literate behavior in America. Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of racism, poverty, and illiteracy.
She describes how the national project to expand technological literacy came about, what effects it has yielded, why the American public has supported this project, and how teachers of English, language arts, and composition have contributed to this project, despite their best intentions.
A primary goal of this study is to make teachers of English and composition increasingly aware of the new literacy agenda and to suggest how they might positively influence its shape and future direction, both in the classroom and in the community. This awareness is an integral part of educators' larger professional responsibility to understand the way in which our culture thinks about and values literacy. Perhaps even more important, argues Selfe, this awareness is part of teachers' ethical responsibility to understand how literacy and literacy instruction directly and continually affect the lived experiences of the individuals and families with whom teachers interact.
Technology and the Character of Contemporary Life
A Philosophical InquiryAlbert Borgmann
University of Chicago Press, 1987
Technology and the Historian
Transformations in the Digital AgeAdam Crymble
University of Illinois Press, 2021
Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars.
Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era.
Technology and the Resilience of Metropolitan Regions
Edited by Michael E. Pagano
University of Illinois Press, 2015
In this new collection, Michael A. Pagano curates engagement with such questions by public intellectuals, stakeholders, academics, policy analysts, and citizens. Each essay explores issues related to the impact and opportunities technology provides in government and citizenship, health care, workforce development, service delivery to citizens, and metropolitan growth. As the authors show, rapidly emerging technologies and access to such technologies shape the ways people and institutions interact in the public sphere and private marketplace. The direction of metropolitan growth and development, in turn, depends on access to appropriate technology scaled and informed by the individual, household, and community needs of the region.
Contributors include Randy Blankenhorn, Bénédicte Callan, Jane Fountain, Sandee Kastrul, Karen Mossberger, Dan O'Neil, Michelle Russell, Alfred Tatum, Stephanie Truchan, Darrel West, and Howard Wial.
Technology for Results
American Library Association, 2005
Technology in American Health Care
Policy Directions for Effective Evaluation and ManagementAlan B. Cohen and Ruth S. Hanft, with William E. Encinosa, Stephanie M. Spernak, Shirley A. Stewart, and Catherine C. White
University of Michigan Press, 2004
---The World Future Society, Best Books and Reports
"This excellent book provides a broad overview of the development, impact, and evaluation of health technology in the United States. . . .The authors take a well-organized and thorough approach to address these topics, combining reviews of each with case examples of particular technologies. . . .Given the broad scope of the book, it could serve as a text for students, an introduction to the field for healthcare professionals, or a tool for academics and policymakers wishing to fill knowledge gaps outside their disciplines. . . .The book makes a compelling case for the logic and potential benefits of medical technology evaluation as a tool for improving health care."
---Journal of the American Medical Association
"By being comprehensive in their review, the authors chart a clear path to understanding the future of health care technology in America. They clarify the technical methods for evaluation and provide insight into the sociopolitical aspects of development and diffusion. Case studies are informative. Excellent reading for students and health professionals either as a textbook or as an off-the-shelf guide to methods for deciding among alternative technologies."
---Norman W. Weissman, University of Alabama
"Technology today dominates every aspect of health care. This useful book offers a diverse range of perspectives for students, professors, and medical practitioners who wish to understand how to evaluate medical technology."
---Joel Howell, University of Michigan Medical School
Technology in American Health Care is a comprehensive, multidisciplinary guide to understanding how medical advances-new drugs, biological devices, and surgical procedures-are developed, brought to market, evaluated, and adopted into health care.
Cost-effective delivery of evidence-based health care is the sine qua non of American medicine in the twenty-first century. Health care decision makers, providers, payers, policymakers, and consumers all need vital information about the risks, benefits, and costs of new technologies in order to make informed decisions about which ones to adopt and how to use them. Alan B. Cohen and Ruth S. Hanft explore the evolving field of medical technology evaluation (MTE), as well as the current controversies surrounding the evaluation and diffusion of medical technologies, including the methods employed in their assessment and the policies that govern their adoption and use.
The book opens with an introduction that provides basic definitions and the history of technological change in American medicine, and a second chapter that explores critical questions regarding medical technology in health care. Part I discusses biomedical innovation, the development and diffusion of medical technology, and the adoption and use of technology by hospitals, physicians, and other health care organizations and professions under changing health care market conditions. Part II examines the methods of MTE-including randomized controlled trials, meta-analyses, economic evaluation methods (such as cost-benefit, cost-effectiveness, and cost-utility analyses), and clinical decision analysis. Part III focuses on key public policy issues and concerns that affect the organization, financing, and delivery of health care and that relate importantly to medical technology, including safety, efficacy, quality, cost, access, equity, social, ethical, legal, and evaluation concerns. All three parts of the book provide a historical perspective on the relevant issues, methods, and policy concerns and contain examples of technologies whose development, adoption, evaluation, and use have contributed to our understanding of the field.
This book will be invaluable in making MTE more accessible to individuals who are directly involved in the evaluation process and those who are touched by it in their professional lives-policymakers, clinicians, managers, and researchers.
Technology, Innovation, and Southern Industrialization
From the Antebellum Era to the Computer AgeEdited by Susanna Delfino & Michele Gillespie
University of Missouri Press, 2008
Because of its strong agrarian roots, the South has typically been viewed as a region not favorably disposed to innovation and technology. Yet innovation was never absent from industrialization in this part of the United States. From the early nineteenth century onward, southerners were as eager as other Americans to embrace technology as a path to modernity.
This volume features seven essays that range widely across the region and its history, from the antebellum era to the present, to assess the role of innovations presumed lacking by most historians. Offering a challenging interpretation of industrialization in the South, these writings show that the benefits of innovations had to be carefully weighed against the costs to both industry and society.
The essays consider a wide range of innovative technologies. Some examine specific industries in subregions: steamboats in the lower Mississippi valley, textile manufacturing in Georgia and Arkansas, coal mining in Virginia, and sugar planting and processing in Louisiana. Others consider the role of technology in South Carolina textile mills around the turn of the twentieth century, the electrification of the Tennessee valley, and telemedicine in contemporary Arizona—marking the expansion of the region into the southwestern Sunbelt.
Together, these articles show that southerners set significant limitations on what technological innovations they were willing to adopt, particularly in a milieu where slaveholding agriculture had shaped the allocation of resources. They also reveal how scarcity of capital and continued reliance on agriculture influenced that allocation into the twentieth century, relieved eventually by federal spending during the Depression and its aftermath that sparked the Sunbelt South’s economic boom.
Technology, Innovation, and Southern Industrialization clearly demonstrates that the South’s embrace of technological innovation in the modern era doesn’t mark a radical change from the past but rather signals that such pursuits were always part of the region’s economy. It deflates the myth of southern agrarianism while expanding the scope of antebellum American industrialization beyond the Northeast and offers new insights into the relationship of southern economic history to the region’s society and politics.