IAP February 2015 Advanced Book Information 12 New Titlescidtff.web.ua.pt/docs/iap_feb_2015_abi.pdf · New Book Information Temporality: Culture in the Flow of Human Experience Edited

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IAP—Information Age Publishing, Inc., PO Box 79049, charlotte, NC 28271

tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com

IAP February 2015

Advanced Book Information

12 New Titles

Temporality: Culture in the Flow of Human Experience

Peace Education Evaluation:

Learning from Experience and Exploring Prospects

Teaching Peace Through Popular Culture

How Management Programs

Can Improve Organization Performance,

Selecting and Implementing the Best Program

for Your Organization

Collaborative Evaluation in Practice:

Insights from Business, Nonprofit, and Education

Revisiting Education in the New Latino Diaspora

Inclusive Education

for Students with Intellectual Disabilities

Rethinking Education for a Global, Transcultural World

Evaluation Use and Decision-Making in Society:

A Tribute to Marvin C. Alkin

Integrating Experiences:

Body and Mind Moving Between Contexts

The Course Reflection Project: Faculty Reflections on

Teaching Service-Learning

Distance Learning—Volume 11 Issue 4 2014

New Book InformationTemporality: Culture in the Flow of Human Experience

Edited by Lívia Mathias Simão, Danilo Silva Guimarães, Institute of Psychology, University of São Paulo and Jaan Valsiner, Aalborg University

A volume in Advances in Cultural PsychologySeries Editor: Jaan Valsiner, Aalborg University

This book comes as part of a broader project the first editor is developing in collaboration with the other two, aiming critically to articulate the central philosophical issue of time and temporality with Cultural Psychology and related areas in its frontier. Similarly to the previous milestone in this effort—Otherness in Question: Labyrinths of the Self, published in this same series, the present one we also invited international cast of authors to bring their perspectives about a possible dialogue between a central philosophical issue and the core subject of their respective research domains. The book interests to researchers, scholars, professionals and students in Psychology and its areas of frontier.

CONTENTS: Introduction: Time—Not Always the Same, Lívia Mathias Simão. PART I: EMPORALITY AND ITS BOUNDARIES. Temporality and the Necessity Of Culture in Psychology, Hroar Kemple. Defining a Temporal Mereotopology, Giuseppina Marsico. Temporality and the Boundary between Present and Future, Emily Abbey. Unaccomplished Trajectories: Shadows From the Past in the Present and Future, Vivian Pontes and Ana Cecília Bastos. PART II: LIVING TEMPORALITY. Living and Observing: Two Modes of Understanding Time, Carlos Cornejo and Himmbler Olivares. When is Now: Measuring How We Perceive Instants in Time, André Cravo and Hamilton Haddad. PART III: TEMPORALITY AND LIFETIME. Duration and Experience: The Temporality of Development, Dankert Vedeler. Temporality, Lifetime, and the Afterdeath: Case Studies From Hospice Patients, Meike Watzlawik. Times of Illness and Illness of Time, Maria Francesca Freda, Raffaele De Luca Picione, and Maria Luisa Martino. PART IV: TEMPORALITIES OF THE SELF. Heidegger, Temporality, and Dialogical Self Theory, Basia Ellis and Henderikus Stam. On Time and Temporality From a Clinic and Psychoanalytic Point of View, Nelson Coelho Jr. Temporality: Expectation and Futurity in Physiotherapy Patients, Larissa Laskovski and Lívia Mathias Simão. Time or Not Time in Mind: What is Temporality? Ruggero Ruggieri and Anna Gorrese. PART V: COLLECTIVE-PERSONAL TEMPORALITIES. Living With the Belief in Cyclical Time: Collective and Personal Constructions of Hindus, Nandita Chaudhary. Temporality as Reciprocity of Activities: Articulating the Cyclical and the Irreversible in Personal Symbolic Transformations, Danilo Guimarães. Repetition, Duration and Persistance: Temporality in the Performing Arts, Juliano Sampaio and Lívia Simão. Black God, White Devil, and Behind the Sun: Destinies in Modern Brazilian Cinema, Renato Tardivo. PART VI: TEMPORALITY AND ITS FUTURE CHALLENGES FOR PSYCHOLOGY. Temporality and the Challenge to Genetic Cultural Psychology, Cor Baerveldt. Temporality and Generalization in Psychology: Time as Context, Luca Tateo. The Temporality of Tradition: Some Horizons for the Semiotic-Cultural Constructivism in Psychology, Lívia Simão. About the Authors.

IAP - Information Age Publishing, PO Box 79049, Charlotte, NC 28271tel: 704-752-9125 fax: 704-752-9113 URL: www.infoagepub.com

Publication Date: 2015

ISBNs:Paperback: 9781623969677Hardcover: 9781623969684E-Book: 9781623969691

Price: Paperback: $45.99Hardcover: $85.99

Trim Size: 6.125 X 9.25Page Count: 522Subject: Education, Psychology, Learning, Culture, DevelopmentBISAC Codes:PSY000000PSY031000PSY030000

New Book InformationPeace Education Evaluation: Learning from Experience and Exploring Prospects

Edited by Celina Del Felice, (insert affiliation); Aaron Karako, (insert affiliation) and Andria Wisler, (insert affiliation)

A volume in Peace Education

Series Editors Jing Lin, University of Maryland, Edward Brantmeier, James Madison University, and Ian Harris, University of Wisconsin, Milwaukee

Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness.

This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.

CONTENTS: Acknowledgements. Introduction. PART 1: CRITICAL REFLECTIONS. Peaceableness as Raison D’être, Process, and Evaluation, Hakim Mohandas Amani Williams. Towards a More Complex Evaluation of Peace Education: Peace Education, the Evaluation Business, and the Need for Empowering Evaluation, Werner Wintersteiner. Infusing Cultural Responsiveness into the Evaluation of Peace Education Programs, Rodney K. Hopson and Helga Stokes. Naming the Space: Evaluating Language in Peace Education through Refl ective Practice, Cheryl Woelk. Bridging Restorative Practices and Group Therapy: New Evaluative Measures for School Groups, Christina Procter and Erin Dunlevy. PART 2: TAKING STOCK AND LEARNING FROM EXPERIENCES. From Risk to Resilience: Understanding and Preventing Bullying and Bias, Roberta A. Heydenberk and Warren R. Heydenberk. Evaluating a Project-Based Peace Education Course in Turkey: The Civic Involvement Projects, Antonia Mandry. Peace Education in Higher Education: Using Authentic Assessment Practices to Build Peace, Rajashree Srinivasan. Narrative Method for Evaluation of Students’ Transformative Learning in a Peace and Confl ict Resolution Program, Zulfi ya Tursunova. Education For Peace in Bosnia and Herzegovina: How Do We Know It Is Working? H. B. Danesh. Evaluating Seeds of Peace: Assessing Long-Term Impact in Volatile Context, Ned Lazarus. The Olive Tree Initiative: Lessons Learned about Peace Education through Experiential Learning, Daniel Wehrenfennig, Daniel Brunstetter, and Johanna Solomon. How Do We Know We Are Building Peace? A Refl ection On What is Good Youth Peace Monitoring and Evaluation, Meghann Villanueva, Lillian Solheim, Imke van der Velde, and Eefje van Esch. Evaluating Peace Education Programs: Quantifying Attitudinal and Behavioral Change: Lessons Learned from the Youth Theater for Peace Programs, Susan Armitage. The Role of Donors in Post-Confl ict Reconciliation Processes: Balancing Material and Behavioral Dimensions, Ruerd Ruben. Assessing Peace Education at the National Level: Challenges and Possibilities, Cécile Barbeito Thonon and Johanna Ospina. PART 3: IDEAS FOR EXPERIMENTATION AND “NEXT MOVES”. Re-Conceptualizing Impact: Assessing Peace Education through a social movement lens, Karen Ross. Pedagogy of Addressivity: Peace Education as Evaluation, Naghmeh Yazdanpanah. Imagine There is No Peace Education: An Exploration in Counterfactual Analyses, Thomas de Hoop and Annette N. Brown. Evaluation of Peace Education Training Programs: Promoting Consistency between Teaching and Content, Maria Lucia Uribe Torres. Conclusion. About the Authors.




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Subject: Peace Education, Evaluation, EducationBISAC Codes:EDU000000EDU011000EDU037000

New Book InformationTeaching Peace Through Popular Culture

Edited by Laura Finley, Barry University in Miami Shores, Florida, Joanie Connors, Western New Mexico University and Barbara Wien, American University

A volume in Peace Education

Series Editors Jing Lin, University of Maryland, Edward Brantmeier, James Madison University, and Ian Harris, University of Wisconsin, Milwaukee

Authored by scholars from a variety of disciplines, including English, Theology, Philosophy, Communications, Sociology, Humanities and Peace Studies, this edited volume provides detailed descriptions of the many ways popular culture can be used to teach peace.

Chapters discuss documentary and feature film, music, television, literature and more, providing both educators and the general public with a timely and useful tool. From popular dystopian novels like The Hunger Games to feature films like The Matrix to modern rap and hip-hop music, contributors not only provide critical analysis of the violence in popular culture but also an assessment of how the same or alternate forms can be used by peace educators. Additionally, each chapter project synopses and teaching ideas, as well as recommended resources.

CONTENTS: Acknowledgments and Dedication. Introduction, Laura Finley. Using Film to Illustrate Theories of Violence and Nonviolence, Dean J. Johnson. Film as a Force for Peace: Documentaries and Classic Movies, Ellen Lindeen. Popular Film and Peace Studies: Conscientization In and Through Film, Mike Klein. Transcending Difference: The Power of Contemporary Films for Teaching Inter-Religious Dialogue and Peacebuilding, Nicole L. Johnson. Gender and Homelessness: The Search for Justice in Popular Culture and Film, Geoffrey Bateman. Teaching Interpersonal Peace Through Popular Culture, Joanie V. Connors. Challenging Militarism Through Young Adult Dystopian Literature: Using The Hunger Games Trilogy to Teach Peace and Justice, Laura Finley and Dianna Bellian. Creative Combinations in Peace Education: The Use of Collage and Poetry in Teaching, Researching, and Practicing Peace, Robin Cooper, Sheryl Chatfield, Elizabeth Holden, and Kelly Macias. Teaching About Peace Icons Using Pop Icons Brandon Fryman. Peaceful Everyday Encounters: Literacy, Community Engagement, and First-Year Programs, Kelly Concannon. Raging Against the Machine: Examining Music That Examines Structural and Institutional Violence, Laura Finley. Dreaming of a White Future: The Portrayal of Race in Science Fiction Films, Victor Romano. The Importance of Storytelling for Peacebuilding in Postconflict States, Jan Stewart, Marc Kuly, Betty Ezati, and Jody Lynn McBrien. Conclusion: New Avenues and Resources for Teaching Peace Through Popular Culture, Joanie V. Connors and Laura Finley. About the Authors.





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Subject: Peace Education, Culture, EducationBISAC Codes:EDU000000EDU011000EDU037000

New Book Information

How Management Programs Can Improve Organization Performance, Selecting and Implementing the Best Programfor Your Organization

Edited by Richard E. Crandall, Appalachian State Universityand William “Rick” Crandall, University of North Carolina at Pembroke

All organizations operate in an environment that is rapidly changing. To be successful, the organization must also change. The question is what to change and how. This book will describe in some detail a number of management programs, many of which are known by their three-letter acronyms, such as Just-in-Time (JIT) or Service-Oriented Architecture (SOA). A management program is designed to improve an organization’s effectiveness and efficiency. However, there are so many management programs it is often difficult for managers to decide which one would be most appropriate for their operation. This book will describe an array of management programs and group them to indicate their primary purpose. The book will also outline a process that will enable managers to select the most appropriate management program to meet their immediate and long-term needs.

Implementing a management program is no small task. It can be expensive, time-consuming, and disruptive of normal operations; therefore, the choice of the management program requires careful selection and implementation. Care must be taken to increase the likelihood of successfully implementing new ventures in all types of organizations – business, nonprofit and governmental agencies. Many ventures fail, or achieve limited success, not because the idea isn’t good but because the organization has not adequately prepared its internal capabilities to meet the environmental conditions in which it operates. An important feature of this book is that it can be updated periodically to add new programs and phase out programs no longer relevant.

The book will provide readers with a comprehensive description of the most popular management improvement programs and their primary applications to their organizations. We will discuss the philosophy and principles of these programs and include a discussion on how to use each program to achieve optimum success. A central theme of this book is to not just adopt an improvement program for the sake of adopting it, but to match the improvement program with the specific needs in an organization. In the chapters that follow, we will illustrate how this matching process can be conducted. Above all, we plan the book to be a concise and useful resource to both practitioners and academics. Here is what you can expect in the chapters.

CONTENTSPrefaceAcknowledgmentsChapter 1. Introduction to Management Improvement ProgramsChapter 2. History of Management Improvement ProgramsChapter 3. Introduction to Individual Management ProgramsChapter 4A. Materials Requirements Planning (MRP) Chapter 4B. Manufacturing Resource Planning (MRP II)Chapter 4C. Enterprise Resource Planning (ERP) Chapter 4D. Critical Path Method (CPM) Chapter 5A. Advanced Planning and Scheduling (APS) Chapter 5B. Computer Integrated Manufacturing (CIM)Chapter 5C. Manufacturing Execution Systems (MES) Chapter 5D. Theory of Constraints (TOC) Chapter 5E. Warehouse Management Systems (WMS) Chapter 6A. Just-in-Time (JIT) Chapter 6B. Lean Production Chapter 6C. Business Process Reengineering (BPR) Chapter 6D. Business Process Outsourcing (BPO) Chapter 6E. Value Analysis and Value Engineering




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Subject: Management, Organiza-tional Behavior, Performance

BISAC Codes:BUS000000BUS085000BUS041000

Chapter 7A. Statistical Process Control (SPC) Chapter 7B. Total Quality Control (TQC)Chapter 7C. Total Quality Management (TQM) Chapter 7D. Six SigmaChapter 7E. Quality Function Deployment (QFD) Chapter 8A. Activity-Based Costing (ABC) Chapter 8B. Activity-Based Management (ABM)Chapter 8C. Balanced Scorecard (BSC) Chapter 8D. Key Performance Indicators (KPI)Chapter 9A. Quick Response (QR) Chapter 9B. Efficient Consumer Response (ECR) Chapter 9C. Vendor Managed Inventory (VMI) Chapter 9D. Collaborative Planning, Forecasting, and Replenishment (CPFR)Chapter 10A. Manufacturing FlexibilityChapter 10B. Agile Manufacturing Chapter 10C. Mass CustomizationChapter 11A. Internet EDI (I-EDI) Chapter 11B. Business to Business (B2B) Chapter 11C. Business to Consumer (B2C) Chapter 11D. Automatic Identification System (AIS)Chapter 11E. Decision Support System (DSS) Chapter 11F. Interorganizational Systems (IOS)Chapter 11G. Service-Oriented Architecture (SOA) Chapter 11H. Software as a Service (SAAS) and Cloud ComputingChapter 12A. New Product Development (NPD)Chapter 12B. Sales and Operations Planning (S&OP)Chapter 12C. Supply Chain Management (SCM)Chapter 12D. Customer Relationship Management (CRM) Chapter 12E. Supplier Relationship Management (SRM)Chapter 12F. Product Lifecycle Management (PLM) Chapter 13A. Management by Objectives (MBO) Chapter 13B. Strategic Management and Strategic Planning Chapter 13C. Knowledge Management (KM) Chapter 13D. Risk Management Chapter 13E. Virtual Management or Virtual Organization Chapter 13F. Chaos and Complexity ManagementChapter 14. Selecting the Correct Management ProgramChapter 15. Program Implementation Chapter 16. Future of Management Programs Management for the Twenty-First Century References About the Authors


New Book InformationCollaborative Evaluation in Practice:Insights from Business, Nonprofit, and Education

By Liliana Rodríguez-Campos, University of South Florida

One of the reasons some groups are more effective than others is collaboration; people implement evaluative decisions more willingly if they have collaborated on those decisions. This book introduces real-world applications of the Model for Collaborative Evaluations (MCE) in business, nonprofit, and education to make collaborative evaluations more accessible to you. The MCE is a systematic framework that revolves around a set of six interactive components specific to conducting a collaborative evaluation. It represents a practical attempt to capture the essence of collaborative evaluation from various perspectives in order to offer a valuable understanding of different stances that often arise when using this type of approach. A multidisciplinary team of authors enriches the diverse perspectives of this book with their international and cross-cultural expertise. The intention is to share a deeper understanding of how this approach is applied to build collaborative relationships within an evaluation, recognizing the level of collaboration will vary in each situation.

CONTENTS: Foreword, Karen Russon. Introduction, Liliana Rodríguez-Campos. PART I: BUSINESS SECTOR. Introduction: The Model for Collaborative Evaluations in the Business Sector, Wes Martz. A Collaborative Evaluation of a Training Program to Support Organizational Competitiveness, Connie Walker-Egea. Evaluating a Private Disability Program Using a Collaborative Approach, Wendy Bradshaw and Jeremy Lake. Utilizing Collaborative Evaluation in a Finance and Banking Corporation, Diep Thi Nguyen and Thanh Vinh Pham. Incorporating Collaborative Evaluation in a Diversity Business Program, Adam P. Denny, Eunkyung Na, and Michael Voris. PART I I: NONPROFIT SECTOR. Introduction: The Model for Collaborative Evaluations in the Nonprofi t Sector, Claudia Güerere and Tyler Hicks. Unlocking the Potential of Collaborative Evaluation to Increase Team Performance in a Nonprofit, James M. Wharton. Involving Communities through Collaborative Evaluation of a Health Promotion Program, Debra E. Thrower and Samuel Matos-Bastidas. Creating Opportunities in a Collaborative Evaluation of a Science Nonprofit Program, Chunhua Cao, Paromita De, Walter Rosales-Mejía, and Vanessa Vernaza Hernández. Engaging Youth and Adults in a Community Program through Collaborative Evaluation, Tiffany L. Young and Fayez Alshehri. PART I I I: EDUCATION SECTOR. Introduction: The Model for Collaborative Evaluations in the Education Sector, Julie Gloudemans and James Welsh. Using a Collaborative Approach in the Evaluation of a Graduate Program, Eun Kyeng Baek and SeriaShia Chatters. Using Collaboration to Reframe Evaluation of an After School Program, Aarti P. Bellara and Susan T. Hibbard. Implementing Collaborative Evaluation in a K–12 Setting, Harold Holmes and Sarah Mirlenbrink Bombly. Using a Collaborative Approach to Evaluate School-Family-Community Partnerships, Lynette M. Henry and Arthur Ray McCrory. Biographies.





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Subject: Education, Evaluation, Business, NonprofitBISAC Codes:EDU000000BUS074000BUS000000

New Book InformationRevisiting Education in the New Latino DiasporaEdited by: Edmund T. Hamann, Stanton Wortham, & Enrique G. Murillo, Jr, University of Nebraska-Lincoln

A volume in Education Policy in Practice: Critical Cultural StudiesSeries Editors Edmund T. Hamann, University of Nebraska-Lincolnand Rodney Hopson, George Mason University

For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.

Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Fran-ces Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Wash-ington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early child-hood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, well-established Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.

CONTENTSForeword (Amanda Morales)

I. Intro (Revision of Edmund T. Hamann & Linda Harklau [2010])

II. Actors and improvisational local practice (Grassroots to policy)

2: Erika Bruening: Doing it on their own: the experiences of two Latino English language learners in a low-incidence context

3: Luis Urrieta, Lan Kolano, and Ji-Yeon O Jo: Learning from the testimonio of a “successful” undocu-mented Latino student in North Carolina

4: John Raible and Jason Irizarry: Racialization and the Ideology of Containment in the Education of Latino Youth

5: Casimiro Leco Tomas: Migrantes Indígenas Purépechas: Educación Bilingüe México-Estados Unidos

6: C. Allen Lynn: A Cultural Political Economy of Public Schooling in Rural South Georgia: The Push/Pull Dynamics of Immigrant Labor

7: Stephanie Flores-Koulish: The Secret Minority of the New Latino/a Diaspora

8: Linda Harklau and Soria Colomer: Defined by language: The role of foreign language departments in Latino education in southeastern new diaspora communities

9: Stanton Wortham & Catherine Rhodes: Heterogeneity in the New Latino Diaspora

III. Existing infrastructure responds

10: Frances Contreras, Tom Stritikus, Kathryn Torres, & Karen O’Reilly Diaz: Teacher Perceptions, Prac-tices and Expectations Conveyed to Latino Students and Families in Washington State

11: Jennifer K. Adair: Early Childhood Education Barriers between Immigrant Parents and Teachers within the New Latina(o) Diaspora

12: Socorro G. Herrera and Melissa A. Holmes: The 3 R's: Rhetoric, Recruitment, and Retention

13: Rebecca Lowenhaupt: Bilingual Education Policy in Wisconsin’s New Latino Diaspora

14: Sarah Gallo, Stanton Wortham, and Ian Bennett: Increasing “Parent Involvement” in the New Latino Diaspora

15: Adam Sawyer: Professional Development Across Borders: Binational Teacher Exchanges in the New Latino Diaspora

16: Katherine Richardson Bruna: The Iowa Administrators' and Educators' Immersion Experience: Transcultural Sensitivity, Transhumanization, and the Global Soul

17: Jennifer Stacy, Edmund T. Hamann, & Enrique G. Murillo, Jr.: Education Policy Implementation in the New Latino Diaspora





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New Book Information

Inclusive Educationfor Students with Intellectual Disabilities

Edited by Rhonda G. Craven, Australian Catholic University; Alexandre J. S. Morin, Australian Catholic University; Danielle Tracey, University of Western Sydney; Philip D. Parker, Australian Catholic University and Hua Flora Zhong, Australian Catholic University

A volume in International Advances in Education: Global Initiatives for Equity and Social JusticeSeries Editors: Elinor L. Brown, University of Kentucky, Rhonda G. Craven, Australian Catholic University, and George F. McLean, The Council for Research in Values and Philosophy

As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students’ strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally.

The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

CONTENTS: Foreword, Christophe Maïano. Series Introduction, Elinor L. Brown, Rhonda G. Craven, and George F. McLean. Volume Introduction, Rhonda G. Craven, Alexandre J. S. Morin, Danielle Tracey, Philip D. Parker, and Hua Flora Zhong. Acknowledgements. PART I: PROMOTING EFFECTIVE TRANSITION PROGRAMS TO FACILITATE FUTURE SUCCESS AND OPPORTUNITIES. An Intensive Early Intervention Program: Building Inclusive Communities and Transitioning to Kindergarten, Claude L. Normand, Julie Ruel, and Lucie Leclair Arvisais. A Canadian Perspective on the Inclusion of Students With Intellectual Disabilities in High Schools, Tiffany L. Gallagher and Sheila Bennett. Starting With the End in Mind: Inclusive Education Designed to Prepare Students for Adult Life, Kathryn Best, LaRon A. Scott, and Colleen A. Thoma. Enhancing the Postschool Outcomes of Students With Intellectual Disabilities in Singapore: An Illustrative Example of Developing A Transition Program, Mee Choo Soh and Levan Lim. PART II: PEDAGOGY AND LEARNING ENVIRONMENTS THAT ENHANCE SOCIAL JUSTICE AND EDUCATIONAL OUTCOMES. Looking Back on the Inclusive Education Career of Three Young Adults With Intellectual Disabilities in the Flemish Speaking Part of Belgium: Becoming and Belonging, Geert Van Hove, Elisabeth De Schauwer, Inge Van de Putte. Inclusive Research and Learning Environments: Ideas and Suggestions for Inclusive Research and the Development Of Supportive Learning Environments for Children With Autism and Intellectual Disabilities, Eija Kärnä. Experiences of Learning: Students With Intellectual Disabilities in Higher Education in Ireland, John Kubiak and Michael Shevlin. PART III: ENABLING SELF-DETERMINATION AND AUTHENTIC PARTICIPATION IN DECISION-MAKING. Including Students with Intellectual Disability in Decision Making and Future Planning During and After Upper-Secondary Education—A Finnish Case Study, Aino Äikäs. Self-Determination and Inclusive Education for Students With Intellectual Disability, Karrie A. Shogren and Michael L. Wehmeyer. The Next Frontier—Advancing Quality of Life and Self-Determination by Explicating the Self-Concepts of Children With Mild Intellectual Disabilities, Danielle Tracey, Rhonda G. Craven, and Herb Marsh. PART IV: THE AGENCY OF PARENTS AND EDUCATORS AS ADVOCATES FOR THE INCLUSIVE EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES. Parent Advocacy for Inclusive Education in the United States, Meghan M. Burke. Special Education Teachers of Children With Intellectual and Developmental Disabilities, and Teachers in Inclusive and Regular Classrooms—Differential Views Toward Inclusive Education, Frances Lai Mui Lee, Alexander Seeshing Yeung, Danielle Tracey, Katrina Barker, and Jesmond C. M. Fan. Parent’s Capabilities and Institutional Conditions for Children With Intellectual Disabilities in Austrian Schools, Michaela Kramann and Gottfried Biewer. The Road to Inclusion for Children With Autism Spectrum Disorders, Llyween Couper. About the Contributors.





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New Book InformationRethinking Education for a Global, Transcultural World

Edited by Encarnación Soriano, University of Almeria

A volume in Research in Social EducationSeries Editor Merry Merryfield, The Ohio State University

The global networking promoted by technology, globalization and migration that are occurring at a largescale, requires school systems that develop in the students new types of skills, based on the ability tounderstand the world and its problems and instill a sense of responsibility and cooperation to enhance theresolution of the great problems of mankind.

Rethinking education is essential in a global, transcultural, changing and communicated world. Throughoutthe book Rethinking Education for a Global, Transcultural World is argued and analyzed how to buildrelationships between the school and society, and the possibilities of transcending the barriers in differentnational contexts: Chile, Israel, Mexico, Morocco, Poland, and Spain.

The main goal we want to achieve with the contributions made in the book is to know how educationsystems and schools in different countries respond to the social changes caused by globalization, migrationand new communication technologies.

The authors are professors of different scientific disciplines and different faiths, cultures and points ofview, living the realities described in the chapters and thinking from these realities how to improve and how should be the education in a global,challenging and ever-changing world. We stress the importance of this book and its implications in the education of children and youth and in thepreparation of teachers. For this reason, this is a book designed for teachers of primary and secondary schools, parents, principals, supervisors,university teachers who prepare school teachers, university students and those who want to know and think about education in a global andintercultural world and new forms of communication to face learning, whether at local or at world level.

The mission of all is continue building education, and to facilitate this work in this book are presented contributions and recommendations ofprofessionals around the world that will allow the reader to know, analyze, understand and appreciate the importance of education to prepare studentsto function with open and critical thinking in a global world. The chapters do not offer a panacea, butoffer many ideas on how, through education, prepare citizens for a global and transcultural society.

CONTENTS: Introduction, Encarnación Soriano. Acknowledgements. PART I: THE RESPONSE OF EDUCATION FOR A GLOBAL AND DEMOCRATIC SOCIETY. ICT in the Service of Humanism: An Optimistic Vision for the Future of Education in Postmodern Democratic Societies, Aharon Aviram. Reinventing Education in a Global World, Encarnación Soriano. The Challenge of Training Teachers for a Transcultural and Cosmopolitan World, Miguel A. Santos Rego and Mar Lorenzo Moledo. Global Education in Poland, Krystyna M. Błeszynska, Marek Szopski and Laura Koba. PART I I: DIFFERENT PERSPECTIVES OF EDUCATION IN A GLOBAL WORLD. The Other Side of Immigration: Social and Scholastic Rearrangement of Young People in Communities of Guanajuato, Mexico, Adriana Robles Valle. The Moroccan Education System: Facing the Challenges of Globalization, Diouri Jaouad. Quality of Education: Contesting Democratization Outcomes from within International Stakes Testing, Verónica López, Paula Ascorra, María de los Ángeles Bilbao, Iván Moya, Macarena Morales, and Juan Carlos Oyanedel. Ruptures, Continuities and New Creations in the Establishment Processes of Immigrant Families to the Basque Country: Implications for Education, Feli Etxeberria and Nahia Intxausti. About the Authors.

Series URL: http://infoagepub.com/series/Research-in-Social-Education



ISBNs:Paperback: 978-1-68123-001-6Hardcover: 978-1-68123-002-3E-Book: 978-1-68123-003-0


Trim Size: 6.125 X 9.25Page Count: 216Subject: Education, Social Studies, International

BISAC Codes:EDU000000EDU040000EDU029040

New Book InformationEvaluation Use and Decision-Making in Society: A Tribute to Marvin C. AlkinEdited by Christina A. Christie, University of California, Los Angelesand Anne T. Vo, University of California, Los Angeles

A volume in Evaluation and SocietySeries Editors, Jennifer C. Greene, University of Illinois at Urbana-Champaignand Stewart I. Donaldson, Claremont Graduate University

This volume addresses a fundamental and highly debated issue in the evaluation field – the useof evaluation information for decision-making. Chapter authors honor the contributions of Pro-fessor Marvin C. Alkin to the evaluation use literature and advance our thinking on the topic byexploring a wide range of issues related to the theoretical and practical challenges of using eval-uation information to make informed, evidence-based decisions. Readers will come away fromthis volume with a new and clearer understanding of the theoretical, contextual, methodologi-cal, and political dimensions of use and with direction for practice. Chapters are written by lead-ing evaluation scholars, including Ernest House; Stewart Donaldson and Tarek Azzam; EricBarela; Richard D. Nunneley, Jr., Jean A. King, Kelli Johnson, and Laura Pejsa; Eleanor Che-limsky; Michael Quinn Patton; and Wanda D. Casillas, Rodney K. Hopson and Ricardo L.Gomez.Evaluation Use and Decision-Making in Society: A Tribute to Marvin C. Alkin will be of great interest to evaluation students, scholarsand practitioners. This volume has scholarly application for those who desire a state-of-the-art resource for the latest insights and per-spectives on one of the most pressing issues that the evaluation field faces today, while also serving as a useful guide for both noviceand experienced evaluation practitioners. It is appropriate for use in a variety of evaluation courses including Introduction to Evaluationand Procedural Issues in Evaluation as well as topical seminars such as Evaluation Use and Decision-Making.

CONTENTS:Foreword, Anne T. VoPreface, Christina A. Christie1. Setting the Stage for Understanding Evaluation Use and Decision-Making, Christina A. Christie2. Decision Making via Evaluation: What’s Marv’s Opinion Worth?Ernie House3. Tending the Garden of Evaluation Theory: Flourishing Trees and PhDs,Stewart I. Donaldson and Tarek Azzam4. Evaluation Use and the Internal Evaluator: A Balancing Act, Eric Barela5. The Value of Clear Thinking about Evaluation Theory: The Example of Use and Influence, Richard D. Nunneley, Jr., Jean A. King, Kelli Johnson, and Laura Pejsa6. A Strategy for Improving the Use of Evaluation Findings in Policy, Eleanor Chelimsky7. The Third Perspective: Uniting Accountability and Learning Within an Evaluation Framework That Takes a Moral-Political Stance, J. Bradley Cousins, Katherine Hay, and Jill Chouinard8. Making Culturally Responsive Decisions in Evaluation Practice, Wanda D. Casillas, Rodney K. Hopson, and Ricardo L. Gómez9. Misuse: The Shadow Side of Use, Michael Quinn Patton10. Toward Deepened Understandings of Evaluation Use and Decision-decision Making in Society: Lessons Learned, Challenges, and Opportunities, Anne T. Vo





Trim Size: 6.125 X 9.25Page Count: 188Subject: Education, Evaluation, International, Values, Wisdom

BISAC Codes:EDU000000EDU011000EDU037000

New Book Information!

Integrating Experiences: Body and Mind Moving Between Contexts

Edited by Brady Wagoner, Aalborg University; Nandita Chaudhary, University of Delhi; and Pernille Hviid, University of Copenhagen

A volume in Niels Bohr Professorship Lectures in Cultural PsychologySeries Editors Brady Wagoner, Aalborg University, Nandita Chaudhary, University of Delhi and Pernille Hviid, University of Copenhagen

Cultural Psychology studies how persons and social-cultural worlds mutually constitute one another. It ispremised on the idea that culture is within us—in every moment in which we live our human lives, in themeaningful worlds we have created ourselves. In this perspective, encounters with others fundamentallytransform the way we understand ourselves. With the increase of globalization and multiculturalexchanges, cultural psychology becomes the psychological science for the 21st century. No longer can weignore questions about how our cultural traditions, practices, beliefs, artifacts and other people constitutehow we approach, understand, imagine and remember the world. The Niels Bohr Professorship Lectures inCultural Psychology series aims to highlight and develop new ideas that advance our understanding of these issues.

This second volume in the series features an address by Tania Zittoun and Alex Gillespie, which is followed by commentary chapters and theirresponse to them. In their lecture, Zittoun and Gillespie propose a model of the relation between mind and society, specifically the way in whichindividuals develop and gain agency through society. They theorise and demonstrate a two-way interaction: bodies moving through society accumulatedifferentiated experiences, which become integrated at the level of mind, enabling psychological movement between experiences, which in turnmediates how people move through society. The model is illustrated with a longitudinal analysis of diaries written by a woman leading up to andthrough the Second World War. Commentators further elaborate on the issues of (1) context and history, (2) experience, time and movement, and (3)methodologies for cultural psychology.

CONTENTS: Editors’ Introduction: Cultural Psychology on the Move, Brady Wagoner, Nandita Chaudhary, and Pernille Hviid. PART I: THE NIELS BOHR PROFESSORSHIP LECTURE. Integrating Experiences: Body and Mind Moving Between Contexts, Tania Zittoun and Alex Gillespie. PART II: THINKING THROUGH CONTEXT AND HISTORY. On Context, Ivana Marková. A Strange Homecomer: “Integrating Experiences” in Alfred Schütz’s Socio-Phenomenological Key, David Carré. Between History and Psychology: Steps Towards Interdisciplinarity, Jacob A. Belzen. The “Realness” of History: Ambivalence, Social Norms, and the Continuous Movement of Society, Aurora Pfefferkorn and Emily Abbey. PART III: EXPERIENCE, TIME, AND MOVEMENT. Experiences Which Integrate and Which are Integrated: Proust’s Art of Life and van Gennep’s Rites of Passage as Scenes for “Integrating Experiences” à la Zittoun and Gillespie, Paul Stenner. Experience as the Effort After Articulation, Antonia Larrain. Time in and for Development: Mind on the Move Between Multiple and Interdependent Temporal Experiences, Mariann Märtsin. Poetic Instants in Daily Life: Towards the Inclusion of Vertical Time in Cultural Psychology, Olga V. Lehmann. Moving as Conducting Everyday Life: Experiencing and Imagining for Teleogenetic Collaboration, Niklas A. Chimirri. PART IV: METHODOLOGY IN THE MAKING. The Diary as a Dialogical Space, Michèle Grossen. Positioning Ourselves Within Practices and Within the Human Condition, Jack Martin. Generalization is Possible Only From a Single Case (and Froma Single Instance): The Value of a Personal Diary, Jaan Valsiner. ”I Am Not THAT KIND OF . . . ”: Personal Relating With Social Borders, Jensine Ingerslev Nedergaard, Jaan Valsiner, and Giuseppina Marsico. Body, Mind, and Movement: Some Proposals for Constructing a Socially Inclusive Psychology Based on Developmental and Cultural Principles, Tastuya Sato, Hideaki Kasuga, Mami Kanzaki, and Brady Wagoner. PART V: REPLY. Social and Psychological Movement: Weaving Individual Experience Into Society, Alex Gillespie and Tania Zittoun.





Trim Size: 6.125 X 9.25Page Count: 310Subject: Psychology, Education, and Cultural Psychology, BISAC Codes:PSY000000PSY017000PSY031000

New Book InformationThe Course Reflection Project: Faculty Reflections on Teaching Service-Learning

Edited by Nicole Schonemann, Indiana University; Emily Metzgar, Indiana University and Andrew Libby, Indiana University

Service-learning is entering a post-initiatory phase. At tertiary institutions of all types and sizes, service-learning programs are common and service-learning requirements for graduation are growing in popularity. Taken together -- alongside continued faculty interest in effective teaching -- these factors have raised the visibility and popularity of service-learning. Now the greater need in service-learning is not to prove the need for, or efficacy of, service-learning, but to turn the focus squarely back on practice. Following established best practice is not enough; instructors also need to reflect on how this fits within the specific context and application of each unique course and service-learning partnership. While there are many excellent resources that detail best practice and showcase exemplary service-learning courses, faculty reflection and course revision often goes unmentioned. In response to the lack of attention on the role of reflection and course revision, we convened groups of faculty from a variety of disciplines to reflect deeply on their courses, paying specific attention to obstacles and challenges. These conversations were converted to articles for this edited collection, each chapter representing the process of reflection and revision and serving as a guide to develop effective practice in varied curricular contexts.

This text contributes to the body of literature on service-learning in a unique and practical manner. Faculty teaching or interested in teaching service-learning classes would benefit from this text as well as university administrators and community service directors involved in service-learning at a programmatic and institutional level. This book should be marketed to faculty teaching disciplinary service-learning classes and service-learning pedagogy classes and administrative offices involved in service-learning. This could be a supplementary text for graduate-level pedagogy courses. Higher education institutional libraries would benefit from this text, as well as the national and state campus compact offices.

CONTENTS: Introduction: The Course Reflection Project: Faculty Reflections on Teaching Service-Learning. PART I: YOUTH SERVING AGENCIES. Knowledge in Community: A Service-Learning Approach to Community Building and Diversity, Donna Eder. Mentoring in Middle School: Fostering Awareness andEmpowerment in Early Adolescent Girls, Linda Hoke Sinex. Art and Community: Visual Arts and Service-Learning Within a Democratic Framework, Yara Ferreira Clüver. Dance in Elementary Education, Susannah Owen. Examining Self as Teacher through Service-Learning, Kylea Asher. PART I I: POVERTY/HUMAN RIGHTS. Cultural Documentation in Service to Community, Inta Gale Carpenter and Philip B. Stafford. Race and Social Justice: A Matter of Context and Reflection in Teaching Applied Diversity, Rasul Mowatt. PART I I I: SUSTAINABILITY. Media and Society: A Service-Learning Class, Emily Metzgar. Reflections on Service Learning in Athletic Training Education: Promises and Pitfalls, Joanne Klossner and Katie Grove. The City as Ecosystem: Service-Learning to Promote Knowledge, Skills, and Values in a Non-Majors Environmental Science Course, Heather Reynolds. Charts, Graphs, Tables, and the Environment: Using Service-Learning to Teach About Social Statistics, Oren Pizmony-Levy. The Fair Trade Project: Exploring Structures for Civic-Minded Entrepreneurial Learning, Mary Embry. About the Editors. About the Contributors.





Trim Size: 6.125 X 9.25

Page Count:

Subject: Education, Service-Learn-ing, Teaching, PedagogyBISAC Codes:EDU000000EDU029000EDU038000

New Journal Issue InformationDistance Learning(An official publication of the United States Distance Learning Association)

Editor Michael Simonson, Nova Southeastern University

Managing Editor Charles Schlosser, Nova Southeastern University Association Editor John G. Flores, United States Distance Learning Association

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learn-ing, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important informa-tion about the effective practice of distance teaching and learning.

Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

Volume 11 Issue 4 2014SPECIAL ISSUE

Introduction To The Special Issue, Natalie Milman and Ryan Watkins

“ENDS AND MEANS” COLUMNS:

Examining Global And Glocal Awareness, Knowledge, And Competency

Working In Groups Online: Tips For Success

The Flipped Classroom Strategy: What Is It And How Can It Best Be Used?

Is Online Learning For All Learners?

Crafting The “right” Online Discussion Questions Using The Revised Bloom’s Taxonomy As A Framework

Differentiating Instruction In Online Environments

Scaffolding Student Facilitation Of Online Discussions

Strategies For Participating In Online Conferences And Discussions

If E-learning Is The Solution, What Is The Problem?

Developing A Digital Portfolio

Is Google Making Us Dumber?

Where Are We Going And Why?

Twenty Essential Questions For Deciding If Your Organization Is Ready For E-learning

The Mid-term Tune-up: Getting Student Feedback Before It Is Too Late

Turning Common Conversations Into Consulting Contracts

Comprehensive Assessments

Developing E-learning Activities

Building Skills For E-learning Success

Defining Success

Performance And Performing

And Finally … Questions Asked And Answered —by Michael Simonson


Publication Date: 2014Published Quarterly

ISSN:1547-4712ISBN:Paperback:9781623969967Ebook: 9781623969974

Subscription Rates Per Year:Institutional Print: $175.00Individual Print: $65.00

Trim Size: 7X10Page Count:80

Subject: Education, Distance Learning, TechnologyBISAC Codes:EDU000000EDU041000EDU037000

Documents

IAP February 2015 Advanced Book Information 12 New Titlescidtff.web.ua.pt/docs/iap_feb_2015_abi.pdf · New Book Information Temporality: Culture in the Flow of Human Experience Edited