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Talking about race does not have to be incredibly awkward. In this book, Gooding offers twelve clear, cogent, and concise racial rubrics to help users of mainstream media more readily discern patterns hidden in plain sight. The text primarily leverages popular movies as the medium of analysis--since they are unparalleled in their cultural significance--but the rubrics apply to other forms of media, such as television, print, and social media. "Why does the Black guy die first?" is a well-known rhetorical question that challenges the disparate treatment of non-White characters onscreen. This subtle statement about the representation of persons of color within mainstream movies has remained largely unexplored until now. "Race and Media Literacy, Explained" provides concrete concepts and a uniform vocabulary with which to recognize and further analyze these formulaic images. After participating in this dynamically interactive experience, readers will never see media the same way again! Book features: (1) An interdisciplinary approach to teaching race that draws on cinema and forms of popular media that most students know; (2) Guidance for honing media literacy skills with middle, high school, and undergraduate college students; (3) A HARM Theory Rubric that identifies 6 consistent patterns for depictions of non-White characters and 6 consistent patterns for White characters within mainstream movies; (4) Questions for Questing sections provide critical questions for further exploration; (5) Concrete vocabulary/glossary terms to engage with the subject matter more precisely; and (6) Innovative analysis of depictions of race and ethnicity in the top ten highest-grossing films of all time.

Science fiction literature and film are an underappreciated source for the teaching of history. Finding material that can excite a student's curiosity can be a key towards greater student engagement, especially among students who are taking history as a requirement, rather than from interest. The discovery that they can read or watch science fiction as part of their classwork often comes as a pleasant surprise. Beyond its popularity, however, utilizing science fiction for class assignments has certain pedagogical advantages: it introduces students to new vistas in historical thought, helps them learn how literature and film can be applied as a primary source, and can encourage participation in projects that are enjoyable. Each chapter provides case studies focusing on a different subject in the modern history curriculum and in addition to providing an analysis of specific texts and/or cinematic sources, gives suggestions on assignments for the students.

Modern languages have always been about transition -- as practitioners, we challenge our students constantly to move between their own cultural and linguistic reference points and those of others. Our dynamic, interactive teaching methodologies have had to adapt to the pandemic context, necessitating the interrogation of past practice and transition to new approaches. This volume presents case studies showcasing practical initiatives to promote creative, dialogic learning in the fluid contexts that modern foreign language students are currently experiencing as they transition to higher education post-COVID and to residence abroad post-Brexit, between online and face-to-face learning spaces and between machine- and person-centred learning. [This content is provided in the format of an e-book. Individual chapters are indexed in ERIC.]

"Curating a Literacy Life" spotlights the idea of curation as a process for inspiring student-centered learning with digital media. In this book, Kist shows educators how to empower students as they make sense of all the books, videos, websites, and social media they access. Packed with ideas and activities developed at Glenville High School, the book presents a model for learning to learn. Using smartphones, a Netflix account, and access to a variety of YA, canonical, and media texts, the teachers created a vibrant learning community where students could pursue their own interests, from community histories to documentary filmmaking to social justice advocacy. Along the way, students learned a way of processing, making meaning, and repurposing the multimedia texts that are already deeply important in their everyday lives. "Curating a Literacy Life" is for both teachers and parents who are interested in helping young people harness, manage, and learn from the multiple messages and texts they encounter every day. The book features: (1) A powerful model to help teens make sense of and even repurpose the texts they encounter daily; (2) Ideas for making use of digital media in ways that are meaningful to today's students; (3) Strategies for bridging the divide between in-school and out-of-school literacies; and (4) Activities developed during the author's years as an instructional coach at Cleveland's Glenville High School. [The book was written with Shannon Davis and Ga-Vita Haynes. Foreword by Ernest Morrell.]

Rapid technological changes have given rise to new methods and opportunities in language learning. In the past two decades, interest has been growing in the integration of Audiovisual Translation (AVT) with a communicative approach to language learning and teaching. AVT indicates the transfer of verbal language in audiovisual media and it is usually used as an umbrella term which refers to "screen-translation", "film translation", "multimedia translation", or "multimodal translation" (Bollettieri, Di Giovanni, & Rossato, 2014; Chiaro, 2009; Perego, 2005). AVT modes can be divided into two main groups: captioning (written language transfer procedures) and revoicing (oral language transfer procedures). These language transfer procedures can take place between two languages (interlingual) or within the same language (intralingual). Both captioning and revoicing tasks can be used effectively in second language acquisition. This work focusses on the foreign language classroom, presenting a systematic review of studies carried out in the last twenty years on the applications of captioning and revoicing in this context in order to offer an overview of the state of the art and encourage further research. The literature review presents research on the topic, paying particular attention to relevant experimental studies (i.e. empirical research that involves data collection), which are reviewed in terms of research focus, target languages, participants, learning settings, audiovisual materials, and captioning/revoicing software and type of analysis (i.e. qualitative and/or quantitative). The first part considers studies on captioning, namely on standard interlingual subtitling, reverse interlingual subtitling, and intralingual subtitling. The second part focuses on the research currently available on revoicing: reverse interlingual dubbing, intralingual dubbing, and audio description. Finally, the third part presents the studies that combine captioning and revoicing; in particular, reverse interlingual and intralingual subtitling and dubbing.

The thoroughly updated second edition of this dynamic and thoughtful collection focuses on the issues that have shaped American higher education in the past decade. "Essential Documents in the History of American Higher Education," designed to be used alongside John R. Thelin's "A History of American Higher Education" or on its own, presents a rich collection of primary sources that chart the social, intellectual, political, and cultural history of American colleges and universities from the seventeenth century to the present. The documents are organized in sections that parallel the chapters in "A History" both chronologically and thematically, and sections are introduced with brief headnotes establishing the context for each source. This updated edition of "Essential Documents" focuses on the issues that have shaped American higher education in the past decade, from congressional investigations into endowments and court cases about paying student-athletes to accounts of campus protests over racial discrimination and adjuncts struggling in the "gig economy." From the successful fund-raising campaigns of 2014 to the closing of campuses because of the COVID-19 pandemic of 2020, the book also includes: (1) a new tenth chapter, "Prominence and Problems: American Higher Education since 2010," and an updated introduction; (2) a number of landmark documents, including the charter for the College of Rhode Island (1764), the Morrill Land Grand Act (1862), the GI Bill (1944), and the Knight Commission Report on College Sports (2010); and (3) lively firsthand accounts by students and teachers that tell what it was like to be a Harvard student in the 1700s, to participate in the campus riots of the 1960s, to be a female college athlete in the 1970s, or to enroll at UCLA as an economically disadvantaged Latina in the 1990s. Thelin even stretches the usual bounds of documentary sources, incorporating popular pieces by Robert Benchley and James Thurber on their own college days as well as an excerpt from Groucho Marx's screwball film "Horse Feathers." What emerges is a complex and nuanced collection that reflects the richness of more than three centuries of American higher education. [For "A History of American Higher Education. Third Edition" (2019), see ED598406.]

Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students' fascination to create unique learning opportunities. Some teachers engage with their students' ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments. In "Segregation by Experience," the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn't think her practices would work with their own Black and brown students. Parents of color--many of them immigrants--liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In "Segregation by Experience" Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.

The debate over sexual violence on campus is reaching fever pitch, from headlines about out--of-control fraternities, to the "mattress protests" by female students at Columbia University and other colleges. "The Hunting Ground," the new documentary by award-winning filmmakers Kirby Dick and Amy Ziering, has taken this debate to a new level, becoming a galvanizing catalyst for discussion at the hundreds of campuses where the documentary is being screened each month. The film has sparked calls for legislation by Governor Andrew M. Cuomo of New York and other prominent public figures and sparked a backlash from university administrators, fraternities, and conservative groups. Now, in a new companion volume to the film, all those concerned about the "rape culture" on campus will be offered an inside perspective on the controversy, as well as reactions to the film from a range of leading writers and guidance on how to learn more and get active. As in the film, it's the gripping personal stories told by female students--and the obstinate refusal of college administrators and law enforcement authorities to recognize the severity of the problem--that will rivet readers.

This issue is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift--a volume reflecting the values, theories, and passions of a senior scholar in a field--seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than can possibly be counted. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has "unfolded and connected" essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. This Festschrift reflects the core ideas that Harriet brought to the field of early childhood education and the study of John Dewey. Above all, Harriet reminds others that to teach means to have a philosophy of education, to articulate the whys of what teachers do, and to understand that it is this philosophy that guides and shapes the decisions made in the classroom. Individual essays in this Festschrift include: (1) One Perspective on Harriet Cuffaro: A Story of Engagement and Experience (Celia Genishi); (2) Thinking Through Early Childhood (Jonathan Silin); (3) When Unit Blocks Came to Gardaborg (Kristín Einarsdóttir); (4) The Experience of Working and Learning Together (Jane Clarke); (5) Caroline Pratt: Progressive Pedagogy "In Statu Nascendi" (Jeroen Staring); (6) An Inquiry into the Pedagogical Implications of Dewey's Ecological Thinking (Simon Jorgenson); (7) Doing Dewey (Carol Rodgers) [Contains Appendix: "Whispers on the Moon"]; and (8) Presence in Double Vision (Miriam Raider-Roth). Individual essays include references and figures.

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses. Titles in the book include: (1) Using Film to Teach Languages in a World of Screens (Kieran Donaghy); (2) Developing Intercultural Awareness through Reflected Experience of Films and Other Visual Media (Brian Tomlinson); (3) Addressing 'Super-Diversity' in the Language Classroom through Multilingual Films and Peer-Generated YouTube Content (Isabella Seeger); (4) Playing the Part: Media Re-Enactments as Tools for Learning Second Languages (Anne-Laure Dubrac); (5) Captioned Video, Vocabulary and Visual Prompts: An Exploratory Study (Melissa Cokely and Carmen Muñoz); (6) The Effects of Bimodal L2 Input on the Processing of Function Words by Spanish EFL Learners: An Eye-Tracking Study (Joan C. Mora and Eva Cerviño-Povedano); (7) 'A Friend in Need Is a Film Indeed': Teaching Colloquial Expressions with Subtitled Television Series (Anca Daniela Frumuselu); (8) Enhancing Student Motivation in Foreign Language Learning through Film Subtitling Projects (Rosa Alonso-Pérez); (9) Audiovisual Translation Modes as L2 Learning Pedagogical Tools: Traditional Modes and Linguistic Accessibility (Juan Pedro Rica Peromingo and Ángela Sáenz Herrero); (10) Towards an Inclusive Model for Teaching Literature in Multimodal Frameworks: The Case of a Film-Based Workshop in the Complutense EFL/ESL Teacher Training Programme (Jelena Bobkina and Elena Domínguez); (11) An Analysis of the Success of the 'Cultural Topic' at a Level through the Study of Spanish Film Directors (Mark Goodwin); (12) Audiovisual Activities and Multimodal Resources for Foreign Language Learning (Stavroula Sokoli and Patrick Zabalbeascoa Terran); and (13) Conclusion: Present and Future Directions for Video, Film and Audiovisual Media in Language Teaching (Carmen Herrero).

This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning. The book reveals how, through the arts, teacher-researchers can reimagine and reinvigorate moments of the past as embodied and empowering scholarly experiences. The peer-reviewed chapters were composed from juxtaposing unique "mosaic" pieces written by 21 new and emerging scholars in South Africa and Canada. Their research explores diverse arts-based practices and resources including collage, film, drawing, narrative, poetry, photography, storytelling and television alongside related ethical issues. Critically, "Memory Mosaics" also demonstrates how artful memory-work can engender agency in professional learning with teacher-researchers taking up pressing issues of social justice such as inclusion and decolonisation. Overall, the book offers a multidimensional, polyvocal exploration of how artful memory-work can bring about future-oriented professional learning enacted as pedagogies of reinvention and productive remembering. [For "Arts-Research-Education: Connections and Directions. Studies in Arts-Based Educational Research. Volume 1," see ED610775.]

This special book and DVD set includes 13 of Aboriginal Nations' award-winning animated short films and a guide to using them in a diverse range of early childhood settings. Dreaming Stories are important parts of Aboriginal and Torres Strait Islander peoples' cultural heritage, and invaluable sources of knowledge and wisdom for everyone. In early childhood settings, Dreaming Stories can provide unique launch pads to introduce children to many concepts, including science, cultural diversity, emotional literacy, communication and art. The author, an experienced teacher, principal and curriculum manager, demonstrates how Dreaming Stories can engage young children from all cultural backgrounds, providing a catalyst for exciting activities which introduce children to many important early learning concepts. This book and DVD: (1) explain the seasons, life cycles and the importance of rain and responsibility for the environment; (2) develop in children an appreciation of diversity in appearance, language, and culture; (3) explore emotional concepts such as jealousy, fairness and the value of sharing; (4) encourage communication, cooperation, and teamwork; and (5) contain creative activities, including music, movement, art, and computer design. The book and DVD provide a wonderful introduction for young children to Australia's Indigenous cultures and and are also essential resources to support all areas of early learning. [This content was produced by Early Childhood Australia Inc., formerly known as the Australian Early Childhood Association.]

The comparison of the Russian and American experience regarding media violence, standards for rating Russian media programs, and a course of study on media violence for students will have a significant impact upon Russian society, will raise Russian societal and governmental attention to the infringement of the Rights of the Child on the Russian screen, will help to mobilize Russian society against unnecessary violence in the media, will raise the level of responsibility expected of those who disseminate violence on the television, cinema, video, PC-games, etc., and will decrease the atmosphere of Russian social indifference to this problem. This publication was prepared (in part) under a grant funded by the United States Information Agency and administered by the Kennan Institute for Advanced Russian Studies of the Woodrow Wilson International Center for Scholars, Washington D.C. The statements and views expressed herein are those of the author and are not necessarily those of the Wilson Center. The final phase of research for this book was supported in part under a grant funded by the United States Information Agency and administered by the Kennan Institute for Advanced Russian Studies of the Woodrow Wilson International Center for Scholars, Washington D.C. The statements and views expressed herein are those of the author and are not necessarily those of the Wilson Center. The initial phase of research for this book was supported by Open Society Institute (1998, grant No. ???809), ECHO Program (Central European University, Budapest, Senior Visiting Grant, 1998, October), Russian Science Foundation for Humanities (RGNF, 1999-2000, grant N 99-06-00008a, and partly published in "Russian Foundation for Humanity Journal." 2001. N 1, pp.131-145). Another short publications: "Media I Skole og Samfunn"/Norway, 2001. N21, p.41, 2000. N 1, pp.16-23. 1999. N 5, pp.37-39; "News from The UNESCO International Clearinghouse on children and Violence on the Screen." 2000. N 2, p.5; "The International Research Forum on Children and Media"/Australia. 2000. N 9, p.5.

This collection of papers includes: "Martians Invade the Classroom: A Workshop in Language Learning" (Carmine Tabone and Robert Albrecht); "Autonomous Learning through Cinema: One Learner's Memories" (Connie Haham); "Learning a Second Language Through Culture" (Barbara Le Blanc and Joseph Dicks); "Shakespeare for ESL? 'Hamlet' through Imaginative Writing" (Todd Heyden); "Mixed Level Language Class: An Unlikely Formula for Success" (Dennis Sjolie); "Language Learning Through Lies and Fantasies" (Aixa Perez-Prado); "Organic Learning: Crossing the Threshold from Conscious and Unconscious" (Grethe Hooper Hansen); "The Role of Emotions in Language Teaching" (Nuray Luk); "Mental Holography: The Power of Imagery in Communication" (Geri Silk and Marsha Sunshine Norwood); "How to TPR Abstractions: The Critical Role of Imagination" (James Asher and Stephen Silvers); "Adapting to ESL Foreign Language Instruction" (Diane Lapp, Julie Jacobson, James Flood, and Douglas Fisher); "Getting Feedback via Transitional Analysis" (Mario Rinvolucri); "Dual Coding Theory and Reading Poetic Text" (Mark Sadoski); "L2 Learning: Restructuring the Inner World" (Ana Robles); "Using Silence to Make a Point" (John M. Knight); "The Influence of Affective Variables on EFL/ESL Learning and Teaching" (Veronica de Andres); and "Enhancing Acquisition Through Music" (Robert Lake). (Papers contain references.) (SM)

This collection of papers includes the following: "Preface" (Keith Gregor); "Cultural Nationalism and the Irish Literary Revival" (David Pierce); "Transitions in Irish Miscellanies between 1923 and 1940" (Malcom Ballin); "Born into the Troubles: Deirdre Madden's 'Hidden Symptoms'" (Tamara Benito de la Iglesia); "'Reading in the Dark': The Transcendence of Political Reality Through Arts" (Aida Diaz Bild); "Ireland on Screen: A View from Spain" (Rosa Gonzalez Casademont); "Ireland, Nostalgia and Globalisation: Brian Friel's 'Dancing at Lughnasa' on Stage and Screen" (Mireia Aragay); "Returning the Gaze: Culture and the Politics of Surveillance in Ireland" (Spurgeon Thompson); "Narratives of Internal Exile in Mary Lavin's Short Stories" (Marie Arndt); and "I Am, Therefore I'm Not (Women)" (Moynagh Sullivan). It also includes reviews of two books: "Ireland's Others: Gender and Ethnicity in Irish Literature and Popular Culture" (Elizabeth Butler Culingford) and "Irlanda ante uno Nuevo Milenio" (Ines Praga Terente). The books are reviewed by Spurgeon Thompson and Keith Gregor, respectively. (Papers contain references.) (SM)

To believe that students are not using reading and analytical skills when they watch or "read" a movie is to miss the power and complexities of film--and of students' viewing processes. This book encourages teachers to harness students' interest in film to help them engage critically with a range of media, including visual and printed texts. Toward this end, the book provides a practical guide to enabling teachers to feel comfortable and confident about using film in new and different ways. It addresses film as a compelling medium in itself by using examples from more than 30 films to explain key terminology and cinematic effects. And it then makes direct links between film and literary study by addressing "reading strategies" (e.g., predicting, responding, questioning, and storyboarding) and key aspects of "textual analysis" (e.g., characterization, point of view, irony, and connections between directorial and authorial choices). The book concludes with classroom-tested suggestions for putting it all together in teaching units on 11 films ranging from "Elizabeth" to "Crooklyn" to "Smoke Signals." Some other films examined are "E.T.,""Life Is Beautiful,""Rocky,""The Lion King," and "Frankenstein." (Contains 35 figures. Appendixes include a glossary of film terms, blank activity charts, and an annotated resource list.) (NKA)

This collection of papers includes the following: "On the Educational Uses of Fantasy" (Geoffrey Madoc-Jones and Kieran Egan); "The Dangers of Empathy with Students" (Mario Rinvolucri); "The Magic of Folktales for Teaching English and Culture" (Planaria Price); "The Inner Voice: A Critical Factor in L2 Learning" (Brian Tomlinson); "Dance: An Inspiration for Language in the ESL Classroom" (Carolee Bongiorno); "Reader's Theatre: An Introduction to Classroom Performance" (Gerald Lee Ratliff); "Novels and Films in the Elementary School Foreign Language Class" (Jacqueline Garcon); "Using Poetry to Build Classroom Communities" (C. Hood Frazier); "Literary Pantomimes: Students' Dynamic Creations" (John Joseph Courtney); "The Power of Dramatizing Case Studies in ESP" (Russell Dinapoli);"English Through Opera" (Ninah Beliavsky); "The Dress-Up Biography in ESL Reading" (Denise Lagos and Susan Khodabakshi); "The Emotions: A Vocabulary Before Language" (James E. Lennon and Paul Barbato); "Choice + Interest = Enthusiasm for Target Language" (Greg Briscoe); "The Fun Hypothesis: Creative Language in the EFL Class" (Laura Renart); "Neuro-Linguistic Programming: A Basis for Language Learning" (Marion H. Love); and "Using the Native Language Imaginatively in Foreign Language Textbooks" (Hana Zofkova). (Papers contain references.) (SM)

This book investigates new English language policies and initiatives which have been introduced and implemented across Argentina, Brazil, Chile, Colombia, Ecuador, Uruguay and Venezuela. Chapters are organized around three themes. Chapters in the first section critically examine newly-implemented English language policies, as well as factors that contribute to and prevent the implementation of such policies. Chapters in the second section describe and analyze current teacher preparation and teacher development initiatives, in addition to the challenges and opportunities associated with such initiatives. Finally, the third section features school- and classroom-based research designed to investigate the status of English language teaching and the implementation of innovative programs. All authors have a first-hand understanding of the South American context and draw on references and resources which originate beyond Inner Circle countries. The book showcases examples of innovation and success in a variety of complex contexts and will serve as a starting point for researchers, as well as being of interest to students, policymakers and stakeholders. Contents of this book include: Introduction (Lía D. Kamhi-Stein, Gabriel Díaz Maggioli and Luciana C. de Oliveira). Part 1: English Language Policy: English Language Teaching Expansion in South America: Challenges and Opportunities (Cristina Banfi); (2) Ideologies and Discourses in the Standards for Language Teachers in South America: A Corpus-Based Analysis (Gabriel Díaz Maggioli); (3) Language Policy and Language Practice in Uruguay: A Case of Innovation in English Language Teaching in Primary Schools (Claudia A. Brovetto); and (4) Language Teaching in the Brazilian Changing Scenario of Language Education Policies (Adriana Maria Tenuta, Miriam Jorge and Ricardo Augusto de Souza). Part 2: English Language Teacher Preparation and Professional Development: (5) Teacher Educational Reform: The Case in Ecuador (Natalie Kuhlman and Elisabeth Serrano); (6) What Happens with English in Chile? Challenges in Teacher Preparation (Mary Jane Abrahams and Pablo Silva Ríos); and (7) Integrating Technology in Argentine Classrooms: The Case of a Buenos Aires Teacher Education School (Patricia Veciño). Part 3: School-Based Research and Innovative Practices: (8) Examining Teacher Perspectives on Language Policy in the City of Buenos Aires, Argentina (Rebecca Pozzi); (9) Film as a Consciousness-Raising Tool in ELT (Carmen T. Chacón); (10) Students' Beliefs about Learning English as a Foreign Language at Secondary Schools in Argentina (M. Inés Valsecchi, M. Celina Barbeito and M. Matilde Olivero); (11) Toward a Multimodal Critical Approach to the Teaching of EFL in Brazil (Danielle Almeida and Veralúcia Guimarães de Souza); and (12) Seeking Information to Promote Effective Curriculum Renewal in a Colombian School (Mónica Rodríguez-Bonces). An Epilogue, Topical Index, and Author Index is included.

This summary provides an overview of the findings from the 1997 Study of School Uses of Television and Video, which surveyed principals (n=1,059) and teachers (n=1,285) throughout the U.S. The study analyzed key measures of the use of television and video for instruction in U.S. schools in terms of availability of equipment, programming, support, and other resources; patterns of use in classrooms; and educators' attitudes and expectations for outcomes. It also examines the impact of computer technologies--particularly multimedia and the Internet--on classroom practice. TV and video are highly valued as teaching tools, seen as especially effective for reaching visual learners and special populations. TV and video are being used more deliberately and are being more fully integrated into the curricula. Teachers look for quality programming, programs of appropriate structure and length, and advance information to allow them to preview and tape. Teachers overwhelmingly named PBS programs as very valuable and used them frequently because of their high quality and appropriateness. Students and teachers are becoming more media savvy, increasingly using camcorders and other video production equipment. The focus on computer acquisition and use has not replaced television in the classroom. An appendix summarizes the study design and methodology. (Author/SWC)

This book was written to help educational institutions and their faculty and students meet the responsibilities of U.S. copyright law. Part I is a model board policy written for large or small school district or college and university boards. The policy can be modified to meet specific needs. Part II contains the details and procedures applying to faculty use of copyrighted material, designed as a manual that can be changed to meet changing needs without requiring board approval. This part includes: (1) an overview of copyright law; (2) a synopsis of the law as it applies to commonly-used media; (3) a description of the role of an institutional copyright officer who can manage the details of the law and provide staff training; (4) a quick guide to the copyright law for faculty; and (5) information on how to obtain permission for duplicating copyright materials. Part III, which is written by Jerome K. Miller, is an adoptable student copyright manual. Appendixes include accepted guidelines for classroom copying of print materials, music, broadcast programming, and software; guidelines for photo-copying for interlibrary loans; permission forms; addresses of selected institutions granting copyright permission; and selected passages from the copyright law. (Contains 21 references.) (KRN)

To do research that really makes a difference--the authors of this book argue--social scientists need questions and methods that reflect the complexity of the world. Bringing together a consortium of voices across a variety of fields, "Methods that Matter" offers compelling and successful examples of mixed methods research that do just that. In case after case, the researchers here break out of the traditional methodological silos that have long separated social science disciplines in order to better describe the intricacies of our personal and social worlds. Historically, the largest division between social science methods has been that between quantitative and qualitative measures. For people trained in psychology or sociology, the bias has been toward the former, using surveys and experiments that yield readily comparable numerical results. For people trained in anthropology, it has been toward the latter, using ethnographic observations and interviews that offer richer nuances of meaning but are difficult to compare across societies. Discussing their own endeavors to combine the quantitative with the qualitative, the authors invite readers into a conversation about the best designs and practices of mixed methodologies to stimulate creative ideas and find new pathways of insight. The result is an engaging exploration of a promising new approach to the social sciences. Following a preface, Applying Methods that Matter, this book contains seven parts and twenty chapters. Part 1, Methods and Theory for More Holistic Human Sciences, contains: (1) Repairing the Fractured Social Sciences: An Introduction from a Historical Point of View (Robert A. LeVine); and (2) Ecocultural Theory: Foundations and Applications (Carol M. Worthman). Part 2, Discovering Mixed Methods, contains: (3) Ethnography in Need of Numbers: Mixing Methods to Build Partnerships and Understand Tigers (M. Cameron Hay); (4) Crunching Numbers, Listening to Voices, and Looking at the Brain to Understand Family Relationships among Immigrant Families (Andrew J. Fuligni); and (5) "It Depends": The First Law of Education Research and Development (Ronald Gallimore). Part 3, Mixed Methods to Explore Cultural Variability, contains: (6) The Soft Side of Hard Data in the Study of Cultural Values (Richard A. Shweder); (7) Images of Infancy: The Interplay of Biological Predispositions and Cultural Philosophies as an Arena for Mixed Methods Research (Heidi Keller); (8) Beyond the Randomized Control Trial: Mixed Methods That Matter for Children's Healthy Development in Cultural Context (Sara Harkness and Charles M. Super); and (9) Methods to Inform Public Problems: Toward an Ecocultural Framing of Poverty (Edward D. Lowe). Part 4, Mixed Methods and Collaborative Research, contains: (10) Collaborative Research on Emergent Literacy: Capturing Complex Mixed Methods Data and Tools for Their Integration and Analysis (Eli Lieber); (11) Lessons Learned from Parents of Adults with Autism in India (Tamara C. Daley); and (12) What Makes for the Best Clinical Care? Using Trigger Films to Explore Better Integration of Guidelines and Experience (M. Cameron Hay, Thomas S. Weisner, and Saskia K. Subramanian). Part 5, Mixed Methods and the Insights of Longitudinal Research, contains: (13) How Siblings Matter in Zinacantec Maya Child Development (Ashley E. Maynard); (14) Why Mixed Methods Matter in Understanding Neighborhood Context and Child Maltreatment: Anthropological Approaches and Mixed Methods (Jill E. Korbin); (15) Multiple Marginality--A Comparative Framework for Understanding Gangs: Theory and Method (James Diego Vigil); and (16) "I Thought Delay Meant She Would Catch Up": Using Mixed Methods to Study Children with Early Developmental Delays and Their Families (Lucinda P. Bernheimer, Ronald Gallimore, and Barbara K. Keogh). Part 6, Mixed Methods for Intervention and Policy-Driven Research, contains: (17) Mixed Methods in the Science of Understanding Antipoverty Policies for Families with Children: Four Case Studies (Aletha C. Huston, Greg J. Duncan, and Hirokazu Yoshikawa); (18) Styles of Mothering, Methods of Engagement: Bridging Anthropology, Psychology, and Education to Inform Policy (Carolyn Pope Edwards); and(19) Intervention Research with Clients of Transgender Sex Workers: Finding Methods That Work with a Virtual Community (Brian L. Wilcox). Part 7, Why Mixed Methods, contains: (20) Findings That Matter: A Commentary (Thomas S. Weisner).

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are 'hard-of-listening' and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. "Captioned Media in Foreign Language Learning and Teaching" will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

"English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives" is about the fusion of media and narrative, and explores theoretical and practical dimensions of young people's engagement with contemporary forms of text. It showcases a range of critical interpretative approaches for integrating multimedia narratives into English teaching contexts, including animated films such as Shaun Tan's "The Lost Thing", digital novels such as "Inanimate Alice" and "5 Haitis", and a virtual treatment of Shakespeare's "Macbeth". English teachers across grade levels will recognize the valuing of literature and will appreciate the practical pedagogy and fostering of creativity as students are encouraged to explore new forms of narrative. In the context of developing expertise in knowing how multimodal texts work, students can apply that knowledge in their own authoring of digital multimedia narratives. Contents include: (1) Toward a Metalanguage for Multimedia Narrative Interpretation and Authoring Pedagogy: A National Curriculum Perspective from Australia (Len Unsworth); (2) Using Contemporary Picture Books to Explore the Concept of Intermodal Complementarity (Angela Thomas); (3) Digital Fiction (Angela Thomas); (4) A Model for Critical Games Literacy (Thomas Apperley & Catherine Beavis); (5) Enabling Students to Be Effective Multimodal Authors (Paul D. Chandler); (6) The Image/Language Interface in Picture Books as Animated Films: A Focus for New Narrative Interpretation and Composition Pedagogies (Len Unsworth); (7) Using Focalisation Choices to Manipulate Audience Viewpoint in 3-D Animation Narratives: What Do Student Authors Need to Know? (Annemaree O'Brien); (8) Social Media, Education, and Contentious Literacies (Martin Waller); (9) Teaching Inanimate Alice (Angela Thomas, Jenny White, and Ros Lippis); (10) Empowering Older Adolescents as Authors: Multiliteracies, Metalanguage, and Multimodal Versions of Literary Narratives (Julie Bain and Len Unsworth); (11) Augmented Reality in the English Classroom (Winyu Chinthammit and Angela Thomas); and (12) Virtual Macbeth: Using Virtual Worlds to Explore Literary Texts (Angela Thomas, Kerreen Ely-Harper, and Kate Richards).

This dynamic resource offers teachers a new way to energize the teaching of writing while also meeting Common Core State Standards. The author draws on his unique background in education and media to provide this "all-in-one" resource to help teachers use the versatility of scriptwriting to motivate students and support literacy skills across the disciplines. Each chapter covers a different medium, outlining the writing skills required and providing practical tips, sample projects, standards alignment, and strategies for differentiated instruction. This book features: (1) Rationale, curricular connections, lessons, and projects to help teachers incorporate scriptwriting into their existing writing curriculum; (2) Annotated writing models, including one from the #1 New York Times bestselling civil rights memoir, "March"; (3) Suggestions for using assignments in the disciplines to process content and exhibit understanding; (4) Authentic connections to students' in-school and out-of-school literacies; (5) Easy-to-use sections, such as Why Teach This?, Skills Focus, Literacy Across the Disciplines, and The Writing Process; (6) Robust differentiated instruction, including specific strategies for English language learners and below-level students; (7) QuickStart lesson launchers to help both teachers and students become comfortable--and have fun--with scriptwriting; and (8) Appendices with additional resources, revision checklists, writing rubrics, and a glossary of media and script terms.

It should come as no surprise that digital video technology is of particular interest to English language learners; students are drawn to its visual appeal and vibrant creative potential. The seven original case studies in this book demonstrate how video can be an effective and powerful tool to create fluid, fun, interactive, and collaborative learning environments. The engaging ways that teachers and researchers in several countries have incorporated video to enhance instruction for ESL and EFL learners include motion pictures integrating students' personal experiences with an appreciation of music and the arts; going beyond printed texts to include navigating, designing, linking, programming, and sharing dynamic, multimodal texts; authoring digital poems and stories; filmmaking based on carefully written scripts and creative interpretation of characters from literature; using critical thinking to create digital commercials; and using cell phone video recording to enhance speaking abilities. This book is a useful resource for any ESL/EFL learning environment and for individual teachers looking for creative ways to extend students' attention spans, teach them challenging language skills, elicit creativity, and support learning with social scaffolding. Following a preface by Jim Cummins, chapters include: (1) TESOL and Digital Video Media Integration in the Classroom: Introduction (Jia Li); (2) Revisiting Communicative Competence in the Multimedia ELT Classroom (Heather Lotherington and Natalia Sinitskaya Ronda); (3) Child Second Language Learners and Videomaking in Three Sites: Opportunities for Developing Multilingual, Multimodal Literacies (Kelleen Toohey and Diane Dagenais); (4) Mediating Identities: Digital Identity projects in an ESL Classroom (Allyson Eamer and Janette Hughes); (5) English Learning Through Arts, Music, and Digital Media: A Photostory Project (Aiden Yeh); (6) A Project-Based Approach to Vocabulary Acquisition: Filmmaking with ESL Students (Jia Li and Brenda McComb); (7) Challenging EFL Learners Through TV Advertising and Student-Produced Multimedia Projects (Joyce Cunningham); (8) Female Arab Students' Production of Cell Phone Videos to Enhance English Skills (Nicolas Gromik); and (9) Video as an Instructional Tool for ESL Learners in the United States: A Review of Previous Research (Nicholas Edwards, Jingjing Jiang, Peizhao Li, and Jia Li). A list of references and an index are included.

In "Finding Superman," some of the most prominent educational thinkers of our time examine the pressing issues of educational equity and excellence brought to light in Davis Guggenheim's popular documentary, "Waiting for Superman." The film's portrayal of urban public schools as uniform failures and charter schools as the only viable alternative for our nation's youth demands a closer look. Across the chapters of this important book, the contributors reveal the film's untold stories. These include the many public schools that are doing an excellent job of educating students, as well as the many charter schools that are doing no better than most public schools, despite their monetary advantages. With chapters from educational luminaries that include Milton Chen, Linda Darling-Hammond, Dan Domenech, Ben Levin, Arthur Levine, Ann Lieberman, John Merrow, Diane Ravitch, Peter Smith, and Watson Scott Swail, "Finding Superman" demands a new perspective from readers on a topic of urgent importance to all of us. Achieving excellent schools for all children is not an easy task. As these authors remind us, it requires a more balanced dialogue and a fuller range of evidence to realize truly lasting change. This book contains the following: (1) Finding Superman (Watson Scott Swail); (2) The Myth of Charter Schools (Diane Ravitch); (3) Educating Superman (Linda Darling-Hammond and Ann Lieberman); (4) The Potential Impact of Waiting for "Superman" on Schooling in America (Arthur Levine); (5) Newsflash: Superman Has Arrived! And He's Brought an Army (Milton Chen); (6) Waiting for Superman with Clark Kent (Daniel A. Domenech); (7) Superman Isn't Coming (at Least Not with the Red Cape and the Phone Booth) (Peter Smith); (8) Whose Side Is Superman on Anyway? (John Merrow); and (9) Waiting for "Superman": A Response (Ben Levin).

Charles Dickens is arguably the greatest storyteller in English Literature and his novels have been loved and respected for nearly two hundred years. As accurate reflections of Victorian society they are unparalleled. Vivid characters and realistic settings are created in the mind of the reader, all laced with Dickens inimitable humour, wit and lacerating political comment. This book aims to bring alive these characters and settings in the minds of children. It provides a comprehensive resource for children not only to learn about the literary heritage of the English language, but also to encourage them to create meanings from these classic stories through their personal, social and cultural experiences. The authors set each novel in context, providing a synopsis of the book, as well as characters, settings themes and symbolism. Works covered include: (1) A Christmas Carol; (2) Bleak House; (3) David Copperfield; (4) Great Expectations; (5) Hard Times; and (6) Oliver Twist. But this book doesn't just aim to introduce classic literature to children; it also provides a wide range of truly contemporary tools with which they can respond creatively, including: drama and film, blogs, web 2.0 technologies, multimodality and animation and graphic novels. The book is also accompanied by a CD which contains chapter outlines, extended text extracts, and practical resource sheets, including PowerPoint presentations, book review templates and flash cards, as well as a set of 8 week lesson plans for each novel. "The Essential Charles Dickens School Resource" provides essential classroom learning material for teachers and literacy co-ordinators teaching Key Stages 1-3, as well as CPD students and those studying on PGCE English/Drama courses.

In the increasingly complex and combative arena of copyright in the digital age, record companies sue college students over peer-to-peer music sharing, YouTube removes home movies because of a song playing in the background, and filmmakers are denied a distribution deal when some permissions "i" proves undottable. Patricia Aufderheide and Peter Jaszi chart a clear path through the confusion by urging a robust embrace of a principle long-embedded in copyright law, but too often poorly understood--fair use. By challenging the widely held notion that current copyright law has become unworkable and obsolete in the era of digital technologies, "Reclaiming Fair Use" promises to reshape the debate in both scholarly circles and the creative community. This indispensable guide distills the authors' years of experience advising documentary filmmakers, English teachers, performing arts scholars, and other creative professionals into no-nonsense advice and practical examples for content producers. "Reclaiming Fair Use" begins by surveying the landscape of contemporary copyright law--and the dampening effect it can have on creativity--before laying out how the fair-use principle can be employed to avoid copyright violation. Finally, Aufderheide and Jaszi summarize their work with artists and professional groups to develop best practice documents for fair use and discuss fair use in an international context. Appendixes address common myths about fair use and provide a template for creating the reader's own best practices. "Reclaiming Fair Use" will be essential reading for anyone concerned with the law, creativity, and the ever-broadening realm of new media. (Contains 1 table.)

The book aims to change the conversation about sexuality education for adolescents, making it consistent with a democratic cultural politics that is attuned to changes in youth and popular culture. Traditional sex education is nearly obsolete; sexuality curriculum is now primarily learned through popular culture and youth culture, which teach young people what it means to be a man and a woman, gay and straight, white, black, and Latino, rich and poor--and what sexuality has to do with it. Ultimately, this book conceptualizes democratic sexuality education as a commitment to the idea that sexuality education should affirm the right of all young people to construct their own sexual selves and relations as much as possible, so long as they are non-exploitive, consensual, and informed. Contents of this book include: (1) Introduction (Dennis Carlson and Donyell L. Roseboro); (2) Constructing the Adolescent Body: Cultural Studies and Sexuality Education (Dennis Carlson); (3) The Place of Mutuality and Care in Democratic Sexuality Education: Incorporating the Other Person (Sharon Lamb); (4) What's Love Got to Do with It?: The Imperative of Authentic Desire (Tema Okun and C. P. Gause); (5) Alone in the Presence of Others: Autistic Sexuality and Intimacy Reconsidered (Glenn M Hudak); (6) The Politics of Information: Prevention Education, Individual Choice and the Gendered Politics of Blame (Kristen Luschen); (7) LGBTQ Youth and the Hidden Curriculum of Citizenship Education: A "Day of Silence" in a Suburban High School (Joe Wegwert); (8) Youth Constructing Meanings of Gender in the Sexuality Education Classroom (Odile Mattiauda); (9) Where Are the White Girls?: A Qualitative Analysis of How Six African American Girls Made Meaning of Their Sexuality, Race and Gender through the Lens of Rap (Bettina L. Love); (10) Adolescent African American Males and Hegemonic Aggressive Masculinity (Ajamu A. Banjoko); (11) Building a Navajo Curriculum for Life: Iina (Vivian Arviso, Shirley Waterhouse, Susie A. John, Gloria Hale, Glojean Todacheene, Janet Slowman-Chee, Dorinda Welle); (12) The Prom as a Spectacle of Heteronormativity (Pamela K. Smith); (13) Sexuality Education: Lessons from Drag Kings (Leslee Grey); (14) Teenage Sexuality, Body Politics, and the Pedagogy of Display (Henry A. Giroux); (15) The Celluloid Sexuality Curriculum: Deconstructing Teen Films (Shirley Steinberg); (16) She's the Man: Deconstructing the Gender and Sexuality Curriculum at "Hollywood High" (Elizabeth J. Meyer); (17) The Cautionary Whale, Viking, Vessel, Planet or Saint? Adolescence and Maternal Configuration in "Juno" and Beyond (Stephanie Troutman); (18) The "Twilight" of Sexual Liberation) Undead Abstinence Ideology (Carol Siegel); (19) Coming Back to the Text Again: Leslie Fiedler on Popular Culture, Sexuality, and Pedagogy (Greg Dimitriadis); (20) Undressing the Hidden Curriculum: Sexuality Education and Middle School Literature (Nicole Aydt Klein, Linda J. Markowitz, Laurel Puchner, Jill Kirsten Anderson); (21) Teachers' Perceptions of Adolescent Sexuality: Hip Hop and BET vs. Mayberry and the Moral Majority (Regina Rahimi, Deloris D. Liston); (22) Breaking through the Baby-Mama Drama (Kathalene A. Razzano); (23) Hip Hop, Sexuality, and Online Magazines (Donyell L. Roseboro); and (24) The Self-Porning of American Youth (Joshua Garrison).

Against a formidable national discourse that emphasizes academic standardization, accountability, and high-stakes testing in educational policy, "Character and Moral Education: A Reader" seeks to re-introduce and revive the moral mission of education in public conversation and practices in America's schools. With contributions from a prominent array of scholars and practitioners, the book critically analyzes moral education, broadly defined as both an academic field that attempts to develop moral human beings, and as a principled discourse aimed at creating ethical educational policies and practices. With theoretical rigor and practical wisdom, this volume offers diverse and cutting-edge scholarship on character and moral education in 21st-century schools. This timely and important book will appeal to all those concerned with both the ethical well-being of today's students, and the school's responsibility to prepare individuals to lead moral lives in the future. This book contains: (1) Introduction (Joseph L. DeVitis and Tianlong Yu); (2) Moral Education in the Schools (William J. Bennett and Edwin J. Delattre); (3) The Great Tradition in Education: Transmitting Moral Values (Edward A. Wynne); (4) Character Education: Seven Crucial Issues (Thomas Lickona); (5) Eleven Principles of Effective Character Education (Thomas Lickona, Eric Schaps, and Catherine Lewis); (6) Character and Academics: What Good Schools Do (Jacques S. Benninga, Marvin W. Berkowitz, Phyllis Kuehn, and Karen Smith); (7) The Politics of Character Education (David E. Purpel); (8) The "Moral Poverty" of Character Education (Joseph L. DeVitis and Tianlong Yu); (9) Legislating Character: Moral Education in North Carolina's Public Schools (Aaron Cooley); (10) Character Education in Contemporary America: McMorals? (Suzanne S. Hudd); (11) Would You Like Values with That? Chick-fil-A and Character Education (Deron Boyles); (12) Does Character Education "Really" Support Citizenship Education? Examining the Claims of an Ontario Policy (Sue Winton); (13) Michael H. Romanowski Through the Eyes of Students: High School Students' Perspectives on Character Education (Michael H. Romanowski); (14) How Not to Teach Values: A Critical Look at Character Education (Alfie Kohn); (15) Character Education from the Left Field (Dwight Boyd); (16) Morality, Virtue, and Democratic Life (John F. Covaleskie); (17) Liberal Education and Moral Education (Daniel R. DeNicola); (18) Democracy in a Cosmopolitan Age: Moral Education for the Global Citizen (Scott Fletcher and Peter J. Nelsen); (19) Neo-Deweyan Moral Education (Douglas J. Simpson); (20) Critical Pedagogy and Moral Education (Ronald David Glass); (21) Feminist Theory and Moral Education (Barbara J. Thayer-Bacon); (22) A Warrior for Justice: Jonathan Kozol's Moral Vision of America's Schools and Society (Richard Ognibene); (23) Framing Adolescents, Their School, and Cultures: Contested Worldviews (Linda Irwin-DeVitis); (24) Fear of Uncertainty, Control, and the Criminalizing of Youth (Lynda Stone); (25) Navigating Inequities: A Morally Rooted Pedagogy of Intentional Mentoring With Black Children and Other Youth of Color (Janie Victoria Ward); (26) Cultural and Subjective Operations of Ignorance and Resistance in Sexuality-Related Curricula (Jennifer Logue); (27) Feelings of Worth and the Moral Made Visible (Barbara Stengel); (28) Teaching Themes of Care (Nel Noddings); (29) Surveying the Soil: Building a Culture of Connectedness in School (Marcia Peck); (30) "Doubt" and the Framing of Virtue Through Film (Susan Verducci and Michael Katz); (31) On the Relationship of Peace Education to Moral Education (Cris Toffolo and Ian Harris); (32) Earth's Role in Ethical Discourse and Functional Scientific Literacy (Michael P. Mueller, Dana L. Zeidler, and Lynda L. Jenkins); (33) Understanding Unbelief as Part of Religious Education (Nel Noddings); and (34) Moral Education for the 21st Century: A Buddhist View (Daniel Vokey).

Learning and teaching are faced with radically new challenges in today's rapidly changing world and its deeply transformed communicational environment. We are living in an era of images. Contemporary visual technology--film, video, interactive digital media--is promoting but also demanding a new approach to education: the age of visual learning has begun. This is especially true for tertiary-level education, for it is here that, on the one hand, teachers for the entire school system are trained, and on the other hand, education and research meet. Visual learning is not merely an option, it is a necessary correlate of the way in which science and scholarship today develop. Contents of this book include: (1) Preface (Andras Benedek); (2) Imagery As a Metaphorical Vocabulary Learning Strategy (Biljana Radic-Bojanic); (3) "SignOnOne": Visual Language Learning for the Deaf Only or for All Others Also? (Franz Dotter/Marlene Hilzensauer); (4) Visuo-Kinetic Explorations of Grammar (Jean-Remi Lapaire); (5) Time As a Figure of Thought and As Reality (Kristof Nyiri); (6) Contextual Images As Visual Metaphors (Zoltan Kovecses); (7) Metaphor Is a Constellation (Mikkel Haaheim); (8) Enchanting Bewilderment: Concerns for Visual Rhetoric (Petra Aczel); (9) The Visual Rhetorical Figures of the Giant Billboard "ARC" (Face) Exhibition (Gabriella Nemeth); (10) The Image of Women. A Cognitive Linguistic Analysis of Billboards (Anna Szlavi); (11) Image and Self-representation (Agnes Veszelszki); (12) The Image As a Historical Source (Gabor Bencsik); (13) "World Picture" and Beyond: Representation Revisited (Zsuzsanna Kondor); (14) Temple Grandin's Animal Thoughts: On Non-Human Thinking in Pictures, Films, and Diagrams (John Mullarkey); and (15) Aspects of Visual Epistemology: On the "Logic" of the Iconic (Dieter Mersch). (Contains 24 figures.)

For difficult or challenging children and teenagers in therapeutic or school settings, creative activities can be an excellent way of increasing enjoyment and boosting motivation, making the sessions more rewarding and successful for everyone involved. This resource provides over one hundred tried-and-tested fun and imaginative therapeutic activities and ideas to unleash the creativity of children and teenagers aged 5+. Employing a variety of expressive arts including art, music, stories, poetry and film, the activities are designed to teach social skills development, anger control strategies, conflict resolution and thinking skills. Also included are character education activities and ideas for conducting therapeutic day camps, including sample schedules and handouts. The activities can be used in many different settings with all ages, are flexible, and can be adapted for use with individuals or groups. Brimming with imaginative ideas, this resource will be invaluable to anyone working with children and teenagers, including school counselors, social workers, therapists, psychologists and teachers.

Listening is the most important of the four language skills and is used most often in everyday communication. Teachers need innovative ways to address the particular listening problems emerging in their own contexts. "Teaching Listening: Voices From the Field" shares successful practices employed by teachers at different levels of education around the world. The teachers in this book show how they built listening activities around a corpus of academic speech, a checklist of listening dimensions, a manipulated text, a telephone message on healthcare, a song, a challenging movie, an audiobook, podcasts, TV talk shows, note taking, and audio recordings of key concepts from a course. These classroom practices will greatly enrich teachers' repertoire of tools for listening development in the TESOL discipline. Chapters of this book include: (1) Contemporary Practices in the Teaching of Listening (Nikki Ashcraft and Anh Tran); (2) Designing Listening Tasks: Lessons Learned From Needs Analysis Studies (Joseph Vincent Dias and Keita Kikuchi); (3) Developing a Corpus-Informed Approach for Teaching Academic Listening (Julia Salehzadeh); (4) Designing and Integrating Effective Listening Activities (Michael Stetson); (5) "For English, Press 1": Motivating Learners With Authentic Telephone Recordings (Patricia Long Davis); (6) Using Music to Inspire More Out-of-Class Listening (Carmella Lieske); (7) Embracing the Challenges of Movie and Television Listening (Christopher Stillwell); (8) Reading While Listening to Build Receptive Fluency (Jeff Popko); (9) The Power of Podcasts: A Tool to Improve Listening Skills and Empower Learners (Ashley Hazell Yildirim and Erica Hoffman); (10) Listening, Thinking, and Understanding: Preparing Elementary School Students to Listen and Process in English (Nancy A. Carnevale); (11) Preparing Adolescents for the Academic Listening Demands of Secondary School Classrooms (Nancy Cloud, Kelly Healey, Michael Paul, Deborah Short, and Patricia Winiarski); (12) Focusing (and Ignoring): Note Taking for Learning in a Course on Listening to Lectures (Jim Bame); and (13) Listening on Their Own Terms: Students Creating Engineering Study Aids (Patricia Sackville).

This fourth edition of the "ES Review" brings together, in one setting, some of the best work from 2009-10. It features: (1) Teacher Quality (Teachers at Work: Improving Teacher Quality Through School Design (Elena Silva); Understanding Teachers Contracts (Andrew J. Rotherham); How Teachers Unions Lost the Media (Richard Whitmire and Andrew J. Rotherham); and Better Benefits: Reforming Teacher Pensions for a Changing Work Force (Chad Aldeman and Andrew J. Rotherham); (2) Accountability (Restructuring "Restructuring": Improving Interventions for Low-Performing Schools and Districts (Robert Manwaring); College- and Career-Ready: Using Outcomes Data to Hold High Schools Accountable for Student Success (Chad Aldeman); Tomorrow's Tests (Elena Silva and Bill Tucker); and Is Data the Cure-All? (Bill Tucker); (3) Educational Choice (Growing Pains: Scaling Up the Nation's Best Charter Schools; Matchmaking: Enabling Mandatory Public School Choice in New York and Boston (Chad Aldeman and Thomas Toch); Tough Luck: A Review of the Film "The Lottery" (Chad Aldeman and Erin Dillon); and Designing Smart Charter School Caps (Erin Dillon); (4) Higher Education (Lowering Student Loan Default Rates (Erin Dillon and Robin V. Smiles); False Fronts? Behind Higher Education's Voluntary System of Accountability (Chad Aldeman and Andrew P. Kelly); The Course of Innovation: Using Technology to Transform Higher Education (Ben Miller); College for $99 a Month (Kevin Carey); NCAA Should Bar Low Graduation Rate Schools From March Madness (Ben Miller); Community Colleges: To Thine Own Self Be True (Kevin Carey); and The "Veritas" About Harvard (Kevin Carey); (5) Best of the Blog (Engaging Elephants in Reform (Elena Silva); Read What You Love (Kevin Carey); Time to Retire These Higher Ed Stats (Ben Miller); Three Schools Spared, 4,997 To Go-Addressing Teacher Seniority (Robert Manwaring); We Need a "GED" for College Students (Chad Aldeman); and (6) Also from Education Sector (Reports: Rising to the Challenge: Hispanic College Graduation Rates as a National Priority (March 2010) (Kevin Carey, Andrew P. Kelly, and Mark Schneider); Explainers: The 411 on Cohort Default Rates (February 2010) (Ben Miller); Moving Targets: What It Now Means to Make Adequate Yearly Progress Under NCLB (September 2009) (Erin Dillon); Events: A New Era in Higher Education Reform (September 2009); College- and Career-Ready Students: How Can We Tell? (March 2010); Improving Student Success: What the Higher Education Community Can Learn From Minority-Serving Institutions (April 2010); Finding the Link: Teacher Evaluation and Professional Development (June 2010); Online Discussions: School Choice a la Carte (October 2009); Exploring Human Capital Issues in Successful School Turnarounds (May 2010); and Video Clips: Experts Discuss Virtual Schooling (June 2010)). Figures are included by individual selection. [Additional support provided by the CityBridge Foundation and Rodel Foundation of Delaware. For the third edition, see ED512290.]