Search

For many years the need to educate and support our teachers to implement science and mathematics education has been ongoing throughout the world (National Academies of Sciences, Engineering, and Medicine, 2019; Mundry et al., 2009). In more recent years, this call has extended to include teaching through integrated science, technology, engineering, and mathematics (STEM) subjects as a vehicle to learn disciplinary core ideas, science and engineering practices, and cross-cutting concepts (NGSS Lead States, 2013). This book includes three sections: Learning Contexts in Teaching of STEM Disciplines, STEM Teacher Education, and Components Related to Students' STEM Learning Experiences. The first section of this book explores two unique contexts in which STEM education is being developed. The first chapter describes the current literature on the application of SocioScientific Issues to teach STEM in inclusive settings. The second chapter describes the development of public residential STEM High Schools in Egypt, completely reimagining how STEM is addressed in that country. The second section will explore aspects of teacher professional development in STEM as well as the motivations for teachers to learn and improve their STEM pedagogy. Specifically, the first chapter illuminates teachers' motivation and practices in STEM implementation. The second chapter describes the demands on and resources for STEM implementations for teachers and the effect these factors have on their job satisfaction. The third chapter in this section describes the analysis of video reflections and personal reflective accounts of a female preservice teacher, exploring self-efficacy, belonging, and identity in learning STEM content through the lens of gender. The final chapter also explores gender as a variable along with problem solving skills to explore the impact of these variables on STEM awareness levels of classroom teachers. These chapters illuminate challenges faced in preparing and developing STEM educators as well as the mindset and motivations of teachers in these fields. The last section dives into issues related to STEM learning experiences for students. The first chapter reports findings from a meta-analytic study investigating the relationship between self-efficacy and interest in a STEM career and the various student factors that influence this relationship. The second chapter analyzes the STEM identity from an international perspective. The final study investigates the effects of computer simulations on students' conceptual understanding of physics and scientific ideas.

Following a foreword by Derek W. M. Barker, "Deliberation as Public Judgment: Recovering the Political Roots of a Democratic Practice," contents of this issue include: (1) Beyond Adversary Democracy (Jane Mansbridge); (2) What Is Political Judgment? (Ronald Beiner); (3) The Bumpy Road from Mass Opinion to Public Judgment (Daniel Yankelovich); (4) Beyond the "Informed" Citizenry: The Role of Public Judgment in a Deliberative Democracy (An Interview) (Noëlle McAfee and David McIvor with Derek W. M. Barker); (5) National Issues Forum Guides: Eliciting and Habituating Public Judgment (Lori L. Britt); (6) How Civic Engagement Spread Across Six College Campuses (Maura Casey); (7) Shaping Our Future: The Public Purpose of Higher Education (Harry C. Boyte); and (8) Democracy Is in Trouble, Higher Education Is in Trouble (Afterword) (David Mathews). Individual articles contain references. [For "Higher Education Exchange, 2016," see ED583007.]

U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on the United States. Why? "Seeing the World" answers this question by examining university research centers that focus on the Middle East and related regional area studies. Drawing on candid interviews with scores of top scholars and university leaders to understand how international inquiry is perceived and valued inside the academy, "Seeing the World" explains how intense competition for tenure-line appointments encourages faculty to pursue "American" projects that are most likely to garner professional advancement. At the same time, constrained by tight budgets at home, university leaders eagerly court patrons and clients worldwide but have a hard time getting departmental faculty to join the program. Together these dynamics shape how scholarship about the rest of the world evolves. At once a work-and-occupations study of scholarly disciplines, an essay on the formal organization of knowledge, and an inquiry into the fate of area studies, "Seeing the World" is a must-read for anyone who cares about the future of knowledge in a global era.

Working with postmodern ideas, this book questions the search to define and measure quality in the early childhood field and its tendency to reduce philosophical issues of value to purely technical and managerial issues of expert knowledge and measurement. The book argues that there are ways other than the "discourse of quality" for understanding and evaluating early childhood pedagogical work, and relates these to alternative ways of understanding early childhood itself and the purposes of early childhood institutions, resulting in a reconceptualization of early childhood education and care. Taking a broad perspective, the book relates issues of early childhood to the sociology of childhood, philosophy, ethics, political science, and other fields. The book maintains that the concept and language of quality cannot accommodate issues such as diversity and multiple perspectives, contextual specificity, and subjectivity and asserts that a new concept is required, called "meaning making." The book places these issues in a global context and draws on work from Canada, Sweden, and Italy, including the nurseries in Reggio Emilia, Italy. Contains approximately 200 references. (KB)

Dynamic Concept Analysis (DCA) is introduced as a means of building conceptual models in case studies and using information of concept relations in developing general and individual models to depict a particular phenomenon. DCA enables holistic studies of complex phenomena and analyzes the relationships between concepts to express these relations as an information structure. DCA is applied in the following studies: (1) "Dynamic Concept Analysis (DCA): Integrating Information in Conceptual Models" by S. Kontiainen uses DCA to analyze different phenomena by building "information structures" and "conceptual models"; (2) "Individual Models of Adult Learning" by S. Kontiainen uses DCA to analyze adult learning processes; (3) "Institutional Models of Higher Education" by S. Kontiainen and M. Tight uses DCA in a study of British institutions of higher education and defines five ideal-typical institutional types; (4) "Individual Models of Moral Judgement" by S. Kontiainen and K. Helkama looks at Kohlberg's stages of moral reasoning in terms of DCA; (5) "Understanding Different Outcomes in Decision Making" by S. Kontiainen and others uses DCA in studies of different outcomes in decision-making processes, focusing on how conceptual analyses and models are useful when trying to understand a particular decision; and (6) "Transforming a General Model into Individual Models: Individual Models of Affective Experience of Unemployment" by S. Kontiainen and J. Manninen uses DCA to transform a general model of experience of unemployment into individual models; and (7) "Supervision of Teaching Practice in Adult Education: Student's and Supervisor's Perceptions of Supervision" by S. Kontiainen and J. Hobrough gives an example of the use of DCA and conceptual models in analyzing supervision in teaching practice. (RLC)

In "Valuing Higher Education," leading international analysts examine Gareth Williams's contribution to shaping our thinking about the economics of higher education in essays that are a testimony to Williams's conception that the field cannot be properly understood unless viewed alongside social policy, changes in knowledge production, the life chances of students, and their actual learning experience. Questions identified and discussed include the rise and limitations of markets, the balance between higher education as a public and a private good, the financing of higher education, and audit arrangements. Behind all of the analyses stands the larger question: What is the value of higher education? The distinguished contributors critique contemporary developments in essays that will also inform further research and policymaking, not least in Williams's own concluding response, which offers glimpses of future possibilities. Contents include a Foreword (Tessa Blackstone), an Introduction (Ronald Barnett, Peter Scott, and Paul Temple); and Gareth Williams: An appreciation (Maureen Woodhall). Following are eleven chapters with respective authors, divided over three parts. Part 1: "The Rise and Rise of Markets in Higher Education" contains: Chapter 1: An Economic View of Higher Education Theory (Alberto Amaral and Pedro Teixeira); Chapter 2: The Idea of the Market in Financing English Higher Education (Paul Temple); Chapter 3: Financing British Higher Education: The Triumph of Process Over Policy (Michael Shattock); and Chapter 4: Performance Indicators and Rankings in Higher Education (Jill Johnes). Part 2: "A Changing Academic Life" continues with: Chapter 5: Managerialism, Garbage Cans, and Collegial Governance: Reflections on an Economic Perspective of University Behaviour (David Dill); Chapter 6: Massification, Austerity, and the Academic Profession (D. Bruce Johnstone); Chapter 7: Financing Creativity in the Global Research Economy: Performance Management or Knowledge Construction? (Louise Morley); and Chapter 8: Branding and the Commodification of Academic Labour (James Pringle and Rajani Naidoo). Part 3: "The Uses of Higher Education" contains: Chapter 9: Too Many or Too Few? The Perennial Debates on Higher Education and the World of Work (Ulrich Teichler); Chapter 10: Higher Education and the Knowledge Economy (Peter Scott); and Chapter 11: Response (Gareth Williams). Also included are: The Works of Gareth Williams and an Index.

The term intercultural dialogue has become a buzzword at policy level, but there is a pressing need to synchronise the terminology of policymakers with that of academics. An overarching aim of this book is to explore the wide-ranging terminology relevant to intercultural dialogue in order to promote clearer consideration of the underlying issues. More specifically, this book reports the findings of a research project conducted in Japan that brought teaching practice to bear upon some of the main conflicting theoretical perspectives on how value judgment should be managed in foreign language education. At the heart of this issue lies the management of prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play.

"Read-i-cide" n: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline--poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative new book, Kelly Gallagher suggests, however, that it is time to recognize a new and significant contributor to the death of reading: our schools. In "Readicide," Kelly argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by: (1) valuing the development of test-takers over the development of lifelong readers; (2) mandating breadth over depth in instruction; (3) requiring students to read difficult texts without proper instructional support; insisting that students focus solely on academic texts; (4) drowning great books with sticky notes, double-entry journals, and marginalia; (5) ignoring the importance of developing recreational reading; (6) and losing sight of authentic instruction in the shadow of political pressures. Kelly doesn't settle for only identifying the problems. "Readicide" provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading--steps that will help prevent the loss of another generation of readers.

The period from adolescence through young adulthood is one of great promise and vulnerability. As teenagers approach maturity, they must develop and apply the skills and habits necessary to navigate adulthood and compete in an ever more technological and globalized world. But as parents and researchers have long known, there is a crucial dichotomy between adolescents' cognitive competence and their frequent inability to utilize that competence in everyday decision-making. This volume brings together an interdisciplinary group of leading scientists to examine how the adolescent brain develops, and how this development impacts various aspects of reasoning and decision-making, from the use and function of memory and representation, to judgment, mathematical problem-solving, and the construction of meaning. The contributors ask questions that seek to uncover the basic mechanisms underlying brain development in adolescence, such as: (1) How do the concepts of proof and reasoning emerge?; (2) What is the relationship between cognitive and procedural understanding in problem-solving?; and (3) How can researchers build assessments to capture and describe learning over time? "The Adolescent Brain" raises questions relevant to young people's educational and health outcomes, as well as to neuroscience research. This book begins with a preface by Valerie F. Reyna and "Introduction to The Adolescent Brain: Learning, Reasoning, and Decision Making," by Valerie F. Reyna, Sandra B. Chapman, Michael R. Dougherty, and Jere Confrey. Part I, Foundations, contains: (1) Anatomic Magnetic Resonance Imaging of the Developing Child and Adolescent Brain (Jay N. Giedd, Michael Stockman, Catherine Weddle, Maria Liverpool, Gregory L. Wallace, Nancy Raitano Lee, Francois Lalonde, and Rhoshel K. Lenroot). Part II, Memory, Meaning, and Representation, contains: (2) Semantic and Associative Relations in Adolescents and Young Adults: Examining a Tenuous Dichotomy (Ken McRae, Saman Khalkhali, and Mary Hare); (3) Representation and Transfer of Abstract Mathematical Concepts in Adolescence and Young Adulthood (Jennifer A. Kaminski and Vladimir M. Sloutsky); (4) A Value of Concrete Learning Materials in Adolescence (Kristen P. Blair and Daniel L. Schwartz); and (5) Higher-Order Strategic Gist Reasoning in Adolescence (Sandra B. Chapman, Jacquelyn F. Gamino, and Raksha Anand Mudar). Part III, Learning, Reasoning, and Problem Solving, contains: (6) Better Measurement of Higher Cognitive Processes Through Learning Trajectories and Diagnostic Assessments in Mathematics: The Challenge in Adolescence (Jere Confrey); (7) Adolescent Reasoning in Mathematical and Nonmathematical Domains: Exploring the Paradox (Eric Knuth, Charles Kalish, Amy Ellis, Caroline Williams, and Mathew D. Felton); (8) Training the Adolescent Brain: Neural Plasticity and the Acquisition of Cognitive Abilities (Sharona M. Atkins, Michael F. Bunting, Donald J. Bolger, and Michael R. Dougherty); and (9) Higher Cognition is Altered by Noncognitive Factors: How Affect Enhances and Disrupts Mathematics Performance in Adolescence and Young Adulthood (Mark H. Ashcraft and Nathan O. Rudig). Part IV, Judgment and Decision Making, contains: (10) Risky Behavior in Adolescents: The Role of the Developing Brain (Adrianna Galvan); (11) Affective Motivators and Experience in Adolescents' Development of Health-Related Behavior Patterns (Sandra L. Schneider and Christine M. Caffray); (12) Judgment and Decision Making in Adolescence: Separating Intelligence From Rationality (Keith E. Stanovich, Richard F. West, and Maggie E. Toplak); and (13) A Fuzzy Trace Theory of Adolescent Risk Taking: Beyond Self-Control and Sensation Seeking (Christina F. Chick and Valerie F. Reyna). Part V, Epilogue, contains: (14) Paradoxes in the Adolescent Brain in Cognition, Emotion, and Rationality (Valerie F. Reyna and Michael R. Dougherty). An index is included.

The aim of the book is to serve for clinical, practical, basic and scholarly practices. In twentyfive chapters it covers the most important topics related to Autism Spectrum Disorders in the efficient way and aims to be useful for health professionals in training or clinicians seeking an update. Different people with autism can have very different symptoms. Autism is considered to be a "spectrum" disorder, a group of disorders with similar features. Some people may experience merely mild disturbances, while the others have very serious symptoms. This book is aimed to be used as a textbook for child and adolescent psychiatry fellowship training and will serve as a reference for practicing psychologists, child and adolescent psychiatrists, general psychiatrists, pediatricians, child neurologists, nurses, social workers and family physicians. This book contains the following chapters: (1) Language Assessment in Autism (Fernanda Dreux M. Fernandes, Cibelle A.H. Amato and Daniela R. Molini-Avejonas); (2) Language Therapy with Children with Autism Spectrum Disorders (Fernanda Dreux M. Fernandes, Daniela R. Molini-Avejonas and Cibelle A.H. Amato); (3) Repetitive Extralinguistic, Prosodic and Linguistic Behavior in Autism Spectrum Disorders-High Functioning (ASD-HF) (Hila Green and Yishai Tobin); (4) Variability in Language and Reading in High-Functioning Autism (Cheryl Smith Gabig); (5) Parenting Stress in Mothers and Fathers of Children with Autism Spectrum Disorders (Ewa Pisula); (6) Psychological Adaptation in Parents of Children with Autism Spectrum Disorders (Pilar Pozo, Encarnacion Sarria and Angeles Brioso); (7) A Comparative Study on Self Perceived Health and Quality of Life of Parents of Children with Autism Spectrum Disorders and Parents of Non Disabled Children in Croatia (Tomislav Benjak, Gorka Vuletic Mavrinac, Ivana Pavic Simetin and Branko Kolaric); (8) Cross Cultural Variation in the Neurodevelopmental Assessment of Children--The Cultural and Neurological to 2nd Language Acquisition and Children with Autism (Karen Mendez, Karen M, Levy, Marley Nelms, Dayna Hoff, Jean M. Novak and Michael L. Levy); (9) Autism Spectrum Disorders in Iran (Mohammad-Reza Mohammadi, Maryam Salmanian and Shahin Akhondzadeh); (10) Autism Spectrum Disorders in Africa (Muideen O. Bakare and Kerim M. Munir); (11) Sleep Concerns and Disorders in Children with an Autistic Spectrum Disorder (ASD) (Oreste Battisti); (12) Sexual Abuse in Autistic Children as a Risk Factor of Developing of Schizophrenia (Piotr W. Gorczyca, Agnieszka Kapinos-Gorczyca, Katarzyna Ziora and Joanna Oswiecimska); (13) Creativity Psychosis Autism and the Social Brain (Michael Fitzgerald); (14) Psychiatric and Occupational Histories in Families of Children with Autism (G. Robert DeLong, Marie MacDonald and Vidya Krishnamurthy); (15) Moral Judgment in Autism (Hirotoshi Hiraishi); (16) Autism Spectrum Disorders and the Criminal Law (Ian Freckelton); (17) The Financial Side of Autism: Private and Public Costs (Deanna L. Sharpe and Dana L. Baker); (18) Early Behavioural Alterations in Mouse Models of Autism Spectrum Disorders: A Step Forward Towards the Discovery of New Therapeutic Approaches (Bianca De Filippis, Emilia Romano and Giovanni Laviola); (19) Impaired Sociability of the Balb/c Mouse, an Animal Model of Autism Spectrum Disorders, is Attenuated by NMDA Receptor Agonist Interventions: Clinical Implications (Stephen I. Deutsch, Jessica A. Burket, Maria R. Urbano, Amy L. Herndon and Erin E. Winebarger); (20) Sensory Motor Development in Autism (Yesim Fazlioglu and M. Oguz Gunsen); (21) The Relationship Between Visual Perspective Taking and Imitation Impairments in Children with Autism (Yue Yu, Yanjie Su and Raymond Chan); (22) Embodied Conversational Agents for Education in Autism (Marissa Milne, Martin Luerssen, Trent Lewis, Richard Leibbrandt and David Powers); (23) Statistical Analysis of Textual Data from Corpora of Written Communication--New Results from an Italian Interdisciplinary Research Program (EASIEST) (Lorenzo Bernardi and Arjuna Tuzzi); (24) The Body of the Autistic Child: An Integrated Approach (Fabien Joly); and (25) Transition to Adulthood for High-Functioning Individuals with Autism Spectrum Disorders (Steven K. Kapp, Alexander Gantman and Elizabeth A. Laugeson).

The most popular activities from APA's successful "Activities Handbooks for the Teaching of Psychology" are gathered together and updated in this book of teachers' favorites. The lesson plans, which encourage active learning and involve the whole class, have stood the test of time and proven themselves to be entertaining, effective, and easy to plan. Contributed by psychology teachers nationwide, the activities are most appropriate for courses at the college undergraduate or high school level, yet many are also applicable to more advanced classes. Both beginner and experienced teachers will appreciate the wide variety of teaching techniques described, including demonstrations, experiments, discussions, and simulations. Each lesson plan is presented in an easy cookbook format that lists materials needed, timeframe, instructions, and discussion items. The activities are grouped by topic and cover history, statistics, and research methods; the brain and sensory processes; perception; states of consciousness; learning and memory; thinking, problem-solving, and language; motivation and emotion; developmental psychology; personality; psychological disorders and treatments; social psychology; and race, gender, and multiculturalism. Busy teachers will find themselves turning to this book over and over again for inspiration.

In surveys, research university faculty often report that they value teaching more than their departments do. This incongruence holds implications for job satisfaction, stress, time spent on teaching, organizational continuity, and even student evaluations. Using an interactionist view of organizations, Mary C. Wright examines the reasons for this lack of agreement between the individual's values and perceptions of organizational leaders' views. She also examines departments in which there is a consensus about the value of teaching, specifically how formal policies, social networks around teaching, and chair leadership can offer an alternative work environment, or a culture of congruence around instruction. The practices and organizational arrangements of these departments offer lessons for administrators, faculty, and faculty developers who wish to create universities conducive to instructional enhancement. Because this book features extensive case studies of science departments, it also holds implications for those interested in constructing productive work environments and enhancing student learning in STEM (science, technology, engineering, and mathematics) fields. Appended are: (1) Faculty Semi-Structured Interview Instrument; and (2) Chair Semi-Structured Interview Instrument.

This practical book deals with the emotional and moral dimensions of school leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals. The book contains: (1) Introduction; (2) Self-Awareness and the Leader; (3) Self-Awareness and Understanding Caring for Yourself and the Organization; (4) Values and Moral Purpose; (5) Developing Effective Interpersonal Relationships; (6) Communicating Effectively; (7) Communicating to Empower; (8) Building a Professional Community; (9) Teacher Leadership and Development for School; (10) Improvement; and (11) Emotional Alchemy.

The conflict between access and quality in education has been front-page news for decades. Policies regarding the role of elite universities, the organisation of secondary education, admissions criteria, courses of study, high stakes testing, and fiscal and programme accountability have changed with uncommon frequency, resulting in confusion and uncertainty. Yet it is the argument of this book that the tension between access to education and the preservation of quality is another chapter in the much longer history of merit selection in England, Scotland and America, and should be seen in its proper contexts. The underlying cause of the difficulties, however, is the dilemma created by two competing conceptions of virtue, one determined by merit judged competitively and the other more vaguely but emotionally supported by a broader view of worth. Merit is consistent with liberal democracy, but worth is the special province of social democracy. None of the distinctions is easily categorised by political party or ideology. They are the result of opposite moral impulses inherent in plural democratic societies undergoing the strains of internal and global competition. Contents include: Foreword (Anthony Smith); Words, Words, Words; The Two Democracies; Two Words Where One Might Do; Elites and Elitism; The Merit of Examinations; Building Educational Systems; The Relation of Schools to Universities; Why Bother to Test?; Naturally Intelligent; Much Ado About the SAT; The California Master Plan for Higher Education; Affirmative Action; and How Many Cheers for Democracy?

Value is the benefit derived from an enterprise's assets by its stakeholders. For colleges and universities, value is derived by students, faculty, staff, other knowledge seekers, alumni, donors, suppliers, and stakeholders. They derive value through experiencing the institution's programs, services, knowledge assets, and other resources. This publication is essential reading for chief business officers and auxiliary services officers who are stewards of key business processes. This publication provides the tools for looking at one's business processes systematically, taking fresh approaches to resourcing, and creating real value for stakeholders. The authors describe the background for their methodology, offer compelling case studies, and recommend practical next steps. Chapters cover the evolution of outsourcing, shared services, and process reinvention; getting value from business processes and solutions; case studies of today's effective practices in resourcing; and future tools, business models, and responsibilities. A bibliography is included. (Contains 2 figures.)

This book was written to help parents integrate their values into family life and pass them on to their children. The book helps parents: (1) know their own values; (2) understand what their values mean to them; (3) live by their values; (4) model values in ways children can see and understand; (5) realize what a child must know and be able to do to live by a value; (6) understand the developmental steps a child must go through to live by a value; and (7) recognize opportunities to teach values. The book's chapters are: (1) "Living with Values"; (2) "What Are Your Values?"; (3) "How Do Children Acquire Values?"; (4) "Values Can Guide Family Life"; (5) "Basic Needs Affect Learning"; (6) "Readiness To Learn Values"; (7) "Considering Temperament Patterns"; (8) "Working with Learning Styles"; (9) "Resolving Conflicting Values"; and (10) "Teenagers Need Values To Test." The book's concluding materials include analyses of 12 values. The analyses contain a definition of the value, behavior reflecting the value, knowledge and skills needed, insights about the value, whether the value is present at birth, how to teach or preserve the value for children of different age levels, influences on learning the value, and reflections about the value. Also included in the end material is a collection of exercises, a "Family Guide to Parenting with Values in Mind." These are: (1) identifying my values; (2) identifying my parenting partner's values; (3) analyzing a value; (4) resolving my conflicting values; and (5) resolving conflicting values between my partner and me. (Contains 13 resources.) (EV)

This handbook describes ways to prevent and resolve social problems in schools and communities. The book explores the possibility that identifying character as the ultimate goal for children will give a new perspective on child development and education that is needed in order to reform schools and strengthen communities. Concerns with respect to public opinion about character education and relevant First Amendment issues are discussed. This book includes a synthesis of relevant theories of development. The volume offers a preschool to 12th grade core curriculum that targets virtues and psychological processes in a developmentally appropriate manner and includes general and behavioral objectives for each of five developmental levels. Chapters of the book include: (1)"Introduction to Character Education"; (2) "Relevant Philosophy and Theory"; (3) "A Developmentally Based Core Curriculum"; (4) "Strategies and Techniques"; and (5) "Program Planning and Evaluation." Appendices include laws, theories, forms, surveys, a parent guide, and questionnaires. (LB)

This book is a call to those within higher education to remain clear and consistent about the core values--service, truth, freedom, equality, individuation, justice, and community--that play a critical role in American society. It provides suggestions to help administrators and faculty to incorporate these values into their own practice and transmit them to their students and the community at large. The book is divided into three parts. Part 1 discusses essential academic values and their relationship to scholarship and democracy; it addresses altruism, the value of truth, freedom, equality, human dignity, justice, and community and empowerment. Part 2 examines challenges to these values including capitalism, spirituality, aesthetics, and changing times. Part 3 suggests ways to advance positive values by building an identity based on values, and by using values with integrity. (Contains 250 references and a name index.) (CH)

This volume contains 21 papers that explore value conflicts in all professions: "Ethics and the Development of Work: The Central Maintenance Computer Case" (Harry Hummels); "Too Many Cooks Spoil the Stew--Ethical Preparation of Interdisciplinary Professionals" (Vincent F. Maher); "Value Conflict in 'Competence-Based' Training Incentives" (John Halliday); "Knowing One's Place: The Professional's Need for an Education in the Ecology of Practice" (Mike Bottery); "Integrating Ethics into Technical Courses: An Experiment in Its Fifth Year" (Michael Davis); "Management as a Vocation: Towards a People-Centered Profession of Management" (Peter Davis); "A Theory of Business Development" (Robert F. Dischner); "Values and Conflicts in the Training of Physiotherapists" (Elizabeth M. Walker);"The Dynamic Nature of Ethical Issues and Its Implication for Training Today's Business Students" (P. Everett Fergenson, Susan G. Rozensher); "If It's Not Hurting It's Not Working" (Chris Gaine); "Imparting Social Values through Literature: A Challenge to Legal Training" (Susan E. Grady); "Christian Social Thought and Management Education" (Robert G. Kennedy); "The Benefits of Using a Competence-Based Approach in the Education of New Teachers: Fact or Fiction?" (Pat Mahony); "Some Value Conflicts Experienced by Women in the Workplace" (Rita A. Knutsen, Marlene K. Malenda); "Professional Attitudes, Judgment, and Confidentiality: Tensions in School-Linked Services" (Michael E. Manley-Casimir, Mary T. Hall); "First Year Transitions from the Law School to the Courtroom: A Paradigm of Value and Ethical Conflicts Faced by New Professionals and Their Educators" (James Clark, Edward Monahan); "Ancient Sources of Conflicting Values in Professional Education: Plato" (Patricia Murphy); "The Common Good and the Purpose of the Firm: A Critique of the Shareholder and Stockholder Models from the Catholic School Tradition" (Michael Naughton, Helen Alford, Bernard Brady); "Why Philosophize about Conduct? or What Became of Unjust Discourse?" (William G. O'Neill); "Social Markets and Language Games: The Evolution of Vocational Training in England and Wales" (Richard Pring, Geoff Hayward); and "An Analysis of Educational Needs among Sales Professionals in a Multi-National Nutrition Company" (R.A. Richardson). An index is provided. (YLB)

This volume contains 19 papers that explore value conflicts in all professions: "Changing Student Teacher Values with Respect to Business and Industry" (Ralph P. Williams, Elizabeth J. Foster); "Admissions Processes into Canadian Master of Social Work Programs in the 1990s" (John R. Graham, Beatrice Traub-Werner); "Organizational Paradigms and Environmental Outcomes: A Theoretical Model for Socioecological Responsibility" (Douglas B. Johnson); "'Virtue-Based Ethics'--A Unifying Moral Framework for the Physician-Patient Relationship" (John E. Kelly); "The Professions and Management, Values, and Virtues" (David W. Lutz); "Why Liberal Education? Social Value and Personal Value" (Thomas Magnell); "Value Issues in Educating Business Decision Professionals" (Holmes E. Miller, Kurt J. Engemann); "Learning to Read the Signs: Reclaiming Pragmatism for American Business and Education" (F. Byron Nahser); "Why Is There So Much Corruption in India?" (Richard N. Ottaway); "Values and Conflicts in Training of Professional Psychologists" (Carole A. Rayburn); "An Exploration of Differing Social Values Concerning the Education and Training of Nurses for Professional Nursing Practice" (Rosemary Richardson); "The Philosophy of the Professional Activity: Illusions and Paradoxes" (L.N. Rosova, D.M. Zadvidskaya); "Values and Conflicts in the Training of Professionals" (Michael W. Small); "The Multiple Uses of Law in Teaching Ethics to Medical Students" (Bethany J. Spielman); "'A Good Student Is One Who's Nice to Me and Nice to My Weans': An Exploration of the Relationship between Supervising Teacher and Student on School Experience in the Primary School" (Rae Stark); "Dual Relationships: Implications for Developing Professionals" (Keith D. Walker, G. Vivian Walker); "Teachers', Parents', and Students' Perceptions of School Headteachers and a Proposal for a New Training Approach for School Administrators--A Malaysian Case Study" (Kamaruddin B. Yaakub); "Values as Rhetoric: The Case of Social Work" (N. Timms); and "The Dilemma of U.S. Education: A Procrustean Bed Hypothesis" (Harriet Aronson). An index is provided. (YLB)

The 19 papers in this volume explore value conflicts in all professions. "Worlds in Collision: Value Conflicts in the Training of Professionals" (Samuel M. Natale, William G. O'Neill, Tara M. Madden) introduces the papers and explores what is meant by values, ethics, and conflict. The papers are as follows: "Values and Conflicts in School-Based Initial Teacher Training" (David Blake, Vincent Hanley, Mike Jennings, Michele Lloyd); "Corporate-Business School Partnerships: Synergy vs. Separation" (David P. Boyd); "Values and Conflicts of Values in the Pragmatist Tradition" (H.G. Callaway); "Whistleblowers in Higher Education: A Technique to Reduce Dysfunctionalities in U.S. Universities" (Bruce D. Fisher); "Economic Values and the New Millennium" (Joseph W. Ford); "Managed Care and the Dissolution of the Therapeutic Alliance in Psychoanalysis" (Joel Gavriele-Gold); "How Teachers and Students Learn to Use Class Organization Strategies: Technical and Ideological Issues" (Gill Hubbard); "Clinical Ethics: Generalist and Particularist Approaches to Moral Dilemmas" (Sharon Ikonomidis); "Redefining the Role of Paralegals for the 21st Century: A U.S. Perspective" (Diana D. Juettner, Anthony F. Libertella); "Holistic Healthcare: From Rhetoric to Reality: Making Good the Training Deficit" (William Keenan); "The Redefinition of Legal Professional Loyalty by Whistleblower Protection Laws in Australia" (Jennifer McKay); "Career Counseling with a Twist: Values and Conflicts in the Training of Pastoral Counselors" (Lee J. Richmond); "Teaching Industrial Psychology at a Historically Black University in South Africa" (Damian Ruth); "Growing Pains, Groans, and Giggles" (Julie M. Shaughnessy); "Value Conflicts in the Training of Financial Managers" (Anand G. Shetty, Francis J. McGrath); "Education--The Effects of Multimedia" (Sebastian A. Sora); "The Ethical Behavior of Academicians in Their Role as Experts in Litigation" (Frank D. Tinari); "Lonergan Interdisciplinary Education and Value Formation" (William J. Toth); and "First Steps in Educating Professionals" (John Wilson). An index is provided. (YLB)

Presents a postmodernist critical analysis of the second language acquisition (SLA) theory-building literature as primarily represented in the writings of Beretta, Crookes, Eubank, Gregg, Long, and Schumann. Argues that there is no foundational reason to grant privileged status to the modernist view of SLA espoused by these scholars. (67 references) (Author/CK)

Addressing the problems of increasing antisocial behavior, declining civility, and decaying morals, this book contains a collection of essays that consider the origins and the development of America's character, the factors that influence it, and the consequences for society of inadequate character development. Essays include the following: "The Quest for America's Character," (D. Eberly); "Building the Habitat of Character," (D. Eberly); "The Cultural Roots of Virtue and Character," (M. Novak); "Incivility and Crime: The Role of Moral Habitation," (J. Wilson); "Character and Family," (W. Horn); "Character, Citizenship, and Constitutional Origins," (C. Kesler); "The Roots of Character in Civil Society," (C. Glenn); "The Religious Roots of Character," (K. Pavlischek); "A Compehensive Approach to Character Education," (T. Lickona); "Ethical Relativism: Teaching the Virtues," (C. Hoff Sommers); "The Parent-School Connection," (E. Ebeling); "Character Education among the States," (C. Greenawalt); "Making It Happen: A Conversation about Character (W. Moloney); "Strengthening Character through Community-Based Organizations," (B.D. Brooks); "Character and Excellence: The Total Quality Life," (J. Murray); "Character and Public Policy: Reinventing the American People," (R. Royal); "Character in the Marketplace," (E. Hess); "Character and American Compassion, Past and Present," (M. Olasky); "Character and Public Discourse," (R. Harwood); "Sport, Character, and Virtue," (R. Feezell); and "Influencing the Character of Entertainment Television: Ethical Dilemmas of Prosocial Programming (W. Brown and A. Singhal). (CB)

Multicultural science education provides equal educational opportunities for all students to learn and enjoy science. These opportunities are predicated upon a respect for the customs, mores, and beliefs applicable to students' cultures. The articles in this book, authored by individuals of culturally diverse backgrounds, present several cogent points that collectively provide the reader with a basic understanding of multicultural science education, its scope, implications for teacher education, individual and national well being, and suggestions for using such an approach as an instructional process. Articles include: (1) "Multicultural Science Education"(Mary Atwater); (2) "Equal Opportunity Science" (Cheryl L. Mason and Roberta H. Barba); (3) "Who Really Discovered Aspirin" (Roberta H. Barba, Valerie Ooka Pang, and Myluong T. Tran); (4) "Are You Turning Female and Minority Students Away from Science?" (Sally Blake); (5) "Sons, Daughters, Where Are Your Books" (Napoleon Bryant); (6) "Black Women in Science: Implications for Improved Participation" (Julia V. Clark); (7) "Recruiting and Retaining Talented African-American Males in College Science and Engineering" (Freeman A. Hrabowski, III, and Willie Pearson, Jr.); (8) "Asian American Students: The Myth of a Model Minority" (Frank H. Shih); (9) "Underrepresentation of Hispanic Americans in Science" (Steven J. Rakow and Andrea Bermudez); (10) "The Need for Strengthening Native American Science and Mathematics Education" (Gary G. Allen and Owen Seumptewa); (11) "Culturally Relevant Alternative Assessment" (Deborah J. Tippins and Nancy Fichtman Dana); (12) "Science Across Cultures, Part I" (Helaine Selin); (13) "Science Across Cultures, Part II" (Helaine Selin); and (14) "Not All of Those Giants Were European" (Bruce Reichert). (PVD)

An original reformulation of the meaning, potential, and practice of educational leadership, informed by notions of self and social empowerment, is provided. This book relies on a variety of theories derived from philosophic schools such as hermeneutics, critical theory, deconstructionism, and pragmatism. Arguments are presented in the following 10 chapters: (1) "Introduction: The Quest for Leadership"; (2) "Research on Leadership in Education"; (3) "Administrative Leadership, Democracy, and the Qualities of Philosophic Mind"; (4) "Educational Leadership and Policy"; (5) "Leadership and the Education of Young Children"; (6) "Moral Imagination and School Leadership"; (7) "Postmodernity and the Preparation of Educational Leaders for the Future"; (8) "Empowerment and Educational Leadership"; (9) "The Artist-Leader and the Problem of Design"; and (10) "Conclusions." The possibilities of leadership are expanded by addressing its relationship to authority and ethics, politics and power, and ideology and culture. The arguments set forth in this book build to the conclusion that what is needed in contemporary debates about school reform is the critically imaginative vision that sees leadership as a community effort to redesign schools for the maximization of the interests of the community. An index is appended. (Contains 305 references.) (MLF)

Explores relationship between text and context in pragmatism that is related to differences between pragmatism and scientific realism, as identified by Ernest R. House (1992) and repeated by Jim Garrison, and considers association between pragmatism and aesthetics. Comments concerning pragmatism and educational reform are made by suggesting how one might appraise pragmatic bent of educational reform proposals and efforts. (SLD)

Successful leaders get results. To get results, you need to set priorities. This book can help you do a better job of setting priorities, recognizing the personal values that motivate your decision making, the probable trade-offs and consequences of your decisions, and the importance of aligning your priorities with your organization's expectations. In this way you can successfully meet organizational objectives and consistently produce results. The book contains 10 chapters: (1) First Things First; (2) Values, Motivation, and Priorities; (3) Your Organizational Context; (4) Trade-Offs and Consequences; (5) Competing Priorities; (6) Organizational Measures of Performance; (7) Working Together for Results; (8) Suggested Readings; (9) Background; and (10) Key Point Summary.