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[xmca] Fwd: [sense] New books on, ed theory, curriculum, ed technology, science ed, learning, professional learning

Michael Roth's book on dialogism is featured below:

---- Original message ----
>Date: Thu, 7 May :03:04 +0200
>From: "Peter de Liefde" <peter.deliefde@sensepublishers.com>  
>Subject: [sense] New books on, ed theory, curriculum, ed technology, science ed, learning, professional learning  
>To: "sense List Member"  <smago@uga.edu>
>   Dear Educational Researcher:
>   Sense Publishers kindly invite you to have a free
>   electronic preview of the first 2 chapters of the
>   following  books:
>   edwinbakker@sensepublishers.com  PLEASE MENTION THE
>   Self-Portraits
>   Edmund C. Short, University of Central Florida,
>   Orlando, USA and Leonard J. Waks, Temple University,
>   Philadelphia, USA  (Eds.)
>   In the 1950s and 1960s school teaching became a
>   university-based profession, and scholars and policy
>   leaders looked to the humanities and social sciences
>   in building an appropriate knowledge base. By the
>   mid-1960s there was talk about a "new" philosophy,
>   history, and sociology of education.
>    Curriculum thinkers such as Joseph Schwab, Dwayne
>   Heubner and Paul Hirst initiated new intellectual
>   projects to supplement applied work in curriculum.
>   By the 1970s the field was in the process of
>   re-conceptualization, as a new generation of
>   scholars provided deep critical insights into the
>   social, political and cultural dynamics of school
>   experience and templates for renewal of curriculum
>   research and practice. 
>    In this book, 18 leading curriculum scholars since
>   1970 who remain influential today present the
>   fascinating stories of their lives and important new
>   contributions to the field. They trace their early
>   experiences in teaching and curriculum development,
>   creative directions in their work, mature ideas and
>   perceptions of future directions for the field. Each
>   chapter contains a list of works chosen by the
>   authors as their personal favorites.
>    This book offers an ideal companion to courses in
>   curriculum studies and a guide for scholars seeking
>   to understand the main currents in this field today.
>   In a single volume it presents a bird's eye view of
>   the entire field as told in the words of its leading
>   figures.
>   Please find a free preview at:
>   Leaders in curriculum studies
>   Bernadette Baker, University of Wisconsin, Madison,
>   USA (Ed.)
>   Rereading the historical record indicates that it is
>   no longer so easy to argue that history is simply
>   prior to its forms. Since the mid-1990s a new wave
>   of research has formed around wider debates in the
>   humanities and social sciences, such as decentering
>   the subject, new analytics of power, reconsideration
>   of one-dimensional time and three-dimensional space,
>   attention to beyond-archival sources, alterity,
>   Otherness, the invisible, and more. In addition,
>   broader and contradictory impulses around the
>   question of the nation - transnational,
>   post-national, proto-national, and neo-national
>   movements - have unearthed a new series of
>   problematics and focused scholarly attention on
>   traveling discourses, national imaginaries, and less
>   formal processes of socialization, bonding, and
>   subjectification. New Curriculum History challenges
>   prior occlusions in the field, building upon and
>   departing from previous waves of scholarship,
>   extending the focus beyond the insularity of public
>   schooling, the traditional framework of the
>   self-contained nation-state, and the psychology of
>   the schooled individual. Drawing on global studies,
>   historical sociology, postcolonial studies, critical
>   race theory, visual culture theory, disability
>   studies, psychoanalytics, Cambridge school
>   structuralisms, poststructuralisms, and infra- and
>   transnational approaches the volume holds together
>   not despite but because of differences and
>   incommensurabilities in rereading historical
>   records.
>   Please find a free preview at:
>   New curriculum history
>   Models and Simulations to Improve Understanding and
>   Problem Solving in Complex Domains
>   Patrick Blumschein, Albert-Ludwigs-University of
>   Freiburg, Germany; Woei Hung, University of North
>   Dakota, USA;  David Jonassen,  University of
>   Missouri, USA and Johannes Strobel,  Purdue
>   University, West Lafayette, USA  (Eds.)
>   Model-Based Approaches to Learning provides a new
>   perspective called learning by system modeling. This
>   book explores the learning impact of students when
>   constructing models of complex systems. In this
>   approach students are building their own models and
>   engaging at a much deeper conceptual level of
>   understanding of the content, processes, and problem
>   solving of the domain, which is proven to be
>   successful by research from the area of mindtools.
>   ... Model-Based Approaches to Learning is an
>   interesting book for Educators (Instructors, K-12
>   Teachers), who are looking for forms to use advanced
>   computer technology in classrooms. Also Teachers'
>   educators who are working on the integration of
>   technology into their teacher preparation classrooms
>   can find new concepts and best-practice examples in
>   this book. This also holds true for all Educators
>   and Researchers who are interested in modeling as an
>   activity to successfully work with ill-structured
>   and complex problems.
>   Please find a free preview at:
>   Model-based approaches
>   Tony Gibbons,  University of South Australia
>   The word `reflect' appears in curriculum documents,
>   in texts, in proposals, and in plans. No proposal
>   appears complete without the word. To reflect is
>   evidently a good thing, but what does it mean? It is
>   not just being reasonable. Without a grasp of what
>   it means to reflect how is it possible to implement
>   the proposals and plans? This book tackles the
>   problem of what it is to reflect. In doing so it
>   examines the importance of reflection for a
>   flourishing human being and its place in two major
>   areas of human thought and education - science and
>   ethics. Science is essentially a reflective activity
>   and the teaching and development of science must
>   acknowledge this. The acquisition and practice of
>   the virtues is also essentially a reflective
>   activity as is evident in both the Aristotelian and
>   the Confucian traditions. To be prudent, for
>   instance, is to be reflective. The teaching of
>   science and the learning of the virtues depend upon
>   the development of the capacity to reflect.
>   Reflection appears to be an activity that is
>   distinctive of human beings. This book will be of
>   interest to teachers and those responsible for the
>   administration and development of education, whether
>   it be primary, secondary or tertiary. It also has
>   something to say to anyone who is responsible for
>   planning for the future. And, as we all do that, it
>   has something to say to all of us.
>   Please find a free preview at:
>   PaperbackReflection
>   DIALOGISM: A Bakhtinian Perspective on Science and
>   Learning
>   Wolff-Michael Roth, University of Victoria, Canada
>   In this book, Wolff-Michael Roth takes a 38-minute
>   conversation in one science classroom as an occasion
>   for analyzing learning and development from a
>   perspective by and large inspired by the works of
>   Mikhail Bakhtin but also influenced by Lev Vygotsky
>   and 20th century European phenomenology and American
>   pragmatism. He throws a new and very different light
>   on the nature and use of language in science
>   classroom, and its transformation. In so doing, he
>   not only exposes the weaknesses of existing
>   theoretical frameworks, including radical and social
>   constructivism, but also exhibits problems in his
>   own previous thinking about knowing and learning in
>   science classrooms. The book particularly addresses
>   issues normally out of the light of sight of science
>   education research, including the material bodily
>   principle, double-voicedness, laughter, coarse
>   language, swearing, the carnal and carnivalistic
>   aspects of life, code-switching, and the role of
>   vernacular in the transformation of scientific
>   language. ...
>   Please find a free preview at:
>   Dialogism
>   SEEING WITH POETIC EYES: Critical Race Theory and
>   Moving from Liberal to Critical Forms of Race
>   Research in Sociology of Education
>   Benjamin Blaisdell
>   "Seeing with poetic eyes" is a phrase used by a
>   teacher to describe one of his students, a teenager
>   who could recognize the disconnect between U.S.
>   society's claims about racial equity and its actual
>   commitment towards that equity.  As a teacher, he
>   saw it as his mission to help all of his students
>   see the world in such a critical way with that hope
>   that they would be motivated to pursue antiracism
>   more actively in their lives.  In this book, I
>   discuss how critical race theory (CRT) can motivate
>   research on race in sociology of education in a
>   similar way.  Specifically, I describe how CRT
>   helped me work with seven white teachers on
>   developing more critical understandings of race. 
>   ...
>   Please find a free preview at:
>   Seeing with poetic
>   LEARNING FOR MEANING'S SAKE: Toward the Hermeneutic
>   University
>   Stephanie Mackler
>   "Drawing from the work of a wide range of
>   philosophers in a remarkably accessible way,
>   Stephanie Mackler lays sophisticated conceptual
>   groundwork to show how college educators can help
>   young people come to understand themselves as
>   "meaning-makers." Good meaning-makers have the
>   interpretive skills and the confidence to approach
>   difficult texts and challenging events in such a way
>   that they are neither passive recipients of received
>   wisdom nor arrogantly attempting to reinvent the
>   wheel. Learning for Meaning's Sake explains how
>   these capacities and this orientation to the world
>   can be cultivated in the college classroom.  As the
>   book makes clear, thinking is one part of this
>   process, but good meaning makers also have the
>   courage to add their voices to the sorts of cultural
>   conversations that condition our understandings of
>   the world. In this way, good meaning-makers are not
>   simply interpreting the world; they are helping to
>   shape it. This is an engaging and original book,
>   recommended for those of us who teach at the
>   university level and those who are interested in
>   revitalizing the liberal arts in the hopes of making
>   higher education more meaningful."
>   -DR. NATASHA LEVINSON, Associate Professor of
>   Educational Foundations and Special Services, Kent
>   State University
>   Please find a free preview at:
>   Learning for meaning
>   Bill Green, Charles Sturt University, Australia 
>   (Ed.)
>   Understanding and researching professional practice
>   is crucial both to enhancing the quality of
>   professional learning and to improving professional
>   education more generally. Yet professional practice
>   remains something that is little known,
>   theoretically and philosophically, despite a
>   longstanding interest in what might be called the
>   meta-field of professional practice, learning and
>   education.
>    The contributors to this book, drawn from fields
>   such as education, allied health, psychology and
>   business, explore different aspects of practice in
>   the professions, professionalism, and research. This
>   includes engaging with the burgeoning literature on
>   practice theory and philosophy, including the
>   increasingly influential neo-Aristotelian tradition,
>   and taking account of growing interest in practice
>   thinking across contemporary scholarship. It
>   considers issues such as the primacy of practice,
>   the nature of professional judgement, the role of
>   `experience', ethics, context, and the practitioner
>   standpoint. As such, it raises important and timely
>   questions about practice ontologies, epistemologies
>   and methodologies, and also praxis and politics. 
>   ...
>   Please find a free preview at:
>   Understanding and researching
>   THE KISS AND THE GHOST: Sylvia Ashton-Warner and New
>   Zealand
>   Alison Jones, University of Auckland, New Zealand 
>   and Sue Middleton, University of Waikato, New
>   Zealand  (Eds.)
>   Sylvia Ashton-Warner, novelist and educationist, was
>   extraordinarily famous in the 1960s. She maintained
>   that young children best learn to read and write
>   when they produce their own vocabulary, especially
>   sex words - like `kiss', and fear words - like
>   `ghost'. Educators lauded her.
>    Her autobiographical novels about teaching in
>   remote schools, and being culturally abandoned in a
>   remote country, New Zealand, attained enormous
>   international popularity in both literary and
>   educational circles.
>    But she had an intensely ambivalent relationship
>   with the land of her birth. Despite receiving many
>   accolades in New Zealand, she claimed to have been
>   rejected and persecuted by her homeland. In her
>   darkest moments, she railed against New Zealand and
>   New Zealanders, even stating in one television
>   interview: "I'm not a New Zealander!"   
>    This is the first book to make Sylvia
>   Ashton-Warner's passionately difficult relationship
>   with New Zealand its central focus. Its contributors
>   argue that, rather than stultifying her, the country
>   she decried produced Sylvia and her work. In
>   addition, infant schooling in New Zealand in the
>   post-war years was relatively radical and
>   progressive, and education officials seemed to
>   welcome Sylvia's ideas about literacy. ...
>   Please find a free preview at:
>   The kiss and the ghost
>   NEWS:
>   Sense Starts New Journal:
>   Aims and Scope: Empirical Research in Vocational
>   Education and Training is a new academic journal in
>   the field of Vocational Education and Training
>   (VET). In recent years many countries have developed
>   a new interest in creating or strengthening the
>   vocational part of the educational system, both at
>   the basic and higher education level. These
>   developments ask for a sound scientific underpinning
>   of policy decisions and have therefore created a new
>   need for empirically oriented academic research in
>   VET issues. The new journal will address
>   VET-specific questions from different academic
>   disciplines emphasizing empirical work that fulfils
>   highest methodological and statistical standards of
>   research.
>   The journal Empirical Research in Vocational
>   Education and Training will follow developments
>   throughout the world in vocational training
>   institutions and companies. The journal welcomes
>   comparative studies that allow to empirically
>   compare the effectiveness, efficiency and equity in
>   different VET systems at the school-, company and
>   systemic level. The journal has the goal to cover a
>   broad range of topics in the VET field from all
>   relevant scientific disciplines. The journal has
>   therefore an international pluridisciplinary
>   editorial board and also an advisory board with
>   leading international academics in the fields of
>   pedagogy, psychology, sociology and economics. ...
>   Editor-in-Chief: Stefan C. Wolter, University of
>   Bern, Centre for Research in Economics of Education.
>   More on this journal
>   Ask for a free sample copy:
>   edwinbakker@sensepublishers.com
>   Sense opens US office
>   We are pleased to announce the appointment of Paul
>   Chambers as our Area Manager for Sense Publishers in
>   North America. Customers in the USA, Canada and
>   Mexico are encouraged to direct inquiries to him at:
>   Sense Publishers, Attn: Paul Chambers, P.O. Box
>   51907, Boston MA 02205, USA;, Phone: 
>   4411, Fax: 
>   (paul.chambers@sensepublishers.com)
>   edwinbakker@sensepublishers.com WITH  `UNSUBSCRIBE'
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