[xmca] FW: [sense] New books on math ed, inclusive ed, research meth, sociology of ed, ed policy, drawing ed, behavioural disorders

["Peter Smagorinsky" <smago@uga.edu>]

The first book might be of interest to those recently discussing
mathematics:

 

From: sense@sensepublishers.com [mailto:sense@sensepublishers.com] On Behalf
Of Peter de Liefde
Sent: Thursday, July 09, 2009 11:07 AM
To: sense List Member
Subject: [sense] New books on math ed, inclusive ed, research meth,
sociology of ed, ed policy, drawing ed, behavioural disorders

 

Dear Educational Researcher:

 

 

Sense Publishers kindly invite you to have a free electronic preview of the
first 2 chapters of the following  books:

 

NOTE: DESK COPIES MAY BE OBTAINED THROUGH edwinbakker@sensepublishers.com
PLEASE MENTION THE NAME OF THE COURSE FOR WHICH YOU CONSIDER TO OBTAIN THE
TEXT AND THE ESTIMATED NUMBER OF STUDENTS AS WELL AS YOUR STREET ADDRESS.

 

NEW BOOKS:

 

EFFECTIVE MATHEMATICS TEACHING FROM TEACHERS? PERSPECTIVES: National and
Cross-National Studies
Jinfa Cai, University of Delaware, Newark, USA, Gabriele Kaiser, University
of Hamburg, Germany, Bob Perry, Charles Sturt University, Australia and
Ngai-Ying Wong, The Chinese University of Hong Kong (Eds.)

What is effective mathematics teaching?  This book represents the first
purposeful cross-cultural collection of studies to answer this question from
teachers? perspectives. It focuses particularly on how teachers view
effective teaching of mathematics.  Teachers? voices are heard and
celebrated throughout the studies reported in this volume.  These studies
are drawn from many parts of the world representing both Eastern and Western
cultural traditions. The editors and authors have deliberately included the
views of teachers and educators from different cultural backgrounds, taking
into account that beliefs on effective mathematics teaching and its features
are highly influenced by one?s own culture. ? 

Please find a free preview at:

Effective
<https://www.sensepublishers.com/product_info.php?products_id=829&osCsid=1a7
a25254c30f7c81b52f872435532ec>  mathematics

 

THE TEN DIMENSIONS OF INCLUSION: Non-Catholic Students in Catholic Schools
James Kent Donlevy, University of Calgary, Canada

This book draws upon the authors understanding and findings from four
qualitative studies conducted within two Canadian provinces as well as an
amalgam of relevant documents of the Catholic Church, the academic writings
of others, and media reports. It is from those sources that the authors
attempts to shed some light on the phenomenon of the inclusion of
non-Catholic students within 10 dimensions: social/ cultural, political,
financial, legal, racial, administrative, pedagogical, psychological,
spiritual, and philosophical. The data from these four studies is from
constitutionally protected and funded Catholic high schools. The other
sources of data are both national (Canadian) and international. 

Please find a free preview at:

The
<https://www.sensepublishers.com/product_info.php?products_id=807&osCsid=1a7
a25254c30f7c81b52f872435532ec>  ten dimensions of inclusion

 

LIFE HISTORY RESEARCH: Epistemology, Methodology and Representation
Rubby Dhunpath and Michael Samuel, University of KwaZulu-Natal, South
Africa(Eds.)

Much has been written about lifehistory research in recent times. It has
been paraded as a counterculture to the traditional research canon, and
celebrated as a genre that promotes methodological pluralism. However,
lifehistory researchers have an obligation to transcend spurious claims
about the perceived merits of the methodology and extend the debates around
how the genre simultaneously problematises and responds to the competing
challenges of Epistemology, Methodology and Representation. 

    In conceiving of each of the chapters from an epistemological
perspective, the authors focus on how their individual work has crossed or
expanded traditional borders of epistemology and ontology; of how the work
has satisfied the rigours of thesis production and contributed to changing
conceptions of knowledge, what knowledge gets produced and how knowledge is
produced when we make particular methodological choices. ?

Please find a free preview at:

Life
<https://www.sensepublishers.com/product_info.php?products_id=815&osCsid=1a7
a25254c30f7c81b52f872435532ec>  history research

 

SOCIOLOGY AS METHOD: Departures from the Forensics of Culture, Text and
Knowledge
Paul Dowling, Institute of Education, University of London, UK

Dowling is using the term, forensics, to refer to approaches to research
that claim to uncover truths about the world that are somehow independent of
the means of their uncovering. For some time, now, such approaches have been
widely regarded as naïve, but it is not clear that the implications of this
recognition have always been adequately or appropriately taken into account.
In attempting to do just that, Dowling presents a mature exposition of his
organisational language, social activity method (SAM) in dialogue with a
wide range of cultural settings, texts and technologies. SAM has been
developed over a period of some twenty years via the transaction between a
fundamental, theoretical principle and empirical data. This principle
asserts that the sociocultural is to be understood in terms of strategic,
autopoietic action directed at the formation, maintenance and destabilising
of alliances and oppositions and the alliances and oppositions that are
themselves emergent upon such action. ?

Please find a free preview at:

Sociology
<https://www.sensepublishers.com/product_info.php?products_id=817&osCsid=1a7
a25254c30f7c81b52f872435532ec>  as method

 

EDUCATION, DECOLONIZATION AND DEVELOPMENT: Perspectives from Asia, Africa
and the Americas
Dip Kapoor, University of Alberta, Edmonton, Canada  (Ed.)

This book makes a major contribution to our understanding of the
?coloniality of power? as it has affected indigenous peoples in Asia, Africa
and the Americas. First, Kapoor and his contributors break new intellectual
ground in departing from stuffy and often times arid social science theory
in developing novel approaches to analysing indigenous movements and issues
that capture the complexity, contradictions and world views of the
colonised. In this respect this collection of essays presents us with
possibilities for reconceptualising its salient themes of Education,
Decolonisation and Development from below, instead of from the lofty vantage
points of the western social science canon. Second, these authors
consistently remind us that we do not live in a post-colonial era - as some
writers would have us believe ? but that the 21st century is as much defined
by colonialism/imperialism as were the 19th and 20th centuries. They also
remind us, however, that neo-liberal globalisation (the hands off,
contemporary version of colonial rule) has not gone unchallenged by
indigenous communities. Rather, collective forms of indigenous resistance
have emerged that have undermined colonial/imperial rule and which, in
certain instances, have also generated counter-hegemonic alternatives from
within the different contexts analysed in the book.  As Kapoor and his
collaborators show, these forms of resistance have assumed very different
forms depending on their respective national, regional and local cultural
contexts. Last, and perhaps most importantly, these essays contribute to the
construction of a methodology of the margins that has the potential to give
voice to those who have been silenced in history. In brief, this is a
remarkable book that will become a standard text in courses on indigenous
studies, the sociology/anthropology of development, international education
and research methodology.

STEVE JORDAN, CHAIR, DEPARTMENT OF INTEGRATED STUDIES IN EDUCATION, FACULTY
OF EDUCATION, MCGILL UNIVERSITY, QUEBEC, CANADA

Please find a free preview at:

Education,
<https://www.sensepublishers.com/product_info.php?products_id=819&osCsid=1a7
a25254c30f7c81b52f872435532ec>  decolonization and development

 

DRAWN TOWARD TRANSFORMATION: Conversations on Teaching and Learning Drawing
Nadine Kalin, University of North Texas, Denton, USA

This book examines the transformative potential of collaborative teacher
research. Specifically, Kalin shares the perspectives of educators as they
investigate the teaching and learning of drawing within their own elementary
classrooms and within the context of an action research group. The
innovative a/r/tographic design of the project provides a rich balance
between the arts and educational research, as it allows for the complex
unfolding of relational transformation, alongside the artistic renditions of
each person exploring their understandings of drawing. The products and
processes of this book provide alternative approaches for the design of
future pre-service and in-service programs that aim to serve teachers as
learners rather than teachers as teachers. In this vein, the book offers
worthy insights into how the arts and collaborative action research groups
assist participants in finding other ways of seeing, imaging, and knowing
the world. The book will appeal to practitioners, teacher educators,
educational researchers, as well as those interested in professional
development, complexity thinking, curriculum studies, collaborative action
research, and arts-based educational research methodologies.

Please find a free preview at:

Drawn
<https://www.sensepublishers.com/product_info.php?products_id=821&osCsid=1a7
a25254c30f7c81b52f872435532ec>  toward transformation

 

 

INSIDE THE CHILD?S HEAD: Histories of Childhood Behavioural Disorders
Jennifer Laurence and David McCallum, Victoria University, Melbourne,
Australia

Inside the Child?s Head traces the emergence of biomedical diagnoses of
behavior disorders in children. It provides a new critical counterpoint to
the kind of ?myth-or-reality? debate on childhood disorders. Social policy
debates about ADHD for example, inasmuch as they are conducted around
essentialist dichotomies of ?the biological? and ?the social?, lead into a
philosophical cul-de-sac. The authors suggest that understanding and acting
upon childhood disorders lie not so much in elucidating grand philosophical
and etiological questions, or in pinning our hopes on new scientific
discovery of what is going on ?in the child?s head?, as in the historical
possibilities of the present-day make-up of this ?inside?. ?

Please find a free preview at:

Inside
<https://www.sensepublishers.com/product_info.php?products_id=827&osCsid=1a7
a25254c30f7c81b52f872435532ec>  the child?s head

 

 

NEWS: 

Sense Starts New Journal:

 

EMPIRICAL RESEARCH IN VOCATIONAL EDUCATION AND TRAINING

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
<https://www.sensepublishers.com/articles.php?tPath=3&osCsid=187b5d3fef297e8
fff794e9ec6ec5ecd>  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: +1 781
985 4411, Fax: +1 781 335 1676
( <mailto:paul.chambers@sensepublishers.com>
paul.chambers@sensepublishers.com)

 

 

 

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