Reviews Archive
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 | "Overall, this book is a fantastic guide for the teacher wanting to engage their students in real-world, authentic learning. For those teachers anxious about change and technology use, Gura and Reissman provide scaffolds and supports for reference. As teachers, we consider how to make learning real and authentic for our students, and while it can be difficult, resources like Project-based literacy: Fun literacy projects for powerful common core learning, help facilitate the exploration of new pedagogies and approaches to teaching in the digital age." Jason Trumble University of Central Arkansas Teachers College Record |
 | "Teaching ELLs Across Content Areas: Issues and Strategies provides valuable, extensive knowledge and expert practices from an English language development perspective. In an era of preparing all teachers to be teachers of students whose home language is one other than English, this text provides foundational knowledge requisite in the development of confident, effective teachers of ELLs in content area classrooms." Leanne Evans University of Wisconsin-Milwaukee Teachers College Record |
 | "Chinese Education from the Perspectives of American Educators, edited by Chuang Wang, Wen Ma, and Christie L. Martin, is poised to make a unique contribution to the field of comparative education studies. ... We recommend this volume to students and scholars who are interested in taking a comparative perspective to acquire some fundamental knowledge about educational similarities and differences between the United States and China." Chen Li & Wayne E. Wright Teachers College Record |
 | "This book exposes how the mission of civic engagement has been and too often still is overshadowed by the current prominence of the pursuit of individual goals disconnected from community perspectives and issues. The authors underline the still prevailing trend of dissociating academic learning from civic involvement by implementing curricula which are socio-culturally distant from the lives of the majority of students." Paul Belanger Universite du Quebec Intl Review of Education |
 | "In Philosophy as Disability & Exclusion: The Development of Theories on Blindness, Touch, and the Arts in England, 1688-2010, Simon Hayhoe takes his readers on an intellectually stimulating journey over three centuries of philosophy. This philosophical thought still influences present day knowledge and the practice of arts education for the blind in England. The author argues that these philosophies have overwhelmingly “linked immorality, intelligence, and physical ability†(p. 2). Hayhoe expresses several goals in writing his text: (a) furthering an understanding of accessibility in the field of disability, (b) uncovering the historical epistemology of disability with its influence on culture and institutions that serve people with disabilities, and (c) reconsidering the ability of people with disabilities to access cultural institutions. His overarching call is for a “new epistemological method of studying difference and ability in humans†(p. 154) to bridge social divisions, rather than relying on stereotypical understandings of morality and ability. The book is divided into three sections. It moves from a wide scope of dense epistemologies and philosophies emerging since the Enlightenment to practical examples of institutions influenced by this thinking." Jessica Bacon & Jaclyn Ingoglia Montclair State University Teachers College Record |
 | "By putting a spotlight on lesser known organizations, Smith provides tools for career professionals. Career counselors can use this text with students who are exploring majors, in an internship search, beginning to network, in a job search, or exploring graduate school options. This book is a practical resource for career counselors because they can point to specific chapters which can guide students based on their interests and major. " Mason Murphy Texas State University National Career Development Association |
 | "Boris Handal, in contextualising the mobile learning movement, refers to it as the culmination of a dream and reminds us that one of its goals is to change the role of teachers by unburdening them from their place as sage on the stage. His book attempts to situate mobile learning within conceptual frameworks to guide future research and discussions of best practices. ... At the end of the book, it is clear that the author has produced a case for the teacher as a learning professional. The teacher who embraces mobile learning technologies must also be reflective and thoughtful about the integration of pedagogy with technology.
" Michael McVey Eastern Michigan University Intl Review of Education |
 | "Howley and Trube’s Mentoring for the Professions: Orienting Toward the Future is an important contribution to the growing body of literature in the mentoring field. Mentoring is a concept that crosses multiple disciplines and professions, and continues to provide support to all involved. This volume in Mentoring Perspectives provides the reader a wide-range of situations and experiences with regard to mentoring. Because of these varied roles, the reader is afforded an opportunity to expand on the current research of mentoring and through the literature, find additional strategies that can be easily adapted to their organization or a way to build on their current mentoring practices." Jason C. Bryant Auburn University Mentoring Association |
| "David J. Smith, who is well known in peace education for his work as a consultant and educator and his former roles at the US Institute of Peace, wrote Peace Jobs to answer a question students frequently ask him: How can I get a job working for peace? That anyone can do peace work in almost any occupation is a central claim of this book, which brings a career guidance lens to the emergent broad scope of peace education. Smith frames the book in terms of the pressures that students today face to treat college as career training and devalue liberal arts education: they will end college with high educational loan debts, and the job market is tight. The study of peace bridges the gap, Smith suggests, by inviting students to discover a sense of purpose as they prepare for careers of the future." Janet Gray The College of New Jersey Global Campaign for Peace Education |
 | "Overall, Child Advocacy and Early Childhood Education Policies in the Caribbean consists of significant contributions to the field of early childhood education by (a) providing much-needed literature that is contextual on a regional basis and relevant to developing ECE policies in the Caribbean; (b) synthesizing the canon on advocacy initiatives to better support young children; and (c) advancing appropriate policy and practice recommendations to purposefully engage ECE instruction, curriculum and overall development initiatives for children’s well-being. This book is a must-read for early childhood practitioners, scholars, policymakers, parents, and ECE agencies trying to create sustainable change in the Caribbean." Saran Stewart University of the West Indies Teachers College Record |
 | "The book Ethics and Risk Management focuses on the ethical aspects of risk management and reveals how culture and social values shape risk perceptions and, consequently, the actions that a community takes to mitigate and manage risk. As the book’s editor, Lina Svedin, points out: risk perception is subjective and can be influenced by culture and social context (p. 1). Consequently, societies with different cultures and value systems may perceive risk differently and may have different preferences regarding the policy options used to respond to risk. While the topics of “risk management†and “ethics†are seldom discussed in unison in the field of public affairs, this book explores the linkage between these topics and urges policymakers and public managers to recognize the cultural and social contexts in which they operate and to propose just, fair and appropriate measures when designing policies that seek to mitigate and distribute risk." Dr. Wen-Jiun Wang Sam Houston State University Journal of Comparative Policy Analysis |
 | "In sum, we believe Leading Schools in Challenging Times makes an important contribution to the literature on principal preparation and educational leadership in the current context of school reform and shifting U.S. demographics. This book can be of even greater use when supplemented with other resources focusing more on educational leadership issues and the challenges associated with creating more equitable schools and communities..." David Edward DeMatthews & Becca Gregory University of Texas at El Paso Teachers College Record |
 | "Law and Education Inequality expertly examined multiple factors that contribute to inequality in education. Through examining the role of law and how it may negatively impact desirable educational reforms, the authors help readers think critically about how policymakers, lawyers, social scientists, and educators can work toward equal education for all people. By doing so, the study joins other efforts that seek to use empirical understandings of youth and legal responses to their needs to address their rights (see, e.g., Levesque 2015, 2016a, b). This is an emerging ï¬eld that takes both empirical science and the law seriously. From this perspective, this book makes an invaluable contribution as it provides an example of the importance of this line of work. More speciï¬cally, it reveals that, although our society and educational systems in general have come a long way, it is important to recognize that there is inequality in the education system, identify factors that contribute to inequality, and consider ways to remedy them. Through this realization, people can work collaboratively and support the basic liberties of youth from diverse populations." Hannah Colias Indiana University Adolescent Research Review |
 | "Point of Departure is a unique and profound book. It offers a lucid presentation of ideas that are often rendered in the overly abstract language of metaphysics. This is a huge achievement! More than that, it presents simple techniques for putting Indigenous worldview into practice. Perhaps most remarkable is its appendix, where Four Arrows tells two personal stories that illustrate the effectiveness of Indigenous methods – stories whose outcomes are “miracles†when seen through Western worldview but are fully understandable when seen through Indigenous worldview. Anyone can achieve similar outcomes using trance-based learning. It’s a matter of remembering that “fear offers an opportunity to practice a virtue; authority comes only from honest reflection on lived experience with the realization that everything is related; words and other forms of communication are understood as sacred vibrations; and Nature is the ultimate teacher." Kevin Barrett truthjihad.com blog |
 | "Leadership matters in high quality schools and lack of leadership matters significantly in low achieving environments. As scholars and school practitioners begin to isolate the very forces that influence, or impede, student achievement, the notion of quality leadership comes quickly to the forefront of the conversation. Editors Michael DiPaola, from the College of William and Mary and Wayne K. Hoy, from the Ohio State University, provide us with a relevant and current discussion grounded by both the perspectives of frontline practitioners as well as active researchers who have considered the issue of leadership for many years." Zach Kelehear Augusta University School Administrator |
 | "An important addition to the body of work on immigrant students’ schooling, The Construction, Negotiation, and Representation of Immigrant Student Identities in South African Schools examines the ways in which immigrant students’ identities are framed, challenged, asserted, and negotiated within the dominant institutional culture of schools in South Africa. In doing so, authors Vandeyar and Vandeyar broaden the literature on immigrant schooling to include an example from South Africa, rendering this population of students more visible while simultaneously filling the gap between policy and daily life." Theresa Catalano University of Nebraska-Lincoln Anthropology & Education Quarterly |
 | "This book is recommended for anyone in the field of comparative education interested in higher education in sub-Saharan Africa or other developing countries. Education development workers, especially those focused on finance, professional development, long-range planning, and research infrastructure would also benefit. Even those in the field working outside of the region can gain insight into the role they might play in terms of partnership and support of the region." Elizabeth R. Bruce Lehigh University Forum for International Research in Education |
 | "Theories, methodologies, and epistemologies grounded in mainstream psychology privilege the experimental method across disciplines to center the normative, generalizable, and universal in the study of human behavior. Nowhere is this grand narrative more visible than in education where theories of child development, behaviorism, and psychometrics dominate the field. Sergio Salvatore, Alessandro Gennaro, and Jaan Valsiner's edited volume Multicentric Identities in a Globalizing World comprises a diverse collection of global scholarship that disrupts some of the major tenets of the grand narrative of mainstream psychology. The text advances the idiographic turn in the qualitative study of human behavior with implications for a wide range of disciplines such as education." Suniti Sharma Saint Joseph's University Teachers College Record |
 | "If teaching is an art its effectiveness rests in the work of many dedicated hands – a conviction that contributors of Coteaching and Other Collaborative Practices in the EFL/ESL Classroom unanimously share. There are many helpful books on teaching but this one is unique in its aim and concrete ways it offers “teachers to collaborate effectively†(xviii). Andrea Honigsfeld and Marla G. Dove achieve their goal of providing “an accessible resource long awaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education†(xviii). Ingeniously compiled, the twenty-six essays, divided into four parts, examine the:
rationale for teacher collaboration to support ESL/EFL instruction, presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to coteaching, coplanning, coassessing, curriculum alignment, teacher professional development, and additional collaborative practices, and offering authentic teacher reflections and recommendations on collaboration and coteaching. (xviii)" Aliou C. Niang Union Theological Seminary Wabash Center |
 | "Finally, the book is a vital contribution to the literature in the field. It is not only a book for peace educators but also for peace studies teachers and students. The book is pregnant with conflict and conflict resolution research and teaching suggestions, and would be a useful companion for new and old peace scholars and practitioners alike." Mumbua Simon University for Peace In Factis Peace |
