The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies. "There is no question that this volume is a valuable and timely addition to the literature on this very important topic, and one for which scholars concerned with issues of language, language education, and language and social justice should be grateful." Timothy Reagan Professor of Education Central Connecticut State University "This volume marks a valuable contribution and step forward in linguistic studies that purposefully embrace critical perspectives through theory, methodology, and findings." Lisa Patel Stevens President, International Society for Language Studies Assistant Professor of Education Boston College "The International Society for Language Studies is increasingly recognized at the forefront of encouraging research on language and power. This book is an exciting step forward in that mission, with selections that reflect the wide range of important issues needing attention from scholars. The contributions are impressive, merging scholarly rigor with a concern for social justice." Terry A. Osborn Professor and Chair of Curriculum and Teaching Fordham University Graduate School of Education

Readings in Language Studies, Volume 1: Language Across Disciplinary Boundaries

Reference

Dictionaries & Thesauruses

Emerald Publishing Ltd (Iap)

The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies. "There is no question that this volume is a valuable and timely addition to the literature on this very important topic, and one for which scholars concerned with issues of language, language education, and language and social justice should be grateful." Timothy Reagan Professor of Education Central Connecticut State University "This volume marks a valuable contribution and step forward in linguistic studies that purposefully embrace critical perspectives through theory, methodology, and findings." Lisa Patel Stevens President, International Society for Language Studies Assistant Professor of Education Boston College "The International Society for Language Studies is increasingly recognized at the forefront of encouraging research on language and power. This book is an exciting step forward in that mission, with selections that reflect the wide range of important issues needing attention from scholars. The contributions are impressive, merging scholarly rigor with a concern for social justice." Terry A. Osborn Professor and Chair of Curriculum and Teaching Fordham University Graduate School of Education

Readings in Language Studies Volume 7: Intersections of Peace and Language Studies

Readings in Language Studies, Volume 7: Intersections of Peace and Language Studies features international contributions that represent state-of-the-field reviews, multi-disciplinary perspectives, theory-driven syntheses of current scholarship, reports of new empirical research, reflections on pedagogical practices, and critical discussions of major topics centered on the intersection of language studies and peace. Consistent with the mission of ISLS, the collection of 13 chapters in this volume seeks to "bridge these arbitrary disciplinary territories and provide a forum for both theoretical and empirical research, from existing and emergent research methodologies, for exploring the relationships among language, power, discourses, and social practices." Language and peace are in themselves incredibly complex concepts. They are simultaneously interpersonal in their function and effect as well as intimately personal in their experience. From everyday communication to the pragmatics of world diplomacy, from embracing a foreign culture to embarking upon a journey of self-awareness, language and peace are inseparably intertwined. To reveal their myriad interconnections, in local and global contexts, is a limitless task; nevertheless, we attempt to bring you a few glimpses from far corners of the world. It is also a linguistic and postcolonial mission of this society and the book series to publish the voices of non-native speakers of English. Decolonizing the academic enterprise is part of our commitment to diversity.

Politics & Social Sciences

Philosophy

A volume in Quantitative Methods in Education and the Behavioral Sciences: Issues, Research, and Teaching
 (sponsored by the American Educational Research Association’s Special Interest Group: Educational Statisticians)
 Series Editor Ronald C. Serlin, University of Wisconsin-Madison
This volume is intended to serve as a didactically-oriented resource covering a broad range of advanced topics often not discussed in introductory courses on structural equation modeling (SEM). Such topics are important in furthering the understanding of foundations and assumptions underlying SEM as well as in exploring SEM as a potential tool to address new types of research questions that might not have arisen during a first course. Chapters focus on the clear explanation and application of topics, rather than on analytical derivations, and contain syntax and partial output files from popular SEM software.
 CONTENTS: Introduction to Series, Ronald C. Serlin. Preface, Richard G. Lomax. Dedication. Acknowledgements. Introduction, Gregory R. Hancock &amp; Ralph O. Mueller. Part I: Foundations. The Problem of Equivalent Structural Models, Scott L. Hershberger. Formative Measurement and Feedback Loops, Rex B. Kline. Power Analysis in Covariance Structure Modeling, Gregory R. Hancock. Part II: Extensions. Evaluating Between-Group Differences in Latent Variable Means, Marilyn S. Thompson &amp; Samuel B. Green. Using Latent Growth Models to Evaluate Longitudinal Change, Gregory R. Hancock &amp; Frank R. Lawrence. Mean and Covariance Structure Mixture Models, Phill Gagné. Structural Equation Models of Latent Interaction and Quadratic Effects, Herbert W. Marsh, Zhonglin Wen, &amp; Kit-Tai Hau. Part III: Assumptions. Nonnormal and Categorical Data in Structural Equation Modeling, Sara J. Finney &amp; Christine DiStefano. Analyzing Structural Equation Models with Missing Data, Craig K. Enders. Using Multilevel Structural Equation Modeling Techniques with Complex Sample Data, Laura M. Stapleton. The Use of Monte Carlo Studies in Structural Equation Modeling Research, Deborah L. Bandalos. About the Authors.

Structural Equation Modeling: A Second Course (Quantitative Methods in Education and the Behavioral Science)

Health, Fitness & Dieting

Psychology & Counseling

Acknowledgements. Chapter I: National Defense Policy and Resource Decision Making: Unique Challenges. Chapter II: The Federal Government Budget Process. Chapter III: Budgeting for National Defense: Complicated but Workable. Chapter IV: The Planning, Programming, Budgeting, Execution System.

Budgeting and Financial Management for National Defense (Hc) (Research in Public Management)

Business & Money

McCaffery, Jerry L.

McCaffery, Jerry

Jones, L. R.

Finance

This edition is not just a rehash of old, albeit classic and still important, stuff. Instead, it provides a fresh perspective on a topic of perennial interest for those working in the field that has been variously called training and development, human resource development, performance technology, and workplace learning and performance. The fresh perspective takes into consideration two additional instructor settings to the traditional face-to-face environments that most instructors and trainers know -- that is, online and blended settings. These settings are, of course, becoming more critical as instruction moves beyond classroom settings to include virtual and combinations of classroom and other media delivery methods.
 The ibstpi instructor competencies match up well to Mapping the Future (Bernthal, Colteryahn, Davis, Naughton, Rothwell, &amp; Wellins 2004), the current ASTD competency study of the field now known as Workplace Learning and Performance (WLP) and previously known as Training and Development (T&amp;D). WLP is more than a new name for an old subject and represents a fundamental paradigm shift in what it means to be a professional in the field formerly known as training. WLP is all about getting improved performance -- and therefore improved results -- in organizational settings through planned and unplanned learning interventions. Instruction is thus a means to an end and not an end in itself. The ibstpi instructor competencies dovetail well with that philosophy.

Instructor Competencies: Standards for Face-to-Face, Online, and Blended Settings

Education & Teaching

Schools & Teaching

Teaching Shakespeare with Film and Television

Literature & Fiction

Coursen, H. R.

Greenwood, John Ed.

Dramas & Plays

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature. This reference book is a helpful guide to the vast and sometimes bewildering body of research on the grading of student writing. The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. The entries are grouped in several broad chapters, with most chapters containing numerous subsections. Thus the book covers such topics as holistic grading, portfolio assessment, collaborative approaches to assessment, essay tests, creative writing, whole language, standardized tests, and student progress. The entries are arranged alphabetically within each subsection, and the author and subject indexes allow the user to access information quickly.

Grading Student Writing

Speck, Bruce W.

Catalogs & Directories

Japanese and American Education: Attitudes and Practices

Under the present educational centralization Japanese secondary school teachers are severely handicapped in carrying out the goals of cultivating a spontaneous spirit and creating a culture rich in individuality. Although Japanese nursery, kindergarten, and elementary teachers could provide many hints to improve the methodology of their American counterparts, the reverse is true at the secondary and college levels. American teachers try to encourage students to be creative in approaching a problem, writing an essay, and sketching an object, and they will suggest appropriate courses, recommend books, and encourage intellectual challenge, while Japanese secondary school teachers' goal is narrowly focused on presenting designated textual material in as efficient a manner as possible. In the United States, farmers constitute less than ten percent of the population, but American schools still operate as if students had to return home each day for chores, or as if the summer vacation and fall schedule had to be used to help parents with planting, cultivating, and harvesting crops. Today, most American mothers work full time and children have much more free time and live in less secure urban environments. The amount of time spent attending school in Japan and the United States is just one of the cultural attitudes that is examined in this book.

Wray, Harry

See the best price to sell, buy or rent books by the Emerald Publishing Ltd (Iap) publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Emerald Publishing Ltd (Iap)

See the best price to sell, buy or rent books by the Emerald Publishing Ltd (Iap) publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Readings in Language Studies, Volume 1: Language Across Disciplinary Boundaries

Readings in Language Studies, Volume 1: Language Across Disciplinary Boundaries

Readings in Language Studies Volume 7: Intersections of Peace and Language Studies

Readings in Language Studies Volume 7: Intersections of Peace and Language Studies

Structural Equation Modeling: A Second Course (Quantitative Methods in Education and the Behavioral Science)

Budgeting and Financial Management for National Defense (Hc) (Research in Public Management)

Instructor Competencies: Standards for Face-to-Face, Online, and Blended Settings

Teaching Shakespeare with Film and Television

Grading Student Writing

Japanese and American Education: Attitudes and Practices