Reviews: “This volume provides an international perspective on the impact of gender, race, ethnicity, culture, and social class in student mathematics learning and achievement. Although the main focus is on gender issues such as how girls and boys differ in classroom interactions, the ideas touch broader sociocultural issues in mathematics education....This valuable resource for mathematics education researchers is recommended for university libraries. Recommended. Graduate and research collections.” - Choice Description: This contributed volume explores equity and social justice within the field of mathematics education. In part one, Helga Jungwirth's introductory chapter provides a strong theoretical overview that is based in actual classroom behaviors and a typology that classifies the various interpretations found within this volume. Also in part one, Laurie Hart discusses developments in equity research in the United States. Part two focuses on results of studies about social justice and their impact on learning in mathematics classrooms in various parts of the world. For example, in a chapter on Peru, social justice does not just encompass gender, but also inequalities in opportunities to learn, such as problems of resources, living and social conditions, communal demands and language needs. And, part three focuses on computers as a resource to mathematics teaching. The contributors raise several important social justice issues which have previously remained unresearched. Although there are a number of chapters specifically dealing with gender, many of the authors use one of the following strategies: their gender-specific questions are set in a wider socio-cultural context, they challenge what have threatened to become false orthodoxies, or they raise other important issues. These other issues include the meaning of democratic citizenship for mathematics classrooms, the links between parents and children learning mathematics, and the preconceptions of some teachers of underprivileged students in Australia. Other chapters explore different forms of classroom communication, participation, and assessment. The pieces on computers state that there is still not enough research to conclude whether computers in the mathematics classrooms are supportive of, or detrimental to, the learning of all students. The one thing on which every author in t! his volume does agree is that social justice in mathematics education has still not been attained, but that we must strive toward it to improve educational practices and society in general. Contents: About the Authors List of Tables and Figures Preface by Series Editor Introduction by Leone Burton Setting the Scene What is a Gender-Sensitive Mathematics Classroom? by Helga Jungwirth Research on Equity in Mathematics Education: Progress and New Directions by Laurie E. Hart Teaching and Learning Mathematics: Can the Concept of Citizenship Be Reclaimed for Social Justice? by Hilary Povey Mothers Returning to Study Mathematics: The Development of Mathematical Authority through Evolving Relationships with their Children by Christine Brew What Does Social Justice Mean in Classrooms? Opportunity to Learn Mathematics Among Aymara-, Quechua-, and Spanish Speaking Rural and Urban, Fourth and Fifth Graders in Puno, Peru by Walter G. Secada, Santiago Cueto, and Fernando Andrade Teachers' Beliefs about Teaching Mathematics to Students from Socially Disadvantaged Backgrounds: Implications for Social Justice by Robyn Zevenbergen Gender-Related Differences in Working Style During Cooperative Learning in Secondary School Mathematics: A Malawian Case Study by Panji Catherine Chamdimba Choosing Maths/Doing Gender: A Look at Why There are More Boys than Girls in Advanced Mathematics Classes in England by Heather Mendick Constructing Difference: Assessment in Mathematics Education by Dylan Wiliam First Results of a Study on Different Mathematical Thinking Styles of

Which Way Social Justice in Mathematics Education (International Perspectives on Mathematics Education)

Science & Math

Mathematics

IAP - Information Age Publishing Inc.

The papers presented in this volume are all very welcome because they challenge accepted wisdoms about both the nature of mathematics and of education. They bring to bear on this intersection a postmodern sensibility which engages with the grand narratives of mathematics education. It is a groundbreaking volume in which each of the chapters develops for mathematics education the importance of insights from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze. The chapters address issues relevant to mathematics education, not from the discipline's familiar viewpoints, but towards theory development for mathematics education in contemporary society. What is particularly important is the way in which their analyses of the discursive practices that make up mathematics education allow us to think differently about researching and teaching mathematics.

Mathematics Education with the Postmodern (International Perspectives on Mathematics Education)

Lissack and Gunz have gathered many of the leading practitioners from the science of complexity and its emerging applications to management--to give us an up-to-date, comprehensive understanding of this important new field and how it can change the way we think about the organizations. Complex systems, which consist of many interacting entities and exhibit properties such as self-organization, evolution, and constant novelty, exist in all domains of our world. The metaphors and models derived from complexity, say Lissack and Gunz, can be used to make sense of these systems and help managers shape them. 
 The three chapters in Part I introduce the topic of complexity science and how it relates to modern management practice, providing a context for the section on strategy, creativity, communications, and applications that follow. Part II examines strategy from a complexity perspective and complexity from a strategy perspective. In Part III the authors look at the intersection of complexity, creativity, and communication. Part IV on applications, examines how complexity-influenced theories of management actually affect routine management practice. Throughout, the book makes clear that what worked in a simpler, clearer world will not work today. State of the art yet basic enough to remain timely well into the future, this book will prove indispensable for organization decision makers everywhere and their academic colleagues. 
 Originally published in hardcover by Quorum in 1999

Managing Complexity in Organizations: A View in Many Directions

Business & Money

Michael R. Lissack and Hugh p. Gunz

Management & Leadership

Business Strategy Formulation: Theory, Process, and the Intellectual Revolution

As the dominant paradigm of economic activity is shifting to a focus on creating customer value, it is becoming increasingly clear that companies must be able to formulate business strategies, product and service strategies and internal operating strategies that accelerate the creation and delivery of customer value. The ability to create value has become the primary source of sustainable competitive strength. With this book, Ulwick introduces a strategy formulation theory and process that allows firms to create strategies that consistently produce breakthrough results. The application of advanced modeling and pattern detection techniques commonly reserved for physics and the behavioral sciences is used in both the design of the theory and in the process it initiates; its application can result in strategies and solutions that delivery up to ten times more value than those created with traditional methods. It is a process that can be broadly applied across an organization and a wide range of subjects or missions.  Ulwick describes Outcome-Based Logic, which can transform organizational dynamics and the way an organization approaches the process of strategy formulation, and proposes a Universal Strategy Formulation Model which defines the four essential elements of strategy creation: desired outcomes, constraints, the desired competitive position, and solutions. Using this model, it becomes possible for an organization to first choose its desired competitive position and then work to uncover the strategy or solution that will enable it to occupy that position. The book also introduces a process called the Customer-Driven Mission Achievement Process (CD-MAP), now successfully used by many large companies to formulate and assess strategies at every organizational level of their organizations. This book, steeped in modern business theory and backed by years of practical experience, will help practitioners in any company improve their operations and their competitive position.  Orginally published in hardcover by Quorum in 1999

Anthony W. Ulwick

From her own experience in various agencies and organizations, Dr. Rusaw knows that to inspire change in any organization and particularly in the public sector, change agents must understand that change is primarily collective, nonrational, and nonlinear. People who seek to create change cannot stand apart from the problems, issues, and concerns raised by their constituents, but must merge themselves into the data-making, analysis, and diagnosis phases of consulting. The agent must, in other words, participate actively in creating change--and how the agent must do this, why, and the effects the agent can expect are the subjects of Dr. Rusaw's book. Few books discuss public sector change in the way Dr. Rusaw does here, and none incorporate the phenomenological perspective that she uses. Her book will appeal to practicing public administrators who seek real-life examples presented in conversational language. It will also be important for teachers and students in public administration, specifically in courses in organizational behavior, leadership, organization theory, human relations, and public personnel management.  Not only can change agents help public employees serve the purposes set out for them more effectively and efficiently, but by service and other efforts they can also help reverse the downward trend that has characterized the public sector in recent years. Dr. Rusaw maintains that such change is made possible by personal transformation, certainly, but also by interpersonal transformations. By focusing on individual and group needs as keys to organizational change, change agents can facilitate what is most needed: not just localized alterations but widespread, "holistic transformations." Her book looks at the role of healing--particularly, the inherent skills of listening, empathizing, and encouraging--and at the ways in which people can confront and solve problems in negotiated environments. She also sees that central to re-education and re-socialization is the quality of the change agent's inner person: how well the agent is able to understand the role of self in the change process. Her book provides ways in which agents can inspire others to change too. In other words, Dr. Rusaw sees organizational change as a process moving from the inside to the outside, and it is on this foundation that her unusual, thoughtful, and ultimately practical book is based.

Transforming the Character of Public Organizations: Techniques for Chnage Agents

A Carol Rusaw

Business Development & Entrepreneurship

The Arab-Israeli Conflict in Israeli History Textbooks, 1948-2000

Israeli history textbooks in the past contained many biases, distortions, and omissions concerning the depiction of Arabs and the history of the Arab-Israeli conflict. Today these misrepresentations are gradually being corrected. This study encourages the depiction of a balanced portrait in all textbooks.  By reviewing curricula and textbooks used in the Israeli educational system since the establishment of Israel, the author assesses the impact of Zionist historiography and the Zeitgeist on the portrayal of Arabs in textbooks. The study unravels the biases, distortions, omissions, and stereotypes through the analysis of several major historical events such as the 1948 war, the refugee question, the 1967 war, and the peace process.  Originally published in hardcover by Bergin & Garvey 2002

History

Elie Podeh

Historical Study & Educational Resources

Dictionary of Counseling

This dictionary is the first to deal comprehensively with the history of counseling in the United States for the last 100 years and with the professional, ethical, and legal aspects of counseling. The introduction describes the development of counseling since 1900 in this country, defines the major theoretical approaches to counseling through the years, describes the counseling process and characterizes counseling approaches at different stages in a person's life, and talks about client and counselor relationships. The 279 entries that make up the main body of the book cover a broad range of terms, concepts, theories, approaches, strategies, key people and organizations, various types of groups and problems, and major issues. Internal cross-references between entries and a general index make this dictionary easily accessible for students, scholars, and practitioners in counseling in the fields of psychology and education. Short lists of important sources for further reading that accompany the different entries add to the usefulness of this research tool.

Health, Fitness & Dieting

Donald A. Briggs

Psychology & Counseling

Qualitative Organizational Research: Best Papers from the Davis Conference on Qualitative Research (Hc)

Over the past five years the Davis Conference on Qualitative Research has welcomed research projects by the very best qualitative, organizational researchers in the world. This conference has helped authors develop and hone theoretical ideas in an environment friendly to qualitative methods, and more importantly, has begun to build a community of qualitative researchers that work on organizational and management issues. The authors winning the "Best Presentation Awards" at the Davis Conference over the past five years have contributed chapters to this volume. The ideas in these chapters were "born" before the conference, but were nurtured through dialogue at the conference, and subsequently matured through later interactions among the community of qualitative scholars associated with the conference. As such, this volume represents the fruits of our collective labor as a qualitative research community. This collective and iterative process is a hallmark of qualitative methods, and often leads to a counter-intuitive, "ah-hah" experience for the researcher. This volume showcases some of the very best of those ah-hah experiences from the organizational, qualitative research community.

Qualitative Organizational Research: Best Papers from the Davis Conference on Qualitative Research

A volume in International Perspectives on Educational Policy, Research and Practice
 Series Editor: Kathryn M. Borman, University of South Florida
In this book, noted Nordic researchers and teacher educators provide insights into early childhood discourses and practices in Denmark, Finland, Iceland, Norway and Sweden. In addition to these insiders’ perspectives, an American scholars explore Nordic themes, trends, and practices as they emerge in the book's chapters on such varied topics as Nordic childhoods, children's perspectives, preschool teacher education reforms and developments, transition from preschool to primary school, learning through play, caregiving and instruction.
 CONTENTS: Preface, Bernard Spodek. Nordic Ideals as Reflected in Nordic Childhoods and Early Education, Johanna Einarsdottir and Judith T. Wagner. The Making of Nordic Childhoods, Baldur Kristjánsson. Will There Be Any Preschool Teachers in the Future? A Comment on Recent Teacher Education Reforms in Sweden, Jan Erik Johansson. The Social Game of Early Childhood Education: The Case of Norway, Torill Strand. Teaching and Learning in Preschool and the First Years of Elementary School in Sweden, Ingrid Pramling Samuelson. Finnish Daycare: Caring, Education and Instruction, Anneli Niikko. Between Two Traditions–Between Two Continents: Early Chilhood Education in Iceland, Johanna Einarsdottir. Learning and Development through Play, Pentti Hakkarainen. Children’s Perspectives on their Childhood Experiences, Stig Broström. Reconceptualizing Early Childhood Education: Challanging Taken-for-Granted Ideas, Hillevi Lenz Taguchi. An Outsider’s Perspective: Childhoods and Early Education in the Nordic Countries, Judith T. Wagner.

Nordic Childhoods and Early Education: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway, and Sweden (Hc (International Perspectives on Educational Policy, Research,)

Education & Teaching

Johanna Einarsdottir (Editor), et al

Schools & Teaching

Teaching Writing Genres Across the Curriculum: Strategies for Middle School Teachers (Contemporary Language Education)

A volume in Contemporary Language Education
 Series Editor Terry A. Osborn, University of Connecticut
 This volume showcases the efforts of real teachers using the teaching events from real middle school classrooms. Included is the work of eight hard-working middle school teachers who are convinced that the form and function of genre is a way to teach writing across the middle school curriculum. Each chapter contains sample lessons, protocols, classroom instructional materials, and assessment tools to provide middle school teachers with an approach to explore rigorous expository writing instruction in their own classrooms.
 CONTENTS: Foreword. Linda Gambrell. The Practice of Teaching Genre by Genre. Susan Lee Pasquarelli. The Narrative Account: Beyond the Story. Michele M. Barlow, Melissa L. Francis. The Persuasive Essay: Students' Opinions On Controversial Topics. Megan L. Labrecque and Tara A. Fernandes The Newspaper Feature Article: More Than Just Facts. Suzanne K. Dunbar. The Narrative Procedure: The “How-to” Essay. Katharine Laura Canole. Written Response to Mathematical Questions: Computation and Composition. Suzanne Madden Scallin. The Reflective Essay: A Guide to Personal Discovery. Audrey G. Rocha. Expository Summary Writing: Comprehension and Composition. Susan Lee Pasquarelli. Resources for Writing across the Curriculum. Susan Lee Pasquarelli. Appendix A. Scoring Rubrics. Appendix B. Classroom Instructional Materials.

Susan Lee Pasquarelli (Editor)

Biographies & Memoirs

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