This collection features the books and book contributions of the Fairfield University GSEAP Faculty.
Sajid Umair, Amir Ali Khan, and Joshua C. Elliott
Joshua Elliott is a contributing author, "Using Mobile Technology for Formative Assessment in the Classroom", Chapter 19, pp.308-320.
Contribution abstract: A Bring Your Own Device Policy (BYOD), although open to criticism, has many benefits. One significant benefit of a BYOD policy is the opportunities for formative assessment opened up when students can access devices on an individual level. BYOD policies are often implemented in an effort to place a device in the hands of every student when district funding would not allow it. The value of formative assessment lies in its ability to provide teachers with information about the level of student understanding. This chapter provides an overview of BYOD, formative assessments, and where they can intersect. States possible concerns and issues associated with the use of personal student devices in an educational setting along with possible ways of addressing these concerns and issues. It also gives specific strategies for developing and implementing formative assessments in a BYOD classroom. This chapter also includes specific tools as well as their strengths and weaknesses.
Tracey Robert and Virginia Kelly
This compelling casebook integrates critical incidents, spirituality, and counseling with diverse populations dealing with issues across the life development continuum. It offers counselor educators, students, and clinicians a highly useful educational tool for more effective teaching and practice that will foster lively discussion, case conceptualization, and intervention skills. Using an applied format, the book is organized in seven sections: life span issues, spirituality and wellness, specific disorders, substance abuse, career, diverse populations, and spiritual interventions. More than 50 contributors-a veritable who's who of counselors with expertise in their topical areas-have been selected either to present specific incidents or to react to them. After each case is described, an expert practitioner answers the questions posed and provides additional insight and alternative strategies. The editors then offer their reflections, providing a concise summary of counseling outcomes. -- Publisher description.
Chad V. Johnson, Harris L. Friedman, and Christine Siegel
Christine Siegel is a contributing author, "Promoting Social Justice for Youth in Urban Communities: Contributions from Developmental and Community Psychology".
Book description: In this unique handbook, experts team up to explain the many innovative ways psychology is being applied to promote social justice. The wide-ranging, three-volume work addresses such significant issues as social justice ideology and critical psychology, war and trauma, poverty and classism, environmental justice, and well-being and suffering. It showcases approaches for integrating social justice into psychology, and it examines psychology's application of social justice within special populations, such as sexual minorities, youth, women, disabled persons, prisoners, older adults, people of color, and many others.
Chapter authors represent a diversity of perspectives, making the handbook an ideal resource for those who want information on a specific concern as well as for those looking for an introduction to the subject as a whole. Combining the practical with the theoretical, the work provides culturally sensitive tools that can effectively combat injustices locally and globally.
Peter J. McDermott and Diana Hulse
This innovative instructional handbook presents concepts and methods for teaching and evaluating interpersonal skills, skills for giving and receiving corrective feedback, and skills for leadership tasks. The content directs attention to the talk factor in police work, an essential and often overlooked ingredient for police officers to effectively interact with the public, achieve public cooperation, and enhance their legal and tactical skills. Policing in the 21st Century: TALK Trumps Technology presents practical methods for instructors and supervisors to teach and evaluate interpersonal skills, to use in beginning and more advanced training situations and to enhance their own skill set.--Publisher description.
Patricia Calderwood and Richard Ryscavage S.J.
Dr. Calderwood describes the Generative Item workshop as an opportunity to begin teamwork by thinking about and then discussing the big questions and humanitarian issues through the stimulus of a generative object. The goals of this activity are to build "community within and across teams" and "to begin the conversation about enduring questions".
The groups are asked to look at each generative item together and to discuss the (1) items background and context; (2) the relation to humanitarianism; and (3) the relation to "big questions."
Sherwood Thompson and Stephanie Burrell Storms
Stephanie L. Burrell Storms is a contributing author, "Building community at a Jesuit University through diversity learning circles".
Book description: Views from the Frontline: Voices of Conscience on College Campuses draws upon the experience of educators working to sustain diversity and multiculturalism on college campuses. The book provides a forum for educators to express their views and tell their stories about their struggles and success. The book is filled with passionate accounts and new perspectives on diversity, inclusion and multicultural community building. It is committed to informing and inspiring readers to learn more about the transformation of cultural diversity on college campuses through documenting the experiences of administrators and faculty that are changing the legacies of higher education.
Heewon V. Chang, Drick Boyd, Eileen R. O'Shea, Roben Torosyan, Tracey Robert, I. Haug, M. Wills, and Betsy Bowen
Tracey Robert is a contributing co-author (with Roben Torosyan, Eileen O'Shea, Betsy Bowen, I. Haug and M. Wills), " Spirituality & Professional Collegiality: Espirit de 'Core'", Chapter 5, pp. 87-107.
Book description: This collection of articles explores how a wide range of academics-- diverse in location, rank and discipline-- understand and express how they deal with spirituality in their professional lives and how they integrate spirituality in teaching, research, administration, and advising. The contributors also analyze the culture of academia and its challenges to the spiritual development of those involved. Twenty chapter authors--from a variety of faith traditions--discuss the ways in which their own beliefs have affected their journeys through higher education. By using an autoethnographic, self-analytical lens, this collection shows how various spiritualities have influenced how higher education is understood, taught and performed. The book will stimulate debate and conversations on a topic traditionally ignored in academia.- Publisher description
Ruth H. Striegel-Moore, Stephen A. Wonderlich, B. Timothy Walsh, James E. Mitchell, A. Hilbert, D. E. Wilfley, and Faith-Anne Dohm
Faith-Anne Dohm is a contributing author (with Hilbert, A., Wilfley, D. E., & Striegel-Moore, R. H.), "Characterization, significance, and predictive validity of binge size in binge eating disorder".
Book description: The culmination of several years of collaborative effort among eating disorders investigators from around the world, Developing an Evidence-Based Classification of Eating Disorders: Scientific Findings for DSM-5 provides summaries of the research presentations and discussions of the conceptual and methodological issues involved in diagnosing and classifying eating disorders. The mission of the DSM-5 Eating Disorder Work Group was to improve the clinical utility of eating disorder diagnoses by recommending revisions based on sound empirical evidence.
Richard A. Diem, Michael J. Berson, Marsha Alibrandi, Andrew J. Milson, and Eui kyung Shin
Marsha Alibrandi (with A. Milson and E. Shin) is a contributing author, "Where we’ve been; Where we are; Where we’re going: Geospatial Technologies in Social Studies".
Book description: January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984 Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the "true" start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner.
Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work's goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view , from 1984 through 2009 , of where we've been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies.
H. Landrine, N. F. Russo, Faith-Anne Dohm, M. Brown, F. M. Cachelin, and R. H. Striegel-Moore
Faith Anne Dohm is a contributing author (with A., Brown, M., Cachelin, F. M., & Striegel-Moore, R. H. ), "Ethnicity, disordered eating, and body image".
Book description: This handbook presents a multicultural approach to diversity in feminist psychology. Provocative and timely, the text comprehensively discusses the cutting-edge of feminist discourse, covering major topics such as multicultural feminist theory, gender discrimination, aging, health and therapy, violence and harassment, politics and policy, and much more.
Phillip Salzman, Patricia Rice, and Anne E. Campbell
Anne Campbell (with Patricia Rice) is a contributing author, "Why do anthropological experts disagree?"
Book description: Thinking Anthropologically focuses on the major themes that permeate all fields of anthropology, and helps students to do better, learn more, and better appreciate the anthropological way of looking at the world.
American Counseling Association and Virginia A. Kelly
Virginia Kelly is a contributing author, "Factor Analysis." Book description: This premiere counseling reference book is ideal for students, educators, supervisors, researchers, and practitioners seeking to quickly and efficiently update or refresh their knowledge of the most important topics in counseling. More than 400 entries span the 2009 CACREP core areas used in counselor preparation, continuing education, and accreditation of counseling degree programs, making this a perfect text for introductory counseling classes or for use as a study guide when preparing for the National Counselor Exam. The ACA Encyclopedia of Counseling goes beyond simply defining counseling concepts by making the material come alive through its user-friendly writing style and format; instructive examples that connect readers to practice, teaching, supervision, and research; and its helpful cross-referencing of entries, boldfaced important terminology, and suggested resources for further study.
Eugene F. Provenzo Jr. and Susan D. Franzosa
Susan D. Franzosa is a contributing author,
"Peabody, Elizabeth Palmer (1804–1894)" 933-934,
"Hill, Patty Smith (1868–1946)." 911,
"Wiggin, Kate Douglas (1855–1923). 960-961,
"Wheelock, Lucy (1857–1946)." 959,
"Blow, Susan Elizabeth (1843–1916)." 876.
Book description: The Encyclopedia of the Social and Cultural Foundations of Education provides a comprehensive introduction to the social and cultural foundations of education. With more than 400 entries, the three volumes of this indispensable resource offer a thorough and interdisciplinary view of the field for all those interested in issues involving schools and society. – Publisher description.
John Zubizarreta, Stephanie L. Burrell Storms, Laurence Miners, Kathryn Nantz, and Roben Torosyan
Laurence Miners, Kathryn Nantz, Roben Torosyan and Stephanie Burrell are contributing co-authors, "Getting started with portfolios: A vision for implementing reflection to enhance student learning", Chapter 6 p. 85-95.
Book description: The learning portfolio is a powerful complement to traditional measures of student achievement and a widely diverse method of recording intellectual growth. This second edition of this important book offers new samples of print and electronic learning portfolios. An academic understanding of and rationale for learning portfolios and practical information that can be customized. Offers a review of the value of reflective practice in student learning and how learning portfolios support assessment and collaboration. Includes revised sample assignment sheets, guidelines, criteria, evaluation rubrics, and other material for developing print and electronic portfolios. -- Publisher description.
Teresa Dalston, Michael Pullin, Gayle Bogel, S. Bomar, S. Creel, and L. Swarlis
Gayle Bogel is a contributing author, "" Virtual reference service in a middle school setting", p.67-76.
Book Description: Use this practical resource to create a virtual reference service in your school or public library using little to no budget money! Learn how to use virtual reference without purchasing expensive hardware and software. Get beneficial resources to help sell virtual reference ideas to administrators and technology coordinators. Find out about providing virtual reference services to special patron populations like hearing-impaired students. These case studies address the knowledge and skills needed for evaluating, acquiring, and using electronic databases, Internet materials, and online services. - Publisher description
Thomas L. Good, Robert D. Hannafin, and Jennifer Vermillion
Robert Hannafin (with Jennifer R. Vermillion) is a contributing author, "Technology in the Classroom", p. 209-218.
Book description: 21st Century Education: A Reference Handbook offers 100 chapters written by leading experts in the field that highlight the most important topics, issues, questions, and debates facing educators today. This comprehensive and authoritative two-volume work provides undergraduate education majors with insight into the rich array of issues inherent in education—issues informing debates that involve all Americans. 21st Century Education: A Reference Handbook is designed to prepare teachers, professors, and administrators for their future careers, informing the debates and preparing them to address the questions and meet the challenges of education today.
Andrew J. Milson, Marsha Alibrandi, and T. Baker
Marsha Alibrandi is a co-editor (with A. Milson) as well as a contributing author (with T. Baker), "A brief social history of GIS in education, 1994-2006.".
Book description: The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.
J. Michael Spector, M. David Merrill, Jeroen van Merrienboer, Marcy P. Driscoll, Robert D. Hannafin, and Michael F. Young
Robert Hannafin (with Michael F. Young) is a contributing author, "Research in Technology", p. 730-739 Book description: Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues.
Lawrence E. Tyson, John R. Culbreth, Judith A. Harrington, and Virginia A. Kelly
Virginia Kelly is a contributing author, "Mandated Supervision: Trouble for an External Consulting Clinical Supervisor."
Book description: Sharpen your supervision skills with this book that goes to the heart of what constitutes good practice. Providing essential information and guidance for clinicians on critical aspects of supervision, counselor educators and practitioners respond to case incidents in which a supervisor or supervisee is facing an ethical, moral, legal, or clinical dilemma. Thirty-three incidents addressing supervision issues that commonly occur in chemical dependency, community counseling, and school settings are presented.
Topics covered in this text include: substance abuse recovery concerns, counter-transference, parallel process, relapse, power differentials in the supervisory relationship, working alliances between supervisors and supervisees, managing conflict, sexuality issues, dual relationships, ethical decision making, confidentiality, duty to warn, supervisee evaluation, technology use, cultural competence, supervision contracts, group counseling, and counselor training.
This book is an important contribution for those concerned with the accountability and effectiveness of mental health service delivery and represents a significant step toward high quality supervision. Helpful across all levels of experience—this is a perfect handbook for clinical supervisors, clinical directors, and supervisees in the field, as well as an outstanding teaching tool for master’s or doctoral level courses in supervision.
Phillip VanFossen, Michael J. Berson, Marsha Alibrandi, and Andrew J. Milson
Marsha Alibrandi (with A. Milson) is a contributing author, "Critical Map Literacy and Geographic Information Systems: The Spatial Dimension of Civic Decision-Making".
Book description: In 1991, Lawrence Grossman wrote that "a new political system is taking shape in the United States. As we approach the twenty-first century, America is turning into an electronic republic, a democratic system that is vastly increasing the people's day-to-day influence on decisions of state." Grossman's forecast implied a sea change in the way citizens would interact with, and participate in, their representative government; a revamping of the way Americans would 'do' citizenship. Harnessing the power of technology to promote the ideal of democracy that first pulsed through our nation over 230 years ago may be a feasible achievement in a technocratic age, but whether technology can help achieve a revolution as seismic as the political one that our founding fathers initiated may be a practical impossibility. Fusing the power of technology and democratic ideals opens opportunities for greater access to information and offers a medium for people to be heard and express their voice with dissemination to the masses through digital tools, such as blogs, podcasts, and wikis. Indeed, the emergence of the Internet as a nearly ubiquitous element of American society has brought about new opportunities to enhance citizen engagement in democratic politics and to increase the level of civic engagement among American citizens. Despite such rhetoric, however, research has indicated that Grossman's "electronic republic" has, for the most part, failed to come to fruition.
Mordechai Gordon, Thomas V. O'Brien, and Emily R. Smith
Emily Smith is a contributing author, " Integrating theory and practice in an English methods course: Developing a teaching stance".
Book description: This book addresses both the concerns of teacher candidates and their misconceptions about the relation of theory and practice in education. The contributors to this volume share the belief that theories provide teachers with a frame of reference and a language with which to name and critically analyze many of the problems they face daily. The significance of theory is in its ability to define the problems that teachers face, clarify their confusions, and suggest possible solutions to these problems. Once educational theories are viewed as guides to thought and instruments of interpretation rather than as established facts, it becomes clear that they cannot simply be plugged into a particular classroom. Instead, a theory must be applied in more nuanced and contextual ways, taking into account the social-historical context in which it was created as well as the various particulars of each classroom situation. Experienced educators and scholars in the field have been recruited to write essays that speak to the relevance of different theories in philosophy, psychology, sociology, English, history, science, art, technology, and multiculturalism for the practice of teaching.This book would appeal to teacher educators, teacher candidates, and teachers in general.
Marty Jencius, Edina Renfro-Michel, and Tracey Robert
Dr. Tracey E. Robert of Fairfield University speaks about spirituality in counseling using the ASERVIC spirituality competencies with CAS Contributing Editor Dr. Edina Renfro-Michel. Runtime. 36:03, Airdate: 1/11/2007, "Spirituality in Counseling" - (CAS054).
Phillip Salzman, Patricia Rice, and Anne E. Campbell
Anne Campbell (with Patricia Rice) is a contributing author, "Why do anthropological experts disagree?"
Book description: This supplementary book focuses on themes that permeate all fields of anthropology and that prepare students to “think anthropologically“ before beginning to study the field in any depth.
Tim Grant, Gail Littlejohn, and Marsha Alibrandi
Marsha Alibrandi is a contributing author, "Thinking Spatially: GIS in the high school classroom".
Book description: This resource is ideal for anyone working with young people in grades 9-12, whether in schools or in non-formal educational settings. Richly illustrated, it offers 50 teaching strategies that promote learning about natural systems and foster critical thinking about environmental issues, both local and global. It contains new approaches to learning, strategies for living sustainably, and numerous activities that promote interdisciplinary learning. In addition, the book provides suggestions for how best to green individual subject areas, develop integrated learning programs or replicate exemplary programs created by innovative schools and communities.
Rebecca S. New, Moncrieff Cochran, and Susan D. Franzosa
Susan D. Franzosa is a contributing author, "Elizabeth Palmer Peabody," "Kate Douglas Wiggin," and "Patty Smith Hill".
Book description: This four-volume compendium addresses key historical and contemporary issues, research, theoretical perspectives, national policies and practices in early childhood education and care. Early childhood education has reached a level of unprecedented national and international focus. Parents, policy makers, and politicians have opinions as well as new questions about what, how, when, and where young children should learn. Teachers and program administrators now find curriculum discussions linked to dramatic new understandings about children's early learning and brain development. Early childhood education is also a major topic of concern internationally, as social policy analysts point to its role in a nation's future economic outlook. -- Publisher description.