This collection features the books and book contributions of the Fairfield University GSEAP Faculty.
Gail Ludwig, Richard Audet, A. Thompson, Marsha Alibrandi, and R. Hagevik
Marsha Alibrandi (with A. Thompson and R. Hagevik) is a contributing author, "Remaking History with Interdisciplinary GIS".
Jeremiah Donigian and Diana Hulse-Killacky
This thorough and updated revision of Donigian and Malnati's 1987 text gives counselors and counselors-in-training a unique look at leading group therapists. Theories come alive as twelve leading theoretical practitioners such as Albert Ellis, Victor Yalom, Yvonne Agazarian, Miriam Polster, Scott Rutan, Guy Manater, Mary Jean Paris, Herb Hampshire, John Flowers, William Coulson, and Thomas Bratter apply their respective theories to 6 critical incidents that occur in group therapy. No longer will instructors and students have to guess how these theories would be applied-they will be shown how by the experts.
Susan D. Franzosa
The childhood memoirs contained in Ordinary Lessons are intended to complicate the conventional portrait of white middle-class girlhood in the American 1950s. As they look back to their own remembered lives in families, schools, and communities, the authors undermine the popular image of unproblematic «happy days.» Their stories uncover the commonalties as well as differences in the cultural landscape they inhabited and explore the constraints and possibilities of the ordinary lessons girls learned in the 1950s. – Publisher description.
Robert Cowen and Susan D. Franzosa
Susan D. Franzosa is a contributing author, "Evaluation Systems in Higher Education in the United States”, p. 23-49.
This annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status. – Publisher description.
Michelle Fine and Patricia E. Calderwood
Patricia Calderwood is a contributing author, "The decision dance" and "A Day in the life of Crossroads: two teachers at work".
David DeLeon and Susan D. Franzosa
Susan D. Franzosa is a contributing author, "John Holt"p. 380-383.
Book description: The throngs at Woodstock, Jane Fonda in Hanoi, "I Have a Dream," burning draft cards, fire in the streets--these images of the 1960s are still very much alive today. What happened to the people and principles that dominated that decade? Which leaders from those turbulent years had the most lasting effect on our lives today? How well have the principles for which those leaders fought so strongly withstood the test of time? This thought-provoking biographical dictionary allows the reader to study the leaders, both conservative and liberal, their ideals, and their enduring influence. With major sections on racial democracy, peace and freedom, sexuality and gender, the environment, radical culture, and visions of alternative societies, Leaders from the 1960s includes entries on a wide selection of nationally prominent activists of the 1960s. In addition to those who dominated only the sixties, the volume includes earlier activists who came into prominence in the 1960s and activists of the era who came into prominence since the 1960s. Each entry provides a biographical sketch, but the focus of the entries is on the person's basic concepts or the essence of his or her work and the public response it generated. Included are extensive bibliographies on the individuals and the period.
Susan D. Franzosa
Proceedings of the Fourth Annual L5 Space Development Conference. Science and Technology Series, Volume 68
Frank Hecker and Anne E. Campbell
Anne E. Campbell is a contributing author, "Communities in space: A cross-cultural counseling perspective," 171-175.
Susan D. Franzosa and Karen A. Mazza
“Highly recommended for women's studies, education, and general reference collections. ... Approximately 500 publications, mostly published from 1976 to 1983 and mostly books and articles, are provided with full information and annotated. Awareness of them may help achieve gender balance within the curriculum because they address the issues of bias and exclusion of females within the traditional disciplines (sexism), evaluate or apply emerging feminist research methods and theoretical perspectives, and present strategies designed to integrate women, their contributions, and experiences within the curriculum. Upper-division undergraduate and graduate collections."
U.S.--American Value Orientations. Cultural Monograph No. 4. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors
Clemens L. Hallman, Wayne W. Bryant, Anne E. Campbell, Joe McGuire, and Kay Bowman
This teacher training monograph deals with value orientations of cultures in general and with specific reference to United States Culture. The first two sections discuss the conceptual issues of value orientation and give axiological definitions of the six clusters used to describe cultural orientation: self, the family, society, human nature, nature, and the supernatural. The third section introduces the section on U.S. culture. The fourth and fifth sections demonstrate, with examples, how values have progressed over time from an outward to an inward orientation. Section VI presents value orientations considered to be illustrative of the dominant cultural values in the United States which are commonly associated with white middle-class Americans. Values are presented separately and each is followed by an anecdote or quotation. Reproductions of advertisements reinforcing these values are included. Some of these examples reflect more than one value and these are cross-referenced. There is an extensive appendix on the cultural group called the Florida Cracker with application of the same six cultural value groups. This is followed by a brief bibliography for this group and two other brief appendices on American value structures. (CG) Descriptors: Attitude Change, Cultural Background, Cultural Influences, Family (Sociological Unit), Human Relations, Mythology, Physical Environment, Self Concept, Social Systems, Teacher Education, Values
Cuban Value Orientations. Cultural Monograph Number 1. Bilingual Multicultural Education Training Project for School Psychologists and Guidance Counselors.
Clemens L. Hallman and Anne E. Campbell
Information is provided in this monograph to facilitate understanding of Cuban cultural values and their implications for counseling limited English proficient students. Also provided is a beginning conceptual model for increasing the understanding of cross-cultural theory and practice. The overview of Cuban culture is based on a perspective of value orientations which emphasizes the evolving nature of cultures. The titles of the report's 13 chapters and some of their sub-themes are as follows: (1) Introduction to the Cultural Monograph Series and to Cultural Value Orientations; (2) The Conceptualization of Value Orientations: Axiological Definitions; (3) A Case Study for Cross-Cultural Counseling; (4) Cuban Value Orientations (Pre-revolutionary Cuban Value Orientations; Post-revolutionary Cuban Value Orientations; Santeria); (5) Factors Affecting Cross-Cultural Counseling (Language; Social Group of the Client); (6) Areas of Conflict Between Cuban and American Values (Acculturation; Assessing Behavioral Indicators of Cultural Adaptation; Assessing Adaptation of Cultural Values); (7) Cross-Cultural Activity; (8) Values Affecting Cross-Cultural Counseling (Anglo/Cuban Relationships; Conflict); (9) Possible Conflicts Between Counselor and Client; (10) Emerging Skills and Roles of the Counselor; (11) Mental Health; (12) Counseling Strategies and Techniques; and (13) Conclusions. Two appendices consist of a general outline of United States Value Orientations and an essay, "Mirror Images of Conflict," by Sandra Fradd. (KH) Descriptors: Counseling, Counselor Client Relationship, Counselor Role, Cross Cultural Training, Cubans, Cultural Differences, Culture Conflict, Hispanic Americans, Immigrants, Intercultural Communication, Mental Health, Refugees, Values
On TESOL '76: Selections based on teaching done at the Tenth Annual TESOL Convention [in New York, NY March 2-7, 1976]
J. R. Faneslow, R. H. Crymes, Anne E. Campbell, R. Axelrod, L. Lugo, and P. Zirkel
Anne Campbell-Johnson (with R. Axelrod, L. Lugo and P. Zirkel) is a contributing author, "Native language and black dialect interference in the oral reproduction of standard English by Puerto Rican pupils", pp. 129-135.
Book description: The purposes of this study are stated to be twofold: (1) to determine the relative effects of the native language and black dialect influences on the oral English performance of Puerto Rican pupils in mainland schools and (2) to assess the relationship of these sources of linguistic interference with aural ability in English, reading ability in English, and time in mainland schools. The oral repetition technique is used with 80 Puerto Rican children enrolled in grades 2-4 in a predominantly Puerto Rican bilingual school. Findings indicate a significant positive correlation between degrees of black dialect interference and time in mainland schools. Significant inverse correlations are indicated between degree of black dialect interference and reading ability in English and between degree of Spanish interference and aural ability in English. Time in mainland schools is said to be significantly related to aural ability in English but not to reading ability. A relationship approaching significance between the degree of native language interference and reading ability in English is considered to indicate a need to explore more systematic approaches to the teaching of English to Spanish speaking students.