This updated edition has been fully revamped and reflects important changes that have occurred since the second edition's publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section.New to this edition:new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section.Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.

    The authors of this book do; and in doing so, they provoke the reader to consider style, not as an elegant accessory of effective prose, but as its very heart.At a time when writing skills have virtually disappeared, what can be done? If only people learned the principles of verbal correctness, the essential rules, wouldn't good prose simply fall into place? Thomas and Turner say no. Attending to rules of grammar, sense, and sentence structure will no more lead to effective prose than knowing the mechanics of a golf swing will lead to a hole-in-one. Furthermore, ten-step programs to better writing exacerbate the problem by failing to recognize, as Thomas and Turner point out, that there are many styles with different standards.In the first half of Clear and Simple, the authors introduce a range of styles--reflexive, practical, plain, contemplative, romantic, prophetic, and others--contrasting them to classic style. Its principles are simple: The writer adopts the pose that the motive is truth, the purpose is presentation, the reader is an intellectual equal, and the occasion is informal. Classic style is at home in everything from business memos to personal letters, from magazine articles to university writing.The second half of the book is a tour of examples--the exquisite and the execrable--showing what has worked and what hasn't. Classic prose is found everywhere: from Thomas Jefferson to Junichirō Tanizaki, from Mark Twain to the observations of an undergraduate. Here are many fine performances in classic style, each clear and simple as the truth.Originally published in 1994.The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

    If you’ve ever walked a colleague through a new program, you’re a teacher. If you’ve ever coached anyone on how to kick a football, you’re a teacher. If you’ve ever been a parent… enough said. The problem, however, is that very few of us have ever been taught how to teach!Drawing on Jared Cooney Horvath’s 15 years of experience conducting brain research at prominent universities, teaching students from 10 to 80 years of age, and working with organisations and schools across 4 continents, Stop Talking, Start Influencing outlines 12 scientific principles of how people learn. The result is a book that shows readers how to impart their knowledge to others in a manner that truly influences them. From the challenges of learning through a PowerPoint presentation to the debilitating ‘error alarm’ that can kick in when students make a mistake, the common barriers to learning are explained and tackled. Nearly every day we work to disseminate wisdom to others, so why not ensure that wisdom is retained?For every business leader sick of repeating themselves ad nauseam to colleagues and clients, for every coach tired of endlessly drilling athletes without seeing meaningful improvement, for every entrepreneur who’s had enough of pouring their heart into presentations only to see no lasting impact among the audience… it’s time to stop talking and start influencing!

    This provocative collection initiates a vital conversation about how archives around the world are constructed, policed, manipulated, and experienced. It challenges the claims to objectivity associated with the traditional archive by telling stories that illuminate its power to shape the narratives that are “found” there.Archive Stories brings together ethnographies of the archival world, most of which are written by historians. Some contributors recount their own experiences. One offers a moving reflection on how the relative wealth and prestige of Western researchers can gain them entry to collections such as Uzbekistan’s newly formed Central State Archive, which severely limits the access of Uzbek researchers. Others explore the genealogies of specific archives, from one of the most influential archival institutions in the modern West, the Archives nationales in Paris, to the significant archives of the Bakunin family in Russia, which were saved largely through the efforts of one family member. Still others explore the impact of current events on the analysis of particular archives. A contributor tells of researching the 1976 Soweto riots in the politically charged atmosphere of the early 1990s, just as apartheid in South Africa was coming to an end. A number of the essays question what counts as an archive—and what counts as history—as they consider oral histories, cyberspace, fiction, and plans for streets and buildings that were never built, for histories that never materialized.Contributors. Tony Ballantyne, Marilyn Booth, Antoinette Burton, Ann Curthoys, Peter Fritzsche, Durba Ghosh, Laura Mayhall, Jennifer S. Milligan, Kathryn J. Oberdeck, Adele Perry, Helena Pohlandt-McCormick, John Randolph, Craig Robertson, Horacio N. Roque Ramírez, Jeff Sahadeo, Reneé Sentilles

    Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to the reflective institution, where it becomes a powerful underpinning to quality enhancement procedures. widespread than expected, leaving some teachers apprehensive about what it might mean for them. A new chapter elaborates on how ET can be used to enhance learning, but with a warning that any tool, electronic or otherwise, is as good as the thoughtful use to which it is put. interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institutional basis.

    That sheet grew into a pamphlet, and the pamphlet grew into a book—the first edition of the Manual of Style, published in 1906. Now in its fifteenth edition, The Chicago Manual of Style—the essential reference for authors, editors, proofreaders, indexers, copywriters, designers, and publishers in any field—is more comprehensive and easier to use than ever before.Those who work with words know how dramatically publishing has changed in the past decade, with technology now informing and influencing every stage of the writing and publishing process. In creating the fifteenth edition of the Manual, Chicago's renowned editorial staff drew on direct experience of these changes, as well as on the recommendations of the Manual's first advisory board, composed of a distinguished group of scholars, authors, and professionals from a wide range of publishing and business environments.Every aspect of coverage has been examined and brought up to date—from publishing formats to editorial style and method, from documentation of electronic sources to book design and production, and everything in between. In addition to books, the Manual now also treats journals and electronic publications. All chapters are written for the electronic age, with advice on how to prepare and edit manuscripts online, handle copyright and permissions issues raised by technology, use new methods of preparing mathematical copy, and cite electronic and online sources.A new chapter covers American English grammar and usage, outlining the grammatical structure of English, showing how to put words and phrases together to achieve clarity, and identifying common errors. The two chapters on documentation have been reorganized and updated: the first now describes the two main systems preferred by Chicago, and the second discusses specific elements and subject matter, with examples of both systems. Coverage of design and manufacturing has been streamlined to reflect what writers and editors need to know about current procedures. And, to make it easier to search for information, each numbered paragraph throughout the Manual is now introduced by a descriptive heading.Clear, concise, and replete with commonsense advice, The Chicago Manual of Style, fifteenth edition, offers the wisdom of a hundred years of editorial practice while including a wealth of new topics and updated perspectives. For anyone who works with words, whether on a page or computer screen, this continues to be the one reference book you simply must have.What's new in the Fifteenth Edition:* Updated material throughout to reflect current style, technology, and professional practice* Scope expanded to include journals and electronic publications* Comprehensive new chapter on American English grammar and usage by Bryan A. Garner (author of A Dictionary of Modern American Usage)* Updated and rewritten chapter on preparing mathematical copy* Reorganized and updated chapters on documentation, including guidance on citing electronic sources* Streamlined coverage of current design and production processes, with a glossary of key terms* Descriptive headings on all numbered paragraphs for ease of reference* New diagrams of the editing and production processes for both books and journals, keyed to chapter discussions* New, expanded Web site with special tools and features for Manual users at www.chicagomanualofstyle.org.

    The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because education is not an interaction between machines, but an encounter between human beings. It is there because students are not to be seen as objects to be molded and disciplined, but as subjects of action and responsibility. Biesta's book opposes the risk aversion that characterizes many contemporary educational policies and practices and makes a strong argument for giving risk a central place in our educational endeavours. The book is organized around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity.

    

    It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research.Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation's middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of MichiganReading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skillsPublished in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material.Based on the Reading Apprenticeship program, which three rigorous gold standard research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.

    Substitute Teaching from A to Z is a one-stop resource, whether you're a full-timer, just breaking in, or starting out as a career educator. Reinforced with true life tales from real substitute teachers and the stories of how they solved their biggest challenges, this book is a comprehensive guide written by a veteran teaching expert who specializes in training subs.You'll learn insider tricks on how to:Show school administrators you have the right stuff for the jobChoose the most appropriate grades, subjects, and school districts for youForge great relationships with everyone you work withLand the best classroom assignmentsFace a new class with confidenceMaintain discipline, work without a lesson plan, and much more

    With 71 readings (half new to this edition), well-written writing instruction (including templates to help students get started), and new navigation features that make it very easy to use, The Norton Sampler is a rhetorically arranged reader that practices what it preaches about good writing.

    Like its predecessor, this edition of Academic Writing for Graduate Students" explains understanding the intended audience, the purpose of the paper, and academic genres." includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising." shows how to write summaries and critiques." features "language focus" sections that address linguistic elements as they affect the wider rhetorical objectives." helps students position themselves as junior scholars in their academic communities.The Commentary has also been revised and is available.

    The authors explore picturebooks as a specific medium or genre in literature and culture, one that prepares children for other media of communication, and they argue that picturebooks may be the most influential media of all in the socialization and representation of children. Spanning an international range of children's books, this book examine such favorites as Curious George and Frog and Toad Are Friends, along with the works of authors and illustrators including Maurice Sendak and Tove Jansson, among others. With 116 illustrations, How Picturebooks Work offers the student of children's literature a new methodology, new theories, and a new set of critical tools for examining the picturebook form

    Literary Criticism. The two discussions in WHAT WE SHOULD HAVE KNOWN took place at the offices of n+1 in the summer of 2007. Eleven n+1 editors and contributors--including Caleb Crain, Meghan Falvey, Mark Greif, and Ilya Bernstein--met to talk frankly about regrets they have (or don't have) about college--what they wish they had read or had not read, listened to or not listened to, thought or not thought, been or not been. The idea for the discussions was prompted by a desire to give college students a directed guide, of some sort, to the world of literature, philosophy, and thought that they might not otherwise receive from the current highly specialized university environment. They were also an attempt to answer the "canon"-based approach to college study in two ways: by identifying canonical books produced by our contemporaries or near-contemporaries--something conservative writers have always refused to do--and, second, by articulating a better reason to read the best books ever written than that they authorize and underwrite a system of brutal economic competition and inequality.

    Eliot), Ernst Robert Curtius (1886-1956), one of the foremost literary scholars of this century, examines the continuity of European literature from Homer to Goethe, with particular emphasis on the Latin Middle Ages. In an extensive new epilogue, drawing on hitherto unpublished material, Peter Godman, Professor of Medieval Latin at the University of Tubingen, analyzes the intellectual and political context and character of Curtius's ideas.