Carolyn Ellis, the leading proponent of these methods, does not disappoint. She weaves both methodological advice and her own personal stories into an intriguing narrative about a fictional graduate course she instructs. In it, you learn about her students and their projects and understand the wide array of topics and strategies that fall under the label autoethnography. Through Ellis's interactions with her students, you are given useful strategies for conducting a study, including the need for introspection, the struggles of the budding ethnographic writer, the practical problems in explaining results of this method to outsiders, and the moral and ethical issues that get raised in this intimate form of research. Anyone who has taken or taught a course on ethnography will recognize these issues and appreciate Ellis's humanistic, personal, and literary approach toward incorporating them into her work. A methods text or a novel? The Ethnographic 'I' answers yes to both.

    The new edition covers the impact of critical new technologies and the Internet. The book also addresses current design processes used in instructional settings and delivery systems across many curriculum and business areas including Internet-based distance education.

    It provides students who lack a strong science background the ideal balance of reliable nutrition information and practical consumer-oriented knowledge.

    Permanent positions are scarce, science survival is rarely part of formal graduate training, and a good mentor is hard to find. This exceptional volume explains what stands between you and fulfilling long-term research career. Bringing the key survival skills into focus, A Ph.D. Is Not Enough! proposes a rational approach to establishing yourself as a scientist. It offers sound advice of selecting a thesis or postdoctoral adviser, choosing among research jobs in academia, government laboratories, and industry, preparing for an employment interview, and defining a research program. This book will help you make your oral presentations effective, your journal articles compelling, and your grant proposals successful. A Ph.D. Is Not Enough should be required reading for anyone on the threshold of a career in science.

    A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

    Its week-by-week suggestions for in- and out-of-class activities support students as they learn to design units for use in their first classrooms.Peter Smagorinsky, the leading scholar and researcher of his generation in the field of English education, shows English teachers how to turn every hour of classroom instruction into an authentic and powerful learning experience in his inspiring new book, Teaching English by Design. It's a wonderful book and represents a challenge to all of us to teach better than we usually do. Sheridan Blau Author of The Literature WorkshopPeter Smagorinsky, a highly respected figure in English Education, here offers new teachers principled and practical ways of authoring curriculum, even in traditional settings. Randy Bomer Author of Time for MeaningMany books on English/language arts instruction describe the teaching of units, but how many of them actually show how to create the units, make them meaningful to students, and use them to support your curriculum from September to June? Teaching English by Design does it all. It helps avoid a fragmentary curriculum by providing the rationale and the process for not only teaching well but also for producing integrated units that encourage students to deepen their thinking across the school year.Teaching English by Design is two books in one: a primer for teaching secondary English and a comprehensive guide to creating and using four to six-week instructional units. Peter Smagorinsky shares important insight about students, how they learn, and what kinds of classrooms support their achievement in reading and writing. Then he uses those findings to open up the key ideas of unit design to every teacher. Smagorinsky's units are organized around key concepts in English, such as: reading strategies writing strategies genres periods, regions, and movements in literature themes the works of a significant author. From original idea to construction, to implementation and beyond, Smagorinsky's practical advice supports teachers in extending, connecting, and integrating their units to increase the cohesion and power of the curriculum.Incorporating curricular theory, educational psychology, and fourteen years of high school teaching experience, Peter Smagorinsky's advice is both theoretically sound and grounded in the daily realities of today's teacher. Complemented by a wealth of web-based illustrations, Teaching English by Design is the ideal resource for preservice teachers as well as those in the classroom who want to take charge of their curriculum and find new energy in it.

    This book has been praised for its unique components: discussion of "four stages" of reading texts and "three phases" of teaching texts. The authors' many years of experience teaching English are obvious throughout the material, but nowhere more so than in their straightforward presentation of organization and planning for instruction and their firm stand on teaching grammar. This book covers the challenging and the controversial in English instruction and explores censorship, national standards, high-stakes testing, multi-lingual students, and multicultural literature. For professionals in the field of teaching.

    This straight-forward, affordable text provides classroom-proven strategies to improve middle and secondary students' comprehension of content area texts. Each chapter opens with a vignette from actual classrooms, offering a glimpse into a middle or secondary classroom, and presenting the chapter's instructional strategy within content area teaching. These scenarios are followed by a research-based rationale for each strategy, an in-depth look at implementing the strategy, and examples of each strategy across the curriculum. A new focus in each chapter on English learners, and new features examining struggling readers, give you insight to support these learners. New Media Notes clarify opportunities to use different technologies to enhance teaching. Together these elements provide you with the tools to support your middle and secondary students' comprehension and success.