To overcome the practical, social, and psychological obstacles along the way, you need a knowledgeable guide and the right tools. This comprehensive how-to guide to developing and writing a quality dissertation provides: Expanded and updated coverage of crucial topics such as conducting a literature review, dissertation support groups, and harnessing technology to conduct research Progress tracking tools, sample forms, resource lists, and other user-friendly elements Thoroughly updated and revised chapters with the most current need-to-know information

    They did that—and more. In their early twenties, by sheer force of talent and determination never to take no for an answer, they created a wildly successful fifth-grade experience that would grow into the Knowledge Is Power Program (KIPP), which today includes sixty-six schools in nineteen states and the District of Columbia. KIPP schools incorporate what Feinberg and Levin learned from America's best, most charismatic teachers: lessons need to be lively; school days need to be longer (the KIPP day is nine and a half hours); the completion of homework has to be sacrosanct (KIPP teachers are available by telephone day and night). Chants, songs, and slogans such as "Work hard, be nice" energize the program. Illuminating the ups and downs of the KIPP founders and their students, Mathews gives us something quite rare: a hopeful book about education.

    That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned.Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed-factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.Building their findings on their understanding of the powerful and engaging experiences boys had outside of school, Smith and Wilhelm discuss why boys embrace or reject certain ways of being literate, how boys read and engage with different kinds of texts, and what qualities of texts appeal to boys. Throughout, the authors highlight the importance of choice, the boys' need to be shown how to read, the cost of the traditional teaching of difficult canonical texts, and the crucial place of meaningful social activity.The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. Providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike.

    Bridging the fields of environmental history, cultural studies, critical race studies, and geography, Finney argues that the legacies of slavery, Jim Crow, and racial violence have shaped cultural understandings of the great outdoors and determined who should and can have access to natural spaces. Drawing on a variety of sources from film, literature, and popular culture, and analyzing different historical moments, including the establishment of the Wilderness Act in 1964 and the aftermath of Hurricane Katrina, Finney reveals the perceived and real ways in which nature and the environment are racialized in America. Looking toward the future, she also highlights the work of African Americans who are opening doors to greater participation in environmental and conservation concerns.

    Student-loan debt in the United States crossed the $1 trillion mark in 2011. To say that the cost of a four-year college education is inflated on many campuses would be an understatement—and that education bubble is about to burst. Jeffrey J. Selingo, editor at large for The Chronicle for Higher Education and senior fellow at Education Sector, argues that America’s higher education system is broken and that the great credential race has transformed universities into big business. In the wake of the 2008 recession, colleges can no longer sell a degree at any price as the ticket to success in life. Brand-name universities like Harvard, Yale, Cornell, and Stanford will always find students and families willing to pay the sticker price because of their institution’s global prestige, influential alumni networks, and considerable endowments. But the campuses that the vast majority of Americans attend, where some students go into tens of thousands of dollars in debt for degrees with little payoff, will need to adapt fast to the changing job market and new technological breakthroughs. As an industry insider who has covered higher education for more than 15 years, Selingo offers a critical examination of the current state of affairs and the pressing issues faced by students and parents. He also seeks out institutions like Arizona State University and the University of Central Florida that are leading the way into the future. Selingo predicts that the class of 2020 will have a college experience that is radically different from the one their parents had, and the college of the future will be personalized, leaner, and better able to arm students with the hard skills they need to enter the workforce of tomorrow. College (Un)bound will be a great resource for prospective students, but more important, it will change the way you think about higher education.

    Practical, rich in story, and analytically sharp, Rethinking Multicultural Education reclaims multicultural education as part of a larger struggle for justice and against racism, colonization, and cultural oppression-in schools and society. The book features 40 chapters, split into 4 sections: Anti-Racist Orientations; Language, Culture, and Power; Transnational Identities; Multicultural Classrooms; and Confronting Racism in the Classroom. Winner of the 2010 Skipping Stones Honor Award.

    Expertly blending social history and cultural criticism, Judith Walkowitz shows how these narratives reveal the complex dramas of power, politics, and sexuality that were being played out in late nineteenth-century Britain, and how they influenced the language of politics, journalism, and fiction.Victorian London was a world where long-standing traditions of class and gender were challenged by a range of public spectacles, mass media scandals, new commercial spaces, and a proliferation of new sexual categories and identities. In the midst of this changing culture, women of many classes challenged the traditional privileges of elite males andasserted their presence in the public domain.An important catalyst in this conflict, argues Walkowitz, was W. T. Stead's widely read 1885 article about child prostitution. Capitalizing on the uproar caused by the piece and the volatile political climate of the time, women spoke of sexual danger, articulating their own grievances against men, inserting themselves into the public discussion of sex to an unprecedented extent, and gaining new entree to public spaces and journalistic practices. The ultimate manifestation of class anxiety and gender antagonism came in 1888 with the tabloid tales of Jack the Ripper. In between, there were quotidien stories of sexual possibility and urban adventure, and Walkowitz examines them all, showing how women were not simply figures in the imaginary landscape of male spectators, but also central actors in the stories of metropolotin life that reverberated in courtrooms, learned journals, drawing rooms, street corners, and in the letters columns of the daily press.A model of cultural history, this ambitious book will stimulate and enlighten readers across a broad range of interests.

    On the cutting-edge of this significant shift was Annamarie Jagose's classic text Queer Theory: An Introduction. In this groundbreaking work, Jagose provides a clear and concise explanation of queer theory, tracing it as part of an intriguing history of same-sex love over the last century.Blending insights from prominent theorists such as Judith Butler and David Halperin, Jagose illustrates that queer theory's challenge is to create new ways of thinking, not only about fixed sexual identities such as straight and gay, but about other supposedly immovable notions such as sexuality and gender, and man and woman. First released almost 25 years ago, this groundbreaking work has provided a foundation for the continuing evolution of queer theory in the twenty-first century.

    But it has long been the subject of intense scrutiny by both prison administrators and reformers—as well as a source of fascination and anxiety for the American public. Historically, sex behind bars has evoked radically different responses from professionals and the public alike. In Criminal Intimacy, Regina Kunzel tracks these varying interpretations and reveals their foundational influence on modern thinking about sexuality and identity. Historians have held the fusion of sexual desire and identity to be the defining marker of sexual modernity, but sex behind bars, often involving otherwise heterosexual prisoners, calls those assumptions into question. By exploring the sexual lives of prisoners and the sexual culture of prisons over the past two centuries—along with the impact of a range of issues, including race, class, and gender; sexual violence; prisoners’ rights activism; and the HIV epidemic—Kunzel discovers a world whose surprising plurality and mutability reveals the fissures and fault lines beneath modern sexuality itself. Drawing on a wide range of sources, including physicians, psychiatrists, sociologists, correctional administrators, journalists, and prisoners themselves—as well as depictions of prison life in popular culture—Kunzel argues for the importance of the prison to the history of sexuality and for the centrality of ideas about sex and sexuality to the modern prison. In the process, she deepens and complicates our understanding of sexuality in America.

    In order to reach these students, educators must be aware of the issues facing their various cultural, racial, ethnic, and language groups. Focusing on the pertinent issues in multicultural education, this new edition raises these critical issues and facilitates meaningful discussion. It has been completely updated with the latest developments in the field to provide the educator with all the tools necessary to become effective practitioners.

    The field's leading authorities present accessible recommendations for best practices that can be tailored to fit specific classroom circumstances and student populations. Provided are strategies for helping all students succeed—including struggling readers and English language learners—and for teaching each of the major components of literacy. The book also addresses ways to organize instruction and innovative uses of technology. Chapters include concrete examples, Engagement Activities, and resources for further learning. New to This Edition*Incorporates the latest research findings and instructional practices.*Chapters on motivation, content-area teaching, new literacies, and family literacy.*Addresses timely topics such as response to intervention, the new common core standards, English language learning, and policy issues.

    Well-known scholars in the field explore the important qualities and functions of English studies' constituent disciplines--Ellen Barton on linguistics and discourse analysis, Janice Lauer on rhetoric and composition, Katharine Haake on creative writing, Richard Taylor on literature and literary criticism, Amy Elias on critical theory and cultural studies, and Robert Yagelski on English education--and the productive differences and similarities among them that define English studies' continuing importance.Faculty and students in both undergraduate and graduate courses will find the volume an invaluable overview of an increasingly fragmented field, as will department administrators who are responsible for evaluating the contributions of diverse faculty members but whose academic training may be specific to one discipline.Each chapter of English Studies is an argument for the value--the right to equal status--of each individual discipline among all English studies disciplines, yet the book is also an argument for disciplinary integration.

    In juxtaposing sex and the unbearable they don't propose that sex is unbearable, only that it unleashes unbearable contradictions that we nonetheless struggle to bear. In Berlant and Edelman's exchange, those terms invoke disturbances produced in encounters with others, ourselves, and the world, disturbances that tap into threats induced by fears of loss or rupture as well as by our hopes for repair. Through virtuoso interpretations of works of cinema, photography, critical theory, and literature, including Lydia Davis's story "Break It Down" (reprinted in full here), Berlant and Edelman explore what it means to live with negativity, with those divisions that may be irreparable. Together, they consider how such negativity affects politics, theory, and intimately felt encounters. But where their critical approaches differ, neither hesitates to voice disagreement. Their very discussion—punctuated with moments of frustration, misconstruction, anxiety, aggression, recognition, exhilaration, and inspiration—enacts both the difficulty and the potential of encounter, the subject of this unusual exchange between two eminent critics and close friends.

    It also stresses the importance of ethics in research and taking the time to properly design and think through any research endeavor.

    Topics range from using racial incidents as teachable moments and responding to the "n-word" to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.