Books

Dr. Paul S. Kaplan, Department of Psychology, authored the following books:

This third edition of A Child's Odyssey, published by Wadsworth, 2000, provides a strong foundation in the classical research on child development with a focus on practial issues and problems. It contains many examples that illustrate how children perceive the world and how children both are affected by and influence their environment.

Adolescence, published by Houghton Mifflin, 2003, presents adolescence in a contextual manner, including extensive coverage of the family, peer group, school experience, the media, and culture. Emphasis is placed on the individual adolescent positively and actively coping with challenges.

Mary Ann Short, Associate Director for Administration of the Professional Education Program, has authored the following young adult novel about friendship, faith and the interdependence of life:

A Friend Indeed (AuthorHouse, 1997, 2002)

Ms. Short's book is included among the lists of recommended readings by the American Society for the Prevention of Cruelty to Animals (ASPCA) Humane Education Department, and Book Adventure.org* (with the International Reading Association).

* Book Adventure.org is a website designed to encourage students in grades K-8 to read more frequently and to improve their comprehension. The site is sponsored by Houghton Mifflin Publishers, the Sylvan Learning Foundation, and the Sylvan Learning Centers.

Angel (AuthorHouse, October 2004)

Ms. Short's second children's book is a beautifully illustrated tale that speaks to a mother's everlasting love for her child that survives against all odds. It is a story about miracles, and the faith the enables us to both believe without seeing, and to see because we believe. Angel is also included in the Book Adventure.org recommended reading list.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, co-translated and co-wrote the introduction (with Charles Jernigan) of the following book:

Aminta: A Pastoral Play (New York: Italica Press 2000)

This volume was awarded the prestigious Italian Monselice "Diego Valeri" prize for translation in spring 2002.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, has co-translated the following book.

Angels of Youth(Xenos Books,2000)

Translated by Carol Lettieri and Irene Marchegiani Jones. Angels Of Youth is a translation of Ceres, Fontanella's ninth volume of poetry, originally published in Italian by Caramanica Editore in1996. The Italian edition garnered two distinguished poetry awards and received praise in both Europe and the United States. Devised with the English-speaking readership in mind, the current translation has subtly reorganized the original volume.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, has co-translated the following book.

Blood Autumn.Autunno di sangue. (Bordighera Press, 2006)

Translated to the Italian by Elisa Biagini, Luigi Bonaffini, Ned Condini, Luigi Fontanella, and Irene Marchegiani. Daneila Gioseffi's Blood Autumn/Autunno Di Sangue features selected poems and new work by the poet in both the original English and Italian translation.

Sarah Jourdain, Assistant Professor and Director of the Foreign Languages Education Program, has co-authored the following French textbook for first year college students:

Chez Nous: Branché sur le monde francophone (2nd edition), Prentice Hall.

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics, and JoAnn Crandall have co-edited the following book:

Content-Based Instruction in Higher Education Settings (Alexandria, VA: TESOL, 2002)

Content-based instruction (CBI) challenges ESOL teachers to teach language through specialist content in institutional settings. This volume addresses CBI negotiation between ESOL teachers and subject specialists in higher education. Writers document and evaluate courses that support the subject discipline and meet the language needs of EFL and ESL learners.

For more information, please visit the TESOL website here.

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics, and JoAnn Crandall have co-edited the following book:

Content-Based Instruction in Primary and Secondary School Settings (Alexandria, VA: TESOL, 2005)

Changing paradigms and new standards across disciplines have challenged teachers of English to Speakers of Other Languages (ESOL) and educators in all subject areas to collaboratively develop content-based curricula and assessment for English language learners.  This volume highlights the wide range of Content-based Instruction (CBI) paradigms that teachers in ESL and EFL contexts are using in primary and secondary schools in the U.S. and in other countries.

For more information, please visit the TESOL website here.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, has co-authored the following book with Francesca Italiano.

Crescendo! (Heinle, 2006 - Second Edition)

Crescendo! is an intermediate Italian program that promotes the development of all four skills, encouraging the acquisition of vocabulary. This fully revised edition provides a complete review of Italian grammar within a rich cultural framework that offers a vast and varied image of Italy today. Crescendo! emphasizes learning language in context through the extensive use of authentic materials.

Todd Pittinsky, Associate Professor, Technology and Society, and Director of Research for the Educational Leadership Programs, has edited the following book:

Crossing the Divide: Intergroup Leadership in a World of Difference (Leadership for the Common Good) (Harvard Business Press - August 2009)

Bringing groups together is a central and unrelenting task of leadership. CEOs must nudge their executives to rise above divisional turf battles, mayors try to cope with gangs in conflict, and leaders of many countries face the realities of sectarian violence. "Crossing the Divide" introduces cutting-edge research and insight into these age-old problems. Edited by Todd Pittinsky of Harvard's Kennedy School of Government, this collection of essays brings together two powerful scholarly disciplines: intergroup relations and leadership. What emerges is a new mandate for leaders to reassess what have been regarded as some very successful tactics for building group cohesion. Leaders can no longer just 'rally the troops'. Instead they must employ more positive means to span boundaries, affirm identity, cultivate trust, and collaborate productively. In this multidisciplinary volume, highly regarded business scholars, social psychologists, policy experts, and interfaith activists provide not only theoretical frameworks around these ideas, but practical tools and specific case studies as well. Examples from around the world and from every sector - corporate, political, and social - bring to life the art and practice of intergroup leadership in the twenty-first century.

Dr. Robert Scheidet, Internship Coordinator for the Educational Leadership Programs and Lecturer in the Department of Technology and Society has written the following workbook published by Pearson:

Educational Leadership Internship Workbook: Pertinent Forms, Handbooks, and Assessments

This workbook is focused on those Educational Leadership Programs throughout the United States that are required to provide an internship experience to their students who are pursuing educational administration. While many books describe what the research says should be in a successful internship none of them provide the actual documents necessary to implement the program from day one. This workbook contains research based, time tested, and NCATE evaluated documents, assessments and forms that will enable any Educational Leadership Program to implement a premier internship program. Its value is in the fact that it is research based and aligns with the knowledge and skills necessary to produce aspiring educational leaders for the 21st century.

Georges Eugene Fouron, Professor, Department of Africana Studies, has co-authored the following book:

Georges Woke Up Laughing: Long-Distance Nationalism and the Search for Home

Combining history, autobiography, and ethnography, Georges Woke Up Laughing provides a portrait of the Haitian experience of migration to the United States that illuminates the phenomenon of long-distance nationalism, the voicelessness of certain citizens, and the impotency of government in an increasingly globalized world.

Arguing that governments of many countries today have almost no power to implement policies that will assist their citizens, the authors provide insights into the ongoing sociological, anthropological, and political effects of globalization.

Patricia A. Dunn, Associate Professor of English Education, her latest book, co-written with Dr. Ken Lindblom, Director of English Education authored the following book:

Grammar Rants: How a Backstage Tour of Writing Complaints Can Help Students Make Informed, Savvy Choices about their Writing (Boynton/Cook Heinemann: April 2011):

http://www.heinemann.com/products/0605.aspx

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, wrote the following book of selected poetry:

La vita in cerchio (Rome: Stango 2004)

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, has edited the following book by Luigi Fontanella.

Land of Time (Chelsea Editions - 2006)

Land of Time is a bilingual anthology of selected poems by Luigi Fontanella, from 1972 to 2003. Irene Marchegiani edited the volume and co-translated into English the sections titled Tentative Evidence, Angeles of Youth, and Azul. Luigi Fontanella is one of the most prominent voices in contemporary Italian poetry.

Patricia A. Dunn, Associate Professor of English Education, has authored the following book:

Learning Re-Abled: The Learning Disability Controversy and Composition Studies (Boynton/Cook - 1995)

Learning Re-Abled examines the many issues that contribute to the learning disability controversy and provides historical perspectives on LD and composition, showing how the two fields complement and conflict with each other. It is a challenge to broaden and enrich the learning of all students and teachers by recognizing ways of knowing that will allow the learning disabled to become re-abled.

This book has been republished online in it's entirety at the Writing Across the Curriculum Clearinghouse: http://wac.colostate.edu/books/dunn/

Bruce Stewart, Lecturer of Mathematics Education, has co-authored (with J.M.T. Thompson) the following book:

Nonlinear Dynamics and Chaos : Second Edition

Nonlinear dynamics and chaos involves the study of apparent random happenings within a system or process. The subject has wide applications within mathematics, engineering, physics, and other physical sciences. Covering one of the fastest growing areas of applied mathematics, this book is a fully updated edition of the highly regarded first edition.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, has co-authored the following book with Francesca Italiano. Ancillary material including a video, website program, workbook, lab audio manual, and assessment package are also available.

Percorsi. L'Italia attraverso la lingua e la cultura (Prentice Hall - 2007)

Percorsi. L'Italia attraverso la lingua e la cultura (Pathways: Italy through it language and culture) is an introductory program for beginning Italian College courses. Percorsi is designed to provide beginning learners with a variety of tools to develop their communicative competence in the four major language skills -listening, speaking, reading, and writing and to acquire familiarity with Italian culture. All of the features in Percorsi have been carefully designed to support two key aspects of the language acquisition process: language comprehension and language production.

Larry Frohman, Director of the Social Studies Teacher Education Program, has authored the following book:

Poor Relief and Welfare in Germany from the Reformation to World War I (Cambridge University Press, July 2008).

This account of poor relief, charity, and social welfare in Germany from the Reformation through World War I integrates historical narrative and theoretical analysis of such issues as social discipline, governmentality, gender, religion, and state-formation. It analyzes the changing cultural frameworks through which the poor came to be considered as needy; the institutions, strategies, and practices devised to assist, integrate, and discipline these populations; and the political alchemy through which the needs of the individual were reconciled with those of the community. While the Bismarckian social insurance programs have long been regarded as the origin of the German welfare state, this book shows how preventive social welfare programs--the second pillar of the welfare state--evolved out of traditional poor relief, and it emphasizes the role of Progressive reformers and local, voluntary initiative in this process and the impact of competing reform discourses on both the social domain and the public sphere.

Patricia A. Dunn, Associate Professor of English Teacher Education, wrote a peer reviewed chapter in the following book:

Practice-as-Inquiry, Stephen M. North's Teaching, and Contemporary Public Policy. 25th anniversary retrospective regarding Stephen M. North's The Making of Knowledge in Composition: Portrait of an Emerging Field (1987).

This volume, called "The Changing of Knowledge in Composition: Contemporary Perspectives," is edited by Richard Gebhardt and Lance Massey. Utah State University Press. Fall, 2011.

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics has co-edited the following book with Barbara Brownworth:

Professional Development of International Teaching Assistants (Alexandria, VA: TESOL, 2006)

The case studies present a kaleidoscope of preparation models for International Teaching Assistants (ITAs) and underscore the social, political, linguistic, administrative, and academic challenges in establishing programs and designing the curriculum to prepare ITAs for their professional role.

For more information, please visit the TESOL website at:
http://www.tesol.org/s_tesol/sec_document.asp?CID=856&DID=5903&rcss=print

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, co-translated and co-wrote the preface (with Carol Lettieri) for the following book of selected poetry by Plinio Perilli.

Promises of Love (Gradiva Pubications 2004)

Patricia A. Dunn, Associate Professor of English Education, has authored the following book (with foreword by Stephen M. North):

Talking Sketching Moving: Multiple Literacies in the Teaching of Writing

Professor Dunn presents a writing pedagogy that draws upon multiple literacies and then offers numerous, detailed examples of how that theory can be translated into classroom practice. Challenging the assumption that written texts play an almost exclusive role in the production of knowledge in composition classrooms, her book foregrounds other, more intellectually diverse ways of knowing: oral, visual, kinesthetic, spatial, and social pathways.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, edited with Thomas Haeussler, and wrote the preface for the following book:

The Poetics of Place: Florence Imagined (Florence: Olschki 2000)

Robert Hoberman of the Linguistics Department is the author of the book:

• The Syntax and Semantics of Verb Morphology in Modern Aramaic: A Jewish Dialect of Iraqi Kurdistan - American Oriental Series, 69. New Haven: American Oriental Society, 1989.
  

Todd Pittinsky, Professor in the Department of Technology and Society and Director of Research for the Educational Leadership Program, has authored the following book:

Us Plus Them: Tapping the Positive Power of Difference (Leadership for the Common Good) - Harvard Business Review Press (August 2012)

• Debunks the assumption that wherever there is difference there will be inherent tension and animosity.
• Challenges the effectiveness of our standard attempts to fight prejudice and combat hate in our schools and workplaces, our civic and religious lives.
• Reveals how we benefit from the mixing of different ethnic, racial, national, social, and religious groups in a globalized world.

Patricia A. Dunn, Associate Professor of English Teacher Education, contributed to the book titled:

What Is 'Normal'? Defining Terms and Questioning Commonplaces in Public Policy Debates. JAC: A Quarterly Journal for the Interdisciplinary Study of Rhetoric, Writing, Multiple Literacies, and Politics 31.3&4 (Fall 2011): 736-752.

She wrote an invited response to Cynthia Lewiecki-Wilson's article in a recent issue of JAC: "Ableist Rhetorics, Nevertheless: Disability and Animal Rights in the Work of Peter Singer and Martha Nussbaum."