A showcase of books written or edited by CSUMB faculty, this gallery provides publication information about each entry as well as a link to where the book can be found in the CSUMB Library, if available. If you are a faculty member and have published a book you would like to feature here, please contact us at email@example.com.
To view journal articles, book chapters, presentations, and other work by CSUMB faculty, please visit the Colleges and Departments section.
No matter where students’ lives lead after graduation, one of the most essential tools we can teach them is how to comprehend, analyze, and respond to arguments. Students need to know how writers’ and speakers’ choices are shaped by elements of the rhetorical situation, including audience, occasion, and purpose. In Teaching Arguments, Jennifer Fletcher provides teachers with engaging classroom activities, writing prompts, graphic organizers, and student samples to help students at all levels read, write, listen, speak, and think rhetorically.
Jennifer believes that, with appropriate scaffolding and encouragement, all students can learn a rhetorical approach to argument and gain access to rigorous academic content. Teaching Arguments opens the door and helps them pay closer attention to the acts of meaning around them, to notice persuasive strategies that might not be apparent at first glance. When we analyze and develop arguments, we have to consider more than just the printed words on the page. We have to evaluate multiple perspectives; the tension between belief and doubt; the interplay of reason, character, and emotion; the dynamics of occasion, audience, and purpose; and how our own identities shape what we read and write. Rhetoric teaches us how to do these things. Teaching Arguments will help students learn to move beyond a superficial response to texts so they can analyze and craft sophisticated, persuasive arguments—a major cornerstone for being not just college-and career-ready but ready for the challenges of the world.
Jennifer Fletcher, Adela Najarro, and Hetty Yelland
Students need more than just academic skills for success in college and career, and the lack of an explicit instructional focus on the “soft skills” critical to postsecondary success poses a challenge for many students who enter college, especially the underprepared.
Based upon a multi-campus, cross-disciplinary collaboration, this book presents the resulting set of habits-of-mind-based strategies that demonstrably help not only low-income, ESL, and first-generation college students overcome obstacles on the path to degree completion; these strategies equally benefit all students. They promote life-long, integrative learning and foster intellectual qualities such as curiosity, openness, flexibility, engagement, and persistence that are the key to developing internalized and transferrable competencies that are seldom given direct attention in college classrooms.
This contributed volume, written with full-time and adjunct faculty in mind, provides the rationale for this pedagogical approach and presents the sequential instructional cycle that begins by identifying students’ assets and progressively focusing on specific habits to develop their capacity to transfer their learning to new tasks and situations.
Faculty from both two-year and four-year colleges provide examples of how they implement these practices in English, math, and General Education courses, and demonstrate the applicability of these practices across course types and disciplines.
Chapters address key factors of college success, including:
* The link between habits of mind and student retention and achievement
* Using an assets-based approach to teaching and learning
* Supporting and engaging students
* Creating inclusive learning communities
* Building confidence and self-efficacy
* Promoting transfer of learning
* Teacher networks and cross-disciplinary collaboration
By foregrounding habits of mind as an instructional lens, this book makes a unique contribution to teaching in developmental and general education settings.
Joshua K. Harrower, Louis Denti, and Marcia Weber-Olsen
Educating Students with Autism Spectrum Disorders: A Model for High Quality Coaching offers a unique coaching model with a practical approach for special education teachers and service providers who face the challenge of providing effective support to students with autism spectrum disorder (ASD). By empowering special education personnel to participate as coaches, educators can go beyond simple accommodations to actively promote a less restrictive setting, dynamically assess skills, deliver effective instructional and behavioral programming, and effectively build a coaching network to engage students throughout the school day.
Provided in this text are vignettes that illustrate the reality of special education. Additionally, approaches for addressing the real word needs of students with ASD are provided, along with evidence-based support that describes the positive results of the strategies described. This text also introduces coaching methods that will guide teachers and instructional staff to create and maintain a "solutions-focused" coaching community.
Educating Students With Autism Spectrum Disorder serves as a clinical guide and delivers a practical discussion of high-quality coaching as an emerging best practice for supporting special educators (teachers and paraprofessionals) as well as school-based service providers (speech-language pathologists and occupational therapists). It is a valuable primary text for special education teachers in training, a resource for professional development personnel, and a tool for researchers and graduate students in education and teaching programs.
In the novel White Bread, readers accompany Jessica on a journey into her family's past, into herself, and into the bicultural community she teaches but does not understand. Jessica, a fictional White fifth-grade teacher, is prompted to explore her family history by the unexpected discovery of a hundred-year-old letter. Simultaneously, she begins to grapple with culture and racism, principally through discussions with a Mexican American teacher. White Bread pulls readers into a tumultuous six months of Jessica's life as she confronts many issues that turn out to be interrelated, such as why she knows so little about her family's past, why she craves community as she feels increasingly isolated, why the Latino teachers want the curriculum to be more Latino, and whether she can become the kind of teacher who sparks student learning. The storyline alternates between past and present, acquainting readers with German American communities in the Midwest during the late 1800s and early 1900s, portraits based on detailed historic excavation. What happened to these communities gives Jessica the key to unlock answers to questions that plague her. White Bread can be read simply for pleasure. It can also be used in teacher education, ethnic studies, and sociology courses. Beginning teachers may see their own struggles reflected in Jessica's classroom. People of European descent might see themselves within, rather than outside, multicultural studies. White Bread can also be used in conjunction with family history research.
A place whose history has long been a source of fable and fascination, Carmel-by-the-Sea is a community whose ancestors summered by the sea and ultimately stayed through the seasons. After founders Frank Powers and Frank Devendorf populated the once-barren potato patches with artists and academicians, it became a place defined as much by legends and landscape as by the characters who came to Carmel. Whether it is the clear light that attracted photographers Edward Weston, Ansel Adams, Doug Steakley, and Bob Kolbrener; the whisper in the trees, the rhythm of the waves, and the stillness at dawn that seduced writers Mary Austin, Robinson Jeffers, Jack London, Bob Campbell, Rick Masten, and Jane Smiley; or the unbridled beauty in a majestic mountain, surging sea, or verdant valley that drew in artists Mary DeNeale Morgan, William F. Ritschel, E. Charlton Fortune, Mari Kloeppel, Carol Chapman, and Loet Vanderveen, the truth is that Carmel-by-the-Sea gets in one's soul and makes its home there.
James S. Latimer, Mark A. Tedesco, R. Lawrence Swanson, Charles Yarish, Paul E. Stacey, and Corey Garza
The U.S. Ocean Commission Report identified the need for regional ecosystem assessments to support coastal and ocean management. These assessments must provide greater understanding of physical and biological dynamics than assessments at global and national scales can provide but transcend state and local interests. This need and timeliness is apparent for Long Island Sound, where a multi-state regional restoration program is underway for America’s most urbanized estuary. Synthesis of the Long Island Sound ecosystem is needed to integrate knowledge across disciplines and provide insight into understanding and managing pressing issues, such as non-point sources of pollution, coastal development, global climatic change, and invasive species. Currently, there is a need for a comprehensive volume that summarizes the ecological and environmental dynamics and status of Long Island Sound and its myriad ecosystems.
It has been 30 years since a comprehensive summary of Long Island Sound was prepared and 50 years since the pioneering work of Gordon Riley. Major advances in estuarine science are providing new insights into these systems, and yet, the condition of many estuaries is in decline in the face of continuing coastal development. There is an opportunity to lay a foundation for integrative coastal observing systems that truly provide the foundation for improved decision-making. This book will provide a key reference of our scientific understanding for work performed over the past three decades and guide future research and monitoring in a dynamic urbanized estuary.
Christine E. Sleeter, La Vonne I. Neal, and Kevin K. Kumashiro
Diversifying the Teacher Workforce critically examines efforts to diversify the teaching force and narrow the demographic gap between who teaches and who populates U.S. classrooms. While the demographic gap is often invoked to provide a needed rationale for preparing all teachers, and especially White teachers, to work with students of color, it is far less often invoked in an effort to examine why the teaching force remains predominantly White in the first place. Based on work the National Association for Multicultural Education is engaged in on this phenomenon, this edited collection brings together leading scholars to look closely at this problem. They examine why the teaching force is predominantly White from historical as well as contemporary perspectives, showcase and report available data on a variety of ways this problem is being tackled at the pre-service and teacher credentialing levels, and examine how a diverse and high-quality teaching force can be retained and thrive. This book is an essential resource for any educator interested in exploring race within the context of today’s urban schools.
Tom E. Jones
If your achievements are unappreciated, unrecognized or undervalued, this book will help you understand why that happens and show you how to avoid it in the future. This book also champions the advantages of becoming a doer-friendly organization by introducing new ways of activating the full potential of those who get things done. Recognizing, rewarding, and retaining doers as peer coaches, problem solvers, and internal planners, coupled with the other performance enhancing roles outlined in this book, will raise the overall productivity of any organization that is savvy enough to do so.
Kimi Kondo-Brown, Yoshiko Saito-Abbott, Shingo Satsutani, Michio Tsutsui, and Ann Wehmeyer
This volume is a collection of selected refereed papers presented at the Association of Teachers of Japanese Annual Spring Conference held at the University of Hawai'i at Mānoa in March of 2011. It not only covers several important topics on teaching and learning spoken and written Japanese and culture in and beyond classroom settings but also includes research investigating certain linguistics items from new perspectives.
Josina M. Makau and Debian Marty
Across our differences, people everywhere wish to be heard, to be known, and to be understood. When these needs are met, individuals have the potential to flourish, and communities can work together in common cause. Yet, in the current argument culture, the power of communication to meet these needs remains largely untapped, and the ability to resolve shared problems is compromised. This book explores the roots of this communication crisis and offers a realistic means to reconnect, to build community, and to make just and wise decisions together.
Packed with cutting-edge coverage, the first Europe, Middle East & Africa edition of E-Business equips students with a solid understanding of the dynamics of this fast-paced industry. By detailing how the landscape of online commerce is evolving, this market-leading text delivers comprehensive coverage of emerging online business strategies and technologies in the electronic commerce marketplace.
This collection of essays frames the work of teachers and teacher educators within a struggle over what it means to educate a highly diverse public. Visions for public education, as shaped by progressivism and the Civil Rights movements, have emphasized preparation of all children and youth for participation in a diverse democracy. This vision is being challenged by neoliberalism, which frames education as a commodity to be acquired for individual advancement within a competitive marketplace, and as an arena for profit-making. In this book, Sleeter connects incisive conceptual analyses, research reviews, and descriptive portraits of teachers and teacher educators as they «teach back to power.» She argues that the work of pushing back against neoliberalism, especially as it overlaps with racism, patriarchy, and radical religious fundamentalism, is a political project, but one that research can help to support.
Ties that Bind explores Vietnamese labor history from the French colonial period to the contemporary era, tracing a vibrant tradition of workers' resistance to oppressive conditions. Through interviews with employees, organizers, journalists, and officials, as well as evidence from government reports and underground protest materials, this book analyzes a broad range of workers’ experiences on the factory floor and in their dormitories. Evidence demonstrates that, at critical times, shared cultural ties have propelled Vietnamese workers toward "class moments" inspiring them to fight collectively for their rights. Tran’s detailed investigation shows that labor activism is a hallmark of modern Vietnam. This work addresses key questions about global commerce and the factory workers who sustain it.
In its heyday, the United Farm Workers was an embodiment of its slogan “Yes, we can”—in the form “¡Sí, Se Puede!”—winning many labor victories, securing collective bargaining rights for farm workers, and becoming a major voice for the Latino community. Today, it is a mere shadow of its former self.
Trampling Out the Vintage is the authoritative and award-winning account of the rise and fall of the United Farm Workers and its most famous and controversial leader, Cesar Chavez. Based interviews conducted over many years—with farm workers, organizers, and the opponents and friends of the UFW—the book tells a story of collective action and empowerment rich in evocative detail and stirring human interest. Beginning with the influence of the ideas of Saul Alinsky and Catholic Social Action at the union’s founding, through the UFW’s thrilling triumphs in the California fields, the drama concludes with the debilitating internal struggles that effectively crippled the union.
A vivid rendering of farm work and the world of the farm worker, Trampling Out the Vintage is a dramatic reappraisal of the political trajectory of Cesar Chavez and the United Farm Workers and an essential re-evaluation of their most tumultuous years.
This gold mine of teacher-developed and -approved activities goes beyond classroom management theory and gives you ready-to-use tools that not only encourage positive behavior, but also empower students to take responsibility for their behavior. Excellent for all students, these activities will help you:
Improve your teaching and classroom management skills
Enhance your knowledge base
Maintain a positive attitude so that you can be proactive rather than reactive
Also included are a quick-glance chart that groups the activities by appropriate grade level and helpful checklists.
Louis Denti and Patricia Whang
Rattling Chains: Exploring Social Justice in Education, is the first book to provide an opportunity to intentionally and deeply grapple with the insights, perceptions, and provocations offered by a rich array of prominent and influential voices in the field of education. The first part of the title, Rattling Chains, signifies the importance of keeping the issue of social justice reverberating in the minds of readers, while also working to unchain thinking from entrenched beliefs and unchallenged assumptions. More specifically, this collection of essays "shakes and rattles" by providing a variety of vantage points from which to wallow in the complex, tangled, and simultaneously revered and contested notion of social justice. It is hoped that mucking around in the thinking, perspectives, and actions of a variety of educational scholars challenges entrenched beliefs while unearthing provocative insights. Exploring issues of social justice from various standpoints is intended to lead to a more complex understanding of justice that is social, as well as its possibilities, potency, and resultant tensions.Audiences for this book include: college students (undergraduate and graduate) in education, cultural studies, and Arabic studies; former Peace Corps volunteers and those interested in the Peace Corps and its history; readers interested in recent developments in Libya looking for some historical perspective on how Gaddafi came to power and why the revolution turned anti-American; and all those interested in a first-hand account of what America was like at the end of a decade ushered in with Kennedy idealism and the Peace Corps.