Faculty Books and Book Chapters
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Transporting and Disseminating Empirically Supported Adolescent Drug Treatments: The Case of MDFT
Dana Scott Mills, T. J. Quille, and H. A. Liddle
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![Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fifth Edition] by Wilma Robles de Melendez and Vesna Beck](https://nsuworks.nova.edu/fse_facbooks/1079/thumbnail.jpg "Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fifth Edition] by Wilma Robles de Melendez and Vesna Beck")
Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fifth Edition]
Wilma Robles de Melendez and Vesna Beck
This in-depth exploration discusses the need for addressing diversity and multicultural realities in the classroom. It prepares you with the necessary knowledge, skills, and strategies to create a developmentally appropriate, respectful, and culturally responsive classroom and teaching environment. You'll find practical information, ideas, and strategies that you can apply to classroom practice for young children. There are guidelines on how to create relationships between the school, community, and family as essential partners that influence a child's success. Questions about how to deal with a bilingual child, a child with exceptionalities, and non-traditional parents are also addressed. Finally, you'll learn the benefits of teaching multiculturalism from a global perspective.
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We are the Haitian think Tank: Cultivating Critical Perspectives in Haitian Youth: Using Danticat’s Krick?Krak!
W. Seraphin, Charlene Desir, and P. Hall
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Exploring Educational Opportunities toward Gender Equity for Girls in Haiti
S. Sider, Charlene Desir, G. Jean-Marie, and A. Watson
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Distance education: definition and glossary of terms
Michael R. Simonson
The fourth edition of this book updates background information about the definition and supporting theories and updates the glossary with new terms related to distance education and instructional technology.
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Engagement and Diasporic Identity Formation Youth of Haitian Descent after the 2010 Earthquake
Toni Cela, Louis Herns Marcelin, Charlène Désir, Michel Célestin, and Rachelle Salnave
In this chapter, we argue that this critical event has facilitated a generational shift in positionality vis-à-vis Haiti and the US among Haitian youth. Inspired by scholarship on generation (Mannheim, 1997 [1952]; Edmunds and Turner, 2002), diasporic identities (Berg and Eckstein, 2009; Edmunds and Turner, 2002), and migration experiences (Bourdieu, 2004; Meyerhoff, 1986; Sayad, 2004 [1999], 2014a, 2014b), we use the category of generation to locate the context of shared meanings, practices, perspectives, and activities of these young people as it relates to both the homeland and host society. Further, and following Edmunds and Turner (2002), by using “generation” as...
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Discovering Haitian Youth’s Spiritual Epistemology through a Culturally Based Summer Program in Florida
Charlène Désir, Pamela Hall, Stephanie Shaw, Wideline Seraphin, and Suzanne Gallagher
Haitian American youth. Also, the chapter will discuss findings and implications of the study for enhancing the spiritual epistemology of youth of Haitian descent and their positive identity development.
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A Framework to Assess Appropriate Interaction to Meet Accreditation Quality Guidelines
Anymir Orellana
Appropriate interaction is one criterion of quality of online courses. The importance of interaction in online education is well documented in research findings; explained in various theoretical approaches and models; and highlighted in best practices from consortia, accrediting agencies, and by practitioners. Despite the availability of guides for quality assessment of online courses, a concern arises when program administrators are faced with the questions: What does appropriate interaction in an online course mean and how does one show evidence of it? How does one guide the implementation of appropriate interaction in order to meet recommended quality guidelines or accreditation standards? To partially answer these questions, this chapter proposes a framework to guide the assessment of appropriate interaction as a criterion of quality online course based on accreditation quality guidelines.
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The Aging and Technological Society: Learning Our Way Through the Decades
David B. Ross, Maricris Elena-Orama, and Elizabeth Vultaggio Salah
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The Aging and Technological Society: Learning Our Way Through the Decades
David B. Ross, Maricris Eleno-Orama, and Elizabeth Vultaggio Salah
This chapter provides information and support for researchers, family, and medical providers concerning how technology can improve the quality of life for older adults while remain independent as they age in place at home or a community. In examining the available research, the researchers did find continuous developments in Gerontechnology to be beneficial as the aging population is rapidly increasing worldwide. There is increased recognition of the advancement in technology to help the aging in areas of autonomy, socialization, and mental and physical wellbeing. This chapter covered areas of change, independence with a better quality of life, technological devices/adoptions, generational differences and learning with technologies, and university-based retirement communities. This chapter concludes with suggestions for future development in accessibility of technology-based educational programs and the Internet, how to infuse technology to advance the older adults’ independence and quality of life, and how older adults are adapting to living in life span communities.
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An Applied Guide to Research Designs: An Interdisciplinary Approach for Quantitative, Qualitative, and Mixed Methods (2nd ed.)
William Alex Edmonds and Tom D. Kennedy
The Second Edition of An Applied Guide to Research Designs offers researchers in the social and behavioral sciences guidance for selecting the most appropriate research design to apply in their study. Using consistent terminology, the authors visually present a range of research designs used in quantitative, qualitative, and mixed methods to help readers conceptualize, construct, test, and problem solve in their investigation. The Second Edition features revamped and expanded coverage of research designs, new real-world examples and references, a new chapter on action research, and updated ancillaries.
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TILC user manual 2016
Jennifer Lyn Reeves, Judith Karp, Gabriela Mendez, Julie Alemany, Maureen McDermott, Jia Borror, Berta Hayes Capo, Charles Andrew Schlosser, Dana Fredebaugh, Elda C. Kanzki-Veloso, and James Pann
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Stress and Its Relationship to Leadership and a Healthy Workplace Culture
David B. Ross, Tom D. Kennedy, and Julie Exposito
Every organization needs to be driven by effective leaders. In higher education, many leadership courses are designed to transfer knowledge and critical thinking. Other professional development workshops, seminars, and conferences in leadership also offer leadership training and development to assist individuals to understand human capital, and create an organization free from toxicity. A toxic working environment can lead to low morale, disruption in productivity and motivation, high rate of absenteeism, individuals using sick days when they are not sick, cause emotional and physical health issues, and even submitting derailed projects beyond deadlines. When there is an upsurge of stress in the workplace within employees and administrators, the organization will struggle. Negative information dynamics affect health and contribute to stress. Stress management capacity is the ability to manage stress and is vital in the prevention of a negative impact of stress. Stress management can be improved for leaders and organizations.
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Every Teacher a Leader
Lynne Schrum and Barbara B. Levin
Whether you’re a teacher who’s ready to take on new roles or an administrator looking to develop strong leaders, this content-driven handbook is here to help you make distributed school leadership a reality. Inside you’ll find specific how-tos for the essential skills teacher leaders need most: running meetings, teaching colleagues, providing feedback, conducting needs assessments, delivering effective professional development, resolving conflicts, employing technology, and more. The book features:
- Well-tested content and activities
- Reflective writing prompts
- Scenarios for discussion
- Self-evaluations
- Two companion guides: one for teachers, and one for administrators
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Distance education: statewide, institutional, and international applications of distance education : readings from the pages of Distance Learning Journal
Michael R. Simonson
Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries. Distance Education: Statewide, Institutional, and International Applications of Distance Education, 2nd Edition is a collection of readings from Distance Learning journal written by practitioners for practitioners.
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A Simple Approach to Algebra and Higher Order Thinking Skills
Angie Su, John Sico, and Tsung-Chow Joe Su
This book covers topics that students need to master in order to be successful in all mathematics related courses. It concentrates on the application of many useful concepts including advanced problem solving.
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Best Practices for the Mentally Ill in the Criminal Justice System
Lenore Walker, James Pann, David L. Shapiro, and Vincent B. Van Hasselt
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Mobilization of Local Networks to Build Capacity for Educational Systems in Developing Countries and Indigenous Peoples in Developed Countries
Charlene Desir, Suzanne Gallagher, and Deidra Suwanee Dees
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Comparative international perspectives on education and social change in developing countries and indigenous peoples in developed countries
Gaëtane Jean-Marie, Steve Sider, and Charlene Desir
A volume in International Advances in Education: Global Initiatives for Equity and Social Justice Series Editors: Elinor L. Brown, University of Kentucky; Rhonda G. Craven, University of Western Sydney; and George McLean, Catholic Universities of America Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long‐term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity‐building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (Māori, Canada's First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries' and Indigenous peoples in developed countries' efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean‐Marie, Normore & Brooks, 2009).
