Faculty Books and Book Chapters

A selection of books and book chapters written by faculty in the Fischler College of Education at Nova Southeastern University.

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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).
Haiti: Leadership for Social Capital and Change

Gaëtane Jean-Marie, Steve Sider, and Charlene Desir

There is limited research on educational capacity building in developing countries. This volume 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.
Bachillerato IMPA: Middle School Education for Adults at a Recovered Factory

Gabriela Mendez

This chapter chronicles the emergence of Bachillerato IMPA, a middle school for youth and adults in a worker-owned factory in Argentina in the early 2000s. The story of this school is contextualized in the economic and political crisis created by the neoliberal policies of the 1990s that led to the closing and bankruptcy of many companies. IMPA, the factory that houses the school, was one of the many companies in the country “recovered” by its workers. Assisted by the National Movement of Recovered Companies and in collaboration with the Cooperativa de Educadores e Investigadores Populares, a cooperative of teachers and researchers, IMPA workers started a school to address the needs for formal education among the workers and in the community. The chapter focuses on the connections between the principles of the workers’ movement, the cooperative of teachers, and the school’s curriculum. It particularly emphasizes the school practices and pedagogy grounded in the principles shared by these organizations such as monthly assemblies as the main decision making site. The chapter also describes how the principles of self-management and horizontal relationships inform the organization of the school as a cooperative with no principal, and how solidarity defines instructional strategies and evaluation at the school.
Leading 21st Century Schools

Lynne Schrum and Barbara B. Levin

To prepare students to thrive in the classroom and beyond, educators must place the proper emphasis on technology leadership.

First published in 2009, this book’s second edition features 80% brand-new material addressing the latest technological developments, combined with the authors’ tested methods for applying them in schools. Features include:
- Aligning technology to the ISLLC Standards, ISTE Standards, and Common Core State Standards
- Comprehensive guides to the newest technologies and trends that school leaders need to know
- A companion website featuring a massive volume of resources for additional progress
Haiti : Educational Leadership for Social Change

Steve Sider, Gaetane Jean-Marie, and Charlene Desir
Rubricization of Experience

Michelle Tenam-Zemach

What is a rubric and how are they being used in teacher education and evaluation? When did rubrics become ubiquitous in the field of education? What impact do rubrics have on students, teachers, teacher educators, and the educational enterprise? This book is an edited volume of essays that critically examine the phenomenon of rubrics in teacher education, evaluation and education more broadly. Rubrics have seen a dramatic rise in use and presence over the past twenty-five years in colleges of education and districts across the country. Although there is a wealth of literature about how to make rubrics, there is scant literature that explores the strengths and weaknesses of rubrics and the impact the rubric phenomenon is having in reshaping education. The chapters included in this edited volume will critically reflect on the contemporary contexts of rubrics and the uses and impact of rubrics in education. Since rubrics have become indelible in education, it is necessary for a fuller, nuanced discussion of the phenomenon. Creating a book that explores these aspects of rubrics is timely and fundamental to expanding the discourse on this ubiquitous evaluation tool. This book is not meant to be a series of chapters dedicated to best practices for creating rubrics, nor is this text meant to present all sides of the rubric discussion. Rather, this text intends to offer critical polemics about rubrics that can spur greater critical discussion about a phenomenon in education that has largely been unquestioned in the literature.
Rubric Nation: Critical Inquiries on the Impact of Rubrics in Education

Michelle Tenam-Zemach and J. Flynn

What is a rubric and how are they being used in teacher education and evaluation? When did rubrics become ubiquitous in the field of education? What impact do rubrics have on students, teachers, teacher educators, and the educational enterprise? This book is an edited volume of essays that critically examine the phenomenon of rubrics in teacher education, evaluation and education more broadly. Rubrics have seen a dramatic rise in use and presence over the past twenty-five years in colleges of education and districts across the country. Although there is a wealth of literature about how to make rubrics, there is scant literature that explores the strengths and weaknesses of rubrics and the impact the rubric phenomenon is having in reshaping education. The chapters included in this edited volume will critically reflect on the contemporary contexts of rubrics and the uses and impact of rubrics in education. Since rubrics have become indelible in education, it is necessary for a fuller, nuanced discussion of the phenomenon. Creating a book that explores these aspects of rubrics is timely and fundamental to expanding the discourse on this ubiquitous evaluation tool. This book is not meant to be a series of chapters dedicated to best practices for creating rubrics, nor is this text meant to present all sides of the rubric discussion. Rather, this text intends to offer critical polemics about rubrics that can spur greater critical discussion about a phenomenon in education that has largely been unquestioned in the literature.
Teaching and learning at a distance: foundations of distance education [Sixth Edition]

Michael Simonson, Sharon E. Smaldino, and Susan Zvacek
How 2, Web 2.0: How to for Educators, 2nd Edition

Gwen Solomon and Lynne Schrum

Ignite creativity by weaving Web 2.0 tools into the classroom. In this expanded and fully updated edition, the authors of the best-selling Web 2.0: New Tools, New Schools introduce you to more collaborative tools and expertly lead you through classroom and professional applications that help expand student and teacher learning.

The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation.
Reading-to-learn from subject-matter texts: A digital storytelling circle approach

Maryann Tatum Tobin and William E. Blanton

Digital storytelling circles (DSCs) are multimodal platforms aimed at improving students’ comprehension of subject matter texts. In a small group, students in a DSC engage in reading, writing, speaking, listening, viewing, using digital tools, and manipulating texts and instructional strategies. Roles are assigned to each group member as they use the tools provided by the multimodal platform to create a digital story. Most of the literature supports the notion that the experience of creating digital stories can have a positive impact on students’ acquisition of literacy skills and their motivation to engage with the text. This chapter presents a model for using DSCs in the post-reading phase of a Directed Reading Activity (DRA). Case study findings highlight two DSCs that exhibited qualities of developing the literacy strategies necessary in reading-to-learn with complex content area texts.
Distance education: Statewide, institutional, and international applications

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 Around the World is a collection of readings from Distance Learning journal written by practitioners for practitioners
Institutional Policy Issues

Michael R. Simonson and Charles Andrew Schlosser
Online Doctoral Minor in Conflict Resolution: A Case Study in Instructional Design

L. A. Simunek, Tatjana Martinez, and J. Slapak-Barski
Arrest Histories, Victimization, Substance Use, and Sexual Risk Behaviors among Young Adults in Miami's Club Scene

Steven P. Kurtz

Carefully selected to reflect the latest research at the interface between public health and criminal justice in the US, these contributions each focus on an aspect of the relationship. How, for example, might a person’s criminal activity adversely affect their health or their risk of exposure to HIV infection? The issues addressed in this volume are at the heart of policy in both public health and criminal justice. The authors track a four-fold connection between the two fields, exploring the mental and physical health of incarcerated populations; the health consequences of crime, substance abuse, violence and risky sexual behaviors; the extent to which high crime rates are linked to poor health outcomes in the same neighborhood; and the results of public health interventions among traditional criminal justice populations.

As well as exploring these urgent issues, this anthology features a wealth of remarkable interdisciplinary contributions that see public health researchers focusing on crime, while criminologists attend to public health issues. The papers provide empirical data tracking, for example, the repercussions on public health of a fear of crime among residents of high-crime neighborhoods, and the correlations between HIV status and outcomes, and an individual’s history of criminal activity. Providing social scientists and policy makers with vital pointers on how the criminal justice and public health sectors might work together on the problems common to both, this collection breaks new ground by combining the varying perspectives of a number of key disciplines.
Leading Technology-Rich Schools: Award-Winning Models for Success

Barbara B. Levin and Lynne Schrum

This timely book shows how award-winning secondary schools and districts are successfully using technology and making systemic changes to increase student engagement, improve achievement, and re-invigorate the teaching and learning process. Through in-depth case studies, we see how experienced school and district leaders use technology in curricular, administrative, and analytical ways to meet the needs of 21st-century learners, educators, and communities. These cases reveal important details addressed by the leadership of these schools and districts that go beyond what they did with technology to include changes in school culture, curriculum and teaching, uses of assessment data, financial considerations, infrastructure, and involvement with the community
The Application of Computer, Digital, and Telecommunications Technologies to the Clinical Preparation of Teachers

Adriana L. Medina, Maryann Tatum Tobin, Paola Pilonieta, Lina Lopez Chiappone, and William E. Blanton

Computer-mediated communication (CMC) is becoming common place in the preparation of teachers. This chapter will focus on the application of CMC and will provide insight on how technology can be used in P-12 classrooms and potentially impact student learning. The purpose of the chapter is to: (a) describe the development, implementation, outcomes, and sustainability of a pre-service teacher (PST) supervision model arranged around digital technology and telecommunications, providing supervision and support for PSTs engaged in a student teaching internship, and (b) to discuss how the technology utilized may later be utilized by participating PSTs in their future classrooms (specifically videoconferencing, instant messaging, video sharing, and the critical analysis and reflection of current practices). The authors created a virtual-geographical third space in the form of a Teaching Lab that was mediated with a multimedia platform and designed around the principle of Cultural-Historical Activity Theory (CHAT). The authors also provided opportunities for PSTs to interact within that space for reflection and the sharing of best practices.
Read and Rise

Wilma Robles de Melendez
Teaching young children in multicultural classrooms: issues, concepts, and strategies [Fourth Edition]

Wilma Robles de Melendez and Verna Beck

TEACHING YOUNG CHILDREN IN MULTICULTURAL CLASSROOMS: ISSUES, CONCEPTS, AND STRATEGIES, Fourth Edition, is a comprehensive book on the historical, theoretical, political, and sociological aspects of multicultural education as it relates to young children. Featuring practical guidelines, curriculum suggestions, and techniques for use in the classroom, the book is appropriate for those studying to become early childhood teachers as well as being a comprehensive resource for practicing professionals. Updated with new statistics, references, and terminology, the Fourth Edition also includes new case studies, expanded coverage of standards and technology, an integrated video feature, and a more prominent emphasis on the benefits of teaching multiculturalism from a global perspective.
Evidence-Based Strategies for Leading

Lynne Schrum and Barbara B. Levin

A companion to the best-selling Leading 21st Century Schools, this inspiring book profiles eight visionary schools and how they approach technology. Hear directly from the principals, teachers, superintendents, and other educators involved as they describe their strategies for:
- Becoming a school culture that embraces technology and 21st century skills
- Creating a 21st century classroom, including new instructional approaches and professional development opportunities
- Selecting the right technology strategy, infrastructure, and devices
- Managing costs through funding and budget strategies
- Measuring progress through effective use of data
Media Are “Mere Vehicles”

Michael R. Simonson
Teaching and Learning at a Distance: Distance Education Foundations, 5th

Michael R. Simonson

Teaching and Learning at a Distance: Foundations of Distance Education, Fifth Edition, provides its readers with the most comprehensive coverage on the market today of information about distance education in the 21st century. Primarily written for pre-service teachers, corporate trainers, and staff development programs that discuss teaching distant learners or managing distance education systems. Readers will be better equipped with the knowledge and ability to select appropriate strategies for teaching the distant learner and how to implement this new knowledge in a distance learning program, so important to today's educational culture. Five over-arching themes support the text: 1) defining distance education, 2) the importance of research development, 3) distance learning is a viable and increasingly important alternative for teaching and learning, 4) equivalency theory, and 5) the book should be comprehensive–which means it should cover as much as is possible of the various ways instruction is made available to distant learners. Significantly revised and updated, the fifth edition now includes these noteworthy new features and more: chapter goals and objectives, chapter discussion questions, a look at best practice issues, new strategies and techniques, over thirty-percent new resources and references, and a stronger emphasis on how to design, deliver, and evaluate online instruction.
Trends and issues in distance Education: International perspectives, 2nd Edition

Michael R. Simonson, Yusra Laila Visser, Lya Visser, and R. Amirault

Over the last decade, the field of distance education (and e-learning) has substantially strengthened and assumed a more international scope. There has been an impressive growth in the conceptual, empirical and experiential foundations of the field. Trends and Issues in Distance Education: International Perspectives (2nd Ed) captures a representative snapshot of the breadth of current global trends and issues in distance education theory, research, and practice. Through 21 chapters (from over 30 international authors), the book documents new developments in distance education scholarship and practice, presenting a diverse set of viewpoints on the trends and issues affecting this increasingly central discipline. The book is for researchers, practitioners, and students. Chapters speak to the many creative ways in which distance education addresses learning and human development needs around the world. They focus on distance education in dissimilar settings that extend beyond the limitations of the dominating paradigms of the highly developed economies. Contributing authors touch upon conceptual as well as practical issues. They critically reflect on both large- and small-scale distance education initiatives, discussing the use of everything from the most advanced technologies (e.g., 3-D computing) to the most rudimentary technologies (e.g., wind-up radios).
Considerations on Educational Technology Integration: The Best of JRTE

Lynne Schrum

Increased accessibility to technology has resulted in increased educational use; however despite its positive impact, technology has not facilitated the wholesale educational reform that so many of us have hoped for. Journal of Research on Technology in Education ( JRTE) editor Lynne Schrum suggests that this may be remedied by developing a new research agenda-one that connects educators and researchers, and looks not only at the past, but provides direction for the future. In Considerations on Educational Technology Integration, Schrum brings together some of the best JRTE articles that focus on classroom technology integration, demonstrating how research can be used to connect theory to practice-moving education forward. Topics include digitized primary sources, mobile computing devices, the influence of teachers technology use on instructional practices, and implementation and effects of one-to-one computing initiatives.

The International Society for Technology in Education (ISTE) is the trusted source for professional development, knowledge generation, advocacy and leadership for innovation. ISTE is the premier membership association for educators and education leaders engaged in improving teaching and learning by advancing the effective use of technology in PK-12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and ISTE's annual conference (formerly known as the National Educational Computing Conference, or NECC), ISTE represents more than 100,000 professionals worldwide. We support our members with information, networking opportunities, and guidance as they face the challenge of transforming education.

Some of the areas in which we publish are: -Web. 2.0 in the classroom-RSS, podcasts, and more -National Educational Technology Standards (NETS) -Professional development for educators and administrators -Integrating technology into the classroom and curriculum -Safe practices for the Internet and technology -Educational technology for parents
Educational Technology for School Leaders

Lynne Schrum

This collection offers some of the most important chapters from Corwin’s leadership and educational technology books and focuses on 21st century challenges, technology and learning, cyber safety, and cyber bullying. Best-selling author Lynne Schrum’s edited volume explores the following topics and more:
- Ways to create the new educational environment today’s learners need
- How to lead change in schools
- Curriculum, instruction, and assessment in the 21st century
- Methods for creating a safe environment, including preventing cyberbullying
- Assessing 21st century learning: how schools can examine progress and growth
Distance education: Yesterday, today, and tomorrow

Michael R. Simonson