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The Concise APA Handbook (Hardcover)
Paul Chamness Miller, Racheal Ruegg, Naoko Araki, Mary Frances Agnello, Mark de Boer
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R1,234
Discovery Miles 12 340
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Ships in 12 - 17 working days
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Most students struggle with learning how to find references, use
them effectively, and cite them appropriately in a required format.
One of the most common formats is that of APA. The authors all
teach at the same university, where their current off-the-shelf
reference book, while helpful, is filled with a lot of extra
information that they do not use and contains missing or incorrect
information. The cost of this book also continues to rise. In a
search for something else to meet their needs, they discovered that
there are no concise guides that deal with APA only that are cost
effective or user-friendly for students who are not familiar with
using references and formatting an essay in the APA format. In
order to offer student writers a source of information that is
concise and cost-effective, the authors have written this handbook
to provide students with important information in clear, concise,
user-friendly language, as well as to offer practical examples that
will help them grasp the concept of secondary research writing.
Much of the published materials present the nitpicky details of APA
in very technical terms that are not easy to understand. This
handbook presents the same information in simplified terms with
images and step-by-step instructions in ways that will make sense
to both undergraduate and graduate student writers. Additionally,
student writers often struggle with understanding the concept of
plagiarism, as well as how to find sources, evaluate the
appropriateness of sources, and use sources in effective ways
(e.g., how to integrate quotes, when to paraphrase, among others).
This book provides this information in a concise and
easy-to-understand format.
A volume in Research in Queer Studies Series Editors Paul Chamness
Miller and Hidehiro Endo, Akita International University This
inaugural volume of the new book series, Research in Queer Studies
is a collection of memoirs or short narrative essays in which
lesbian, gay, bisexual, trans, intersex or queer PK-12 teachers
and/or administrators (either "out" or "not out") recount their
personal experiences as a queer teachers. The authors of these
stores write about significant experiences that describe how their
sexual identity has shaped who they are today as
teachers/administrators, by answering the following questions: In
light of your sexual identity, how did you become who you are
today? Why did you decide to become a teacher? What role did your
sexual identity play in that decision? What kinds of significant
moments, including queer issues (e.g., bullying) regarding students
and/or yourself, have you experience in your teaching? In light of
who you are as an individual, what do you hope to achieve and
become as a queer teacher in the future?
Stress and Coping of English Learners addresses the many ways that
ELs face academic and socioemotional stress in the K-12 school
environment, the consequences of this stress at school, how they
cope with this stress, and how school personnel and families can
provide support and help. While enrollment in school programs
offers assistance to many ELs, it often fails to provide the
socioemotional support that ELs need as they navigate the rough
waters of schooling. American schooling is often not prepared
and/or unwilling to help ELs as they adapt to an unfamiliar
language, culture, social norms, communication techniques, and
teachers' expectations. Given the proper foundation and emotional
support, ELs will be positioned for greater academic success,
comfort at school, and a decrease in their sense of alienation in
both the school environment and at home as they try to negotiate
between two cultural environments.
Teacher Education programs have largely ignored the needs of LGBTIQ
learners in their preparation of pre?service teachers. At best in
most of such programs, their needs are addressed in a single
chapter in a book or as the topic of discussion in a single class
discussion. However, is this minimal discussion enough? What kind
of impact does this approach have on future teachers and their
future learners? This book engages the reader in a dialogue about
why teacher education must address LGBTIQ issues more openly and
why teacher education programs should revise their curriculum to
more fully integrate the needs of LGBTIQ learners throughout their
curriculum, rather than treat such issues as a single, isolated
topic in an insignificant manner. Through personal narratives,
research, and conceptual chapters, this volume also examines the
different ways in which queer youth are present or invisible in
schools, the struggles they face, and how teachers can be better
prepared to reach them as they should any student, and to make them
more visible. The authors of this volume provide insight into the
needs of future teachers with the aim of bringing about change in
how teacher education programs address LGBTIQ needs to better equip
those entering the field of teaching.
The editors intended for this volume to provide queer and ally
athletes a space to have a voice and share the experiences that
have been significant in their identity as an athletic member of
the LGBT community. To that end, this book is a collection of
autobiographical short stories of LGBT athletes and their
experiences in sports and athletics, some who are publicly out and
some who are not. Based on the narratives collected, the book is
organized around themes that illustrate various perspectives and
the power that sport can play in 1) finding one's true identity, 2)
bridging communities, and 3) challenging gender norm stereotypes.
The goal of this book is to help change the expectations of what it
means to be a successful athlete and promote greater inclusivity of
LGBT athletes. Providing the space for these voices to be heard
will help to pave the way for a non?discriminating sporting
environment, allow LGBT athletes to focus on their given sport
without any distractions, and enable these athletes to live an
authentic life without having to hide their true identity.
The Critical Black Studies Reader is a ground-breaking volume whose
aim is to criticalize and reenvision Black Studies through a
critical lens. The book not only stretches the boundaries of
knowledge and understanding of issues critical to the Black
experience, it creates a theoretical grounding that is
intersectional in its approach. Our notion of Black Studies is
neither singularly grounded in African American Studies nor on
traditional notions of the Black experience. Though situated work
in this field has historically grappled with the question of "where
are we?" in Black Studies, this volume offers the reader a type of
criticalization that has not occurred to this point. While the
volume includes seminal works by authors in the field, as a
critical endeavor, the editors have also included pieces that
address the political issues that intersect with - among others -
power, race, class, gender, sexuality, religion, place, and
economics.
Dewey's idea of Project-based Learning (PBL) was introduced into
the field of second language education nearly two decades ago as a
way to reflect the principles of student-centered teaching (Hedge,
1993). Since then, PBL has also become a popular language and
literacy activity at various levels and in various contexts (see
Beckett, 1999; Fried-Booth, 2002; Levis & Levis, 2003;
Kobayashi, 2003; Luongo- Orlando, 2001; Mohan & Beckett, 2003;
Weinstein, 2004). For example, it has been applied to teach various
ESL and EFL skills around the world (e.g., Fried-Booth, 2002). More
recently, PBL has been heralded as the most appropriate approach to
teaching content-based second language education (Bunch, et al.,
2001; Stoller, 1997), English for specific purposes (Fried-Booth,
2002), community-based language socialization (Weinstien, 2004),
and critical and higher order thinking as well as problem-solving
skills urged by the National Research Council (1999). Despite this
emphasis, there is a severe shortage of empirical research on PBL
and research-based frameworks and models based on sound theoretical
guidance in general and second and foreign language education in
particular (Thomas, 2000). Also missing from the second and foreign
language education literature is systematic discussion of PBL work
that brings together representative work, identifying obvious gaps,
and guiding the field toward future directions. This, first of its
kind, volume bridges these obvious gaps through the original work
of international scholars from Canada, Israel, Japan, Singapore,
and the US.
The International Society for Language Studies (ISLS) introduces
its second volume in the series Readings in Language Studies with
Language and Power, a text that represents international
perspectives on power and bilingualism, identity in professions,
media, the learner, and pedagogy. Founded in 2002, ISLS is a
world-wide organization of volunteers, scholars and practitioners
committed to critical, interdisciplinary, and emergent approaches
to language studies.
The International Society for Language Studies (ISLS) inaugurates
its first volume in the series Readings in Language Studies with
Language Across Disciplinary Boundaries, a text that represents
international perspectives on language and identity, critical
pedagogy, language and power, perspectives on second language
acquisition and teacher education. Founded in 2002, ISLS is a
world-wide organization of volunteers, scholars and practitioners
committed to critical, interdisciplinary, and emergent approaches
to language studies. "There is no question that this volume is a
valuable and timely addition to the literature on this very
important topic, and one for which scholars concerned with issues
of language, language education, and language and social justice
should be grateful." Timothy Reagan Professor of Education Central
Connecticut State University "This volume marks a valuable
contribution and step forward in linguistic studies that
purposefully embrace critical perspectives through theory,
methodology, and findings." Lisa Patel Stevens President,
International Society for Language Studies Assistant Professor of
Education Boston College "The International Society for Language
Studies is increasingly recognized at the forefront of encouraging
research on language and power. This book is an exciting step
forward in that mission, with selections that reflect the wide
range of important issues needing attention from scholars. The
contributions are impressive, merging scholarly rigor with a
concern for social justice." Terry A. Osborn Professor and Chair of
Curriculum and Teaching Fordham University Graduate School of
Education
"The stories kept me wanting more and the lessons are valuable
information for pre-service teachers. Bravo!" -Sharon Ulanoff,
California State University, Los Angeles "Narratives from the
Classroom will be useful in its ability to stimulate students to
get in touch with their past experiences in education in a critical
way. The questions offer a natural beginning for sharing
experiences. In this way, beliefs and values can be recognized,
scrutinized, and defended." -James Curtiss, Wayne State College
"These narratives provide expansive opportunities for reflection
and encourage each student to come to their own understanding about
what it means to be a teacher." -Betty C. Eng, Hong Kong Institute
of Education In order for pre-service teachers to fully understand
what it means to choose teaching as a career, it is important for
them to connect with experienced teachers who can share their
experiences of what occurs within the walls of schools. Narrative
accounts of teachers' experiences with students, parents,
administrators and colleagues are an excellent way for pre-service
teachers to obtain a clearer picture of what teaching really
involves. Narratives from the Classroom: An Introduction to
Teaching introduces the reader to many of the important classroom
issues surrounding the field of teaching. This book is unique in
that it is a collection of personal accounts and ideas written by
the teachers and teacher educators who lived those experiences.
Because this is an introduction to teaching, each chapter addresses
a different topic, ranging from the purpose of schools and
teachers, issues about policies and programs in the school, and
various practices found within the classroom walls. There is also a
section that addresses preparation for the job market and what the
first year of teaching is like. This book deliberately avoids being
prescriptive and encourages the reader to form his or her own
conclusions about the presented issues. Narratives from the
Classroom is designed as a supplemental text for teacher education
courses, especially those at the introductory stages. Beginning
teachers and anyone considering teaching as a career will also find
this collection an important and insightful addition to their
libraries. Key Features Editor's introduction to each narrative
provides context Questions and further readings stimulate the
reader's engagement and commitment to the topic Narratives provide
readers with significant exposure to 16 experienced teachers and
teacher educators Coverage includes diverse experiences and
opinions from authors of various ethnic backgrounds
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