Qualitative researchers have grappled with how online inquiry shifts research procedures such as gaining access to spaces, communicating with participants, and obtaining informed consent. Drawing on a multimethod approach, Conducting Qualitative Research of Learning in Online Spaces explores how to design and conduct diverse studies in online environments. The book focuses on formal and informal learning practices that occur in evolving online spaces. The text shows researchers how they can draw upon a variety of theoretical frameworks, methodological approaches, and data sources. Examples of qualitative research in online spaces, along with guiding questions, support readers at every phase of the research process.

Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks offers fresh perspectives of youth videogaming in public libraries. Abrams and Gerber delve into research-based accounts to explore feedback mechanisms that support important reflective and iterative practices. Highlighting how videogame library programs can evolve to meet contemporary needs of youth patrons, the authors equip readers to re-envision library programming that specifically features youth videogame play.

This book is based on the contributions to a course, entitled Applied Magnetism, which was the 25th Course of the International School of Materials Science and Technology. The Course was held as a NATO Advanced Study Institute at the Ettore Majorana Centre in Erice, Sicily, Italy between the 1st and 12th July 1992, and attracted almost 70 participants from 15 different countries. The book deals with the theory, experiments and applications of the main topical areas of applied magnetism. These selected areas include the physics of magnetic recording, magnetic and magneto-optic recording devices, systems and media, magnetic fine particles, magnetic separation, domains and domain walls in soft magnetic materials, permanent magnets, magnetoresistance, thin film magneto-optics, and finally, microwave, optical and computational magnetics. The material is organised into I 0 self-contained chapters which together provide a comprehensive coverage of the subject of applied magnetism. The aim is to emphasise the connection between the fundamental theoretical concepts, key experiments and the important technological developments which have been achieved in this field up to the present time. Moreover, when and where possible, pointers to future trends are indicated which hopefully, together with the background material, will promote further advancement of research. The organizing committee would like to acknowledge the sponsorship of the NATO Scientific Affairs Division, the National Science Foundation of the USA, the Science and Engineering Research Council of the UK, the Italian Ministry of Education, the Italian Ministry of University and Scientific Research and the Sicilian Regional Government.

This book is based on the contributions to a course, entitled Applied Magnetism, which was the 25th Course of the International School of Materials Science and Technology. The Course was held as a NATO Advanced Study Institute at the Ettore Majorana Centre in Erice, Sicily, Italy between the 1st and 12th July 1992, and attracted almost 70 participants from 15 different countries. The book deals with the theory, experiments and applications of the main topical areas of applied magnetism. These selected areas include the physics of magnetic recording, magnetic and magneto-optic recording devices, systems and media, magnetic fine particles, magnetic separation, domains and domain walls in soft magnetic materials, permanent magnets, magnetoresistance, thin film magneto-optics, and finally, microwave, optical and computational magnetics. The material is organised into I 0 self-contained chapters which together provide a comprehensive coverage of the subject of applied magnetism. The aim is to emphasise the connection between the fundamental theoretical concepts, key experiments and the important technological developments which have been achieved in this field up to the present time. Moreover, when and where possible, pointers to future trends are indicated which hopefully, together with the background material, will promote further advancement of research. The organizing committee would like to acknowledge the sponsorship of the NATO Scientific Affairs Division, the National Science Foundation of the USA, the Science and Engineering Research Council of the UK, the Italian Ministry of Education, the Italian Ministry of University and Scientific Research and the Sicilian Regional Government.

Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning-both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.

Do small but wealthy interest groups influence referendums, ballot initiatives, and other forms of direct legislation at the expense of the broader public interest? Many observers argue that they do, often lamenting that direct legislation has, paradoxically, been captured by the very same wealthy interests whose power it was designed to curb. Elisabeth Gerber, however, challenges that argument. In this first systematic study of how money and interest group power actually affect direct legislation, she reveals that big spending does not necessarily mean big influence.

Gerber bases her findings on extensive surveys of the activities and motivations of interest groups and on close examination of campaign finance records from 168 direct legislation campaigns in eight states. Her research confirms what such wealthy interests as the insurance industry, trial lawyer associations, and tobacco companies have learned by defeats at the ballot box: if citizens do not like a proposed new law, even an expensive, high-profile campaign will not make them change their mind. She demonstrates, however, that these economic interest groups have considerable success in using direct legislation to block initiatives that others are proposing and to exert pressure on politicians. By contrast, citizen interest groups with broad-based support and significant organizational resources have proven to be extremely effective in using direct legislation to pass new laws. Clearly written and argued, this is a major theoretical and empirical contribution to our understanding of the role of citizens and organized interests in the American legislative process.

English Learners (ELs) are left behind in Science, Technology, Engineering, and Mathematics (STEM). The growing need for effective critical pedagogical competence (CPC), critical technological competence (CTC), and critical cross-cultural communicative competence (C5) in teachers who serve ELs has become more evident because of the increasing numbers of ELs and the global socio-economic, and technological developments. C5, which encompasses CTC and CPC, is defined in the book as the teacher's ability to communicate effectively across cultures with diverse individuals. An educator who possesses C5 is able to critically understand the power relations and importance of the socio-economic and political contexts in any human encounter and the ability to make connections with real life to teach STEM content successfully. The book provides teachers of ELs with a research-based framework using classroom-tested Computer-assisted Language Learning and Teaching (CALL) programs to empower themselves, through a practical reflective self-professional development component, as they help their students succeed academically in STEM. A critical pedagogical and a genre-based communicative approach is used to achieve this goal by teaching vocabulary, grammar, reading, writing, listening, and speaking. These key English language skills are given special attention in the book while supporting ELs' native literacies and STEM education. Throughout the book, the critical pedagogical approach focuses on the socio-economic context of education and makes connections between life in the classroom and real life. Research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is crucial for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences. To cultivate these partnerships and engage ELs in STEM requires educators to possess a C5. From an interdisciplinary approach, the book's argument is supported by insights gained from research in various fields of inquiry. The book offers practical detailed lesson plans, hands-on reflective inquiry activities, classroom vignettes, rubrics and research-based criteria to evaluate practice, strategies, and CALL programs and resources, that are either very inexpensive or free of charge. The main goal of the book is to develop students' English proficiency and help ELs maintain their native literacy to succeed academically in STEM content areas.

English studies today are driven by demanding curriculum, but this need is often met with unenthusiastic students. "Fun" work-like movie days or projects-is often seen as what to do after the real work is finished. But what if instructors could blend the two pieces together more effectively, motivating students with interesting material while still achieving curriculum goals? This text attempts to fuse the pieces in to a cohesive philosophy. Yin and Yang in the English Classroom: Teaching With Popular Culture Texts is designed to provide college professors and high school teachers with both halves they need to tackle the job of teaching students literature and writing skills: theoretical foundations of, and practical applications for, the modern classroom. In addition to theory and research, each chapter also offers ready-to-use activities and projects that can be immediately brought into the classroom. Whether you're new and need a guide to begin your journey as a teacher, or you're experienced and want to add some spice to your classroom, this text can offer new ways to fold popular culture effectively into your teaching toolbox. Other key features of this book include: *Clear, easy-to-read sections for each chapter, including a Review of Current Literature and Classroom Connections *Student-centered solutions to increase engagement with popular culture and technology *Step-by-step plans for taking the activities from the page to the classroom easily

English studies today are driven by demanding curriculum, but this need is often met with unenthusiastic students. "Fun" work-like movie days or projects-is often seen as what to do after the real work is finished. But what if instructors could blend the two pieces together more effectively, motivating students with interesting material while still achieving curriculum goals? This text attempts to fuse the pieces in to a cohesive philosophy. Yin and Yang in the English Classroom: Teaching With Popular Culture Texts is designed to provide college professors and high school teachers with both halves they need to tackle the job of teaching students literature and writing skills: theoretical foundations of, and practical applications for, the modern classroom. In addition to theory and research, each chapter also offers ready-to-use activities and projects that can be immediately brought into the classroom. Whether you're new and need a guide to begin your journey as a teacher, or you're experienced and want to add some spice to your classroom, this text can offer new ways to fold popular culture effectively into your teaching toolbox. Other key features of this book include: *Clear, easy-to-read sections for each chapter, including a Review of Current Literature and Classroom Connections *Student-centered solutions to increase engagement with popular culture and technology *Step-by-step plans for taking the activities from the page to the classroom easily

"This is the most important and impressive collection of original research available on California's blanket primary. Its discussion of open primaries and crossover voting raises provocative issues which loom large. The findings are impressive."--Max Neiman, author of "Defending Government: Why Big Government Works

"Cain and Gerber have assembled a stellar cast of scholars to consider the impact of the blanket primary and important electoral change in California's politics. This is a very important book for anybody who wants to understand how institutions shape political incentives."--Bernard Grofman, author of "Minority Representation and the Quest for Voting Equality

"When Californians passed Proposition 198, they also provided a national stage on which the nature of state elections in general was placed in the spotlight. Cain and Gerber's "Voting at the Political Fault Line "is an intelligent compilation of work and assessments of the rumblings that followed and the longer-term consequences that are likely to be debated over the nature of primary elections. Its no-nonsense style and reliance on sophisticated empirical analysis highlight some counterintuitive results and illustrate highly creative applications of social science methods."--Max Neiman, author of "Defending Government: Why Big Government Works"

English Learners (ELs) are left behind in Science, Technology, Engineering, and Mathematics (STEM). The growing need for effective critical pedagogical competence (CPC), critical technological competence (CTC), and critical cross-cultural communicative competence (C5) in teachers who serve ELs has become more evident because of the increasing numbers of ELs and the global socio-economic, and technological developments. C5, which encompasses CTC and CPC, is defined in the book as the teacher's ability to communicate effectively across cultures with diverse individuals. An educator who possesses C5 is able to critically understand the power relations and importance of the socio-economic and political contexts in any human encounter and the ability to make connections with real life to teach STEM content successfully. The book provides teachers of ELs with a research-based framework using classroom-tested Computer-assisted Language Learning and Teaching (CALL) programs to empower themselves, through a practical reflective self-professional development component, as they help their students succeed academically in STEM. A critical pedagogical and a genre-based communicative approach is used to achieve this goal by teaching vocabulary, grammar, reading, writing, listening, and speaking. These key English language skills are given special attention in the book while supporting ELs' native literacies and STEM education. Throughout the book, the critical pedagogical approach focuses on the socio-economic context of education and makes connections between life in the classroom and real life. Research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is crucial for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences. To cultivate these partnerships and engage ELs in STEM requires educators to possess a C5. From an interdisciplinary approach, the book's argument is supported by insights gained from research in various fields of inquiry. The book offers practical detailed lesson plans, hands-on reflective inquiry activities, classroom vignettes, rubrics and research-based criteria to evaluate practice, strategies, and CALL programs and resources, that are either very inexpensive or free of charge. The main goal of the book is to develop students' English proficiency and help ELs maintain their native literacy to succeed academically in STEM content areas.