The Mizzou Store partners with the Celebration of Teaching Conference to honor faculty and staff with domestic trade and academic press publications. Join us in congratulating those within our community who have authored 2020 publications. From indispensable guides to reflections on timely topics, artistic insights, and more, these works represent the ongoing contributions our faculty and staff make to global scholarship. We invite you to explore the diverse selection of titles below.
Sarah A. Buchanan
Leading Professional Development: Growing Librarians for the Digital Age
With many libraries in constant transition, continuing education is necessary for library professionals to keep up with trends in library science. This book shows how LIS schools and professional organizations can help information professionals to continue their education after finishing formal programs to keep up with the growing demands of the field.
Matthew K. Burns; Christopher Riley-Tillman
Evaluating Educational Interventions, Second Edition: Single-Case Design for Measuring Response to Intervention
This innovative guide is now in a revised and expanded second edition with an even stronger applied focus. It helps educators harness the potential of single-case design (SCD) as a critical element of data-based decision making in a multi-tiered system of support (MTSS). The authors present simple and complex SCDs and demonstrate their use to defensibly document the effects of academic or behavioral interventions. This book is a research guide that can be used to make decisions with varying amounts of causality from the rigorous experimental study to simply measuring the results of school-based interventions.
Kathryn Chval, Rachel J. Pinnow
Teaching Math to Multilingual Students, Grades K-8: Positioning English Learners for Success
It’s time to re-imagine what’s possible and celebrate the brilliance multilingual learners bring to today’s classrooms. As the number of multilingual learners in North American schools grow, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Based on best practices and the authors’ years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find:
- A focus on multilingual students as leaders
- A strength-based approach that draws on students’ life experiences and cultural backgrounds
- Strategies for representing concepts in different formats
- Stop and Think questions throughout and reflection questions at the end of each chapter
- Try It! Implementation activities, student work examples, and classroom transcripts
Anti-Racist Educational Leadership and Policy: Addressing Racism in Public Education
Anti-Racist Educational Leadership and Policy: Addressing Racism in Public Education helps educational leaders better comprehend the racial implications and challenges of the current educational policy landscape. Each chapter unpacks a policy issue such as school choice, school closures, standardized testing, discipline, and school funding, and analyzes it through the racialized and market-driven lenses of the current leadership context. Full of real examples, the book equips aspiring school leaders with the skills to question how a policy addresses or fails to address racism, action-oriented strategies to develop anti-racist solutions, and the tools to encourage their school community to promote racial equity. In the final chapter of the book, Diem and Welton propose an anti-racist policy decision-making protocol educational leaders can use to inform their practices when they confront color-evasive market-driven policies. The protocol is similar to an equity audit process where educators work in teams to engage in a cycle of inquiry that involves examining where inequities exist within their district and/or schools and why. However, Diem and Welton’s decision-making tool helps leaders place race front and center. They also draw from a number of policy analysis models that provide educational leaders strategies for policy implementation that are equitable and just, discussing how these tools inform our anti-racist decision-making protocol. Diem and Welton hope educational leaders can use their book as a tool for asking their faculty, staff, and community members questions regarding systemic racism in schooling that should no longer seem like “difficult conversations” but in fact necessary, especially questions that help educators acknowledge “whose lives are valued by the policies they design and implement and whose are dehumanized as a result.”
Learner and User Experience Research: An introduction for the Field of Learning Design & Technology
An Introduction for the Field of Learning Design & Technology
Researchers in the field of Learning/Instructional Design and Technology have been engaged in productive scholarly endeavors at the intersection of Learning Design, User Experience, Human-Computer Interaction, and associated disciplines for some time. This edited volume captures the collective voices of authors working in this area. This book focuses on explicating the ontological and epistemological underpinnings of user-centered design and user experience (UX) as applied in the field of Learning/Instructional Design and Technology with the goal of foregrounding the importance of learner experience (LX) as an emerging design paradigm for the field. This volume is comprised of 15 chapters and organized into three parts: (1) Methods and Paradigms (5 chapters), (2) Conceptual and Design Frameworks (6 chapters), and (3) LX Design-in-practice (4 chapters). This volume serves as a contribution to an emerging, transdisciplinary, and complex phenomenon that requires multiple literacies. Learning Experience or Learner Experience Design (LXD) is not only concerned with the effectiveness of designed learning interventions, but also with the interconnected and interdependent relationship between the learner- (or the teacher-/instructor-) as-user, the designed technology, novel pedagogical techniques or instructional strategies, and the learning context. The diversity and breadth of perspectives presented herein serve as a topographical sketch of the emerging focus area of learner experience and represent an opportunity to build upon this work in the future.
Candace R. Kuby
Speculative Pedagogies of Qualitative Inquiry
This book looks at how philosophical concepts inspired by poststructuralism, posthumanism, and feminist ‘new’ materialism might benefit the teaching of qualitative inquiry, and if teaching inquiry is even possible. It examines the concept of ‘inquiry’ as a way of thinking from a place of uncertain, (w)rest(full), relational liveliness. The book includes illustrations and ‘rabbit holes’ (playful invitations) to think differently about the teaching of qualitative inquiry. The book is suitable for instructors of qualitative inquiry and postgraduate students interested in thinking about how they inquire.
People-centered Approaches Toward the Internationalization of Higher Education
Traditionally, internationalization efforts in higher education have been rooted in neoliberal transactional models that restrict or compromise the space for meaningful exchanges of socio-cultural capital. People-Centered Approaches Toward the Internationalization of Higher Education examines all aspects of the praxis of internationalization in higher education with researchers and practitioners who have taken issue with programming and practices that perpetuate systems of imbalance, fossilize prejudices, adversely impact host communities abroad, and limit student learning to the confines of the Western epistemological traditions. As a result, these scholars and practitioners are creating new paradigms for engagement and exchange in ways that approach the topic and practice critically and responsibly.
Teaching World History Thematically: Essential Questions and Document-Based Lessons to Connect Past and Present
This book offers the tools teachers need to get started with a more thoughtful and compelling approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students’ lives today, and meets social studies 3C standards and most state standards (grades 6–12). The author provides over 90 primary sources organized into seven thematic units, each structured around an essential question from world history. As students analyze carefully excerpted documents—including speeches by queens and rebels, ancient artifacts, and social media posts—they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century citizen of the world. Each unit connects to current events with dynamic classroom activities that make history come alive. In addition to the documents themselves, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities and reproducibles to help students process, display, and integrate their learning; guidance to help teachers create their own units; guidelines for respectful student debate and discussion; and more.
Teaching English in Rural Communities: Toward a Critical Rural English Pedagogy
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice related to rurality. Based on the assumption that “rurality” is a social construct, CREP critiques deficit-laden stereotypes and renderings of rural places and people that circulate in media, popular discourse, and even education at times. In doing so, CREP opens up possibilities for educators and students to use the English classroom as a space to better understand the complex issues they face as rural people and ways to promote more nuanced and comprehensive representations of rurality. In particular, this book highlights English rural classrooms whereby students examine representations of rurality in literary and media texts; decenter dominant settler-colonist narratives of rural spaces, places, and people; develop understandings of Indigenous perspectives and cultural practices, particularly related to land stewardship; and engage in local outreach to promote inclusivity within rural communities. This book also gives special attention to ways race and racism may factor into literacy education in rural contexts and possibilities for rural educators to attend to these issues.