Developing Contemporary Literacies through Sports: A Guide for the English Classroom, a book for middle and high school teachers co-authored by Lucas Rodesiler, assistant professor of secondary education, was recently published by the National Council of Teachers of English (NCTE).
From the web site:
Love them or loathe them, the prominence of sports in schools and society is undeniable. The emphasis on sports culture presents teachers with countless possibilities for engaging students in the English language arts. Whether appealing to students’ passion for sports to advance literacy practices or inviting students to reconsider normalized views by examining sports culture through a critical lens, teachers can make sports a pedagogical ally.
This book, a collection of lessons and commentaries from established teachers, teacher educators, scholars, and authors, will support teachers in turning students’ extracurricular interests into legitimate options for academic study. With seven interrelated sections—facilitating literature study, providing alternatives to traditional novels, teaching writing, engaging students in inquiry and research, fostering media and digital literacies, promoting social justice, and developing out-of-school literacies—this collection and its companion website provide numerous resources that support teachers in developing students’ contemporary literacies through sports.
Education psychology for learners: Connecting theory, research, and application, a textbook co-authored by Brett Wilkinson, assistant professor of counselor education, was recently published by Kendall Hunt.
From the back cover:
Educational Psychology for Learners is designed to promote academic growth, personal development, and integration into scholarly communities by engaging students in a rigorous intellectual discussion of key psycho-educational principles. In addition to providing both historical and current overviews of relevant theories and research, there is an emphasis on the integration and application of fundamental concepts and practices related to motivation, knowledge acquisition and information processing, and self-regulation.
Case studies, innovative activities, and examples give students the chance to think about how to apply their theoretical knowledge in real-world contexts, while reading lists are included to enable further self-study. By illustrating how educational psychology provides the foundation for personal, academic, and professional success, Educational Psychology for Learners seeks to empower our future professionals by encouraging well-informed, scholarly discussions in both the college classroom and beyond.
Paresh Mishra, assistant professor of organizational leadership and supervision, was the lead author of the chapter “Envy and Injustice: Integration and Ruminations,” which appeared in the book “Envy at Work and in Organizations” by Oxford University Press. His co-authors on the project were Steve Whiting and Robert Folger, both from University of Central Florida.
From the abstract:
Envy and Injustice: Integration and ruminations addresses two areas of research, envy and organizational justice, that have developed along largely separate lines in different disciplines despite their substantial conceptual overlap. We address how models of organizational justice and envy can inform one another and in the process hopefully lead to improved understanding of both phenomena.
Drawing on the concepts of distributive justice, procedural justice, counterfactual thinking, and equity theory we address how organizational justice research can inform the study of envy. Rather than focusing on an “emotions-as-categories,” we adopt the approach of appraisal theorists who view emotions as existing along a continuum. In so doing, we can creatively explore the distinctions and similarities in these two experiences and hopefully at the end of the day improve understanding of both.
The paper “Population Structure Analyses using Phenetic Deciduous Tooth Trait Data from San José de Moro, Peru (A.D. 500 – 850),” co-authored by Richard Sutter, chair and professor of anthropology, and Tanvi Chhatiawala (’16) was recently published in the book Biological Distance Analysis: Forensic and Bioarchaeological Perspectives.
The paper is based upon research conducted during July 2012 as part of Sutter’s ANTH B405 Fieldwork in Bioanthropology course at the San José de Moro archaeological site located on the north coast of Peru.
The paper examines the usefulness of genetically influenced human tooth characteristics in children’s deciduous teeth to derive population genetics estimates of inbreeding, gene flow, and genetic relatedness among prehistoric human populations.
“The team compared their results to those previously reported by me in another publication that came out last fall in Current Anthropology,” said Sutter. “We found that the children’s teeth produced similar genetic estimates as did the adult’s permanent tooth traits.”
The chapter “Global Perspectives: Autism Education and Treatment in other Nations,” co-authored by Rama Cousik, assistant professor of special education, will appear in the upcoming book Autism Spectrum Disorders: Identification, Education, and Treatment, 4th Edition, published by Routledge.
From the chapter’s introduction:
In working with families and conducting research on autism, it is critical to focus assessment and treatment on the child’s or adult’s ability to function in society and community within their culture and not use Western models of assessment and diagnosis, because this introduces systematic bias. That is not to say that certain assessment tools cannot be used as a guide, but it is necessary to assess their validity within the language and cultural context and make any needed adjustments for language and culture before they are used as a standardized method of assessment. Health care professionals and educators working with families should focus on helping the individual increase their ability to function in society and work on skills most relevant to their community and successful community membership.
Bernd Buldt, professor and chair of Philosophy, will be the editor for volume 9 of Rudolf Carnap’s Collected Works by Oxford University Press.
He will be part of an international editorial project involving leading scholars from Canada, Germany, and the US.
Rudolf Carnap, a German-American philosopher, while trained as a physicist, gained critical importance as a founding member of and a beacon for what would become a dominating intellectual force in the 20th Century: Analytic Philosophy.
The Office of Academic Internships, Cooperative Education, and Service Learning (OACS) received a $1,500 grant from The Facing Project and the Indiana Campus Compact.
The grant will support a Facing Project book titled Facing Financial Hardship in Fort Wayne., which will be written by students and other volunteers in the community.
The book will focus on people involved with a United Way initiative called ALICE in Fort Wayne. ALICE stands for Asset Limited, Income Constrained, Employed . This description represents the growing number of individuals and families who are working, but are unable to afford the basic necessities of housing, food, child care, health care, and transportation.
The Facing Project is a nonprofit that connects people through stories with the goal of strengthening communities. The project provides tools, a platform, funds, and inspiration so communities can share the stories of citizens through the talent of local writers, artists, and actors.