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An Intersection of Twenty-First Century Asian American Voices
This diverse collection, like Asian America itself, adds up to something far more vibrant than the sum of its voices. -Eric Liu, author of The Accidental Asian "There's fury, dignity, and self-awareness in these essays. I found the voices to be energetic and the ideas exciting." -Diana Son, playwright (Stop Kiss) and co-producer (Law & Order: Criminal Intent) This refreshing and timely collection of coming-of-age essays, edited and written by young Asian Americans, powerfully captures the joys and struggles of their evolving identities as one of the fastest-growing groups in the nation and poignantly depicts the many oft-conflicting ties they feel to both American and Asian cultures. The essays also highlight the vast cultural diversity within the category of Asian American, yet ultimately reveal how these young people are truly American in their ideals and dreams. Asian American X is more than a book on identity; it is required reading both for young Asian Americans who seek to understand themselves and their social group, and for all who are interested in keeping abreast of the changing American social terrain.
A Research-into-Practice Guide for Educators
Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators seeks to provide guidance to classroom teachers, staff developers, and test-item designers who want to improve ELL assessment outcomes, particularly in the areas of math, science and social studies. The first two chapters of the book establish the background for the discussion of content-area assessment for ELLs, examining several important characteristics of this rapidly growing student population (as well as critical legislation affecting ELLs) and providing a description of various forms of assessment, including how ELL assessment is different from the assessment of English-proficient students. Important assessment principles that educators should use in their evaluation of tests or other forms of measurement are provided. Other chapters review ELL test accommodations nationwide (because, surprisingly, most teachers do not know what they can and cannot allow) and the research on the effectiveness of these types of accommodations. The book analyzes the characteristics of alternative assessment; it discusses three popular alternative assessment instruments (performance assessment, curriculum-based measurement, and portfolios) and makes recommendations as to how to increase the validity, reliability, and practicality of alternative assessments. The book proposes fundamental assessment practices to help content area teachers in their evaluation of their ELL progress.
A Practical Guide to Evaluating and Reporting on Writing Instruction Programs
The goals of this resource are broader than many standard books on writing assessment, which focus on evaluating an individual’s ability to create an effective piece of writing for a particular purpose. Assessing Writing, Assessing Learning seeks to support teachers, administrators, program directors, and funding entities who want to make the best use of the resources at their disposal to understand what students are learning and why and then take actions based on what they have learned. It also seeks to provide a common basis for communication among all the interested parties—the writing professionals, the people who identified the need for the program, and the students. The book has sections on planning, tools (different ways of collecting data and links to instruments), and reporting (examples provided). Each section includes a discussion of issues and advice for working through the issue along with numerous examples, plus a list of resources to consult to learn more. The final chapter provides worksheets that may be reproduced and used to help those in charge of setting up and delivering a writing program to think through the issues presented. A glossary of terms is also included.
Assessment in the Second Language Writing Classroom is a teacher and prospective teacher-friendly book, uncomplicated by the language of statistics. The book is for those who teach and assess second language writing in several different contexts: the IEP, the developmental writing classroom, and the sheltered composition classroom. In addition, teachers who experience a mixed population or teach cross-cultural composition will find the book a valuable resource. Other books have thoroughly covered the theoretical aspects of writing assessment, but none have focused as heavily as this book does on pragmatic classroom aspects of writing assessment. Further, no book to date has included an in-depth examination of the machine scoring of writing and its effects on second language writers. Crusan not only makes a compelling case for becoming knowledgeable about L2 writing assessment but offers the means to do so. Her highly accessible, thought-provoking presentation of the conceptual and practical dimensions of writing assessment, both for the classroom and on a larger scale, promises to engage readers who have previously found the technical detail of other works on assessment off-putting, as well as those who have had no previous exposure to the study of assessment at all.
Norms and Practices during the World Wars
In the early 20th century, the diesel-electric submarine made possible a new type of unrestricted naval warfare. Such brutal practices as targeting passenger, cargo, and hospital ships not only violated previous international agreements; they were targeted explicitly at civilians. A deviant form of warfare quickly became the norm. In Atrocity, Deviance, and Submarine Warfare, Nachman Ben-Yehuda recounts the evolution of submarine warfare, explains the nature of its deviance, documents its atrocities, and places these developments in the context of changing national identities and definitions of the ethical, at both social and individual levels. Introducing the concept of cultural cores, he traces the changes in cultural myths, collective memory, and the understanding of unconventionality and deviance prior to the outbreak of World War I. Significant changes in cultural cores, Ben-Yehuda concludes, permitted the rise of wartime atrocities at sea.
The Augustinian Epic, Petrarch to Milton rewrites the history of the Renaissance Vergilian epic by incorporating the neo-Latin side of the story alongside the vernacular one, revealing how epics spoke to each other "across the language gap" and together comprised a single, "Augustinian tradition" of epic poetry. Beginning with Petrarch's Africa, Warner offers major new interpretations of Renaissance epics both famous and forgotten—from Milton's Paradise Lost to a Latin Christiad by his near-contemporary, Alexander Ross—thereby shedding new light on the development of the epic genre. For advanced undergraduate students, graduate students, and scholars in the fields of Italian, English, and Comparative literatures as well as the Classics and the history of religion and literature.
Essays on Poesis
T. R. Hummer grew up in the Deep South and planned to become a musician before he met poetry. This musical influence is visible in his work: he often discusses poetry together with music (and sometimes the other way around), and his career has included both writing and performance. The present volume, Available Surfaces, focuses on the art of making both poetry and music and on the concept of "making" as well. Hummer draws on childhood experiences (“A Length of Hemp Rope”), adult experiences (“Hotel California”), experiences as a poet (“Available Surfaces”), and experiences as an explorer of unworldly spaces (“The Hive,” “Brain Wave and the End of Science Fiction”). Hummer has published eight volumes of poetry with presses including Louisiana State University Press and the University of Illinois Press. His work has appeared in two anthology volumes published by Simon & Schuster and Cengage and in two Pushcart Prize anthologies. He has edited the Kenyon Review, the Georgia Review, and the Cimarron Review, among other journals.
Reinterpreting Disability Rights
For civil rights lawyers who toiled through the 1980s in the increasingly barren fields of race and sex discrimination law, the approval of the Americans with Disabilities Act in 1990 by a nearly unanimous U.S. House and Senate and a Republican President seemed almost fantastic. Within five years of the Act's effective date, however, observers were warning of an unfolding assault on the ADA by federal judges, the media, and other national opinion-makers. A year after the Supreme Court issued a trio of decisions in the summer of 1999 sharply limiting the ADA's reach, another decision invalidated an entire title of the act as it applied to the states. By this time, disability activists and disability rights lawyers were speaking openly of a backlash against the ADA. What happened, why did it happen, and what can we learn from the patterns of public, media, and judicial response to the ADA that emerged in the 1990s? In this book, a distinguished group of disability activists, disability rights lawyers, social scientists and humanities scholars grapple with these questions. Taken together, these essays construct and illustrate a new and powerful theoretical model of sociolegal change and retrenchment that can inform both the conceptual and theoretical work of scholars and the day-to-day practice of social justice activists. Contributors include Lennard J. Davis, Matthew Diller, Harlan Hahn, Linda Hamilton Krieger, Vicki A. Laden, Stephen L. Percy, Marta Russell, and Gregory Schwartz. Backlash Against the ADA will interest disability rights activists, lawyers, law students and legal scholars interested in social justice and social change movements, and students and scholars in disability studies, political science, media studies, American studies, social movement theory, and legal history. Linda Hamilton Krieger is Professor of Law, University of California School of Law, Berkeley.
Public Schools in the Making of Black Masculinity
Statistics show that black males are disproportionately getting in trouble and being suspended from the nation's school systems. Based on three years of participant observation research at an elementary school, Bad Boys offers a richly textured account of daily interactions between teachers and students to understand this serious problem. Ann Arnett Ferguson demonstrates how a group of eleven- and twelve-year-old males are identified by school personnel as "bound for jail" and how the youth construct a sense of self under such adverse circumstances. The author focuses on the perspective and voices of pre-adolescent African American boys. How does it feel to be labeled "unsalvageable" by your teacher? How does one endure school when the educators predict one's future as "a jail cell with your name on it?" Through interviews and participation with these youth in classrooms, playgrounds, movie theaters, and video arcades, the author explores what "getting into trouble" means for the boys themselves. She argues that rather than simply internalizing these labels, the boys look critically at schooling as they dispute and evaluate the meaning and motivation behind the labels that have been attached to them. Supplementing the perspectives of the boys with interviews with teachers, principals, truant officers, and relatives of the students, the author constructs a disturbing picture of how educators' beliefs in a "natural difference" of black children and the "criminal inclination" of black males shapes decisions that disproportionately single out black males as being "at risk" for failure and punishment. Bad Boys is a powerful challenge to prevailing views on the problem of black males in our schools today. It will be of interest to educators, parents, and youth, and to all professionals and students in the fields of African-American studies, childhood studies, gender studies, juvenile studies, social work, and sociology, as well as anyone who is concerned about the way our schools are shaping the next generation of African American boys. Anne Arnett Ferguson is Assistant Professor of Afro-American Studies and Women's Studies, Smith College.