Jean writes books and articles about action research and professional education across the professions, with sole and collaborative authorship. Her most recent book is a third edition of Action Research: Principles and Practice (2013). Abiding commitments include the idea of how studying their practices can help people explain how they hold themselves accountable for their thinking and their work, in the interests of others and of a co-operative and productive world order.

Writing the third edition of Action Research: Principles and Practice has been important for me. The first edition, written in 1988, began to draw on ideas that were developing in my doctoral studies, about immanence and emergence and connectedness, and the transformational relationships between people, their thinking and their experiences of the world; these ideas have matured over the years, and now incorporate ideas about dialogue and spiritual relationship. I like the idea, drawing on the work of Howard Zinn, of a people’s history of action research, so the book contains lots of small case studies from people I meet and work with all over the world and from different contexts. It is a real privilege to be able to work with them, and a lot of fun. It is also nice to be able to use your writing to critique your own thinking, and each new edition of a book, including this one, represents a critical step forward in the thinking. Life never stands still.

You can read more of my writings and ideas at www.jeanmcniff.com, and see some of the work undertaken around the world. You can also contact me at jeanmcniff@mac.com. I look forward to hearing from you.

Alan R. Sadovnik is Board of Governors Distinguished Service Professor of Education, Sociology and Public Administration and Affairs at Rutgers University, Newark, New Jersey, where he is the Co- Director of the Institute on Educational Law and Policy and the Newark Schools Research Collaborative, and Coordinator of the Educational Policy track of the Ph.D. Program in Urban Systems. 

The most powerful influence in Peter W. Cookson, Jr.'s career has been a life-long passion for equality of educational opportunity.  Peter W. Cookson, Jr. teaches at Teachers College, Columbia University, USA, and is President of Ideas without Borders in Washington, DC, USA. 

Susan F. Semel is Professor of Education at the City College of New York, where she served as Chair of the Department of Secondary Education for a decade and also Professor of Urban Education at the CUNY Graduate Center. 

Alan R. Sadovnik is Board of Governors Distinguished Service Professor of Education, Sociology and Public Administration and Affairs at Rutgers University, Newark, New Jersey, where he is the Co- Director of the Institute on Educational Law and Policy and the Newark Schools Research Collaborative, and Coordinator of the Educational Policy track of the Ph.D. Program in Urban Systems. He received his B.A. in sociology from Queens College of the City University of New York and M.A. and Ph.D. in sociology from New York University. He previously taught at Adelphi University, where he was Dean of the School of Education from 1996-1998. Among his publications are: the author of Equity and Excellence in Higher Education (1995); coauthor of Exploring Education: An Introduction to the Foundations of Education (1994, 2001, 2006, 2013); editor of Knowledge and Pedagogy: The Sociology of Basil Bernstein (1995) and Sociology of Education: A Critical Reader (2007, 2011); International Handbook of Educational Reform (1992), Implementing Educational Reform: Sociological Perspectives on Educational Reform (1995), “Schools of Tomorrow,” Schools of Today: What Happened to Progressive Education (1999), Sociology and Education: An Encyclopedia (2002), Founding Mothers and Others: Women Educational Leaders During the Progressive Era (2002), No Child Left Behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Educational Policy (2008 and Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's Sociology of Knowledge (2010), as well as dozens of journal articles, book chapters and urban educational policy reports. He has served on the editorial boards of The American Education Research Journal, Teachers College Record, History of Educational Quarterly and The Urban Review and Sociology of Education and Educational Foundations. He has given keynote addresses at the University of Hong Kong, the Institute of Education at the University of London, and Griffith University in Australia. 

The most powerful influence in Peter W. Cookson, Jr.'s career has been a life-long passion for equality of educational opportunity. After teaching in public and private schools, I entered graduate school to study sociology. Through the discipline of social science, I have developed a body of work that examines the causes and consequences of unequal educational opportunities. One of the hallmarks of my work is the examination of the educational organizations of the upper class and how inequality is perpetuated organizationally, culturally and socially through the stratification of educational opportunities.

I am a staunch supporter of public education and have argued over time and in many different venues that the preservation and improvement of public education is the foundation of American democracy. My research has been conducted nationally and internationally; I estimate that I have visited over 400 schools and interviewed over a thousand educators in the last two decades. Many of my findings have been published in the scholarly and popular press. I am a regular blogger for the Huffington Post and Education Sector, where I am a Senior Fellow. I have authored and co-authored over 15 books on education and education reform. Some of the most notable include: Preparing for Power: America’s Elite Boarding Schools (Basic); Expect Miracles: Charter Schools and the Politics of Hope and Despair (Westview); School Choice: The Struggle for Soul Of American Education (Yale); Making Sense of Society (HarperCollins); Exploring Education (Routledge); Sacred Trust: A Children’s Education Bill of Rights (Corwin), Hearts on Fire: Stories of Todays’ Visionaries Igniting Idealism into Action (Random House), and a memoir The Red Cadillac (Amazon Single). In 2013 Cradles of Class: American High Schools and Enduring Inequality (Teachers College Press) and Blended Learning: Creating the Classrooms of Tomorrow Today (ASCD) will be published.

Lately, I have expanded my research agenda in an effort to understand the educational possibilities inherent in the knowledge explosion as it is driven by the revolution in communication. I am developing the concept of ultra-intelligence; I am currently completing a study of the learning styles of digital natives and how classrooms should change to meet and exceed the learning needs of today’s and tomorrow’s students.

I believe that we are at the edge of a great educational transformation. My recent work can be characterized as searching for a unifying transformational ideal that will liberate learning and allow all students to develop their talents and be come positive active citizens and leaders.  

Susan F. Semel is Professor of Education at the City College of New York, where she served as Chair of the Department of Secondary Education for a decade and also Professor of Urban Education at the CUNY Graduate Center. Previously, she taught at Adelphi and Hofstra Universities and for over two decades taught history at the prestigious Dalton School in New York City. Among her publications are The Dalton School: The Transformation of a Progressive School (1992); coauthor of Exploring Education: An Introduction to the Foundations of Education (1994, 2001, 2006, 2013); editor of Foundations of Education: The Essential Texts (2010) and coeditor of Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's Sociology of Knowledge (2010); “Schools of Tomorrow,” Schools of Today: What Happened to Progressive Education (1999) and Founding Mothers and Others: Women Educational Leaders During the Progressive Era (2002) and International Handbook of Educational Reform (1992), as well as dozens of journal articles and book chapters. She has received Critics Choice Awards from the American Educational Studies Association, in 1993 for The Dalton School, in 2000 for "Schools of Tomorrow..." and in 2003 for Founding Mothers and Others and two Spencer Foundation grants for her research on the City and Country School in New York City and the transition to coeducation at Wheaton College in Norton MA. She is coeditor, with Alan R. Sadovnik, of the History of Schools and Schooling series at Peter Lang Publishing, the Palgrave Studies in Urban Education at Palgrave-MacMillan and the Schooling Around the World Series at Greenwood Press. She has served on the editorial boards of History of Education Quarterly, Educational Foundations and the Urban Review. She has given keynote addresses at the International Standing Conference for the History of Education and the University of Hong Kong.

Joan Poliner Shapiro is Professor of Educational Leadership at Temple University’s College of Education, President of Temple University’s Faculty Senate, and Co-Director of the New DEEL (Democratic Ethical Educational Leadership) Community Network.

Steven Jay Gross is Professor of Educational Leadership and Founding Director of the New DEEL (Democratic Ethical Educational Leadership) Community Network at Temple University’s College of Education.

At Temple, Joan previously served as an Associate Dean for Research and Development, and as the Chair of her department. She also has been the Co-Director of the Women’s Studies Program and a Supervisor of Intern Teachers at the University of Pennsylvania. She began her career teaching middle school and high school in the United States and the United Kingdom. Dr. Shapiro received her undergraduate degree from Simmons College, obtained a masters’ degree in social science and a doctorate in educational administration from the University of Pennsylvania, and completed a postdoctoral year carrying out research focused on program evaluation and curriculum development at the University of London’s Institute of Education. Her writings have primarily dealt with ethical, gender, multicultural and accountability issues in education. She has co-authored the books Reframing Diversity in Education (Rowman & Littlefield, 2002), Gender in Urban Education: Strategies for Student Achievement (Heinemann, 2004), and Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas (Routledge, 2011, 3rd ed.), and has written over 50 articles in refereed journals or edited books. Additionally Dr. Shapiro has received the following awards: the Outstanding Teacher’s Award from Temple’s College of Education in 2004; the Willower Award of Excellence for her co-authored book on professional ethics in 2006; the Lindback Foundation Distinguished Teaching Award in 2008; the University Council of Educational Administration’s Master Professor Award in 2009; the Author of the Month, Routledge Publishers, July, 2010; and Temple’s Great Teacher Award in 2011.

Steven also serves as a Director at the Center for the Study of Leadership and Ethics sponsored by the University Council for Educational Administration. At Temple, he has served as Interim Department Chair, Program Coordinator, and Chair of the Collegial Assembly. His research interests center on initiating and sustaining democratic ethical innova¬tions in educating organizations and on Turbulence Theory. His other books include Leadership Mentoring: Maintaining School Success in Turbulent Times (2006), Staying Centered: Curriculum Leadership in a Turbulent Era (1998) and Promises Kept: Sustaining School and District Leadership in a Turbulent Era (2004). Dr. Gross has also published numerous journal articles and book chapters. Dr. Gross is on the editorial board for the Journal of Research on Leadership Education, served as Editor of ASCD’s Curriculum Handbook Series and is a Senior Fellow at the Vermont Society for the Study of Education. His previous professional experience includes serving as Associate Professor of education at Trinity College of Vermont, Chief of Curriculum and Instruction for the State of Vermont, Executive Director of the China Project Consortium, Curriculum and Staff Development Director for the Rutland Northeast Supervisory Union, and high school social studies teacher in Philadelphia. Dr. Gross earned his undergraduate degree in history at Temple University, a masters’ degree in modern Chinese history at the University of Wisconsin, Madison, a doctorate in educational leadership at the University of Pennsylvania, and was a Klingenstein fellow at Teachers College, Columbia University. Gross also studied Mandarin Chinese at the Chinese University of Hong Kong.
 

In addition to the titles below, we're offering free access to the following journal articles we think might be helpful. These articles will be available for the next two weeks.

“The Road to Hell Is Paved With Good Intentions”: A Historical, Theoretical, and Legal Analysis of Zero-Tolerance Weapons Policies in American Schools"
Preventing School Failure: Alternative Education for Children and Youth
Volume 56, Issue 4, 2012

"Providing Anchors—Reclaiming Our Troubled Youth: Lessons for Leaders from a Study of 15 Targeted School Shooters"
The Educational Forum
Volume 74, Issue 2, 2010

Cornell, D., & Allen, K. (2011). Development, evaluation, and future directions of the Virginia student threat assessment guidelines. Journal of School Violence, 10(1), 88-106.

Crepeau-Hobson, F., Sievering, K. S., Armstrong, C., & Stonis, J. (2012). A coordinated mental health crisis response: Lessons learned from three Colorado school shootings. Journal of School Violence, 11(3), 207-225.

Dymnicki, A. B., Weissberg, R. P., & Henry, D. B. (2011). Understanding how programs work to prevent overt aggressive behaviors: A meta-analysis of mediators of elementary school–based programs. Journal of School Violence, 10(4), 315-337.

Heinen, E., Webb-Dempsey, J., Moore, L., McClellan, C., & Friebel, C. (2007). Safety matters: How one district addressed safety concerns. Journal of School Violence, 6(3), 113-130. doi:

Roberts, S. D., Wilcox, P., May, D. C., & Clayton, R. R. (2007). My school or our school? the effects of individual versus shared school experiences on teacher perceptions on safety. Journal of School Violence, 6(4), 33-55.


 

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Illustrated by short, descriptive case studies, the e-Learning and Social Networking Handbook, Second Edition also directs the reader to useful resources that will enhance their course design. This helpful guide will be invaluable to all those involved in the design and delivery of online learning in higher education.

Topics covered include:

• using social networking for educational purposes
• designing for a distributed environment
• strengths and weaknesses of delivering content in various formats (text, audio, and video)
• potential constraints on course design
• implementation, evaluation, induction, and training

Illustrated by short, descriptive case studies, the e-Learning and Social Networking Handbook, Second Edition also directs the reader to useful resources that will enhance their course design. This helpful guide will be invaluable to all those involved in the design and delivery of online learning in higher education.
 

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By comparing the evidence as well as the cost-effectiveness of various support tactics, this book describes how to promote student success and encourage skill-development from a number of different perspectives: definitions and purpose, theory and psychology, ethics, costs and benefits, activities, sources, media, proactive and reactive, assessment and feedback, staff development, writing support into course materials, research, quality assurance and institutional structures. This concise, practical guide is informal and jargon-free, yet its approach to evidence is rigorous, making it invaluable reading for all those interested in recruiting and teaching diverse students for successful online and distance learning.
 

Complimentary Exam Copy

Watch the authors Maggi Savin-Baden and Claire Howell Major talk about why they decided to write Qualitative Research: The Essential Guide to Theory and Practice

Written in an engaging and accessible style, the authors break through difficult terminology to guide readers through the choices they will face during research design, implementation, and beyond. Each chapter is then brought to life by an array of relevant, real-life examples from expert researchers around the globe.

Divided into seven sections, this unique text covers:

• Considering perspectives
• Acknowledging a position
• Framing the study
• Choosing a research approach
• Collecting data
• Working with data and findings
• Writing about the research

This book also includes 12-month access to the Interactive eTextbook, which offers:

• Author videos introducing the book and the Qualitative Wheel of Research Choices
• An Interactive version of the Qualitative Wheel of Research Choices
• Exclusive chapters on writing and publishing qualitative research
• Links to relevant journals, conferences and online resources
• Additional case study abstracts
• The ability to highlight, annotate, cut and paste, and share your notes across the classroom

From the foundations of the subject through to its application in practice, Qualitative Research: The Essential Guide to Theory and Practice is an indispensable companion for qualitative researchers worldwide.

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Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
 

In the last five years, Dr. Manning has accelerated her interest in international higher education. In 2010, she administered the inaugural voyage of the Student Affairs at Sea program and traveled with that program again in summer 2011. She traveled on three voyages with Semester at Sea. Her travel has brought her to a wide variety of countries in Asia, South America, Europe, and Africa.

Dr. Kathleen Manning's latest Routledge textbook Organizational Theory in Higher Education, part of the Core Concepts in Higher Education series, published this month.

Dr. Manning served as the Executive Editor of the Journal of Student Affairs Research and Practice from 2009 - 2012. She worked with NASPA as national conference program chair and as a member of the Undergraduate Fellows Program and NASPA Foundation boards.

Dr. Manning has a doctorate in Higher Education and Student Affairs with a minor in anthropology from Indiana University and a masters degree in Counseling and Student Personnel from the State University of New York at Albany. Her bachelor’s degree in biology is from Marist College.

Dr. Manning's scholarly interests include organizational culture, international higher education, and social justice. Her latest book is Higher Education Organizational Theory. She published One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2006, with Jillian Kinzie and John Schuh), Research in the College Context: Approaches and Methods (2003, co-edited with Frances Stage); Rituals, Ceremonies, and Cultural Meaning in Higher Education (2000); Enhancing the Multicultural Campus Environment: A Cultural Brokering Approach (1992, with Frances Stage); and Giving Voice to Critical Campus Issues (1999).

A frequent contributor to the student affairs literature, Dr. Manning wrote chapters for several recent books including, “Organizing Student Affairs” (with HESA alumni FM Muñoz) for Student Services: A Handbook for the Profession (edited by Shaun Harper, John Schuh, and Susan Jones) and the concluding chapter (with FM Muñoz) for Building Bridges, Re-visioning Community: Multicultural Student Services on Campus (edited by Dafina Stewart).

Dr. Manning has published in About Campus, the NASPA Journal, Journal of College Student Development, Journal on Excellence in College Teaching, and The Review of Higher Education. Recent research projects include a study of white social justice allies. From 2002 – 2004, she worked on Project DEEP with George Kuh of Indiana University and a team of national recognized researchers.
Information related to your academic career (talks, presentations, awards, etc.)

Manning was awarded several Fulbright Awards including teaching fellowships and senior specialists. She taught higher education at Beijing Normal University in Beijing, China (2003 and 2004) and consulted in Hong Kong in 2005.

Dr. Manning was recognized nationally and locally with awards including the Hero Award (UVM LGBTQA Services), Outstanding Faculty Women Award (UVM Women’s Center), and the Sister Elizabeth Candon Distinguished Service Award (Vermont Women in Higher Education). NASPA awarded her with the Outstanding Contribution to the Literature or Research (2007), Pillar of the Profession Award (2005), Faculty Fellow (2007-2010), and Region I’s Distinguished Accomplishment Citation. ACPA has awarded her with the Annuit Coeptis Senior Scholar (1997). In 1992, she received UVM’s Kroepsch-Maurice Award for Excellence in Teaching upon nomination by HESA students.
 

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David’s research and teaching interests centre on English pedagogy, with particular emphasis on the developing nature of the subject as taught and learned in schools. In this respect, he is interested in working towards a synthesis of different – sometimes apparently opposing – views of English, focusing on its radical Romantic roots and the implications of such a conception for the contemporary world; his research and publications seek to explore this area from diverse standpoints. He counts as major influences the poetry of Blake, Coleridge and other Romantics, libertarian thinkers such as William Morris, John Dewey, Herbert Read and Paulo Freire, and the songs of Bob Dylan and Richard Thompson. Above all, David is concerned to promote a broad vision of English as an arts subject in a critically intercultural context, and has published widely in this field, including publications cited below. Current research and possible writing centre upon the possibilities for teaching critical and celebratory literacy in the increasingly constrained English classroom.

In the broader context of English teaching, David is a long-standing member of the National Association for the Teaching of English (NATE), and as such chairs the NATE Committee for Initial Teacher Education – increasingly active in its promotion of this sector’s interests; he is, further, a member of the NATE National Council and management committee, and contributes at both local and national levels to the development and activities of the organisation. He is also currently external examiner for the PGCE Secondary English course at the universities of Ulster and Cambridge, having previously held similar posts at several other universities, and sits on the editorial board of the influential journal English in Education.