Book Reviews

Book Reviews

Exemplars of Conducting Archival Data Analyses: A Collection of K-12 and Higher Education Studies
Intercultural Education: Critical Perspectives, Pedagogical Challenges and Promising Practices

“This book offers an impressive geographical coverage of the ways intercultural education has been conceptualised, practiced and debated across the world. It critically assesses the potential and limits of interculturalism as a policy framework for governing diversity and as a pedagogical tool. A true reference for anybody interested in the central question of our time: how to live together in diversity?” - Marco Antonsich, Loughborough University, Loughborough, England

For more information about this book, please click here.

An Interdisciplinary Approach towards Academic Education on Sustainable Building Design

"The monograph is clearly structured and written in a way that can serve as a tool for various experts and professors in the field of sustainable building design education. The topics presented cover some of the key aspects of sustainability in contemporary building design. Through individual chapters, a strong integration of scientific research findings into the educational process is visible, as individual research topics emerge as guidelines for teaching and effective collaboration through interdisciplinarity." READ MORE... - Nataša Ćuković Ignjatović, PhD MSc.Arch BSc.Arch LEED AP BD+C, University of Belgrade, Faculty of Architecture, Department of Architectural Technologies, Belgrade, Serbia

"I recommend this manuscript for publication as a scientific monograph that can be used in university teaching and which could serve as an incentive for academics to think about starting new courses based on different forms of teaching while engaging experts from different scientific fields." READ MORE... - Dr. Lea Petrović Krajnik, Assistant Professor, University of Zagreb, Faculty of Architecture, Department of Urban Planning, Spatial Planning and Landscape Architecture, Zagreb, Croatia

For more information about this book, please click here.

A University Assisted Community Schools Approach to Understanding Social Problems and Social Justice 

“This book is written for both experienced scholar-activists and those new to the field of scholar activism. With over 40 years of experience, the author shares his most notable successes and failures, some deeply personal, others representative of larger systemic issues. In all of his successes and failures, there were lessons to be learned. The author embeds his theoretical analysis within a rich, cultural context that is littered with personal anecdotes, Bob Dylan songs, and some of his favorite fiction and non-fiction authors. For example, he describes one notable failure in a section entitled “To get [sic] stuck inside a mobile with the Memphis blues again.” In this chapter the author describes his foray into an urban, politically contested school debate that seemed to play out along racial and class lines. His team – an undergraduate student from Memphis, a graduate student, and a state representative – were all deeply committed to the community school model but soon realized they had failed to adequately consider the legacy of segregation. The lesson: context matters. A number of successes provide readers with the foundational and conceptual frameworks that demonstrate the utility of community schools. Communities and campus partners give each school a unique character that affects programming, goals, and engagement with children and their families. Two university-assisted community schools in Knoxville, Tennessee illustrate this point. The lesson: context matters. The social, political, and economic climate in which schools exist punctuate the need for community schools that reflect the people of the communities in which they are embedded. Community schools will continue to fill the gaps left by compromised systems, which deny full educational opportunities to marginalized groups. This book provides a lens by which this model can be further understood and replicated.” - Sylvia D. Turner, Ph.D., Associate Director, Haslam Scholars Program, The University of Tennessee, USA

For more information about this book, please click here.

Emotionally, Socially, and Learning Disabled Gifted Children: Theory and Treatment

"Educators, counselors, and parents will find this volume inspiring and practical. Anyone interested in double-exceptional children will find theory combined with cases illustrating the struggles of families and children with being gifted along with having a disability. The author confronts issues like ADHD, underachievement, dropping out of school, and home schooling, asking crucial questions, and offering recommendations based on her own experience consulting gifted children and their parents over the years. The last chapter provides a summary and raises more questions like "To what extent is the severity of the disability a main factor in materializing the student’s gifts? Addressing myths. This book written by a psychologist, brings a wealth of knowledge on the important topic of double-exceptionality tied with a personal perspective." - Dr. Hava Vidergor, PhD, Senior Lecturer, Gordon Academic College, Arab Academic College, Haifa, Israel

“This unique book, aimed for students, professionals in the fields of psychology and education, as well as parents of double-exceptional children and use, offers the reader an experience uncommon among scientific materials. Emotionally, Socially, and Learning Disabled Children: Theory and Treatment is an interesting book which combines fluency with a solid scientific base for its insights and new ways of looking at well-accepted assumptions such as “dropping out of school should be prevented if only possible” or “the severity of a learning-or-other disability determines the prospects of overcoming it”. The case studies and the vignettes I the book are based on the 3-decade experience of the writer as a counselor of gifted children with and without disabilities." - Dr. Hasan Said Tortop, Professor of Special Education Department, the Gifted Education Division, the University of Istanbul Aydin, Turkey, Editor of Journal for the Education of Gifted Young Scientists (JEGYS) and Journal of Gifted Education and Creativity

“This book on Emotional, Sociology and Learning disable children is an exceptional formulation of socio-psychological theory and treatment for the gifted students and especially to the parents of gifted children towards understanding their need, ability and intelligence about being gifted. Moreover, this book is well constructed with academic and rigorous scientific research which eventually support to educational, clinical psychology and social lives contributions.” - Mani Man Singh Rajbhandari, Ph.D., Founder and Editor-in-Chief Journal of Interdisciplinary Sciences; Professor/Researcher: Pontificia Universidad Catolica del Peru. CENTRUM Graduate Business School; Director/Senior Researcher: Organization for Research Development and Training (ORDT)

For more information about this book, please click here.

Improving the Academic Writing Experience in Higher Education

"The book “Improving the Academic Writing Experience in Higher Education” is a solid resource for diverse groups working in academia: faculty, librarians, academic stakeholders, and students. It explores interesting issues related to academic writing. The contributors investigate this topic from different perspectives what widens horizons and allows to better understand the subject." READ MORE... - Zuza Wiorogórska, PhD, Assistant Professor, Department of Information Studies, Faculty of Journalism, Information and Book Studies. University of Warsaw, Poland

For more information about this book, please click here.

Improving Teaching and Learning through Self-Regulation

"In this digital age with the vast proliferation of information, one can be easily distracted or overwhelmed. Betty McDonald provides a timely, much needed evidence-based practical handbook to guide both teachers and students. Using extensive seminal research data she shares critical insights and expertise that promote self- regulation resulting in deep and efficient learning. The book is a fun, easy-read that can be used as a reference text providing choice and flexibility, matching one's teaching and/or learning style and preference. The clever use of shareware graphics and memorable quotations is engaging, instructive and helpful. Betty provides the busy teacher and student with a focused digest of self-regulatory strategies that will undoubtedly contribute to successful teaching and learning. A must-read for teachers, support staff and students. Compelling, accessible and ultimately practical!" - Kogi Naidoo, HERDSA Fellow, Principal Fellow of the Higher Education Academy, UK, Director, Learning Academy, Division of Learning and Teaching, Charles Sturt University, Wagga Wagga, NSW, Australia

"Betty McDonald describes self-regulated learning in easily understandable language, not only supported by the literature but augmented with graphics that, as Dr. Betty says, “break the possible monotony of the reader… and to stimulate thought and… bring comic relief.” How refreshing!

Having studied self-directed learning in introductory and senior undergraduate courses, I know firsthand of its value to students, including increased autonomy and motivation for learning. Students tell us that this will help them and we are advised to listen and act.

I agree wholeheartedly with Dr. McDonald’s stance that self-regulated learning is closely tied to life-long learning and success in the workplace. We need to support teachers to best help their students, and self-regulated learning is one way to do so. Imagine helping people determine, set and attain goals, not only in their courses, but as a strategy throughout their lives." - Alice Cassidy, Ph.D. Educational developer, Victoria, British Columbia, Canada

"This book by Professor Betty McDonald gives a thorough basis for (a) the understanding of the history and rationale for self-regulated learning research, and (b) ways and means to teach, learn, and apply those mechanisms to enhance self-regulated learning. From both the literature reviews and application sections, the reader is offered numerous techniques that complement self-regulated learning. The book is an easy read with short, distinguishable sections accompanied with numerous graphics and quotes. Readers will be pleased to learn more ways to enhance their own self-regulated learning and have this vast cumulation of resources to better lead their students in their appreciation and use of self-regulated learning." - John M. Enger, Ph.D.

For more information about this book, please click here.

What Are Finnish Teachers Made Of? A Glance at Teacher Education in Finland Yesterday and Today

"...Already in the 1920s, Finland understood that teachers had to be educated for the need of the whole country, and therefore, teacher educated was also started in the Teacher Training College of Tornio, in North-Finland. Today, the University of Lapland in Rovaniemi educates teachers in this region." READ MORE... - Dr. Maija Rask, PhD, former Minister of Education

"Drs. Merja Paksuniemi, Satu Uusiautti, and Kaarina Määttä have answered to the call for scientific books explaining the Finnish education system by introducing the early phases of the Finnish education system. However, the book is not just historical but it extends the review to the present day." READ MORE... - Dr. Erika Sarivaara, Sámi Parliament, Norway

For more information about this book, please click here.

Enhancing STEM Motivation through Citizen Science Programs

“Hiller, Kitsantas, and their collaborators have amassed an important new resource on citizen science programs which encourage students and the public to engage directly with scientists in studying large-scale scientific problems all around us. Such programs provide hands-on opportunities for students to engage directly with scientists in participating and demystifying the research process, which could encourage greater awareness and critical understanding about our environment and ultimately inspire future generations of scientists.” - Victor B. Sáenz, Ph.D., Professor & Chair, Educational Leadership and Policy, The University of Texas at Austin

“This book is an excellent resource for educators, researchers, teachers, and various other stakeholders who desire to enhance students’ engagement and learning in science through citizen science programs. The chapters clearly tie to gather elements of citizen science with motivational theory, providing insights into how motivational theory can be effectively leveraged to create and effectively utilize citizen science programs to support youths’ science interest, engagement, and learning.” - Lisa Linnenbrink-Garcia, Ph.D., Professor, Educational Psychology & Educational Technology, Michigan State University

“Enhancing STEM Motivation through Citizen Science Programs by Suzanne E. Hiller and Anastasia Kitsantas is a gold medal winner by merging citizen science and educational psychology. This must-read, easy-to-understand, motivational, and practical book provides a new vision of how theorists, science educators, and school personnel could encourage STEM career motivation for adolescents.” - Héfer Bembenutty, PhD, Assistant Professor and Department Chair of the Assessment Committee, Department of Secondary and Youth Services, Queens College of The City University of New York, USA

For more information about this book, please click here.

Online Learning: An Educational Development Perspective

"Fay Patel’s edited Online Learning: An Educational Development Perspective is an impassioned and convincing argument for the integration of pedagogy with technology, and the partnering of educators, educational developers and instructional designers, to ensure optimal, innovative online learning for students. Drawing on existing research and their own experiences, Patel and her fellow contributors are positing that technology should not be considered a simple panacea for all that currently ails higher education." READ MORE... - Suzanne Le-May Sheffield, Ph.D., Director, Centre for Learning and Teaching, Dalhousie University, Halifax, Nova Scotia, Canada

"This book contains a rich mixture of new and innovative ideas relevant to the burgeoning field of Online Learning and Teaching. In this regard, both the novice as well as the experienced educator, particularly those interested in the value and benefits of technology enabled learning and teaching, will find the discussions and information presented both helpful and informative." READ MORE... - Karen Roland, Karen Roland, PhD, Dean, Faculty of Education and Academic Development, University of Windsor

For more information about this book, please click here.