Books

Dr. Paul S. Kaplan, Department of Psychology, authored the following books:

This third edition of A Child's Odyssey, published by Wadsworth, 2000, provides a strong foundation in the classical research on child development with a focus on practial issues and problems. It contains many examples that illustrate how children perceive the world and how children both are affected by and influence their environment.

Adolescence, published by Houghton Mifflin, 2003, presents adolescence in a contextual manner, including extensive coverage of the family, peer group, school experience, the media, and culture. Emphasis is placed on the individual adolescent positively and actively coping with challenges.

Mary Ann Short, Associate Director for Administration of the Professional Education Program, has authored the following young adult novel about friendship, faith and the interdependence of life:

A Friend Indeed (AuthorHouse, 1997, 2002)

Ms. Short's book is included among the lists of recommended readings by the American Society for the Prevention of Cruelty to Animals (ASPCA) Humane Education Department, and Book Adventure.org* (with the International Reading Association).

* Book Adventure.org is a website designed to encourage students in grades K-8 to read more frequently and to improve their comprehension. The site is sponsored by Houghton Mifflin Publishers, the Sylvan Learning Foundation, and the Sylvan Learning Centers.

Angel (AuthorHouse, October 2004)

Ms. Short's second children's book is a beautifully illustrated tale that speaks to a mother's everlasting love for her child that survives against all odds. It is a story about miracles, and the faith the enables us to both believe without seeing, and to see because we believe. Angel is also included in the Book Adventure.org recommended reading list.

Sarah Jourdain, Assistant Professor and Director of the Foreign Languages Education Program, has co-authored the following French textbook for first year college students:

Chez Nous: Branché sur le monde francophone (2nd edition), Prentice Hall.

For more information, please visit the Chez Nous website at:
http://cwx.prenhall.com/bookbind/pubbooks/cheznous/

Paul Teske, Professor of Political Science and former PEP Advisory Board Member, with Mark Schneider, Professor and Chair of the Department of Political Science at Stony Brook, and Assistant Professor Melissa Marschall of the University of Illinois, Chicago, have co-authored the following book:

Choosing Schools: Consumer Choice and the Quality of American Schools (Princeton University Press, 2000)

The authors analyze how parents make choices about the schooling of their children, and stress the importance of parental decision-making and involvement in school performance.

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics, and JoAnn Crandall have co-edited the following book:

Content-Based Instruction in Higher Education Settings (Alexandria, VA: TESOL, 2002)

Content-based instruction (CBI) challenges ESOL teachers to teach language through specialist content in institutional settings. This volume addresses CBI negotiation between ESOL teachers and subject specialists in higher education. Writers document and evaluate courses that support the subject discipline and meet the language needs of EFL and ESL learners.

For more information, please visit the TESOL website at:
http://www.tesol.org/s_tesol/sec_document.asp?TrackID=&SID=1&DID=1837
&CID=283&VID=2&RTID=0&IDQS=&Taxonomy=False&specialSearch=False

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics, and JoAnn Crandall have co-edited the following book:

Content-Based Instruction in Primary and Secondary School Settings (Alexandria, VA: TESOL, 2005)

Changing paradigms and new standards across disciplines have challenged teachers of English to Speakers of Other Languages (ESOL) and educators in all subject areas to collaboratively develop content-based curricula and assessment for English language learners.  This volume highlights the wide range of Content-based Instruction (CBI) paradigms that teachers in ESL and EFL contexts are using in primary and secondary schools in the U.S. and in other countries.

For more information, please visit the TESOL website at: http://www.tesol.org/s_tesol/sec_document.asp?CID=283&DID=4129

Georges Eugene Fouron, Professor, Department of Africana Studies, has co-authored the following book:

Georges Woke Up Laughing: Long-Distance Nationalism and the Search for Home

Combining history, autobiography, and ethnography, Georges Woke Up Laughing provides a portrait of the Haitian experience of migration to the United States that illuminates the phenomenon of long-distance nationalism, the voicelessness of certain citizens, and the impotency of government in an increasingly globalized world.

Arguing that governments of many countries today have almost no power to implement policies that will assist their citizens, the authors provide insights into the ongoing sociological, anthropological, and political effects of globalization.

Professor Bernard Maskit, Director of the Mathematics Education Program, is the author of the book, "Kleinian Groups", which was published in 1988 by Springer-Verlag, as part of its series: Grundlehren der mathematischen Wissenschaften, A Series of Comprehensive Studies in Mathematics.

He is also a co-editor of four books and volumes in pure mathematics.

Contributions to Analysis. Academic Press, New York, 1974, edited by Lars V. Ahlfors, Irwin Kra, Bernard Maskit and Louis Nirenberg; this is a collection of papers dedicated to Lipman Bers, Maskits thesis advisor, in honor of his 60th birthday.

Riemann Surfaces and Related Topics: Proceedings of the 1978 Stony Brook Conference. Ann. of Math. Studies no. 97, Princeton University Press, Princeton, 1980, edited by Irwin Kra and Bernard Maskit, who also co-organized the conference.

Selected works of Lipman Bers; Papers on Complex Analysis. Amer. Math. Soc., 1998, edited by Irwin Kra and Bernard Maskit.

Contemporary Mathematics vol. 256: In the Tradition of Ahlfors and Bers; Proceedings of the First Ahlfors-Bers Colloquium, Amer. Math. Soc., 2000, Irwin Kra and Bernard Maskit, co-editors; this is the proceedings of the Colloquium held at Stony Brook, November 1998, co-organized by Irwin Kra and Bernard Maskit.

Patricia A. Dunn, Associate Professor of English Education, has authored the following book:

Learning Re-Abled: The Learning Disability Controversy and Composition Studies

Learning Re-Abled examines the many issues that contribute to the learning disability controversy and provides historical perspectives on LD and composition, showing how the two fields complement and conflict with each other. It is a challenge to broaden and enrich the learning of all students and teachers by recognizing ways of knowing that will allow the learning disabled to become re-abled.

Bruce Stewart, Lecturer of Mathematics Education, has co-authored (with J.M.T. Thompson) the following book:

Nonlinear Dynamics and Chaos : Second Edition

Nonlinear dynamics and chaos involves the study of apparent random happenings within a system or process. The subject has wide applications within mathematics, engineering, physics, and other physical sciences. Covering one of the fastest growing areas of applied mathematics, this book is a fully updated edition of the highly regarded first edition.

Irene Marchegiani, Director of Field Experience and Clinical Practice, Foreign Language Teacher Education Program, has co-authored the following book with Francesca Italiano.

Percorsi. L'Italia attraverso la lingua e la cultura (Prentice Hall - 2007)

Percorsi. L'Italia attraverso la lingua e la cultura (Pathways: Italy through it language and culture) is an introductory program for beginning Italian College courses. Percorsi is designed to provide beginning learners with a variety of tools to develop their communicative competence in the four major language skills —listening, speaking, reading, and writing and to acquire familiarity with Italian culture. All of the features in Percorsi have been carefully designed to support two key aspects of the language acquisition process: language comprehension and language production.

Dorit H. Kaufman, Director of the Professional Education Program and Professor of Linguistics has co-edited the following book with Barbara Brownworth:

Professional Development of International Teaching Assistants (Alexandria, VA: TESOL, 2006)

The case studies present a kaleidoscope of preparation models for International Teaching Assistants (ITAs) and underscore the social, political, linguistic, administrative, and academic challenges in establishing programs and designing the curriculum to prepare ITAs for their professional role.

For more information, please visit the TESOL website at:
http://www.tesol.org/s_tesol/sec_document.asp?CID=856&DID=5903&rcss=print

Jacqueline Grennon Brooks, former Director and Associate Professor of Science Education, has authored the following book:

Schooling for Life: Reclaiming the Essence of Learning

Professor Brooks asserts that we can have the schools we really want if we are bold enough to look beyond old myths of what a good school is, and instead, work to facilitate intellectual, ethical and aesthetic growth in our students and in ourselves.

Frank Anshen of the Linguistics Department is the author of the following books.

• Statistics for Linguists, Newbury Press, 1978.
• Language and the Sexes, State University of New York Press, 1984, with Francine Frank.

Robert Hoberman of the Linguistics Department is the author of the book:

• The syntax and semantics of verb morphology in Modern Aramaic: A Jewish dialect of Iraqi Kurdistan. American Oriental Series, 69. New Haven: American Oriental Society, 1989.
  

Patricia A. Dunn, Associate Professor of English Education, has authored the following book (with foreword by Stephen M. North):

Talking Sketching Moving: Multiple Literacies in the Teaching of Writing

Professor Dunn presents a writing pedagogy that draws upon multiple literacies and then offers numerous, detailed examples of how that theory can be translated into classroom practice. Challenging the assumption that written texts play an almost exclusive role in the production of knowledge in composition classrooms, her book foregrounds other, more intellectually diverse ways of knowing: oral, visual, kinesthetic, spatial, and social pathways.