On Educational psychology: A cognitive view.

Foreword by Maryellen Weimer vii Preface to the Second Edition xi About the Author xxi 1 Using Writing to Promote Thinking: A Busy Professor s Guide to the Whole Book 1 PART 1 UNDERSTANDING CONNECTIONS BETWEEN THINKING AND WRITING 2 How Writing Is Related to Critical Thinking 17 3 Helping Writers Think Rhetorically 39 4 Using a Range of Genres to Extend Critical Thinking and Deepen Learning 52 5 Dealing with Issues of Grammar and Correctness 66 PART 2 DESIGNING PROBLEM-BASED ASSIGNMENTS 6 Formal Writing Assignments 89 7 Informal, Exploratory Writing Activities 120 PART 3 COACHING STUDENTS AS LEARNERS, THINKERS, AND WRITERS 8 Designing Tasks to Promote Active Thinking and Learning 149 9 Helping Students Read Difficult Texts 161 10 Using Small Groups to Coach Thinking and Teach Disciplinary Argument 183 11 Bringing More Critical Thinking into Lectures and Discussions 202 12 Enhancing Learning and Critical Thinking in Essay Exams 211 13 Designing and Sequencing Assignments to Teach Undergraduate Research 224 PART 4 READING, COMMENTING ON, AND GRADING STUDENT WRITING 14 Using Rubrics to Develop and Apply Grading Criteria 267 15 Coaching the Writing Process and Handling the Paper Load 290 16 Writing Comments on Students Papers 317 References 337 Index 353

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom

(1988). Women, Fire, and Dangerous Things: What Categories Reveal about the Mind. The Journal of Higher Education: Vol. 59, No. 6, pp. 698-699.

Women, Fire, and Dangerous Things: What Categories Reveal about the Mind

IT does not fall within our scope to attempt a detailed or technical examination of the volume of Gifford Lectures in which Prof. A. N. Whitehead has expounded at greater length than elsewhere his system of metaphysics. This has been done in many other notices, and we would be understood here only to give a general impression from rather a lay point of view, comparing it with other newly published syntheses of similar scope—for example, that of Profs. Alexander and Haldane, Pringle Pattison and Hobson, and Sir Arthur Eddington. Process and Reality: an Essay in Cosmology. (Gifford Lectures delivered in the University of Edinburgh during the Session 1927–28.) By Prof. Alfred North Whitehead. Pp. xxiii + 509. (Cambridge: At the University Press, 1929.) 18s. net.

Process and Reality: an Essay in Cosmology

\"This splendid work of scholarship . . . sums up with economy and power all that the written record so far deciphered has to tell about the ancient and complementary civilizations of Babylon and Assyria.\" Edward B. Garside, \"New York Times Book Review\" Ancient Mesopotamia the area now called Iraq has received less attention than ancient Egypt and other long-extinct and more spectacular civilizations. But numerous small clay tablets buried in the desert soil for thousands of years make it possible for us to know more about the people of ancient Mesopotamia than any other land in the early Near East. Professor Oppenheim, who studied these tablets for more than thirty years, used his intimate knowledge of long-dead languages to put together a distinctively personal picture of the Mesopotamians of some three thousand years ago. Following Oppenheim's death, Erica Reiner used the author's outline to complete the revisions he had begun. \"To any serious student of Mesopotamian civilization, this is one of the most valuable books ever written.\" Leonard Cottrell, \"Book Week\" \"Leo Oppenheim has made a bold, brave, pioneering attempt to present a synthesis of the vast mass of philological and archaeological data that have accumulated over the past hundred years in the field of Assyriological research.\" Samuel Noah Kramer, \"Archaeology\" A. Leo Oppenheim, one of the most distinguished Assyriologists of our time, was editor in charge of the \"Assyrian Dictionary\" of the Oriental Institute and John A. Wilson Professor of Oriental Studies at the University of Chicago.\

Ancient Mesopotamia, Portrait of a Dead Civilization

Jeffrey Beall’s blog listing of potential predatory journals and publishers, as well as his Criteria for Determining Predatory Open-Access (OA) Publishers are often looked at as tools to help researchers avoid publishing in predatory journals. While these Criteria has brought a greater awareness of OA predatory journals, these tools alone should not be used as the only source in determining the quality of a scholarly journal. Employing a three-person independent judgment making panel, this study demonstrates the subjective nature of Beall’s Criteria by applying his Criteria to both OA and non-OA Library and Information Science journals (LIS), to demonstrate that traditional peer-reviewed journals could be considered predatory. Many of these LIS journals are considered as top-tier publications in the field and used when evaluating researcher’s publication history for promotion and tenure.

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Format Aside: Applying Beall's Criteria to Assess the Predatory Nature of both OA and Non-OA Library and Information Science Journals

Tenure status for library faculty in the academic environment is coming under increasing attack from administration, faculty members in other departments, and non-academics. This is due to incorrect perceptions about what academic librarians do and how they serve their profession. This paper describes the many challenges faculty librarians face in balancing their work load with service and scholarship; justifies why academic librarians need tenure; and ultimately proves that tenure and faculty status for academic librarians are an absolute necessity.

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Seeking Full Citizenship: A Defense of Tenure Faculty Status for Librarians

This study identifies developments relevant to new academic librarians' perceptions of librarianship. Through use of the long interview and document analysis, the researchers developed a grounded theory consisting of six categories that weigh upon novice librarians' perceptions of the profession: (1) deciding upon a career, (2) experiencing graduate school, (3) continuing education, (4) defining the work, (5) evaluating the work, and (6) (re)imagining the future. The categories are analyzed to theorize how perceptions shift from the decision to pursue a new career through the first few years of professional work, and these processes' educational implications are considered.

New Academic Librarians and Their Perceptions of the Profession

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Aristotle’s Contribution to Scholarly Communication

Purpose – This qualitative study aims to analyse veteran academic librarians’ perceptions of librarianship to develop a grounded theory that models this group’s understandings of the profession. In addition, this study compares its findings to a previous grounded theory study that modelled novice academic librarians’ perceptions of the profession. Design/methodology/approach – Using the long interview technique, the analysts interviewed 15 veteran academic librarians, i.e. those with 10 or more years continuous experience as professional academic librarians, who work in Texas universities and four-year colleges. Qualitative analytical methods were used to develop a substantive grounded theory from the data. Findings – Two theoretical categories emerged that model academic librarian perceptions of the profession: orienting self (and others) to a shifting profession and driving change in the field. These categories depict academic librarianship as a profession focussed on change, and the theory valuates bot...

Stephen Bales

Papers

Format Aside: Applying Beall's Criteria to Assess the Predatory Nature of both OA and Non-OA Library and Information Science Journals

Seeking Full Citizenship: A Defense of Tenure Faculty Status for Librarians

New Academic Librarians and Their Perceptions of the Profession

Aristotle’s Contribution to Scholarly Communication

Professional identity: a grounded theory study of veteran academic librarians