Ann Marie Ryan

Charles Tocci

Seungho Moon

This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings.

The Curriculum Foundations Reader

Murray Barrick

The subject of personality has received increasing attention fromindustrial/organizational psychologists in both research andpractice settings over the past decade. But while there is anoverabundance of information related to the narrow area ofpersonality testing and employee selection, there has been nodefinitive source offering a broader perspective on the overalltopic of personality in the workplace. Personality and Workat last provides an in-depth examination of the role of personalityin work behavior. An array of expert authors discusses theconnection of personality to a wide range of outcomes beyondperformance, including counterproductive behaviors, contextualperformance, retaliatory behaviors, retention, learning, knowledgecreation, and the process of sharing that knowledge. Throughout thebook, the authors present theoretical perspectives, introduce newmodels and frameworks, and integrate and synthesize prior studiesin ways that will stimulate future research and practice. Contributors to this volume include: Murray R. Barrick, MichaelJ. Cullen, David V. Day, Ed Diener, J. Kevin Ford, Lewis R.Goldberg, Leaetta Hough, Jeff W. Johnson, Martin J. Kilduff, AmyKristof-Brown, Katherine E. Kurek, Richard E. Lucas, Terence R.Mitchell, Michael K. Mount, Frederick L. Oswald, Ann Marie Ryan,Paul R. Sackett, Gerard Saucier, Greg L. Stewart, Howard M.Weiss

Ann Marie Ryan

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