An investigation of the work and workers in fossil preparation labs reveals the often unacknowledged creativity and problem-solving on which scientists rely. Those awe-inspiring dinosaur skeletons on display in museums do not spring fully assembled from the earth. Technicians known as preparators have painstakingly removed the fossils from rock, repaired broken bones, and reconstructed missing pieces to create them. These specimens are foundational evidence for paleontologists, and yet the work and workers in fossil preparation labs go largely unacknowledged in publications and specimen records. In this book, Caitlin Wylie investigates the skilled labor of fossil preparators and argues for a new model of science that includes all research work and workers. Drawing on ethnographic observations and interviews, Wylie shows that the everyday work of fossil preparation requires creativity, problem-solving, and craft. She finds that preparators privilege their own skills over technology and that scientists prefer to rely on these trusted technicians rather than new technologies. Wylie examines how fossil preparators decide what fossils, and therefore dinosaurs, look like; how labor relations between interdependent yet hierarchically unequal collaborators influence scientific practice; how some museums display preparators at work behind glass, as if they were another exhibit; and how these workers learn their skills without formal training or scientific credentials. The work of preparing specimens is a crucial component of scientific research, although it leaves few written traces. Wylie argues that the paleontology research community's social structure demonstrates how other sciences might incorporate non-scientists into research work, empowering and educating both scientists and nonscientists.

Co-published with TESOL Press There is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students. This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and inservice teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity. The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs—writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.

Provides a superb introduction to the nature of social work: its legal and policy base, the knowledge, skills and values involved, and the challenges and pitfalls practitioners face. This new edition has been updated to include recent developments in the f.

This collection examines a diverse range of approaches to multilingualism in teacher education programmes across Europe and North America. The authors investigate how pre-service teachers are being prepared to work in multilingual contexts and discuss the key features of current pre-service teacher education initiatives that address the increasing linguistic and cultural diversity evident in classrooms in their respective countries. The focus is not only on migrant-background learners but includes students from Indigenous, autochthonous and heritage language backgrounds, and speakers of minoritised regional varieties. The chapters contextualise, both historically and ideologically, the specific initiatives and measures taken in the participating countries. They also reveal the complexity of each educational context and the role that history, language policies and institutional and programmatic priorities play in the development and implementation of a multilingual focus in teacher education. In exploring how pre-service teachers are being prepared to work in multilingual contexts, the authors take a critical view of how multilingualism itself is conceptualised within and across contexts. The book highlights the valuable impact that explicit instruction on theories of multilingualism, pedagogies in multilingual classrooms and lived realities of multilingual children can have on the beliefs and practices of pre-service teachers.

The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.

This new volume in the award-winning Encountering Mission series is for current and future missionaries. It provides practical guidance regarding getting ready for the mission field and the realities of life on the field. The authors are well qualified to write such a manual, each having served as a missionary for more than twenty years and each having taught missions in seminary. The authors begin by examining the contemporary context for missions, including the recognition that the world's mission fields are in constant and often rapid change. They then discuss aspects of preparing oneself for the mission field, beginning with home-front preparations and moving to on-the-field preparations. The final section deals with practical issues and challenges of missionary life.