Books & Chapters

ICES SELECTED PUBLISHED

Petrina, S. (in press). Critique of technology [Draft]. In P. J. Williams & K. Stables (Eds.), Critique in design and technology education (pp. x-xx). Dordrecht, The Netherlands: Springer.

Mathison, S., & Ross, E. W. (Eds.). (2008). Battleground schools (Vols. 1-2). Westport, CT: Greenwood Press.

Recipient of the American Educational Studies Association 2010 Critics’ Choice Award: “The Critics’ Choice Award serves to recognize and increase awareness of recent scholarship deemed to be outstanding in its field and of potential interest to members of the Association.”  See review by Nancy C. Patterson in Education Review.

DeLeon, A. P., & Ross, E. W. (Eds.). (2010). Critical theories, radical pedagogies, and social education: New perspectives for social studies education. Rotterdam: Sense.

Petrina, S. (2010). Design and engineering cognition. In P. A. Reed & J. LaPorte (Eds.), Research in technology education (pp. 136-151).  New York: Glencoe-McGraw Hill.

Petrina, S. & Rusnak, P. (2010). Technology. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 876-878). Thousand Oaks, CA: Sage.

Petrina, S. (2010). Educational Testing Service. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 317-318). Thousand Oaks, CA: Sage.

Petrina, S. & Rusnak, P. (2010). Intelligence tests. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 487-488). Thousand Oaks, CA: Sage.

Petrina, S. (2010). Academic freedom. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 1-2). Thousand Oaks, CA: Sage.

Freeman, M. & Mathison, S. (2009). Researching Children’s Experiences. New York, NY: Guilford Publishers.

Mathison, S. & Ross, E.W. (Eds.) (2008). The Limits of Standards Based Reform and Testing. New York: Teachers College Press.

Gabbard, D., & Ross, E. W. (Eds.). (2008). Education under the security state. New York: Teachers College Press.

Mathison, S., & Ross, E. W. (Eds.). (2008). Battleground schools (Vols. 1-2). Westport, CT: Greenwood Press.

Petrina, S. (2008). Academic freedom for K-12 teachers. In S. Mathison & W. Ross (Eds.), Battleground: Schools: An encyclopedia of conflict and controversy, Volume 1 (pp. 1-11). New York: Greenwood.

Mathison, S., & Ross, E. W. (Eds.). (2008). Nature and limits of standards-based reform and assessment. New York: Teachers College Press.

Petrina, S., Bartosh, O., Guo, R. & Stanley-Wilson, L. (2008). ICT literacies and policies in teacher education: A survey of preservice teachers at the University of British Columbia, 2001-2004. In T. Di Petta (Ed.), The Emperor’s new computer (pp. 89-109). Amsterdam: Sense.

Petrina, S. & Weir, L. (2008). Commercializing academic freedom: R&D, technology transfer, patents, and copyrights. In S. Krishna (Ed.),Technology transfer: Intellectual property rights (pp. 76-88). Hyderabad, India: Amicus Books, ICFAI University Press.

Mathison, S. (2007) What is the difference between evaluation and research? And why do we care? In N. L. Smith & P. Brandon (Eds.).Fundamental issues in evaluation. New York: Guilford Publishers.

Petrina, S. (2007). Advanced Teaching Methods for the Technology Classroom. Hershey, PA: Information Science International.

Mathison, S. (2007) What is the difference between evaluation and research? And why do we care? In N. L. Smith & P. Brandon (Eds.).Fundamental issues in evaluation. New York: Guilford Publishers.

Petrina, S. & Guo, R. (2007). Developing a large-scale assessment of technological literacy. In M. Hoepfl & M. Lindstrom (Eds.), Assessment of technology education (pp. 157-180). New York: Glencoe-McGraw Hill.

Ross, E. W., & Gibson, R. (Eds.). (2007). Neoliberalism and education reform. Cresskill, NJ: Hampton Press.

Mathison, S. (2007). Educational assessment’s role in the neo-liberal, neo-conservative agenda. In D. Gabbard (Ed.) Knowledge and power in the global economy: The effects of school reform in a neoliberal/neoconservative age, 2nd edition. Mahwah, NJ: Erlbaum.

Petrina, S. (2007). 2020 vision: On the politics of technology. In D. Barlex (Ed.), Design & technology– For the next generation (pp. 32-41). London: Nuffield Foundation.

Ross, E. W. (Ed.). (2006). The social studies curriculum: Purposes, problems and possibilities (3rd Ed.). Albany: State University of New York Press.
Ross, E. W., & Pang, V. O. (Eds.). (2006). Race, ethnicity, and education (Vols. 1-4). Westport, CT: Praeger.

Mathison, S. (Ed.) (2004). Encyclopedia of Evaluation. Thousand Oaks, CA: Sage Publications.

ICES Profiled Special issue

Education for Revolution a special issue collaboration of the journals Works & Days and Cultural Logic. The great cover image is of the Monument to Joe Louis (in Detroit). Hard copies of the issue available from worksanddays.net and Cultural Logic will be publishing and expanded online version of the issue. Rich and Wayne thank David B. Downing and his staff at Works & Days for the fabulous work they did on this issue, which is the second collaboration between the two journals. Read Downing’s foreword to the issue here.

Works & Days + Cultural Logic
Special Issue: Education for Revolution
E. Wayne Ross & Rich Gibson (Editors)

Table of Contents

• Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
  • Rich Gibson, San Diego State University
  • E. Wayne Ross, University of British Columbia
  • Kevin D. Vinson, University of The West Indies
• Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship
  • Julie Gorlewski, State University of New York, New Paltz
  • Brad Porfilio, Lewis University
• Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy
  • Timothy Patrick Shannon, The Ohio State University
  • Patrick Shannon, Penn State University
• Learning to be Fast Capitalists on a Flat World
  • Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota
• Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
  • Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota
• Schooling for Capitalism or Education for Twenty-First Century Socialism?
  • Mike Cole, University of East London
• Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
  • Curry Stephenson Malott, West Chester University of Pennsylvania
• The Pedagogy of Excess
  • Deborah P. Kelsh, The College of Saint Rose
• Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
  • John Maerhofer, Roger Williams University
• Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
  • Grant Banfield, Flinders University of South Australia
• The Illegitimacy of Student Debt
  • David Blacker, University of Delaware
• Hacking Away at the Corporate Octopus
  • Alan J. Singer, Hofstra University
• A Tale of Two Cities ¬– and States
  • Richard Brosio, University of Wisconsin, Milwaukee
• SDS, The 1960s, and Education for Revolution
  • Alan J. Spector, Purdue University, Calumet

Selected Forthcoming