Academic literature on the topic 'Georgia Southern University School superintendents'

PurposeThe purpose of this study is to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems.Design/methodology/approachLooking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple‐case approach was selected with semi‐structured interviews providing the major source of data.FindingsFindings suggest the following: there is a difference in the sense of urgency for the planning and management of the succession of principals; the development of aspiring leaders was identified as a critical component of planning and management of succession; mentoring was an essential practice through the succession process; and reliance on collaborative partnerships with outside organizations was highly valued.Practical implicationsThe implications of the study include a call for further research to determine the differences in leader succession planning and management needs related to the varying contexts. In addition, the study implies that building collaborative partnerships with university preparation programs and other external professional development organizations may assist systems in the planning and management of principal succession.Originality/valueThe originality of this study stems from the lack of literature that directly examines the experiences and practices of principal succession. The findings can inform school system leaders of succession planning and management issues and practices that exist in the four systems studied. As leadership becomes more recognized for its impact on student achievement and school performance, it is imperative that succession is managed and planned to ensure sustainability and effectiveness.

Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.

Ralph Lee Woodward, Jr., Central America: A Nation Divided. New York: Oxford University Press, 1985. Pp. 390. Cloth, $22.50; Paper $8.95. Second Edition. Review by Donald J. Mabry of Mississippi State University. Edward M. Anson. A Civilization Primer. San Diego: Harcourt Brace Jovanovich, 1985. Pp. 121. Spiral bound, $5.95. Review by Gordon R. Mork of Purdue University. Stephen J. Lee. Aspects of European History, 1494-1789. Second edition. London & New York: Methuen, 1984. Pp. viii, 312. Paper, $11.95. Review by Michael W. Howell of The School of the Ozarks. Roland N. Stromberg. European Intellectual History Since 1789. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1986. Fourth edition. Pp. x, 340. Paper, $18.95. Review by Irby C. Nichols, Jr. of North Texas State University. R. W. Southern. Medieval Humanism and Other Studies. New York: Basil Blackwell, 1985. Pp. 261. Cloth, $24.95; Paper, $10.95. Review by Benjamin F. Taggie of Central Michigan University. H. T. Dickinson. British Radicalism and the French Revolution, 1789-1815. New York: Basil Blackwell, 1985. Pp. 88. Paper, $6.95; F. D. Dow. Radicalism in the English Revolution, 1640-1660. New York: Basil Blackwell, 1985. Pp. 90. Paper, $6.95. Review by Harry E. Wade of East Texas State University. H. R. Kedward. Occupied France: Collaboration and Resistance 1940-1944. New York: Basil Blackwell, 1985. Pp. 88. $6.95; M. E. Chamberlain. Decolonization: The Fall of the European Empire. New York: Basil Blackwell, 1985. Pp. 86. $6.95. Review by Steven Philip Kramer of the University of New Mexico. Harriet Ward. World Powers in the Twentieth Century. London: British Broadcasting Corporation and the Heinemann Educational Books, 1985. Second edition. Pp. xvii, 333. Paper, $12.00. Review by Gerald H. Davis of Georgia State University. Paul Preston, ed. Revolution and War in Spain, 1931-1939. London and New York: Methuen, 1984. Pp. xi, 299. Cloth, $29.95: Paper, $12.95. Review by Robert Kern of the University of New Mexico. Glenn Blackburn. The West and the World Since 1945. New York: St. Martin's Press, 1985. Pp. vi, 152. Paper, $9.95. Review by Victoria L. Enders of Northern Arizona University. M. K. Dziewanowski. A History of Soviet Russia. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1985. Second edition. Pp. x, 406. Paper, $22.95. Review by Elizabeth J. Wilcoxson of Northern Essex Community College. Peter L. Steinberg. The Great "Red Menace": United States Prosecution of American Communists, 1947-1952. Westport, CT: Greenwood Press, 1984. Pp. xiv, 311. Cloth, $35.00. Review by Kenneth G. Alfers of Mountain View College. Winthrop D. Jordan, Leon F. Litwack, Richard Hoftstadter, William Miller, Daniel Aaron. The United States: Brief Edition. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1985. Second Edition. Pp. xiv, 513. Paper, $19.95. Review by Richard A. Diem of The University of Texas at San Antonio. Edwin J. Perkins and Gary M. Walton. A Prosperous People: The Growth of the American Economy. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1985. Pp. xiii, 240. Paper, $14.95. Review by Larry Madaras of Howard Community College.

For four years, ESOL teachers in Effingham County have partnered with Georgia Southern University to provide a no cost Language Experience Camp for English learners and their families. Our Language Experience Camp has three goals: 1) provide continued language development opportunities, 2) develop a sense of connectedness among ELs, their families, the school system, and the larger community, and 3) create a fun and engaging learning environment. It has become a place where students and families connect with ESOL teachers and the ESOL director as well as students from across the county. It is an example of how one county has adjusted to their changing student demographic in a way that supports students academically and also helps them integrate socially.

05–178Carrel, Patricia L. (Southern Illinois U, USA; pcarrell@gsu.edu), Dunkel, Patricia A. (Georgia State U, USA; pdunkel@gsu.edu) & Mollaun, Pamela (Educational Testing Service, USA; pmollaun@ets.org), The effects of notetaking, lecture length and topic on a computer-based test of ESL listening comprehension. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 83–105.05–179Cheng, Hsiao-fang (National United U, Taiwan, China), A comparison of multiple-choice and open-ended response formats for the assessment of listening proficiency in English. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 544–555.05–180Grindsted, Annette (U of Southern Denmark, Denmark; agr@language.sdu.dk), Interactive resources used in semi-structured research interviewing. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1015–1035.05–181Huempfner, Lisa (Illinois State U, USA), Can one size fit all? The imperfect assumptions of parallel achievement tests for bilingual students. Bilingual Research Journal (Tempe, AZ, USA) 28.3), 379–399.05–182Kondo-Brown, Kimi (U of Hawaii at Manoa, USA), Investigating interviewer–candidate interactions during oral interviews for child L2 learners. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 602–615.05–183Lokai Bischof, Deborah (Educational Testing Service, USA), Baum, David I., Casabianca, Jodi, M., Morgan, Rick, Rabiteau, Kathleen A. & Tateneni, Krishna, Validating AP modern foreign language examinations through college comparability studies. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 616–622.05–184Mathews, Thomas J. & Hansen, Cheryl M. (Weber State U, USA), Ongoing assessment of a university foreign language program. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 521–533.05–185Milton, James (U of Wales Swansea, UK; jlmilton@swansea.ac.uk), Comparing the lexical difficulty of French reading comprehension exam texts. Language Learning Journal (Rugby, UK) 30 (2004), 5–11.05–186Shultz, Deborah, L (Mechanicsburg Middle School, USA) & Willard-Holt, Colleen, Promoting world languages in middle school: the achievement connection. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 623–629.05–187Tan, Kelvin (Temasek Polytechnic, Singapore), Does student self-assessment empower or discipline students?Assessment & Evaluation in Higher Education (Abingdon, UK) 29.6 (2004), 651–662.

07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–182Goh, Christine & Yusnita Taib (Nanyang U, Singapore), Metacognitive instruction in listening for young learners. ELT Journal (Oxford University Press) 60.3 (2006), 222–232.07–183Hémard, Domınıque (London Metropolitan U, UK), Design issues related to the evaluation of learner–computer interaction in a web-based environment: Activities v. tasks.Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 261–276.07–184Howard, Elizabeth R., Igone Arteagoitia, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Centre for Applied Linguistics, Washington DC, USA), The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly 40.2 (2006), 399–420.07–185Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.

04–01Asraf, Ratnawati Mohd and Ahmad, Ismail Sheikh (International Islamic University, Malaysia). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 83–102.04–02 Beaven, Tim (Open University, UK; Email: m.c.beaven@open.ac.uk). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica (Rugby, UK), 29 (2004), 3–8.04–03Blei, Dagmar. Aufgaben in einer konstruktivistischen Lernkultur. [Tasks in a constructivist learning culture] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 220–227.04–04Carduner, Jessie (Kent State U., Ohio, USA; Email: jcardune@kent.edu). Productive dictionary skills training: what do language learners find useful?Language Learning Journal (London, UK), 28 (Winter 2003), 70–76.04–05Carless, David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Factors in the implementation of task-based teaching in primary schools. System (Oxford, UK), 31 (4), (2003), 485–500.04–06Crandall, E. and Basturkmen, H. (University of Auckland, NZ). Evaluating pragmatics-focused materials. ELT Journal (Oxford, UK), 58, 1 (2004), 38–49.04–07Cumming-Potvin, W., Renshaw, P. and Kraayenoord, van C. (Murdoch University, Australia; Email: potvin@central.murdoch.edu.au). A sociocultural analysis of language learning: new forms of literacy practices in a language and culture awareness programme. Language and Education (Clevedon, UK), 17, 6 (2003), 201–217.04–08Delagneau, Jean-Marc (Université du Havre, France). Langues allemandes de spécialité: implication pédagogiques de la recherche au niveau du lexique et de la syntaxe. [German Language for Specific Purposes: pedagogical implications for research on lexicon and syntax.] Les Cahiers de l'APLIUT (Paris, France), 3 (2003), 9–26.04–09Durán, Richard (Baylor University, USA) and McCool, George.If this is French,then what did I learn in School?The French Review (Southern Illinois University, USA), 77, 2 (2003), 288–299.04–10Finn, Thomas (Ohio Northern University, USA). Incorporating the comédie-musicale in the college French classroom. The French Review (Southern Illinois University, USA), 77, 2 (2003), 302–309.04–11Gutiérrez Almarza, Gloria and Peña Calvo, Alicia (Nottingham Trent U., UK; Email: gloria.gutiérrez@ntu.ac.uk). El desarrollo de la competencia intercultural y la formación de los profesores de lenguas. [The development of intercultural competence and language teacher training.] Vida Hispánica (Rugby, UK), 29 (2004), 9–13.04–12Hwo, F. (Bowling Green State University, Ohio, USA; Email: fhwu@bgnet.bgsu.edu). On the applicability of the input-enhancement hypothesis and input processing theory in multimedia CALL: the case of Spanish preterite and imperfect instruction in an input application. CALICO Journal (Texas, USA), 21, 2 (2004), 317–338.04–13Kang, S. (Qufu Teachers' University, P.R. China). Using visual organizers to enhance EFL instruction. ELT Journal (Oxford, UK), 58, 1 (2004), 58–67.04–14Kohler, Michelle (U. of South Australia; Email: Michelle.Kohler@unisa.edu.au). Developing continuity through long-term programming. Babel (Victoria/Melbourne, Australia), 38, 2 (2003), 9–16, 38.04–15Lambert, C. (University of Kitakyushu, Japan). Reverse-engineering communication tasks. ELT Journal (Oxford, UK), 58, 1 (2004), 18–27.04–16Linder, D. (University of Salamanca, Spain). The internet in every classroom?Using outside computers. ELT Journal (Oxford, UK), 58, 1 (2004), 10–17.04–17Malone, Dennis (SIL International, Thailand; Email: Dennis_Malone@sil.org). Developing curriculum materials for endangered language education: lessons from the field. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 332–348.04–18Murphy, John (Atlanta, USA). Attending to word-stress while learning new vocabulary. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 67–83.04–19Myhill, Debra (Exeter U., UK; Email: D.A.Myhill@ex.ac.uk). Principled understanding?Teaching the active and passive voice. Language and Education (Clevedon, UK), 17, 5 (2003), 355–370.04–20Pavlenko, Aneta (Temple U., USA; Email: apavlenk@temple.edu). “Language of the enemy”: Foreign language education and national identity. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 313–331.04–21Pollard, Matthew (Latimer Upper School, London, UK). Teaching and learning metaphor. English in Education (Sheffield, UK), 37, 3 (2004), 19–27.04–22Rinder, Anna. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructvist paradigm and new media.] Informationen Deutsch als Fremdsprache (Munich, Germany), 30, 1 (2003), 3–22.04–23Rodrigo, Victoria (Georgia State University, USA), Krashen, Stephen and Gribbons, Barry. The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System (Oxford, UK), 32, 1 (2004), 53–60.04–24Tenberg, Reinhard. Interaktionsformen und Neue Medien aus der Sicht des Fernlernens. [Form of interactions and new media in distance learning.] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 210–219.04–25Wang, Yuping (Griffith U., Australia; Email: y.wang@griffith.edu.au). Distance language learning: interactivity and fourth-generation internet-based videoconferencing. Calico Journal (Texas, USA), 21, 2 (2004), 373–495.04–26Weber, Vanessa and Abel, Andrea (European A. of Bolzano/Bozen, Italy; Email: vanessa.weber@eurac.edu). Preparing language exams: an online learning system with dictionary and email tandem. ReCall (Cambridge, UK), 15, 2 (2003), 169–176.04–27Wood, Alistair and Head, Michael (University of Brunei, Darussalam). ‘Just what the doctor ordered’: the application of problem-based learning to EAP. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 3–17.

Patkau, Karen. Ecosystem Series: “Who Needs an Iceberg?”, “Who Needs a Jungle?”, “Who Needs a Swamp?”. 3 vols. Toronto: Tundra Books, 2012. Part of elementary public school science curriculum, at least in Alberta, for many years has included a study of ecosystems. Many publishers of children’s non-fiction have published series of ecosystem-specific books in support of these curricula. Toronto author/illustrator, Karen Patkau is a new voice in this field. Patkau has won many awards and citations for her illustrations and these books are further examples of her fine work. All three of these books follow a similar pattern. Illustrations make up most of the work. The language is appropriate to the upper elementary target audience. In each book, there are a few textbook-like illustrations of biological cycles, such as the oxygen cycle. At the end of each volume there is a world map that shows where in the world the kind of ecosystem being described can be found. An inset larger map shows the location of the specific ecosystem being illustrated in the book. The map is followed by a visual dictionary of twenty-four of the organisms described in the book with a paragraph describing each organism. Each book concludes with a glossary. “Who Needs an Iceberg? “ is miss-titled, because icebergs have much less impact on the Arctic ecosystems than does the presence of the swiftly-shrinking polar ice cap. However, through the book, Patkau does address most of the varied terrestrial and aquatic Arctic ecosystems. Her illustrations range from very detailed, for example the ptarmigan on the tundra, to the almost two-dimensional representation of the beluga. This is a non-fiction work, so Patkau’s representation of the underwater part of the iceberg as the face of an animal is a bit of an oddity. While “Who Needs an Iceberg?” barely mentions the iceberg through the text, “Who Needs a Jungle?” is completely about jungle environments. Patkau expertly portrays the dark jungle interiors and the bright and vibrant crowns. Her jungle is lush, with many shades of green and bright flowers and is filled with insects, birds, snakes and mammal. In the latter part of the book Patkau addresses how the jungle impacts global weather, air quality and regional water regimes. “Who Needs a Swamp?” focuses on a swamp in southern Georgia, in the southeastern United States. Given that part of the marketing for ecosystem series is the tie-in to the school curriculum, it seem as bit strange that Patkau would not have chosen a swamp in a Canadian environment, with which children might have some personal experience. While swamps wherever they are serve similar functions in trapping excess rainfall, slowing run-off and filtering water, Canadian children will not find armadillos, crocodiles, sassafras and cypress trees in their local swamps. Similar in presentation to “Who Needs a Jungle?” this book showcases Patkau’s portrayal of the lush world of a sub-tropical swamp. Because there have been several ecosystem series published for the Canadian environment in the past ten years, and not much changes in these ecosystems, for school libraries on small budgets, these books, particularly the one on swamps, would probably fall into the “nice to have” category. However, for any public or school library needing to buy new or having a budget large enough to accommodate duplication of subject content and peripheral content, these books are highly recommended. Highly recommended: 4 stars out of 4Reviewer: Sandy Campbell Sandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. 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Thesis (Ed.D.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 144-150) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 131-152) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 183-198) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 140-147) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Charles A. Reavis. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 126-136) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 108-116).

Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 170-191) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Meta Y. Harris. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 148-161) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 137-142) and appendices.

Johnnie Hines Watts Prothro was one of the first African American women scientists and researchers in the field of food chemistry and nutrition. Having grown up in the segregated American South, Dr. Protho became particularly interested in promoting healthy nutrition and diets for African Americans. Johnnie Hines Watts was born on February 28, 1922, in Atlanta, Georgia, in the segregated South. Her parents emphasized the importance of an education and she graduated from high school at the age of fifteen. She enrolled in the historically black Spelman College in Atlanta as a commuter student and received a BS degree with honors in Home Economics from Spelman in 1941. Following her graduation, she obtained a position as a teacher of foods and nutrition—the usual career path for African American women who earned bachelor’s degrees in science during the Jim Crow era—at Atlanta’s all-black Booker T. Washington High School. Watts taught at Booker T. Washington High School from 1941 to 1945, then moved to New York City to attend Columbia University, from which she received her MS degree in 1946. Armed with her master’s degree, Watts became an instructor of chemistry at a historically black Southern University in Baton Rouge, Louisiana. She worked there during the 1946–1947 academic year before deciding to pursue a PhD. Watts enrolled in the University of Chicago after researching the doctoral offerings of several universities. She was the recipient of a number of scholarships and awards at the University of Chicago. Among the awards were the Laverne Noyes Scholarship (1948–1950), the Evaporated Milk Association Award (1950–1951), the Borden Award from the American Home Economics Association (1950– 1951), and a research assistantship (1951–1952). Watts married Charles E. Prothro in 1949. It is said that they met in Connecticut, but this is not clearly documented. Watts Prothro received her PhD from the University of Chicago in 1952. Her dissertation title is “The Relation of the Rates of Inactivation of Peroxidase, Catecholase, and Ascorbase to the Oxidation of Ascorbic Acid in Vegetables.”