Titlles and Brief Synopsis of Professional Readings and References

Photocopy of the Articles /

 Professional Readings

                   VOYAGES IN WORLD HISTORY, BRIEF EDITION, Second Edition, masterfully uses the theme of movement−the journeys of peoples, ideas, and goods−to help students make sense of the huge range of people, places, and events throughout history. Each chapter is framed around the story of a person who traveled within the time period and region under discussion. Students can practice being critical readers by evaluating the traveler’s observations and attitudes. A primary source feature, “Movement of Ideas,” helps students develop the core skill of analyzing sources by allowing them to compare multiple explanations of significant ideas. This brief text meets the needs of instructors who want a lively narrative style without sacrificing the themes and pedagogy that make world history understandable to students; it is also ideal for instructors who want to supplement a text with many primary sources. Available in the following options: VOYAGES IN WORLD HISTORY, BRIEF EDITION, 2nd Edition (Chapters 1−32); Volume I: To 1600 (Chapters 1−16); Volume II: Since 1500 (Chapters 15−32).

• This brief edition meets the needs of instructors who want a lively narrative style without sacrificing the themes and pedagogy that make world history understandable to students. It’s ideal for professors who want to supplement the text with numerous primary sources or whole primary sources.
• The journeys of peoples, ideas, and goods are used to help the reader make sense of the huge range of people, places, and events throughout history. Each chapter centers on a story−a traveler’s account that highlights the book’s main theme, the constant movement of people, goods, and ideas.
• “Movement of Ideas” features include multiple primary source excerpts, both religious and secular, to provide students with contrasting explanations of significant ideas throughout history. They include an introduction and discussion questions to help students understand and analyze the sources presented. Topics include “Doing What Is Right in the Avesta and the Bible” and “Fascism and Youth in the 1930s.”
• Student-friendly pedagogical features include chapter outlines, bolded key terms, and an on-page glossary and pronunciation guide. Also included are chapter opening focus questions and chapter summaries that repeat and discuss the focus questions to help readers grasp the main ideas of the chapters.
• website: https://www.amazon.com/Voyages-History-Available-Titles-CourseMate/dp/0618077200

Published in February, May, August, and November, The Journal of Asian Studies (JAS) has long been recognized as the most authoritative and prestigious publication in the field of Asian studies. The JASis published for the AAS by Cambridge University Press.

Current AAS members can access the JAS archives via Cambridge University Press. The archives include articles from the first issue in 1941 through to the current issue.

JAS publishes the very best empirical and multidisciplinary work on Asia, spanning the arts, history, literature, the social sciences, and cultural studies. Experts around the world turn to this quarterly journal for the latest in-depth scholarship on Asia’s past and present, for its extensive book reviews, and for its state-of-the-field essays on established and emerging topics.

With coverage reaching from South and Southeast Asia to China, Inner Asia, and Northeast Asia, JAS welcomes broad comparative and transnational studies as well as essays emanating from fine-grained historical, cultural, political, or literary research and interpretation. The JAS also publishes clusters of papers representing new and vibrant discussions on specific themes and issues.

All current AAS members receive the print and online Journal of Asian Studies as a benefit of membership. Members who do not wish to receive the print version of the Journal of Asian Studies may opt out via the “Manage Privacy” link on their profile page or by contacting AAS Membership Manager, Doreen Ilozor, atdilozor@asian-studies.org.

In addition to the many advantages inherent to the online JAS—fully searchable tables of contents and abstracts, ease of downloading and printing of articles and citations, etc.—the online version allows access to multimedia supplements; video, music, and digital images can easily be uploaded and linked to relevant articles.

Website: http://www.asian-studies.org/Publications/JAS

           I believe as an educator, integration literacy is essential for the children and can save a teacher time, energy, and make them able to incorporate more real authentic learning.  When a teacher can find appropriate references to go along or match objectives being taught, then they are using their integration literacy.  I have done some integration, mainly in the language arts and social studies areas.  For example, I had found an online student unit on a book we read together as a class.  After every 3 chapters there was an assignment for the students.  The students used a mobile lab of laptops and were paired up with partners.  They worked on the assignment together after each of the chapter selections.  The assignments ranged from writing assignments to using the Kid’s Almanac on the Internet.  This allowed the students to learn not only how to browse the Internet, but to become familiar with the many sources of information they can also find.  They also learned of the many fun student activities that go along with what we are learning in class.  They learned to bookmark favorite websites, and got to practice their writing skills in word processing, and tested out how to insert data to make graphs.  I found that by integrating technology, the students became more motivated about their schoolwork and were able to connect what they were learning with their own personal lives. 

As I learn more about integrating technology into the classroom I have learned that I must continuously reflect on how I can use my new knowledge in three ways:  For my own professional development, using technology as a productivity tool in my classroom and extensively integrating technology in my teaching, lessons, student-based projects, and student assessments to improve student learning.  Engaging in this is called curriculum-specific or discipline-specific learning.  I look forward to finding more about curriculum specific content that I can use in my classroom.  Being a 4^th grade classroom teacher, sometimes I get nervous that I am not spending enough time on proficiency practice or proficiency objectives.  But if I could find curriculum specific information and ideas on how to use it in the classroom, then I could be focusing in on proficiency objectives at the same time motivating students by using technology. By knowing and understanding what a references is, what it does, I am/will be more able to teach to the students in my class.