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This chapter details a cultural relevance of text project in-service K-12 teachers engage in during their graduate literacy methods class. Through this project, teachers, who work with emergent bilinguals, learn how to select culturally relevant texts using a rubric. They read their selection with a student and reflect on the experience. Four important conclusions came from an analysis of the projects teachers carried out. Teachers found that their students made connections and were more engaged when reading culturally relevant books. Participants found the rubric helpful in identifying what they should look for in a culturally relevant text. In addition, through this project, the teachers discovered that their libraries tended to lack culturally relevant literature. Finally, participant teachers learned more about their emergent bilingual students through the process of finding and reading culturally relevant stories. While this project was carried out by a limited number of teachers in urban environments, it has implications for teachers of emergent bilingual students in other contexts.

Presents a review on implementing finite element methods on supercomputers, workstations and PCs and gives main trends in hardware and software developments. An appendix included at the end of the paper presents a bibliography on the subjects retrospectively to 1985 and approximately 1,100 references are listed.

The historical study of sexuality during the Victorian period has been influenced heavily by the development of sexology as a scientific field. The impetus of sexology to delineate and categorize “types” of sexuality and sexual behavior has situated the late nineteenth century as a starting point for studies of contemporary concepts of sexual “abnormality.” However, research into this subject, while drawing on both legal and medical discourses, has overwhelmingly ignored the value of porn in reconstructing the dynamics of Victorian sexuality. Accordingly, this chapter integrates legal, medical, and pornographic discourses of the late nineteenth century to develop a more thorough examination of Victorian sexual experiences that fell outside the limits of prescribed legal and medical “normalcy.”

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper gives a bibliographical review of the finite element and boundary element parallel processing techniques from the theoretical and application points of view. Topics include: theory – domain decomposition/partitioning, load balancing, parallel solvers/algorithms, parallel mesh generation, adaptive methods, and visualization/graphics; applications – structural mechanics problems, dynamic problems, material/geometrical non‐linear problems, contact problems, fracture mechanics, field problems, coupled problems, sensitivity and optimization, and other problems; hardware and software environments – hardware environments, programming techniques, and software development and presentations. The bibliography at the end of this paper contains 850 references to papers, conference proceedings and theses/dissertations dealing with presented subjects that were published between 1996 and 2002.

The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates for field experiences and practicum in a diverse (bilingual) urban school, the program uses coursework to impart asset-based pedagogies and practices.

In this mixed-method case study, this paper examined the awareness and perspectives of preservice teachers (n = 26) to cultural and linguistic diversity and relevant teaching and learning practices. In particular, this study gauged their engagement with multicultural children’s literature in a collaborative interclass activity. The data sources included beginning and end of semester survey responses, notes on participant interactions during the mid-semester collaborative interclass activity and participant retrospective reflections about the activity.

This paper found that teacher candidates showed increased awareness and positive shifts in perspectives. This study also ascertaind that, in learning to become culturally (and linguistically) responsive and sustaining teachers, they benefited from collaborative peer work that focused on learning about multicultural children’s literature, analyzing it and planning to integrate it into their classrooms.

Studies show that culturally relevant literature in schools is beneficial; however, teacher candidates often lack knowledge of such literature and how to use it. This need is especially critical and relevant when learning about and implementing culturally relevant and sustaining practices. The collaborative undertaking discussed in this study fills this gap through co-teaching and interclass activity that brings preservice teachers as a cohort to collaboratively learn about, discuss, reflect on and plan lessons as they prepare to work with students from different backgrounds than their own.

The purpose of this paper is to draw attention to the work of sociologists who laid the foundation for queer and crip approaches to disability and to address how queer and crip theory has and can help to re-conceptualize our understandings of health, illness, disability, and sexuality.

This paper is an examination of historical moments and prominent literature within medical sociology and sociology of disability. Sociological and popular understandings of disability and sexuality have often mirrored each other historically. Although this literature review focuses primarily on medical sociology and disability studies literature, some works of scholars specializing in gender studies, sexuality, literature, history, and queer studies are also included

In this paper, I argue that the medicalization and pathologization of human differences specifically as it pertains to sexuality and disability within the medical sociological literature have led to constructionist, social model, and feminist critiques. It is these critiques that then laid the foundation for the development of queer and crip theoretical approaches to both disability and sexuality.

Crip and queer approaches to disability provide a clear call for future sociological research. Few social science scholars have applied queer and crip approaches in empirical studies on disability. The majority of work in this area is located in the humanities and concerned with literary criticism. A broader array of empirical work on the intersection of sexuality and disability from queer/crip perspectives is needed both to refine these postmodern theoretical models and to examine their implications for the complex lived experience that lies at the intersection of sexuality and disability. In queering disability and cripping sexuality and gender, we may be able not only to more fully conceptualize disability, sexuality, and gender as individual social categories, but also to more fully understand the complex intersection of these social locations.

In consideration of the needs of the growing numbers of Spanish-speaking emergent bilingual students in U.S. classrooms who are learning English as a new language, this study explores the teachers’ understanding of instructional practice using a specific pedagogical framework designed for emergent bilingual classroom contexts called Preview/View/Review (P/V/R). A constructivist and a translanguaging lens informed the theoretical framework for this study. One set of qualitative data from interviews was collected from a random sample of teachers who participated in a Master’s program in bilingual education in a border university in South Texas. Interview questions focused on the teachers’ reflections on the planning for and the implementation of the pedagogical structure P/V/R in their dual language contexts. Three findings arose from the data: (a) participants demonstrated an understanding of planning for and implementation of the P/V/R structure as a scaffold to build background knowledge of new concepts in the different disciplines; (b) the P/V/R structure has the potential to facilitate cross-linguistic transfer and the potential to be implemented as a form of translanguaging pedagogy; and (c) the implementation of a well-planned P/V/R structure enhances students’ engagement with the learning in two languages. One identifiable limitation of the study is the small size of the sample. In addition, classroom observations of the implementation of the structure are needed to mitigate the possible over-reporting of P/V/R as a good practice on the part of the teachers. Insights from this study inform teacher educators in teacher preparation programs who are preparing teachers for working with emergent bilingual learners and the professional development of all teachers, including those who teach in bilingual school contexts.