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The only book to connect the everyday world of the 20-something undergraduate consumer with sound sociological analysis of the world of consumption

Enchanting a Disenchanted World, Third Edition examines Disney, malls, cruise lines, Las Vegas, the world wide web, Planet Hollywood, credit cards, and all the other ways we now consume. Thoroughly updated to reflect the recent economic recession and the impact of the internet, bestselling author George Ritzer continues to explore this book's central thesis: that our society has undergone fundamental change because of the way and the level at which we consume.

This Third Edition demonstrates how we have created new "cathedrals" of consumption (places that enchant us so as to entice us to stay longer and consume more) while continuing to take capitalism to a new level. These places of consumption, whether in our homes, the mall, or cyberspace, are in a constant state of "enchanting the disenchanted," luring us through new spectacles because their rational qualities are both necessary and deadening at the same time.

New and Hallmark Features

• Offers a unique analysis of the world of consumption, especially the settings in which consumption takes place
• Discusses the recent global economic recession throughout
• Offers rich details on consuming in such places as Las Vegas, Disney World, on cruise ships, in Wal-Mart, at McDonald's, and, new to this edition, on the Web
• Includes a wide range of theoretical perspectives―Marxian, Weberian, critical theory, postmodern theory―as well as a number of concepts such as hyperconsumption, implosion, simulation, and time and space to show students how sociological theory can be applied to everyday phenomena

• Sales Rank: #721032 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-12-09
• Original language: English
• Number of items: 1
• Dimensions: 8.80" h x .70" w x 6.10" l, .80 pounds
• Binding: Paperback
• 272 pages

Features

• Used Book in Good Condition

Review

"I like the fact that the book is relatively even-handed - appreciating spectacle even while forcing students to question critically the effects of consumption in their lives and those of their fellow citizens."

(Gary Alan Fine 2004-05-07)

"Enchanting a Disenchanted World is a tour de force. Drawing upon a rich array of examples, George Ritzer provides an original and insightful analysis of the new means of consumption and how they are transforming our lives. . . . Analytically crisp, jargon free, and packed with fresh illustrations, Enchanting a Disenchanted World is equally effective as an engaging read for specialists and a lucid text for classroom use. Highly recommended to scholars and students."

(Kevin Fox Gotham 2004-05-07)

"I think this is a great book! I have enjoyed working with it, and so have my students. . . . I especially like the chapters that deal with social theory. These chapters are very effective in presenting social theory to students, as they contain very clear and straightforward explanations of the ideas of otherwise very complex and difficult social theorists."

(Ann Branaman 2004-05-07)

"I think this is a good undergraduate text which can engage students in lively discussions of many recent trends in consumer culture."

(Katya Makarova 2004-05-07)

About the Author

George Ritzer is Distinguished University Professor at the University of Maryland, where he has also been a Distinguished Scholar-Teacher and won a Teaching Excellence Award. He was awarded the Distinguished Contributions to Teaching Award by the American Sociological Association, an honorary doctorate from LaTrobe University in Australia, and the Robin Williams Lectureship from the Eastern Sociological Society. His best-known work, The McDonaldization of Society (8th ed.), has been read by hundreds of thousands of students over two decades and translated into over a dozen languages. Ritzer is also the editor of McDonaldization: The Reader; and author of other works of critical sociology related to the McDonaldization thesis, including Enchanting a Disenchanted World, The Globalization of Nothing, Expressing America: A Critique of the Global Credit Card Society, as well as a series best-selling social theory textbooks and Globalization: A Basic Text. He is the Editor of the Encyclopedia of Social Theory (2 vols.), the Encyclopedia of Sociology (11 vols.; 2nd edition forthcoming), the Encyclopedia of Globalization (5 vols.), and is Founding Editor of the Journal of Consumer Culture. In 2016 he will publish the second edition of Essentials of Sociology with SAGE.

Most helpful customer reviews

10 of 10 people found the following review helpful.
Thoughtful and perceptive
By H Slaven
This book changed the way I view my own habits of consumption. I found his analysis of contemporary trends in consumption interesting and provocative. Also interesting was his conclusion that as people grow accustomed to the new means of consumption that they have to be continually impressed by something new. I thought his remarks on the architecture of the "cathedrals of consumption" were also very important. The most unsettling aspect of the book was Ritzer's comparison of modern styles of consumption with religious institutions, and even the conformity of religious institutions to this new means of consumption (i.e., the mega-churches of today). It was a good read, too, not too dense or pretentious. Very engaging.

2 of 2 people found the following review helpful.
Made my inner fear of rampant consumerism in our society something I could understand
By M. Irwin
This is an incredible read for anyone who is terrified of consumerism, but doesn't find the critique presented by zombie subcultures a satisfying alternative. Where zombie movies and posters are hypocritical (in that you're just consuming someone else's noise), inarticulate/vague, and present violence as the only alternative, this book is enlightening. It helps you to embrace your role as an active/informed consumer and better understand what it is that makes you consume.

Though this edition was released a few years ago, it still captures 'now' incredibly well. Here's an excerpt about Amazon, and even what I'm doing as I write these words:

"As an internet provider of books (and now many other things), Amazon.com (and other consumption sites on the Internet) presents an interest case of efficiency through putting the consumer to work. The most obvious point is that the customer does all the work involved in placing an order. Less obvious is the fact that customers are invited to submit thoughts on, and reviews of, books; these reviews are then posted on the Web site. Customers, therefore, not only do the work of ordering but also serve as unpaid book reviewers. Many other sites on the Internet invite comments from people (e.g., cruise lines), and those who write positive statements are serving as unpaid public relations people."
- Quote from page 73

Hilarious. It further notes that the success of sites like Amazon has in many way further spurred the emphasis of "blockbuster" books at book stores like Borders that have to compete with the success of e-commerce. Thus, quantity (of sales) over quality (of the material) is being further and further emphasized in our culture.

Read it, embrace its truth, and remember to breathe.

9 of 13 people found the following review helpful.
Prepare to feel exploited
By A Customer
Ritzer does a good job of awakening the average consumer to the explotation they are undergoing daily.

See all 9 customer reviews...

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This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.

• Sales Rank: #699462 in Books
• Published on: 2013-05-15
• Released on: 2013-07-30
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 1.36" w x 7.00" l, 2.00 pounds
• Binding: Paperback
• 600 pages

About the Author
David L. DuBois, Ph.D., is a Professor of Community Health Sciences in the School of Public Health at the University of Illinois at Chicago. He received his doctorate in clinical-community psychology from the University of Illinois at Urbana-Champaign. Dr. DuBois has conducted extensive research on youth mentoring with funding from a variety of sources, including the National Institutes of Health, Office of Juvenile Justice and Delinquency Prevention, and the Institute of Education Sciences. His most recent research includes a comprehensive update of his ground-breaking meta-analytic review of youth mentoring program effectiveness first published more than a decade ago. He is also co-author of After-School Centers and Youth Development: Case Studies of Success and Failure (Cambridge University Press, 2012). Dr. DuBois is a Fellow of the American Psychological Association and Society for Community Research and Action and a past Distinguished Fellow of the William T. Grant Foundation. He consults widely to mentoring programs nationally and internationally.

Michael J. Karcher, Ed.D., Ph.D., is an Associate Professor of Education and Human Development at the University of Texas at San Antonio. He received a doctorate in Human Development and Psychology from Harvard University and a doctorate in Counseling Psychology from the University of Texas at Austin. He conducts research on school-based and cross-age peer mentoring as well as on adolescent connectedness and pair counseling. He currently conducts the Study of Mentoring in the Learning Environment (SMILE), which is a three-year research project funded by the William T. Grant Foundation to examine the effects of school-based mentoring.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Foundational book for youth mentoring programs and youth programs in general as well. Excellent for funders of mentoring too.
By Janet Heubach
Janet Heubach, Sr. Program Officer, Washington State Mentors.
My primary reason to buy the new edition was to get updates on evolving research and new ideas from leaders in the field from the 2005 first edition. I got way more than that - new topics and longer practice recommendations, and, of course discussions including research advances over the past 10 years. I have started carrying the new Handbook to all of my site visits with youth mentoring programs across Washington to highlight content such as match closure, mentoring youth with mental health needs, family involvement etc.--all issues that the programs were challenged with. Where else can you go to find in one place the most solid reflection of knowledge in the field? And, I found it pretty easy to read. Yes, the authors report research, but they did it in way that I could understand. I think every youth mentoring program should have at least one copy and start really digging into it.

2 of 2 people found the following review helpful.
Valuable Research for Youth Mentoring
By Joanna L. Sue
I am a PhD student in Clinical Psychology. My dissertation is a program and process evaluation of a mentoring program with Big Brothers Big Sisters. I read the first edition of this Handbook at the beginning of my research, and I immediately purchased the second edition when it was published.

This book contains a comprehensive review of the latest mentoring research. It provides critical perspectives from leading researchers in the field of mentoring. This is an essential book for any mentoring researcher.

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~ Ebook Copyright Clarity: How Fair Use Supports Digital Learning, by Renee Hobbs

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This jargon-free guide clarifies principles for applying copyright law to 21st-century education, discusses what is permissible in the classroom, and explores the fair use of digital materials.

• Sales Rank: #211449 in Books
• Brand: Corwin
• Published on: 2010-04-07
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .33" w x 7.00" l, .70 pounds
• Binding: Paperback
• 144 pages

Features

• What is permissible in the classroom
• Fair use of digital materials such as images, music, movies, and Internet elements found
• Trends in intellectual property law and copyright practices
• Classroom projects using copyrighted materialsCopyright Clarity helps educators unlock Internet and digital
• Title - Copyright Clarity

Review
“This book cuts right to the heart of uncertainties about how copyright and fair use apply in the classroom―confusions that block many valuable pedagogical interventions. Hobbs offers the information straight, addressing common misperceptions and laying out the current understandings of intellectual property law in clear, engaging prose.” (Henry Jenkins, Provost's Professor of Communication, Journalism, and Cinematic Art 2009-10-30)

"This long-awaited book is exactly what has been needed to relieve educators’ anxieties about the legality of using copyrighted materials during instruction and presentations. In addition to answering questions about fair use practice in an easy-to-understand manner, Hobbs offers examples of how Internet and communications technologies support essential literacy and communication skills in 21st-century classrooms. This slender text is a must-read for every educator independently or as a professional development choice." (Diane Lapp, Distinguished Professor of Education 2009-12-14)

"This book is provocative, readable, and well written. It will make educators think about their practices and framework. Recommended." (Suzanne Libra 2011-10-18)

About the Author

Renee Hobbs is Professor and Founding Director of the Harrington School of Communication and Media at the University of Rhode Island, and Interim Director of the Graduate Program in Library and Information Studies. Professor Hobbs is one of the nation's leading authorities on media literacy education. Through community and global service and as a leader, researcher, teacher, and advocate, Hobbs has worked to advance the quality of digital and media literacy education in the United States and around the world. She founded the Media Education Lab, whose mission is to improve the quality of media literacy education through research and community service. In the early 1990s, she created the first national teacher education program in media literacy at the Harvard Graduate School of Education. 

Renee Hobbs maintains an active research agenda that examines the intersections of the fields of media studies and education. She has published four books and dozens of articles in scholarly journals in three fields: communication, education and health. She is the founding co-editor of the Journal for Media Literacy Education, an open-access peer reviewed journal. In 2012, she served as a Fellow for the American Library Association Office of Information Technology Policy. As a field-builder, she helped found the Partnership for Media Education, which evolved into the National Association for Media Literacy Education (NAMLE), the national membership organization for media literacy. She has sought and received exemptions on behalf of K-12 educators to protect fair use of copy-protected digital media as part of the Digital Millennium Copyright Act (DMCA), helping advance the benefits of digital learning for all teachers and students.  

 

Renee Hobbs received an Ed.D in Human Development from the Harvard Graduate School of Education, an M.A. in Communication from the University of Michigan, and a B.A. with a double major in English Literature and Film/Video Studies from the University of Michigan.

Most helpful customer reviews

8 of 8 people found the following review helpful.
A quick worthwhile read
By Todd Finnerty
If you're an attorney looking for advanced case law on copyright this book may be a little on the basic side for you, but coming at it like I did with very little prior knowledge I found this book to be very useful and did change the way I think about copyright and the fair use of materials. It is a useful book and reads quickly, it also suggests additional resources which you can jump to when you're finished with it and has a presentation associated with it that you can give to others. This will be a useful book in impacting how you approach copyright questions and the steps you take in thinking about fair use decisions, particularly if you're a teacher. However, don't come at it thinking it will give you all the answers, apparently every situation is different. The book does provide basic tools for evaluating those situations and determining if it is fair use of copyrighted material, however.

2 of 2 people found the following review helpful.
Copyright Clarity: How Fair Use Supports Digital Learning
By Mrs. Music
Very enlightening book! Copyright is NOT what everyone thinks it is. I have referenced this book frequently. Highly recommended for anyone needing copyright clarification.

1 of 1 people found the following review helpful.
important source for important issue
By Keith D. Osterberg
It was a required textbook for class. Glad I learned I could download Kindle for free and buy the eBook instead of the hard copy.

So few people really understand Fair Use. This book spells it out .

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Accessible, timely, and stimulating, the Third Edition provides a comprehensive analysis of the key ideas, theories, and applications in the field viewed through the metaphor of a kaleidoscope. Focusing on contemporary contributions to the field while incorporating classical and theoretical arguments, this collection of creative articles by top scholars explains how the complex, evolving pattern of gender studies is constructed interpersonally, institutionally, and culturally.

• Sales Rank: #620580 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-03-17
• Original language: English
• Number of items: 1
• Dimensions: 1.24" h x 7.34" w x 9.08" l, 2.19 pounds
• Binding: Paperback
• 608 pages

Features

• Used Book in Good Condition

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Praise for the Second Edition
"Overall, the organization of the text is accessible, thought-provoking and thorough, and presents a variety of perspectives within an effective organizing framework that, in itself, advances the discussion on gender and offers fruitful directions for ongoing research...This reader offers a wealth of resources to address the multiple ways to look at significant ideas in the study of gender." (Julia Zoino-Jeannetti Framingham State College 2010-04-14)

“In a substantial theoretical introduction, Spade and Valentine move their discussion forward by introducing their kaleidoscope metaphor which is comprised of the “prisms” of culture…that intersect to produce patterns of difference and systems of privilege. Because it captures the fluidity and uniqueness of the intricate patterns, the kaleidoscope is a valuable analytical tool. Though it enters a terrain already littered with terminology, this “prismatic” understanding of gender has great potential for transforming current conceptualizations.” (Jennifer Keys 2008-03-05)

“I have found Spade and Valentine’s Kaleidoscope of Gender to be the most effective reader that I have used in my undergraduate Sociology of Gender class, and I was delighted to see what promises to be an even better second edition that recently arrived.”
(Linda Grant 2008-03-05)

About the Author

Joan Z. Spade is professor emerita of sociology at The College at Brockport, State University of New York, in Brockport, New York. She received her PhD from the University of Buffalo. She has been teaching and writing in the field for more than 30 years: highlights include a semester teaching in Budapest, Hungary, as a Fulbright Scholar, and authoring articles on rape culture, meaning of work in men’s and women’s lives,  gender and family, and gender in education. She is a coauthor of Schools and Society:  A Sociological Approach to Education, coeditor of Implementing Educational Reform: Sociological Perspectives on Educational Policy, and coauthor of articles in sociol­ogy of education on stratification and grouping practices in education. Currently she is researching academic governance in higher educa­tion. She is a member of the ASA, the Eastern Sociological Society, and Sociologists for Women in Society.

Catherine (Kay) G. Valentine is professor emerita of sociology at Nazareth College in Rochester, New York. She received her Ph.D. from Syracuse University and her B.A. from the State University of New York at Albany. Kay taught a wide range of courses, such as sociology of gender, senior seminar in sociology, sociology of bodies and emotions, sociology of consumerism, and human sexuality. Her publications include articles on teaching sociology, women’s bodies and emotions, gender and qualitative research, and the sociology of art museums. She is the founding director of women’s studies at Nazareth College and long-time member of the American Sociological Association and Sociologists for Women in Society. She has also served as president of the New York State Sociological Association. Kay and her life partner, Paul J. Burgett, University of Rochester vice president and professor of music, are devotees of the arts and world travel.

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0 of 0 people found the following review helpful.
college
By marcella anne fazzolare
Excellent book and is enjoyable to read the extras from other cullers. Its for college so I'm not like super excited to have to do reading in the summer! Unless ita a novel at the beach!

1 of 2 people found the following review helpful.
Insightful and Revolutionary book!
By happy_kindle_student
This book is a must read for anyone who considers themselves to be well educated. This book brings to like many challenges, issues, scientific and longitudinal studies that inform readers of the challenges facing people from all backgrounds, classes, ethnicities, genders etc... For anyone who hs ever wondered about the influence of social institutions on a person's gender, behavior, sexual orientation, and many other "identifying charicteristics" that we think we choose for ourseles!

0 of 0 people found the following review helpful.
Five Stars
By Emma
Product came in about a week and a half, used but not very worn.

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## Download The Elementary Principal's Personal Coach: Tapping Into Your Power for Extraordinary LeadershipFrom Brand: Corwin

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Packed with scenarios, coaching questions, journaling sections, and professional development opportunities, this resource supports elementary principals as they handle the day-to-day challenges of school leadership.

• Sales Rank: #2781646 in Books
• Brand: Brand: Corwin
• Published on: 2010-06-16
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x 1.20" w x 8.60" l, 1.30 pounds
• Binding: Spiral-bound
• 192 pages

Features

• Used Book in Good Condition

Review
"The Elementary Principal’s Personal Coach provides school leaders with both inspiration and guidance for their challenging and important work. Diana Raney Williams and Essie Hayden Richardson bring to life the abstractions and aspirations of the ISLLC standards through helpful explanations, vivid examples, and compelling stories. Their reflective questions and use of journal writing honor the uniqueness of each reader, and they offer practical suggestions for further learning and action." (Dennis Sparks, President 2010-01-14)

“There is such authenticity when educators speak from true experiences. I found myself unwilling to put this book down. There are so many ways this book can be used by educators, but probably none more important than by the individual principal seeking support, affirmation, and inspiration for continuing the efforts necessary to achieve the vision for his or her school and students.” (Stephanie Hirsh, Executive Director 2010-01-14)

About the Author

Diana Raney Williams, Ph.D., PCC is a leadership coach with Coaching For Results, Inc. where she serves as Chief of Evaluation Services and as a member of the Board of Directors. She consults across the country in professional development activities related to school improvement, school leadership and leadership coaching. She served as an urban educator for over thirty years in the Columbus, Ohio City School District. In addition to being an elementary teacher and evaluation specialist, she also served as a principal, a staff development supervisor, and a central office administrator for Effective Schools. She designed and implemented a parent and community involvement initiative for the district. She has authored several articles which have been published in The Journal of Staff Development including "Kent Elementary-A School that Can" and "Building Systemic Change through Staff and Community Collaboration." She was a featured principal in an article entitled "Principals as Staff Developers: A Portrait of Diana Williams."

She served as a member of the Board of Trustees for the National Staff Development Council and is a Past President of the Board. She was co-founder and Past President of the Staff Development Council of Ohio. She was awarded the prestigious Distinguished Service Award from the National Staff Development Council in 2005.

She served as a program coordinator and a leadership coach for The Ohio State University. There she supervised students and provided leadership coaching to accelerated administrative candidates. She also served as Editor for the Ohio State University Web Publication, The Principal’s Office.

In addition to her work with educators across the United States, she has presented and consulted in China and Africa.

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> Download Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8, by Zhihui Fang, Linda L. Lamme, Rose M. Pringle

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This hands-on resource offers a wealth of strategies aligned with national science education standards, including sample lessons for integrating reading instruction into inquiry-based science classrooms.

• Sales Rank: #1126254 in Books
• Brand: Corwin
• Published on: 2010-09-07
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .50" w x 6.90" l, .79 pounds
• Binding: Paperback
• 168 pages

Features

• Read and comprehend science texts
• Find related resources to explore particular interests
• Build their science vocabulary
• Write to learn science conceptsThis volume is valuable for teachers, leaders of professional development
• Title - Language and Literacy in Inquiry-Based Science Classrooms, Grades 3-8

Review
"This is a much-needed addition to the science teacher’s library. Our students’ inability to comprehend the written word in science text is the single biggest hindrance to their continuing in their studies, and thus the primary reason we often lose them after elementary school." (Linda Keteyian, Science and Math Teacher 2010-05-03)

"This book addresses an issue that is like an elephant in the room. Everyone knows that reading is an issue in science, but ultimately no one is teaching students to read science." (Sally Koczan, Science Teacher 2010-05-03)

"Finally, a book that not only provides sound research, but also offers practical, ready-to-use reading and vocabulary strategies to connect reading and science!" (Jenny Sue Flannagan, Director 2010-05-03)

"Reading and writing can no longer be optional extras in the science classroom. This work shows how the demands of reading scientific texts differ from those of reading literary texts, clarifies the features of scientific text that must be learned so that it's readable, and describes the tools teachers need to teach reading in science." (Stephen P. Norris, Canada Research Chair in Scientific Literacy 2010-05-10)

"This must-read book sets the standard for teaching reading comprehension with expository text!  I have already implemented some of the activities mentioned with great success." (Briana Nurse, Middle School Literacy Coach and Founder of Wellness Tutoring Services 2010-05-12)

"This book embeds literacy tasks into science inquiry to enhance the functionality of instruction, support the construction of understanding, and develop a fundamental sense of science literacy. This results in fuller participation in the public debate about issues of science, technology, society and environment, which in turn leads to informed decisions and sustainable actions." (Larry D. Yore, Distinguished Professor 2010-06-24)

"My first thoughts were, 'I’m not one of those teachers who teaches science by reading out of the book.' Sneaking the strategies in Language and Literacy in the Inquiry Based Science Classrooms, Grades 3-8 convinced me that students could learn science and improve their literacy skills without taking away from my curriculum. The methods and ideas in this book are useful, non-threatening and helped me apply language practices that enhance science."

(Sara Charbonnet, Science teacher, Department Chair 2010-08-25)

About the Author

Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students’ literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.

Linda Leonard Lamme is professor of education at the University of Florida School of Teaching and Learning  where she teaches courses in children's literature, including international literature, literature for the writing program, literature for the content areas, and multicultural literature. She conducts research on children's responses to literature, book analysis, and literature in the curriculum. Lamme has served on the Notable Books for a Global Society Committee for the Children's Literature and Reading SIG of IRA, the Notable Books for Language Arts Committee for NCTE, and the Children's Literature Assembly Board. 

Rose M. Pringle is associate professor of science education at the University of Florida School of Teaching and Learning. Her areas of research include preservice teachers’ positionality as science learners and issues associated with learning to teach inquiry-based science. She is particularly interested in working towards increasing the participation of minorities, especially girls of African descent, into mathematics and science related careers. Pringle is currently exploring the relationship between science teachers’ and counselors’ expectations and African American girls’ self-perception as science and mathematics learners. 

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4 of 4 people found the following review helpful.
Unrealistic portrayal of inquiry science.
By Teacher Mom
While this book contains a lot of valuable information that will be helpful to teachers, the authors do not seem to understand the realities of classroom teaching. Budgets and time constraints would make some of the suggestions in this book impractical in most situations. In addition, the authors glossed over the unpredictable nature of inquiry-based science and the fact that students do not always ask the questions we expect them to ask or interpret results the way we ourselves would interpret them.
Analysis

Fang, et al. make a good case for the importance of integrating literature into inquiry-based science, and there is no denying that many of the suggestions in this book would help students become better scientists as well as better writers and readers of science. Some of the activities described in this book were not new to me, but it is useful to find them all collected in one volume so that I can choose those that best fit my topic, teaching situation or students. A book like this also has the potential to combine diverse activities into a practical and unified framework for integrating science and literacy, in much the same way that “The Daily Five” (Boushey & Moser, 2006) created a framework to help teachers successfully manage literacy instruction. I feel that the authors fell short of creating a meaningful framework for science education that would work in real schools.
In today’s schools, teachers often feel the need to cover a great deal of content in a short period of time. As an example, the State of Alaska Department of Education prepared a list of science terms that students should know in order to be well prepared for the science SBA test. For the fourth grade, the list includes 176 terms. For the eighth grade level the list includes an additional 144 words (Wolter, 2011). Each of these words represent a concept, and many of the concepts are challenging for students to truly comprehend. The advantage of inquiry-based science instruction is that it can create the kind of deep understanding that we value for our students, understanding that goes far beyond a memorized definition. Fang, et al. cite research by Chang and Mao who “found that students who received inquiry-based instruction scored significantly higher on a knowledge-based earth science content test and developed more positive attitudes toward the subject than their peers who received traditional methods of science instruction” (p. 5). Unfortunately, inquiry-based science is time-consuming. Llewellyn (2002) concedes, “inquiry based learning takes more time. However, developing higher level thinking skills, having students pose questions, plan solutions, and gather and organize data are skills that must be nurtured over time” (p. 16). No Child Left Behind (NCLB) legislation has led to a greater emphasis on math and literacy education, and as a result less time is available for science instruction in schools. According to the National Center on Time and Learning (Strengthening Science Education, 2011), time spent on science has decreased an average of 33 percent from pre-NCLB levels.
Fang, et al. do not seem to be aware of the time crunch that teachers face in using inquiry-based science instruction. They do not offer guidance on how to more efficiently teach inquiry science and in fact recommend activities that would require a great deal of class time be spent on topics that fall outside the realm of most science curricula. For example, they describe a game in which students use playing cards created by their teacher (presumably in her own spare time) to categorize science vocabulary words as pointers, describers, classifiers, heads and qualifiers (p. 66-68). While this kind of structural analysis of language might be helpful to some students, it would add to the already long list of vocabulary students need to master in science classes, while consuming time that students could spend on scientific inquiry.
Time is not the only limiting factor in inquiry-based science classes. Teaching inquiry science also costs money. Engaging students in doing science requires supplies and equipment. Teachers are remarkably good at finding ways to use relatively inexpensive kitchen supplies, and many school districts have systems for purchasing and sharing equipment, but science is still an expensive subject to teach. Fang et al. suggest that teachers should also have on hand sets of science trade books at a variety of levels for each unit of inquiry. They point out that, “trade books provide good models of inquiry science” (p. 35) and that “there are many different trade books on the same topic that are written at different reading levels” (p. 36) so that students with varying reading levels can be accommodated. I agree with these statements and appreciate the guidance that Fang et al. give on how to choose good science trade books. However, I think this discussion should also have included guidance on how to manage the expense of acquiring a large enough library of up-to-date science trade books for whole-class units of study like those they describe.
While I feel that this book would have been stronger if it had been more realistic about the time and monetary constraints on inquiry-based instruction, I am even more dismayed at the unrealistic way in which it portrays the process of inquiry itself. The authors describe an “Inquiry-Based Science Lesson on Rocks” which, according to the text, took place in the classroom of a teacher named Mrs. Kaplan. In this lesson Mrs. Kaplan gave teams of four students a box of rocks and a hand lens and asked each time to divide the rocks into groups based on their characteristics, looking for clues to how the rocks might have formed.
“After fifteen minutes, Mrs. Kaplan had each team share what they did with their rocks. Four of the six teams classified their rock collections into three groups. The other two teams reported that they had classified their rocks into four groups. Mrs. Kaplan conducted a whole-class discussion, asking the children what features they used to classify the rocks. As each feature was identified, she strategically wrote it on one of the three chart papers she had previously taped to the wall. She then distributed a set of six books to each of the four teams that had organized the rocks into three groups, instructing them to pick a book to read and find the answer to the question ‘What are the three types of rocks?’ …. Mrs. Kaplan then went to the other two teams and guided the children in making further observations of the rocks. Soon, a consensus was reached among the members of the two teams that their rocks should have been separated into three groups, at which time the teacher handed each team the same set of six books, and instructed them to read and respond to the same question” (p. 10-11).
The implication of this lesson is that students will somehow have classified their rocks into igneous, metamorphic and sedimentary groups. I think the chance of students coming up with these groups on their own is close to zero. My husband is a geologist. He can usually (but not always) quickly categorize a rock when he sees it. However, he is often using what he knows about individual rock types (i.e. I think that is basalt, basalt is igneous, therefore this is an igneous rock) to group the rocks. There are not obvious characteristics that would let students know that individual samples of rocks are of one type or another, even if they knew the categories already, which in this lesson they obviously do not. Students are much more likely to group rocks by color (not a reliable indicator because it can be changed as rocks are aged or altered, and because rocks in all three categories may contain the same minerals anyway), size or shape (which have very little to do with rock type) or texture (which could be useful, but not without more information about what to look for). It is hard for me to believe that this is a real lesson that took place with real students. It seems to me to be a lesson that someone (perhaps someone who has never tried to teach real students about rocks) dreamed up and imagined being carried out in a hypothetical classroom.
Even if the lesson described above were real and would proceed as described, I do not think it is a good example of an inquiry lesson. When the teacher “guides” her students to come to consensus that the rocks should really be in three categories, she is encouraging them to engage in the “guess-what-answer-the teacher-wants-to-hear” game that is often derided by proponents of inquiry. Since some teams obviously got the “right” answer and got to begin their research on “What are the three types of rocks?” it is pretty obvious that the students in the remaining teams need to come up with three categories as well. Is this inquiry? Are students learning the process of science or are they being trained to distrust their own judgment and observations? Inquiry learning is a messy process. Very often students’ observations don’t lead them to the answer we expect. Sometimes students, like the rest of us, see only what they expect to see. In the example above, couldn’t all students have been let loose on the books after making their observations, so that they could try on their own to reconcile their observations with the literature?
It concerns me that in a book about inquiry-based science classrooms, in the chapter titled “Teaching Science as Inquiry” there is such an unrealistic and flawed lesson example. Other examples in the book seem similarly contrived and idealistic. I envision pre-service teachers reading this book and thinking that inquiry science teaching seems pretty simple and neat. When their own students aren’t able to easily “discover” what they had hoped, they will wonder what they did wrong. They may throw up their hands and give up on inquiry science. When they can’t find the time or the resources to incorporate the strategies that Fang, et al. advocate for integrating literature, they may feel that they are not doing all that they should. I believe that such an unrealistic portrait does a disservice to teachers, to students and to inquiry-based science instruction.

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The authors of the 20 chapters in Juvenile Crime and Justice address various hotly debated topics along three loosely connected themes: prevention, prosecution, and corrections. Each author presents arguments both in favor of and opposed to various treatments, programs, and punishments, examining issues such as youth curfews, juveniles in adult courts, legal representation for juveniles, juvenile boot camps, group homes, out-of-home placement, and more. The chapters included cover the leading arguments pertaining to key topics in this field and point out where more research needs to be done–which, at present, includes many of the most controversial issues in juvenile justice policy.

The Series

The five brief, issues-based books in SAGE Reference's Key Issues in Crime & Punishment Series offer examinations of controversial programs, practices, problems or issues from varied perspectives. Volumes correspond to the five central subfields in the Criminal Justice curriculum: Crime & Criminal Behavior, Policing, The Courts, Corrections, and Juvenile Justice.

Each volume consists of approximately 20 chapters offering succinct pro/con examinations, and Recommended Readings conclude each chapter, highlighting different approaches to or perspectives on the issue at hand. As a set, these volumes provide perfect reference support for students writing position papers in undergraduate courses spanning the Criminal Justice curriculum. Each title is approximately 350 pages in length.

• Sales Rank: #1971455 in Books
• Published on: 2011-05-03
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .81" w x 5.98" l, 1.48 pounds
• Binding: Hardcover
• 352 pages

About the Author

William J. Chambliss, professor of sociology at The George Washington University, was a critical sociological theorist whose research has ranged broadly from studies of law creation and the legal system to participant observation studies of juvenile gangs, organized crime, policing, and the impact of social movements on political and economic change. He served as president of the American Society of Criminology and the Society for the Study of Social Problems. He has received numerous awards for his research and teaching, including the prestigious Edwin H. Sutherland Award from the American Society of Criminology, the Lifetime Achievement Award from the American Sociological Association, the Bruce Smith Lifetime Achievement Award from the Academy of Criminal Justice Sciences, the PASS Award from the National Council on Crime and Delinquency, and the Lifetime Achievement Award from the Sociology of Law Section of the American Sociological Association. He has authored and edited over 35 books in sociology, criminology and criminal justice and numerous articles in social science journals.

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• Sales Rank: #6867227 in Books
• Published on: 2010-09-16
• Original language: English
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About the Author

Anna Leon-Guerrero is Professor of Sociology at Pacific Lutheran University in Washington. She received her Ph.D. in sociology from the University of California, Los Angeles. She teaches courses in statistics, social theory and social problems. Her areas of research and publications include family business, social welfare policy, and social service program evaluation. She is also the co-author of Social Statistics for a Diverse Society, and co-editor of Contemporary Readings in Social Problems.

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