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Notes for Serials Cataloging
The last decade has brought a great deal of change to serials and to scholarly communication as a whole. Serials have gone online or online only with a rapidness few expected; and many libraries now spend half or more of their materials budgets on electronic journals. Arranged in MARC tag order and by topical subdivision, the latest edition of Notes for Serials Cataloging is designed to help both novice and experienced serials catalogers describe the complex characteristics and relationships of serial publications and construct clear and concise notes. In addition to updated definitions, scope notes, and examples of notes presented in previous editions, it incorporates notes used in electronic serials cataloging as well as covers changing practices in MARC note field usage in keeping with CONSER standards.
Öffentliche Kunst, Kunst im öffentlichen Raum Niederösterreich, Band 8: / Public Art Lower Austria, Volume 8 (Veröffentlichte Kunst. Kunst im öffentlichen Raum Niederösterreich Public Art Lower Austria #8)
Kunst im öffentlichen Raum in Niederösterreich ist ein einzigartiges Modell, das international höchste Anerkennung findet. Die im ländlichen und kleinstädtischen Raum entstandenen Projekte bedeutender, aber auch junger unbekannter KünstlerInnen setzen sich mit der Landschaft, der Kulturgeschichte und der Architektur auseinander oder entstanden auf der Basis von sozialer und wissenschaftlicher Recherche. Der vorliegende Band dokumentiert die Projekte der Jahre 2004 – 2006. Neben der Projektdokumentation äußern sich Experten unterschiedlichster Bereiche in einer kunstwissenschaftlichen und theoretischen Diskussion zur "Gestaltung von Kreisverkehren", ein Thema brisanter Aktualität in der Gestaltung von Landschaft und Umgebung.
On Becoming a Leadership Coach: A Holistic Approach to Coaching Excellence
This book focuses on coaching leaders in the context of the organizational systems within which they lead, drawing on the curriculum of the Georgetown University Leadership Coaching Certificate Program, one of the premier coach training programs in the world and the only one with this particular focus.
On Becoming a Scholar: Socialization and Development in Doctoral Education
Despite considerable research that has provided a better understanding of the challenges of doctoral education, it remains the case that only 57% of all doctoral students will complete their programs.This groundbreaking volume sheds new light on determinants for doctoral student success and persistence by examining the socialization and developmental experiences of students through multiple lenses of individual, disciplinary, and institutional contexts. This book comprehensively critiques existing models and views of doctoral student socialization, and offers a new model that incorporates concepts of identity development, adult learning, and epistemological development. The contributors bring the issues vividly to life by creating five student case studies that, throughout the book, progressively illustrate key stages and typical events of the socialization process. These fictional narratives crystallize how particular policies and practices can assist or impede the formation of future scholars.The book concludes by developing practical recommendations for doctoral students themselves, but most particularly for faculty, departments, universities, and external agencies concerned with facilitating doctoral student success.
On Class, Race, and Educational Reform: Contested Perspectives
On Class, Race, and Educational Reform provokes new dialogue between Marxists, critical race theory scholars, and other race-inspired educational theorists with the aim of countering racism and class inequalities. The book opens with a lead chapter by Howard Ryan, a doctoral student with a background in teaching and labor organizing, that substantively engages questions of class, race, and educational reform. In response to the opening chapter, educational theorists from Germany, South Africa, the UK, and the USA, provide insightful and penetrating responses highlighting the differences and similarities in perspectives. The responses show how educators can overcome theoretical differences to create international collaborations and educational campaigns of solidarity that counter the treacherous impact of racism and class inequalities in the classroom and beyond. The book includes a Foreword by Stephen Brookfield (University of St Thomas, USA) and an Afterword by Cheryl Matias (University of Kentucky, USA).
On Educational Inclusion: Meanings, History, Issues and International Perspectives (Connecting Research with Practice in Special and Inclusive Education)
Combining examination of policy with primary research and analysis of up-to-date literature, On Inclusive Education explores the various interpretations of inclusion, its history in education, and a range of its applications internationally. With an international complement of authors, this book features detailed yet accessible chapters on a range of topics, including inclusion in law; academically gifted students; students with severe, sensory, and multiple impairments; and case studies from Germany, Portugal, the Netherlands, and the Russian Federation. The book also examines the impact of the Convention on the Rights of Persons with Disabilities—and Article 24 in particular—and the likely legacies and future implications of recent inclusion movements. For postgraduate students and academics researching in the field of inclusive education, and also for school administrators and policy makers, On Inclusive Education is an essential resource.
On Teaching Religion: Essays by Jonathan Z. Smith
For more than thirty years, Jonathan Z. Smith has been among the most important voices of critical reflection within the academic study of religion. Smith has also produced a significant corpus of essays and lectures on teaching and on the essential role of academic scholarship on religion in matters of education and public policy. Education is not a side issue for Smith, and his essays continually shed light on fundamental questions. What differentiates college from high school? What are the proper functions of an introductory course? What functions should a department serve in undergraduate and graduate education? How should a major or concentration be conceived-if at all? What roles should the academic guilds play in public discourse on education and on religion? Most importantly, what does it mean to say that one is both a scholar and a teacher, and what responsibilities does this entail? Smith's writings on these crucial issues for education have been largely inaccessible until now. Some pieces in this book appeared in education journals, while others were collected in specialist volumes of conference proceedings. Many were originally delivered as keynote speeches to the American Academy of Religion and other major scholarly organizations, and although scholars reminisce about hearing Smith deliver them, the works themselves are not readily available. On Teaching Religion collects the best of these essays and lectures into one volume, along with a new essay by Smith.
On the Subject of Values ... and the Value of Subjects: New thinking to guide schools through the curriculum
Education is a values-based experience. Consciously or not, we are highly attuned to one another's values. We see, time and again, that the 'best' schools are compelled and propelled by strong values which inspire and guide the creation of a meaningful context for learning and an aspirational ethos.However, values can often be submerged, overlooked, or ignored. By infusing our teaching with values, both explicit and implicit, learning can serve a greater purpose, nourishing us as humans and deepening our experience.Drawing on the views and inspired teaching practice of a range of contributors, this book offers both the theoretical underpinning and practical examples to bring values to life in the classroom. It shows how each subject has a unique and valuable role, and how a values-based culture generates a powerful climate for successful learning in every subject discipline.It is a 'bedside book' that will bring joy and practical support to the many professionals who work from the heart and wish to touch the future. It offers validation to those teachers who deeply care about the subject disciplines they teach, ultimately making a difference to children, their lives, and their world.In our current educational context, this work is unashamedly people-orientated, futures-thinking, and forward-facing.
Online, Blended, and Distance Education in Schools: Building Successful Programs
Co-Published with the Microsoft Corporation Online, Blended and Distance Education in Schools provides students enrolled in Education Technology, Educational Administration and related Masters and PhD programs with expert opinions and insights on the practice and policy in K-12 online, blended and distance education, online and blended programs, including curriculum, instruction, technology and management aspects. It describes the status and trends of the field, provides illustrative program examples, explores the issues and challenges that programs face and highlights ongoing research in key areas related to program effectiveness. Topics discussed:* The current status of K-12 online, distance and blended learning in the U.S.* Policy, funding, and management issues in relation to program implementation* Research on effective programs within governmental jurisdiction and various program types* Global case studies that represent the variety of ways programs are being successfully implemented * A synthesis of key findings and lessons learned, and local and global visions for the future of K-12 distance and online learningThis text is highly appropriate for students enrolled in Educational Technology, Educational Administration and related Masters and PhD programs. An online companion resource provides pedagogical features that enhance text use in a classroom setting.
The Open University Opens (Routledge Revivals)
Still going strong today, The Open University, Britain’s national correspondence – TV – radio University, excited much controversy when it first opened and in 1973 awarded its first degrees. With its adult, part-time students, its freedom from formal entrance qualifications, it deliberately questioned many orthodoxies of higher education at the time. Yet the OU differed so much from other universities that few outsiders grasped quite how complex, quite how revolutionary, quite how downright infuriating the OU was, or could be.Originally published in 1974, this book gives a first-hand account of what the OU was about and what it felt like to be an OU student or lecturer. The articles in the collection – edited by Jeremy Tunstall, himself on the OU staff – include contributions from outside observers, from OU staff, and from OU students. This is an unofficial yet informed and lively account of what it felt like in 1974, and what it felt like in the early days, to be part of a project so controversial and progressive.
Overcoming Educational Racism in the Community College: Creating Pathways to Success for Minority and Impoverished Student Populations
Overall, nearly half of all incoming community college students “drop-out” within twelve months of enrolling, with students of color and the economically disadvantaged faring far worse. Given the high proportion of underserved students these colleges enroll, the detrimental impact on their communities, and for the national economy as a whole at a time of diversifying demographics, is enormous.This book addresses this urgent issue by bringing together nationally recognized researchers whose work throws light on the structural and systemic causes of student attrition, as well as college presidents and leaders who have successfully implemented strategies to improve student outcomes.The book is divided into five sections, each devoted to a demographic group: African Americans, Native Americans/American Indians, Latino Americans, Asian Americans and Pacific Islanders, and Caucasian students in poverty. Each section in turn comprises three chapters, the first providing an up-to-date summary of research findings about barriers and attainments pertaining to the corresponding population, the second the views of a community college president, and the final chapter offering a range of models and best practices for achieving student success.The analyses--descriptions of cutting edge programs--and recommendations for action will commend this volume to everyone concerned about equity and completion rates in the community college sector, from presidents and senior administrators through faculty and student affairs leaders. For educational researchers, it fills blanks on data about attrition and persistence patterns of minority students attending community colleges.ContributorsKenneth AtwaterGlennda M. BivensEdward BushCara CrowleyMaria Harper-MarinickJoan B. HolmesG. Edward HughesLee LambertCynthia Lindquist, Ta’Sunka Wicahpi Win (Star Horse Woman)Angela LongRussell Lowery-HartJamillah MooreChristopher M. MullinBrian MurphyEduardo J. PadrónDeborah A. SantiagoWei SongRobert TeranishiRowena M. TomanengJames UtterbackJ. Luke Wood
The Oxford Handbook of Algorithmic Music (Oxford Handbooks)
With the ongoing development of algorithmic composition programs and communities of practice expanding, algorithmic music faces a turning point. Joining dozens of emerging and established scholars alongside leading practitioners in the field, chapters in this Handbook both describe the state of algorithmic composition and also set the agenda for critical research on and analysis of algorithmic music. Organized into four sections, chapters explore the music's history, utility, community, politics, and potential for mass consumption. Contributors address such issues as the role of algorithms as co-performers, live coding practices, and discussions of the algorithmic culture as it currently exists and what it can potentially contribute society, education, and ecommerce. Chapters engage particularly with post-human perspectives - what new musics are now being found through algorithmic means which humans could not otherwise have made - and, in reciprocation, how algorithmic music is being assimilated back into human culture and what meanings it subsequently takes. Blending technical, artistic, cultural, and scientific viewpoints, this Handbook positions algorithmic music making as an essentially human activity.
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 1 (Oxford Handbooks)
In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
The Oxford Handbook of Assessment Policy and Practice in Music Education, Volume 2 (Oxford Handbooks)
In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
The Oxford Handbook of Care in Music Education (Oxford Handbooks)
The notion of care is at times misunderstood in the context of music education--equated simply with kindness or associated with lowered expectations--and is often dismissed without consideration of its full value to music learning. When viewed through a student "deficit" perspective, concepts of care might evoke unnecessary pity or a sense of rescue, thereby positioning teachers and learners in a superior/inferior relationship that may be unhealthy and unhelpful to either person. Furthermore, many well-meaning approaches to care emphasize a unidirectional relationship from teacher to student, discounting the ways in which a teacher also continues to learn and develop. A more empowering conceptualization of care in music education involves sharing--sharing experience, sharing passion, sharing excitement, sharing goals, and sharing humanness. The Oxford Handbook of Care in Music Education addresses ways in which music teachers and students interact as co-learners and forge authentic relationships with one another through shared music-making. Concepts of care addressed in the handbook stem from philosophies of relationship, feminist ethics, musical meaningfulness, and compassionate music teaching. These essays highlight the essence of authentic relationships and shared experiences between teachers and learners, extending previous conceptions of care to meet the needs of contemporary music learners and the teachers who care for, about, and with them.
The Oxford Handbook of Choral Pedagogy (Oxford Handbooks)
As the landscape of choral education changes - disrupted by Glee, YouTube, and increasingly cheap audio production software - teachers of choral conducting need current research in the field that charts scholarly paths through contemporary debates and sets an agenda for new critical thought and practice. Where, in the digitizing world, is the field of choral pedagogy moving? Editor Frank Abrahams and Paul D. Head, both experienced choral conductors and teachers, offer here a comprehensive handbook of newly-commissioned chapters that provide key scholarly-critical perspectives on teaching and learning in the field of choral music, written by academic scholars and researchers in tandem with active choral conductors. As chapters in this book demonstrate, choral pedagogy encompasses everything from conductors' gestures to the administrative management of the choir. The contributors to The Oxford Handbook of Choral Pedagogy address the full range of issues in contemporary choral pedagogy, from repertoire to voice science to the social and political aspects of choral singing. They also cover the construction of a choral singer's personal identity, the gendering of choral ensembles, social justice in choral education, and the role of the choral art in society more generally. Included scholarship focuses on both the United States and international perspectives in five sections that address traditional paradigms of the field and challenges to them; critical case studies on teaching and conducting specific populations (such as international, school, or barbershop choirs); the pedagogical functions of repertoire; teaching as a way to construct identity; and new scholarly methodologies in pedagogy and the voice.
The Oxford Handbook of Critical Concepts in Music Theory (Oxford Handbooks)
Music Theory has a lot of ground to cover. Especially in introductory classes a whole range of fundamental concepts are introduced at fast pace that can never be explored in depth or detail, as other new topics become more pressing. The short time we spend with them in the classroom belies the complexity (and, in many cases, the contradictions) underlying these concepts. This book takes the time to tarry over these complexities, probe the philosophical assumptions on which these concepts rest, and shine a light on all their iridescent facets. This book presents music-theoretical concepts as a register of key terms progressing outwards from smallest detail to discussions of the music-theoretical project on the largest scale. The approaches individual authors take range from philosophical, historical, or analytical to systematic, cognitive, and critical-theorical-covering the whole diverse spectrum of contemporary music theory. In some cases authors explore concepts that have not yet been widely added to the theorist's toolkit but deserve to be included; in other cases concepts are expanded beyond their core repertory of application. This collection does not shy away from controversy. Taken in their entirety, the essays underline that music theory is on the move, exploring new questions, new repertories, and new approaches. This collection is an invitation to take stock of music theory in the early twenty-first century, to look back and to encourage discussion about its future directions. Its chapters open up a panoramic view of the contemporary music-theoretical landscape with its expanding repertories and changing guiding questions, and offers suggestions as to where music theory is headed in years to come.
The Oxford Handbook of Deaf Studies in Learning and Cognition (Oxford Library of Psychology)
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.
The Oxford Handbook of Deaf Studies in Literacy (Oxford Library of Psychology)
The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.
The Oxford Handbook of Early Childhood Learning and Development in Music (Oxford Handbooks)
Investigation of the role of music in early life and learning has been somewhat fragmented, with studies being undertaken within a range of fields with little apparent conversation across disciplinary boundaries, and with an emphasis on pre-schoolers' and school-aged childrens' learning and engagement. The Oxford Handbook of Early Childhood Learning and Development in Music brings together leading researchers in infant and early childhood cognition, music education, music therapy, neuroscience, cultural and developmental psychology, and music sociology to interrogate questions of how our capacity for music develops from birth, and its contributions to learning and development. Researchers in cultural psychology and sociology of musical childhoods investigate those factors that shape children's musical learning and development and the places and spaces in which children encounter and engage with music. These issues are complemented with consideration of the policy environment at local, national and global levels in relation to music early learning and development and the ways in which these shape young children's music experiences and opportunities. The volume also explores issues of music provision and developmental contributions for children with Special Education Needs, children living in medical settings and participating in music therapy, and those living in sites of trauma and conflict. Consideration of these environments provides a context to examine music learning and development in family, community and school settings including general and specialized school environments. Authors trace the trajectories of development within and across cultures and settings and in that process identify those factors that facilitate or constrain children's early music learning and development.
The Oxford Handbook of Education and Globalization
Globalization has become one of the most recurrent concepts in social and political sciences. More often than not, however, the concept is handled without much of a properly articulated theory capable of explaining its historical origin and expansion. For education researchers attempting to elucidate how global changes and processes affect their field of study, this situation is problematic. The Oxford Handbook on Education and Globalization brings together in a unique way leading authors in social theory and in political science and reflects on how these two distinct disciplinary approaches deal with the relation between globalization and education. Part I develops a firmer and tighter dialogue between social theory, long concerned with theories of globalization, and education research. It presents, discusses, and compares three major attempts to theorize the process of globalization and its relation to education: the neo-institutionalist theorization of world culture, the materialist and domination perspectives, and Luhmann's theory of world society. Part II analyses the political and institutional factors that shape the adoption of global reforms at the national and local level of governance, emphasizing the role of different contexts in shaping policy outcomes. It engages with the existing debates of globalization mainly in the field of public policy and comparative politics and explores the social, political, and economic implications of globalization for national systems of education, their organizations, and institutions.
The Oxford Handbook of International Studies Pedagogy (Oxford Handbooks)
The Oxford Handbook of International Studies Pedagogy brings together world class scholars to describe and analyze a wide array of pedagogical approaches and developments in International Studies. It reflects the extraordinary creativity visible in the ways instructors in International Studies interact, engage, and struggle with the students in their classrooms. The first section of the volume exposes readers to different worldviews, teaching worlds, and methods that enable a more diverse set of considerations when thinking about the international. Chapters in this section demonstrate a set of pedagogical practices that can allow non-western perspectives to emerge and to be valued. This maintains import beyond simply enabling broader literatures, contexts, and experiences to enrich the study of the international-it also is a critical component of adopting a set of humanizing pedagogies where care, inclusion, and compassion are modelled. At the heart of some of the contributions is a recognition that being more thoughtful and engaging of our students in constructing the learning environment is fundamental to enabling a broader set of worldviews and teaching worlds to emerge. The second section of the volume focuses on teaching and learning inside and outside the classroom. The chapters in this section fundamentally talk about strategies, and particular experiences that people have had, and how they relate those experiences either to their own positions or how they have understood them to be effective. While the chapters tend to focus on practice, it is also apparent how contributors embed their work in a set of values around equity, diversity, inclusion, and reconciliation. Ultimately, accepting the way we teach matters, and this volume seeks to empower those teaching international studies to engage their students and prepare them to understand and work within a complicated and challenging international system.
The Oxford Handbook of Jeremiah (Oxford Handbooks)
The Book of Jeremiah is one of the longest, most complex and influential writings in the Hebrew Bible. It comprises poetic oracles, prose sermons, and narratives of the prophet, as well as laments, symbolic actions, and utterances of hope from one of the most turbulent periods in the history of ancient Judah and Israel. Written by some of the most influential contemporary biblical interpreters today, The Oxford Handbook of Jeremiah offers compelling new readings of the text informed by a rich variety of methodological approaches and theoretical frameworks. In presenting discussions of the Book of Jeremiah in terms of its historical and cultural contexts of origins, textual and literary history, major internal themes, reception history, and significance for a number of key political issues, The Handbook examines the fascinating literary tradition of the Book of Jeremiah while also surveying recent scholarship. The result is a synthetic anthology that offers a significant contribution to the field as well as an indispensable resource for scholars and non-specialists alike.
The Oxford Handbook of Johannine Studies (Oxford Handbooks)
The contribution of the Johannine literature to the development of Christian theology, and particularly to Christology, is uncontested, although careful distinction between the implications of its language, especially that of sonship, in a first century 'Jewish' context and in the subsequent theological controversies of the early Church has been particularly important if not always easily sustained. Recent study has shaken off the weight of subsequent Christian appropriation of Johannine language which has sometimes made readers immune to the ambiguities and challenging tensions in its thought. The Oxford Handbook of Johannine Studies begins with chapters concentrating on discussions of the background and context of the Johannine literature, leading to the different ways of reading the text, and thence to the primary theological themes within them, before concluding with some discussion of the reception of the Johannine literature in the early church. Inevitably, given their different genres and levels of complexity, some chapters pay most if not all attention to the Gospel, whereas others are more able to give a more substantial place to the letters. All the contributors have themselves made significant contributions to their topic. They have sought to give a balanced introduction to the relevant scholarship and debate, but they have also been able to present the issues from their own perspective. The Handbook will help those less familiar with the Johannine literature to get a sense of the major areas of debate and why the field continues to be one of vibrant and exciting study, and that those who are already part of the conversation will find new insights to enliven their own on-going engagement with these writings.
The Oxford Handbook of Language Policy and Planning (Oxford Handbooks)
This Handbook provides a state-of-the-art account of research in language policy and planning (LPP). Through a critical examination of LPP, the Handbook offers new direction for a field in theoretical and methodological turmoil as a result of the socio-economic, institutional, and discursive processes of change taking place under the conditions of Late Modernity. Late Modernity refers to the widespread processes of late capitalism leading to the selective privatization of services (including education), the information revolution associated with rapidly changing statuses and functions of languages, the weakening of the institutions of nation-states (along with the strengthening of non-state actors), and the fragmentation of overlapping and competing identities associated with new complexities of language-identity relations and new forms of multilingual language use. As an academic discipline in the social sciences, LPP is fraught with tensions between these processes of change and the still-powerful ideological framework of modern nationalism. It is an exciting and energizing time for LPP research. This Handbook propels the field forward, offering a dialogue between the two major historical trends in LPP associated with the processes of Modernity and Late Modernity: the focus on continuity behind the institutional policies of the modern nation-state, and the attention to local processes of uncertainty and instability across different settings resulting from processes of change. The Handbook takes great strides toward overcoming the long-standing division between "top-down" and "bottom-up" analysis in LPP research, setting the stage for theoretical and methodological innovation. Part I defines alternative theoretical and conceptual frameworks in LPP, emphasizing developments since the ethnographic turn, including: ethnography in LPP; historical-discursive approaches; ethics, normative theorizing, and transdisciplinary methods; and the renewed focus on socio-economic class. Part II examines LPP against the background of influential ideas about language shaped by the institutions of the nation-state, with close attention to the social position of minority languages and specific communities facing profound language policy challenges. Part III investigates the turmoil and tensions that currently characterize LPP research under conditions of Late Modernity. Finally, Part IV presents an integrative summary and directions for future LPP research.