Rebecca Jackson

Stephanie Donaldson-Pressman

Robert Pressman

A groundbreaking approach to building learning habits for life, based on a major new study revealing what works – and what doesn’t Life is different for kids today. Between standardized testing, the Common Core Curriculum, copious homework assignments, and seemingly endless amounts of “screen time,” it’s hard for kids – and parents – to know what’s most essential. How can parents help their kids succeed – not just do well “on the test” -- but develop the learning habits they’ll need to thrive throughout their lives? This important and parent-friendly book presents new solutions based on the largest study of family routines ever conducted. The Learning Habit offers a blueprint for navigating the maze of homework, media use, and the everyday stress that families with school-age children face; turning those “stress times” into opportunities to develop the eight critical skills kids will need to succeed in college and in the highly competitive job market of tomorrow – skills including concentration and focus, time management, decision-making, goal-setting, and self-reliance. Along with hands-on advice and compelling real-life case studies, the book includes 21 fun family challenges for parents and kids, bringing together the latest research with simple everyday solutions to help kids thrive, academically and beyond.

A Groundbreaking Approach to Homework and Parenting that Helps Our Children Succeed in School and Life

The Learning Habit

John Jackson

The book provides an up-to-date summary of what is known about the Shroud. The focus is on historical and empirical evidence.

A Critical Summary of Observations, Data and Hypotheses

The Shroud of Turin

The pandemic struck and the world reacted as we collectively faced a large and dangerous unknown. These years of change and stress during childhood - a time of rapid growth and development, was the equivalent of pressing pause on critical aspects of our kids' development. The prolonged stress and change took a toll on us all, but especially on our kids. Back on Track is the book for every parent who has worried about their child and wondered if they are on-track and doing OK. This book promises to provide both an understanding and an action plan for parents to help their child find the best possible path forward to thrive, from the most qualified authority - a professional who develops and implements brain-based wellness programs for kids, adults and athletes, and is a mom herself. As an expert on the topic of development, Dr. Jackson has been a frequent media guest throughout the pandemic, answering questions on how to support kids through these tumultuous times. While other books on this topic focus on the impact the pandemic had on kids and coping strategies, Back on Track approaches the topics of attention, behavior, learning, socialization and wellbeing through the perspective of the brain. The mission of this book is to create hope and an action plan for all parents to get our kids back on track for the brightest future possible. No one escaped the pandemic unscathed, but we can make a difference for our kids. We can help get them back on track and get them moving forward.

A Practical Guide to Help Kids of All Ages Thrive

Back on Track

"A free black woman in antebellum America, Rebecca Cox Jackson (1795-1871) was an independent itinerant preacher and religious visionary who founded a Shaker community in Philadelphia that survived her death by twenty-five years. Gifts of powers containers her complete extant writings, covering the period 1830 to 1864."--Dust jacket.

The Writings of Rebecca Jackson, Black Visionary, Shaker Eldress

Gifts of Power

Jackie Grutsch McKinney

Literally translated as “self-culture-writing,” autoethnography—as both process and product—holds great promise for scholars and researchers in writings studies who endeavor to describe, understand, analyze, and critique the ways in which selves, cultures, writing, and representation intersect. Self+Culture+Writing foregrounds the possibility of autoethnography as a viable methodological approach and provides researchers and instructors with ways of understanding, crafting, and teaching autoethnography within writing studies. Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving. Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods. Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke

Autoethnography for/as Writing Studies

Self+Culture+Writing

Nicole Caswell

The first book-length empirical investigation of writing center directors’ labor, The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris’s Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to. The study shows directors engaged in various types of labor—everyday, disciplinary, and emotional—and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative “bloat” in academe. The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.

Rebecca Jackson

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