Justin Cooper

At the age of 15, I was diagnosed with a fibrosarcoma on my left shin. After 2 years of painful radio and chemotherapy, I had the leg amputed. Cancer was to return 3 more times during my lifetime, the most recent being Bladder Cancer in 2021.Regardless of this, I have lived the most amazing life, in fact, I think Cancer probably sent my life into a direction that took me to greater places than I was ever originally destined. I wanted to write a book to try and inspire fellow sufferers and give them hope that a diagnosis of Cancer does not have to be the end. I wanted to share the bad times but more importantly the better times and the laughs that I have had despite the illness. This is my inspirational story.

This book provides data and uses stories and personal insights gleaned from nearly 6,000 observations in real classrooms across the nation. The mix of data and descriptions provide a clear picture of the rich interaction of teacher and student behaviors – and how one predicts the other. Graphs and tables provide concrete visual representations of the often surprisingly low rates of effective instructional practices used in the average classroom. In addition to a description of how the large dataset was developed, there are descriptions of what it is like to visit multiple classrooms in different schools, what the data tells us about teaching and learning in our public school system, and what the implications are for pre-service teacher training, school professional development, research, and understanding interaction effects.

This book provides data and uses stories and personal insights gleaned from nearly 6,000 observations in real classrooms across the nation. The mix of data and descriptions provide a clear picture of the rich interaction of teacher and student behaviors – and how one predicts the other. Graphs and tables provide concrete visual representations of the often surprisingly low rates of effective instructional practices used in the average classroom. In addition to a description of how the large dataset was developed, there are descriptions of what it is like to visit multiple classrooms in different schools, what the data tells us about teaching and learning in our public school system, and what the implications are for pre-service teacher training, school professional development, research, and understanding interaction effects.

Linguistic Field Methods approaches the elicitation of linguistic data from native speaker informants in a novel and engaging manner. The authors follow introductory chapters surveying the general enterprise of field research with chapters exploring methods of eliciting data in eight major areas of current linguistic interest: phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics and dialectology, and historical linguistics. Bert Vaux teaches phonology and morphology at the University of Cambridge. Though much of his fieldwork focuses on endangered dialects of Armenian, he has also conducted field research on Abkhaz, Aramaic, Calypso, Cape Verdean Creole, many dialects of English, Ghanaian Pidgin English, Gujarati, Krio, Lak, Singlish, Tigrinya, Tok Pisin, Turkish, Uyghur, Yakut, and Zaza. Justin Cooper studied linguistics at Dartmouth and Harvard. He is presently a lawyer at Orrick, Herrington & Sutcliffe LLP. Emily Tucker studied linguistics at Harvard and UCLA, and is currently a graduate student in computer science at the Oregon Graduate Center.

Linguistic Field Methods approaches the elicitation of linguistic data from native speaker informants in a novel and engaging manner. The authors follow introductory chapters surveying the general enterprise of field research with chapters exploring methods of eliciting data in eight major areas of current linguistic interest: phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics and dialectology, and historical linguistics. Bert Vaux teaches phonology and morphology at the University of Cambridge. Though much of his fieldwork focuses on endangered dialects of Armenian, he has also conducted field research on Abkhaz, Aramaic, Calypso, Cape Verdean Creole, many dialects of English, Ghanaian Pidgin English, Gujarati, Krio, Lak, Singlish, Tigrinya, Tok Pisin, Turkish, Uyghur, Yakut, and Zaza. Justin Cooper studied linguistics at Dartmouth and Harvard. He is presently a lawyer at Orrick, Herrington & Sutcliffe LLP. Emily Tucker studied linguistics at Harvard and UCLA, and is currently a graduate student in computer science at the Oregon Graduate Center.