Creiyfordbooks: Mei 2014

Sabtu, 31 Mei 2014

> Free PDF Memory 101 for Educators, by Marilee B. Sprenger

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Uniquely entertaining and generously illustrated, this guide uses the latest research to strengthen your memory, train your brain, and help your students do the same.

Sales Rank: #2616272 in Books
Brand: Corwin
Published on: 2006-06-21
Original language: English
Number of items: 1
Dimensions: 9.75" h x 7.00" w x .50" l, .71 pounds
Binding: Paperback
152 pages

Features

Proven tips and strategies.
The latest memory research.
Graphic organizers and mnemonics.
Questionnaires and checklists.With this uniquely entertaining and generously illustrated guide, you
Title - Memory 101 for Educators.

Review
"Practitioners can use the information easily and effectively. My goal as a teacher is to simplify learning. This book does that very well."

(Carrie Jane Carpenter, Teacher 2005-11-16)

"Provides excellent examples of remembering a list, mind maps, webs, and other graphic organizers." (Linda Winburn, Teacher 2005-10-28)

"Fresh and inventive.... the author's use of story provides a strong background for understanding important memory issues and strategies, and it also provides a rich context for further growth." (Steven Wyborney, Teacher 2005-02-09)

"A `popular' book that will be helpful to educational practitioners as well as to other adults... Readable, academically accurate, and creative." (Burt Saxon, AP Psychology Teacher 2005-01-30)

About the Author
Marilee Sprenger is an adjunct professor at Aurora University, where she teaches graduate courses on brain-based teaching, learning and memory, and differentiation. A creative and compassionate educator, she began her career teaching prekindergarten and kindergarten. She has also taught at the elementary, middle, and high school level. As an independent consultant, her passion is brain-based teaching and best practices using brain research and differentiation. She also consults in the areas of learning styles, using music in the classroom, teaming, multiple intelligences, emotional intelligence, and memory. As an educational consultant with Two Rivers Professional Development Center, she worked for the Illinois Regional Offices of Education in the area of staff development associated with learning standards and testing. She speaks internationally, and her interactive and engaging style allows participants to make connections with their classrooms and their students. She is affiliated with the American Academy of Neurology and is constantly updated on current research. Sprenger is the author of several books, including Memory 101 for Educators and Becoming a Wiz at Brain-Based Teaching, Second Edition, published by Corwin Press. She has contributed to textbooks, and her articles have appeared in publications such as Educational Leadership and the ASCD Brain-based Education/Learning Styles Networker. Her dedication to education has won her many awards, but she cherishes most the wonderful students and teachers whose lives have touched hers.

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Jumat, 30 Mei 2014

^^ Fee Download The SAGE Handbook of Management Learning, Education and DevelopmentFrom SAGE Publications Ltd

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The scholarship of management teaching and learning has established itself as a field in its own right, and this benchmark Handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debate, and reviews the emerging research agenda.

Sales Rank: #1226364 in Books
Published on: 2009-05-19
Original language: English
Number of items: 1
Dimensions: 9.80" h x 1.50" w x 7.00" l, 2.60 pounds
Binding: Hardcover
600 pages

About the Author
Steven previously spent 15 years at the leading edge of research, design and development within the electronics industry and became an R&D manager responsible for new product developments involving multi-million pound projects. He moved into management education in the UK Higher Education sector in late 1993 after completing an MBA and soon became the recipient of a prestigious Teaching Fellowship for innovations in curriculum development, teaching and learning. Shortly afterwards he completed a Certificate in Higher Education and a PhD in Organizational Behaviour from the University of Leeds. Within Hull University Business School Steve has served as: Director of the Research Centre for Management and Organisational Learning (2001-2006); Deputy Director of Research (2005-2007); Director of Research (2007-2010). Nationally, he has served as Editor-in-Chief of the International Journal of Management Reviews (2004-2009); Council Member of the British Academy of Management (2004-2009); Co-founder, Vice President and now Treasurer of the European Learning Styles Information Network (1996-present). Internationally, Steve has served on the Executive Committee of the Management Education and Development Division of the Academy of Management. Offices included: Member-at-Large (1999-2001); Division Research Chair (2002); Division Program Chair-Elect (2003); Division Program Chair (2004); Division Chair-Elect (2005); Division Chair (2006); President and Past Chair (2007). He has helped organise 13 international events including 10 major conferences, presented more than 40 conference papers, edited 3 books, co-edited 7 books of conference proceedings, and authored more than 40 articles/book chapters. Steve is currently Associate Editor of Academy of Management Learning & Education and an editorial board member of International Journal of Management Reviews and Journal of Management Education. He is also a Member of the Chartered Institute of Management and remains a Chartered Engineer, and a Member of the Institution of Engineering and Technology.

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0 of 0 people found the following review helpful.
Engaging and Relevant
By TamiR
As a doctoral student, I rarely keep the textbook assigned, once the course if completed. However, this is one of those rare textbooks that I find engaging, relevant and worth keeping.

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Rabu, 21 Mei 2014

@ Ebook Download Literacy Coaching: A Handbook for School Leaders, by Dale E. Moxley, Rosemarye T. Taylor

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This research-based handbook guides school leaders in successfully implementing a literacy coaching program to drive schoolwide literacy achievement.

Sales Rank: #1375946 in Books
Brand: Corwin
Published on: 2006-03-13
Original language: English
Number of items: 1
Dimensions: 9.98" h x .32" w x 7.12" l, .59 pounds
Binding: Paperback
120 pages

Features

Background knowledge and an introduction to "fail - safe" literacy.
Details on the roles and responsibilities of literacy coaches.
Ideas for building the literacy team.
Ways to study data and monitor achievement.
Practical guidance for the literacy coach"s continuing success.Literacy Coaching supports school leaders

Review
"Well grounded in research. Emphasizes the collaborative and service-oriented nature of literacy coaching that includes delivering whole- and small-group professional development, and observing, modeling, and providing feedback for teachers." (Jounal of Adolescent & Adult Literacy, October 2006 2006-10-15)

About the Author
Dale E. Moxley, has an Ed. D. in Educational Leadership and has over thirty years experience in education and administration. His school level administrative experience includes principal at the elementary, middle and high school level. He has also been the director of secondary curriculum at the district level. He is currently principal at Round Lake Elementary a Lake County, Florida charter conversion school. His teaching experience ranges from sixth grade through college level. He has taught mathematics, physical education, social studies, and drama. In higher education he has taught several classes for masters and above students in Educational Leadership for the University of Central Florida and National Louis University.

Dale has helped author and received over two million dollars in grant funding for education, literacy initiatives, and literacy coaches in the past several years. This grant funding has also included the use of technology to improve student achievement through literacy enhancement. These grants helped implement the literacy coach concept for the Lake County Schools.

As director of secondary curriculum, Dale helped lead the implementation of the pre K-12 “Just Read, Lake” reading initiative with Carmen Arnold, director of elementary curriculum. This was a grass-roots effort by district staff, local administrators, and school staff to create a fail-safe literacy process across all content areas for students in grades preK-12. The literacy process was comprehensive and included professional development, literacy assessment and monitoring, and the roles and responsibilities for administrators, teachers, and literacy coaches. He supervised the literacy coaches for the district and provided for their professional development district-wide during the first three years of the development process.

Dale has also worked with career academies and the small learning community concept. He has made several presentations on this subject, including the Georgia State Tech Prep conference and National Tech Prep Network conference.   He has also conducted research as to how well prepared high school graduates are to enter directly into the workforce.

Rosemarye (Rose) Taylor has a rich background that includes middle and high teaching, school administration, and district administration. She was a reading, language arts, and Spanish teacher, and counselor, followed by service as a middle and high school administrator, and district level administrator in Georgia and Florida, USA. In private sector management she was Director of Professional Development for Scholastic, Inc., New York. Currently, she is Associate Professor of Educational Leadership at the University of Central Florida in Orlando.

As Associate Professor of Educational Leadership at the University of Central Florida, her specialty is systematic leadership to improve student achievement Pk-20, which as lead to her interest and research in the professional practice doctorate. She has conducted research on leadership and change, particularly as it relates to accountability. Presentations on this topic have been given at University Council of Educational Administration, American Association of Educational Research, American Association of School Administrators, International Reading Association, Association for Supervision and Curriculum Development, National Association of Secondary School Principals, and National Middle School Association conferences. Her articles have been published in Kappan, Educational Leadership, Middle School Journal, Schools in the Middle, American Secondary Education, AASA Professor, The National Staff Development Journal, Principal Leadership, The School Administrator, Educational Research Service Spectrum, and International Journal of Education Management. Six books including Leading Learning: Improve Student Achievement Today! (2010), Improving Readers, Writers, and Content Learning for Students in Grades 4-12 (2007), Leadership Handbook for Literacy Coaching (2006),The K-12 Literacy Leadership Fieldbook (2005), Literacy Leadership for Grades 5-12, (2003), and Leading With Character to Improve Student Achievement (2003), reflect the commitment to all students learning more through leadership that creates ethical, fail-safe systems. She serves as consultant on literacy, learning communities, curriculum system development, and leadership to schools, districts and professional organizations.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Fail safe?
By Angela Watson, author of Unshakeable
This book would probably be a useful resource for administrators and other school leaders who are seeking to implement literacy coaching in their schools. The resource wasn't designed as a guide for coaches themselves, but I still learned a few things about building a literacy team and found it an interesting read. One caveat: I found the use of the term 'fail-safe literacy' rather off-putting: I don't like the implication that there any practices or approaches that are fail-safe, and I'm not sure it's an appropriate goal for a coaching program. However, fail-safe is a term that would likely appeal to school leaders, and that's the target audience here, so, well-played, I suppose.

0 of 0 people found the following review helpful.
Excellent Practical Application Models
By William V. Young
I use it for the Grad School class I teach; gives many practical applications and examples for several theoretical concepts covered in other courses.

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Selasa, 20 Mei 2014

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This book provides a contemporary account of why medical sociology matters in our modern society. Combining theoretical and empirical perspectives, and applying the pragmatic demands of policy, this Hannah Bradby explores society's response to key issues such as race, gender and identity to explain the relationship between sociology, medicine and medical sociology. Each chapter includes an authoritative introduction to pertinent areas of debate, a clear summary of key issues and themes and dedicated bibliography.

Sales Rank: #3992415 in Books
Published on: 2012-03-05
Released on: 2012-02-13
Original language: English
Number of items: 1
Dimensions: 9.21" h x .46" w x 6.14" l, .0 pounds
Binding: Paperback
200 pages

Review
In this timely book, Hannah Bradby brings together classic sociological writings and the latest research on the links between medicine, health and society. Bradby discusses a range of important issues with three main themes: patterns of illness in populations, health and illness in everyday life, and the promise and pitfalls of modern health care systems. Bradby offers insightful analysis as well as synthesis in areas such as inequalities, gender and ethnicity, where she is a leading expert. Throughout the book, Bradby's command of her material is impressive, and expressed in an approachable and lively style. Highly commended - a key work for all students of medical sociology
Mike Bury
Professor Emeritus of Royal Holloway College

About the Author
Hannah Bradby’s research on how ethnicity and racism intervene in the social relations of health has been published in various journals including ‘Social Science and Medicine’ and ‘Sociological Research Online’. She co-edits the journal ‘Ethnicity and Health’ and is the ‘Sociology of Health and Illness’ monograph series editor.

Hannah has taught both medics and sociologists at the University of Warwick since 2000, employing various representations of health, illness and suffering including written (memoire, letters, reportage, fiction, clinical notes, empirical research) and spoken forms (evidence from clinicians, patients and former patients, in various languages, and sometimes mediated by trained interpreters). She has worked on the core medical school curriculum and special study modules and has collaborated with students to publish books of their own sociological work, both written and photographic.

Building on observations by the late Meg Stacey (the first female professor at the University of Warwick) on medical sociology’s lack of attention to war as a public health problem Hannah co-edited (with Gillian Hundt) a collection entitled ‘Global Perspectives on War, Gender and Health’ (2010, Avebury). ‘Medical Sociology: An introduction’ (2009, Sage) seeks to interpret sociological criticism of medicine and insights into the experience of illness for medical students.

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Senin, 19 Mei 2014

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"The authors challenge the reader to reconsider leadership theory in light of notions of social justice and diversity, and to put into place newly articulated frameworks for action. The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond."

―CHOICE

What do we mean by diversity? Why is it an important issue for leaders of schools, colleges and universities?

As society becomes increasingly diverse, there is significant international awareness in education about how this impacts on leaders and leadership. For decades the emphasis has been placed on increasing the number of leaders with specific attributes, such as women or those from ethnic minorities, to encourage a true representation of society. This far-reaching book takes a wider view, challenging the reader to recognize the importance of diversity issues and to embed diversity as central within leadership theory and practice.

Drawing on their extensive research the authors establish a clear understanding of what diversity means and use this to develop a distinct approach to conceiving leadership, preparing leaders and acting as leaders. They explain how diversity should be a holistic issue which touches every aspect of leadership and is vital to ensuring effective and appropriate leadership for education in pluralist societies. The authors explore the history of approaches to addressing inequities in access to leadership positions and the experience of leadership, from equal opportunities, to diversity and inclusion, to capabilities approaches.

The book also proposes fundamental and concrete changes that leaders can undertake both in their own and their organization's practice, to reflect a real commitment to social justice in a diverse society.

Sales Rank: #2720673 in Books
Brand: Brand: SAGE Publications Ltd
Published on: 2007-03-22
Original language: English
Number of items: 1
Dimensions: 9.53" h x .36" w x 6.69" l, .63 pounds
Binding: Paperback
160 pages

Features

Used Book in Good Condition

Review
'What makes this book stand out in the crowd is the engaging approach the authors have taken to present their argument and the novel treatment they offer of diversity and diversity management…a must-read for anyone in a leadership position or interested in investigating education leadership and diversity' - Gender and Education

"The authors challenge the reader to reconsider leadership theory in light of notions of social justice and diversity, and to put into place newly articulated frameworks for action. The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond."

―CHOICE (L.K. Draina CHOICE 2008-03-18)

"The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond." (L.K. Draina Choice Magazine 2008-08-14)

About the Author
Jacky Lumby (Ph.D. University of Leicester) is Professor of Education and Head of the School of Education at the University of Southampton, UK. She has taught and led in a range of educational settings, including secondary/high schools, community and further/technical education. She has also worked for a Training and Enterprise Council, with a regional responsibility for developing leaders across the public and private sectors. She has researched and published widely on educational policy, leadership and management in schools and colleges, in the UK and internationally. Her work on leadership encompasses a range of perspectives, including diversity issues, comparative and international perspectives and leading upper secondary education. She has co-edited International handbook on the preparation and development of school leaders (2008). Her most recent book is, with Marianne Coleman, Leadership and Diversity: Challenging Theory and Practice in Education (2007). She is co- editor of the journal International Studies in Educational Administration and a member of the Council of the British Educational Leadership, Management and Administration Society.

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Sabtu, 17 Mei 2014

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Sales Rank: #4859686 in Books
Published on: 2005-12-02
Original language: English
Dimensions: 10.75" h x 8.25" w x 1.25" l, .0 pounds
Binding: Paperback

About the Author

Donald Treadwell earned his master’s degree in communication from Cornell University and his PhD in communication and rhetoric from Rensselaer Polytechnic Institute.

He developed and taught communication research classes in classroom and online settings as well as teaching courses in organizational communication, public relations and public relations writing.

He has published and presented research on organizational image, consumer response to college names, health professionals’ images of AIDS, faculty perceptions of the communication discipline, and employers’ expectations of newly-hired communication graduates. His research appears in Communication Monographs, Journal of Technical Writing and Communication, Public Relations Review, Journal of Human Subjectivity, and Criminal Justice Ethics.

He is professor emeritus, Westfield State University, and has international consulting experience in agricultural extension and health communication.

Jill Treadwell has 30 years experience in publications and public relations. She has managed PR campaigns for the US and international companies as well as for non-profit and educational organizations. She has a background in both writing and design and has specialized in annual reports, newsletters, brochures, and proposals directed at state and federal procurement agencies.

In addition to maintaining a private public relations consulting practice, she currently teaches public relations, public relations writing and other writing courses in both classroom and online settings at Westfield State College.

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Rabu, 14 Mei 2014

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Focusing on teaching students with communication disorders, the authors offer practical teaching strategies and provide brief definitions, indicators, and behaviors associated with speech and language disorders.

Sales Rank: #11259033 in Books
Brand: Corwin
Published on: 2006-03-24
Original language: English
Number of items: 1
Dimensions: 9.08" h x .47" w x 6.34" l, .63 pounds
Binding: Hardcover
104 pages

Features

Criteria for identifying speech and language disorders
Cognitive, academic, physical, behavioral and communication characteristics of common communication
Appropriate teaching and class management strategies
Trends and issues influencing instructional approaches and the delivery of speech and language servicesFeatures
Title - Teaching Students With Communication Disorders

About the Author

Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe.

As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities.

The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring―and meeting―all their potentials.

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

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0 of 0 people found the following review helpful.
Good educational book for aspiring teachers working with children who ...
By katrina sexton
Good educational book for aspiring teachers working with children who have communication problems. Came in handy as a source for my dissertation too.

1 of 1 people found the following review helpful.
Great resource to teach special and regular education teachers about ...
By KDog
Great resource to teach special and regular education teachers about supporting students with communication needs in their classrooms. Used this resource in my college course I taught.

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Presenting 12 complete models for differentiating instruction plus a variety of formal/informal assessments, this teacher-friendly guide demonstrates how to organize highly effective lessons to reach all learners.

Sales Rank: #1380813 in Books
Brand: Brand: Corwin Press
Published on: 2008
Original language: English
Number of items: 1
Dimensions: .68" h x 7.02" w x 9.91" l, 1.29 pounds
Binding: Paperback
288 pages

Features

Used Book in Good Condition

Review
"Very useful for both the novice and veteran teacher. This book gives the new teacher an unbelievable collection of activities and strategies in a comprehensive manner. For the veteran educator, this book will either re-introduce tools previously learned or teach some new strategies that will help meet the diverse needs of today's learners." (Valorie M. Catalano, Director 2007-05-21)

"This book offers the teacher a multitude of examples, activities, and strategies to create a learning environment that is truly differentiated for the diverse learners in their classroom. Anyone who assists in the professional development of teachers or the preparation of future educators will find the book very useful." (Laura B. Harper, Supervisor of Student Teachers 2007-06-04)

"I can see this being a hot item for training and for individual teachers. I cannot tell you how much I love the user-friendly simplicity of the book, and I can't wait to use it with teachers! This is what we have been waiting for." (Linda S. Prichard, Instructional Specialist 2007-06-04)

"The numerous charts, tables, and graphic displays are ready-made and easy to incorporate immediately. Managing a differentiated classroom is one of the most difficult aspects of teaching, but its rewards are well worth the time spent planning, preparing materials, and presenting lessons. It is hard work, but anything less is a disservice to our students." (Karen Nina T. Klingerman, Coordinator of Professional Development and Literacy Programs 2007-06-04)

"This book is loaded! It has every topic you ever wanted to know about differentiation." (Kael Sagheer, Fifth-Grade Teacher 2007-06-04)

About the Author
Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional development training sessions challenge educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differentiated instruction, multiple intelligences, multiple assessments, and the brain-compatible classroom. She is coauthor with Gayle Gregory of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn't Fit All.

Rita King has more than 20 years of teacher training experience and administrative experience as principal and director of Middle Tennessee State University's teacher training program in the laboratory school. Most recently, she was an adjunct professor in the Department of Educational Leadership at the university. She now consults internationally in the areas of multiple intelligences, practical applications of brain-based research, differentiated learning, reading and writing strategies, mathematics instruction, creating effective learning environments, and strategies for test success. She is the coauthor of Differentiated Instructional Strategies for Reading in the Content Areas, Differentiated Instructional Strategies for Writing in the Content Areas, and Differentiated Assessment Strategies: One Tool Doesn't Fit All.

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0 of 0 people found the following review helpful.
A "must - have" resource!
By LewisHenry
6 STARS!! ALL CURRENT TEACHERS MUST GET THIS BOOK! This book gives practical examples on how to differentiate your classroom on so many levels. It gives step-by-step directions for topics like "differentiating project-based assessments" and "how to manage portfolios." This book is the perfect supplement to Carol Ann Tomlinson's book "How to Differentiate Instruction for Mixed-Ability Classrooms." (If you have that book - you MUST get this one.) My copy will soon be so worn the pages will fall out - and it's not even 6 months old! School districts are demanding differentiation more and more. This books is a "must-have" if you're teaching.
Lewis Henry

0 of 0 people found the following review helpful.
Class required
By Cassandra
Needed for class

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Minggu, 11 Mei 2014

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Richard Schmuck demonstrates how educators can use personal reflection and action research to convert frustrations into solvable problems and improved professional practice.

Sales Rank: #567762 in Books
Brand: Corwin
Published on: 2006-05-12
Original language: English
Number of items: 1
Dimensions: 11.00" h x .45" w x 8.50" l, 1.20 pounds
Binding: Paperback
192 pages

Features

Easy - to - understand explanations of methods, steps, and phases.
A chapter devoted to questionnaires, interviews, observations, and public documents.
Guidelines for both solo and cooperative projects.
"How - to" worksheets that guide readers through the process.
Journal - writing activities at the end of every chapter.

Review
"This book is a modern catalyst for change in higher education. I have made it required reading for doctoral students, administrators, and faculty who must update their pedagogy to raise student learning." (Joseph Martin Stevenson, Provost and Vice President for Academic Affairs 2005-11-13)

"This is a wonderful book for learning communities to use to self-evaluate prior to beginning new teaching techniques, and throughout the process."
(Donna Walker Tileston, President 2006-02-09)

"A comprehensive tool to support learning communities as they endeavor to improve professional practice." (Curriculum Connections, Spring 2007 2007-07-02)

About the Author

Richard A. Schmuck is professor emeritus at the University of Oregon, where he chaired the dissertations of 132 doctoral students who are from all parts of the world. He taught thousands of other educators worldwide about action research, group dynamics, and organization development. He has served on the faculties of the University of Michigan, Temple University, and Leuven University (Belgium), was the first president of the International Association for the Study of Cooperation in Education. Schmuck is a visiting Professor at Arizona State University-West.

Schmuck is the author of 20 books and 190 articles. His best-known book is Group Processes in the Classroom (with Patricia Schmuck), now in its eighth edition. He received The Stevens Award from the Northwest Women in Educational Administration to honor his support of women in administration and his "commitment to equity, justice, and democracy." He received the Campbell Lifetime Achievement Award from the University Council on Educational Administration for "superior scholarship, distinguished service, and recognized international leadership" and "to celebrate an extraordinary and generous career." Schmuck continues to teach, consult, and write.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great intro to Action Research
By Michael
Great introduction to action research. I think the key is "practical", there are lots of good academic books and articles on the topic but the authors boil the info down to just the right amount of detail and have included activities to do in a workbook like format.

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Give educators the essential tools for developing students’ ability to "think beyond the facts"!

Complete with video of teachers using concept-based instruction with their students, this comprehensive multimedia kit offers staff developers all the tools for helping educators engage students’ minds and emotions and nurture critical and creative learning skills. Facilitators can demonstrate how conceptual thinking increases depth of learning and lead discussions about:

Comparing traditional two-dimensional curriculum/instruction with a concept-based, three-dimensional model
Using a conceptual approach to motivate students and stimulate higher levels of thinking
Applying the structure of knowledge to improve teaching and learning
Scaffolding thinking to promote understanding and knowledge transfer

Includes: DVD (102 min.), Facilitator’s Guide, CD-ROM, Companion Book

Sales Rank: #2465331 in Books
Brand: Corwin
Published on: 2009-03-23
Original language: English
Number of items: 1
Dimensions: 13.00" h x 10.25" w x 2.00" l, 2.59 pounds
Binding: Paperback
96 pages

Features

Comparing a traditional two-dimensional curriculum/instruction model with a concept-based, three-dimensional
Using a conceptual approach to motivate students and stimulate higher levels of thinking
Applying the structure of knowledge to improve teaching and learning
Scaffolding thinking to generate enduring understanding and promote knowledge transferConcept-Based Curriculum
The companion book, Concept-Based Curriculum and Instruction for the Thinking Classroom, a comprehensive

About the Author

H. Lynn Erickson, Ed.D., is an independent consultant assisting schools and districts with concept-based curriculum design and instruction. During the past 20 years Lynn has worked extensively with K-12 teachers and administrators on the design of classroom and district level curricula aligned to academic standards and national requirements. She was a consultant to the International Baccalaureate Organization for the development of the Middle Years Programme―the Next Chapter.

Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition ©2008; Concept-based Curriculum and Instruction: Teaching Beyond the Facts, ©2002; and Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together, co-authored with Dr. Lois Lanning, © 2014, Corwin Press Publishers. This publication, co-authored with Lois Lanning and Rachel French is the 2nd edition of Lynn’s popular book, Concept-based Curriculum and Instruction for the Thinking Classroom: Teaching Beyond the Facts. She also has a chapter in Robert Marzano’s book, On Excellence in Teaching, ©2010, Solution Tree Press.

Lynn is an internationally recognized presenter/consultant in the areas of concept-based curriculum design, and teaching for deep understanding. She has worked as a teacher, principal, curriculum director, adjunct professor, and educational consultant over a long career. In addition to her work in the United States, Lynn has presented and trained educators across the world in different regions and countries including Asia, Australia, South America, Canada, the United Kingdom, Finland, Germany, the Netherlands, the United Kingdom, Switzerland, Austria, China, Saudi Arabia, United Arab Emirates and Cyprus.

Lynn currently lives in Everett, Washington with her family. She and Ken have two children, and two grandsons, Trevor and Connor, who continually stir her heart and soul.

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