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Thoroughly field-tested and used in a wide variety of educational environments, Marzano's Taxonomy reflects the most current research and today's movement to standards-based education.

• Sales Rank: #416595 in Books
• Brand: Corwin
• Published on: 2006-12-20
• Original language: English
• Number of items: 1
• Dimensions: .44" h x 7.06" w x 10.04" l, .82 pounds
• Binding: Paperback
• 208 pages

Features

• Designing and classifying educational objectives.
• Creating assessments.
• Redesigning state and district - level standards.
• Formulating curriculum.
• Outlining a thinking - skills curriculum.Features

Review
"Provides educators with a crisp, new lens to re-examine thinking and learning. Motivation and metacognition, two critical components, are now strategically and meaningfully integrated in a new taxonomy. This revised hierarchy takes us beyond Bloom toward a better understanding of educational theory and practice."
(Virginia Cotsis, Secondary Curriculum Specialist 2006-06-08)

"Marzano's Taxonomy will be of immediate and lasting use to curriculum developers, researchers, preparers of teachers and leaders, and practitioners involved in all aspects of standards-based learning. Timely, clearly written, easy to follow, and filled with strong examples and connections to Bloom's Taxonomy." (Doug Harris, Co-Director 2006-05-26)

"Educational leaders wishing to infuse greater complexity, rigor and substance into the curriculum will immerse themselves in The New Taxonomy of Educational Objectives. The beneficiaries will be teachers who will reach beyond their current achievements and students who will develop the intellectual prowess required to master the intricacies, dichotomies, and ambiguities of life in the 21st and 22nd centuries." (Arthur L. Costa, Professor Emeritus 2006-06-25)

"Profound in its insights and challenging in its implications, Marzano's Taxonomy will influence teaching, assessment, and accountability in every school. The authors force us to confront the gulf between current standards and testing regimes and the opportunity for sustained learning for which the Marzano's Taxonomy will be the framework." (Douglas Reeves, CEO and Founder 2006-07-07)

"A masterful synthesis, incorporating extensive analysis of state and national content standards with insights from cognitive psychology to produce a more contemporary educational schema. Like a new version of computer software, Marzano's Taxonomy offers a significant upgrade to the classic work of Benjamin Bloom and his colleagues." (Jay McTighe, Author and Consultant 2006-07-07)

"Provides fresh ideas and a set of 'thinking protocols' to help us remember that a primary focus in education must be to develop the mental abilities of our students." (Lynn Erickson, Curriculum Design Consultant 2006-07-01)

"A potent tool for designing educational objectives, developing assessments, making state standards more useful to teachers and students, designing curriculum, and formulating a thinking skills curriculum." (Carol Ann Tomlinson, Professor of Educational Leadership, Foundations, & Policy 2006-07-05)

"Marzano and Kendall provide the necessary ingredients to help fulfill the rhetoric that all kids can learn―and at a high level of thinking! This book informs work on standards at the state and local levels and provides clear examples to assist teachers in their curriculum and assessment design work." (Bena Kallick, Educational Consultant & Vice President 2006-06-30)

"Offers the field of education a well researched, well developed theory of curriculum design and assessment. Guidelines for expanding and extending student learning far surpass previous books of its kind." (Carol M. Roberts, Professor of Organizational Leadership 2006-08-15)

"A pioneering approach to critical and higher order thinking skills with implications for designing educational objectives, framing curricula design, and implementing national standards and assessments. To prepare elementary and secondary school teachers for teaching a thinking-based curriculum, this book should be part of every undergraduate and graduate teaching program across the country." (Douglas Llewellyn, Professor, Science Education 2006-09-01)

"Marzano's Taxonomy skillfully advances the concepts, categories, and conversations related to educational objectives, and equips learners and teachers with an interconnected and comprehensive design for processing and expressing thoughts, words, and actions." (Nancy P. Gallavan, Associate Dean & Professor 2006-09-08)

"Marzano and Kendall provide a critical, theoretically consistent overview of educational objectives with detailed examples of assessment frameworks that bring the 'new' taxonomy to life. The focus on curriculum design that embeds rigorous assessment is a helpful contribution to a new generation of educators challenged to implement content standards for student learning." (Michelle Collay, Associate Professor 2006-09-07)

"Useful not only for teachers in addressing objectives, standards, and classroom assessment, but also for other educators as they formulate objectives, develop strategies, and determine the knowledge necessary to improve the educational system in general." (Carolyn J. Wood, Professor of Educational Leadership 2006-08-28)

"Marzano and Kendall provide a clear, practical model for educators to follow when developing objectives, assessments, and lessons to improve student achievement. Teachers, teacher leaders, curriculum specialists, and administrators will all find this new taxonomy an essential resource!" (Ellen Kottler, Lecturer 2006-08-26)

"Fully reflects the impressive advancements in the last few decades. Marzano's Taxonomy provides educators with a practical tool to improve the effectiveness of their teaching and their students' learning by helping educators more explicitly frame educational objectives and assessment, use state standards, and design general and thinking-skills curricula." (Dale W. Lick, Professor 2006-08-30)

"A clearly practical model that becomes a very powerful tool for educators. The concept sizzles with innovation." (Carolyn Orange, Professor of Educational Psychology 2006-08-29)

"Rich and theory-based, incorporating what we have learned about knowledge, thinking, and cognition in the last 50 years. Also quite practical, demonstrating how this new taxonomy can be used as a framework for standards, assessments, and curriculum." (Carol A. Bartell, Assistant Director 2006-08-18)

"Marzano and Kendall haven't simply revised Bloom's Taxonomy. They have forged a thoroughly researched groundwork for numerous educational uses." (Gregg E. Humphrey, Director of Elementary Education 2006-08-29)

"Provides clear examples of how the new taxonomy helps educators develop a common language and framework to connect standards with specific rubrics and techniques that teachers can use to help their students reach for mastery." (Raymond Terrell, Assistant Dean for Research and Diversity 2006-08-29)

"This text is astoundingly important. A serious must-read for understanding global issues in developing educational objectives." (Caroline R. Pryor, Assistant Professor and Wye Fellow 2006-08-23)

"Presents material in a manner that seduces readers to want to read on and gather more data so that they can understand and apply the new taxonomies." (Robert L. Wyatt III, Professor Emeritus 2006-08-21)

"A real contribution to the field of education. Provides a well-defined platform for making critical learning skills the basis of skilled-based instruction." (Concha Delgado Gaitan, Independent Researcher and Writer 2006-09-25)

"Offers the field of education a well-researched, well-developed theory of curriculum design and assessment. Here is a practical model that becomes a powerful tool for educators; it will enhance the effectiveness of teaching and deepen the learning of students." (SirReadaLot.org, February 2007 2007-02-12)

"As professional learning communities try to look at new ideas, this volume requires more than a passing glance or reference. It is certain to challenge your ideas about education." (Teacher Librarian, April 2007 2007-11-07)

About the Author

Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K–12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning.

During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K–12 teachers and administrators.

John S. Kendall is a senior director in research at McREL, where he directs a technical assistance unit that develops and provides standards-related services for schools, districts, states, and other organizations.

An internationally recognized expert in the development and improvement of standards for education, Kendall has consulted for more than 50 school districts and 14 state departments of education as well as education agencies in the U.S. territories and abroad. He has authored or coauthored six books and more than 30 monographs, technical studies, and articles published by American School Board Journal, Association for Supervision and Curriculum Development, and National Association of School Boards, among others. He received his undergraduate and master’s degrees from the University of Colorado at Boulder.

Kendall’s current research and technical assistance efforts include working with clients to establish performance standards for the classroom, developing standards for principals, and identifying the knowledge and skills that help students learn.

Most helpful customer reviews

2 of 8 people found the following review helpful.
Great Book to use for Instructional Design
By Wyatt L. Bentley
We are reviewing our standards and assessments. This has been a great book to use in both PE and Health.

10 of 11 people found the following review helpful.
Excellent resource to Standards-Based Teaching!
By Teach2Me
One again, Dr. Marzano has clarified for us how to effectively teach to the standards through a new lens of teaching our students "thinking skills." I have often found Bloom's Taxonomy hard to implement with my students because it seemed that I struggled in creating lessons that challenged my students thinking. I believe that we absolutely need to find ways to effectively educate 21st Century students with 21st Century tools.

Dr. Marzano clearly describes the differences between the New Taxonomy and Bloom's: when learning new information, it does not always occur in a sequential, level of difficulty process(Bloom's);instead, acquiring new information is initiated by the Self-system (New Taxonomy), which is controlled by our beliefs, values, personal goals, etc. For students to learn new information, they must make the decision that the information is beneficial to them. As educators, we are always looking for opportunities to make our lessons engaging and that motivate students towards higher order thinking skills...The N.T explains how to do this.

Additionally, Dr. Marzano shows how to connect the N.T to the standards, which ensures that my lessons are standards-based and that I meet students' learning needs as well.

I would caution that the book is written to explain in great detail the research behind the New Taxonomy and the intricate details within each cognitive thought process; however, I believe that once you get through Chapters 1 & 2, you should have a clear understanding of the research and skip to other chapters that impact teaching and learning.

1 of 1 people found the following review helpful.
Solid Concepts to Describe and Understand the Learning Process
By Alexander 'Knight'
This book provides a model, heavily backed by research, to describe and understand the learning process. For those familiar with Bloom's taxonomy, this book addresses several issues found in the original and subsequent taxonomies, creating a 'new' taxonomy that is more consistent and unambiguous. The book is easy to read, well organized, and introduces taxonomy vocabulary terms in an effective manner. I recommend this book to anyone serious about understanding the learning process for the purposes of applying it in a pedagogical fashion.

See all 8 customer reviews...

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! Ebook Engaging Theories in Interpersonal Communication: Multiple PerspectivesFrom Brand: SAGE Publications, Inc

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Offering insights from a Who's Who of scholars in interpersonal communication


"A highly beneficial contribution to the field with chapters that are clear and concise and illuminate the interesting and important aspects of interpersonal communication.  With each chapter students are informed about the components of the theory and are also provided with examples that they can relate to, which really brings these theories to life."

                                                                    ―René Dailey, University of Texas at Austin

"I love this book for its insight, organization, and inclusiveness.  I like that the authors use specific examples and then apply their theory to the examples for illustration―this is how students begin to learn how to use and understand theories.  What an accessible, thorough, and user-friendly book."

                                                    ―Maureen P. Keeley, Texas State University-San Marcos



Engaging Theories in Interpersonal Communication: Multiple Perspectives highlights theories used to guide interpersonal communication research, featuring chapters written by leading scholars of interpersonal communication. Presenting both classic and cutting-edge issues, the book organizes theories into three clusters―theories that are individually-centered; theories that are focused on discourse and interaction processes; and theories that examine how communication functions in personal relationships.

Key Features:

• Presents chapters written by the scholars who developed the theories or who use the theories extensively in their own research
• Begins with an overview chapter written by the editors that lays out their perspective on theory and the current landscape of theory in interpersonal communication
• Offers a parallel organizational structure in all chapters to ease comparison across theories
• Includes overviews provided by the editors to help readers integrate and digest the multiple theories covered in the volume

Intended Audience:
Upper-level undergraduate and graduate students enrolled in such courses Applied Communication, Communication Theory, Communication Research, Interpersonal Communication, Personal Relationships, and Relational Communication in the fields of speech and human communication, family studies, and social psychology.

• Sales Rank: #596673 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2008-03-07
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .89" w x 5.98" l, 1.28 pounds
• Binding: Paperback
• 440 pages

Features

• Used Book in Good Condition

About the Author

Leslie A. Baxter is F. Wendell Miller Distinguished Professor of Communication Studies at the University of Iowa, where she has taught for 15 years. She has published over 130 books, book chapters, and articles on interpersonal and family communication. She is the recipient of many awards, including, from the National Communication Association, the Distinguished Scholar Award, the Bernard Brommel Family Communication Award, the Charles Woolbert Research Award, the Franklin Knower Article Award, and the Gerald Miller Book Award; the Berscheid-Hatfield Award from the International Association for Relationship Research (formerly INPR); and the inaugural WSCA Scholar Award from the Western States Communication Association.

 

Dawn O. Braithwaite (Ph.D., University of Minnesota; M.A., California State University, Long Beach, B.A., California State University Fullerton) is nationally recognized as one of the leading scholars in family communication. She was president of the National Communication Association in 2010, past president of the Western States Communication Association (2000), and past chair of the Interpersonal Communication Division at NCA. She was named the Distinguished Scholar by the Western States Communication Association in 2014. Braithwaite is the recipient of numerous research and service awards (among them: 2011 NCA Family Communication Division Distinguished Book Award, 2007 WSCA Distinguished Service Award, 2006 NCA Brommel Award for Family Communication, 2002 University of Nebraska-Lincoln Award for Outstanding Research and Creative Achievement in the Social Sciences, 2000 ACA Gerald Phillips Mentoring Award), and numerous Top Paper Awards in interpersonal and family communication. She is a Senior Research Fellow of the Council on Contemporary Families. She is co-author of the college textbooks Family communication:  Cohesion and change (Pearson, ©, 2015), Casing Interpersonal Communication (Kendall Hunt, ©2011, 2015) and Engaging Theories in Family Communication (Sage, ©2006) and sits or has sat on many editorial journal boards including: Journal of Social and Personal Relationships; Journal of Family Communication; Western Journal of Communication; Journal of Applied Communication Research; Communication Studies; and Communication Monographs. She, along with co-editor Paul Schrodt, is one of the best connected and well-regarded scholars within the discipline.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Good book!
By Aisha
I'm studying for my exams and needed a supplemental text book; this one fits the bill. I like how information was organized in the book, included explanations of theory, communication perspective, strength and weaknesses and uses of the theory. Each chapter was written by a scholar prominent in the theory. If you need a quick overview and summary of communication theory in the interpersonal area, this would be a good book for you.

0 of 2 people found the following review helpful.
Fit the bill
By C. Adler
Ordered used , for my daughters college class. saved money and she got what she needed out of it. Great way to save!

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^^ Free Ebook Essential Concepts and School-Based Cases in Special Education Law, by Charles J. Russo, Allan G. Osborne

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Covers IDEA and its accompanying regulations and analyzes cases involving procedural due process, assistive technology, disciplinary sanctions, dispute resolution, antidiscrimination laws, and special services entitlement.

• Sales Rank: #649940 in Books
• Brand: Brand: Corwin
• Published on: 2007-11-28
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .76" w x 7.01" l, 1.64 pounds
• Binding: Paperback
• 368 pages

Features

• Used Book in Good Condition

Review
"A must-read, must-purchase, must-save reference. This text provides relevant cases that can be used as part of professional development for teachers and the leadership team, presents a clear explanation of laws for graduate courses, and offers an educational chronology for educators." (Marian White Hood, Principal 2007-04-19)

"This is a reference book I would want on my bookshelf when considering action in a special education situation." (Laurie Emery, Principal 2007-04-19)

"I’m very impressed with this book as a potential resource for principals, directors of special education, superintendents, members of boards of directors, professors, and aspiring educators. It would be extremely useful for checking the original language of a controlling case on a wide variety of topics." (Peter Hilts, Principal 2007-04-19)

"Gathers concepts from leading special education cases and provides excerpts from selected legal decisions to help educators understand special challenges in special education law. The result is an important desk reference needed by any school teaching special education." (The Bookwatch, June 2008 2008-07-15)

About the Author

Charles J. Russo, JD, EdD, is the Joseph Panzer Chair in Education in the School of Education and Allied Professions and adjunct professor in the School of Law at the University of Dayton. He was the 1998–1999 president of the Education Law Association and 2002 recipient of its McGhehey (Achievement) Award. He has authored or coauthored more than 200 articles in peer-reviewed journals; has authored, coauthored, edited, or coedited 40 books; and has in excess of 800 publications. Russo also speaks extensively on issues in education law in the United States and abroad.

Along with having spoken in 33 states and 25 nations on 6 continents, Russo has taught summer courses in England, Spain, and Thailand; he also has served as a visiting professor at Queensland University of Technology in Brisbane and the University of Newcastle, Australia; the University of Sarajevo, Bosnia and Herzegovina; South East European University, Macedonia; the Potchefstroom Campus of North-West University in Potchefstroom, South Africa; the University of Malaya in Kuala Lumpur, Malaysia; and the University of São Paulo, Brazil. He regularly serves as a visiting professor at the Potchefstroom Campus of North-West University.

Before joining the faculty at the University of Dayton as professor and chair of the Department of Educational Administration in July 1996, Russo taught at the University of Kentucky in Lexington from August 1992 to July 1996 and at Fordham University in his native New York City from September 1989 to July 1992. He taught high school for 8½ years before and after graduation from law school. He received a BA (classical civilization) in 1972, a JD in 1983, and an EdD (educational administration and supervision) in 1989 from St. John’s University in New York City. He also received a master of divinity degree from the Seminary of the Immaculate Conception in Huntington, New York, in 1978, as well as a PhD Honoris Causa from the Potchefstroom Campus of North-West University, South Africa, in May 2004 for his contributions to the field of education law.

Allan G. Osborne, Jr. is the retired principal of the Snug Harbor Community School in Quincy, Massachusetts, a nationally recognized Blue Ribbon School of Excellence. During his 34 years in public education, he served as a special education teacher, a director of special education, an assistant principal, and a principal. He has also served as an adjunct professor of special education and education law at several colleges, including Bridgewater State University and American International University.

Osborne earned an EdD in educational leadership from Boston College and an MEd in special education from Fitchburg State College (now Fitchburg State University) in Massachusetts. He received a BA in psychology from the University of Massachusetts.

Osborne has authored or coauthored numerous peer-reviewed journal articles, book chapters, monographs, and textbooks on legal issues in education, along with textbooks on other aspects of education. Although he writes and presents in several areas of educational law, he specializes in legal and policy issues in special education. He is the coauthor, with Charles J. Russo, of five texts published by Corwin, a SAGE company.

A past president of the Education Law Association (ELA), Osborne has been an attendee and presenter at most ELA conferences since 1991. He has also written a chapter now titled "Students With Disabilities" for the Yearbook of Education Law, published by ELA, since 1990. He is on the editorial advisory committee of West’s Education Law Reporter and is coeditor of the "Education Law Into Practice" section of that journal, which is sponsored by ELA. He is also on the editorial boards of several other education journals.

In recognition of his contributions to the field of education law, Osborne was presented with the McGhehey Award by ELA in 2008, the highest award given by the organization. He is also the recipient of the City of Quincy Human Rights Award, the Financial Executives Institute of Massachusetts Principals Award, the Junior Achievement of Massachusetts Principals Award, and several community service awards.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great scope of the history and laws associated with Special Education!
By Bradley
This book was required for my Administration in Special Education course and it is a great choice! Very informative. Good read!

0 of 1 people found the following review helpful.
Five Stars
By Crescentia Thomas
This book was very useful to teach my class to intern teachers.

0 of 1 people found the following review helpful.
Good product.
By SLV
A lot of information.... Informative.

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>> Ebook Download Engaging EVERY Learner (The Soul of Educational Leadership Series), by Alan M. Blankstein, Robert W. Cole, Paul D. Houston

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Join today's most insightful thinkers as they explore the heart, mind, and soul of educational leadership!

This concise volume offers educational leaders key concepts and strategies for framing discussions about closing the equity gap and ensuring high achievement for all learners. As the first volume in The Soul of Educational Leadership series, this unique collection presents:

• Contributions from Pedro Noguera, Thomas Guskey, Richard Farson, Alan Boyle, Antoinette Mitchell, Stephen G. Peters, Randall & Delores Lindsey, Karen Pittman & Merita Irby, and Alan M. Blankstein
• Thought-provoking ideas applicable to all schools, districts, and learning communities
• A complete index for browsing and referencing across topics

• Sales Rank: #2707929 in Books
• Brand: Corwin
• Published on: 2006-12-07
• Original language: English
• Number of items: 1
• Dimensions: 8.92" h x .47" w x 6.11" l, .67 pounds
• Binding: Paperback
• 224 pages

Features

• Pedro A. Noguera and Alan M. Blankstein on essential questions and themes.
• Delores B. Lindsey and Randall B. Lindsey on culturally proficient equity audits.
• Antoinette Mitchell on the knowledge base for teaching diverse learners in big - city schools.
• Stephen G. Peters on how to capture, inspire, and teach every learner.
• Thomas R. Guskey on rethinking the work of Benjamin S. Bloom.

Review
"Brings forth important and current information on equity and race in a way that can be used for all students. One is left with a very well-rounded perspective of the complex problems and possible solutions for public education. Covers a remarkable range of information and perspectives. I will use it as a text for teacher/administrator education and I want to send some of this info to my teachers NOW." (Chuck Bonner, Assistant Principal 2006-04-07)

About the Author

Award-winning author and educational leader, Alan Blankstein served for 25 years as President of the HOPE Foundation, which he founded and whose honorary chair is Nobel Prize winner Archbishop Desmond Tutu. A former “high-risk” youth, Alan began his career in education as a music teacher. He worked for Phi Delta Kappa, March of Dimes, and Solution Tree, which he founded in 1987 and directed for 12 years while launching Professional Learning Communities beginning in the late 1980s. He is the author of the best-selling book Failure Is Not an Option®: Six Principles That Guide Student Achievement in High-Performing Schools, which received the Book of the Year award from Learning Forward. Alan is Senior Editor, lead contributor, and/or author of 18 books, including Excellence Through Equity with Pedro Noguera, (In Press).  He also authored some 20 articles in leading education print including Education Week, Educational Leadership, The Principal, and Executive Educator. Alan has provided keynote presentations and workshops for virtually every major U.S. Ed Org, and throughout the UK, Africa, and the Middle East.  Alan has served on the Harvard International Principals Centers advisory board, and the Jewish Child Care Agency, where he once was a youth in residence.

 

 

Robert W. Cole is proprietor and founder of Edu-Data, a firm specializing in writing, research, and publication services. He was a member of the staff of Phi Delta Kappan magazine for 14 years: assistant editor 1974-1976, managing editor 1976-1980, and editor-in-chief 1981-88. During his tenure as editor-in-chief, the Kappan earned more than 40 Distinguished Achievement Awards from the Association of Educational Publishers, three of them for his editorials.

Since leaving the Kappan, Cole has served as founding vice president of the Schlechty Center for Leadership in School Reform (1990-1994). At CLSR he managed districtwide and communitywide school reform efforts and led the team that created the Kentucky Superintendents’ Leadership Institute. He formed the Bluegrass Leadership Network, in which superintendents worked together to use current leadership concepts to solve reform-oriented management and leadership problems.

As senior consultant to the National Reading Styles Institute (1994-2005), Cole served as editor and lead writer of the Power Reading Program. He and a team of writers and illustrators created a series of hundreds of graded short stories, short novels, and comic books from Primer through Grade 10. Those stories were then recorded by Cole and Marie Carbo; they are being used by schools all across the United States to teach struggling readers.

Cole has served as a book development editor for the Association for Supervision and Curriculum Development (ASCD), for Corwin Press, and for Writer’s Edge Press. He has been president of the Educational Press Association of America and member of the EdPress Board of Directors. He has presented workshops, master classes, and lectures at universities nationwide, including Harvard University, Stanford University, Indiana University, Xavier University, Boise State University, and the University of Southern Maine. He has served as a special consultant to college and university deans in working with faculties on writing for professional publication. Recently he began serving as managing editor and senior associate with the Center for Empowered Leadership.

Paul D. Houston has established himself as one of the leading spokespersons for American education through his extensive speaking engagements, published articles, and his regular appearances on national radio and television. Formerly executive director of the American Association of School Administrators from 1994 to 2008, Houston has served as a teacher and building administrator in North Carolina and New Jersey. He has also served as assistant superintendent in Birmingham, Alabama, and as superintendent of schools in Princeton, NJ; Tucson, AZ; and Riverside, CA. Houston has served in an adjunct capacity for the University of North Carolina, Harvard University, Brigham Young University, and Princeton University. He has served as a consultant and speaker throughout the United States and overseas, and he has published more than 100 articles in professional journals.

Most helpful customer reviews

3 of 5 people found the following review helpful.
Waste of Time and Money
By Paleokitten
If I could rate this book at ZERO stars, I would. Teachers in my school district were told that we had to read this book. Like a fool, I did. What a piece of garbage! I was hoping for some new and PRACTICAL instructional strategies to keep students engaged in their learning. There were none to be found... In fact, NOT ONE strategy was even discussed. Just jargon, jargon, and more jargon. It is merely a book that says that it is important to engage students in instruction... I would hope that, as teachers (or prospective ones), we already know that.

I did find one good use for the book. I fixed a wobbly table in my classroom.

See all 1 customer reviews...

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>> Fee Download Best Practices of Award-Winning Secondary School Principals, by Sandra K. Harris

Fee Download Best Practices of Award-Winning Secondary School Principals, by Sandra K. Harris

Discovering the appropriate Best Practices Of Award-Winning Secondary School Principals, By Sandra K. Harris book as the appropriate requirement is kind of lucks to have. To start your day or to finish your day during the night, this Best Practices Of Award-Winning Secondary School Principals, By Sandra K. Harris will certainly appertain enough. You could just search for the ceramic tile right here as well as you will obtain the book Best Practices Of Award-Winning Secondary School Principals, By Sandra K. Harris referred. It will not bother you to reduce your valuable time to go for purchasing book in store. By doing this, you will likewise spend cash to pay for transportation as well as other time invested.

Best Practices of Award-Winning Secondary School Principals, by Sandra K. Harris

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Over 100 of the best field-based practices of award-winning secondary principals are examined to help school leaders produce a successful, thriving school environment.

• Sales Rank: #2481559 in Books
• Brand: Corwin
• Published on: 2006-05-12
• Released on: 2006-05-12
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .58" w x 6.00" l, .92 pounds
• Binding: Paperback
• 256 pages

Features

• Descriptions of best practices and ideas for implementing them
• Recommended reading list for effective principals
• Reflection and insight from successful principals
• Additional resources to further extend best practicesThis invaluable resource covers the most current
• Title - Best Practices of Award-Winning Secondary School Principals.

About the Author
Sandra Harris is currently associate professor in the Educational Leadership Department at Lamar University in Beaumont, Texas, where she teaches classes in social justice, action research, and other administrator preparation courses in the doctoral program. Formerly, Harris served as a teacher, principal, and superintendent in public and private schools. Her scholarship agenda includes administrator preparation, K-12 peer harassment, and building relationship-oriented, socially just school environments. Harris publishes and presents at regional, state, and national conferences on these topics.

Most helpful customer reviews

0 of 1 people found the following review helpful.
Four Stars
By Richard Sherin
Good review of some best practices

3 of 3 people found the following review helpful.
One of the best on school leaderhip
By Salim Ucan
Renowned historian Will Durant writes that "Education is a progressive discovery of our own ignorance." The more we know, generally, the more we realize there is for us to know. Thus, we become life long learner as we seek another good idea, another best practice.

However, since school principals are practitioners they always seek practical ideas, and easy to implement best practices when they read...that is what I did at least. Out of many books that I have read over the years on school leadership one particular book offered the most practical ideas and best practices. That is "Best Practices of Award Winning Principals" by Sandra Harris.

The book is about 215 pages which you would want to underline each one of them. Sandra Harris asked 34 principals whose schools earned the blue ribbon award to share their best practices and compiled them in her book. She categorized such best practices and guidance under various categories such as leadership, culture, communication, curriculum and instruction, school improvements plan, and individualizing learning for all. The book also gives a list of resources at the end of each section for those who want to pursue further reading on each subtopic.

Below I wanted to bring some of these best practices and guidance from the award winning principals in the book to your attention with the hope that you would implement some of them in your schools if you are not already doing so:

LEADERSHIP:

Organize and train office staff so they are part of the school mission and vision, serving the teachers and parents as major links in the communication process
Train your secretary to manage your snail mail, e-mail, calendar, and appointments
Know your teachers like you expect them to know their students
Know the school's performance data inside and out
Know the curriculum well, attend national conferences, and read, read, read so that you are viewed as knowledgeable about change, trends, and innovations
Instill respect by having a caring attitude by doing some of the below
Learn the names of staff members' children
Go the extra mile to assist a staff member in need of something
Organize a group of kids to sweep snow off staff members' cars so they will not have to
Dress professionally ever day and groom yourself to appear neat and clean
Smile frequently
Keep your head up and walk with a sense of purpose
Foster an environment that encourages sharing opinions and trying new things
Ask stakeholders their opinion. A wise principal will publicly credit others for contributing to the final decision that is made
Make sure your faith, family, and friends are stable and strong
Establish traditions in your school
Enhance your leadership capabilities by working with a mentor, stay abreast of leadership research, and sharpen your individual skills
Take risk and do not afraid of failure in implementing new ideas
Promote teamwork and create team time for grade level teachers by redesigning the schedule
Have your staff read and study books like "The Wisdom of Teams" by Katzenbach and Smith and "The 17 Indisputable Laws of Teamwork"
Empower students such as student council involving in all school decisions and the council consists of representatives from each class
Organize principal essay contest and reward students and this will also give you a chance
Find a mentor and work with him/her
Balance your life as a leader with yourself, your family, and work

SHAPING CAMPUS CULTURE

Find the right staff; a school will be as good as the people you allow to walk through the door
Build a culture of ongoing professional development
Never spend lots of time talking about negatives; never stop talking about positives
"We monitor what we value" and "management by walking around" are very important
Put people first
Award staff members and put their pictures on a wall
Send a weekly message to staff and students as "Catch of the week" a short two paragraph message from the principal
Set up a "Pulse Committee" composed of one representative from each facet of the school to keep informed of what is going on in the school
Establish a "5 to 10" rule; if you are 5 feet away from someone, greet them verbally, if you are 10 feet away from someone acknowledge nonverbally. Make this a part of your culture
Have your staff read Ruby Payne's work dealing with children in poverty
Develop a goal for each year and make it your mantra for that year such as "it is all about commitment", "The Power of Pride", Make a Connection-Build a bridge", Respect-celebrate the gift"
Set up a Principal's Ambassadors program with students that are invited to serve as advisors to the principal
Establish at least a week long training and call it institute for your staff over the summer
Make the month of February a month to keep teacher happy because this is the month that morale declines. Such as Jeans Friday, a masseuse on hand for 10 minute massages, an ice cream party scooped by the administrators, soup of the week, a raffle, and so forth
Establish an idea of the month program and reward individuals who come up with the best idea

COMMUNICATING FOR COLLABORATION

Give recognition in walk-throughs and formal observation if you see a teacher that cares
In faculty meeting make a rule that I talk; see me after
Include your staff in graduations ceremonies with color; let the graduates walk pass them and salute them as they approach the platform
Build relationships
Establish a teacher advisory board
Based on the idea that a community's health has something to do with its appearance and image give frequent surveys to your parents and students to tell you what they love about the school and what drives them crazy
Establish and outside advisory groups to help you with the image of the school in the community and meet with them regularly
Send communication sheets home on a weekly basis such as "Tuesday Sheets"
Make sure your front office and staff are inviting to parents, guests, and community
Communicate your expectations frequently via different communication tools

CURRICULUM AND INSTRUCTIONS

Encourage excellence throughout the school
Share best practices with your faculty
Recognize and celebrate academic excellence
Encourage your students for post secondary options to create a college culture
Create alternative school calendar so students do not miss same classes
Have open enrollment AP classes
Map your curriculum
Establish freshmen induction program
Have your teachers loop
Give your students summer reading lists and follow up with them
Establish "lunch and learn" program for your teachers on various professional development topics
Late Monday start could be an option for professional development
Provide technology training for your staff
Establish a media/lab center to provide an opportunity for research, resources, reading materials, and additional instructional support for your students. You can employ higher grade students in the lab if you have a high school
"Homework Heroes" is a program that celebrates students who turn in 100% of their homework in a semester. You can celebrate it with their parents at the end of each semester
Honor roll parent dinner or stickers
Celebrate math and science related programs such a Pi Day.
Fitness as after school detention
Buffet lunch for students who did well on the state tests
Require your students to read a novel of their own selection each month
Make a bulletin board about your students who are involved in post secondary and exhibit what classes they take and from what college
Set up peer tutoring during lunch and order special lunch for tutor as incentives
Look at the grades of your students regularly and meet with those who do not perform well
Develop programs for your students to improve study and social skills
Establish a strong pull-out and weekend academic intervention programs
Principal's book club to promote reading in your school
Set up a character education committee that includes the school counselor
Establish a mentoring program and compensate the mentors
Determine low performance students in your school and through your counselor teach them study skills, note taking skills, and organizational skills
Create ESL content classes such as ESL History, ESL Science
Read Charlotte Danielson's Enhancing Professional Practice; A framework for Teaching and observe in our school the 22 components of good teaching that she describes in her book
Make sure your building especially bathroom are very clean. It send a message to your community
Find a trusted confidant with whom you can discuss difficult issues straightforwardly
Have your staff read Ruby Payne's A Framework for Understanding Poverty so they learn how to deal with people whose values are different than their own

PERSONALIZING THE LEARNING ENVIRONMENT FOR ALL

Learn your students' names and something about them
Find a way to put older successful students with unsuccessful younger students
Almost every student problem that you see is due to a lack of love somewhere. If you are brave enough you can help them most of the time
Start a bulleting board and ask for their pictures and showcase them
Set up a committee that meets with underperforming students to motivate them
Create programs like "Tuesday Extra" when library, counseling office, and other programs open until 8:30 p.m. on Tuesdays.
Institute summer camps for math and science for students who need extra help in such subjects
Senior retreat for your seniors before the school starts and include their parents as well
One principal starter his daily announcements as "Make it a great day or not; the choice is yours"

The book includes a chapter of wise word that I liked a lot. I want to conclude this summary as saying that "Make use of these ideas and practices in the book or not; the choice is yours."

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SAGE Congratulates Mary Stohr on receiving the 2009 Academy of Criminal Justice Sciences Founder's Award for outstanding contributions to criminal justice education and ACJS! 

Corrections: A Text/Reader provides the best of both worlds- authored text sections with carefully selected accompanying readings that illustrate the questions and controversies surrounding the punishment, treatment, supervision, and management of individuals who have been accused of or convicted of criminal offenses. The articles, from leading journals in criminology and criminal justice, reflect both classic studies and state-of-the-art research, and often have a policy perspective that makes them more applied, less theoretical, and more interesting to both undergraduate and graduate students.

Key Features

• Begins with an introductory chapter that presents a succinct overview of Corrections, and briefly describes the organization and content of the book
• Features “How to Read a Research Article”-a perfect introduction to understanding how real-world research is organized and delivered in the journal literature-which precedes and is tied to the first reading in the book
• Includes a "mini-chapter” for each Section, with figures and tables that present basic concepts and provide a background for the Readings that follow
• Introduces students to cutting-edge research and classic studies of the corrections system by leading scholars in the field in carefully selected, edited research articles
• Provides key terms, Web resources, and thought-provoking discussion questions for each Section, along with questions for each reading to help students develop their critical thinking skills

Accompanied by High Quality Ancillaries!

• Instructor Resources on CD include a test bank, PowerPoint slides for each section, classroom activities, and more. To request a copy, qualified adopters should contact SAGE Customer Care at 800-818-SAGE (7243) from 6am – 5pm, PT.
• A Student study site at www.sagepub.com/stohrstudy provides additional articles, self-study quizzes, e-flashcards, and more.

Intended Audience
This unique Text/Reader is primarily intended for undergraduate and graduate courses in corrections

To learn about our Text/Readers across the criminology and criminal justice curriculum, please visit us at www.sagepub.com/crimtextreaders

Interested in a text/ reader for another criminology or criminal justice here? Explore other titles in the series.

• Sales Rank: #1691052 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2008-12-17
• Original language: English
• Number of items: 1
• Dimensions: 1.30" h x 7.30" w x 9.10" l, 1.10 pounds
• Binding: Paperback
• 840 pages

Features

• Used Book in Good Condition

Review

I applaud Spohn and Hemmens for their contribution to an important and necessary task of making the discipline much more accessible to beginning students.

(Salmon A. Shomade)

About the Author
Mary Stohr received her Ph.D. from Washington State University and is a professor in the Criminology and Criminal Justice Department at Missouri State University. Before earning her terminal degree she gained practical experience in the field as a correctional counselor and officer. She teaches classes in corrections, management, environmental crime and program evaluation. This is her fifth book and she has authored another 60 plus articles, book chapters and other academic publications.

Craig Hemmens holds a J.D. from North Carolina Central University School of Law and a Ph.D. in Criminal Justice from Sam Houston State University. He is Department Head and Professor in the Department of Criminology & Criminal Justice at Missouri State University. In addition to being the series editor for SAGE’s Text/Reader series in Criminology/Criminal Justice, Professor Hemmens has published several books, including Law, Justice and Society (Oxford University Press, ©2009), Legal Guide for Police (Anderson, ©2011) and an Introduction to Criminal Evidence (Oxford University Press, ©2009). He has been nominated for several teaching awards, and is currently serving as the first Vice President of the Academy of Criminal Justice Sciences.

Anthony Walsh received his Ph.D. from Bowling Green State University and is a professor of criminology at Boise State University. He has field experience in both law enforcement and corrections. His special interests include the biological bases of human behavior, criminology, statistics, and criminal justice assessment and counseling. He is the author of 27 books, including Biology and Criminology (Routledge, ©2009), Feminist Criminology Through a Biosocial Lens (Carolina Academic Press, ©2011), Law, Justice, and Society (with Craig Hemmens, Oxford University Press, ©2011), and Correctional Assessment, Casework, and Counseling (with Mary Stohr, American Correctional Association). He has authored over 100 journal articles or book chapters.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Good Book
By Mooders
The book is good. Gives good historical information for corrections. However, there is a need for more up to date and realistic information on some of the "out sourced" private corrections.

0 of 0 people found the following review helpful.
Excellent text book
By Leslie Heffernan
I used this text in the first edition for the "Punishment & Corrections" class I teach at a local college. It has relevant research articles at the end of each chapter - easier for the students to find articles for papers.

0 of 0 people found the following review helpful.
Look like new.
By abmix
Great seller and the book look new to me. The only thing I would say it about the cover. The seller did a great job for covering the book but if he/she used a color cover it will be great. That was not a big deal

See all 9 customer reviews...

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The SAGE Handbook of Biogeography is a manual for scoping the past, present and future of biogeography that enable readers to consider, where relevant, how similar biogeographical issues are tackled by researchers in different 'schools'. In line with the concept of all SAGE Handbooks, this is a retrospective and prospective overview of biogeography that will consider the main areas of biogeography researched by geographers, detail a global perspective by incorporating the work of different schools of biogeographers, explore the divergent evolution of biogeography as a discipline and consider how this diversity can be harnessed, examine the interdisciplinary debates that biogeographers are, and are not, contributing to within Geography and within the biological sciences.

• Sales Rank: #800067 in Books
• Published on: 2011-10-14
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x 1.50" w x 6.90" l, 2.55 pounds
• Binding: Hardcover
• 624 pages

Review
This is a valuable addition to the field of Biogeography. The authors investigate Biogeography using a strictly geographical perspective that provides an insightful viewpoint into where Biogeography is focused and uniquely suited in the larger discipline of Geography
Professor Barbara A. Holzman
Department of Geography and Human Environmental Studies, San Francisco State University

A superb resource for understanding the diversity of the modern discipline of biogeography, and its history and future, especially within geography departments. I expect to refer to it often
Professor Sally Horn
Department of Geography, University of Tennessee

As you browse through this fine book you will be struck by the diverse topics that biogeographers investigate and the many research methods they use....Biogeography is interdisciplinary, and a commonly-voiced concern is that one biogeographer may not readily understand another's research findings. A handbook like this is important for synthesising, situating, explaining and evaluating a large literature, and pointing the reader to informative publications
Geographical Research

I think it is a valuable contribution in both a research and teaching context. How it is used will depend on the lineage of biogeography from which you have emerged. If you are biologically trained, then it provides an extensive look into the geographical tradition of biogeography, covering some topics that may be less familiar to those with an evolution/ecology background. Alternatively, if you are a geography student, researcher, or lecturer, it will provide a useful reference and will be invaluable to the non-biogeographer who suddenly has the teaching of an introductory biogeography course thrust upon them.

Adam C. Algar
Frontiers of Biogeography

About the Author
Andrew Millington is Professor of Environment at Flinders University, Australia. 

Mark Blumler is Professor of Geography at Binghamton University, New York. 

Udo Schickhoff is Professor of Biogeography and Landscape Ecology at the University of Hamburg, Germany. 

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