> Ebook Continuous School Improvement (Leadership for Learning Series), by Mark A. Smylie

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This volume from the Leadership for Learning series outlines best practices for sustaining improvement and demonstrates how to set goals, develop trust, and build a culture of responsibility.

• Sales Rank: #1116776 in Books
• Brand: Corwin
• Published on: 2009-12-10
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .50" w x 6.90" l, .90 pounds
• Binding: Paperback
• 192 pages

Features

• Building trust.
• Creating a culture of mutual responsibility.
• Building support.
• Setting goals.
• Responding to teachers" stress in the face of change.Features

Review
"A hallmark volume by one of the nation's most accomplished school improvement scholars.... The most thoroughly researched, well-crafted, and useful volume on continuous improvement available. Smylie does for 'continuous improvement' what Fullan did for change." (Joseph Murphy, Professor 2009-04-29)

"Mark Smylie does something both highly difficult and highly unusual―he considers not only the practice of continuous improvement as an organizational strategy but also the underlying theory. Based on his review of the literature in education and other fields, he digs beneath the surface of the mantra 'continuous improvement' and provides a highly readable, clearly written, and impressively comprehensive exploration of its meaning. Then he moves from theory into practice by examining models of continuous improvement applied to schools and to non-educational organizations. What emerges is an extraordinarily helpful set of ideas for well-grounded implementation of continuous improvement principles and strategies in a school context." (Paul Kelleher, Norine R. Murchison Professor of Education 2009-05-21)

"Fills missing holes in understanding how to create effective school systems that promote and support continuous improvement in all aspects of district operations. The author provides a plethora of references and interesting quotes to support his work." (Douglas Gordon Hesbol, Superintendent 2009-05-22)

"While reading this book I became so engaged with the research and the synthesis of ideas at work that I found myself stopping often to reflect on what I knew and what I had experienced as an educator. I realized I had reached a deeper understanding of the aspects of continuous change. This has already had an impact on my thinking as I begin to plan for next year’s staff development." (Margarete Couture, Elementary Principal 2009-05-22)

"Smylie's book provides an insightful, interdisciplinary perspective on our efforts to create schools that continuously focus on improving teaching and learning. Readers will appreciate his synthesis of what we know about guiding the process of organizational improvement. This book will serve as an excellent resource for researchers and practitioners interested in school reform." (Richard Halverson, Associate Professor 2009-06-09)

"For educators and their supporters who wish schools to be a better place for young learners and professional staff, this volume will help get them there. A must-read now―and again a year from now―as educators (continue to) improve their understanding of how to strengthen the educational enterprise." (Michael Knapp, Director 2009-08-07)

About the Author

Mark A. Smylie is professor of education at the University of Illinois-Chicago. Smylie’s research concerns school organization and processes of school organizational change, administrative and teacher leadership and development, and urban school improvement. His work has appeared in the American Education Research Journal, Educational Researcher, Educational Administration Quarterly, Educational Evaluation and Policy Analysis, Educational Policy, Journal of School Leadership, and Review of Research in Education. He has contributed chapters to numerous books on teachers and teaching, leadership and administration, and educational change.

Smylie has been chair of the Educational Policy Studies Department in the College of Education at UIC and secretary-treasurer of the National Society for the Study of Education. He also served as a director of the Consortium on Chicago School Research at the University of Chicago. Smylie has been awarded a National Academy of Education Postdoctoral Fellowship, the William J. Davis Award from the University Council for Educational Administration, and the American Educational Research Association’s Research Review Award. He has been a Residential Fellow at the Spencer Foundation. Before his work in higher education, Smylie was a high school history teacher. He has maintained a close relationship with schools and school districts through joint projects and professional development activity. He has consulted with numerous regional and national professional and policy organizations concerned with education.

He received his PhD from Vanderbilt University and BA and MEd degrees from Duke University.

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0 of 0 people found the following review helpful.
Book Review
By George B Gregory
It is serving it's purpose for the course. Great book for courses in learning how to choosing leadership styles and understand the techniques.

0 of 0 people found the following review helpful.
Five Stars
By Alvaro Batista
I learned a lot about school improvement

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~ PDF Download Laugh Lines for EducatorsFrom Corwin

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A unique collection of humorous anecdotes, stories, and jokes, this entertaining book will lighten the day for educators and promote fun in the school environment.

• Sales Rank: #2890361 in Books
• Brand: Corwin
• Published on: 2005-10-19
• Original language: English
• Number of items: 1
• Dimensions: 8.88" h x .34" w x 6.14" l, .49 pounds
• Binding: Paperback
• 136 pages

Features

• Speeches.
• Staff lounges.
• Bulletin boards.
• Meeting icebreakers.
• Newsletters.Laugh Lines for Educators is just the right "pick - me - up" to bring a lighthearted

Review
"I give Laugh Lines for Educators to my colleagues and friends when they need cheering up. It's guaranteed to put a smile on their faces." (Patti Kenworthy, MI Restaurant Association's Teacher of the Year 2005-06-10)

"The humorous, inspirational and thoughtful stories in Laugh Lines for Educators are great as faculty meeting starters, post-ups in the teachers' room, or as motivators in a memo." (Robert H. Smith, Principal 2005-05-27)

About the Author
Diane Hodges is the managing partner of Threshold Group, an educational consulting firm in San Diego. After 30+ years as an educator, she is sharing her insights through books and international speaking events. Her wit and humor have delighted audiences and readers everywhere. She has served as an executive director of career and technical education, director of instructional services, director of human resources, secondary principal, counselor, and instructor. She earned her doctorate from Michigan State University, has received twelve national and state awards, and is a best-selling author of eight books.

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0 of 0 people found the following review helpful.
Three Stars
By R. Mendoza
It contains quotes and funny stories, expected something different.

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This easy-to-use introduction explores all of the contemporary issues and enduring themes in physical education, focusing on the United Kingdom but incorporating a global dimension. The wide range of topics covered include: the nature and purposes of physical education; the current 'state' of physical education; policy towards physical education and sport; extra-curricular physical education; youth sport and physical education; assessment and examinations in physical education; social class, gender, and ethnicity in relation to physical education; and teacher training and continuing professional development.

 

• Sales Rank: #476455 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2008-02-06
• Released on: 2008-01-24
• Original language: English
• Number of items: 1
• Dimensions: 9.53" h x .65" w x 6.69" l, 1.14 pounds
• Binding: Paperback
• 288 pages

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• Used Book in Good Condition

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## Download PDF Qualitative Research Methods, by Monique Hennink, Inge Hutter, Ajay Bailey

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This comprehensive text takes a practical approach that mirrors the path that students follow in conducting a research project. The book is based on the authors' highly successful multidisciplinary qualitative methods workshops, which have been conducted for over a decade. They introduce a 'qualitative research cycle' that leads students through the selection of appropriate methods, the collection of data, and the transformation of findings into a finished project. The book provides a clear explanation of the nature of qualitative research and its key concepts.

• Sales Rank: #607117 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2010-12-08
• Released on: 2010-12-08
• Original language: English
• Number of items: 1
• Dimensions: 9.13" h x .74" w x 7.32" l, 1.32 pounds
• Binding: Paperback
• 328 pages

Features

• Used Book in Good Condition

Review
Hennink et al. write for novice and accomplished qualitative researchers (and everyone in-between)...Qualitative Research Methods is an accessible, readable how-to book. It can be recommended as a reference book for those approaching a new qualitative project. The in-chapter descriptions and the exercises and questions at the end of each chapter provide easy, yet necessary tasks for researchers to complete during each stage of their projects
Christine L. Patton
The Weekly Qualitative Report

Hennink, Hutter, and Bailey’s work is about actually ‘doing’ qualitative research. All the key topics are covered, and sensible ‘warnings’ offered to avoid some of the usual data collection and analysis traps of ethnographic work...the book is accessible, comprehensive and well illustrated both textually and graphically. More importantly and necessarily, it stresses the importance of the theoretical stance taken and its influence upon methodology
Dr Ron Iphofen
Social Research Association News

If there is a need for a spirited defence ofqualitative research then this book makes a strong, compelling and well-delivered case...The book is well structured with a concise style, and the authors make good use of case studies, tables and exercises...New and established researchers will benefit from this book, as well as students wanting an insight intoqualitative research. The passion that these authors feel about their subject comes through strongly in the writing
Ian Birkinshaw
Nursing Standard

Qualitative Research Methods by Hennink, Hutter and Bailey however, provide qualitative researchers with a modern grasp on qualitative research methods. Hennink et al. explain ‘how to do’ qualitative research using a cyclical process, divided into 3 interconnected phases or cycles... The authors’ innovative approach is in contrast to most qualitative research textbooks that focus on qualitative research using the familiar, linear research process. In addition, the presentation of this current book will help apprentice qualitative researchers to appreciate the different stages of the qualitative research cycle... Overall, the chapters are logical and focus on key elements of qualitative research. In an added attempt to support their readers the authors provide excellent examples of directed reading. The use of ‘exercises’ and ‘key points’ reiterates the main points gleaned from each chapter.
Anita Duffy
Nurse Education in Practice

I was very impressed both with the depth and the clarity of information presented by Hennink and her colleagues. This book has a clear and logical structure. It insightfully discusses both the theoretical and epistemological issues that arise at all stages of qualitative research, as well as the very practical application of these methods. The chapters contain detailed guidance, hints and tips on how to use the methods without the text feeling heavy or over-whelming. The 'Evaluating Quality' section at the end of each chapter provides a useful summary and check-list, not only for designing one's own research project, but also for critiquing the quality and validity of other published qualitative studies... This is an excellent new text book for budding qualitative researchers.
Rebecca Langford
Critical Public Health

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6 of 6 people found the following review helpful.
Useful textbook for students
By Docter D
I am a senior researcher who teaches research methodology at the advance level at my university. Looking for a new text book I stumbled upon the newly published "Qualitative Research Methods" by Hennink, Hutter and Bailey, and having read it I find that I quite like it. Chances are I will use this book for next year's class.

Unlike most other books on qualitative methods, which typically have a strong focus on data collecting methods, this book covers every phase from problem formulation to the writing-up. This is achieved by dividing the material and the research process into three interlinked cycles; design, ethnography and analysis. The design phase includes the initial literature review, selection of theoretical framing and context, and the research question. This phase, as well as the other two, is referred to as cyclic, meaning that the various activities affect one another in an iterative way. The research approach is otherwise only too often described in a linear manner, and I find the cyclic description used in this book be much closer to reality. I think students will benefit from understanding this.

Next comes the ethnographic cycle. Here the authors cover data collection by explaining in-depth interviews, focus groups and observations. They also discuss participant recruiting quite thoroughly but the part on ethical issues is unnecessary weak. In particular, I miss discussions about overt versus covert field work and insider/outsider considerations.
The analytic cycle, finally, describes how to develop theory by coding, comparing and conceptualising data. The authors here adopt an explicitly stated inductive approach to theory development, which gives the reader a kick-start to grounded theory. The authors do, however, explain that existing deductive theories cannot - and should not! - be ignored since the new theory must interplay with existing knowledge. In fact, they suggest that the contribution need not be a brand new theory; theory development may also extend or modify existing theory or the contexts to which it applies. I think data analysis, which often is missing in other text books, is a strong chapter, but maybe a bit over the top for undergraduate students.

One of the strengths with this book is its many useful examples that illustrate points made in the (theoretical) text. For students or others who are new to (qualitative) research these cases are likely to be very useful. However, the book claims to be multidisciplinary and the authors are indeed from different fields, but I find that health sociology dominates quite heavily (many examples involve HIV) and it might be a bit of a challenge for students in management or technology use to map these examples to their own context.

Reading the text you quickly notice that it is firmly grounded in the authors' own experiences. This is obviously also a strength since the authors know what they are writing about. The drawback is that the authors' personal preferences come off quite strongly as *the* way to do qualitative research, and although there is nothing wrong with their presentation, as a teacher I feel that I need to show alternative ways too. To do that I need to bring additional material to my course. This is not a big problem since there is plenty of complementary stuff available and the authors themselves provide many useful pointers in the bibliography sections. I just want to point out that this is a potential problem if you plan to use this as textbook for self studies.
The authors use the umbrella term Ethnography to bundle data collecting methods such as interviews and observations. Other umbrella terms that might be mentioned in a book on qualitative research methods are Cased study and Action research but these not mentioned, nor do the authors say anything about Critical research. I guess you can't squeeze everything into one book.

In sum, this seems like a useful book and I will probably use it next time a give my course.

4 of 4 people found the following review helpful.
Excellent text for beginner qualitative researchers
By RKD
As a physician researcher, I was looking for an easy-to-read text to learn qualitative research methods. This book is great. A lot of other texts I browsed through used jargon, made assumptions about your knowledge of a particular field, or frankly did not make sense to me. This book describes the methodology in plain language and gives practical advice. I also enjoy the many case studies that are included in the book - they give flavor to the text.

0 of 0 people found the following review helpful.
This is a great book for beginning qualitative researchers
By maritanna
This is a great book for beginning qualitative researchers. Organized to take you clearly through each step of preparing for qualitative research-- this is a great tool.

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Scientific research and science-guided practice based on the promotion of an individual's strengths constitutes a radical shift in a new and growing area of study within the field of human development. Its trademark term is `positive youth development'. This approach to human development is based on the idea that, in addition to preventing problems, science and practice should promote the development of competencies, skills, and motivation in order to enhance individuals' developmental pathways.

Approaches to Positive Youth Development is based on this concept and brings together authors from across Europe and America who are leaders in their respective fields. The main focus of the book, beyond a clarification of the paradigmatic foundations, concerns the major contexts of adolescents and young adults, namely, neighborhoods and leisure locales, school and family, and the major themes of healthy psychosocial development, namely, competences and knowledge, prosocial behavior, transcending problems of delinquency, civic engagement, identity, agency, and spirituality.

• Sales Rank: #3386901 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2007-09-18
• Original language: English
• Number of items: 1
• Dimensions: 9.61" h x .81" w x 6.69" l, 1.67 pounds
• Binding: Hardcover
• 368 pages

Features

• Used Book in Good Condition

About the Author
Rainer K. Silbereisen was Professor and Head of the Department of Developmental Psychology at the University of Jena (Germany), Adjunct Professor of Human Development and Family Studies at the Pennsylvania State University (USA), and is currently Director of the Center for Applied Developmental Science (CADS). He is Fellow of the American Psychological Association and Member of the European Academy of Sciences (London). He was Editor of the International Journal of Behavioral Development and of the journal European Psychologist. He was Chair of the Board of the German Social Science Infrastructure Services (GESIS), is a former President of the German Psychological Society and of the International Society for the Study of Behavioral Development (ISSBD). He was until recently President of the International Union of Psychological Science (IUPsyS) and is now Past-President. A psychologist by training, he has been involved in interdisciplinary large scale research on human development across the life-span, and in particular on the role of social change in positive and maladaptive human development, utilizing a cross-cultural and biopsychosocial format. With the help of private foundations, he has established training programs for young investigators from developing countries. He has edited about 20 books and published more than 250 scholarly articles.

Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Applied Developmental Science Institute in the Eliot-Pearson Department of Child Development at Tufts University. A developmental psychologist, Lerner received a Ph.D. in 1971 from the City University of New York. He has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, American Psychological Association, and American Psychological Society. Prior to joining Tufts University, he held administrative posts at Michigan State University, Pennsylvania State University, and Boston College, where he was the Anita L. Brennan Professor of Education and the Director of the Center for Child, Family, and Community Partnerships. In 1994-95, he held the Tyner Eminent Scholar Chair in the Human Sciences at Florida State University. He is author or editor of 55 books and more than 360 scholarly articles and chapters. He edited Volume 1 (Theoretical Models of Human Development) for the fifth edition of the Handbook of Child Psychology. He is the founding editor of the Journal of Research on Adolescence and Applied Developmental Science. He is known for his theory of, and research about, relations between life-span human development and contextual or ecological change. Lerner has done foundational studies of adolescents’ relations with their peer, family, school, and community contexts and is a leader in the study of public policies and community-based programs aimed at the promotion of positive youth development. With Sage, he authored America’s Youth in Crisis: Challenges and Options for Programs and Policies (1995), co-edited the four-volume Handbook of Applied Developmental Science, and is co-editing the two-volume Encyclopedia of Applied Developmental Science.

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!! PDF Ebook Teaching Around the 4MAT® Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles, by Bernice McCarthy, Dennis

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Bernice McCarthy's 4MAT® is a brain-based teaching method that emphasizes diverse learning styles, improves student thinking and performance, and provides a solid foundation for new learning experiences.

• Sales Rank: #785346 in Books
• Brand: Corwin
• Published on: 2005-11-28
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 8.50" w x .25" l, .77 pounds
• Binding: Paperback
• 120 pages

Features

• Reflective observation
• Abstract conceptualizing
• Active experimentation and problem-solving
• Integration of new knowledge and skillsLearning happens as we unite our experiences and their meaning
• Title - Teaching Around the 4MAT Cycle.

Review
"As a parent and a teacher, I would truly love to see all  teachers teach with the depth and intention that fully understanding the 4MAT Cycle instills...this book is different because it is not a "theory" book. It is more of a "how to" book...A holistic, step-by-step framework for addressing the diversity of learners is presented rather than a few helpful strategies to try." (Julia Koble 2005-07-29)

"4MAT has transformed my teachers from adequate to outstanding and made them different educators...knowledge of the 4MATmodel keeps my teachers searching for a variety of lesson approaches around a concept that will enable all our students to learn and achieve." (Robin Kvalo 2004-08-15)

"Principals and teachers have continually requested 4MAT training as the 'basic core' of knowledge for teacher in our 80,000-student district. We have trained literally hundreds of teachers over the past ten years to 'teach around the 4MAT wheel' and meet the learning needs of all their students." (Patricia Shelton 2004-08-20)

"I have worked with teachers using 4MAT while serving as a high school principal and I have personally utilized the planning tools as a staff developer and superintendent...teachers are energized by the training and find it to be an invaluable tool for planning instruction as well as a powerful way to think about learning." (Fred Morton 2004-08-20)

"The 4MAT system has had a positive impact in several schools througout Illinois ranging from rural to urban, impoverished to affluent. It is a proven model for improving instruction, and the leadership component has enabled formal and informal leaders to create a culture of success." (Max McGee 2004-08-20)

"Through 4MAT, teachers are able to meet the needs of individual learners, address hemisphericity, and successfully engage students in the learning process." (J. Kay Giles 2004-08-20)

About the Author
Bernice McCarthy is the creator of the 4MAT® method of instruction and the founder of About Learning, a training, publishing, and consulting firm that specializes in instructional design and development. Dr. McCarthy’s 4MAT approach identifies the diversity of learners and connects them, no matter their level, to any type of material, emphasizing real-world applications as an essential component of in-depth understanding. This concept-based approach to curriculum and instructional planning promotes high-quality teaching and learning. Most educators consider Bernice McCarthy's work to be a key contribution to the development of the learning styles movement and the differentiated classroom. She has presented numerous workshops and keynote sessions on effective learning at hundreds of renowned organizations worldwide, including the U.S. Pentagon, Chicago Public Schools system, Cornell University, the Education Department of the Government of Venezuela, and the Association for Supervision and Curriculum Development.

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20 of 21 people found the following review helpful.
4Mat Cycle
By Opera Buff
I was fortunate to have been trained in the 80's by Bernice on applying the 4Mat Cycle to my teaching....I am now retired but I continue to use her idea in my private piano teaching...The new book is outstanding and SO much better than the original. I recommend any teacher or parent or administrator to read this book and apply the principle to the teaching of the children....My only regret is that not many teachers believe that the children are diverse and learn in many different ways so they continue teaching to the abstract learner....How sad for the children....

1 of 1 people found the following review helpful.
Five Stars
By Amazon Customer
Excellent format resource for unit planning!

0 of 2 people found the following review helpful.
Difficult to understand
By Jeanne McLean
The writer is hooked on a method and asks the readers to follow. He/she uses an analogy that didn't work for me - it was confusing.

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? Ebook Free The Handbook of International School PsychologyFrom Brand: SAGE Publications, Inc

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The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Authors from 43 countries provide valuable information and insights regarding the following areas: the context of school psychology; the origin, history, and current status of school psychology; the infrastructure of school psychology; the preparation of school psychologists; the roles, functions, and responsibilities of school psychologists; current issues impacting school psychology; and key references.

• Sales Rank: #1825280 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2006-09-14
• Original language: English
• Number of items: 1
• Dimensions: 10.26" h x 1.32" w x 7.39" l, 2.52 pounds
• Binding: Hardcover
• 568 pages

Features

• Used Book in Good Condition

Review
"The Handbook has many strengths and will be useful to several groups of scholars, both within and outside of psychology. The Handbook also highlights context in a way that is often ignored in psychology. The Handbook fills an important niche in the literature on the practice of psychology in schools. It moves beyond the international surveys, which answer broad questions that are mostly demographic, to engaging individuals across the globe in conceptualizing the role that psychology does and should play in their specific context. As such, this Handbook is well worth reading by students and researchers interested in the diverse incarnations of school psychology around the world." (Frank C. Worrell Contemporary Psychology: APA Review of Books 2007-04-18)

This handbook offers 43 clearly written essays on current school psychology in countries ranging from Albania to Zimbabwe. All are excellent introductions to and overviews of school psychology within these countries, and the countries themselves. Information is densely packed, literate, and highly informative. The contributors, all experts in their home countries, offer ideas that can be adapted elsewhere. Summing Up: Recommended.
(L.L. Scarth CHOICE 2007-05-18)

About the Author
Shane R. Jimerson, PhD is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara.  Among over 100 professional publications, he is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum), a co-editor of Best Practices in School Crisis Prevention and Intervention, co-author of Identification, Assessment, and Treatment of Autism at School, and the lead editor of The Handbook of School Violence and School Safety. He serves as the Editor of The California School Psychologist journal, Associate Editor of the School Psychology Review journal, and is on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels. Dr. Jimerson received the Best Research Article of the year award from the Society for the Study of School Psychology, in 1998 and then again in 2000.  He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists’, School Psychology Review.  Dr. Jimerson’s scholarly efforts were also recognized by the American Educational Research Association with the 2002 Early Career Award in Human Development.  He and his UCSB research team received the 2003 and 2004 Outstanding Research Award from the California Association of School Psychologists.  Also during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association.  His scholarship continues to highlight the importance of early experiences on subsequent development and emphasize the importance of research informing professional practice to promote the social and cognitive competence of children. 

Thomas D. Oakland, PhD is University of Florida Research Foundation Professor.  He is President of the International Foundation for Children’s Education and past-presidents of the International School Psychology Association and the International Test Commission. He has worked in more than 40 countries. Dr. Oakland has authored more than 180 chapters and articles, and five psychological tests. His authored, coauthored, and edited books include Auditory perception: Diagnosis and development for language and reading abilities, Assessing minority group children, Nonbiased assessment of minority group children. Psychological and educational assessment of minority children, Divorced fathers. International perspectives on psychology in the schools, Identification of gifted and talented students in Texas, International perspectives on assessment of academic achievement, Student Styles Questionnaire: Classroom Applications Booklet, and Standards for educational and psychological testing. He is a licensed psychologist and board certified in school psychology, neuropsychology, and as a forensic examiner.  He has an active clinical practice and testifies frequently. His interests center on psychological and educational characteristics of children and youth, test development and use, international issues, legal and professional issues, and professionalism. He is the recipient of Distinguished Service Awards from American Psychological Association’s Division of School Psychology and the International School Psychology Association and received the 2002 National Association of School Psychology’s Legend Award. Dr. Oakland received American Psychological Association’s 2003 Award for Distinguished Contributions to the Advancement of Psychology Internationally.

Peter T. Farrell, PhD is the Sarah Fielden Professor of Special Needs and Educational Psychology in the School of Education, University of Manchester, England and President of the International School Psychology Association.  He is also a Fellow of the British Psychological Society.  He has extensive experience as a trainer of school psychologists in the United Kingdom and has worked with psychologists in seven countries giving advice on the development of psychological services.  He has also been the invited key-note speaker at 17 international conferences on issues related to international school psychology. He is the author (or co-author) of 7 books and has edited three others.  These include the following: Teaching Pupils with Learning Difficulties: Strategies and Solutions; Teaching Assistants: Practical Strategies for Effective Classroom Support, and Making Special Education Inclusive: From Research to Practice. He has published over 40 articles in academic peer reviewed journals and has written 15 book chapters. In addition, he has directed or co-directed 22 externally funded research projects. Throughout his career he has worked closely with the British Psychological Society on issues related to the development of psychological services the United Kingdom and, thorough his links with the International School Psychology Association and the European Federation of Professional Psychologists Association, he has been influential in helping to shape the development of psychological services in different countries.

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Five Stars
By Frey08
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• Sales Rank: #918830 in Books
• Published on: 2006-12-04
• Released on: 2006-11-16
• Original language: English
• Number of items: 1
• Dimensions: 9.53" h x .55" w x 6.69" l, .91 pounds
• Binding: Paperback
• 240 pages

About the Author
Richard Nelson-Jones was born in London in 1936. Having spent five years in California as a Second World War refugee, he returned in the 1960s to obtain a Masters and Ph.D from Stanford University. In 1970, he was appointed a lecturer in the Department of Education at the University of Aston to establish a Diploma in Counselling in Educational Settings, which started enrolling students in 1971. During the 1970s, he was helped by having three Fulbright Professors from the United States, each for a year, who both taught students and improved his skills. During this period he broadened out from a predominantly client-centred orientation to becoming much more cognitive-behavioural. He also wrote numerous articles and the first edition of what is now The Theory and Practice of Counselling and Therapy, which was published in 1982. In addition, he chaired the British Psychological Society's Working Party on Counselling and, in1982, became the first chairperson of the BPS Counselling Psychology Section.

In 1984, he took up a position as a counselling and later counselling psychology trainer at the Royal Melbourne Institute of Technology, where he became an Associate Professor. He continued writing research articles, articles on professional issues and books, which were published in London and Sydney. As when he worked at Aston University, he also counselled clients to keep up his skills. In 1997, he retired from RMIT and moved to Chiang Mai in Thailand. There, as well as doing some counselling and teaching, he has continued as an author of counselling and counselling psychology textbooks. A British and Australian citizen, he now divides his time between Chiang Mai and London and regularly visits Australia.

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>> PDF Ebook Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers DoFrom Brand: Corwin

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Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers DoFrom Brand: Corwin

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This collection of outstanding, teacher-tested methods for K–12 social studies instruction for diverse classrooms offers fresh ideas and strategies covering citizenship, diversity, community, and more.

• Sales Rank: #1560216 in Books
• Brand: Brand: Corwin
• Published on: 2008-06-05
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .26" w x 5.98" l, .44 pounds
• Binding: Paperback
• 120 pages

Features

• Used Book in Good Condition

Review
"You can easily adapt these practical lessons for your own classroom. Each chapter shows how social studies can be tied to a multiplicity of disciplines, including history, geography, math, science, and technology." (Lindy G. Poling, Social Studies Department Chair 2008-01-04)

"Randi Stone has assembled an exciting collection of teaching methods to benefit all learners. The book brings together an esteemed group of teachers who are to be congratulated for sparking interest in a subject that is too often taught solely from a textbook." (Heather E. Robinson, Fifth-Grade Teacher 2008-01-11)

About the Author
Randi Stone is the author of nine Corwin Press books: Best Practices for Teaching Reading: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Writing: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Mathematics: What Award-Winning Classroom Teachers Do, and Best Practices for Teaching Science: What Award-Winning Classroom Teachers Do. She is a graduate of Clark University, Boston University, and Salem State College. She completed her doctorate in education at the University of Massachusetts, Lowell.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Disappointed
By Omar the teacher
The title of this book is very misleading. As a veteran teacher of 11 years, I am constantly looking for professional text to help improve my practice and this book falls short. The book primarily offers surface level activities and projects that might represent best practices from decades past. My hope was that I would find bona fide strategies and techniques on how to support higher level thinking and content specific literacy strategies. The information included in this text could easily be found online for free...since most teachers like myself pay for books like this one out of our own pockets, my best advice is to save your money and skip this text.

1 of 1 people found the following review helpful.
Great read
By Donscarletman
Good materials to use in the classroom. Very helpful. The materials were both challenging and engaging for the students in the c

0 of 0 people found the following review helpful.
Three Stars
By Michelle Jones
not as much useful information as I expected

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Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers DoFrom Brand: Corwin PDF
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^ Get Free Ebook Using Biographical Methods in Social Research, by Barbara Merrill, Linden West

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Using Biographical Methods in Social Research, by Barbara Merrill, Linden West

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Using Biographical Methods in Social Research provides an informative, comprehensive, accessible and practical guide to the nature and use of biographical methods, combining a consideration of theoretical issues with practical guidance. Barbara Merrill and Linden West consider important questions about what research is for, what makes it valid, to the practical business of interviewing, analyzing and writing up of biographical data. The authors draw on their sociological and psychological orientations to provide a truly interdisciplinary approach to the subject, and provide numerous examples of biographical research across the social sciences.

• Sales Rank: #3214400 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2009-06-04
• Released on: 2009-05-18
• Original language: English
• Number of items: 1
• Dimensions: 9.53" h x .51" w x 6.69" l, .85 pounds
• Binding: Paperback
• 224 pages

Features

• Used Book in Good Condition

Review
'Merrill and West deliver what they promise - a comprehensive, accessible, and practical guide to conducting biographical research. They artfully develop the story of the method by blending theoretical and disciplinary material with their own auto/biographical experiences...[They] provide a compelling portrait of the strength, power, and humanity involved in biographical research'

This book provides a good discussion of the background of the method, the context in which it has developed, and the theoretical orientations the author use. Based on their own fields of expertise in sociology and psychology, Merrill and West share their personal and professional experiences as a way of engaging the reader in meaningful learning about biographical research, which they describe as a way of "connecting disparate social phenomena and personal experience and weaving understanding between them in new and sometimes surprising ways" (2).

Natalee Popadiuk
Biography

This may be for you if, like me, you have ever found yourself profoundly alienated from positivist notions of research, while at the same time being fascinated by the complex and vibrant stories you hear, and also the stories these encounters bring forth in you. Barbara Merrill and Linden West are concerned with the question of how biographical interviewing can be best used as a source of knowledge generation in social research. This text positions the biographical genre as offering particular insight into the production of selfhood seen as a dynamic interplay between social structure and individual lives.

David McCormack
British Journal of Guidance and Counselling

The textbook Merril and West, as we have seen, focuses on a very specific area of qualitative research, the use of biography as a method of inquiry and understanding the world... Researchers inserted in the use of biographies will benefit from a book that offers insights, anecdotes, recommendations, and suggestive questionning of the role of researcher and cultural background in a study.

Vanessa Garcia Diaz
Forum: Qualitative Social Research

Whether an academic veteran with years of research experience, or a graduate student just beginning the scientific journey, anyone can benefit from reading Merrill and West's study of biographical methods focused on people's lives and their unique stories... Merrill and West paint a vivid portrait explaining the difficulties, the challenges, and the diligence required to be a professional in this field. The authors are to be commended for an extremely well-written manuscript with a clearly articulated message. This book will undeniably contribute positively and significantly to the ongoing academic discourse regarding the validity of biographical methods in qualitative research.

Gregory S Gomez III
Qualitative Research

About the Author
Dr Barbara Merrill is a Reader in the Center for Lifelong Learning having joined the former Department of Continuing Education in 1991 as a project development officer and then researcher. Before coming to Warwick she worked as a secondary teacher and advisory teacher for the Coventry LEA and a project officer at the Community Education Development Center. Currently she is the Academic Coordinator for the 2+2 Social Studies program, University Coordinator for the Community Enterprise and Development Foundation Degree and Director of the Center's undergraduate teaching program. She teaches undergraduate modules, supervises dissertation students and undertakes research.

Dr Linden West is a Reader in Education and Co-Director of the Centre for International Studies of Diversity and Participation (CISDP). He was formerly Principal Lecturer in the Department of Post-Compulsory Education at Canterbury Christ Church, Senior Lecturer in Education at the University of Kent and a Principal Research Fellow at the University of East London and a researcher in adult education at the University of Keele. He has worked in further education, for the Workers Educational Association, in Local Authority adult education, for the Open University and as a broadcaster. Linden is a Fellow of the Royal Society for the encouragement of Arts, Manufacture and Commerce and is also a qualified psychoanalytic psychotherapist, registered with the United Kingdom Council for Psychotherapy (UKCP). He is an Honorary Member of the Standing Conference of Researchers and Teachers in the Education of Adults as well as Coordinator of European Society for Research on the Education of Adults Life History and Biographical Research Network. He has been a Visiting Professor at various European universities and has taught in Poland, Denmark, Italy, Spain, France and many other countries. He has published widely and his writing has been translated into Portuguese, Spanish, Polish, French and Italian.

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