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In this exciting new book the authors explore the factors of relationship marketing in its contemporary context, with the consumer in mind. From the experience of a football club supporter to experiences of gap year travel, to text messaging behavior, and to using the library, the focus of this text is on the consumer perspective. From this angle, issues of relationship marketing, and its management, take on a new and exciting bearing. Topics examined include: frameworks for analyzing the consumer experience; consumer communities; issues of customer loyalty; the impact of Ict on relationship marketing; and the creative consumer.

• Sales Rank: #3509002 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2010-05-05
• Released on: 2010-05-05
• Original language: English
• Number of items: 1
• Dimensions: 9.53" h x .49" w x 6.69" l, .85 pounds
• Binding: Paperback
• 216 pages

Features

• Used Book in Good Condition

Review
'The authors provide an innovative and stimulating perspective on relationship marketing and offer a new angle on the issues facing organizations today in managing customer and client relations. By adopting a consumer experience perspective, it provides not only new insights into the subject but also offers readers a highly applied framework for exploring the contribution of relationship marketing to organisational performance. It should be essential reading for anyone interested in relationship marketing, whether practitioner, academic or student' -

Professor Angus Laing, Dean of Business and Economics,
Loughborough University

'The authors have to be congratulated for bringing relationship marketing into the 21st century by incorporating key concepts such as service-dominant logic, social networks, and consumer experience modellng. The effort is highly commendable as the insights from the book are substantive for a varied readership' -
Thorsten Gruber, Lecturer (Assistant Professor) in Marketing and Service Management,
Manchester Business School

About the Author
Steve Baron is Professor of Marketing, and Director of the Centre for Experiential Consumption Studies at the University of Liverpool, UK. He is joint author of a book on Services Marketing (Third Edition, Palgrave, 2008), and also joint author of Relationship Marketing (SAGE, 2009). He has published work in many academic journals, including Journal of Service Research, Journal of Services Marketing, International Journal of Service Industry Management, European Journal of Marketing, Journal of Marketing Management, Journal of Business Research and International Journal of Market Research. He is Deputy Editor of Journal of Customer Behaviour, and on the Editorial Advisory Boards of Journal of Services Marketing, Service Science, and Service Business: an International Journal.

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Journalists Under Fire: Information War and Journalistic Practices is the first book to combine a conceptually audacious analysis of the changing nature of war with an empirically rich critical analysis of journalists who cover conflict. In this book, authors Howard Tumber and Frank Webster explore questions about Information War and journalistic practices. In the era of multi-national journalism, of the Internet and satellite videophone, the book highlights central features of media reporting in contemporary conflict. Drawing on more than fifty lengthy interviews with frontline correspondents, the authors shed light on the motivations, fears, and practices of those who work under conditions of journalism under fire.

is the first book to combine a conceptually audacious analysis of the changing nature of war with an empirically rich critical analysis of journalists who cover conflict. In this book, authors Howard Tumber and Frank Webster explore questions about Information War and journalistic practices. In the era of multi-national journalism, of the Internet and satellite videophone, the book highlights central features of media reporting in contemporary conflict. Drawing on more than fifty lengthy interviews with frontline correspondents, the authors shed light on the motivations, fears, and practices of those who work under conditions of journalism under fire.

 

• Sales Rank: #3861938 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2006-05-09
• Original language: English
• Number of items: 1
• Dimensions: 9.14" h x .45" w x 6.14" l, .69 pounds
• Binding: Paperback
• 192 pages

Features

• Used Book in Good Condition

About the Author
Professor Tumber is Dean of the Schools of Arts and Social Sciences, Director of Research for the  Graduate School of Journalism, and Co-director of the Centre for Law, Justice & Journalism.

Professor Frank Webster comes from a small coal-mining village in the south west of County Durham in North East England. He attended Coundon Junior School from 1956-62 and Spennymoor Secondary School from 1962-69, then read Sociology at the University of Durham (BA, MA, 1972, 1974). He completed his formal studies at the London School of Economics (LSE, PhD 1978

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Using core principles of educational psychology, this teacher-friendly guide features instructional strategies, assessment tools, and interactive training exercises that support student growth, development, and achievement.

• Sales Rank: #381431 in Books
• Brand: Corwin
• Published on: 2006-11-10
• Original language: English
• Number of items: 1
• Dimensions: 9.96" h x .43" w x 7.10" l, 3.00 pounds
• Binding: Paperback
• 200 pages

Features

• Interactive training exercises.
• Self-assessments and reflection tools.
• Real-life success stories and models.
• Extensive reproducibles and illustrations.
• A comprehensive glossary and research resources.Appropriate for preservice and inservice use, Learner-Centered

Review
"This book offers practical suggestions for how to create a learner-centered environment, which I believe teachers want to do―they just need to know how!" (Judi Elman, English Teacher)

"I loved the connections that were made between the suggested practices to improve teaching and real life uses of those practices!" (Brigitte Tennis, Head Teacher)

"This is one of the most well-written books on educational theory that I have read, because it goes to the heart of teaching―the students." (Betty Brandenburg Yundt, Fifth Grade Teacher)

"Well-organized, it practices what it preaches. The authors used varied techniques to build the readers' understanding of learner-centered concepts, techniques, and advocacy. The evidence for learner-based principles and techniques provides credibility to the concepts."

(Ellen Carlton Herbert, Teacher 2006-05-08)

About the Author

Barbara L. McCombs directs the Human Motivation, Learning, and Development Center at the University of Denver. The center focuses on the professional development of educators, personal and organizational change, systemic educational reform, and school violence prevention.

McCombs’ current research is directed at new leadership models for redesigning outdated views of schooling and learning. This research has led to her international and national recognition in areas that include transformational teacher development approaches, motivating hard-to-reach students, and the use of technology as a primary tool for empowering youth and facilitating relevant learning.

The author has begun a series of books published by Corwin Press. Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation, Learning, and Achievement (2006) was co-authored with Lynda Miller and written for teachers. Her second book in the series, written for school administrators and other school leaders, was also co-authored with Lynda Miller and is titled A School Leader’s Guide to Creating Learner-Centered Education: From Complexity to Simplicity (2008).

McCombs is the primary author of Learner-Centered Psychological Principles (LCPs): Guidelines for School Redesign and Reform. She has developed research-validated learner-centered models of teaching and learning based on the LCPs.

Through collaborations with colleagues at the University of Bristol in England, she developed an online version of her Assessment of Learner-Centered Practices (ALCP) teacher and student surveys. These surveys have been validated with over 35,000 students and their teachers in Grades K-3, 4-8, 9-12, and college level. The ALCP surveys are being used in numerous national and international K-12 schools as well as colleges.

Lynda Miller began her professional career as a junior high school English teacher in Westminster, Colorado. Her interest in language and cognitive development led her to graduate studies, which culminated in a PhD in language development and disorders and learning disabilities. She has held teaching positions at the University of Colorado, the University of Montana, and the University of Texas at Austin, where she pursued her research on cognition, learning styles, and intelligence. Her research and teaching focused on identifying and describing students’ learning strengths and abilities, and on translating that information into instructional strategies designed to support students’ developing skills as motivated, self-responsible learners. Miller is the author of numerous publications on a variety of topics, the majority of which focus on the learner and learning as the essential features of successful instruction.

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GREAT BOOK FOR EDUCATORS
By Rochelle
Great book for educators everywhere who are interested in creating a learner-centered classroom.

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Since the publication of the First Edition, The Penal System has been THE essential resource for students and academics in criminal justice and criminology. The new edition has been fully revised and updated to provide the most comprehensive and authoritative overview of punishment and the penal system available. This Fourth Edition provides a stimulating account of penal policy under the New Labour government since 2001, including the new sentencing framework introduced by the Criminal Justice Act 2003 and the creation of the Sentencing Guidelines Council.

• Sales Rank: #4144757 in Books
• Published on: 2007-09-18
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x .98" w x 7.52" l, 1.93 pounds
• Binding: Paperback
• 488 pages

Review
"There are few 'must buy' books for students of criminology and criminal justice, but since its first edition in 1992 The Penal System: An Introduction has been one of them. For accuracy and scope, as well as its remarkable combination of scholarly rigour and readability, the book has no equal, and it has only got better through successive editions."

David Smith, Professor of Criminology, Lancaster University.

"For more than ten years Cavadino and Dignan have provided by far the best policy relevant and theoretically informed account of the British penal system. This new edition has only the high standards of its predecessors to beat. Cavadino and Dignan may not have managed to change the penal system for the better with their book, but no one has delivered a more accessible or intelligent account of why it is so hard to reform."

Mike Nellis, Professor of Criminal and Community Justice, University of Strathclyde

'.. the most authoritative and sophisticated textbook on the penal system of England and Wales. It is essential reading for anyone who wishes to understand the causes, character and consequences of the current penal 'crisis'.

David Downes, Mannheim Centre of Criminology, London School of Economics.

'What do you look for in a good textbook ? You would expect it to be as up-to-date as possible. To be presented in a clear and accessible style. To cover the issues comprehensively. The Penal System delivers in all of these ways. Mick Cavadino and Jim Dignan write with passion and authority, which makes for an immensely readable book. If there is such a thing as an ideal textbook, then this is it.'

George Mair, Professor in Criminal Justice, Liverpool John Moores University.

'…remains the most comprehensive, up-to-date, and readable text on the subject.'

Yvonne Jewkes, Reader in Criminology, The Open University

'The perfect mix of the theoretical and the practical, Cavadino and Dignan's updated book is the smartest, cutting-edge textbook available on the crucial subject of penology.'

Shadd Maruna, Reader in Criminology, Queen's University Belfast

'…..the book remains an essential resource for students in criminology and criminal justice. The authors are hugely effective in delivering a comprehensive guide to criminal justice issues in the 21st century. Students will also find the self-study guide to electronic sources immensely helpful.'

Loraine Gelsthorpe, Deputy Director and Director of Postgraduate Programmes, Institute of Criminology, University of Cambridge.

"This book provides the reader with a fascinating insight into the factors that helped shape penal philosophies and approaches ot punishment across a variety of different countries." —Barbara Mason, London School of Economics and Political Science (British Journal of Sociology 2007-08-17)

About the Author
Michael Cavadino, who is Emeritus Professor of Law at the University of Central Lancashire, is an internationally known author and researcher in the fields of penology (the study of punishment) and mental health law. He is co-author of the leading textbook on the penal system of England and Wales (M Cavadino, J Dignan and G Mair, The Penal System: An Introduction, 5th ed., Sage Publications 2013). His other works include Mental Health Law in Context: Doctors' Orders? (Dartmouth, 1989) and M Cavadino and J Dignan, Penal Systems: A Comparative Approach (Sage Publications, 2006).

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Discover practical methods for teaching students with Attention Deficit Hyperactivity Disorder, including effective strategies for classroom management, behavioral intervention, meeting legal requirements, and academic instruction.

• Sales Rank: #2808277 in Books
• Brand: Corwin
• Published on: 2007-12-11
• Original language: English
• Number of items: 1
• Dimensions: 9.99" h x .30" w x 6.98" l, .57 pounds
• Binding: Paperback
• 120 pages

Features

• The characteristics of ADHD
• The processes and legal requirements for identifying students with ADHD
• Understanding different treatment options and how students are diagnosed
• Instructional techniques and behavioral interventions
• Classroom accommodations and modificationsUse this indispensable text to help you work effectively with

Review
"The book is easy to read and contains strategies that beginning teachers will find helpful." (Sylvia Rockwell, Professor of Special Education, St. Leo University 2007-07-10)

"A needed addition to the professional library of teachers who are challenged to meet the needs of students with ADHD.” (Mary Reeve, Director of Special Education 2007-07-10)

"A comprehensive guide for anyone working with children who have ADHD, from those who have vast experience to those who are working with their first student." (West Keller, Special Educator 2007-07-10)

"Provides special education professionals with an excellent, concrete set of guidelines for working with students with ADHD. This is a winner." (The Bookwatch, June 2008 2008-07-15)

About the Author
Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education.

Pierangelo earned his BS degree from St. John's University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa.

Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

George Giuliani is an assistant professor at Hofstra University's School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics.

Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John's University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology.

Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

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2 of 2 people found the following review helpful.
Provides special education professionals with an excellent concrete set of guidelines
By Midwest Book Review
Roger Pierangelo and George Giuliani's CLASSROOM MANAGEMENT TECHNIQUES FOR STUDENTS WITH ADHD provides special education professionals with an excellent concrete set of guidelines for working with ADHD students. From medical and legal requirements in defining and handling ADHD to specific instructional strategies, this is a winner.

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# Download Differentiating Instruction: Collaborative Planning and Teaching for Universally Designed LearningFrom Corwin Press

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This comprehensive resource demonstrates how to combine co-teaching with differentiated instruction for all diverse learners using universal design for learning (UDL) and a unique retrofit approach.

• Sales Rank: #560459 in Books
• Brand: Corwin Press
• Model: COR9781412938617
• Published on: 2007-03-21
• Original language: English
• Number of items: 1
• Dimensions: .62" h x 8.49" w x 10.93" l, 1.57 pounds
• Binding: Paperback
• 256 pages

Features

• Used Book in Good Condition

Review
"Finally, a book that puts it all together! An excellent desktop reference for collaborative teachers and administrators. Thoughtfully presents strategies that will yield success for our diverse learners." (Cathy Orlando, Facilitator 2006-05-23)

"A very meaningful road map for approaching instruction that provides practical examples without giving a recipe. Foundations are laid so that individuals can design instruction to meet diverse learning needs." (Gwendolyn Webb-Johnson, Assistant Professor 2006-08-09)

"No other team of authors does a better job of examining 'what works' for students with a wide range of needs and abilities (including students with significant disabilities) while also taking seriously the charge of meeting the needs of culturally and linguistically diverse learners." (Paula Kluth, Consultant and Independent Scholar 2006-05-04)

"Takes three very big ideas in education―universal design, collaboration, and differentiated instruction―and combines them in a novel and engaging way" (Douglas Fisher, Co-Director 2006-04-13)

"Presents practical, feasible ways to get started with differentiated instruction." (Jay McTighe, Educational Consultant 2006-04-25)

"I look forward to the contribution this book will make to practice in diverse classrooms." (Carol Ann Tomlinson, Author 2006-09-20)

“A practical resource and a teacher-friendly manual for both general and special education teachers who work with diverse students across grade levels and abilities.” (Education Libraries, Spring 2008, Vol. 30(3) 2008-05-28)

About the Author

Jacqueline S. Thousand, PhD, is a professor in the College of Education, Health and Human Services at California State University San Marcos, teaching and facilitating special education professional preparation and master’s programs. Prior to living in California, she directed the Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate professional preparation programs at the University of Vermont. While there, she also coordinated several federal grants, all concerned with providing professional development for educators to facilitate the inclusion of students with disabilities in local schools. Jacqueline is a nationally known teacher, author, systems change consultant, and advocate for disability rights and inclusive education. She has authored numerous books, research articles, and chapters on issues related to inclusive schooling, organizational change, differentiated instruction and universal design, cooperative group learning, creative problem solving, and co-teaching and collaborative planning. She is actively involved in local school reform initiatives in the San Diego area, most recently assisting elementary, middle, and high schools in establishing co-teaching and Multi-Tiered System of Support approaches to provide all students access to the core curriculum and early intervention supports. She also is actively involved in international teacher education endeavors and serves on the editorial boards of several national and international journals. Jacqueline is a versatile communicator who is known for her creative, fun-filled, action-oriented teaching style.

Learn more about Richard Villa's PD offerings


Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.

Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

Most helpful customer reviews

3 of 3 people found the following review helpful.
AShford Grad text
By Michael Garlick
Used this for an Ashford university Grad course

typical textbook, not a lot going for it, don't buy it unless you have to.

1 of 1 people found the following review helpful.
Differentiating Instruction
By Angie
A great book for teachers who are co-teaching and need real life examples on how to go about this process. It also encourages differentiation for any teacher in any subject. There are a lot of strategies that have been known to work.

1 of 1 people found the following review helpful.
differentiating instruction
By bdagirl
Paperback book in black and white format
Easy to read, easy to understand
Good forms and tables for future use or to customize for own use

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Make your school safer for all children with a practical anti-bullying program! 

This revised edition addresses the growing concern about bullying and school violence with practical strategies that can be applied immediately. Excellent for use in both elementary and secondary classrooms, this book provides the tools to plan and implement a schoolwide anti-bullying program and discusses:

• The relationships among bullies, victims, and witnesses
• Case studies and vignettes
• Role plays for use with students
• Guidelines for intervening in bullying situations

• Sales Rank: #2917615 in Books
• Brand: Corwin
• Published on: 2006-05-16
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .31" w x 7.01" l, .68 pounds
• Binding: Paperback
• 144 pages

Features

• Explanations of the relationships between bullies, victims and witnesses
• Case studies and vignettes
• Role plays for use with students
• Guidelines for intervening in bullying situationsBy using these tools to plan and implement anti-bullying
• Title - Bully Prevention

Review
"This book has numerous practical and relevant suggestions. I liked the chapter summaries. The length of the book would appeal to me as a building level principal. This book could be purchased for an entire staff and used for a faculty book study." (Judy Brunner, Principal 2005-12-01)

"This is not just another book delineating the problem. It gives answers! The material is presented so it is applicable to elementary as well as secondary. It is easy to read, and the perfect length. I would recommend this book to any administrator or classroom teacher wanting information on bullying." (Ruth Gharst, Assistant Administrator 2005-12-01)

"Dr. Barton has bullying covered from beginning to end. The reader is left with a good sense of what bullying behaviors are, and how to start up, implement, and evaluate a bullying prevention program in school." (Elizabeth F. Day, Sixth Grade Teacher 2005-12-01)

"Provides techniques for implementation in both elementary and secondary classroom settings, exploring the psychology of bullies, providing case studies for understanding, and offering guidelines and solutions for intervention. A recommended pick for any school leader or teacher." (The Bookwatch, September 2006 2006-09-20)

About the Author
Elizabeth Barton is associate director of the Center for Peace and Conflict Studies and assistant professor (research) at Wayne State University. As a developmental psychologist specializing in socioemotional development, she has served as a national consultant on school-based violence for over a decade. She recently received a U.S. Department of Education grant to study violence exposure on learning in a longitudinal sample of urban youth and is currently conducting a statewide assessment in Michigan of organizational readiness for youth violence prevention programs. Barton is the author of numerous publications, including Leadership Strategies for Safe Schools. She is an Urban Health Initiative fellow, a national program of the Robert Wood Johnson Foundation. She earned her PhD and MA at Wayne State University.

Most helpful customer reviews

1 of 1 people found the following review helpful.
A recommended pick for any school leader or teacher
By Midwest Book Review
This second and newly updated edition of Bully Prevention: Tips And Strategies For School Leaders And Classroom Teachers provides techniques for implementation in both elementary and secondary classroom settings, exploring the psychology of bullies, providing case studies for understanding, and offering guidelines and solutions for intervention. A recommended pick for any school leader or teacher.

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Written by an expert in the field of international education, this comprehensive guide examines the key themes of this evolving field. The book explores the various origins, definitions and classifications of international education, and considers the audiences it serves, including the students, teachers, parents and administrators. It also looks at issues including quality assurance and role of international schools in the future.

• Sales Rank: #1263100 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2006-09-26
• Released on: 2006-09-18
• Original language: English
• Number of items: 1
• Dimensions: 9.21" h x .46" w x 6.14" l, .70 pounds
• Binding: Paperback
• 200 pages

Features

• Used Book in Good Condition

Review
'Essential reading for everyone involved in international education' - International Schools Worldwide

'This may well become the seminal primer for anyone looking for an overview of the field'. Journal of Research in International Education

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By Ian Waldraff
Everything as advertised; fast delivery

8 of 8 people found the following review helpful.
Helpful overview of international education
By Karen A. Wrobbel
Hayden's book is a helpful overview of international education. I appreciate that she admits there are many definitions of international education, and there is no one way to do "international education." This book can be helpful for individuals wanting to understanding international education. For example, globally mobile executives or diplomats who may be moving their family abroad need to understand what international education is and is not. (Realistic expecatations are a key to successful cross-cultural adjustment.) The book should be required background reading for teachers or administrators who are considering taking a post at an international school.

The book provides appropriate scholarly references while not being overly technical for the person whose speciality is in a different field.

I have been invovled in international education for over 20 years as a teacher, administrator, and world-wide coordinator for children's education in a charitable organization. My positive review of Hayden's book is supported by both my professional expertise and personal experience.

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This expanded second edition presents planners, templates, rubrics, graphic organizers, and a step-by-step guide to lesson planning and adjustable assignments to help all students succeed.

• Sales Rank: #223514 in Books
• Brand: Corwin Press
• Model: COR9781412936408
• Published on: 2006-08-18
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .45" w x 7.01" l, .84 pounds
• Binding: Paperback
• 208 pages

Features

• Great product!

Review
"Teachers are challenged each year to add strategies to their toolkit in order to meet diverse learners' needs. This edition gives teachers the opportunity to add excellent new tools that help students reach higher levels of engagement and performance." (Lin Kuzmich, Educational Consultant 2006-06-03)

"A very in-depth analysis of teaching approaches that emphasize the need to reach more students through varied learning styles. The book points out the oft-forgotten concept that 'one size does not fit all' when it comes to teaching." (NACADA Journal, Spring 2007)

"An easy read that provides your team with ideas on how to plan strategically in order to reach the needs of diverse learners today." (Principal Navigator, September 2006 2007-04-11)

"Most of my students are currently working as para-educators while earning their degrees and California teaching credentials, and we are all very pleased with the useful examples and suggestions for adapting lessons to meet the needs of diverse populations of learners. My students also appreciate the reasonable price, and most plan to keep the book as a professional reference tool. Kudos to Gregory and Chapman for this book." (Cicely A. Rude, Visiting Professor)

About the Author

Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.
Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.

She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:

• Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)
• Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman)
• Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)
• Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman)
• Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)
• Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)
• Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)
• Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman)
• Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)
• The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)

She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).

Gayle consults internationally with teachers, administrators, and staff developers.

She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.

Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.

 

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

Most helpful customer reviews

0 of 0 people found the following review helpful.
This is a keeper1
By angelsRreal
Keep this book after the class. This is one you will need at some point in your teaching career. Excellent book.

2 of 4 people found the following review helpful.
Nice book. A little pricey.
By L. Noll
I needed this book for a master's class I am taking. It came and was everything I expected. It came quickly and in good condition. I was a little perterbed by the cost of this book in relation to it's size. A little book at a big price.

5 of 7 people found the following review helpful.
Great recommendation for any teacher
By Sonia Marie Garcia
Differentiated Instructional Strategies: One Size Doesn't Fit All by Gayle Gregory, and Carolyn Chapman is great tool to compliment any teacher's personal resource library. As a novice to teaching and classroom instruction, I found this book to be very enlightening. The discussion of standards based classrooms, student expectations, multicultural & student diversity, cognitive variation, as well as societal and technological change is threaded though this book. This book defines a simple educational philosophy that success for any teacher is through assessment, effective planning, and effective strategical implementation to measure student performance. Today's classroom demands ongoing cirriculum development and adaptation to classroom instuction through best practices. The techniques in this book outlines a learner's needs, creating a receptive climate for learning, assessment, as well as various innovative strategies for cirriculum success.

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