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Identity research is at the heart of many trans-disciplinary research centers around the world. No single social science discipline `owns' identity research and The SAGE Handbook of Identities draws on a global scholarship to cover in four parts its:

Frameworks: presents the main theoretical and methodological perspectives in identities research.

Formations: covers the major formative forces for identities such as culture, globalization, migratory patterns, biology and so on.

Categories: reviews research on the core social categories which are central to identity such as ethnicity, gender, sexuality, disability and social class and intersections between these.

Sites and Context: develops a series of case studies of crucial sites and contexts where identity is at stake such as social movements, relationships and family life, work-places and environments and citizenship.

• Sales Rank: #3108722 in Books
• Published on: 2010-04-14
• Original language: English
• Number of items: 1
• Dimensions: 9.75" h x 7.00" w x 1.75" l, 2.54 pounds
• Binding: Hardcover
• 560 pages

Review
Overall, its breaking of disciplinary isolation, enhancing of mutual understanding, and laying out of a transdisciplinary platform makes this Handbook a milestone in identity studies. (Mi Zhao, London School of Economics)

About the Author
Margaret Wetherell is Professor of Social Psychology at the Open University, UK and Director of the Economic and Social Research Council Programme on Identities and Social Action.

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Transactional Analysis Counselling in Action, Third Edition meets a demand from counselors and therapists in practice and in training, and from training institutes, for a clearly-written step-by-step account of the process, and practice of using transactional analysis to promote personal change. This book retains the successful overall structure and organization of the popular earlier editions, but has been fully revised.

• Sales Rank: #3800118 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2007-12-07
• Original language: English
• Number of items: 1
• Dimensions: .59" h x 5.93" w x 8.45" l, .72 pounds
• Binding: Paperback
• 248 pages

Features

• Used Book in Good Condition

Review
`I thoroughly enjoyed this excellent account of a practical application of TA and I am sure that it will become a standard reference book... the material is of relevance to anyone who uses TA in his or her work and is essential reading for all trainees... Stewart's style is wonderfully clear, methodical and also interesting... [he] offers to the reader a real model of counselling and shows her how to use it. His tone is one of respect to himself, his clients and his readers - which is surely at the heart of all counselling... a fine contribution to the TA literature' - EATA Newsletter

`A skilful synthesis of techniques developed over 25 years... The thorough sections on contract making are extremely valuable for starting practitioners... the self-supervision sequence is an excellent teaching aid... a magnificent compilation which is concise, well-documented and clearly laid out. For me as a TA therapist preparing for my Level 1 exam an invaluable revision resource. Thank you, Ian!' - ITA News

`of interest to all who are concerned with interpersonal skills... The clear declarations of intent, lucid explanations and readable style make this a very accessible book... Ian Stewart has made the difficult link between theory and practice clear without being patronising. This is valuable for everyone interested in TA since many concepts can only be fully assimilated when linked to actual examples. Even if you are not in clinical practice, this book would be a useful addition to your library and, for anyone in training or beginning practice, this is required reading' - Group Relations

`well written and clear... A book, I felt, that summarises well what a TA counsellor does' - Counselling, The Journal of the British association for Counselling

`has some very useful and thought provoking things to say about suicidal feelings' - The Samaritan

`I liked the structured way in which the subject was tackled and in particular the way the issues of intake, referral criteria and contracts were pursued. These broader aspects will be useful to both practitioners and students of counselling, as will the `key idea' summaries and `self-supervision' exercises... I found reading the book an excellent aide-memoire with regard to the basic tenets of Transactional Analysis and a useful introduction to current thinking and practice in the subject. It provides a secure base on which to build should one wish to incorporate more TA into practice' - British Journal of Medical Psychology

`a lucid and comprehensive account of transactional analysis theory and practice. An accurate if inelegant description of the book would be `user friendly'. Complex theoretical material is made accessible by a clear layout, the opportunity to relate the reader's understanding to their own experience with clients, and an internal logic that echoes the process of helping... What stands out is the clarity of Stewart's presentation. Refreshingly he drops the formal conventions of academic texts and addresses the reader directly, using `I' and `you'... an excellent book. My immediate response in reading it was one of regret that it had not been around when I was first encountering TA. Stewart has taken a mass of material from the three major schools of TA, some of which was only available in specialist journals, and has presented a coherent and readable account... I find I am clearer on aspects of TA about which I had not previously realised I was confused. In publishing this volume Stewart has made my life as a teacher of counselling easier. I now know where to refer students who ask the perennial question: `TA is all very interesting but what do you do with it'. Chapter 7 on blocking tragic outcomes is essential reading for all practitioners' - British Journal of Guidance and Counselling

`Stewart has tackled a very significant task and has managed to include a tremendous amount of material and information in relatively limited space. He deserves much credit for this endeavor... (the book) will undoubtedly prove an extremely useful resource to introduce some appropriate clinical applications of TA and their underlying theoretical foundations' - Transactional Analysis Journal

`an excellent summary of important transactional analytical themes' - Changes

`Ian Stewart has written a text which should appeal both to students of counselling and qualified counsellors interested to explore TA and apply it in their everyday work. The text is succinct and the layout is easy to follow. There is a strong emphasis on practice throughout with an appropriate amount of theory to help those new to TA understand both its application and its origins... A notable highlight of the text is the self supervision sequences... While purists may argue that books such as this encourage anyone with sufficient interest and basic skills to practice TA, it strikes me that this text will be a considerable addition to the repertoire of skilled counsellors' - Bethlem and Maudsley Gazette

`succeeds in presenting TA as an important, interesting and intelligible framework for understanding and promoting constructive psychological change' - Choice

About the Author
Ian Stewart was born in Glasgow in 1940. He received his secondary education at Glasgow Academy and went on to study at Pembroke College, Oxford. Graduating in 1961, he worked for five years in the scientific Civil Service in Edinburgh. In 1966 he emigrated to England to take up a Research Fellowship at Nottingham University. On conclusion of his research contract he stayed on at Nottingham as a lecturer, gaining his PhD degree in 1970.

Ian's first contact with psychotherapy was as a client. While continuing his own personal therapy, he developed a growing interest in the theory and method of psychotherapy generally and transactional analysis in particular. He entered formal TA training in 1979, and gained accreditation as a TA practitioner in 1984. For several years Ian followed two parallel careers, as lecturer and as psychotherapist. In the end, psychotherapy won the day: in 1989 Ian resigned his university lectureship to pursue a full-time career as a TA psychotherapist, writer and trainer.

Ian is the author, with co-author Vann Joines, of the basic text on transactional analysis, TA Today. First published in 1987, the book has been translated into fifteen languages and is widely regarded as the world-standard introduction to its subject. Its second edition appeared in 2012. Ian is Co-Director of The Berne Institute, a TA training centre which celebrates its twentieth anniversary in 2013.

Ian lives in a small village in the backwoods of Leicestershire, together with his wife and three cats. His leisure interests include Morris dancing, cycling, fitness activities generally, and the appreciation of real ale.

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0 of 0 people found the following review helpful.
Excelent book.
By Roy Abrahamian
Very concise, objective and practical for all those who work with psycotherapy. I recommend it also for transactional analysts who want to review important concepts in TA.

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Help ensure your teaching success with these powerful professional tools!

In a quick-reference format, this second edition offers 10 high-impact strategies to help new and experienced instructors succeed in the classroom. The author has organized topics to give teachers the option of studying and growing together by discussing and applying one chapter each month. Updated throughout, this easy-to-use resource recommends ways to connect with a mentor and offers readings, related film clips, discussion questions, and action steps for successful:

• Curriculum and lesson design
• Assessment and rubrics construction
• Discipline and classroom management
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• Sales Rank: #14312124 in Books
• Brand: Corwin
• Published on: 2007-06-21
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x .40" w x 6.10" l, .0 pounds
• Binding: Hardcover
• 80 pages

Features

• Curriculum and lesson design
• Assessment and rubrics construction
• Discipline and classroom management
• Communication with parents and moreFeatures
• Title - Ten Things New Teachers Need to Succeed

Review
"The coverage is complete, ranging from finding a mentor to working with parents. The book is meant to be short and sweet, and it is." (Lori L. Grossman, Instructional Coordinator 2007-03-29)

"Describes ten basic, practical tenets for finding one’s way in the classroom. The book makes a distinct contribution by presenting the ten tenets in a very brief, readable format." (Mary Alice Barksdale, Associate Professor 2007-03-29)

"This book contains an introduction to key, practical tips for teaching success." (Rodger J. Beatty, Associate Dean, Faculty of Education 2007-03-29)

"Ten common challenges are surveyed in depth, making for a specific set of strategies teachers will appreciate." (The Bookwatch, September 2007 2007-10-12)

About the Author
Robin Fogarty is president of Robin Fogarty and Associates, Ltd., an educational publishing/consulting company. A leading proponent of the thoughtful classroom, she has trained educators throughout the world in curriculum, instruction, and assessment strategies. Fogarty has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea, and the Netherlands. She has published articles in Educational Leadership, Phi Delta Kappan and the Journal of Staff Development. Fogarty has written How to Differentiate Learning (Corwin Press, 2007), Literacy Matters (Corwin Press, 2006), and From Staff Room to Classroom: Planning and Coaching Professional Learning (Corwin Press, 2006). Fogarty received her doctorate in curriculum and human resource development from Loyola University, Chicago.

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Minimize site-based risk while respecting the legal rights of students, staff, and parents! 

These recognized school law experts translate the intricacies of school law into proactive day-to-day leadership practice. This second edition contains programmatic guidance for other school district personnel, "management cues" and "risk management guidelines," a comprehensive index, and references to landmark court cases, coverage of the No Child Left Behind Act, and information on state-created danger and deliberate indifference. School administrators can quickly find guidance on issues such as:

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• Sales Rank: #155742 in Books
• Brand: Corwin
• Published on: 2006-04-05
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 7.08" w x 9.98" l, 1.67 pounds
• Binding: Paperback
• 440 pages

Features

• Staff selection and evaluation.
• Student rights and discipline.
• Special education and the reauthorized IDEA.
• Copyright law.
• Search and seizure.

Review
"The authors have taken a topic that could cover volumes and produced a concise, easily understood desk reference that I have already used on the job." (Stephen Handley, Principal 2004-12-02)

“The examples and vignettes are right on target! The authors share the information most relevant to the daily activities of administrators, and their coverage is very complete.” (Michelle Kocar, Principal 2004-10-12)

About the Author
Dr. Dennis R. Dunklee is an Emeritus Professor in the Education Leadership Department in the Graduate School of Education at George Mason University. During his twenty-five years in public schools, he served as a teacher, elementary school principal, junior high and middle school principal, high school principal, and central office administrator. During his more than twenty years at George Mason University, he taught courses in education law and school leadership and served as an advisor and chair for master’s and doctoral candidates in school leadership.
Because of his expertise and practical experience, he continues to be frequently called on to consult in the areas of effective schools, school law, administrator evaluation, instructional supervision, school-community relations, problem solving, and conflict resolution. In addition, he continues to be actively involved as a consultant and expert witness in numerous school-related lawsuits nationwide. As a university scholar and researcher, he has published, and continues to publish, textbooks, monographs, and articles on issues in the fields of school law, business management, administrative practice, and leadership theory. He also continues to present papers at international, national, regional, state, and local conferences and is a widely sought-after clinician for inservice workshops. Dr. Dunklee was an invited participant and presenter at the 2005 Oxford (University) Round Table on Education Law: Individual Rights and Freedoms.

He received his Ph.D. in school administration and foundations from Kansas State University. His major area of research was in the field of education law, and his dissertation was on tort liability for negligence. He holds a master’s degree in elementary and secondary school administration from Washburn University.

This is Dr. Dunklee’s eighth book for Corwin Press. His other Corwin books are You Sound Taller on the Telephone: A Practitioner’s View of the Principalship (1999); If You Want to Lead Not Just Manage (2000); The Principal’s Quick Reference Guide to School Law (2002 and 2006, with Robert J. Shoop); Strategic Listening for School Leaders (2005, with Jeannine Tate); Anatomy of a Lawsuit: What Every Education Leader Should Know About Legal Actions (2006, with Robert J. Shoop); and Poverty Is NOT a Learning Disability (2009, with Tish Howard and Sandy Grogan Dresser).

Dr. Robert J. Shoop is Professor of Education Law and Senior Scholar in the Leadership Studies Program at Kansas State University. He has served as a teacher, community education director, and principal, and he was the Ohio State Evaluator of Student Rights and Responsibilities. He is the author or coauthor of more than one hundred journal articles, fifteen books, and several monographs and book chapters on various legal issues. His most recent books are Virtuous Leadership (2004); Sexual Exploitation of Students: How to Spot it and Stop It (2003); Leadership Lessons from Bill Snyder (1998); Sexual Harassment Prevention (1997); Sexual Harassment on Campus: A Guide for Administrators, Faculty Members, and Students (1996, co-edited with Dr. Bernice Sandler); and How to Stop Sexual Harassment in Our Schools (1994).

He is also the co-producer of a number of video programs on eliminating sexual harassment. These productions have received national and international recognition, including First Place Award, 1996 National Council of Family Relations Annual Media Competition; 1996 Gold Award of Merit, Houston Film Festival; and 1995 Golden Camera Award, International Film and Video Festival. Dr. Shoop is the 1996 recipient of the Michael C. Holen Excellence in Graduate Teaching Award, a past recipient of Kansas State University’s Outstanding Undergraduate Teacher Award, and a past member of the Board of Directors of the Educational Law Association. He has consulted with national associations, community colleges, universities, government agencies, and businesses and educational organizations throughout the United States and in several foreign countries. Dr. Shoop is a nationally recognized expert in the area of school law, with a focus on sexual harassment and abuse prevention and risk management. He has appeared as a guest on CNN, The Today Show with both Katie Couric and Matt Lauer, ABC’s 20/20, MSNBC with Lester Holt, CNN, Day and Date, The Jim Bohannon Show, The Oliver North Show, The Mark Furman Show, The Mark Walberg Show, and Outside the Lines with Bob Ley.

This is the seventh law-related book written by the team of Shoop and Dunklee. Their other books are School Law for the Principal (1992); A Primer for School Risk Management (1993); The Legal Manual for Programming Professionals (1994); The Principal’s Quick-Reference Guide to School Law (2002); and Anatomy of a Lawsuit: What Every Education Leader Should Know About Legal Actions (2005).

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2 of 4 people found the following review helpful.
ESSENTIAL IN THE HOSTILE NCLB ERA
By Love Thy Enemy
as we see schools labor under a system designed for failure, the same business model which has bankrupt the once mighty GM corporation by seeking endlessly expanding horizons of AYP, in which teachers suffer similar mal-practice suits as doctors and suffer other liabilities and empty self-interested accusations of misconduct, in which schools face a myriad labrynth of hostile and near vindictive legislation, this tome serves as essential ally for every educator and must be read and fully memorized.

Buy this book and save our schools, and your job!

BEcause of the potent political anti-public education powers currently legislated and at work the authors walk a delicate thin line between being comprehensive and cautious, and often hedge their objective reporting with curious contortions in order to keep access and not step on powerful toes. Kind of like public schools nowadays in this hotly political climate.

4 of 4 people found the following review helpful.
Quick - Reference - Guide to school Law
By Dr. R. Scott Pierce
I serve as an instructor for graduate students enrolled in school law, many who are budding future school administrators. For those who intend to one day become a school administrator, The Principal's Quick Reference Guide to School Law is a "must have" for their professional library. Even if the students never become an administrator, it is most important that all educators have a good understanding of the laws that can affect their profession.

I recommend this Quick-Reference Guide to all current (and future) educators.

0 of 0 people found the following review helpful.
Very Informative
By Melissa E. Gondert
This book is clearly written, straightforward, and very informative regarding school law. Each chapter has case studies that help the reader to consider how the law will actually play out in various situations. What may also be a necessary companion to this book is a guide to the reader's home state laws regarding schools, because this book is non-state-specific.

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The Principal's Quick-Reference Guide to School Law: Reducing Liability, Litigation, and Other Potential Legal Tangles, by Dennis R. Dunkl PDF
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# Ebook Leading Organizations: Perspectives for a New EraFrom Brand: SAGE Publications, Inc

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This text includes 50 short chapters from the most prominent international scholars of leadership who provide students with invaluable overviews, insights, and perspectives on leadership in today’s organizations. The book has a central organizing framework outlining the components of leadership (which is presented in the Introduction). It incorporates a new section on shared responsibility for leadership, new chapters on the external environment and on dysfunctional or unethical leadership behavior, a new section on inclusion, together with coverage of all the classic leadership theories, with updated chapters covering vision, mission, and structure that enhance the relevance of these theories in today's organizational context.

• Sales Rank: #567901 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-12-09
• Original language: English
• Number of items: 1
• Dimensions: 10.75" h x 7.00" w x 1.50" l, 2.65 pounds
• Binding: Paperback
• 696 pages

Features

• Used Book in Good Condition

Review
The selection and size of the chapters is excellent. They are interesting and leave one only curious for more. In that way, the book truly facilitates thinking rather than providing a set of answers and that is a welcome addition.

(James Michael Burke 2010-04-01)

About the Author

Dr. Gill Robinson Hickman is professor emerita in the Jepson School of Leadership Studies, University of Richmond. An inaugural faculty member of the Jepson School, she participated in its institution building and course development and has held positions as dean, professor of Public Administration, and Human Resource director. She has published several books and numerous articles/book chapters in the field of leadership studies. Her experience has led to invitations as presenter at the China Executive Leadership Academy Pudong (CELAP), Shanghai, China; the Leadership in Central Europe Conference at Palacky University in Olomouc, Czech Republic; and a panel member at international conferences in Amsterdam, The Netherlands, Guadalajara, Mexico, and Canada. She was a faculty presenter at the prestigious Salzburg Seminar in Salzburg, Austria and at the University of the Western Cape in South Africa where she presented a conceptual framework for leadership and transformation for regional governments in South Africa.

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0 of 0 people found the following review helpful.
Five Stars
By Loleta Shepard
Thank you for the book it is in excellent condition.

1 of 1 people found the following review helpful.
Leading Organization: Perspectives for a new Era
By LanaJ
I got the book for a class I was taking. It is an excellent book for this class and others to come. You defintately want this text in hard-copy for easy reference!

1 of 1 people found the following review helpful.
Excellent insight for future leaders
By Michael
This book is a must have for aspiring managers and leaders, who seek to know how best to relate to direct reports and executive personnel

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~~ Download Mathematics Curriculum Topic Study: Bridging the Gap Between Standards and PracticeFrom Corwin

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The Curriculum Topic Study (Cts) process provides a professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment.

• Sales Rank: #1130263 in Books
• Brand: Corwin
• Published on: 2006-04-06
• Released on: 2006-04-06
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .58" w x 8.50" l, 1.34 pounds
• Binding: Paperback
• 256 pages

Features

• Increase their content and pedagogical knowledge.
• Better understand and access mathematics research.
• Translate standards to the classroom in a conscious, scholarly way.
• Learn to recognize and address learning difficulties.
• Increase opportunities for all students to achieve mathematical literacy.An essential investment toward

Review
"This book addresses the needs of teachers at every level in their teaching careers, as well as those who support and work with teachers. The processes can be used individually to guide professional learning and teaching, or within almost any professional development structure for facilitating group learning. The CTS process is collegial and scholarly, and truly does bridge the gap between what we know and what we do as educators." (Katherine E. Stiles, Senior Program Associate 2005-10-26)

"Mathematics Curriculum Topic Study supports continual professional growth of both content and pedagogical knowledge. The CTS Guides will help teachers focus on the appropriate research. What a time saver this is!" (Rhonda Naylor, National Board Certified Mathematics Teacher 2005-10-31)

"Keeley and Rose provide a tool for educators to bring research to bear in practice in a way that supports teacher development of content knowledge, which, in turn, will increase student achievement." (Cathy Carroll, Senior Project Director 2005-10-31)

"The book accomplishes the dual purposes of providing thoughtful and careful interpretation and expansion of standards as well as providing a concrete knowledge, interact with local standards, examine coherence, consider learning issues, and improve pedagogy and assessment seems ideal for the contemporary educational environment." (From the Foreword by Joan Ferrini-Mundy 2006-03-18)

"Provides a framework where educators are encouraged to 'help themselves' by engaging in a cycle of 'inquiry, study, and reflection' to inform their decision making where 'practice' decisions are concerned. For those charged with designing curriculum, there is much of value to consider." (Mathematics Teaching in the Middle School, March 2007 2007-04-11)

"This book is based on the premise that the mathematics educator is a professional who actively pursues his or her own learning in mathematics and mathematics education. An excellent resource for self-study and the professional development of teachers." (Mathematics Teacher, August 2007 2007-10-18)

About the Author
Consulting Description

 Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation–funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K–12: Teachers Integrating Engineering into Science K–12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow.

Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill’s elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor’s Fellow in 1994.

As a nationally known professional developer and speaker, she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015.

Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide.

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

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^^ Ebook Download Cultures and Globalization: Conflicts and Tensions (The Cultures and Globalization Series) (v. 1)From Brand: SAGE Publications Ltd

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Analyzing the relationship between globalization and cultures is the core objective of this volume. In it leading experts track cultural trends in all regions of the world, covering issues ranging from the role of cultural difference in politics and governance to heritage conservation, artistic expression, and the cultural industries. The book also includes a data section that consolidates the recently commenced but still inchoate work of cultural indicators.

• Sales Rank: #3910419 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2007-04-13
• Original language: English
• Number of items: 1
• Dimensions: 9.55" h x 1.40" w x 7.59" l, 3.43 pounds
• Binding: Paperback
• 664 pages

Features

• Used Book in Good Condition

Review
In the age of globalization we are no longer home alone. Migration brings other worlds into our own just as the global reach of the media transmits our world into the hearts and minds of others. Often incommensurate values are crammed together in the same public square. Increasingly we all today live in the kind of 'edge cultures' we used to see only on the frontiers of civilizations in places like Hong Kong or Istanbul. The resulting frictions and fusions are shaping the soul of the coming world order. I can think of no other project with the ambitious scope of defining this emergent reality than The Cultures and Globalization project. I can think of no more capable minds than Raj Isar and Helmut Anheier who can pull it off
Nathan Gardels
Editor-in-Chief, NPQ, Global Services, Los Angeles Times Syndicate/Tribune Media

This series represents an innovative approach to the central issues of globalization, that phenomenon of such undefined contours
Lupwishi Mbuyumba
Director of the Observatory of Cultural Policies in Africa

"Globalization has received considerable attention from the political and economic perspective.  "The Cultures and Globalization Series" is intended to fill a gap in current research by studying the cultural consequences of globalization.  This volume also includes cultural indicators with a visual representation of data relevant to culture and globalization.  A variety of charts, graphs, and data tables add value.  Summing up: Highly recommended." (M.A. LaMagna 2007-12-21)

About the Author
Helmut K. Anheier, PhD, is President and Dean at the Hertie School of Governance, and holds a chair of sociology at Heidelberg University. He received his PhD from Yale University in 1986, was a senior researcher at John Hopkins School of Public Policy, Professor of Public Policy and Social Welfare at UCLA's Luskin School of Public Affairs, and Centennial Professor at the London School of Economics. Professor Anheier founded and directed the Centre for Civil Society at LSE, the Center for Civil Society at UCLA, and the Center for Social Investment at Heidelberg. Before embarking on an academic career, he served as social affairs officer to the United Nations. 

He is author of over 400 publications, and won various international prizes and recognitions for his scholarship. Amongst his recent book publications are Nonprofit Organizations - Theory, Management, Policy (London: Routledge, 2014), A Versatile American Institution: The Changing Ideals and Realities of Philanthropic Foundations with David Hammack (Washington, DC: Brookings, 2013) and The Global Studies Encyclopedia with Mark Juergensmeyer (5 vols, Sage, 2012).  He is the principal academic lead of the Hertie School´s annual Governance Report (Oxford University Press, 2013-), and currently working on projects relating to indicator research, social innovation, and success and failure in philanthropy.

Yudhishthir Raj Isar is an independent analyst, advisor and public speaker who straddles different worlds of cultural theory, experience and practice. He is Professor of Cultural Policy Studies at The American University of Paris and Adjunct Professor at the Institute for Culture and Society, University of Western Sydney. He has also been maître de conference at Sciences Po, Paris. Professor Isar is co-editor of the Cultures and Globalization Series (SAGE). He is a trustee of civil society cultural organisations and consultant to international organisations and foundations and Past President of Culture Action Europe. Earlier, at UNESCO, where he served from 1973 to 2002, he was notably Executive Secretary of the World Commission on Culture and Development and Director of the International Fund for the Promotion of Culture.

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4 of 5 people found the following review helpful.
Brilliantly Conceived and Executed, Totally Absorbing
By Robert David STEELE Vivas
Half the book is text and half superb illustrations and charts.

The publisher has failed to provide a table of contents, the easiest way to make it instantly clear to any prospective purchaser that this book is quite unusual in its scope and weight.

This is the first book in a series, the next two will focus on culture and economy, and then on culture and politics.

Close to 50 contributors, and a process of conferences in advance of the book's preparation, assure the quality and diversity of this offering.

Chapters 1-6 are introductory, each by different authors or pairs of authors, focusing on approaches and developments in the cultural dimension of conflicts and tensions.

Chapters 7-13 discuss different regional realities, including China and how the US cultural wars went global (no focus on the global class war in this book).

Chapters 14-17 discuss tensions; chapters 18 & 19 values, and chapters 20-22 migration into respectively, the USA, Argentina, and Malaysia.

Chapters 23-27 introduce the concept of culture as a tool for preventing and resolving conflict and are followed by a massive resource section, the cultural indicators suite.

My fly-leaf notes from the text half of the book:

+ Globalization can weaken social agencies and impose suffering on minorities
+ PERCEPTION of fairness or unfairness a major factor
+ Cultural entrepreneurs (e.g. Islamic clerics or American ministers) can hijack culture for their own ends (e.g. influence or wealth)
+ State fragmentation or shrinking reduces social safety nets
+ Globalization seen differently by varied groups
+ Lack of solid data on culture and conflict
+ Culture now transnational and subnational
+ Globalization equals competing world views in contact and collision
+ Culture moves globally as knowledge, artifacts or goods, and people in migration
+ Four general cultural protagonist groups:
- Davos Culture
- Faculty Club
- McWorld
- Religious revival
+ Globalization and global threats not being adequately addressed at global scale (e.g. the UN and Red Cross are not cutting it)
+ Identity politics can become conflictual--religion amplifies social differences
+ Huntington is anti-thesis to this book, a cliché
+ Worldview more useful term than civilization
+ Cultural conflicts are manufactured
+ Cultural heritage is a collective memory
+ When ethnic immigrant unemployment if 3 to 4 times that of natives, this invites conflict
+ Civil wars on rise and ethno-nationalist up to 90% from 25% in 1935
+ "Cultural practice" is a new set of competencies for dealing with the reality of conflict among groups
+ Theater can be used to role play and articulate repressed anger
+ Memory wars waiting to erupt
+ Cultural imperialism furthers immoral capitalism
+ Culture can help reconcile differences but cannot compensate for lack of water, food, shelter, security
+ Resistance strategies of Canada, Malaysia, and Kazakhstan reviewed
+ Fascinating chapter on Singapore fails to mention four official national languages: English, Mandarin, Malay, and Hindi
+ European model emphasizes somewhat imperfectly:
- Jobs and growth
- Economic policies
- Flexible labor
- Knowledge economies
- Investment in education
- Human rights
- Ecological issues
- Immigration
- Aging population
- Public reform
+ Fourth world: immigrants with no rights or recognition
+ China has seen rise of nationalism, anti-Americanism, cultural conservatives
+ On balance China's leadership has successfully managed Chinese capitalism and cultural shifts
+ USA in confusion, experiencing a 4th great awakening since 1975
+ Fault lines are North versus South, Arabs versus West, Religion versus Identity Politics, Europe versus USA
+ Mediating or cross-cultural "concord" organizations are needed:
- Logic of collective investment
- Promote overarching values
- Balance bridging and bonding
- Establish rules of engagement
- Recognize and reward investment
- Prevent proselytizing
- Acknowledge and receive legitimacy
- Avoid "gotcha"
- Accept incomplete understanding or less than full acceptance
- Support single-community endeavors
- Develop leaders
+ Citizen radio in Colombia helped (I think of multi-media Internet and cell phone broad and narrowcasting

My word limit prevents me from doing this book full justice. I hope someone else will provide a good overview and review of the second half of the book where the indicators are developed. While similar to Banks & Textor in the 1970's, and to many of the "State of ...." Graphical and Visual Atlases, I found this book to be completely engrossing and extremely worthwhile. Worth every penny. A signal contribution.

Other books of possible interest:
A More Secure World: Our Shared Responsibility--Report of the Secretary-General's High-level Panel on Threats, Challenges and Change
The Search for Security: A U.S. Grand Strategy for the Twenty-First Century
The Global Class War: How America's Bipartisan Elite Lost Our Future - and What It Will Take to Win It Back
Unspeakable Truths: Facing the Challenges of Truth Commissions
The Unconquerable World: Power, Nonviolence, and the Will of the People
The Fifty-Year Wound: How America's Cold War Victory Has Shaped Our World
Nobodies: Modern American Slave Labor and the Dark Side of the New Global Economy
All Rise: Somebodies, Nobodies, and the Politics of Dignity (BK Currents)
Society's Breakthrough!: Releasing Essential Wisdom and Virtue in All the People
Collective Intelligence: Creating a Prosperous World at Peace

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Cultures and Globalization: Conflicts and Tensions (The Cultures and Globalization Series) (v. 1)From Brand: SAGE Publications Ltd PDF
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? PDF Ebook Literacy Projects for Student-Centered Classrooms: Tips and Lessons to Engage Students, by Karrell Hickman

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Meets NCTE and IRA standards, offers guidelines for using the student-centered approach to literacy instruction, and presents four long-term research projects that encourage teamwork and creativity.

• Sales Rank: #15819755 in Books
• Brand: Corwin
• Published on: 2007-04-18
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 7.00" w x .50" l, .0 pounds
• Binding: Hardcover
• 168 pages

Features

• Guidelines for using the student-centered approach with readings and assignments
• Strategies for guiding students in effective project development, rubric scoring, self-monitoring,
• Time management strategies and resource lists for each project
• Student samples and Quick Tip sectionsEliminate the guesswork and let this user-friendly resource expertly
• Title - Literacy Projects for Student-Centered Classrooms.

Review
"Provides many novel ideas for teachers to use, with practical applications."  (Jamie Jahnig, English Teacher 2006-05-08)

"Real, rather than theoretical. Provides an extremely clear format for all grade levels and presents a concise, workable classroom format that teaches not only intensive reading and writing, but also how students can learn to learn. The clear examples are inspiring, and the approach can immediately be put to use." (Jon Potter, English and Drama Teacher 2006-04-17)

"From project management and student evaluation processes to resource lists for each project, teachers learn how to engage and promote new strategies for literacy." (California Bookwatch, July 2007 2007-08-10)

About the Author
Karrell Hickman currently teaches at Feather River Academy in Yuba City, California. She has a master's degree in English and has been a National Board Certified Teacher since 1995.

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^ Download Ebook Developing Language and Literacy with Young Children (Zero to Eight), by Marian R Whitehead

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Developing Language & Literacy with Young Children, Third Edition, gives parents, teachers, and other professionals who work and play with young children a confident understanding of communication and language development for children from birth to age eight. This resource examines the range of elements that are typical of communication and language activities: thinking, feeling, imagining, talking, listening, drawing, writing, and reading.

The author emphasizes the importance of children's relationships and communications with the people who care about them, spend time with them, and share in the excitement of their developing languages and their investigations of literacy.

This guidebook covers:

• Early communication and language
• Achievements of young bilinguals
• Stories, narratives, and language play and their significance in literacy development
• Emerging literacy in homes, early years settings and classrooms

• Sales Rank: #3282186 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2007-05-14
• Released on: 2007-04-25
• Original language: English
• Number of items: 1
• Dimensions: 9.53" h x .37" w x 6.69" l, .62 pounds
• Binding: Paperback
• 160 pages

Features

• Used Book in Good Condition

Review
'This highly readable guide discusses how to help babies become competent communicators...Anybody working with babies and young children needs to have the knowledge that Whitehead clearly explains here' - SureStart

'The author's approach to this topic is effective and provides beneficial information about language and literacy development...an enjoyable yet informative read for parents, care givers, educators, librarians and other practitioners working with young children. This is a worthy title to add to your personal or professional collection!' Education Libraries

About the Author
Marian R Whitehead was formerly a Senior Lecturer in Education at Goldsmiths College, University of London, with responsibility for organizing and teaching M.A. degrees in Language and Literature and Early Childhood Education. She has published extensively on literacy, literature and bilingualism and is a co-editor of the journal Early Years. She now combines writing with language and early years consultancy work.

She is the co-editor of Early Years, An International Journal of Research and Development. She is a well known author, and her books include How to Develop Children's Early Literacy, with Makin, L (Paul Chapman Publishing 2003), Developing Language and Literacy with Young Children, Second Edition (Paul Chapman Publishing, 2002) Supporting Language and Literacy in the Early Years (1999) Open University Press.

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