Minggu, 28 Februari 2016

## PDF Ebook Making Math Connections: Using Real-World Applications With Middle School Students, by Hope Martin

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Making Math Connections: Using Real-World Applications With Middle School Students, by Hope Martin

These high-interest math investigations will help students see math as a vital, meaningful tool in their daily lives both inside and outside of the classroom.

  • Sales Rank: #796683 in Books
  • Brand: Corwin
  • Published on: 2006-07-27
  • Released on: 2006-09-26
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.00" h x .49" w x 8.50" l, 1.14 pounds
  • Binding: Paperback
  • 216 pages
Features
  • Background information on the topic.
  • Step - by - step procedures for math investigations.
  • Assessment strategies.
  • Journal questions.
  • Reproducible worksheets.

Review

"Integrates mathematics into a variety of subject areas and real life settings, providing motivation for students to want to learn the material being presented. The book also uses a variety of activities to promote learning for students with different interests and learning styles."

(Steven P. Isaak, Mathematics Teacher 2006-01-18)

About the Author

Hope Martin is an innovative mathematics teacher with over 40 years of experience. Having worked with children in elementary, middle school, and high school, and with teachers in local universities, she is currently a private consultant facilitating workshops across the United States and Canada. Hope, who was born and raised in the Bronx, New York, began her teaching career in Skokie, Illinois and obtained her Masters Degree in Mathematics Education from Northeastern Illinois University. Hope’s personal experiences and knowledge of educational learning theories have convinced her that students learn mathematics more effectively when they are active participants and see its relevance to their own lives.

Most helpful customer reviews

4 of 4 people found the following review helpful.
Real World Earthquakes, Volcanoes - Very Timely
By Tabitha
We used this book with our sixth grader - the math was challenging and the book was designed for an older student but he was interested because it dealt with real world calamaties. He and my husband did it together. He could not have done it without handholding instruction. Better for highschool or older. Book has been a mainstay in our math exploration. Lessons are not short - have to dig-in.

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Rabu, 24 Februari 2016

^^ Get Free Ebook Models of Teaching: Connecting Student Learning With Standards, by Jeanine M. Dell'Olio, Tony Donk

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Models of Teaching: Connecting Student Learning With Standards, by Jeanine M. Dell'Olio, Tony Donk



Models of Teaching: Connecting Student Learning With Standards, by Jeanine M. Dell'Olio, Tony Donk

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Models of Teaching: Connecting Student Learning With Standards, by Jeanine M. Dell'Olio, Tony Donk

Models of Teaching: Connecting Student Learning with Standards features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell'Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how they can be connected to state content standards and benchmarks, as well as technology standards. This book provides readers with the theoretical and practical understandings of how to use models of teaching to both meet and exceed the growing expectations for research based instructional practices and student achievement.

  • Sales Rank: #70595 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2007-02-26
  • Ingredients: Example Ingredients
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.04" h x .73" w x 9.93" l, 1.96 pounds
  • Binding: Paperback
  • 504 pages
Features
  • Used Book in Good Condition

Review
“The models approach provides a way of connecting theory and practice in ways that other approaches do not. Some of the texts that I have used discuss theory separately from application, and it's always a challenge for students to grasp the connection and figure out how they could use the knowledge in practice. I have seen the models approach used with a graduate level course in instructional technology that I used years back. It's good to see that applied to an undergrad course. I have ongoing concerns about starting with technology. I would much rather focus on the teaching and then figure out the technology. Using a models approach has the potential to give students a stronger conceptual base into which they can think about technology.” (Kedmon Hungwe 2007-10-01)

"It is a good textbook for teacher-educators as well as for teachers who are facing evolutionary changes in the pedagogy of classroom instruction and how this classroom instruction could be supplemented by ICT―web-based student study site...This publication is a good case for useful contemporary reference." (V.P. Garg Journal of Educational Planning and Administration 2008-08-14)

Most helpful customer reviews

0 of 0 people found the following review helpful.
Grad Student
By K. Wilson
Good book. I've been teaching 5 years. It's good to be reminded of what's going on and to re-examine teaching practice.

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Selasa, 23 Februari 2016

! Free PDF English Language Learners in the Mathematics Classroom, by Debra Coggins, Drew Kravin, Grace Davila Coates, Maria Dreux Carroll

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English Language Learners in the Mathematics Classroom, by Debra Coggins, Drew Kravin, Grace Davila Coates, Maria Dreux Carroll

Strengthen mathematical understandings and academic vocabulary with standards-based strategies!

With straightforward language and examples, the authors help teachers develop specialized understanding and knowledge of strategies for supporting a high level of mathematics learning along with language acquisition for ELLs. Providing specific suggestions for teaching standards-based mathematics, this resource:

  • Demonstrates how to incorporate ELL supports and strategies through sample lessons 
  • Uses concrete materials and visuals to connect mathematical concepts with language development 
  • Focuses on essential mathematical vocabulary 
  • Includes brief research summaries with rationales for recommended practices

  • Sales Rank: #900581 in Books
  • Brand: Corwin
  • Published on: 2007-02-02
  • Original language: English
  • Number of items: 1
  • Dimensions: .35" h x 8.60" w x 10.94" l, 3.00 pounds
  • Binding: Paperback
  • 144 pages
Features
  • Demonstrates how to incorporate ELL supports and strategies through sample lessons.
  • Uses concrete materials and visuals to connect mathematical concepts with language development.
  • Focuses on essential mathematical vocabulary.
  • Includes brief research summaries with rationales for recommended practices.Combining rigorous mathematics
  • Title - English Language Learners in the Mathematics Classroom.

Review
"A must-have both for teachers of English learners and those of us who support teachers. Moves far beyond the notions of vocabulary lists or word walls to really tackle the complexities of scaffolding and academic discourse in ways that are comprehensible to all of us!" (Alma Ramirez, Bilingual Teacher 2006-11-29)

"Provides elementary school teachers with multiple ways of presenting research-based strategies. This book can also help build a foundation for teachers in training." (Ryann Fletcher, Assistant Principal 2006-12-04)

About the Author
Debra Coggins is a mathematics education consultant with experience advising districts, coaching teachers, and developing and delivering professional development. As a writer, she has helped develop a number of professional development programs for teachers of mathematics. These include creating CORE Math: Building Strong Foundations, assisting with the development of the Math Case Methods Project and Math Pathways and Pitfalls at WestEd, and coordinating the writing of America’s Choice Core Assignments. She was the lead writer of A Mathematics Source Book for Elementary and Middle School Teachers: Key Concepts, Teaching Tips, and Learning Pitfalls, a resource book for teachers and professional developers. Debra has presented at local, state, and national conferences, with a particular interest in strategies for supporting English learners, and the use of diagrams when teaching concepts related to operations and proportional reasoning. Debra currently assists the West Contra Costa Unified School District with mathematics intervention programs and Oakland Unified School District small schools with teaching strategies for reaching English learners in mathematics classes. Debra has 17 years teaching experience in grades K-12.

Drew Kravin is a mathematics coordinator for the Alameda County Office of Education (ACOE), where he co-directs and teaches in several specialized professional development programs for teachers, K-12.  Among his responsibilities, he serves as co-director of ACCLAIM, the Alameda County Collaborative for Learning and Instruction in Mathematics, a professional development program in partnership with California State University East Bay that has provided training for over 2500 teachers since 2000.  He also serves as co-director of two California Mathematics and Science Partnership grants, whose purpose is to institutionalize mathematics coaching support in several districts.  Additionally, he is coordinator of the Student Work Profile, Internet-based software that facilitates teacher analysis of student work and that also includes a student online reasoning component.  Drew served as mathematics and assessment specialist at ACOE prior to his position as mathematics coordinator, was a visiting educator at the California Department of Education, and was a writer for state and national standards.  Drew has had a long-standing involvement in bilingual development both personally and professionally, including its connections to mathematics.  Drew has been a classroom teacher primarily at the elementary level and a mathematics educator K-12 for over 22 years.

Grace Dávila Coates is the Director of FAMILY MATH, an international program dedicated to bringing families together for the purpose of investigating mathematical ideas, raising awareness of the role of mathematics in education, and opening doors to mathematics understanding and appreciation. FAMILY MATH is based at the Lawrence Hall of Science at the University of California at Berkeley.  Grace is the primary author of Family Math for Young Children and Family Math II: Achieving Success in Mathematics.  She has designed many professional development models used statewide, nationally, and internationally, focusing on the needs of English learners in mathematics.  Grace has presented at local, state, and national conferences and has published numerous articles on mathematics education, English learners, family involvement, and language development.  Grace has been a bilingual classroom teacher in grades pre-K through 8 and a mathematics educator for 24 years.

Maria Dreux Carroll is an adjunct professor at San Francisco State University and Holy Names University in Oakland, California where she teaches pre-service teachers mathematics methods. She recently retired from her position as mathematics specialist with the Alameda County Office of Education, but has continued to co-direct the Regional Mathematics Peer Coaching Support Network.  Maria also worked as a mathematics specialist, coach and classroom teacher with the Oakland Unified School District, where she created a mathematics coaching support program for 25 Title I schools.  Maria became interested in the intersection of bilingual education, English language development (ELD) and mathematics. As a result, Maria began to develop special staff development presentations to address the needs of bilingual and English language learners. Maria has presented at local, state and national conferences addressing the needs of teachers in mathematics content and pedagogy.  Maria has been a classroom teacher in grades K-9 and a mathematics educator for more years than she wishes to count, including service in Washington D.C., Baltimore, Maryland, and Oakland, California.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By bradybunch
my daughter needed the book for a college class

0 of 0 people found the following review helpful.
Math resource
By Catherine Rolon
Great Book for math

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Senin, 22 Februari 2016

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Counseling for Post-Traumatic Stress Disorder, Third Edition, maps out how to therapeutically treat sufferers of post-traumatic stress disorder (PTSD) using a cognitive behavioral approach to treatment. Fusing the biological and psychological effects of trauma, the authors present practical strategies for use in counseling. Covering the full spectrum of post-traumatic states, the book provides a clear and detailed account of how these states can be recognized and includes chapters on post-traumatic responses; criteria for diagnosis; assessment; and the cognitive behavioral model for treatment.

  • Sales Rank: #1720120 in Books
  • Brand: Brand: SAGE Publications Ltd
  • Published on: 2006-07-27
  • Released on: 2006-07-11
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.53" h x .37" w x 6.69" l, .66 pounds
  • Binding: Paperback
  • 168 pages
Features
  • Used Book in Good Condition

Review
`...like all the other books in this series, a helpful overview of the subject' - The Samaritan

About the Author
Michael J Scott is a Consultant Psychologist specialising in the assessment and treatment of trauma and practising in Liverpool. This is his ninth text book and his books have included the Simply Effective CBT series and a self-help book for trauma victims and their friends and family, Moving On After Trauma. He taught CBT for 15 years at the University of Manchester and was External Examiner for the MSc in Cognitive and Behaviuoural Psychotherapies at the University of Chester. He is currently External Examiner at the Sheffield Hallam University.

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This yearly planner provides a weekly calendar with room for goals and to-do lists, 365 ideas for your professional and personal life, and more!

  • Sales Rank: #2221784 in Books
  • Brand: Corwin
  • Published on: 2006-05-08
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.96" h x .31" w x 6.08" l, .45 pounds
  • Binding: Paperback
  • 120 pages
Features
  • A weekly planning calendar with writing space for every day of the year.
  • Monthly themes, professional tips, motivators, and affirmations.
  • Room to record your weekly goals and "To Do" lists.With room for daily and weekly reminders,
  • Title - The Teacher"s Reflective Calendar and Planning Journal.
  • Sub Title - Motivation, Inspiration, and Affirmation.

Review
"This guide is a positive professional lifeline for us. It encourages teachers to take time to reflect while providing the affirmation to get up and go to the classroom for another day." (Mary Gale Budzisz 2005-11-10)

"This resource provides relevant, practical, and valuable career and life-sustaining activities. The process and strategies in this reflective journal are invaluable." (Laura M. Frey, Assistant Professor 2005-11-14)

"Great for new teachers and veterans alike. I would highly recommend it to enhance a mentoring program." (Mary Camp, Special Services Coordinator 2005-11-14)

"Let me say that, having not seen it before, I love it!" (Gretchen L. Seay, Program Specialist 2007-04-17)

About the Author

Mary Zabolio McGrath taught in the Bloomington, MN, public schools for 31 years, working as a classroom teacher, a demonstration teacher with the Project Read program, and as a special education teacher in the areas of learning disabilities, behavior disorders, and developmental delay. She has served as national secretary for the Council for Behavior Disorders and on the board of the Minnesota Council for Exceptional Children.

McGrath has written articles for educators, parents, caregivers, and the general public. In addition, she has authored/coauthored books on educational subjects.

Currently McGrath works as a professional speaker, working with schools, parents, and organizations to reflect on and improve the quality of career relationships and life transitions. She is a member of the National Speakers Association and Toastmasters International.

McGrath has a doctorate from the University of Minnesota in educational administration, with collateral work in organizational communication. She earned a master's degree in educational psychology.



Beverley Holden Johns brings her 35 years of experience working with students with learning disabilities (LD) and/or behavioral disorders (EBD) within the public schools to her current post as learning and behavior consultant and an adjunct instructor for MacMurray College, where she teaches the course on special education law, adaptations for the general education classroom, and EBD.

Johns is the lead author of ten books (and co-author of another) including Reduction of School Violence: Alternatives to Suspension, Techniques for Managing Verbally and Physically Aggressive Students, Surviving Internal Politics Within the School, Safe Schools, Teacher’s Reflective Calendar and Planning Journal, Effective Curriculum and Instruction for Students with Emotional/Behavioral Disorders, Students with Disabilities and General Education: A Desktop Reference for School Personnel, Getting Behavioral Interventions Right, Preparing Test-Resistant Students for Assessments: A Staff Training Guide, The Ethical Educator, and Motivating the Unmotivated Student. She has written a workbook to accompany a video for paraprofessionals entitled The Paraprofessional’s Guide to Managing Student Behavior and over 40 articles. She is co-author with Janet Lerner of the seminal college LD textbook, the 11th edition of Learning Disabilities and Related Mild Disabilities, and they are currently working on a college textbook on Students with Special Needs in General Education: Practical Adaptations and Teaching Strategies.

She is the 2000 recipient of the CEC Outstanding Leadership Award from the International Council for Exceptional Children, Past International President (and current board member) of the Council for Children with Behavioral Disorders, and the 2007 Recipient of the Romaine P. Mackie Leadership Service Award. Johns is listed in Who’s Who in America, Who’s Who of American Women, Who’s Who in American Education and Who’s Who Among America’s Teachers.

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Minggu, 21 Februari 2016

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This Handbook received an honorable mention at the 2009 PROSE Awards. The PROSE Awards annually recognize the very best in professional and scholarly publishing by bringing attention to distinguished books, journals, and electronic content in over 40 categories.

"This volume fills the tremendous void that currently exists in providing a much-needed lens for cultural leadership and proficiency. The approach provides a wide divergence of perspectives on African American forms of leadership in a variety of diverse leadership settings."
―Len Foster, Washington State University

The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, PK–12 school leadership, higher education, current issues, and education policy. The purpose of the Handbook is to articulate perspectives on issues affecting the participation and leadership of African Americans in PK–12 and postsecondary education. This volume also addresses historical and current issues affecting the education of African Americans and discusses current and future school reform efforts that directly affect this group.

Key Features

  • Promotes inquiry and development of questions, ideas, and dialogue about critical practice, theory, and research on African Americans in the United States educational system
  • Makes significant contributions to the scholarship on African Americans in the broad context of U.S. education and society
  • Addresses the central question―in what ways do African Americans in corporate, private, and public positions influence and shape educational policy that affects African Americans?

"The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy."
―TEACHERS OF COLOR

"A wise scientist once argued that to doubt everything or to believe everything often results in the same solution set; both eliminate the need for reflection. This handbook provides an intellectual space for those interested in true reflection on the human ecology of the African American experience in schools, communities, and society. The /Handbook of African American Education/ is a repository of information developed to advance the human service professional."
―William F. Tate IV, Washington University in St. Louis

"This handbook represents the most comprehensive collection of research on African Americans in education to date. Its breadth spans the historical, the political, institutional and community forces that have shaped educational opportunities and attainment among African Americans. The review of extant research on a range of topics from the role of culture and identity in learning, teacher preparation, educational leadership, to higher education and educational policy is far-reaching and cutting edge. This volume has historic significance and will become a classic collection on African American education for scholars and practitioners alike."
―Carol D. Lee, Professor, Northwestern University
Vice-President, Division G, American Educational Research Association

"This handbook is needed as a basic reference for professors and graduate students conducting research on the education of Blacks in America."
―Frank Brown, University of North Carolina at Chapel Hill

  • Sales Rank: #3017457 in Books
  • Published on: 2008-07-17
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.00" h x 1.40" w x 7.10" l, 2.55 pounds
  • Binding: Hardcover
  • 584 pages

Review
"This handbook represents the most comprehensive collection of research on African Americans in education to date. Its breadth spans the historical, the political, institutional and community forces that have shaped educational opportunities and attainment among African Americans. The review of extant research on a range of topics from the role of culture and identity in learning, teacher preparation, educational leadership, to higher education and educational policy is far-reaching and cutting edge. This volume has historic significance and will become a classic collection on African American education for scholars and practitioners alike."

Carol D. Lee, Professor, Northwestern University
Vice-President, Division G, American Educational Research Association (Carol D. Lee, Professor, Northwestern University 2008-03-03)

“A wise scientist once argued that to doubt everything or to believe
everything often results in the same solution set; both eliminate the
need for reflection. This handbook provides an intellectual space for
those interested in true reflection on the human ecology of the African
American experience in schools, communities, and society. The /Handbook
of African American Education/ is a repository of information developed
to advance the human service professional.”

William F. Tate IV

Edward Mallinckrodt Distinguished University Professor in Arts & Sciences, Washington University in St. Louis (William F. Tate IV 2008-03-03)

"The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy."
(TEACHERS OF COLOR 2008-12-29)

"It is an impressive volume that provides a breadth of information on the current status of African American education." (Paul O. Myhre Teaching Theology and Religion 2010-07-14)

About the Author
A former public school educator with teaching and administrative experience, Linda C. Tillman is a professor in the Educational Leadership program. Her teaching goals facilitate students' mastery of theoretical constructs and research design and allow them to co-construct multiple knowledge bases leading to more informed leadership theory and practice.

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Jumat, 19 Februari 2016

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Use the power of equity audits to help eliminate achievement gaps and educational bias!

 

Grounded solidly in theory and the use of data, this resource provides practical, easy-to-implement strategies for effectively using equity audits to ensure a high-quality education for all students, regardless of socio-economic class. Readers will discover how to increase equity awareness at school and district levels and remedy inequalities in teacher quality, program design, and student achievement by using:

  • A set of “inequity indicators” for evaluating schools, generating essential data, and identifying problem areas
  • Nine skill sets for improved equity-oriented teaching
  • Charts, graphs, and support materials that can be customized for specific settings

  • Sales Rank: #232412 in Books
  • Brand: Corwin
  • Published on: 2009-05-05
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.90" h x .50" w x 6.90" l, 3.00 pounds
  • Binding: Paperback
  • 152 pages
Features
  • A set of "inequity indicators" for evaluating schools, generating essential data and identifying
  • The NCLB Act in a positive way to create equity
  • Nine skill sets for improved equity-oriented teaching
  • Charts, graphs and support materials that can be customized for specific settingsIdeal for helping
  • Title - Using Equity Audits to Create Equitable and Excellent Schools

Review
"A good first step for school leaders looking to address inequalities in their schools. I particularly like the authors’ recognition that to conduct an equity audit is not enough―one needs to become an equity-oriented change agent." (Tonya Gau Bartell, Assistant Professor 2009-01-16)

"Achieving equity in our schools is not something we have to do for NCLB; it is something we must do for our kids! This book frames this task, tells us who can make it happen, and shows us how to do it." (Nic Cooper, Director of Secondary Student Services 2009-01-16)

"A myriad of ideas and suggestions that can be used on a small scale in a small school or department, or on a large scale throughout a district. The book is unique in my experience and makes a definite contribution. The chapter on developing teacher skills is the best and most useful account I’ve encountered in recent memory, and the entire premise of the book has the potential to raise the level of discourse on issues of equity in our schools, as well as what we can do to make schools better." (Mary Johnstone, Principal 2009-01-16)

"The book offers many wonderful strategies and suggestions. It allows leaders to institute analysis and change in a very effective manner." (Lawrence Kohn, Associate Professor 2009-01-16)

"Concise, coherent, thought provoking, inspiring, and a true call to action. The authors have set before us rich food for thought, dialogue, and action in very few pages of text!" (Judith A. Rogers, Professional Learning Specialist 2009-01-16)

"An excellent book for training those seeking administrative certification. The material is well-documented, useful for improving teacher quality, and a good guidebook for providing insights to reducing bias and prejudice in all aspects of academia. Succinct, useful, adaptable, and practical." (Sara E. Spruce, Professor of Education 2009-01-16)

About the Author

Linda Skrla is Professor of Educational Administration at Texas A&M University. Prior to joining the Texas A&M faculty in 1997, Linda worked as a middle school and high school teacher and as a campus and district administrator in public schools. Her research focuses on educational equity issues in school leadership, including accountability policy, high success school districts, and women superintendents. Linda is Vice President of Division A of the American Educational Research Association (AERA) and Editor of Educational Administration Quarterly. She has published extensively in academic journals and has co-authored and co-edited five other books, the most recent of which is Using Equity Audits to Create Equitable and Excellent Schools (Corwin Press, 2009).



Kathryn Bell McKenzie is Associate Professor of Educational Administration and affiliated faculty member in Women and Gender Studies at Texas A&M University. Prior to joining the faculty at Texas A&M, Kathryn worked for over 25 years in public education as a classroom teacher, curriculum specialist, assistant principal, principal, and Deputy Director of the University of Texas/Austin Independent School District Leadership Academy. Maintaining her commitment to practice and practitioners, Kathryn consults and researches extensively in public schools. Her areas of research include Equity and Social Justice in Schools, School Leadership, and Qualitative Methodology. Kathryn is also Associate Editor for Educational Administration Quarterly and Regional Editor for the International Journal of Qualitative Studies in Education. Kathryn has published extensively in the major journals in her field. She and her colleagues Dr. Linda Skrla and Dr. Jim Scheurich are the authors of the bestselling Corwin (2009) book, Using Equity Audits to Create Equitable and Excellent Schools.

James Joseph Scheurich is an associate professor in educational administration and the director of the Public School Executive Leadership Programs at The University of Texas at Austin. He is the author of two books, Anti-Racist Scholarship and Research Method in the Postmodern, and coauthor with Bob Donmoyer and Michael Imber of another, The Knowledge Base in Educational Administration. In addition, he and a coauthor have another book under contract and nearly completed, Equity and Accountability. He is the coeditor with Angela Valenzuela of the journal, International Journal of Qualitative Studies in Education. He is the author or coauthor of numerous articles in academic journals, including in Educational Researcher, Journal of Education Policy, Urban Education, Educational Administration Quarterly, Education and Urban Society, and the International Journal of Leadership in Education, among others. He also writes newspaper editorials and for education journals, such as Phi Delta Kappan. His doctorate was earned at The Ohio State University.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Helpful!
By Grateful Buyer
As an aspiring principal - I need all the tools available to help me with my current studies and when I am in office. This book helped explain what equity audits are and arrived in time for my power point presentation and paper. Great information in layman's terms as I am learning what it is to be an administrator.

0 of 0 people found the following review helpful.
Great tool for working through the process of an Equity ...
By Tami
Arrived on time and as described. Great tool for working through the process of an Equity Audit.

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Kamis, 18 Februari 2016

> Download Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies, by Elaine K. McEwan-Adkins

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Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies, by Elaine K. McEwan-Adkins

Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies, by Elaine K. McEwan-Adkins



Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies, by Elaine K. McEwan-Adkins

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Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies, by Elaine K. McEwan-Adkins

This second edition enhances the "five big ideas" for raising reading achievement with seven cognitive strategies and more than twenty "teaching for learning" tips for daily instruction.

  • Sales Rank: #2319622 in Books
  • Brand: Corwin
  • Published on: 2006-09-26
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.94" h x .47" w x 7.12" l, .88 pounds
  • Binding: Paperback
  • 224 pages
Features
  • Focus on changing what you can change
  • Teach the students who can’t read how to read
  • Teach every student how to read to learn
  • Motivate all students to read more, to read increasingly more challenging books, and to be accountable
  • Create a reading culture in your schoolWith new programs designed for adolescent learners, this update

Review

"Makes a distinct contribution to the field and should be mandatory reading for each and every building principal for every middle, junior high, and high school in the United States."

(Erin Rivers, Principal 2006-05-24)

"Provides a compelling case for strategies and goals based upon research and student achievement. The author offers real school case studies and the goals are clear and understandable."

(Rosemarie Young, Former President 2006-05-24)

"The book is based on 20 research-based reading strategies, incorporating these into a teacher's daily curriculum and routines and helping teachers with students who can't seem to learn to read. A 'must-have' reference." (California Bookwatch, December 2006 2006-12-14)

"Offers a reinforcing translation of available results into a practical guide that motivates school administrators and teachers to put research findings into actions." (PsycCRITIQUES, July 2007, Vol. 52(28) 2007-08-10)

About the Author
Elaine K. McEwan is an educational consultant with The McEwan-Adkins Group, offering professional development for educators to assist them in meeting the challenges of literacy learning in Grades Pre K-6. A former teacher, librarian, principal, and assistant superintendent for instruction in several suburban Chicago school districts, Elaine is the award-winning and best-selling author of more than three dozen books for educators. Her Corwin Press titles include Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals, Second Edition (2006), Seven Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement (2004), Ten Traits of Highly Effective Principals: From Good to Great Performance (2003), Making Sense of Research: What’s Good, What’s Not, and How to Tell the Difference (2003), Seven Steps to Effective Instructional Leadership, Second Edition (2003), Teach Them ALL to Read: Catching the Kids Who Fall through the Cracks (2002), and Ten Traits of Highly Effective Teachers: How to Hire, Mentor, and Coach Successful Teachers (2001).

McEwan was honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the National Distinguished Principal from Illinois for 1991. She received her undergraduate degree in education from Wheaton College and advanced degrees in library science (MA) and educational administration (EdD) from Northern Illinois University.

McEwan lives with her husband and business partner, E. Raymond Adkins, in Oro Valley, Arizona. Between them, Elaine and Ray have five children, fifteen grandchildren, and seven great-grandchildren.

Most helpful customer reviews

3 of 3 people found the following review helpful.
A 'must have' reference.
By Midwest Book Review
The second updated edition of a classic re-focuses and enhances five basic concepts for raising reading achievement using seven cognitive strategies. Far from being the author's own regimen, Raising Reading Achievement in Middle and High Schools is based on twenty resreach-based reading strategies, incorporating these into a teacher's daily curriculum and routines and helping teachers with students who can't seem to learn to read. New programs designed for adolescent learners also provide updates to developmental tools, evaluation methods and programs, and more. A 'must have' reference.

Diane C. Donovan

California Bookwatch

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Selasa, 16 Februari 2016

!! Get Free Ebook An Integrative Approach to Counseling: Bridging Chinese Thought, Evolutionary Theory, and Stress Management (Multicultural Aspects of Couns

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An Integrative Approach to Counseling: Bridging Chinese Thought, Evolutionary Theory, and Stress Management (Multicultural Aspects of Couns

An Integrative Approach to Counseling: Bridging Chinese Thought, Evolutionary Theory, and Stress Management offers a global and integrative approach to counseling that incorporates multiple concepts and techniques from both eastern and western perspectives. The book identifies commonalities rather than the differences between them. The book also compares and contrasts the underlying cultural assumptions of western counseling with those of the Chinese perspectives of Confucianism, Daoism, and Buddhism, relative to integrating and applying a more global approach to helping individuals functionally adapt to challenges in their environments. The book will be used by faculty and students in those advanced undergraduate and graduate courses in psychology, counseling, or social work that cover such areas as introduction to counseling, counseling skills and techniques, counseling theories, multi-cultural awareness and counseling, and stress management.

  • Sales Rank: #1775672 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2007-05-23
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.25" h x 6.00" w x .75" l, .0 pounds
  • Binding: Hardcover
  • 296 pages
Features
  • Used Book in Good Condition

About the Author

Robert Santee is a Full Professor of Psychology at Chaminade University of Honolulu, in Hawaii, where he is the Dean of Behavioral Sciences, the Director of the Masters of Science in Counseling Psychology Program, the Coordinator for the undergraduate Psychology program and the University Assessment Facilitator. He has been employed full-time at Chaminade University for 12 years.

Dr. Santee has a PhD in Philosophy (general focus in Asian Philosophy, specific focus in Chinese Philosophy and a specialization in Daoism), a PhD in Educational Psychology (focus in assessment and psychometrics), a Masters in Counseling and Guidance (Community Counseling), a Masters in Philosophy (specialization in Daoism), and a Masters in Educational Foundations (focus on examining teaching methods of Kendo). Dr. Santee is a Nationally Certified Counselor.

Dr. Santee has developed and teaches Daoist Psychology, Buddhist Psychology, Psychology of T’ai Chi Ch’uan, Health and Stress Psychology, and Evolutionary Psychology in the undergraduate psychology department. He also has developed and teaches Introduction to Chinese Thought, Taoism (Daoism) and Confucianism for the religion department. At the graduate level, he teaches a class in Health, Stress Management and Counseling and a class in Cross-Cultural Counseling. Tai Ji Quan (T’ai Chi Ch’uan), and Qi Gong (Ch’i Kung) are incorporated in both graduate classes, all three religion classes, and three of the undergraduate classes.

His examination of the relationship between Western counseling, Chinese thought, evolutionary theory/psychology, the stress response and stress management has resulted in writing and presenting papers at conferences in Taipei (Taiwan), Tiantai (China), Chengdu (China), and Honolulu, Hawaii. His exploration of the relationship between Western Counseling and Chinese thought has been guided by his training in Chinese martial arts. He is a student, practitioner, and teacher of Tai Ji Quan (T’ai Chi Ch’uan), and Qi Gong (Ch’i Kung). He is also a practitioner and student of Ba Gua Zhang (Pa Kua Chang).

Dr. Santee has worked full-time (16 years) as an operating room technician assisting in surgery and full-time (5 years) as a Psychological Examiner administering IQ, Achievement, and Personality tests.

Most helpful customer reviews

4 of 6 people found the following review helpful.
Finally !
By Ronald A. Zelman
"I imagine future thinkers in whom European-American indefatigability is combined with the hundredfold inherited contemplativeness of the Asians: such a combination will bring the riddle of the world to a solution. In the meantime the reflective free spirits have their mission: they are to remove all barriers that stand in the way of a coalescence of human beings." (Friedrich Nietzsche, 1876 from the book Nietzsche and Asian Thought by Graham Parkes.) It took over 100 years Friedrich, but the book was worth waiting for! Thank you professor Santee for making the "Bridge" so easy to cross. I felt like I was eavesdropping on a conversation between Eastern and Western thinkers.

0 of 0 people found the following review helpful.
Eastern and Western philosophy combined
By Mike E.
Well written and a brilliant unorthodox approach to modern day psychology.

0 of 0 people found the following review helpful.
Five Stars
By Rodgie Mark T. Bucsit
great

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