Education / Educational sciences / Pedagogy Books

Book SynopsisGal Gvili examines how Chinese writers’ image of India shaped the making of a new literature and spurred efforts to achieve literary decolonization. She argues that multifaceted visions of Sino-Indian connections empowered Chinese literary figures to resist Western imperialism and its legacies through novel forms and genres.Trade ReviewGvili’s brilliant study unearths the archives of modern China’s India and their stakes for the present. Imagining India in Modern China showcases the importance of Indian literature to Chinese anticolonial thought. More startlingly, it has us revisit the British Empire’s role in India-China relations as a literary—and not just a historical—mediation. -- Tamara T. Chin, author of Savage Exchange: Han Imperialism, Chinese Literary Style, and the Economic ImaginationThis book frees us from the usual story of China and the West and points to new horizons for scholarship and teaching. Imagining India in Modern China will astonish readers with its rich array of sources and its stories of writers and thinkers who traveled—and read, wrote, and translated—across the Pacific and Indian Oceans. -- Michael Gibbs Hill, author of Lin Shu, Inc.: Translation and the Making of Modern Chinese CultureRich in historical detail, Imagining India in Modern China offers a fascinating look at the development of comparative anticolonial thinking and its imagination of a shared precolonial Asian past. Gvili shows how this attempt to get past the colonial world struggled with the dominance of its knowledge practices, especially those codified in English. An invaluable work for scholars of world literature and Global South literature and thought. -- Aamir R. Mufti, author of Forget English! Orientalisms and World LiteraturesImagining India in Modern China offers an outstanding and much-needed analysis of the Chinese engagement with Indian literature during the twentieth century. Through detailed case studies and by demonstrating the possibilities and limitations of the “south-south” paradigm, Gvili makes significant contributions to the fields of postcolonial studies, Asian literature, and China-India studies. -- Tansen Sen, author of India, China, and the World: A Connected HistoryGal Gvili's remarkable Imagining India in Modern China is a fascinating and pathbreaking exploration of the importance of India to modern Chinese literature and culture, and in particular the anticolonial dynamics of the Chinese Indian imagination. Contributing significantly to the decolonization of both comparative literature and Asian studies and reconfiguring China-India engagement, this book charts much-needed scholarly pathways. -- Karen Thornber, author of Global Healing: Literature, Advocacy, CareImagining India will offer provocative reading for all those working on China and the Global South, as well as on issues of realism and religion in modern Chinese literature. * Modern Chinese Literature and Culture Resource Center *Table of ContentsAcknowledgmentsIntroduction: South-North-South1. Unsettling the Violence of Comparison2. What Is Rising There in the East?3. Folklore, (Il)literacy, and Cyclical Realism4. Śakuntalā in ChinaEpilogue: After 1962: The Ongoing Literary Work of MourningNotesBibliographyIndex

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Book SynopsisSet up your writing block quickly and easily with a simple, research-based framework Schools need their writing instruction simplified. Most classrooms share writing time with another subject, making it difficult for students to receive the direct writing instruction they need. Between the lack of time, increased gaps in writing skills, and inconsistent writing curriculum, teachers are struggling to bring their students up to grade level. Simplify Your Writing Instruction provides you with a classroom-tested framework that helps you set up your writing block within the limited time and resources you have. Step by step, this practical guide shows you how to amplify your students' writing skills, employ simple feedback opportunities and interventions, streamline your lessons, use simple differentiation techniques to help reach students of all ability levels, and more. Author April Smith is a former teacher who has trained more than 50,000 K-12Table of ContentsIntroduction xi Part One The Fundamentals 1 One Common Struggles 3 Time 5 Varying Student Ability Levels 6 Lack of Training and Curriculum 6 Addressing These Struggles 7 Two What Really Matters 9 Having Simple Systems in Place 11 Utilizing Data 11 Uncomplicated “Bite-Sized” Lessons 11 Filling in Gaps Using Differentiation 12 Providing Feedback and Support 12 Three Make Writing a Priority 13 My Story 15 What I Learned 15 What This Means for You 16 Part Two The First Three Weeks 19 Four The Power of Informal Pre-Assessment 23 Why Pre-Assess at All If Time Is an Issue? 25 What Pre-Assessment Should Look Like 25 The Purpose behind Using Multiple Prompts 27 Five Make Observations and Record Important Data 31 What Is Actionable Data? 33 The Recording Process 34 Recording Important Whole Group Skills 35 “Big Picture” Skills: Interest and Writing Stamina 36 Sentence and Paragraph Writing 37 Complexity of Ideas 38 Technology Knowledge 39 Other Whole Group Categories 40 What This Means for My Whole Group Instruction 40 Whole Group Grammar Knock-Out List 41 The Order Matters 41 Recording Individual Skills 42 Setting Goals and Recording Success 43 Six Build a Foundation 47 Interest and Attitude 51 Addressing Your Own Writing Baggage 51 Cultivating a Positive Classroom Environment 53 Writing Stamina 54 Days 3–5: Practice, Practice, Practice 56 Sentence and Paragraph Writing 56 Paragraph Writing Intervention 60 Idea Generation 63 Final Thoughts 66 Seven Use Pre-Assessment Data to Modify Future Lessons 69 Modify Expectations 71 Frontload or Reteach 71 Use Tools 72 Banishing Feelings of Being Overwhelmed 72 Part Three A Simple Framework for Your Writing Instruction 73 Eight Prepare Your Classroom 77 Writing Block Schedule 79 Whole Group Mini-Lesson 79 Independent Student Writing Time 79 Closure 79 Meeting Place and Student Work Areas 80 Classroom Procedures 81 Nine Start Your First Writing Unit with Efficient Mini-Lessons 85 Planning Mini-Lessons 87 The Importance of “Bite-Sized” Mini-Lessons 87 Bird’s-Eye View Planning 88 Daily Planning 89 Unit: Personal Narrative Writing – Day 3 EXAMPLE LESSON PLAN 90 The Secret Sauce: A Well-Planned Teacher Model 92 Implementing Mini-Lessons 93 Independent Writing Time 95 Transitioning from Mini-Lesson to Independent Writing Time 96 Reinforcing Skills during Independent Writing Time 97 Ten Prepare for Early Finishers and Students Who Are Stuck 101 Resources for Students Who Are Stuck 104 Students Falling Behind 109 Eleven Incorporate Grammar 111 Choosing Which Grammar Concepts to Teach 113 Incorporating Grammar Skills into a Lesson 114 Utilizing Direct Grammar Instruction 117 What Direct Grammar Instruction Looks Like 120 Ways to Apply Newly Acquired Grammar Skills in Context 123 What to Do If Students Still Don’t Get It 124 Other Ways to Fit in Grammar Practice 124 Part Four Meeting Individual Needs 129 Twelve Support Students through Small Group Instruction 133 Planning Small Group Instruction 135 Setting Goals and Recording Growth 143 Thirteen Provide Individualized Feedback through Writing Conferences 149 A Process that Works 151 Fourteen Integrate Peer Feedback Systems 161 Opportunities for Peer Feedback 164 Teaching Students How to Conduct Peer Feedback Sessions 165 Fifteen Support Students with Learning Disabilities 171 How Learning Disabilities Affect Writing Ability 173 Sixteen Support English Language Learners 177 Sentence Frames 180 Vocabulary Tools 181 Seventeen Grade with a Student-Centered Approach 183 Mastery-Based Grading 185 Standards-Based Grading 186 Grading Tools 187 Scoring with Rubrics 187 Appendix: Reproducible Pages 191 About the Author 215 Acknowledgments 217 How to Access the Downloadable Resources 219 Works Cited 221 Index 223

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Book SynopsisThe chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, PubliTable of ContentsIntroduction: The metamorphosis of early childhood theorists and pioneers Part I: Developmental Theories in Early Childhood Education 1. Theorists and their developmental theories 2. Revisiting Piaget, his contribution to South African early childhood education 3. Continuing the heritage of Vygotsky as a complexivist: insights from a research project among pre-primary learners in Mauritius 4. Vygotsky’s contributions to understandings of emotional development through early childhood play 5. Vygotsky’s theory in- play: early childhood education 6. Contemporary principles to lead understandings of children’s learning: synthesizing Vygotsky, Rogoff, Wells and Lindfors 7. A review of Kohlberg’s theory and its applicability in the South African context through the lens of early childhood development and violence 8. The promise and the practice of early childhood educare in the writings of Urie Bronfenbrenner 9. The impact of B. F. Skinner’s science of operant learning on early childhood research, theory, treatment, and care 10. The psychosocial development theory of Erik Erikson: critical overview 11. Bruno Bettelheim: contradictions, controversies and continuities 12. The contributions of Alfred Adler (1870–1937) to the understanding of early childhood development Part II: Pioneers and their Curriculum Programs 13. Early childhood education pioneers and their curriculum programs 14. Pestalozzi and pedagogies of love: pathways to educational reform 15. Froebel’s kindergarten and its movement in Germany and the United States 16. Friedrich Froebel: a path least trodden 17. Friedrich Froebel: interpolation, extrapolation 18. Montessori as an alternative early childhood education 19. Math achievement outcomes associated with Montessori education 20. A study on the effect of Montessori Education on self- regulation skills in preschoolers 21. How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next 22. Sustaining curiosity: Reggio-Emilia inspired learning 23. How teachers, peers, and classroom materials support children’s inquiry in a Reggio Emilia- inspired preschool 24. Mikhail Bakhtin: a two- faced encounter with child becoming(s) through dialogue 25. Waldorf inspired hyper- imaginative learning trajectories: developing new media literacies in elementary education 26. Seeing infants differently: Magda Gerber’s contributions to the early care and education field and their continuing relevance 27. A potpourri of philosophical and child development research- based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance? 28. Early childhood theories, ideals and social- political movements, an oral history study of pioneers in the second half of the twentieth century

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Book SynopsisHelp close the STEM gap through theory and practical tools Containing all of the practical tools needed to put theory into practice, STEM for All by Leena Bakshi McLean provides a roadmap for teachers, instructional coaches, and leaders to better understand the challenges that create low engagement and scores in STEM subjects and implement exciting and culturally relevant teaching plans. This book covers a wealth of key topics surrounding the subject, including classroom culture, discourse, identity, and belonging, family and community participation, and justice-centered core learning. This book uses the Connect, Create, and Cultivate framework from STEM4Real, an organization that provides socially just and culturally relevant STEM teaching and standards-based learning strategies, combined with stories and case studies of real students throughout to provide context for key concepts. In this book, readers will learn about: Six pillars that can throw off t

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Book SynopsisTrade Review"One of The Wall Street Journal's Best of the February Bookshelf""An engaging apologia for liberal education. . . . [Marks] blends humor with argument as he makes his case for a renewed vision of higher learning."---John J. Miller, Wall Street Journal"Marks’s vision of a newly energized liberal education is appealing, and Let’s Be Reasonable is an important and timely book. Blending anecdote and theory in a superb accessible style, Marks comes across as the professor we all wish we had: the one who gets students excited about Plato or Rousseau, who challenges them to think more deeply and often gets them to meet that challenge."---Andrew Pessin, Commentary"Instead of attempting to rule our opponents out of line, we might try reasoning with them. Thankfully [Let’s Be Reasonable] explains and models how to do it"---Damon Linker, The Week"A thoughtful . . . contribution to debates about the value of higher education." * Kirkus Reviews *"Jonathan Marks’s Let’s Be Reasonable: A Conservative Case for Liberal Education shows what higher education can be at its best. . . . Marks shows why academic freedom is worth fighting for – he documents what a liberal education can do."---Kenneth S. Stern, The Times of Israel"An important and timely book that should interest anyone, left, right, or center, concerned about higher education in general and the campus anti-Israel movement in particular. Let’s Be Reasonable is indeed a calming voice of reason amidst the frenetic shouting occurring both on and about campuses. Blending anecdote and theory in a superb and accessible style . . . Marks comes across as the professor we all wish we had."---Andrew Pessin, Times of Israel"Let’s Be Reasonable: A Conservative Case for Liberal Education is, indeed, a reasonable book. . . . Everyone needs to be exposed to his ideas on higher education’s ultimate purpose."---Jay Schalin, The James G. Martin Center for Academic Renewal"Marks’s dual status as both a man of the right and a longtime academic positions him well to argue that universities must commit themselves more fully to the task of shaping reasonable people and that, despite their present flaws, all is not lost. Marks can speak both to university insiders and to their outside (often right-leaning) critics."---Thomas Koenig, The Bulwark"In straddling both sides of the debate, Marks has his work cut out for him. It’s a tribute to his wit, good sense, and, indeed, reasonableness that he largely succeeds. . . . Marks’ hopeful argument is a timely rebuttal to the kind of scorched-earth conservatism now ascendant on the intellectual right."---Richard Aldous, American Purpose"Let’s Be Reasonable offers an incisive analysis of the terrain of the contemporary American university, one that anyone interested in understanding higher education should read."---Jenna Silber Storey, Society"Marked by good humor, engaging anecdotes, and reassuring evidence that all is not lost in higher education."---Matthew Stewart, University Bookman"Recommended." * Choice *

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Book SynopsisGain the skills and confidence you need to succeed on the Praxis Core Praxis Core Study Guide For Dummies helps you perform at your best on the Praxis Core Academic Skills for Educators Exam. With information on every section of the exam, plus full-length practice tests in the book and online, this helpful study guide is essential for anyone who wants to start a career in education. Hone your skills in reading, writing, and mathematics. Then demonstrate what you've learned with six practice tests (two in the book and an additional four onlineplus answer explanations!) that will help you work your way toward a passing score. Handy test-taking strategies, customizable study plans, and insider tips are here, tooso you'll be in the know on test day. Brush up your knowledge of math, reading comprehension, and writing skillsImprove your chances of passing the Praxis Core examAchieve a major milestone in your path toward a career in education If you need to pass the Praxis Core to get your teaching certification, this Dummies test prep guide is for you.

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Book SynopsisA unique and effective way to learn Algebraâupdated with the latest instruction and reviewMust Know High School Algebra provides a fresh approach to learning. As part of our Must Know series, this new edition makes sure what you really need to know is clear up-front. Rather than starting with goals to be met, chapters begin by telling you the most important concepts about the topic at handâand then show you exactly how these concepts help you accomplish your goals.Written by excerpt algebra educators, Must Know High School Algebra, Second Edition provides updated lesson content and useful examples to help clarify each topic. Every chapter closes with reinforcing exercises to get you the practice you need to gain confidence. New features to this edition focus on extra support and helping you avoid common mistakes. In the end, you get everything you need to build your algebra skills quickly and painlessly.Features:Mo

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Book SynopsisPractical andinsightful solutions to the growing problem of academic dishonesty InCheating Academic Integrity: Lessons from 30Years ofResearch, a team of renowned academic integrity expertsdelivers revealing and practicing insights into the causes ofand solutions toacademic cheating by students. This edited volume combines leading research froman interdisciplinary group of scholars, offering readers an overview of the most important topics and trends in academic integrity research. The book focuses on teaching, classrooms, and faculty behaviorand offers a glimpse into the future of this rapidly developing field. Readers will also find: Discussions of the newestforms of cheating, including online contract cheating and paper mills and the methods used to combat them Explorations of the prevalence of cheating and plagiarism between 1990 and 2020 Psychological perspectives on the student motivations underlying academic integrityTable of ContentsList of Authors xi Chapter 1 Cheating Academic Integrity: Lessons from 30 Years of Research 1Tricia Bertram Gallant and David A. Rettinger Chapter 2 Trends in Plagiarism and Cheating Prevalence: 1990–2020 and Beyond 11Guy J. Curtis Chapter 3 The Past and Future of Contract Cheating 45Thomas Lancaster Chapter 4 Academic Motivation and Cheating: A Psychological Perspective 65Eric M. Anderman, Shantanu Tilak, Andrew H. Perry, Jacqueline von Spiegel, Arianna Black Chapter 5 The Moral Puzzle of Academic Cheating: Perceptions, Evaluations, and Decisions 99Talia Waltzer and Audun Dahl Chapter 6 It’s in the Pedagogy: Evidence-Based Practices to Promote Academic Integrity 131Jacqueline A. Goldman, Mariko L. Carson, Jennifer Simonds Chapter 7 Beyond Doing Integrity Online: A Research Agenda for Authentic Online Education 169Douglas Harrison and Sharon Spencer Chapter 8 Celebrating 30 Years of Research on Academic Integrity: A Review of the Most Influential Pieces 201Ann M. Rogerson, Tricia Bertram Gallant, Courtney Cullen, Robert T. Ives Chapter 9 The Next 30 Years: Lessons Learned and Predictions about the Future 233David A. Rettinger, Tricia Bertram Gallant Index 241

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Book SynopsisScales for Identifying Gifted Students (SIGS) is the most comprehensive observational instrument available for identifying gifted students ages 5–18. Used as part of a comprehensive process for identifying gifted children, the SIGS offers schools an instrument with extensive statistical and research support. This standardized, norm-referenced instrument is completed by teachers or parents and provides an effective method for identifying gifted children. The SIGS consists of two rating forms that can be used together or independently (a Home Rating Scale and a School Rating Scale). The SIGS is composed of seven scales: General Intellectual Ability, Language Arts, Mathematics, Science, Social Studies, Creativity, and Leadership. Each contains 12 items that are rated using a Likert-type scale. The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. Nationally normed and standardized based on more than 65,000 completed scales and 250,000 item responses, the new SIGS-2 offers powerful statistical support for using the SIGS-2 as a tool for increased equity in gifted and talented programs. The SIGS offers schools several key benefits. The rating scale: is easily completed by teachers and parents, identifies ability in seven areas critical to meeting the federal definition of gifted and talented, features separate teacher and parent forms, is free of gender and ethnic group bias, has comprehensive and advanced statistical support, and is standardized and nationally normed. To explore the full collection of SIGS-2 print and online resources, please visit: https://www.routledge.com/go/scales-for-identifying-gifted-students-sigs.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Using natural resources has long been part of the Montessori and Steiner philosophies and some mainstream early years provisions were already starting to emulate this practice. The recent popularity of Forest Schools demonstrates how practitioners recognise the benefits of offering children open-ended activities using natural resources. Not all settings are fortunate enough to have access to a forest or indeed have staff who are Forest School trained, but it is possible to create naturalistic playspaces. Without specialist training practitioners will learn easy ways to develop their children's understanding of

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Book SynopsisFor those working with children, effective communication is a crucial part of building relationships and encouraging children's emotional and intellectual development.This practical guide identifies the child and their relationship with the adult as the basis upon which real communication can be made. Topics covered include non-verbal communication, attentive listening, empathy, the part played by questions, working constructively with conflict and criticism, and communicating in groups. It also draws on the innovative ideas found in social pedagogic theory and practice, such as communicating with your head, hands and heart and how to differentiate between the personal, the professional and the private in your interactions. The book contains exercises, topics for personal reflection or group discussion, and suggestions for observations.This will be an excellent source of advice and ideas for all those in the children's workforce including early years professionals, teachers, social workers, counsellors and practitioners working with children in care, including foster carers.Trade ReviewPetries's book, now in its third edition, is intended for people who work with or intend to work with children and young people in settings that range from nurseries to child minding, adventure playgrounds, clubs, play schemes, fostering and residential care. The third edition enlarges on previous editions with ideas from social pedagogy and interpersonal communication... The book aims to introduce ideas and values of social pedagogy that help practitioners become aware of the centrality of relationships and interpersonal communication to their practice, understand that effective interpersonal communication depends on acquiring relevant skills, and learn to communicate with respect and recognition of service users' equal worth... Petrie's deceptively simple approach succeeds in explaining how to deal with some complex practice situations... Petrie succeeds in conveying useful knowledge that could help practitioners to develop their skills. -- European Journal of Social WorkThis book makes social pedagogy accessible, and places "relationships" as the central core of all work with children and young people. It is aimed at individuals and groups and is a good, easy to read introduction to the theories of social pedagogy. It should be accessible to all workers who are either in training, learning how to understand children, and for more experience workers who wish to reflect on their own practice by taking as its central tenet how we understand "ourselves" in relation to those children... This book appears to offer a simple approach to learning about supporting children's pro-social development, relationships and language growth. It is much more than that. It challenges our individual conceptual frameworks of "who we think we are" and "what we think we are doing" when we work with children. There is much tolerant here. -- Young Minds MagazineA range of practitioners working with children and young people can use this book. In supporting students, supervisors and workforce development it offers a wealth of sources for courses and study... It is wonderful that this book does not assume that all problems can be solved but is grounded in the reality that things can be made better. It includes frequent reminders about how to overcome everyday obstacles to communicating with each other... Using this book we will help practitioners to start in the right place, as the development of children starts with communication. -- Children & Young People Now[This] is a clearly written and well-structured introduction to developing interpersonal communication skills in the "people work" of health, social care and education... The book is an excellent resource for workers at all levels in these settings, and could also be used to develop training days for staff. Full of practical tips and examples, observations tasks, opportunities for reflection, and learning exercises, the reader is helped to apply the ideas in a very practical way. -- Chris Taylor, children’s home manager, trainer, and author of A Practical Guide to Caring for Children and Teenagers with Attachment DifficultiesThis is a most accessible and readable book that will reach and engage the very wide range of professionals who work with children, young people and families. Pat Petrie has managed to make a practical handbook lively with excellent and imaginative case studies. It should prove to be very useful stimulating course material, drawing students into the kaleidoscopic world of social pedagogy. The author’s realistic, optimistic and thorough understanding of the subtleties of interpersonal relations and group dynamics gives the reader many insights and confidence in her professional expertise. -- Mary Fawcett, early years consultant and author of Learning Through Child ObservationPeople who are new to working with children and young people, and those interested in understanding and developing social pedagogical practice, will find that Petrie's Communication Skills for Working with Children and Young People provides excellent foundational reading, with related topics to reflect on and suggestions for activities to test out some of the theories and concepts... Petrie's narrative voice speaks well to less experienced practitioners by clearly explaining the concepts and ideas, and examining them in different practice settings and situations. -- Robyn Kemp, Consultant and Director, Kemp Consultancy Ltd. * Special Issue of SIRCC Journal (Scottish Journal of Residential Child Care) *Table of ContentsAcknowledgements. Introduction. 1 Interpersonal communication and social pedagogy. 2. Preverbal communication. 3. Careful listening. 4 Being an encouraging listener. 5. Feedback. 6. Reflecting feelings. 7. Communications about yourself. 8. Questions. 9 Messages about power, messages about equality. 10. Conflict: when you are criticised. 11. Conflict: confronting problems. 12. Communicating in groups and meetings. 13. Confidentiality. 14. Interpersonal communication in children's services – overview. References. Index.

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Book Synopsis"A stunning account."?Kirkus, starred review?This profoundly literate memoir of courage stuns and moves, and in its ferocious honesty, delights.??Mark Medoff, Oscar-nominated screenwriter of Children of a Lesser GodTake It Lying Down is ?a movingly intricate weave?a detailed and poetic chronicle of healing against all odds, an intense love story, a narrative of a young man?s journey from Maine to New Mexico and adulthood, and a book of literary inspiration and wisdom . . . this is not a medical book, not a self-help book: it?s a literate, occasionally theatrical, surprisingly buoyant, always philosophical and compelling journey through one man?s life.??From the Foreword by Len JenkinSix months shy of retirement and on a family vacation in Mexico, Jim Linnell steps off the porch of a rented guest house and breaks his neck. He is medevacked to his hometown hospital in Albuquerque and from there to a spinal cord injury hospital in Denver, where he learns he may live the rest of his life as a quadriplegic. How does a person absorb such news?Jim?s injury is incomplete: He has a two-year window for improvement. After three months of rehabilitation at the hospital, he and his wife, Jennifer, return to their home with an armada of equipment for his therapy, a heavy dose of anxiety about how they will manage together, and many unanswerable questions: Will Jim get better? What kind of future will they have? Can they move past denial to accept the possibility that Jim may remain a quadriplegic?Take It Lying Down portrays a man reclaiming his life from catastrophe?it is a book of exemplary courage.

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Book SynopsisA UNIQUE NEW APPROACH THATâS LIKE A LIGHTNING BOLT TO THE BRAINYou know that moment when you feel as though a lightning bolt has hit you because you finally get something? Thatâs how this book will make you react. (We hope!) Each chapter makes sure that what you really need to know is clear right off the bat and sees to it that you build on this knowledge. Where other books ask you to memorize stuff, weâre going to show you the must know ideas that will guide you toward success in Spanish. You will start each chapter learning what the must know ideas behind a Spanish subject are, and these concepts will help you with your classwork and on exams.Dive into this book and find:â   250+ practice questions that mirror what you will find in your classwork and on examsâ   A bonus app with 100+ flashcards that will reinforce what youâve learnedâ   Extensive examples that drive hoTable of ContentsIntroduction The Flashcard App—with Audio! 1 Pronouncing Spanish Patterns of Spanish Sounds Using Accent Marks—¿Sí o no? Running Words Together 2 Being Friendly Saying Hello Meeting New People Welcoming New People Being Polite at a Meal Celebrating Being Polite Emergencies Saying Goodbye 3 Developing a Spanish Vocabulary Noun Cognates Adjective Cognates Verb Cognates Adverb Cognates 4 Identifying People Possessives Ser, the Verb That Tells Who People Are Subject Pronouns Asking Questions DIÁLOGO Chicos nuevos Identifying People by Nationality Identifying People by Ethnicity Identifying People by Sexual Orientation Identifying People by Religion Learning Where People Are From Using de DIÁLOGO Profesores de español 5 Talking About Family Tú: Another Word for “you” When Talking to Friends and Family The Plural of “you” “We are” “They are” Making Nouns Plural Possessives—Singular and Plural Talking About Two or More Relatives DIÁLOGO Apellidos LECTURA La familia Martínez 6 Talking About Jobs What Do You Do? Jobs and Professions DIÁLOGO Médicos Showing Possession with de Making Jobs More Specific with de Y and también—Together Ni and tampoco Showing Contrast with pero LECTURA Nuestros vecinos y sus trabajos 7 Describing People Descriptive Adjectives Describing People Using the Indefinite Articles un, una, unos, unas Showing the Strength of an Adjective Making Comparisons Superlatives Tener, a Verb Used to Describe Parts of the Body The Numbers 0–29 Indicating Age with tener DIÁLOGO Vecinos nuevos LECTURA Mi compañera de cuarto 8 Identifying and Describing Things Common Things in Our Lives Things We Use on a Daily Basis In the Classroom In the Office Around the House Things Found Outside Using Long-Form Possessives Describing Things with Adjectives Describing Things by Size Describing Things by Shape Describing Things by Color Describing Things by Other Qualities Describing Things with Nouns Describing What Things Are Made Of Describing Things by Category DIÁLOGO Regalos LECTURA Modos de transporte DIÁLOGO En una tienda de ropa 9 “It,” Counting to Infinity, and Abstract Nouns Using Direct Object Pronouns Numbers from 30 Up DIÁLOGO Conversación entre un maestro y la directora de la escuela Abstract Nouns LECTURA Lo más importante en la vida 10 Times, Dates, and Events Telling Time The Days of the Week The Calendar LECTURA ¿De qué signo eres? Events—What, When, and Where DIÁLOGO Invitación Using ir: Going to an Event 11 How People Feel, the State of Things, and the Weather Talking About How Someone Feels Adverbs That Describe Conditions Adjectives That Describe Conditions Making Adjectives Weaker or Stronger Using tener: When Something Is Wrong with Someone DIÁLOGO ¡Mi pobre mamá! Describing the Condition of Places and Things LECTURA Estamos nerviosos Reporting the Weather DIÁLOGO Visita a Argentina 12 Indicating Location Indicating Location with estar DIÁLOGO Prueba de geografía Indicating “in,” “on,” and “at” with Spanish en Places Where You Can Be Other Prepositions That Show Location LECTURA Mi dormitorio Indicating Location Using con DIÁLOGO Muchacho perdido 13 Describing Facts and Common Activities The Infinitive -ar Verbs Conjugating -ar Verbs in el tiempo presente Asking Yes/No Questions with -ar Verbs Asking What Someone Does on a Regular Basis Asking for Information with -ar Verbs Using Adverbs to Tell How Things Are Done DIÁLOGO La vida de una estudiante Using Stem-Changing -ar Verbs -er Verbs Conjugating -er Verbs in el tiempo presente Using Stem-Changing -er Verbs Other Common Stem-Changing -er Verbs DIÁLOGO Estar en forma Some Useful -er Verbs That Have Irregular yo Forms Other Verbs Whose Infinitives End in -cer Verbs Whose Infinitives End in -ger -ir Verbs Conjugating -ir Verbs in el tiempo presente The Verb salir, an -ir Verb with an Irregular yo Form Using Stem-Changing -ir Verbs DIÁLOGO Un consejo The Verbs decir (i) and venir (ie)—Two Stem-Changing -ir Verbs with Irregular yo Forms Verbs Whose Infinitives End in -uir The Verb oír The Verb elegir—and Other Verbs Whose Infinitives End in -gir Verbs Whose Infinitives End in -cir 14 Describing Actions Toward People and Things Verbs That Cannot Take a Direct Object Noun or Pronoun Verbs Used with Direct Object Nouns and Pronouns Direct Objects That Are Things Placement of Direct Object Pronouns Direct Objects That Are People More Practice with Direct Objects LECTURA Mejores amigos DIÁLOGO Ayuda con la tarea 15 Speaking Reflexively and Impersonally Infinitives That Include -se Common Verbs That Take Reflexive Pronouns— and How to Translate Them into English LECTURA Rutina diaria DIÁLOGO De vacaciones Reciprocal Verbs: How to Say “each other” in Spanish The Impersonal se 16 Giving, Showing, and Telling Indirect Object Pronouns Giving: The Verb dar LECTURA Dictados Showing and Telling: The Verbs mostrar and decir Asking and Answering Questions DIÁLOGO ¡Feliz cumpleaños! Direct and Indirect Objects Together LECTURA Bailes latinos DIÁLOGO Hermanos unidos 17 Expressing Feelings Two Common Ways to Express Your Feelings Customizing verbos psicológicos for Singular and Plural Subjects Talking About Activities That You Enjoy—or Not! DIÁLOGO Actividades favoritas LECTURA A cada uno lo suyo (“To each his own”) 18 Describing Activities in Progress Expressing “now” Forming the Gerund in Spanish The tiempo presente progresivo: estar + Gerund DIÁLOGO Conversación por teléfono Indicating How Long an Activity Has Been Going On Indicating How Long Since Something Happened: hace Indicating the Start of an Action That Is Still Going On: desde DIÁLOGO ¡Qué buena idea! Indicating a First-Time Action LECTURA Estudiar demasiado 19 Describing Intentions and Plans Asking a Favor Offering a Favor Talking About Scheduled Events Expressing “going to” The Verb pensar (ie) Using Reflexive, Direct, and Indirect Object Pronouns to Discuss Plans DIÁLOGO Amigo enfermo LECTURA Descanso 20 Explaining Our Reasons Saying What You Want to Do: querer Alternatives to querer Saying What You Can Do: saber and poder Expressing Necessity: deber and tener que DIÁLOGO Amigos y hermanitas Verbs with Object Pronouns LECTURA Mi futuro “To have just done” Answer Key

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Book SynopsisClass Clowns dissects what drives investors' efforts to improve education and why they consistently fail. Jonathan A. Knee takes readers inside four spectacular financial failures, showing that although deep belief in the powers of the market drove these initiatives, it was investors' failure to appreciate market structure that doomed them.Trade ReviewClass Clowns is more than a business book, or a book on the education industry. Filled with colorful characters and gripping narratives, it poses deep questions that should engage a broad audience. By bringing the keen insights of a veteran investment banker, Knee demonstrates that no matter the goals, any business is subject to the basic laws of economies of scale, geographic advantage, and barriers to entry. This is an important lesson that many in the education sector seem to have ignored. -- James B. Stewart, Pulitzer Prize–winning author of Den of ThievesClass Clowns will be intriguing for educators who, while they may be skeptical of reforms borrowed from the business sector, do not actually know much about the business decisions underlying these reforms. Do market-inspired reforms that fall short educationally also disappoint investors and backers? Jonathan Knee makes a fervent and entertaining case. -- Susan Fuhrman, president, Teachers CollegeWhen business meets education the result is a succession of face-plants that will leave you wondering whether to laugh or cry. Class Clowns is a great read for anyone concerned about the future of education or perhaps hoping to invest in it. -- Tim Wu, author, The Master Switch: The Rise and Fall of Information EmpiresSend in the clowns! In this case, the otherwise brilliant billionaires who were dumb enough to part with hundreds of millions of dollars in ill-conceived utopian education schemes. Jonathan Knee reveals how, despite the best of intentions, these "edu-trepeneurs" wound up getting schooled. -- Paul Ingrassia, former Managing Editor of Reuters and Pulitzer Prize–winning author of Crash CourseJonathan Knee's Class Clowns is a funny and trenchant account of the misadventures of a cohort of celebrated investors in the for-profit education business. The stories Knee tells demonstrate that the power of markets works only when combined with rigorous analysis, not willy-nilly. -- Nicholas Lemann, author, The Big Test: The Secret History of the American MeritocracyClass Clowns is, predictably, both a good read and provocative, and I think it will be a standard text for all those interested in investing in the educational ecosystem. This is a volume rich in insight and perspective. Knee delivers his clear objective—namely to highlight the common errors that have undermined progress in education and destroyed shareholder value along the way. -- David Levin, president and CEO, McGraw-Hill EducationClass Clowns performs an enormous public service by peeling back the underlying structure of educational markets and revealing the strategic imperatives for long-term success. The failure of many well-intentioned educational businesses and investors to heed these lessons has bred cynicism instead of hope in a sector that is crucial to social and economic progress. -- Bruce C. Greenwald, co-author of Creating a Learning Society: A New Approach to Growth, Development, and Social ProgressWhat I liked: This in-depth look into a segment of the investment world I'd never really given much thought to before.... What I loved: How many parts of Class Clowns read just like a novel. * Better Investing *[Class Clowns] is as much about bone-headed bets on tech as it is about the challenges investors have in navigating America's educational system. * The Street *A tough-minded study that shows there's gold in them there halls, but getting to it is a problem—or, an entrepreneur might say, a challenge. * KIRKUS REVIEWS *A stunning new book. * Radar Magazine *It is easy to nominate irascible, contrarian, eloquent and, as well, one of the leading bankers in the media sector, Jonathan Knee, as the nation’s best business writer. . . . Class Clowns deconstructs a series of deals in the continuing bubble of the private education market. The allure of ever-increasing spending, combined with a desire among rich men to do good, or believe they are doing good, results in a series of delusional assumptions and vast shareholder losses. -- Michael Wolff * USA Today *A valuable addition to our knowledge base regarding education markets... Class Clowns prosecutes a very sound case that investors must beware when entering the educational space. -- John Warner * Chicago Tribune *Timely...filled with stories of hubris and myopia, of a failure to understand the field of education and, indeed, in some respects even the basis of success in business outside the celebrated investors' traditional field of dominance. * GLOBE AND MAIL *Table of ContentsAcknowledgmentsIntroduction1. The Wizard of Ed2. Rupert and the Chancellor: A Tragic Love Story3. Curious George Schools: John Paulson4. Michael Milken: Master of the Knowledge Universe5. What Makes a Good Education Business?6. Lessons from Clown SchoolNotesIndex

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Book SynopsisSocial studies teachers will find classroom-tested lessons and strategies that can be easily implemented in the classroom The Teacher's Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors. The Social Studies Teacher's Toolbox contains hundreds of student-friendly classroom lessons and teaching strategies. Clear and concise chapters, fully aligned to Common Core Social Studies standards and National Council for the Social Studies standards, cover the underlying research, technology based options, practical classroom use, and modification of each high-value lesson and strategy. This book employs a hands-on approach to help educators quickly learn and apply proven methods and techniques in their social studies courses. Topics range from reading and writing in social studies and tools for analysis, to conducting formative and summative assessments, differentiating instruction, motivating students, incorporating social and emotional learning and culturally responsive teaching. Easy-to-read content shows how and why social studies should be taught and how to make connections across history, geography, political science, and beyond. Designed to reduce instructor preparation time and increase relevance, student engagement, and comprehension, this book: Explains the usefulness, application, and potential drawbacks of each instructional strategyProvides fresh activities applicable to all classroomsHelps social studies teachers work with ELLs, advanced students, and students with learning differencesOffers real-world guidance for addressing current events while covering standards and working with textbooks The Social Studies Teacher's Toolbox is an invaluable source of real-world lessons, strategies, and techniques for general education teachers and social studies specialists, as well as resource specialists/special education teachers, elementary and secondary educators, and teacher educators.Table of ContentsAbout the Authors xxi About the Editors of the Toolbox Series xxiii Acknowledgments xxv Letter from the Editors xxvii Introduction xxix I Reading and Writing 1 1A Fresh Look at Vocabulary 3 What is It? 3 Why We Like It 3 Supporting Research 4 Common Core Connections 4 Social Studies Connections 4 Application 5 Building a Word List 5 Accessing Prior Knowledge 6 Building Understanding 10 Revising and Formalizing Definitions 11 Differentiation 13 Advanced Extensions 14 Student Handouts and Examples 15 What Could Go Wrong? 15 Technology Connections 15 Figures 16 2 Reading Strategies 19 What is It? 19 Why We Like It 19 Supporting Research 20 Common Core Connections 20 Social Studies Connections 20 Application 21 Text Selection 22 Pre-reading 22 Predicting 22 Connecting 23 Key Ideas 24 Summarizing 24 Questioning 25 Visualizing 26 Clarifying 27 Differentiation 28 Advanced Extensions 29 Student Handouts and Examples 29 What Could Go Wrong? 29 Technology Connections 30 Attribution 31 Figures 32 3 Read-Aloud Protocol 37 What is It? 37 Why We Like It 37 Supporting Research 37 Common Core Connections 38 Social Studies Connections 38 Application 38 Finding and Preparing Authentic Texts 39 Read-Aloud Protocol 41 Student-Created Read-Alouds 45 Differentiation 48 Advanced Extensions 48 Student Handouts and Examples 49 What Could Go Wrong? 49 Technology Connections 49 Attribution 49 Figures 50 4 Thematic Data Sets 55 What is It? 55 Why We Like It 55 Supporting Research 56 Common Core Connections 56 Social Studies Connections 56 Application 57 Building a Data Set 57 Teaching Protocol for Using Data Sets 59 Differentiation 64 Advanced Extensions 65 Student Handouts and Examples 65 What Could Go Wrong? 66 Technology Connections 66 Attribution 66 Figures 67 5 Writing in Social Studies 79 What is It? 79 Why We Like It 79 Supporting Research 79 Common Core Connections 80 Social Studies Connections 80 Application 80 Golden Lines – Kick-Starting Writing 81 Writing Frames 82 Writing Structures 84 Extended Argument Writing 88 Other Social Studies Writing Activities 89 Differentiation 90 Advanced Extensions 91 Student Handouts and Examples 92 What Could Go Wrong? 92 Technology Connections 92 Attribution 93 Figures 94 6 Mnemonics 105 What is It? 105 Why We Like It 105 Supporting Research 106 Common Core Connections 106 Social Studies Connections 106 Application 107 Story Mnemonics 107 Differentiation 111 Advanced Extensions 111 Student Handouts and Examples 112 What Could Go Wrong? 112 Technology Connections 112 Attribution 113 Figures 114 7 Timelines Revisited 117 What is It? 117 Why We Like It 117 Supporting Research 118 Common Core Connections 118 Social Studies Connections 118 Application 118 Identity Timelines 119 Additional Timeline Activities 128 Differentiation 129 Advanced Extensions 130 Student Handouts and Examples 130 What Could Go Wrong? 131 Technology Connections 131 Attribution 131 Figures 132 8 Current Event Case Study 135 What is It? 135 Why We Like It 135 Supporting Research 136 Common Core Connections 136 Social Studies Connections 136 Application 136 Sequencing of Events 137 Developing Questions 139 Bias Awareness and Research 141 Written Analysis 145 Additional Ideas for Including Current Events in the Classroom 146 Differentiation 147 Advanced Extensions 148 Student Handouts and Examples 148 What Could Go Wrong? 148 Technology Connections 149 Figures 150 9 Genre Study 151 What is It? 151 Why We Like It 151 Supporting Research 152 Common Core Connections 152 Social Studies Connections 152 Application 152 Student Choice Genre Project 159 Differentiation 164 Advanced Extensions 165 Student Handouts and Examples 165 What Could Go Wrong? 165 Technology Connections 166 Attribution 166 Figures 167 10 Concept Attainment 175 What is It? 175 Why We Like It 176 Supporting Research 176 Common Core Connections 176 Social Studies Connections 176 Application 176 Democracy Concept Attainment 177 Concept Attainment to Improve Writing 180 Differentiation 183 Advanced Extensions 183 Student Handouts and Examples 184 What Could Go Wrong? 184 Technology Connections 184 Figures 184 II Analysis Tools 185 11 Questions for Learning 187 What is It? 187 Why We Like It 187 Supporting Research 188 Common Core Connections 188 Social Studies Connections 188 Application 189 Teacher-Generated Questions 190 Student-Generated Questions 194 Differentiation 197 Advanced Extensions 197 Student Handouts and Examples 198 What Could Go Wrong? 198 Technology Connections 198 12 Image Analysis 199 What is It? 199 Why We Like It 199 Supporting Research 200 Common Core Connections 200 Social Studies Connections 200 Application 201 Photographs 201 Paintings 207 Political Cartoons 210 Video 213 Differentiation 218 Advanced Extensions 219 Student Handouts and Examples 219 What Could Go Wrong? 219 Technology Connections 220 Figures 221 13 Analysis of Primary Sources 229 What is It? 229 Why We Like It 229 Supporting Research 230 Common Core Connections 230 Social Studies Connections 230 Application 230 Primary Source Engagement Activity 230 At a Glance Primary Source Analysis 232 In-Depth Analysis of Source 234 Additional Key Strategies 238 Differentiation 243 Advanced Extensions 243 Student Handouts and Examples 244 What Could Go Wrong? 244 Technology Connections 245 Attribution 245 Figures 246 14 Synthesis Charts 257 What is It? 257 Why We Like It 257 Supporting Research 258 Common Core Connections 258 Social Studies Connections 258 Application 258 Creating a Synthesis Chart 259 Implementing Synthesis Charts with Students 266 Differentiation 273 Advanced Extensions 273 Student Handouts and Examples 274 What Could Go Wrong? 274 Technology Connections 274 Attribution 274 III Speaking and Listening 275 15 Listening and Speaking Activities 277 What is It? 277 Why We Like It 277 Supporting Research 278 Common Core Connections 278 Social Studies Connections 278 Application 278 Active Listening Mini-Lesson 278 Guest Speakers 280 Podcasts 283 Student Presentations 285 Differentiation 288 Advanced Extensions 288 Student Handouts and Examples 288 What Could Go Wrong? 289 Technology Connections 289 Attribution 290 Figures 291 16 Discussions 295 What is It? 295 Why We Like It 295 Supporting Research 296 Common Core Connections 296 Social Studies Connections 296 Application 296 Informal Discussion Strategies 297 Formal Discussion Strategies 300 Additional Key Strategies 313 Differentiation 315 Advanced Extensions 315 Student Handouts and Examples 316 What Could Go Wrong? 316 Technology Connections 316 Attribution 317 Figures 317 IV Additional Key Strategies 321 17 Project-Based Learning 323 What is It? 323 Why We Like It 323 Supporting Research 324 Common Core Connections 324 Social Studies Connections 324 Application 324 Key Steps in PBL 325 Textbook Insert Project 334 Other Ideas for Project-Based Learning 344 Differentiation 345 Advanced Extensions 346 Student Handouts and Examples 346 What Could Go Wrong? 347 Technology Connections 347 Figures 348 18 Culturally Responsive Teaching 353 What is It? 353 Why We like It 353 Supporting Research 354 Common Core Connections 354 Social Studies Connections 354 Application 354 Reflective Questions 355 Differentiation 369 Advanced Modifications 370 Student Handouts and Examples 370 What Could Go Wrong? 370 Technology Connections 371 Attribution 371 Figures 372 19 Social and Emotional Learning 375 What is It? 375 Why We Like It 375 Supporting Research 376 Common Core Connections 376 Social Studies Connections 376 Application 377 Growth Mindset Mini-Lesson 377 Empathy Mini-Lesson 380 Tips for Reinforcing SEL 383 Differentiation 385 Advanced Extensions 385 Student Handouts and Examples 386 What Could Go Wrong? 386 Technology Connections 386 Attribution 387 Figures 388 20 Assessment 397 What is It? 397 Why We Like It 397 Supporting Research 398 Common Core Connections 398 Social Studies Connections 398 Application 398 Diagnostic 399 Formative 403 Summative 406 Student Self-Assessment 411 Differentiation 412 Advanced Extensions 413 Student Handouts and Examples 413 What Could Go Wrong? 413 Technology Connections 414 Figures 416 21 Getting the Most from Your Textbook 417 What is It? 417 Why We Like It 417 Supporting Research 418 Common Core Connections 418 Social Studies Connections 418 Application 418 Using Images 418 Using Textbook Excerpts 419 Discussions 420 Timelines 421 Vocabulary 422 Reading Strategies 423 Student-Created Tests 423 Primary Sources 423 Mnemonics 424 Anticipatory Sets 425 Scavenger Hunts 425 Jigsaws 425 Analyzing What’s Missing in the Textbook 427 Differentiation 427 Advanced Extensions 427 Student Handouts and Examples 427 What Could Go Wrong? 428 Technology Connections 428 References 429 Index 455

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Book SynopsisThis book presents an exciting and novel approach to explore the concept of the âideal studentâ. Written in the context of higher education, the concept aims to promote a more transparent conversation about the explicit, implicit and idealistic expectations of university students. It would address concerns that implicit rules or unspoken practices can result in diverse but patterned student experiences, widening social inequalities.The concept of the ideal student can provide students, especially those less familiar or confident with higher education, with a better and clearer understanding of what is valued, expected and rewarded at university. With increasing student diversity, there is an urgent need for greater openness and awareness of the different expectations and ideals of students. The key questions explored include:âHow is the ideal student imagined and envisioned?âTo what extent are these constructions realistic and achievablTable of ContentsChapter 1 – IntroductionChapter 2 – Understanding the concept of idealChapter 3 – Conceptual concerns and opportunitiesChapter 4 – The eight dimensions of the ideal studentChapter 5 – The ideal student perceived by staff and studentsChapter 6 – The ideal student by university type and disciplineChapter 7 – The social identities of the ideal studentChapter 8 – Is the ideal student me?Chapter 9 – Conclusion and implications for practiceAppendix 1 – Research methodologyAppendix 2 – The ideal university student survey itemsAppendix 3 – The ideal university student survey analysis breakdown

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Book SynopsisReframing Academic Leadership Reframing Academic Leadership is the go-to guide for deepening leadership commitment, capacity, and impact. Gallos and Bolman tease out the unique opportunities and challenges in academic leadership and present powerful ideas and tools to guide and assist college and university administrators in: Creating campus environments that facilitate creativity and commitment Forging vital alliances and partnerships in service of the mission Building campus cultures and shared vision that unite and inspire Crafting institutional structures and strategies that foster innovation and excellence In this updated edition, the authors integrate time-tested conceptual frameworks with rich and compelling real-world cases and tackle contemporary, high-impact issues such as changes in the professoriate and in student populations, funding shortfalls, equity and social justice, the doubTable of ContentsPreface About the Authors Part I: Leadership Epistemology: When You Understand, You Know What to Do 1. A Tale of Two Presidents: Opportunities and Pitfalls in Academic Leadership 2. Sensemaking and the Power of Reframing 3. Knowing What You’re Doing: Learning, Authenticity, and Theories for Action Part II: Reframing Leadership Challenges 4. Building Clarity and Capacity: Leader as Analyst and Architect 5. Respecting and Managing Differences: Leader as Compassionate Politician 6. Fostering a Caring and Productive Campus: Leader as Servant, Catalyst, and Coach 7. Keeping the Faith and Celebrating the Mission: Leader as Prophet and Artist Part III: Leadership Pragmatics: New Ideas for Old Challenges 8. Leading from the Middle 9. Managing Your Boss 10. Managing Conflict 11. Leading Difficult People Part IV: Leadership in a Changing World 2. Coping with a World in Motion 13. Leadership, Governance, and Institutional Survival Part V: Sustaining Higher Education Leaders: Courage, Hope, and Values 14. Sustaining Integrity: Ethics and Leadership 15. Sustaining Health and Vitality 16. Feeding the Soul Epilogue: The Sacred Nature of Academic Leadership References Name Index Subject Index

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Book SynopsisThe Handbook of Academic Writing offers practical advice to busy academics who want, and are often required, to integrate writing into their working lives. It defines what academic writing is, and the process of getting started through to completion, covering topics such as: Gaining momentum Reviewing and revising Self-discipline Writing regularly Writers' groups and retreats Academic writing is one of the most demanding tasks that all academics and researchers face. In some disciplines there is guidance on what is needed to be productive, successful writers; but in other disciplines there is no training, support or mentoring of any kind. This book helps those in both groups not only to improve their writing skills and strategies, but, equally importantly, to find satisfaction in engaging in regular and productive writing. Underpinned by a diverse range of literature, this book addresses the different dimensions of writing. The fresh approach that MurraTable of ContentsAcknowledgementsPrefacePart I Defining and understanding academic writing Advancing your writing: Starting, gaining momentum and engaging creatively in the academic writing process Retreating: Reviewing, revising, crafting and enhancing your writing Disciplinarity in academic writing Part II Retreating to advance: Planning, running and participating in writers' retreats for academics A writing for publication programme Writers' groups Part III Redefining academic writing practices Integrating writing into your life Using writing to reconcile teaching-research tensions. Advancing and retreating: The essential dynamic of academic writing BibliographyIndex

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Book SynopsisOffering outstanding listening pedagogy, THE ESSENTIAL LISTENING TO MUSIC 2e delivers a streamlined and succinct presentation of classical music that inspires a lifelong appreciation of music. Scholar and master-teacher Craig Wright focuses on the key concepts and works presented within a typical Music Appreciation course. Organized chronologically, the text discusses musical examples from each historical period within its social context--giving students a sense of a piece's construction as well as its historical and cultural meaning.Table of Contents1. The Appeal of Music. 2. Rhythm, Melody, and Harmony. 3. Color, Texture, and Form. 4. Music in the Middle Ages and Renaissance. 5. Baroque Art and Music. 6. Late Baroque Music: Bach and Handel. 7. Introduction to the Classical Style: Haydn and Mozart. 8. Classical Forms. 9. Classical Genres. 10. Beethoven: Bridge to Romanticism. 11. Romanticism and Romantic Chamber Music. 12. Romantic Orchestral Music. 13. Romantic Opera. 14. Late Romantic Orchestral Music. 15. European Impressionism and Modernism. 16. American Modernism and Postmodernism. Epilogue. Glossary. Index.

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Book SynopsisNew edition of a classic guide to ensuring effective organizational performance Thoroughly revised and updated, the second edition of Managing and Measuring Performance in Public and Nonprofit Organizations is a comprehensive resource for designing and implementing effective performance management and measurement systems in public and nonprofit organizations. The ideas, tools, and processes in this vital resource are designed to help organizations develop measurement systems to support such effective management approaches as strategic management, results-based budgeting, performance management, process improvement, performance contracting, and much more. The book will help readers identify outcomes and other performance criteria to be measured, tie measures to goals and objectives, define and evaluate the worth of desired performance measures, and analyze, process, report, and utilize data effectively. Includes significant updates that offer a moreTable of ContentsPreface Acknowledgments Part 1: Introduction to Performance Management 1. Introduction to Performance Management and Measurement 2. Developing Useful Performance Management Systems Part 2: The Performance Management Process 3. Developing a Performance Framework 4. Targeting Results: Clarifying Goals and Objectives 5. Defining Performance Indicators 6. Reporting Performance Data 7. Analyzing Performance Information Part 3: Strategic Applications of Performance Management Principles 1. Using Performance Measures to Support Strategic Planning and Management 2. Performance-Informed Budgeting 3. Managing Employees, Programs and Organizational Units 4. Performance Management in Grant and Contract Programs 5. Improving Quality and Process 6. Soliciting Stakeholder Feedback 7. Using Comparative Measures to Benchmark Performance Part 4: Design and Implementation of Performance Management Processes 1. Designing and Implementing Effective Management Systems The Authors Index

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Book SynopsisWe often think of music in terms of sounds intentionally organized into patterns, but music performed in signed languages poses considerable challenges to this sound-based definition. Performances of sign language music are defined culturally as music, but they do not necessarily make sound their only--or even primary--mode of transmission. How can we analyze and understand sign language music? And what can sign language music tell us about how humans engage with music more broadly?In Seeing Voices: Analyzing Sign Language Music, author Anabel Maler argues that music is best understood as culturally defined and intentionally organized movement, rather than organized sound. This re-definition of music means that sign language music, rather than being peripheral or marginal to histories and theories about music, is in fact central and crucial to our understanding of all musical expression and perception. Sign language music teaches us a great deal about how, when, and why movement becomes musical in a cultural context, and urges us to think about music as a multisensory experience that goes beyond the sense of hearing. Using a blend of tools from music theory, cognitive science, musicology, and ethnography, Maler presents the history of music in Deaf culture from the early nineteenth century and contextualizes contemporary Deaf music through ethnographic interviews with Deaf musicians. She also provides detailed analyses of a wide variety of genres of sign language music--showing how Deaf musicians create musical parameters like rhythm and melody through the movement of their bodies.The book centers the musical experience and knowledge of Deaf persons, bringing the long and rich history of sign language music to the attention of music scholars and lovers, and challenges the notion that music is transmitted from the hearing to the Deaf. Finally, Maler proposes that members of the Deaf, DeafBlind, hard-of-hearing, and signing communities have a great deal to teach us about music. As she demonstrates, sign language music shows us that the fundamental elements of music such as vocal technique, entrainment, pulse, rhythm, meter, melody, meaning, and form can thrive in visual and tactile forms of music-making.

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Book SynopsisProviding a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field.Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the uniTrade Review"For several decades, Ron Barnett has been provoking those with an interest in higher education to think long and hard about the idea of higher education and prompting us to reflect critically and imaginatively on its contribution to society. This text is no exception. In his inimitable, imaginative, engaging and thought-provoking manner, he weaves a powerful and persuasive narrative that does not shy away from espousing a normative attitude, provoking consideration of big ideas as well as their practical implications for policy-makers, academics and students alike. The text invites us to become partners in the endeavour of creating ‘feasible utopias’, fostering ‘vibrant motion’ that continuously re-invents the best possible teaching, learning and leading opportunities for higher education for our uncertain times. It is vital that all concerned avail of his invitation to engage in this dialogue. Read it!"-Tone Dyrdal Solbrekke, Professor of Higher Education Pedagogy, Department of Education and Centre for Learning, Innovation and Academic Development University of Oslo "This new book is a breath-taking and essential overview of scholarship on higher education. Accessible to a range of readers, the work situates higher education within an imaginative, analytical, and practical framework that will appeal to philosophers, social scientists, graduate students, and professionals in the field."-Wesley Shumar, Professor, Department of Communication, Graduate Faculty in Communication, Culture & Media, Affiliated Faculty, School of Education, Drexel University, USA "Professor Ronald Barnett’s indispensable new guide to The Philosophy of Higher Education: Issues, Debates, Proposals is essential reading, a field-defining tour de force which is suited to multiple audiences, from postgraduate students to senior managers, academic developers and research experts. What sets this fascinating book apart is its comprehensive three-planar critico-imaginative realist perspective, which simultaneously embraces conceptual, social, realist, critical, ecological, imaginative, and practical aspects of higher education. Barnett’s excellent new synoptic resource is highly recommended – a wonderful read for all those wishing to learn more about the field of the philosophy of higher education."-Professor Jill Jameson, Chair of Leadership and Enterprise Research and Professor of Education, Institute of Lifecourse Development, Faculty of Education, Health and Human Sciences, University of Greenwich "In a world confronted by conflict, global pandemics, economic uncertainly and climate change, the role of universities and higher education have never been more important or prescient. Despite this, they have themselves become a site of conflict over ideas, possible futures and even the interpretation of history. In a timely, nuanced and insightful way, Ron Barnett provides universities and higher education a philosophical guide in not only confronting such issues, but also showing how they they can lead us to practical and inclusive solutions." -Professor James Arvanitakis, PhD, Pro Vice-Chancellor (Engagement & Advancement), Division of People and Advancement, Western Sydney University "The main task of the university is to teach and all those who work and study in such institutions ought to carefully consider what this obligation might mean to them. In this excellent book, Ronald Barnett introduces us to a philosophy of higher education. It is written for a wide audience of university non-specialists and addresses the challenges we face while seeking a theoretical basis for understanding practice. Ronald argues that the sector is not achieving its potential with respect to societal obligations in our turbulent and unpredictable world. We can always do better, and the field of higher education philosophy has something important to offer in support of transforming the way we think." -Tony Harland, Professor of Higher Education, Higher Education Development Centre, Chair of the Ecology Programme, University of Otago "The Philosophy of Higher Education. A Critical Introduction is a must-read for anyone concerned not only with the higher education past and present, but more importantly — its future. A short review is hardly able to do justice to the breadth of argument and richness of insights encountered throughout the volume. It truly serves its purpose set at the very beginning — turning to a wide set of audiences and making a strong case for a persistence of philosophy in the context of higher education. As such it is an invaluable resource not only to anyone who enters the subfield of philosophy of higher education but also to academic teachers who ponder how to incorporate more philosophical and theoretical themes into their curriculums in higher education research." - Jakub Krzeski, Higher Education (Springer) Table of ContentsPart One: Foundations 1. The philosophy of higher education 2. Higher education and university: conflicts on the three planes 3. Values and higher education, and ethical evolution 4. Knowledge and truth: matters of interest Part II: Key concepts 5. Research: towards an ecological transdisciplinarity 6. Culture: sighting a culture of constructive argument (CCA) 7. Academic freedom – and academic responsibility 8. Thought and reason - and their dilemmas Part III: Teaching, learning and the student 9. Teaching: a provocative matter 10. Curriculum - making it explicit 11. Being a student: a committed uncertainty 12. Critical thinking: the three crazy escalators Part IV: The university as an institution 13. The place of the university 14. The spirit of the university 15. Academic leadership and management – and keeping clear water between them 16. Time, space and the digital university Part V: Higher education and the world 17. Higher education and the university: two very public matters 18. The lure of engagement: traps for the unwary 19. Social justice - and onwards to ecological justice 20. Beyond the Anthropocene

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Book SynopsisThis useful guide for students combines all the guidance, advice and key tips needed to write successful research reports, theses or dissertations, exploring, in detail, each of the elements involved in writing an academic paper. The book will guide you through all the key sections of a report including the introduction, literature review, method, results, discussion and more. Each chapter contains instructions and advice aimed at three different levels of report writing experience The basics' covers the basic purpose and structure of each section as well as the most common mistakes, Refinements' helps you to develop your report writing skills beyond the basics, adding polish and depth, and Advanced' offers advice and insight into the most complex issues in report writing. In addition to the guidance, there are examples to show you the principles of report writing in action and exercises which allow you to test your understanding as you learn.An essential referTable of ContentsChapter 1 – OverviewChapter 2 – The introductionChapter 3 – The literature reviewChapter 4 – The methodChapter 5 – The resultsChapter 6 – The discussionChapter 7 – Abstracts, References and AppendicesChapter 8 – Desk-based researchChapter 9 – Academic writing

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Book SynopsisThis book seeks to bring together the two disciplines of informal and outdoor education, and challenges readers to think differently about outdoor and adventure education. It develops core ideas and thinking about informal education within outdoor settings, and explores how its principles and practice can enhance outdoor education. A wide range of contributors look in detail at the concept of change in the outdoors, whilst also considering the ways in which this expanding field might exploit opportunities offered to young people and adults to engage in reflective informal education. It encourages outdoor educators to experience their immediate surroundings in new and innovative ways and grasp the challenge of promoting a sustainable lifestyle. Offering a fresh perspective on shifting the outdoor education agenda from that of skills acquisition and narrow learning' to the social and political, as well as aesthetic and philosophical opportunities embodied within the outTrade Review"This text develops core ideas about informal education, and explores how the principles and practices can enhance outdoor and adventure education. In addition, this text provides excellent grounding through evidenced based discussion and applied examples, for those less familiar with how to use outdoor environments and informal learning to discover the political, social, aesthetic, and philosophical opportunities." - Ian A. Neville, Journal of Outdoor and Environmental EducationTable of Contents1 Origins of Outdoor and Adventure Education 2 Theorising Outdoor Education: Purpose and Practice 3 Experiential Education: The Importance of John Dewey 4 Informal Education & the Outdoors 5 The Living Landscape: Being in Place 6 Wilderness and Informal Education: Importance of wild places and spaces 7 Mountains, Climbing and Informal Education 8 Water Environments and Informal Education 9 Development in the Outdoors: An Asset Based Approach 10 ‘Living together’ - Making the most of the residential experience in outdoor and adventure education 11 Fostering Sustainability in Outdoor and Informal Education

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Book SynopsisAs part of the Thinkerâs Guide Library, this book explores how to analyze questions, problems, and opportunities through the elements of reasoning. It provides students, educators and professionals a framework for deconstructing and assessing any issue to find the most practical solution, in order to achieve the best consequences.

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Book Synopsis

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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