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Book SynopsisQuality Concepts for the Process Industry prepares readers for a career as process plant operators. This book covers the classical concepts of quality control in a style and at a depth that should be acquired by all employees of the process industries. Each chapter of the text contains chapter objectives, thorough discussions of the concepts presented, a summary, and end-of-chapter review questions. There is a complete glossary of terms and a list of additional references in the back of the book.Trade ReviewPreface. About the Author. 1. Why Quality is Important. 2. How It All Began. 3. The Quality Gurus. 4. ISO 9000 (2000). 5. Total Quality Management. 6. Customer Satisfaction. 7. Employee Empowerment. 8. Teamwork and Teams. 9. Communication. 10. Personal Effectiveness. 11. The Economics of Quality. 12. Quality as a System. 13. The Cost of Quality. 14. Quality Tools (Part 1). 15 Quality Tools (Part 2). 16 Variation. 17 Concepts of Statistical Quality Control. 18 SPC and Control Charts. 19 Process Capability. 20 Epilogue. Glossary. References. Subject Index.Table of ContentsPreface. About the Author. 1. Why Quality is Important. 2. How It All Began. 3. The Quality Gurus. 4. ISO 9000 (2000). 5. Total Quality Management. 6. Customer Satisfaction. 7. Employee Empowerment. 8. Teamwork and Teams. 9. Communication. 10. Personal Effectiveness. 11. The Economics of Quality. 12. Quality as a System. 13. The Cost of Quality. 14. Quality Tools (Part 1). 15 Quality Tools (Part 2). 16 Variation. 17 Concepts of Statistical Quality Control. 18 SPC and Control Charts. 19 Process Capability. 20 Epilogue. Glossary. References. Subject Index.

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Book SynopsisJonathan Tummons has sensitively updated Curzon''s long-established Teaching in Further Education, ensuring that not only does this new edition provide the academically rigorous approach of previous editions but it also offers an up to date guide to current practice and research. Topics covered include:- Theories of learning- The teaching-learning process- Instructional techniques- Assessment and evaluation- Intelligence and abilityThis is the complete guide for those training to work in the Further Education sector.Trade ReviewTummons is to be praised for maintaining the depth and subtlety of Curzon’s original work while bringing it up-to-date with relevant examples and recent references. Where other books mislead through over-simplification, Teaching in Further Education clearly explains complex concepts so that new teachers can better understand their context and develop their practice. * Kevin Orr, Senior Lecturer in Education, University of Huddersfield, UK *This edition, revised and updated by Jonathan Tummons, provides a rigorous and detailed text grounded in current themes and recent research. It will be a valuable resource to teachers and trainee teachers in the Further Education sector. * Susan Wallace, Professor of Continuing Education, Nottingham Trent University, UK *In this timely update, Jonathan Tummons has revised this classic, highly-respected text to meet the needs of a new generation of further education teachers whilst retaining the comprehensive and critical approach of the original. As in the previous editions, we are reminded that teachers in further education are critical, reflective beings who need a substantial body of theory and advice to support their initial training and their continuing professional development. Jonathan Tummons tells us that ‘learning is learning to think’. As his welcome revision makes clear, this applies to teachers as well as to students. In contrast to many slim volumes currently available, this book treats its readers as thinking, critical professionals, rather than ‘deliverers of learning’. This comprehensive text is a refreshing antidote to an outbreak of emaciated texts which regard teaching as little more than ‘delivery’ of content. * Peter Scales, Senior Lecturer in Education, University of Derby, UK *This welcome revised book just gets better and better! Brimming with great ideas and grounded in meaningful contemporary approaches, with its excellent blend oftheory and practice, it remains an essential read and certainly one I will dip into again and again. * Vicky Duckworth, Senior Lecturer in Post-Compulsory Education and Training, Edge Hill University, UK *Table of ContentsPreface Part I: An Overview of the Teaching-Learning Process 1. Education, Teaching and Learning 2. Defining and Understanding the Practice of Teaching Part II: Theories of Learning: Psychological Perspectives 3. Behaviourism 4. Neo-behaviourism 5. Gestaltism 6. Cognitivism 6. Humanism Part III: Theories of Learning: Social and Cultural Perspectives 8. Learning as a Social Practice 9. Social Constructivism 10. Communities of Practice 11. Activity Theory and Expansive Learning 12. Social and Cultural Research Perspectives on Further Education Part IV: Communication and Control: The Essence of the Teaching-Learning Process 13. Communication in Teaching and Learning 14. Controlling and Managing Teaching-Learning Processes 15. Aims, Objectives and Outcomes in Planning for Learning 16. Taxonomies of Learning Part V: Managing the Teaching-Learning Process 17. The Teacher as Manager and Leader 18. Course and Curriculum Design and Content 19. Theoretical and Practical Approaches to Learning and Knowing 20. Motivating Students to Learn 21. Managing Behaviour 22. Working with Adult Learners Part VI: Strategies and Techniques for Teaching and Learning 23. Planning Lessons within Academic and Professional Contexts 24. Planning Lessons within Vocational and Technical Contexts 25. Planning for Student-Centred Learning and Teaching 26. Working Alongside Other Professionals 27. Audio-Visual Resources for Teaching and Learning 28. E-learning and Blended Learning in Further Education Part VII: Assessment and Evaluation 30. Theories and Principles of Assessment 31. Designing, Administering and Evaluating Assessment Tasks 32. Reflective Practice and the Evaluation of Teaching Part VIII: Intelligence and Ability: Issues and Debates 33. Conceptions of Intelligence 34. Nature, Nurture and Neuroscience Endnote Index

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Book SynopsisTens of thousands of K-3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a webpage where they can download and print the reproducible materials. New in 2024: A free online-only Study Guide by Sharon Walpole presents commentary and discussion questions for each chapter from a science-of-reading perspective--available for download at www.guilford.com/walpole-studyguide. New to This EditionTrade Review"A smart, 'must-have' book for teachers, interventionists, and literacy coaches. Walpole and McKenna present a roadmap for a coordinated approach to assessment and instruction, while keeping the focus on the needs of individual students. The volume offers cost-effective models of instruction to meet the diverse needs of young learners. The many reproducible lesson plans and other tools are a bonus!"--Jennifer Allen, MEd, literacy specialist/coach, Waterville Public Schools, Maine "This practical book provides the specific guidance needed for precision teaching that differentiates reading instruction in daily practice. The authors answer the many 'how-to' questions about planning and logistics that beginning (and even more experienced) teachers are likely to have. The lesson plans are certain to be well thumbed, not only as instruction-ready resources, but also as models for creating additional lessons targeting essential skills. This second edition will be a welcome addition to the professional libraries of all educators who want to provide high-quality primary-grade reading instruction."--Kathleen A. Roskos, PhD, Department of Education and School Psychology, John Carroll University "The book's realistic, straightforward approach to differentiation provides teachers a viable way to embed differentiation into the classroom. The step-by-step plans and assessment system enhance professional learning. Teachers will appreciate how this book helps them plan and problem solve."--Cary B. Riches, EdD, Director of Curriculum and Instruction (PreK-12), Brandywine School District, Wilmington, Delaware -Table of Contents1. Setting the Stage 2. Models of Differentiation and Tiered Instruction 3. Using Assessments to Guide Differentiation 4. Targeting Phonological Awareness and Word Recognition 5. Targeting Word Recognition and Fluency 6. Targeting Fluency and Comprehension 7. Targeting Vocabulary and Comprehension 8. Making Differentiation Schoolwide

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability._______________Matched to the demands of the National Curriculum and the arithmetic tests at Key Stages 1 and 2, the Let''s Do Arithmetic workbooks have been carefully devised to match the appropriate age and stage of your child. Each book contains 40 tests, which become progressively more challenging throughout to ensure progress can be made.With a recording chart for checking progress and full answers to aid your assessment, this book is the perfect way to test understanding of basic arithmetic concepts and prepare for the timed National Tests that your child will be encountering in school.

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Book SynopsisFrom trusted primary education expert Andrew Brodie, the Let's Do series is the ideal home learning resource for children. Expertly designed to meet all the demands of the National Curriculum, the workbooks provide all the practice children need to build their confidence and boost their ability._______________Matched to the demands of the National Curriculum and the arithmetic tests at Key Stages 1 and 2, the Let''s Do Arithmetic workbooks have been carefully devised to match the appropriate age and stage of your child. Each book contains 40 tests, which become progressively more challenging throughout to ensure progress can be made.With a recording chart for checking progress and full answers to aid your assessment, this book is the perfect way to test understanding of basic arithmetic concepts and prepare for the timed National Tests that your child will be encountering in school.

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Book Synopsis**Winner of a 2022 American Educational Studies Association Critics' Choice Book Award**This extensive Handbook brings together different aspects of critical pedagogy in order to open up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of apedagogytomultiple pedagogiesand perspectives. Bringing together contributing authors from around the globe, chapters provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating commonphilosophical and social themes. Chapters are organised across three volumes and twelve core thematic sections:Part 1: Social Theories of Critical PedagogyPart 2: Seminal Figures in Critical PedagogyPart 3: Transnational Perspectives and Critical PedagogyPart 4: Indigenous Perspectives and Critical Pedagogy<

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Book SynopsisWhat will you do to promote multilingual learners’ equity? Our nation’s moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs’ access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students’ strengths and promote multilingual learners′ success within and beyond your own classroom walls. In this book you’ll find • Practical and printable, research-based tools that guide you on how to implement culturally responsive teaching in your context • Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking • Authentic classroom video clips in each chapter to show you what culturally responsive teaching actually looks like in practice • Hand-drawn sketch note graphics that spotlight key concepts, reinforce central themes, and engage you with eye-catching and memorable illustrations There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students’ backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students. On-demand book study-Available now! Authors, Snyder and Staehr Fenner have created an on-demand LMS book study for readers of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity available now from their company SupportEd. The self-paced book study works around your schedule and when you′re done, you’ll earn a certificate for 20 hours of PD. SupportEd can also customize the book study for specific district timelines, cohorts and/or needs upon request.Trade Review"It is not like me to finish a book in one sitting. I did with this book! I could see these activities in action with my staff. A value to staff and creating a multi-cultural school environment and culture of acceptance." -- Tricia Peña, Ed D., Professor, Northern Arizona University, Department of Educational Leadership, College of Education"Culturally Responsive Teaching for Multilingual Learners is a must read for anyone in the field of education. The authors have done an outstanding job of helping the reader to recognize cultural bias as well as demonstrating how to overcome this bias so that all students can achieve success, regardless of their background. I highly recommend this book!" -- Melissa Miller, NBCT-EAScience, NGSS Writer, 6th Grade Science Instructor"Given the growing anti-immigration and Black Lives Matter Movements in the USA, I cannot imagine a better time to seriously consider the role of culture in our classrooms and how culture and teacher beliefs about their students and families ultimately hold the key to success for our multilingual learners. This book goes to the heart of these crucial issues and effectively advocates for assets-based approaches in our schools. This book has something for everyone: teachers, future teachers, and teacher leaders." -- Tim Boals, Ph.D., WIDA Founder and Director"For far too long, MLs have felt pressure to assimilate to the dominant culture in the US, and learning English also meant learning how to be a good American. While we have gotten rid of the infamous ′Melting Pot,′ this book asks us to go farther in truly realizing the American Dream of equity for all. Written clearly and organized in a logical fashion, this excellent addition to the field takes readers through each important topic asking them to engage in critical thinking and self-reflection. Each chapter includes an excellent review of the relevant literature and theoretical constructs, but more importantly, each chapter also includes thought-provoking questions that help the reader grow and directly apply those theories to helping build more equitable school and classroom communities." -- Dr. N. Eleni Pappamihiel, Professor"Culturally Responsive Teaching for Multilingual Learners is a crucial resource for educators who are searching for ways to empower students by honoring, acknowledging, and infusing who they are into our classrooms. Drawing from their expertise in and experts from the field, this powerful duo has written another completely accessible book filled with authentic examples, sketchnotes, student portraits, and printable tools. High praise to Snyder and Staehr Fenner for bringing this contribution to us all." -- Dr. Debbie Zacarian"A relevant and research-based interactive text that guides educators through the process of becoming culturally responsive with multilingual learners. Using practical strategies such as case studies, video clips, and sketch notes, educators will be led through exercises inspiring them to become more reflective about their own culturally responsive teaching." -- Ivannia Soto, Ph.D."With an unflinching focus on equity, Snyder and Staehr Fenner offer an asset-focused, forward-looking, and nuanced text in service of multilingual learners, drawing from the most relevant and up-to-date sources. Intended for a broad and inclusive audience, Snyder and Staehr Fenner address the tensions and competing issues within the field, and offer pragmatic, attainable steps forward, with accessible explanations, interactive questions and planning guides, as well as video clips to highlight key constructs. This text is an outstanding resource for all those engaged in the education of multilingual learners." -- Dr. Anita Bright, Associate Professor"And they have done it again…another invaluable resource for all educators. As an ESL teacher, coach, and teacher educator, this is going to be a go-to book for workshops, pre-service educators, and for professional development. This text is mindful and intentional in how it addresses so many aspects of culturally-responsive teaching, and the reflection questions are a beautiful addition for educators to self-examine their own practices. Ta bluh doh mah (thank you very much)." -- Dr. Amy Hewett-Olatunde, ESL Teacher, Teacher Educator, Professor"Sydney Snyder and Diane Staehr Fenner have succeeded in exploring the complex intersectionality of culture, equity and language. The result is this thoughtful, insightful book that gives educators real step-by-step tools and strategies to increase their professional learning and sensitivity. We are in a volatile time in our history, when the need for cross-cultural understanding and healing could not be greater. Snyder and Staehr Fenner meet educators where they are and guide them expertly and with understanding through the process of becoming self-aware and culturally-responsive." -- Giselle Lundy-Ponce, Manager, Educational Rights and Social Justice Initiatives and Policy"This book fills a critical niche. All too often, literature about culturally relevant pedagogy lacks application and leaves multilingual learners out of the discussion. Snyder and Staehr Fenner delivered exactly what the field of TESOL has needed for quite some time. This practical guide to culturally responsive instruction for teachers of multilingual learners will be a must for teachers of MLs to have on their shelves as well as for teacher-educators to include in their methods courses. It is timely, thoughtful, and user-friendly. I look forward to using it in my courses!" -- Michelle Benegas, Assistant Professor"Culturally Responsive Teaching for Multilingual Learners is the gift that keeps on giving for school leaders and teachers alike. More than just an engaging and informative text, the book informs well-rounded programming for multilingual learners from soup to nuts and inspires a reflective look at what we are currently doing versus what we should be doing to advance multilingual learner success in schools. Each chapter could be the source of personal goal setting for educators, material for a professional learning community, the focus of school or district professional development sessions, or a reference for use when evaluating a school’s program for multilingual learners. Regardless of its use, Snyder and Fenner have set up space through a literary medium for educators to overcome feelings of ill-preparedness or uncertainty to program, plan instruction, and deliver instruction for multilingual learners as well as to engage their families." -- Anika E. Harris, Professional Development Specialist – English Language Acquisition Programs (K-12)"Sometimes turning principles and theories into practice can feel like grasping at smoke. However, in this book, Sydney Snyder and Diane Staehr Fenner provide solid examples and strategies of how to intentionally teach with multilinguals′ assets as the center of our instruction. Their book will celebrate what we are already doing to be culturally responsive and expand our skill sets." -- Tan Huynh, Language Specialist, Blogger, Podcaster"Sydney Snyder and Diane Staehr Fenner have provided a great and humbling multifaceted learning resource with something for everyone to dive into and explore personally and professionally. Videos, student portraits, downloadable tools, and fun graphics provide the opportunity to self-reflect or learn as a group, but more importantly to continue that uncomfortable and necessary never-ending cultural journey." -- Shawn Slakk, CLO/Founder"Sydney Snyder and Diane Staehr Fenner teamed up for yet another much-needed resource: Culturally Responsive Teaching for Multilingual Learners: Tools for Equity is timelier than ever, research-informed, and practitioner-oriented, chuck-full of tools and resources that add help educators navigate the multiple cultures that are present in their classrooms. A must have for all!" -- Andrea Honigsfeld, Associate Dean, Ed.D. Program DirectorTable of ContentsForeword Why We Wrote This Book Acknowledgments About the Authors How to Approach This Book Chapter Overview CHAPTER 1. WHY CULTURALLY RESPONSIVE TEACHING MATTERS CHAPTER 2. BUILDING CULTURAL COMPETENCY CHAPTER 3. OPERATING FROM AN ASSETS-BASED APPROACH CHAPTER 4. SIMULTANEOUSLY SUPPORTING AND CHALLENGING STUDENTS CHAPTER 5. PLACING STUDENTS AT THE CENTER OF THE LEARNING CHAPTER 6. LEVERAGING STUDENTS’ LINGUISTIC AND CULTURAL BACKGROUNDS CHAPTER 7. UNITING STUDENTS’ SCHOOLS, FAMILIES, AND COMMUNITIES CHAPTER 8. PUTTING IT ALL TOGETHER Appendices Index

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Book SynopsisWatch the excitement ripple through your classroom as students use their intellect to find out who committed the "crime" at your school. Enliven your students as they practice critical thinking skills. Students are often taught skills such as the scientific method, scientific research, critical thinking, making observations, analyzing facts, and drawing conclusions in isolation. Studying forensic science allows students to practice these skills and see theories put into practice by using circumstances that model real-life events, meanwhile letting students explore a variety of career options.This exciting unit includes: background information on forensics, exploration of careers in forensic science and law enforcement, a simulation involving a fire in the school library, and instructions for writing your own crime scene simulation. To crack the case, students examine evidence left at the scene, interview suspects (staff members), and use critical thinking to connect all of the clues and eliminate suspects. Students will feel like real investigators with this true-to-life simulation.Let your students solve more mysteries with Mystery Disease, Mystery Science, Detective Club, and The Great Chocolate Caper.Grades 5-8Trade ReviewThis book presents a highly engaging unit combining criminal investigation, careers in forensic science, and types of evidence. In the culminating activity, students and faculty participate in a simulation of a school-wide arson investigation. Critical analysis of evidence, inference in questioning suspects, determining reasonability of relevant information, and drawing conclusions are among the critical thinking skills honed by students as they work to crack the case and discover the true criminal. This workbook is so well thought out that if a teacher had the time and cooperation of the [school] staff to conduct the simulation, it would undoubtedly be an educational experience students would not only benefit from but also remember for a lifetime.,Tina Forester,Texas Association for the Gifted and Talented, 5/1/04Table of ContentsGeneral Information Information for the Instructor Lesson Plans Pre-Simulation Information Criminal Investigations Criminal Investigations Information Forensic Careers Forensic Career Presentation Forensic Career Worksheet Forensic Career Assignment All Kinds of Evidence Assignment Planning Guide Grading Rubric Crime Scene Simulation The Case of The Blazing Books Overview and Motive Preparing Materials Gathering Evidence Setting up the Labs Setting up the Scene Viewing the Crime Scene Student Procedures Questioning Procedures Teacher’s Role Examining Evidence Charging a Suspect Supporting Materials Chart of Roles Sample News Article Witness Role Description Suspect Role Description Suspect Evidence Request Suspect Handwriting Sample Suspect Identification Card Suspect and Witness Profiles Detective Report Forensic Laboratory Materials Evidence Request Card Evidence Log Blood Evidence Procedures Blood Report Procedures for All Other Labs Fingerprint Report Arson Report Shoe Print Report Hair Report Handwriting Report Creating Your Own Simulation Customizing the Simulation Appendix Arson Motives Fast Facts on Fires

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Book SynopsisThis book is a straightforward, no-nonsense guide to a research method that can be used by educators to increase student learning, student self-esteem, and quality of school life in the classroom. This user-friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and informal action research, data collection methods, analysis and interpretation, action planning and initiation, and results evaluation. The author includes numerous examples, strategies, and illustrations that can be applied to elementary and secondary schools as well as university settings.Trade ReviewTomal provides a guide to action research that should be in the library of every educator. The principles of this book have the potential to motivate teachers, inspire best practices, and to pursue action plans that transform schools. Reading this book will enhance the practice of novice educators interested in problem solving and heighten the resolve of experienced educators to engage in practical research. A must-read for practicing educators and students. Essential. * CHOICE, (For The First Edition) *Are you planning to conduct action research or are you teaching an action research course? If so, this book is for you. The book provides you with all you need from a description of how action research varies using qualitative and quantitative research methodologies, through models of action research with excellent examples, to methods of evaluating action research. Action Research for Educators is a must-have book for anyone involved in action research. -- Edward C. Mann, chair/associate professor, Department of Technology Education, University of Southern MississippiThis is a book that is both substantive and readable. Action research has a tremendous potential for school reform that has yet to be tapped. Tomal builds an understanding of this important concept from the ground up by providing a strong theoretical framework, and clear concrete examples. -- James A. Rycik, professor of education, Ashland University, Ohio; editor, American Secondary EducationTomal provides an excellent basis for understanding action research that is relevant and practical for all educators. The essential research principles, strategies, and theoretical concepts have been well explained and are clearly connected and reinforced through concrete examples in his book. I am confident that Action Research for Educators will provide a positive contribution to education and improve our skills as educators. -- Robert K. Wilhite, Chairman, Department of Leadership, Concordia University Chicago; retired superintendent, Illinois High School District 215This book is excellent with relevant and very clearly presented information regarding action research. My students find it very helpful. -- Elaine M. BukowieckiAs school leaders search for answers to questions about the best way to improve the teaching and learning process, one of the most critical challenges they face is connecting the dots between were they are and where they want to be. This book is a comprehensive tool to support a professional learning community in identifying a problem, collecting and analyzing relevant data, and establishing clear, specific goals that are focused on student learning. -- Sallie D. Penman, director, Illinois Administrators' Academy, Chicago Public SchoolsTomal's book provides a practical and understandable approach to action research that can validate improvement strategies to foster gains in student achievement. He removes the stigma of research with his clear explanation of terms, illustrative examples, and is able to convey complex concepts in understandable language. This is a must read for any educator looking to take his or her practice to the next level. -- Robert A. Rammer, assistant superintendent, School District 200, Wheaton, IllinoisPractical, feasible, collaborative not only defines the process of action research, but also describes this well written, accessible Action Research text. Highly recommended as a college-level text as well as a guide for staff developers and classroom teachers seeking to improve their practice and student learning. -- Joan B. Lampert, chair, Research and Evaluation, Maine Community Youth Assistance Foundation, Park Ridge, IllinoisTomal's book thoughtfully weaves the theoretical underpinnings of action research with practical step-by-step insights about a procedure model for conducting action research. It is organized in a manner to give the neophyte, novice, advanced teacher or administrator viable methods for conducting both formal and informal action research. This book is a must for every educator's bookshelf committed to inquiry and the principles of reflective research. -- Gary N. Frisch, chief financial officer, Barrington School District 220Table of ContentsChapter 1 Foreword Chapter 2 Introduction Chapter 3 The Nature of Educational Research Chapter 4 Action Research Chapter 5 Data Collection Methods Chapter 6 Data Analysis and Interpretation Chapter 7 Solving Problems and Taking Action Chapter 8 Evaluating Action Research Chapter 9 Conducting Action Research

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Book SynopsisA posthumous book by the bestselling author of Lies My Teacher Told Me, sharing the strategies and secrets of an award-winning, fifty-year career as a college professorIn addition to being a bestselling author, James W. Loewen was a prizewinning educator, with a career spanning over half a century at institutions including Tougaloo College, Harvard University, the University of Vermont, and the Catholic University of America. Loewen was beloved by his students and won many “best teacher” awards. He had an unusual passion for teaching and took the job very seriously. How to Teach College is a brilliant distillation of his educational wisdom that will be of interest to many generations of teachers to come, as well as to the millions of fans of Loewen’s other books. It encompasses advice both epic (how to convey a love of one’s topic and motivate students to become lifelong higher learners) and technical (how to plan and manage the classroom, syllabi, lectures, tests, grading, and more)—all drawing on firsthand stories and anecdotes from Loewen’s own courses on sociology and race relations. With a special emphasis on reaching students from diverse backgrounds and how to teach potentially difficult subjects—particularly relevant in these times—the book comes to us in Loewen’s vibrant, original, and inimitable voice. It will be a lasting part of his legacy and a great gift to a new generation of college (and some high school) teachers. The manuscript was edited by Loewen’s son, Nick Loewen, a longtime high school teacher, and sociology professor Michael Dawon, with whom Loewen shared an early draft.

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Book SynopsisToddlers learn skills for being patient that make waiting easier for everyone. Toddlers live in the moment. When they want something, they want it now. But learning self-control and delayed gratification will set up young children for success in school and in social settings. Practicing patience is the key. With her trademark mix of empathy and encouragement, author Elizabeth Verdick acknowledges that waiting can be frustrating and offers toddlers simple ideas to make waiting easier. Little ones can use waiting time to watch the world around them, listen to music, tell stories, sing songs, whisper, play games, build with Legos, draw pictures, move or stretch, and more. Children learn, "I can wait a while. I can do it with a smile." In this twelfth addition to the best-selling Best Behavior board book series, Marieka Heinlen's vivid illustrations of young children interacting with their caregivers and families bring warmth and fun to every spread. The book closes with tips to help parents and care providers foster patience in young children. Best Behavior(R) Series The Best Behavior series uses simple words and delightful full-color illustrations to guide children to choose peaceful, positive behaviors. Select titles are available in two versions: a durable board book for ages baby-preschool, and a longer, more in-depth paperback for ages 4-7. Children, parents, and teachers love these award-winning books. All include helpful tips and ideas for parents and caregivers.Trade Review"A thoroughly charming and entertaining board book with an important underlying message."-- "Midwest Book Review"

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Book SynopsisA first-ever English translation of a compelling work by a forerunner of modern Sephardi feminist literature. Raised in the Judería or Jewish quarter of Tetouan, Morocco, at the turn of the 20th-century, sixteen-year-old Mazaltob finds herself betrothed to José, an uncouth man from her own community who has returned from Argentina to take a wife. Mazaltob, however, is in love with Jean, who is French, half-Jewish, and a free spirit. In this classic of North African Jewish fiction, Blanche Bendahan evokes the two compelling forces tearing Mazaltob apart in her body and soul: her loyalty to the Judería and her powerful desire to follow her own voice and find true love. Bendahan's nuanced and moving novel is a masterly exploration of the language, religion, and quotidian customs constraining North African Jewish women on the cusp of emancipation and decolonization. Yaëlle Azagury and Frances Malino provide the first English translation of this modern coming-of-age tale, awarded a priz

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Book SynopsisExplains how schools can establish and sustain a behaviour management approach rooted in values, acceptance and a genuine understanding of children's behaviour. Written by Dave Whitaker, The Kindness Principle: Making relational behaviour management work in schools advocates a behaviour management approach rooted in values, acceptance and a genuine understanding of children's behaviour. In an education system that too often reaches for the carrot-and-stick approach to dealing with poor pupil behaviour, an approach built on kindness and compassion might just provide the cure. The Kindness Principle begins with the idea that relationships should be at the heart of behaviour management and culture, and sets out the ways in which the adoption of relational approaches can help create safer and happier schools. Schools where all staff and learners are valued and understood, where expectations and standards are high, and where kindness and acceptance matter. Dave Whitaker explores why it is so important to understand children - offering techniques and advice on how to work effectively with all children (even the most challenging and troubled ones) without resorting to zero-tolerance, no-excuses and consequence-driven practices. Dave also shares a wealth of real-life experiences from some of the most challenging schools in the country, along with research-informed insights that will help teachers understand children's behaviour in a new light. To this end he provides a wealth of guidance to help develop effective practice and learn from people who have actually walked the walk and don't just talk the talk. Furthermore, the topics covered in the book include: restorative approaches, unconditional positive regard, building personal resilience, structures and routines, and the ins and outs of rewards and sanctions. Suitable for teachers, school leaders and anyone working with children.

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Book SynopsisIt's More than Flags and Rainbows is an inspirational handbook that provides educators with step-by-step guidance for creating truly inclusive schools where every child feels safe, seen and supported.Thinking beyond the rainbow.

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Book SynopsisI will teach them literature, poetry, culture. I will teach them The Waste Land ! I will be the Best Teacher Who Has Ever Lived!Or so the Secret Teacher thinks. On his first day at an inner-city state school things don't quite go to plan . . . His students are an unruly mob stuffed with behavioural issues, but somehow, the Secret Teacher needs to enthuse them with a love of books. Or at least keep them sitting at their desks until the end of the lesson. And then he's got to deal with marking, OFSTED, educational consultants, spreadsheets, personal statements, school trips, strikes, class, race, love, death, birth, manhood, dry cleaning, the end of literary culture . . .This is a vivid account of the Secret Teacher's first few years in the classroom. Here he celebrates the extraordinary teachers he has worked with, and the kids: bolshie, bright, funny and absolutely electric.

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Book SynopsisMaps out learners' growth mindset journey from the early years up to their departure for the challenges of secondary school. Growth mindset is a burning issue in schools right now. It has, however, often been misinterpreted as simply adding `yet' to the end of a sentence. In Learning without Fear Stead and Sabharwal tackle this misconception by combining bitesized mindset theory with the practical tools and techniques that will enable teachers to nurture children who are willing to take risks to further and deepen their own learning. Underpinned by up-to-date pedagogical thinking and research, Learning without Fear provides teachers of this under-represented age group with tangible and workable resources that address young learners' daily needs in the classroom. Suitable for newly qualified and experienced teachers, from nursery to Year 6, as well as school leaders who want to empower their teachers to shift the learning culture of their school.

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Book SynopsisLike most teachers and parents, you probably recognise STEM as being an important priority area for modern education. You may, however, be wondering: What does STEM education look like for young learners? How do I get children excited about STEM education? How can children learn STEM skills in just 15 minutes? What equipment do I need to teach STEM activities? Enter 15-minute STEM with the answers! Full of engaging and practical ideas, this innovative resource builds on the success of Emily's 15-Minute STEM (ISBN 978-178583335-9) and reassures teachers and parents that they don't need to be experts to deliver high-quality STEM education. Each of the 40 activities includes step-by-step instructions, takes just 15 minutes to complete and can be resourced from everyday materials found in the classroom or at home. This means that, with minimal preparation, teachers and parents can slot these cross-curricular activities into an otherwise busy day - simultaneously broadening children's learning and piquing their curiosity about the world around them. Accompanying instructions are phrased in a way that encourages the children to lead the learning and exploration, and opportunities for further investigation are provided in order to broaden the learning focus. Hand-drawn illustrations and full colour photographs are also included alongside each activity to give an idea of what the end results might look like. The activities make connections to real-world scenarios and have been linked to conceptually similar STEM-related careers - all of which are individually profiled in a glossary at the back of the book. The practical, problem-solving element of each activity offers a great way for children to develop important soft skills such as creativity, critical thinking and spatial awareness. Suitable for both educators and parents of young children.

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Book SynopsisThrough a set of in-depth case studies, This Much I Know About Truly Great Secondary Teachers (and what we can learn from them) by John Tomsett brings to life how eleven outstanding secondary teachers cultivate great learning in their classrooms.

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Book Synopsis “[R]ecommended to anyone interested in multiculturalism and migration….[and] food for thought also for scholars studying migration in less privileged contexts.”—Social Anthropology In this compelling study of the children of serial migrants, Danau Tanu argues that the international schools they attend promote an ideology of being “international” that is Eurocentric. Despite the cosmopolitan rhetoric, hierarchies of race, culture and class shape popularity, friendships, and romance on campus. By going back to high school for a year, Tanu befriended transnational youth, often called “Third Culture Kids”, to present their struggles with identity, belonging and internalized racism in their own words. The result is the first engaging, anthropological critique of the way Western-style cosmopolitanism is institutionalized as cultural capital to reproduce global socio-cultural inequalities. From the introduction: When I first went back to high school at thirty-something, I wanted to write a book about people who live in multiple countries as children and grow up into adults addicted to migrating. I wanted to write about people like Anne-Sophie Bolon who are popularly referred to as “Third Culture Kids” or “global nomads.” … I wanted to probe the contradiction between the celebrated image of “global citizens” and the economic privilege that makes their mobile lifestyle possible. From a personal angle, I was interested in exploring the voices among this population that had yet to be heard (particularly the voices of those of Asian descent) by documenting the persistence of culture, race, and language in defining social relations even among self-proclaimed cosmopolitan youth.Trade Review “Growing up in Transit is a welcome addition to the emerging literature on elite schooling in the Global South. Its rich ethnographic details, critical but sensitive rendering of the lives of privileged youth, and attention to contemporary political economy present a nuanced and evocative analysis of privilege. The book will be of interest to anthropologists and sociologists of education.” • Journal of the Royal Anthropological Institute (JRAI) “This well‐written and engaging book gives new interesting information and fresh analytical perspectives on an increasingly common phenomenon that has not been widely studied among anthropologists until now…[It] can be recommended to anyone interested in multiculturalism and migration; looking at the more privileged migrants provides food for thought also for scholars studying migration in less privileged contexts.” • Social Anthropology “The pace of the book is methodical and thorough. Following an admiring Foreword from Fazal Rizvi, the 18-page preface is an enlightening and necessary account of the author’s own heritage, life and intellectual development, establishing her authority as a quadrilingual emic researcher in several of the student communities… It is its objectivity and methodology that facilitates it which make this book so original…This ground-breaking book offers a foundation for studies in the new generation of international schools.” • Journal of Research in International Education “[This volume] makes a riveting read... Danau Tanu delivers an exceptional, genuinely interesting, thought-provoking account of her experiences in a secondary school in Jakarta… [that is] tightly researched and presented in lucid prose,… [and] a must-read for all leaders of international schools because it presents the opportunity for them to question the most fundamental purpose of what they do, i.e. shape the contexts in which identities develop.” • International Schools Journal “The book is an exceptional contribution to the theory and practice of cosmopolitanism among privileged students with high mobility in transnational spaces such as an international school… The author’s unique experience growing up as a Third Culture Kid enabled her to breathe life into the ethnographic data, making sophisticated concepts and complicated processes discussed in the book engaging and relevant.” • Asia Pacific Journal of Education “This book is the first that not only allow insight into the mechanism of cultural reproduction of transnationality with western norms set by International Schools, but the author goes beyond her perspectives from inside and, not least through her appealing and relaxed style, allows the reader to participate.” • Anthropos “This ethnographic study offers a valuable correction to our understandings of the ‘third culture kid’ phenomenon.” • Huon Wardle, Centre for Cosmopolitan Studies, University of St Andrews “This book offers profound insights on how class and race can play out among globally mobile children. I highly recommend it.” • Ruth E. Van Reken, co-author, Third Culture Kids: Growing Up Among WorldsTable of Contents Figures Foreword Fazal Rizvi Preface Acknowledgements Introduction: Unpacking “Third Culture Kids” Chapter 1. Being International Chapter 2. The Power of English Chapter 3. Living in "Disneyland" Chapter 4. Chasing Cosmopolitan Capital Chapter 5. The Politics of Hanging out Chapter 6. Invisible Diversity Chapter 7. Race and Romance Chapter 8. Whose United Nations Day? Conclusion: Transnational Youth References Index

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Book SynopsisRestorative justice is a dynamic and innovative way of dealing with conflict in schools, promoting understanding and healing over assigning blame or dispensing punishment. It can create an ethic of care and justice that makes schools safer and happier, not only through reducing conflict, but also in terms of developing active citizenship skills, good self-esteem, open communication and team work in students.From a teaching background herself, Belinda Hopkins is at the forefront of the development of restorative justice in the UK, and in this practical handbook she presents a whole school approach to repairing harm using a variety of means including peer mediation, healing circles and conference circles. She provides clear, practical guidance for group sessions and examines issues and ideas relating to practical skill development for facilitators.Clearly structured and with photocopiable sheets, this book is an excellent resource for teachers, school counsellors and youth workers seeking a more positive and effective way to deal with conflict in educational settings.Trade ReviewIn this practical handbook, Belinda Hopkins demonstrates how the principles and values of restorative justice can help transform daily interactions in schools. She makes a strong case for focusing on building and repairing relationships rather than on managing and controlling behaviour. The book is written with the needs of teachers and youth workers in mind. It is clearly structured and presented, with user-friendly diagrams and photocopiable sheets. Case studies provide plenty of good examples from the author's own experience. While Hopkins clearly understands the practical demands of school organisation, she nevertheless firmly grounds the book in restorative justice theory and ongoing research. This book provides a sympathetic and realistic challenge to established school culture. -- International Review of VictimologyThis publication makes a major contribution to conflict resolution in educational settings. Developing citizenship, team work, positive self-esteem, communication and co-operation are all promoted. It's an essential resource for practical application and a stimulating conduit for schools to consider new approaches when dealing with conflict. A number of photocopiable sheets are included for consideration, plus a useful reference. -- The TeacherThis excellent manual should give a substantial impetus to the use of restorative techniques such as mediation and conferencing where they are badly needed - schools. Full of practical programmes and illustrated by plenty of examples, Just Schools shows how restorative justice can be used to resolve difficulties from low level antagonism to more serious issues of bullying. It is much more jargon-free than many books of this kind, and draws on academic sources and personal experience. -- Children NowIn Just Schools, a brief history of restorative justice is followed by advice on developing it for yourself. With clear explanations of process and advice on many useful skills such as developing restorative approaches to difficult situations, this is useful reading even if you have nothing to do with schools! Rooted in experience, this book is welcoming and workmanlike - recommended. -- Restorative Justice NewsThe different responses to conflict discussed here provide practitioners with knowledge they need to offer a more flexible approach to schools, and the text clearly shows that restorative practices are not the soft option that so many people take them to be. I recommend this book both to practitioners and to the schools they are looking to work with. -- Mediation MattersStep-by-step demonstrations of Restorative Justice approaches are both compelling and practical. The book is clear, highly readable, methodical and well structured. Uncluttered photocopyable sheets provide valuable resources for those working in an educational setting who seek ways of responding more effectively to conflict disruption. -- Pastoral CareTable of ContentsForeword, Guy Masters, Wandsworth Youth Offending Team. Preface. Introduction to Restorative Justice Ideas and Practice. Guy Masters. Section 1: Introducing the Vision. 1. Restorative Justice in a School Context. 2. Bringing People on Board and Establishing the Vision. Section 2: Restorative Skills and Processes. 3. Becoming a Listening School. 4. Restorative Conversation - Talking the Talk 5. Repairing Harm Through Mediation. 6. Repairing Harm Through Restorative Conferencing. 7. Circles. Section 3: Implementation and Sustainability. 8. The Just School - A Punishment-free Zone? 9. Piecing Together the Jigsaw. Appendices. References. Useful Contacts. Index.

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Book SynopsisRestorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture.Implementing Restorative Practice in Schools explains what has to happen in a school in order for it to become truly restorative. Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice. Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered. Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks.Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.Trade ReviewWe know children need caring relationships, healthy communities and a way to fix their mistakes, but how do we get everyone in the school community building relationships and community, and offering help, all at the same time? Blood and Thorsborne have gathered the research on implementation, molded it into useful insights and provided practical direction in this clear and helpful book -- a book every school administrator should read. To be committed to school change, one has to first understand change. Using the insights of change theorists and their own pioneering experiences, Marg and Peta provide that essential understanding. -- Nancy Riestenberg, School Climate Specialist, Minnesota Department of Education, USAThis book is an inspiration. It is the natural successor to the first generation of books that set the scene by explaining what restorative practice looks like in a school setting. The book addresses the challenge many educators face after the initial excitement of their first restorative skills training course -- how to spread the insights and the practice across their school community? Drawing on their wealth of experience, Marg Thorsborne and Peta Blood explain what the pitfalls are likely to be, and how to overcome them. They bring insights from the field of change management which are invaluable, and they offer case studies from schools all over the world to give weight to their message.I have no doubt that this book will become the core text for all those leading or supporting schools on their restorative journey. I can hardly wait to make use of the numerous practical ideas and resources that are provided with colleagues in the field. -- Belinda Hopkins, Director, Transforming Conflict, National Centre for Restorative Approaches in Education, UKTeaching young people and staff (and indeed parents/carers) to forgive each other and resolve problems is one of the most important jobs a school can do. Emotional intelligence is not an old-fashioned idea -- it is essential for well-being, and we need to make our students resilient and help them form healthy relationships. This book is a practical guide to changing the ethos or climate of a school and getting people to think about and change their behaviour. It gets us away from blame and negative attitudes, showing us a positive way forward. I can recommend this book to head teachers, teachers and all staff who support young people and who are interested in improving their own practice. This book will help them in that quest. I would also recommend this book to any parents/carers who are finding parenting difficult to manage. -- Kenny Frederick, Principal, George Green's School, London, UKMarg and Peta have done a huge favour to schools by distilling their years of training, research, reflection and leadership into this eminently practical and inspirational book. Wherever you are on your restorative school journey, this book will help. -- from the foreword by Graham Robb, a former secondary school headteacher who works in education and youth justice. He is Chair of the Restorative Justice Council in the UKTable of ContentsForeword by Graham Robb. Introduction. Section 1. A Whole School Approach. 1. Restorative Practice Explained. 2. Restorative Practice in Schools. 3. The Restorative School - Begin with the End in Mind. Section 2. Managing the Change Process. 4. Understanding the Change Process. 5. Why Change Fails. 6. Change is an Emotional Process. 7. Elements of Effective Change Processes. 8. The Importance of Leadership. Section 3. Making it Happen: An Implementation Guide. 9. Overview. 10. Getting Ready for Change. 11. Getting the Ball Rolling: Overcoming Inertia. 12. Implementing and Embedding the Change. Conclusion. Appendices. References. Recommended Reading and Helpful Websites.

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Book SynopsisIn this text various specialists in education honsider the merits of current thinking on self-esteem in relation to their field of expertise. Each concludes that a radical reassessment of the ways in which we think aboutTable of ContentsSelf-esteem and the schooling of girls - an introduction. Section 1 Critique: self-esteem research and equity programs of girls - a reassessment, Peter Renshaw; the subtle politics of self-esteem programs for girls, Jane Kenway, Sue Willis and Jenny Nevard. Section 2 Culture: ethnic minority girls and self-esteem, Georgina Tsolidis; aboriginal girls - self-esteem or self determination?, Pat Dudgeon, Simone Lazaroo and Harry Pickett; culture, gender and self-esteem - teaching indo- Chinese students, Jackie Wenner; working class girls and educational outcomes - is self-esteem an issue?, Johanna Wyn; privileged girls, private schools and the cutlure of success, Jane Kenway. Section 3 Curriculum: cultural differences and self-esteem - alternative curriculum approaches, Bill Cope and Mary Kalantzis; personal growth or critical resistance? self-esteem in the English curriculum, Pam Gilbert; the power of mathematics - for whom?, Sue Willis; improving self-esteem - a whole school approach, Pam Jonas.

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Book SynopsisThe Greek word gnosis means knowledge. The higher meaning of gnosis is knowledge of facts acquired from personal experience. Gnosis is genuine knowledge of the truth. To understand truth, one must experience it. The greatest human beings in every field - philosophy, science, art, and religion - did not imitate, memorize, or remain limited by popular ideas; instead, they sought gnosis: to know the facts for themselves, and in finding the facts they changed the world for the better. Unfortunately, such people are rare. The problems afflicting individuals and society today have a simple root cause: we have not yet learned how to think. Instead, people today are taught to memorize and imitate. Schools, teachers, and parents today emphasize what we should think, rather than teaching how to think, question, and analyse, so we can recognize the facts, deal with them intelligently, and experience the truth for ourselves. When our consciousness is liberated from the conditioning and restrictions imposed upon it by imitation, bad habits, defects, vices, and mistaken beliefs, then we can see and experience the truth for ourselves. In this way, we no longer need to believe anything or follow anyone, but are free to express our fundamental nature and realize our full potential. This book guides us towards that experience, that gnosis. We need the union of superior logic and tremendous love, heart and mind balanced by conscious awareness of facts. This psychological equilibrium empowers us to alter the painful conditions that we suffer within. Therefore, we need a gnostic education: an education based on personal experience of the truth.

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Book SynopsisIn THE GIFTED PARENTING JOURNEY, clinical psychologist and parent Dr. Gail Post addresses the needs and emotional life of parents of gifted children. Gifted children can be overwhelming; parents must navigate a maze of heightened intensity, asynchronous development, and astonishing intellectual abilities. These challenges and the emotions they evoke are not always easy to discuss with friends or professionals unfamiliar with giftedness. Parents of gifted children often struggle in relative silence, reluctant to voice their concerns.Most books on raising gifted children focus on the child, paying little attention to the parent''s unique experience. This book will guide parents along their gifted parenting journey, exploring what they might worry about and feel - the dread, envy, and regret. How they can weather and even thrive despite roadblocks to their child''s education, criticism from others based on stereotypes, and their own self-doubts. Understanding their thoughts and feelings - and distinguishing these emotions from what their child needs - is key to making informed parenting decisions.THE GIFTED PARENTING JOURNEY will recommend how to find the guidance and support parents need, with focus on self-awareness. Throughout this book, parents will be invited to discover more about their deeper emotions and motivations, what influences their attitudes and expectations, and how certain reactions are elicited in response to the gifted experience. Readers will be prompted to explore questions that should increase self-awareness, and are offered both practical tools for managing their emotions and guidelines for improving their parenting skills.Dr. Post provides the latest research, clinical insight based on decades of experience as a psychologist, and vignettes. Findings from a recent online survey of 428 parents of gifted children, initiated for the purpose of this book, explore what other parents want readers to know. While this book is specifically geared toward parents of the gifted, it also offers guidance for anyone interested in understanding gifted children and their families: grandparents, extended family, caregivers, teachers, and other professionals. The guidance, support, and increased self-awareness acquired through this book should enhance parents'' well-being and confidence along their gifted parenting journey.

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Book SynopsisThis book critically examines the experiences of racism encountered by academics of colour working within British universities. Situated within a critical race theory and postcolonial feminist framework, Sian thoughtfully centres the voices of the interviewed academics, and draws upon her own experiences and reflections through a critical auto-ethnography. Navigating Institutional Racism in British Universities unpacks a range of complex and challenging questions, and engages with the way in which racial politics in the academy interplay and intersect with gender. The book presents a textured narrative around the various barriers facing academics of colour, and enhances understandings of experiences around institutional racism in British universities. Alongside its conceptual and empirical contribution, it develops a series of practical recommendations to encourage and facilitate the active participation of academics of colour in British universities. Table of Contents1. Introduction.- 2. A Brief Reflection on Methods and Conceptual Framings.- 3. Microagressions, Whiteness and the Politics of Exclusion.- 4. Teaching Experiences.- 5. Decolonizing the Curriculum.- 6. Hiring Practices and Career Development.- 7. Resisting Racism in the Academy: 'Wherever We Are, We Belong'.- 8. Looking Ahead: Recommendations for Policy and Practice.- 9. Conclusion: Backlash Blues.

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Book Synopsis​This textbook introduces international education scholars, professionals and graduate students to quantitative research methods. It provides them with the most foundational and useful concepts in quantitative analysis, using international education themes for all examples and practice problems. Readers will have a foundation to pursue more advanced methods and analyses, whether through formal training or future individual study.The book assumes no prior knowledge of quantitative analysis and is written for individuals who are new to statistics. Practice problems are found at the end of all substantive chapters, and datasets are provided so that readers can practice the analyses that are presented. Moreover, in each chapter, different statistical approaches are illustrated with real examples from international education research. These examples provide context for each statistical method and represent a wide variety of contexts in international education research, covering a variety of international education topics and a variety of regions of the world. From the instructor perspective, these example studies could be used as additional course reading. Moreover, supplemental material provides slides that instructors can modify and use in conjunction with the text.Table of ContentsChapter 1: Introduction.- Chapter 2: Measures of Central Tendency.- Chapter 3: Measures of Variability.- Chapter 4: Hypothesis Testing.- Chapter 5: One-way ANOVA and the Chi-Square Test of Independence.- Chapter 6: Correlation.- Chapter 7: Ordinary Least.- Squares Regression.- Chapter 8: Other Regression Concepts.- Chapter 9: Introduction to Experimental and Quasi-Experimental Design.- Chapter 10: Writing About Quantitative Research.

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Book SynopsisBusinesses constantly look for ways to achieve better performance, and business schools play an important role through their curricula by teaching such methods and helping budding and experienced managers find innovative paths. The author of this book, Prof. Peter Lorange, a well-accomplished expert at business and academic leadership, draws on a set of reflections from his vast experience in both fields to offer core messages which help in improving business education. The author believes that experience-based reflections tend to be both more interesting and more useful than mere chronological, biographical ones, or conceptual reviews of management dimensions without links to practice. The book helps academics, business school management, and even advanced students understand how to bring a practical focus to learning and teaching business via a holistic curriculum. The book also features a special focus on how to integrate family business perspectives to the curriculum.Table of ContentsHow Was My Vision Shaped?: Upbringing and Education.- Experiences from Academia and Academic Administration.- The Role of Research.- Influences: Family and Friends.- The Influence of Business: Lorange Institute and Lorange Network.- Family Business Strategies.- Board Membership and Consulting Assignments.- Guiding Principles: Quality.- Diversity.- Risk and Uncertainty.- Discipline and Integrity in Decision-Making.- Business Skills: Networking.- Speed.- Proactivity, Positivity, and Innovation.- Cycle Management: Entries and Exits.- Conclusions: Learning in the Future: Individuals, Business, and Academic Institutions.

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Book SynopsisDit Courseware pakket bestaat uit twee publicaties, PRINCE2(R) Editie 2017 Foundation Courseware Nederlands - 2de herziene druk (ISBN: 978 94 018 0326 7) en Projectmanagement op basis van PRINCE2(R) Editie 2017 (ISBN: 978 94 018 0004 4). Het Courseware is Nederlands en er wordt Engelse terminologie gebruikt, geschikt voor het Engelse PRINCE2(R) Editie 2017 examen.Waarom een PRINCE2 training volgen? In ieder project komen zes variabelen voor, daarom zijn er bij een project zes aspecten die beheerdmoeten worden:- Geld, Tijd, Kwaliteit en Scope- Risico's- BenefitsPRINCE2(R) is een geintegreerd kader van processen en thema's dat een handvat biedt voor het plannen, delegeren, toezicht houden en beheren van de zes aspecten van de prestaties van een project.Aan de hand van voorbeelden en opdrachten uit de praktijk wordt de methode verduidelijkt.De deelnemers worden zo optimaal voorbereid voor het PRINCE2(R) Foundation examen en krijgen ook handvatten aangereikt om in hun eigen praktijk mee aa

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Book SynopsisNaast de publicaties, IPMA-C op basis van ICB 4 Courseware - herziene druk (ISBN: 978 94 018 427 1) adviseren wij bij dit materiaal gebruik te maken van het boek Projectmanagement op basis van ICB versie 4 - 4de herziene druk - IPMA B, IPMA C, IPMA-D , IPMA PMO (ISBN: 978 94 018 0381 6) De inhoud is gebaseerd op de Individual Competence Baseline version 4 (ICB4) van de International Project Management Association (IPMA) en beschrijft alle vakinhoudelijke, gedragsmatige en contextuele competenties voor de projectprofessional zoals deze zijn gespecificeerd in de examengids van IPMA Nederland. Deze 4-daagse training en halve dag examentraining is bedoeld voor projectmanagers met minimaal 3 jaar ervaring op het gebied van projectmanagement. De training richt zich op het versterken van zowel de 'harde' als 'zachte' kant van projectmanagement. Deze training leidt op tot het examen IPMA-C van IPMA CertificeringNa afloop van de training is de deelnemer in staat zelfstandig niet-complexe projec

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Book SynopsisThe Banking Industry Architecture Network (BIAN) is a global, not-for-profit association of banks, solution providers, consultancy companies, integrators and academic partners, with the shared aim of defining a semantic standard for the banking industry covering all banking activity and almost all of the well-known architectural layers. BIAN's Reference Architecture for the Financial Industry provides its users with a set of building blocks that, when used in different combinations, can support all of the functionality and information a bank needs for both its internal functioning and its collaboration with partners in an Open Finance and Open API economy. BIAN's Reference Architecture for the Financial Industry is freely available on the BIAN website. This website also provides a wealth of information on both the theory and practice of the standard. So why this book? Importantly, it summarizes all of the above information and guides the reader through it on a step-by-step basis. It pr

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

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Book SynopsisFoundations of Early Childhood Education is designed to help improve the quality of early care and education programs through training teachers in the latest research and best practices. It features skill-building with a solid theoretical base and provides students with an overview of early childhood programs through the use of examples, anecdotes, and scenarios. Readers will come away with an understanding of what makes a quality program, where children will gain the foundation they need for school success and beyond.Table of ContentsPart 1 Foundations of the Teaching–Learning Process: The Role of the Early Childhood Educator1Early Childhood Education as a Career2First Things First: Health and Safety Through Observation and Supervision3Communicating with Young Children4Facilitating Young Children's Work and Play5Guiding Young Children's Behavior6The Teacher as Model7Modeling Adult Relationships in Early Childhood SettingsPart 2Foundations in Supporting Development and Learning8Setting Up the Physical Environment9Creating a Social-Emotional Environment10Routines11Developmental Tasks as the Curriculum: How to Support Children at Each Stage12Observing, Recording, and AssessingPart 3 Planning for Learning and Development by Enhancing Children's Curiosity, Joy, and Sense of Wonder13Enhancing Children's Learning and Development Through Language and Emergent Literacy14Fostering Joy in Developmentally Appropriate Experiences in Math and Science15Integrating Art, Music, and Social Studies into a Holistic Curriculum

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Book SynopsisIf you want to make a difference, make a change or make your mark on the world but just don't know how to start, here's the answer. Realise your true potential, find your edge and make your ideas and dreams - however big or small - a reality with The Ripple Effect. Wherever you are in life and no matter what you want to achieve, little changes in your approach and small shifts in your mindset can create ripples that have the potential to make big things happen - for you, your organisation, your community and maybe even the world! In this inspiring and motivating guide, visionary business leader and entrepreneur David J Harkin coaches you through eight key lessons that will empower you to make your own ripples. By igniting your curiosity, releasing your energy and teaching you how to ride the wave of your enthusiasm and self-belief, David expertly demonstrates how you can build your confidence, bounce back from failure and feel positively relentless in the pursuit of your goals and ambitions. Now is the right time to start making your mark. By starting The Ripple Effect today, just imagine the impact you might make on tomorrow.Trade Review"An entertaining, step-by-step approach to improvement, how to make it stick and celebrating the results as they ripple through your life." -- Alistair Stewart OBE, Journalist and Broadcaster"David Harkin's drive, integrity and wisdom will help you create good ripples in any walk of life." -- Edwina Dunn OBE, Entrepreneur & Founder of The Female Lead"This book oozes positivity and I loved it! Be more energised and purposeful, find your motivation and run with it." -- Professor Dame Alison Peacock, CEO Chartered College of Teaching"Invaluable! David Harkin is an inspirational entrepreneur." -- Tom Whittle, CEO of MIssion, Entrepreneur and World-Record Holder"Authenticity springs from every word. Beautifully manages to give you a feeling of confidence that 'you can do it'" -- Ashish Trivedi, Head of Strategic Initiatives, Innovation and Incubation, International Baccalaureate"Wherever you are, whoever you are, whatever age you are, devour this book! It will make a difference and help your ripple make the world a better place." -- Anita Gleave, Founder & CEO Chatsworth Schools"A great read! Readable, relatable advice and clear actionable takeaways that can easily be picked up at the point of need." -- Professor Samatha Twiselton OBE, Director of Sheffield Institute of Education

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Book SynopsisThe Bloomsbury Curriculum Basics series provides non-specialist primary school teachers with subject knowledge and full teaching programmes in a variety of key primary curriculum subjects._______________Computers are just for playing games, right? Many of your pupils will think so. It may be a cultural shift for both the pupils and their parents to change that perception of computing. However, the learning gained from the ''games'' played on computers in the primary classroom will help to prepare children to live and work in the modern world. The teaching ideas in Teaching Primary Computing are engaging, easy to implement, and use mostly free tools that operate across the many digital platforms that primary schools use. Addressing every aspect of the National Curriculum, the book is split into year groups, and each chapter offers practitioners an essential summary of all the information and vocabulary needed to successfully implement exciting, well-structured lessoTrade ReviewI'm very pleased with the Bloomsbury Curriculum Basics range and would highly recommend them to home school parents and new teachers too. There's a wealth of knowledge to be gained from them as well as lesson plans to guide you through each lesson ensuring you meet the criteria. In my mind, they are a great investment as they'll see you through all 6 years of Primary education. * Nazira, lovehijabgirl.blogspot.co.uk *

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