Industrial or vocational training Books

Book SynopsisThis indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a set of recipes to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. Available with InfoTrac Student Collections http://gocengage.com/infotrac.Table of ContentsPart I: GETTING STARTED. 1. Introduction.��� 2. Countdown for Course Preparation.��� 3. Meeting a Class for the First Time.��� Part II: BASIC SKILLS FOR FACILITATING STUDENT LEARNING. 4. Reading as Active Learning.��� 5. Facilitating Discussion.��� 6. How to Make Lectures More Effective.��� 7. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function.��� 8. Testing: The Details.��� 9. Good Designs for Written Feedback for Students.��� 10. Assigning Grades: What Do They Mean?��� Part III: UNDERSTANDING STUDENTS. ��� 11. Motivation in the College Classroom.��� 12. Teaching Culturally Diverse Students.��� 13. Different Students, Different Challenges. Part IV: ADDING TO YOUR REPERTOIRE OF SKILLS AND STRATEGIES FOR FACILITATING ACTIVE LEARNING. 14. Active Learning: Group-Based Learning.��� 15. Experiential Learning: Case-Based, Problem-Based, and Reality-Based.��� 16. Using High-Stakes and Low-Stakes Writing to Enhance Learning.��� 17. Technology and Teaching.��� Part V: SKILLS FOR USE IN OTHER TEACHING SITUATIONS. 18. Teaching Large Classes (You Can Still Get Active Learning!).��� 19. Laboratory Instruction: Ensuring an Active Learning Experience.��� Part VI: TEACHING FOR HIGHER-LEVEL GOALS.��� 20. Teaching Students How to Become More Strategic and Self-Regulated Learners.��� 21. Teaching Thinking.��� 22. The Ethics of Teaching. ��� Part VII: LIFELONG LEARNING FOR A TEACHER. 23. Vitality and Growth Throughout Your Teaching Career.��� References.��� Index.

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Book SynopsisThe pressure to "be digital" has never been greater, but you can meet the challenge.The digital revolution is here, changing how work gets done, how industries are structured, and how people from all walks of life work, behave, and relate to each other. To thrive in a world driven by data and powered by algorithms, we must learn to see, think, and act in new ways. We need to develop a digital mindset.But what does that mean? Some fear it means that we all need to become technologists who master the intricacies of coding, algorithms, AI, machine learning, robotics, and who-knows-what's-next.That's not the case. You can develop a digital mindset, and this book shows you how. It introduces three approaches—Collaboration, Computation, and Change—and the perspectives and actions within each approach that will enable you to develop the digital skills you need. With a digital mindset, you'll ask the right questions, make smart decisions, and appreciate new possibilities for a digital future. Leaders who adopt these approaches will be able to develop their organization's talent and prepare their company for successful and continued digital transformation.Award-winning researchers and professors Paul Leonardi and Tsedal Neeley will show you how to do it and let you in on the surprising and welcome secret: developing a digital mindset isn't as hard as you think. Most people can become digitally savvy if they follow the "30 percent rule"—the minimum threshold that gives us enough digital literacy to understand and take advantage of the digital threads woven into the fabric of our world.A digital mindset will future-proof you, your career, and your organization. Learn how to develop one here.Trade Review"With great examples and case studies, this book is an excellent read for everyone—tech savvy or not—interested in challenging themselves to become better leaders, managers, and data-driven decision-makers." — CHOICE, the publication of the American Library AssociationNamed one of "Eight Business Books to Challenge Your Thinking" by MIT Sloan Management ReviewNamed one of the "12 Hot Nonfiction Books to Read This Summer" by Adam Grant, Wharton Professor and bestselling author"This comprehensive, plainspoken guide will be a godsend to leaders…" — Publishers WeeklyAdvance Praise for The Digital Mindset:"The Digital Mindset is an invaluable resource for anyone looking to become a better leader, future-proof their career, or simply gain a better understanding of the present and future of business." — Mickey (Hiroshi) Mikitani, founder, Chairman, and CEO, Rakuten Group"If you're worried that algorithms will replace our judgment, big data will make our little knowledge obsolete, or robots will steal our jobs, this book is for you. Paul Leonardi and Tsedal Neeley offer the practical insights you need to understand the next wave of digital change—and ride it smoothly." — Adam Grant, New York Times bestselling author, Think Again; host, TED podcast WorkLife"We've all heard it a million times: You need to be more digital. Finally, here's a book that ascribes real meaning to the buzzword. With clarity and a surprising level of detail, Leonardi and Neeley prepare you for the digital future." — Shellye Archambeau, former CEO, MetricStream; author, Unapologetically Ambitious"The Digital Mindset provides critical and actionable insights that make it possible for everyone—from the executive team to individual contributors—to help their company succeed in the digital era. Today's CEOs must make sure their entire workforce has a digital mindset. This book is the place to start." — Jeff Henley, Executive Vice Chairman, Oracle"If we continue to consider the digital age as a purely technological revolution, we will miss the most significant economic, political, and behavioral disruption of our societies since the Industrial Revolution. The Digital Mindset offers the 360-degree understanding necessary to seize this moment." — Elie Girard, former CEO, Atos"Down-to-earth and practical, this book makes digital transformation achievable to anyone." — Bill George, Senior Fellow, Harvard Business School; bestselling author, Discover Your True North"Leonardi and Neeley have produced the indispensable, foundational playbook for leaders looking to thrive in the digital age." — Hubert Joly, former Chairman and CEO, Best Buy; Senior Lecturer, Harvard Business School; and author, The Heart of Business

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Book SynopsisRobin and Joan Shohet are pioneers in supervision training for the helping professions. Much more than a manual, this book embodies the heart, soul, spirit and values of their training courses - a golden treasury of insight, wisdom and practical techniques. Its detailed descriptions of their courses apply directly to the work of the helping professions and the therapeutic relationship; what they say apply also to how we all negotiate relationships in our work and our lives. The book opens with the '23 principles' that form the basis of their beliefs about the role and function of supervision. It goes on to describe in detail five of the courses they have been running for some 40 years. These are vivid scripts taken directly from course recordings, bringing to life the interactions, exchanges and relationships played out in the training process. Here we have the Core Course, the Seven-Eyed Model, the Group Supervision Course, the Advanced Course, and the one-day workshop Fear and Love in Supervision. The book ends with a bank of resources drawn from Robin's published writings over the years. These are bold, brave, sometimes raw and always deeply honest accounts of the Shohets' inspirational supervision training - each accompanied by one of Joan's cake recipes.Trade ReviewThis is a breath-taking treasure trove of a book. Robin and Joan share their lives' work in developing, practising and teaching the art of supervision. They describe in detail not only the models they have developed and the principles behind them but how they teach them - right down to the detailed design of their programmes, the exercises and experiments they use - and even the recipes for the cakes Joan bakes for the participants. But not only that. The book is a delightful read - it zings engagingly along, full of stories and vignettes, quotations and anecdotes. One feels privileged to meet the authors in all their humanity - their mistakes as well as their brilliance, their feelings and their experience. I feel deeply appreciative. - Professor Charlotte Sills, Ashridge Business School and Metanoia Institute, London. I shall return to the book regularly in order to savour each reflection and continue learning from the wisdom and humanity contained within it. - Els van Ooijen, psychotherapist, counsellor and supervisor in private practice in Bristol, a former visiting lecturer to the counselling and supervision courses at the University of South Wales, and author of Clinical Supervision Made Easy.Table of ContentsPreface - Michael Carroll. Foreword - Ben Fuchs. PART 1: SOURCES, 1 Supervision: a way of life, 2 Core propositions and principles. PART 2: COURSES, 3 The core course, 4 The seven-eyed model of supervision, 5 The group supervision course, 6 The advanced course, 7 The 'fifth' module: the inquiry process, focusing on the supervisory relationship, 8 Love and fear in supervision: a one-day workshop, 9 The Beast from the East: an account of a challenging supervision training, 10 Beyond otherness: supervision as spiritual practice. PART 3: RESOURCES, The versatility of the seven-eyed model - Joseph Wilmot, Paralleling in the supervision process - Joan Wilmot and Robin Shohet, Exploring the dynamics of complaints - Robin Shohet, How green is your mind? - Robin Shohet, Using improv as a therapeutic and supervisory technique: a beginner's view - Robin Shohet, Residential supervision training - Joan Shohet.

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Book SynopsisPublisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product."All-in-One is All You Need""This book coaches you through the five domains of the exam and provides effective practice exercises to prepare you with confidence. Thanks for providing the industry with such a great book!" -- Linda Hainlen, Director; Learning Solutions, Indiana University HealthGet complete coverage of all the material included on the CompTIA CTT+ exams inside this comprehensive resource. Written by industry expert, trainer, and project management consultant Joseph Phillips, this authoritative guide covers exams TKO-201, TKO-202, and TKO-203 in full detail. You'll find learning objectives at the beginning of each chapter, exam tips, practice questions, and in-depth explanations. A bonus appendix provideTable of ContentsPart I: Planning Prior to the CourseChapter 1: Preparing for the ExamChapter 2: Evaluating Learners' NeedsChapter 3: Managing the Technical ClassroomPart II: Methods for Effective InstructionChapter 4: Engaging Learners Through Instructional MethodsChapter 5: Managing Instructional MaterialsPart III: Establishing Instructor Credibility and Maintaining CommunicationsChapter 6: Instructing With ConfidenceChapter 7: Leading a Successful ClassPart IV: Leading Group FacilitationChapter 8: Managing Learner-Centered InstructionChapter 9: Promoting Learner EngagementChapter 10: Motivating Adult LearnersPart V: Evaluating the Training EventChapter 11: Evaluating Learner CompetenciesChapter 12: Evaluating Instructor and Course PerformancePart VI: AppendixesAppendix A: Certified Technical Trainer+ Exam ObjectivesAppendix B: About the CDGlossaryIndex

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Book SynopsisDavid Chanderbali's book is a valuable addition to the small but growing literature concerning 19th century Indian indentured labour migration to plantation economies in the tropical world. It complements Hugh Tinker's (and others) studies of Indian indenture in the Caribbean, Surendra Bhana's (and others) of South Africa and those dealing with Fiji and Mauritius. Whilst Chanderbali's book is not the first to deal with Indian migration to the Malay peninsula, it is the first to deal comprehensively with the workings of the indenture system in that region. As such, it makes several important contributions. It offers a contribution to South-East Asian studies by giving a more accurate and detailed account of the circumstances of the arrival of Indians in what is now Malaysia. It adds to the history of labour movements in the nineteenth century by confirming what was common to the system wherever it manifested, and establishing what was local and distinctive. In this case, it involved features of the local Chinese rumah kechil system. One of these was to pay the immigrants' passage, in addition to making a cash advance. In return, the immigrants contracted to work for a specified length of time or until they liquidated their debts. This kind of debt bondage was not to be found in such a naked form in other versions of the indenture system. Chanderbali's narrative is lucidly written and well structured. Whilst amply documented with statistical tables, the study never loses sight of the people involved, whether Indian labourers or white planters. Above all, in its careful detail, it enables clear comparisons to be made in identifying the factors that shaped the commonalities and the distinctive features of particular indentured systems, features that have contributed to the contemporary position and inter-ethnic relationships of Indian communities in the Caribbean, South Africa, Mauritius and Fiji.Table of ContentsPreface List of Abbreviations List of Tables List of Illustrations Glossary Introduction I Indian Indenture: Evolution and Structure II Conflicting Interpretations of Indian Indenture III The Demand for Indian Indentured Labour IV The Transition to Regulated Indenture V Recruitment VI The Emigration Process VII The Conditions of Labour VIII Wages IX Housing and Health Conclusion Appendices Select Bibliography

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Book SynopsisJohn Cooper, Tim Heron, and Bill Heward were faculty members at The Ohio State University for a combined 90 years. Together they trained special education classroom teachers and leadership personnel guided by the philosophical, scientific, and technological principles of applied behavior analysis. The Ph.D. program in special education and applied behavior analysis that they and their colleagues developed at OSU was the first doctoral program accredited by the Association for Behavior Analysis International. John, Tim, and Bill each received the Alumni Award for Distinguished Teaching, OSU's highest honor for teaching excellence. They are joint recipients of the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies. John O. Cooper, Ed.D., is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University. His research and teaching interests include precisioTable of Contents 1. Definition and Characteristics of Applied Behavior Analysis 2. Basic Concepts and Principles 3. Selecting and Defining Target Behaviors 4. Measuring Behavior 5. Improving and Assessing the Quality of Behavioral Measurement 6. Constructing and Interpreting Graphic Displays of Behavioral Data 7. Analyzing Behavior Change: Basic Assumptions and Strategies 8. Reversal and Multielement Designs 9. Multiple Baseline and Changing Criterion Designs 10. Planning and Evaluating Applied Behavior Analysis Research 11. Positive Reinforcement 12. Negative Reinforcement 13. Schedules of Reinforcement 14. Positive Punishment 15. Negative Punishment 16. Motivating Operations 17. Stimulus Control 18. Verbal Behavior 19. Imitation, Modeling, and Observational Learning 20. Shaping 21. Chaining 22. Extinction 23. Differential Reinforcement 24. Antecedent Interventions 25.Functional Behavior Assessment 26. Token Economy, Group Contingencies, and Contingency Contracting 27. Self-Management 28. Generalization and Maintenance of Behavior Change 29. Ethical and Professional Responsibilities of Applied Behavior Analysts

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Book SynopsisTable of ContentsChapter 1 The Purposes of Action Research Chapter 2 Understanding Action Research: Paradigms and Methods Chapter 3 Initiating a Study: Research Design Chapter 4 Gathering Data: Sources of Information Chapter 5 Identifying Key Issues: Data Analysis Chapter 6 Reporting: Communicating Research Processes and Outcomes References Index

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Book SynopsisInterprofessional Education and Collaboration offers a comprehensive guide to interprofessional education (IPE) and interprofessional collaborative practice (IPCP). Written by a team of health care experts, this text is shaped by research and provides tools for interdisciplinary collaboration.Trade Review"This book is highly recommended for anyone seeking a truly effective health care team to improve patient outcomes and minimize patient care errors. Well done!" © Doody’s Review Service, 2020, Steven K Hamick, AAS, BIS, William Beaumont Hospitals, (5-star review)Table of ContentsChapter 1. Interprofessional Health CareCindy Mathena, PhD, OTR/L Communication and Teamwork Uniform Terminology Importance of Collaboration Enablers and Barriers of IPCP and IPE History of IPCP History of IPE Key Organizations and Resources SummaryChapter 2. Models of DeliveryJoy Doll, OTD, OTR/L; Anthony Breitbach, PhD, ATC, FASAHP; and Kathrin Eliot, PhD, RD, FAND Theoretical Approaches Foundation of IPE Teaching and Learning Learning Strategies Modes of Instruction Models of Delivery Clinically Integrated IPE SummaryChapter 3. Interprofessional Development for Clinicians, Preceptors, and FacultyJordan Hamson-Utley, PhD, LAT, ATC Faculty KSAs and Behavioral Change Development Models and Interprofessional Competencies Organizational Models and Initiatives Assessing Continuing Professional Education Professional Development of the Clinical Preceptor SummaryChapter 4. Essential EvidenceJudi Schack-Dugré, PT, DPT, MBA, EdD; and Jordan Hamson-Utley, PhD, LAT, ATC Influence of Faculty Shaping IPE Taking Aim Learner’s Reaction (Level 1) Evidence Change in Attitudes, Perceptions, Knowledge, and Skills (Level 2) Evidence Behavioral Change (Level 3) Evidence Organizational Change and Benefits to Patients (Level 4) Evidence Influence of Online Delivery Models on Attitudes and IPCP Effectiveness of Simulation Assessment Tools SummaryChapter 5. Building or Rebuilding Interprofessional RelationshipsK. Michelle Knewstep-Watkins, OTD, OTR/L; C. Michelle Longley, MSN, RN, NP-C; and Meghan Scanlon, BSIE Evidence and Current Practice Interprofessional Team Composition Collaboration Tools and Team Activities SummaryChapter 6. Teaming to Achieve Patient and Organizational OutcomesRobin Dennison, DNP, APRN, CCNS, NEA-BC; Amy Herrington, DNP, RN, CEN, CNE; and Melanie Logue, PhD, DNP, APRN, CFNP, FAANP Health Care Teaming Teams Team Collaboration Teaming and Outcomes Organizational Systems and Team Practice Strategies to Facilitate Teaming SummaryChapter 7. Interprofessional Communication StrategiesDee M. Lance, PhD, CCC-SLP/L; and Kim C. McCullough, PhD, CCC-SLP/L Overview of Team Communication General Communication Strategies Specific Communication Strategies SummaryChapter 8. Building SustainabilityTina Patel Gunaldo, PhD, DPT, MHS; and Pamela Waynick-Rogers, DNP, APRN-BC Sustainability Factors Adaptability (Environment) Acceptability (Social) Affordability (Economic) Emerging Research and Opportunities for Interprofessional Growth Summary Appendix: Additional Resources

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Book SynopsisFOUNDATIONS OF EDUCATION examines and analyzes the key educational issues and policies affecting American education. The book prepares you for your future professional career as an educator through an array of applied features that tie the book's themes to your future practice. The chapters on the history and philosophy of education encourage you to construct your own personal philosophy of education, building a strong foundation for a professional career. Completely up-to-date throughout, this edition also provides the latest information on the common core curriculum, accountability, technology in education, school reform, diversity, legal rulings, recent trends in school funding and teacher compensation, new instructional practices, the outlook for careers, and many other important topics.Table of ContentsPart I: UNDERSTANDING THE TEACHING PROFESSION. 1. Motivation, Preparation, and Conditions for the Entering Teacher. 2. The Teaching Profession. Part II: HISTORICAL AND PHILOSOPHICAL FOUNDATIONS. 3. The World Global Origins of American Education. 4. Pioneers of Teaching and Learning. 5. Historical Development of American Education. 6. Philosophical Roots of Education. Part III: POLITICAL, ECONOMIC, AND LEGAL FOUNDATIONS. 7. Governing and Administering Public Education. 8. Financing Public Education. 9. Legal Aspects of Education. Part IV: SOCIAL FOUNDATIONS. 10. Culture, Socialization, and Education. 11. Social Class, Race, and School Achievement. 12. Providing Equal Educational Opportunity. Part V: CURRICULAR FOUNDATIONS. 13. The Changing Purposes of American Education. 14. Curriculum and Instruction. Part VI: EFFECTIVE EDUCATION: INTERNATIONAL AND AMERICAN PERSPECTIVES. 15. International Education. 16. School Effectiveness and Reform in the United States.

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Book SynopsisSocial Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

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Book SynopsisTrade Review"One of Tyler Cowen's Best Non-Fiction Books of 2018""One of Bloomberg Opinion's Favorite Nonfiction Books of 2018 (Stephen L. Carter)""Bryan Caplan raises an important question in [his] controversial new book, The Case Against Education. How much of the benefits of a degree comes from the skills you acquire in studying for it? And how much from the piece of paper at the end – what your degree certificate signals to employers about the skills and attributes you might have had long before you filled in a unviersity application form?"---Sonia Sodha, The Guardian"Would-be students and their parents are rethinking the assumption that a good life is impossible without an expensive degree--not to mention the chase for college admission that begins at kindergarten if not before. [This new book] may help to let out a little more air."---Naomi Schaefer Riley, Wall Street Journal"You probably won’t agree with everything he says . . . but his broadside is worth considering carefully given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense."---Peter Coy, Bloomberg Businessweek"It is an excellent book, on an important topic. Beyond such cheap talk, I offer the costly signal of having based an entire chapter of our new book on his book. That’s how good and important I think it is. . . . Caplan offers plausible evidence that school functions to let students show employers that they are smart, conscientious, and conformist. And surely this is in fact a big part of what is going on."---Robin Hanson, Overcoming Bias"A book that America has needed for a long time. If we ever reach a turning point where most of us reject the idea that government should mandate and subsidize certain kinds of education, Bryan Caplan will have a lot to do with it."---George Leef, Forbes"Economist Bryan Caplan of George Mason University has crunched the data for years from every angle and argues devastatingly . . . that college is, for many of those who go there, a boondoggle."---Kyle Smith, National Review Online"Excellent argument by Bryan Caplan, but missed something central: convexity of trial-and-error & heuristic learning."---Nassim Nicholas Taleb"It's like the case against parenting's role in shaping children: I don't want to believe it, but the data force you take it seriously. Good book."---Charles Murray"Like most fascinating authors, Caplan, too, has scrumptious contradictions. . . . Whatever the truth is, this book is recommended to parents, high school teachers, and college professors for gaining valuable insights into the dynamics of ‘useless’ education."---L. Ali Khan, NY Journal of Books"[Caplan] is also frequently infuriating. But when he is right, he is very right. The Case Against Education, a book 10 years in the making, is a case of Caplan being right."---Charles Fain Lehman, Washington Free Beacon"The Case Against Education lays the groundwork for readers to think anew about education, what it does and ought to do, what place it holds and ought to hold in American society. It ought to be a wake-up call for all Americans, especially those who seek to champion ‘education’ without explaining why it’s a worthy cause."---Ian Lindquis, The Weekly Standard"Caplan delivers a tightly knit, compelling indictment of the vastly inflated, scandalously over-priced and often socially deleterious Ponzi scheme that American higher education has become."---Aram Bakshian Jr., Washington Times"His words might be hard to digest. But with dismal school performance and achievement year after year, it’s worth challenging the assumptions we make about the education systems that now envelop childhood."---Kaitlyn Buss, Detroit News"The Case Against Education is a brilliant book that you should read, though you’ll probably reject its conclusions without really considering them."---Jake Seliger"[Caplan’s] evidence, trends and intuition suggest he has an important point."---Ryan Bourne, The Telegraph"Bryan Caplan is perhaps the most natural ‘social science book writer’ I have met, besides myself of course. Not only does he want people to agree with him, he insists that they agree with him for the right reasons."---Tyler Cowen, Marginal Revolution"The Case Against Education is powerfully argued, provocative but not polemical, marrying a wealth of evidence with an engaging writing style. . . . After 300 pages, Caplan's outlandish proposals seem not just plausible but natural conclusions, whether or not you share his ideological commitments."---Aveek Bhattacharya, London School of Economics Review of Books"Cogently argued."---Megan McArdle, Washington Post"A persuasive indictment of his own industry."---Gene Epstein, City Journal"I’m not sure he’s right, especially about education being almost entirely for the purpose of signaling, but goodness does he make a strong case. Agree with him or not, you’ll never look at the schools and colleges in quite the same way."---Stephen L. Carter, Bloomberg Opinion

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Book SynopsisAbout our authors Jan Chappuis, educator and author, joined Rick Stiggins at the Assessment Training Institute in Portland, Oregon, in 2001. Prior to that she had been an elementary and secondary teacher as well as a curriculum developer in English/language arts, mathematics, social studies and world languages. For over 25 years, she has written books and developed workshops on classroom assessment literacy, presenting both nationally and internationally. She is recognized as a national thought leader in the area of formative assessment for her work in translating research into practical classroom applications. She is the author of Seven Strategies of Assessment for Learning (2015) and Learning Team Facilitator Handbook (2007), and co-author of Creating and Recognizing Quality Rubrics (2006), Classroom Assessment for Student Learning: Doing It Right, Using It Well (2012), and Understanding SchTable of ContentsBrief Contents Understanding Assessment’s Role in Learning Establishing Purpose: Assessment for and of Learning Defining the Intended Learning Planning the Assessment: Sound Design Designing and Using a Selected Response Assessment Designing and Using a Written Response Assessment Designing and Using a Performance Assessment Using Personal Communication as an Assessment Method Deriving Accurate, Fair, and Defensible Grades Students Tracking and Reflecting on Their Own Learning Conferencing with and About Students Appendix A: Assessing Dispositions Appendix B: Professional Development with the Text

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Book SynopsisConcise and accessible, Gargiulo/Metcalf's TEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 4th edition, equips you with a practical, flexible framework for effective instruction, classroom management, assessment and collaboration in today's diverse classrooms. It is the first inclusion textbook with a consistent, integrated emphasis on UDL -- a key educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this hands-on text delivers foundational information about children with disabilities included in today's classrooms as well as the most effective strategies for teaching them alongside their typically developing peers. Extensive coverage of Common Core State Standards is coupled with insightful case studies and sound research-based teaching and learning strategies.Table of ContentsPart I: FOUNDATIONS FOR EDUCATING ALL LEARNERS. 1. Teaching in Today's Inclusive Classrooms: Your Journey Begins. 2. Introducing Universal Design for Learning. 3. Policies, Practices, and Processes for Special Education and Inclusive Education. 4. Diversity in the Classroom: Learners with High-Incidence Disabilities. 5. Diversity in the Classroom: Learners with Low-Incidence Disabilities. 6. Learners with Gifts and Talents, Learners Who Are Culturally and Linguistically Diverse, and Other Learners at Risk. Part II: PLANNING INSTRUCTION FOR ALL LEARNERS. 7. Collaboration and Cooperative Teaching: Tools for Teaching All Learners. 8. Designing Learning That Works for All Students. 9. Assessing and Evaluating Learner Progress. 10. Selecting Instructional Strategies for Teaching All Learners. 11. Selecting Behavioral Supports for All Learners. Part III: IMPLEMENTING EFFECTIVE INSTRUCTIONAL PRACTICES FOR ALL LEARNERS. 12. Assistive Technologies and Innovative Learning Tools. 13. Creating Literacy-Rich Environments for All Learners. 14. Developing an Understanding of Mathematics in All Learners. 15. Teaching Critical Content in Science and Social Studies to All Learners. Appendix A: InTASC Model Core Teaching Standards. Appendix B: Council for Exceptional Children (CEC) Initial Level Special Educator Preparation Standards.

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Book SynopsisTable of ContentsIntroduction Storytelling Is How We Move Business Forward 1 What two Silicon Valley–bred sisters know about business storytelling (hint: it’s pure, irrefutable career gold) Part 1 Once and for all—Let’s Unfluff the Reputation of Business Storytelling 6 Chapter 1: Meet the Brain Scientists 8 Chapter 2: Data (Yes, Sometimes Overused) Is Not the Villain 16 Part 2 Ok, I’m in—How Do I Get Started with Business Storytelling? 24 Chapter 3: The Four Signposts 30 Chapter 4: The WHY, WHAT and HOW of Business Storytelling 48 Chapter 5: Your BIG Idea 52 Chapter 6: Putting It All Together: Sample Story 56 Part 3 Thanks, got the basics. What Else Can Help Me? 60 Chapter 7: Push Your Story Forward with Active Headlines 62 Chapter 8: A Simple Path to Building Your BIG Idea 72 Chapter 9: Five Well-Tested Ways to Visualize Your Story 80 Part 4 Let’s see the magic! How Does Storytelling Show Up in Everyday Business? 106 Chapter 10: Making a Recommendation 108 Chapter 11: Providing an Update 144 Chapter 12: Crafting an Email 162 Chapter 13: Creating a One-Pager 176 Part 5 But wait! How Do I Flex My Story? 192 Chapter 14: Audience Is Everything: A Manifesto 194 Chapter 15: You’ve Got Five Minutes with an Executive… Go! 202 Chapter 16: Your Audience Is Diverse How Can You Please Everyone? 210 Chapter 17: You’re Told “Only Three to Five Slides” 216 Chapter 18: Team Presentations: Who Does What? 220 Chapter 19: When Your Audience Is Virtual 238 Part 6 All together now: Building a Common Language of Storytelling 252 Chapter 20: Fostering a Culture of Story Coaches 254 Chapter 21: Five Ways Managers Can Reinforce Storytelling 260 Chapter 22: Ready, Set, Coach! Five Tips for Peer-to-Peer Story Coaching 264 Conclusion A Final Word From the Sisters 272 Your everyday business storytelling journey starts right now… #nomorefrankendecks Gratitude 275 About the Authors 276 Notes & Photo Credits 277 Index 278

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Book SynopsisThe authors of Make Just One Change argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students.They also argue that it should be taught in the simplest way possible. Drawing on twenty years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them.Make Just One Change features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners.

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Book SynopsisDr. John A. Van de Walle (1943 to 2006) was a professor emeritus at Virginia Commonwealth University. He was a leader in mathematics education who regularly gave professional development workshops for K to 8 teachers in the United States and Canada focused on mathematics instruction that engaged students in mathematical reasoning and problem solving. He visited and taught in many classrooms and worked with teachers to implement student-centered mathematics lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K-6 series and contributed to the original Pearson School mathematics program, enVisionMATH. Additionally, John was very active in the National Council of Teachers of Mathematics (NCTM), writing book chapters and journal articles, serving on the board of directors, chairing the educational materials committee, and speaking at national and regional meetings. Dr. Karen S. Karp is a professor at JohTable of ContentsPART I: Teaching Mathematics Developmentally: Big Ideas and Research-Based Practices Teaching to Build Confident and Competent Mathematics Learners Exploring What It Means to Know and Do Mathematics Teaching Problem-based Mathematics Planning in the Problem-Based Classroom Creating Assessments for Learning Teaching Mathematics Equitably to All Students PART II: Teaching Mathematics Developmentally: Concepts and Procedures in PreK-8 Developing Early Number Concepts and Number Sense Developing Meanings for the Operations Developing Basic Fact Fluency Developing Whole-Number Place-Value Concepts Developing Strategies for Addition and Subtraction Computation Developing Strategies for Multiplication and Division Computation Algebraic Thinking Developing Fraction Concepts Developing Fraction Operations Developing Decimal and Percent Concepts and Decimal Computation Ratios and Proportional Reasoning Developing Measurement Concepts Developing Geometric Thinking and Geometric Concepts Developing Concepts of Data and Statistics Exploring Concepts of Probability Developing Concepts of Exponents, Negative Numbers, and Real Numbers APPENDICES Standards for Mathematical Practice NCTM Mathematics Teaching Practices from Principles to Actions Guide to Blackline Masters Activities at a Glance

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Book SynopsisMany researchers dread writing. They find it laborious - even painful - to put their scholarly work into words. They get bogged down in the study, and lose track of the story. And they produce uninspiring papers that fail to resonate with readers or reviewers. This book offers an antidote to this problem: brief, accessible lessons that guide researchers to write clear and compelling scientific manuscripts. The book is divided into three sections – Story, Craft, and Community. The Story section offers advice on getting the balance of study and story just right, introducing strategies for tackling each section of a scientific manuscript. The Craft section considers the grammatical and rhetorical tools of the trade, showing how they can be wielded for maximum impact. And the Community section offers suggestions for writing collaboratively, supporting other writers, and navigating peer review. Each section features multiple short and pragmatic lessons, peppered with illustrative examples. Readers can use the chapters collectively to build holistic writing skills, or dip in and out to refine specific elements of the craft. Rooted in a coaching philosophy, we aim to unlock our readers’ potential as writers through instruction, reflection, and example. And we hope to inspire researchers to face writing with joy. This work is clearly written and easily understandable. Its many practical examples, tools, and exercises make an effective toolbox of support for scholarly writers. This will be invaluable to new scholars and help established scholars as well. The inclusion of examples specific to the health arena and the clear, elegantly simple explanations add strength and relevance to this work.Toni Ungaretti, Johns Hopkins School of Education, Baltimore, MD, USA This book is the most original perspective I have ever read about the craft of writing. As its title suggests, it is inspiring. Brownie Anderson, NBME, Philadelphia, PA, USA Table of Contents1. Introduction.- SECTION I: THE STORY.- 3. Mapping the Gap- 4. Citation Technique.- 5. Methods: Where Story Meets Study.- 6. Effective Use of Quotes in Qualitative Research.- 7. Writing a Discussion that Realizes its Potential.- 8. The Art of Limitations.- 9. Bonfire Red Titles.- 10. Making Every Word Count: Keys to a Strong Research Abstract.- SECTION II: THE CRAFT.- 11. Mastering the Sentence.- 12. Enlisting the Power of the Verb.- 13. The Power of Parallel Structure.- 14. Get Control of Your Commas.- 15. Avoiding Prepositional Pile-Up.- 16. Avoiding Clutter: Using Adjectives and Adverbs Wisely.- 17. From Semi-Conscious to Strategic Paragraphing.- 18. Coherence: Keeping the Reader on Track.- 19. The Three “S”s of Editing: Story, Structure, and Style.- 20. Pace, Pause & Silence: Creating Emphasis & Suspense in Your Writing.- 21. The Academic Hedge, Part I: Modal Tuning in Your Research Writing.- 22. The Academic Hedge II: Getting Politeness Right in Your Research Writing.- 23. From Silent to Audible Voice: Adjusting Register, Stance & Engagement in Your Writing.- SECTION III: THE COMMUNITY.- 24. Collaborative Writing: Strategies and Activities.- 25. Collaborative Writing: Roles, Authorship & Ethics.- 26. Giving Feedback on Others’ Writing.- 27. Coaching Writing I: Being Thoughtful About the Process.- 28. Coaching Writing II: Relationship and Identity.- 29. Cultivating a Writing Community.- 30. Navigating the Peer Review Process Successfully.- Epilogue.

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Book Synopsis"With a new afterword by the author"--Cover.Trade Review"Cogently argued."—Megan McArdle, Washington Post"A wake-up call for all Americans."—Ian Lindquist, Weekly Standard"The Case against Education . . . is a case of Caplan being right."—Charles Fain Lehman, Washington Free Beacon"[Caplan] argues devastatingly . . . that college is, for many of those who go there, a boondoggle."—Kyle Smith, National Review

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Book SynopsisTrade Review“Arieli’s volume is a valuable and informative addition to the analysis of Israel’s unique qualities that have helped it grow so dramatically, and should be on the shelf of serious scholars and those who are curious as to how Israel became the powerhouse it is on the world economic scene.” — Saint Louis Light “At the heart of Inbal Arieli’s eye-opening deconstruction of Israeli entrepreneurial DNA is the question ‘How can we help our kids (and ourselves) learn and grow from failure?’ A fascinating read.” — Meir Brand, vice president of EMEA Emerging Markets, Google Inc. “Imagine learning how to empower your children to become leaders, how to instill in entrepreneurial wannabes the traits that breed start-up success, and how to catalyze an innovation ecosystem in your nation. Entertaining the reader with compelling personal stories, Arieli systematically decodes the secrets of success of the world’s most successful innovation nation.” — Ellis Rubinstein, president and CEO of the New York Academy of Sciences “In a masterful portrayal of Israeli entrepreneurialism, Arieli makes the counterintuitive and eminently logical point: ‘Junkyard’ training is a treasure. Controlled chaos breeds mental agility and improvisation . . . and serves as a backdrop for the uniquely Israeli response: optimism, resilience, and breakthrough innovation.” — Robin Weiss, investor “An exceptionally entertaining and informative book. . . . A must-read for those interested in decoding what makes the Israeli innovation machine the most effective on the planet.” — Scott Dulchavsky, CEO of the Henry Ford Innovation Institute “If you want to understand what makes Israel, pound for pound, the single most dynamic nexus in the global entrepreneurial ecosystem, read this book right now. Arieli has given us a blueprint for the culture that has turned Israel into a powerhouse over the past two decades. Her account is entertaining, personal, and accurate.” — Michael Fertik, Founder and Managing Director, Heroic Ventures “On my first-ever trip to Israel, Inbal Arieli showed me the remarkable ecosystem of entrepreneurship that exists in the country. You do not truly appreciate how remarkable this society is until you see it firsthand, and before you go, Chutzpah should be on the required reading list.” — Matthew Swift, chairman and CEO of Concordia

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Book SynopsisThis book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfTable of ContentsBoundary Crossing as a Theoretical Basis for Research on Transfer. Learning and Transfer in Vocational Education. Learning in Workplaces.

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Book SynopsisTable of ContentsIntroduction Chapter 1 Planning, Organizing, and Managing Reading Instruction Chapter 2 Assessment of Reading Development Chapter 3 Concepts About Print Chapter 4 Phonemic Awareness Chapter 5 Phonics and Other Word Identification Strategies Chapter 6 Fluency Chapter 7 Spelling Instruction Chapter 8 Comprehension Chapter 9 Vocabulary Chapter 10 Content-Area Literacy Chapter 11 Literary Response and Analysis Chapter 12 Student Independent Reading Chapter 13 Supporting Reading Through Oral and Written Language Development Chapter 14 Structure of the English Language Chapter 15 English Learners Chapter 16 Test-taking Strategies Sample Explanation Answers to the Sample Examination For Further Reading Appendices

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Book SynopsisDr. Carole Ferrand earned her BA in English at the University of the Witwatersrand in Johannesburg, and her MS and PhD in Communication Sciences and Disorders from the Pennsylvania State University. She teaches undergraduate and graduate courses in speech science, and a graduate level course in Voice Disorders. Her research focuses on acoustic attributes of normal and disordered speech production. In addition to  Speech Science: An Integrated Approach to Theory and Clinical Practice, she is the author of the textbook, Voice Disorders: Scope of Theory and Practice. When not writing books, Dr. Ferrand enjoys reading historical fiction, a capella singing, and playing banjo.Table of ContentsBRIEF TABLE OF CONTENTS CHAPTER 1: The Nature of Sound CHAPTER 2: The Respiratory System CHAPTER 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders CHAPTER 4: The Phonatory/Laryngeal System CHAPTER 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders CHAPTER 6: The Articulatory/Resonatory System CHAPTER 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders CHAPTER 8: The Auditory System CHAPTER 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment CHAPTER 10: The Nervous System CHAPTER 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System CHAPTER 12: Models and Theories of Speech Production and Perception DETAILED TABLE OF CONTENTS Foreword xiii Preface xv Acknowledgments xvii Introduction xix Chapter 1: The Nature of Sound 1 International System of Units  2 Basic Physics Concepts  3 Mass, Force, Weight, Volume, and Density  3 Speed, Velocity, Momentum, Acceleration, (and Inertia  5 Elasticity and Stiffness  5 Work, Energy, Power, and Intensity  5 Pressure  6 Sound: Changes in Air Pressure  7 Behavior of Air  7 Air Pressure  7 Airflow  8 Relationship between Air Pressure, Air Volume, and Air Density  8 The Nature of Sound  9 Why Molecules Keep Vibrating: Elasticity, Inertia, and Friction  11 Sound Propagation  13 Wave Motion of Sound  13 Longitudinal Versus Transverse Waves  13 Mass/Spring System  15 Simple Harmonic Motion  15 Frequency, Period, Wavelength, Velocity, and Amplitude  16 Visually Depicting Sound Waves: Waveforms  18 Pure Tones and Complex Sounds  21 Pure Tones  21 Complex Sounds  21 Periodic Versus Aperiodic Complex Waves  21 Visually Depicting Sound Waves: Spectra  23 Sound Absorption, Reflection, Refraction, and Diffraction  24 Constructive and Destructive Interference  28 Attributes of Sounds  31 Frequency and Pitch  31 Frequency: Human Range of Hearing  32 Amplitude, Intensity, and Loudness  32 Decibel Scale  34 Logarithms and Ratios  34 Perception on the dB Scale  36 Advantages of the Decibel Scale  37 Applications of the Decibel Scale  38 Resonance  39 Acoustic Resonance  42 Tube Resonance and Standing Waves  44 Acoustic Resonators as Filters  47 Bandwidth  48 Cutoff Frequencies  49 Resonance Curves  49 Parameters of a Filter  49 Types of Filters  50  Summary 53 Review Exercises 54 Chapter 2: The Respiratory System 55 Pulmonary Apparatus  55 Bronchial Tree  56 Chest Wall  59 Muscles of Respiration  62 Accessory Muscles of Respiration  62 Muscles of the Abdomen  62 Pleural Linkage  64 Moving Air Into and Out of the Lungs  66 Inhalation  66 Exhalation  67 Rate of Breathing  67 Lung Volumes and Capacities  68 Resting Expiratory Level  69 Lung Volumes  69 Tidal Volume  70 Inspiratory Reserve Volume  70 Expiratory Reserve Volume  71 Residual Volume  71 Dead Air  72 Lung Capacities  72 Vital Capacity  72 Functional Residual Capacity  72 Inspiratory Capacity  72 Total Lung Capacity  73 Differences between Breathing for Life and Breathing for Speech  75 Location of Air Intake  76 Ratio of Time for Inhalation Versus (Exhalation  77 Volume of Air Inhaled and Exhaled (per Cycle  77 Muscle Activity for Exhalation  78 Chest Wall Shape  79 Breathing Patterns for Speech  80 Speech Breathing for Isolated Vowels and Connected Speech  82 Changes in Speech Breathing Over the Life Span  83 Features of Speech Breathing in Children  83 Features of Speech Breathing in Older Adults  84 Summary 86 Review Exercises 87 Chapter 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders 88 Measurement of Respiratory Variables  88 Pulmonary Function Testing  89 Respiratory Kinematic Analysis  92 Air Pressures  94 Airflow  95 Classification of Respiratory Problems  96 Symptoms of Respiratory Disorders  97 Respiratory Function and Speech Production in Selected Disorders  98 Principles of Clinical Management of Speech Breathing Disorders  98 Neurological Disorders  99 Parkinson’s Disease  99 Cerebellar Disease  101 Cervical Spinal Cord Injury  102 Cerebral Palsy  103 Mechanical Ventilation  104 Voice Disorders  106 Stuttering  108 Asthma  111 Paradoxical Vocal Fold Motion  113 Summary 115 Review Exercises 115 Integrative Case Studies 116 Chapter 4: The Phonatory/Laryngeal System 118 Laryngeal Skeleton  118 Bones, Cartilages, and Membranes  118 Joints of the Larynx  123 Valves within the Larynx  127 Aryepiglottic Folds  127 False Vocal Folds  127 True Vocal Folds  127 Cover–Body Model  129 Glottis  130 Muscles of the Larynx  130 Extrinsic Muscles  130 Intrinsic Muscles  131 Myoelastic–Aerodynamic Theory of Phonation  137 Models of Vocal Fold Vibration  138 Features of Vocal Fold Vibration  139 Changes in the Phonatory/Laryngeal System Over the Life Span  144 Infancy and Childhood  144 Puberty  144 Adulthood  145 Vocal Quality  147 Normal Voice Quality  148 Abnormal Voice Qualities  149 Vocal Registers  151 Physiologic and Acoustic Characteristics of Registers  152 Use of Different Registers in Singing and Speaking  153 Summary 154 Review Exercises 154 Chapter 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders 155 Measurement of Phonatory Variables  155 Acoustic Analysis  155 Perturbation Measures  160 Noise Measures  162 Laryngeal Visualization Methods  163 Electroglottography  163 EGG and Register  167 EGG Slope Quotients  167 Techniques for Visualizing the Larynx  170 Advantages of Acoustic and Visual Analysis of Phonatory Function  174 Evaluation and Treatment of Communication Disorders Involving the Phonatory System  176 Neurological Disorders  176 Benign Mucosal Lesions  181 Laryngeal Cancer  183 Hearing Impairment  186 Transsexual Voice  187 Stuttering  188 Summary 191 Review Exercises 192 Integrative Case Studies 192 Chapter 6: The Articulatory/Resonatory System 195 Articulators of the Vocal Tract  195 Oral Cavity  196 Lips  197 Mandible  198 Maxilla  199 Teeth  200 Hard Palate  203 Soft Palate  203 Tongue  207 Pharynx  211 Muscles of the Pharynx  212 Nasal Cavities  213 Valves of the Vocal Tract  214 Traditional Classification System of Consonants and Vowels  215 Place of Articulation of English (Consonants  215 Manner of Articulation of English (Consonants  216 Voicing  221 Vowel Classification  221 Vocal Tract Resonance  223 Characteristics of the Vocal Tract Resonator  224 Source-Filter Theory of Vowel Production  226 Formant Frequencies Related to Oral and Pharyngeal Volumes  228 Vowel Formant Frequencies  231 F1/F2 Plots  233 Spectrographic Analysis  234 Narrowband and Wideband Spectrograms  235 Relationship Between Articulation and Spectrographic Characteristics of Vowels and Consonants  235 Vowels  236 Diphthongs  236 Nasals  238 Glides  239 Liquids  239 Stops  240 Fricatives  244 Affricates  246 The Production of Speech Sounds in Context  246 Coarticulation  247 Speaking Rate  249 Suprasegmentals  249 Summary 253 Review Exercises 253 Chapter 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders 255 Articulation, Intelligibility, and Instrumental Measurement  255 Ultrasound  256 Electropalatography and Glossometry  257 Magnetic Resonance Imaging  258 Electromagnetic Articulography  258 Evaluation and Treatment of Communication Disorders Involving Articulation and Resonation  260 Dysarthria/Apraxia  260 Hearing Impairment  267 Cochlear Implantation  270 Speech Sound Disorders  272 Cleft Palate  274 Stuttering  275 Resonance Problems  76 Summary 278 Review Exercises 278 Integrative Case Studies 279 Chapter 8: The Auditory System 282 Anatomy of the Ear  282 Outer Ear  282 Tympanic Membrane  284 Middle Ear  284 Inner Ear  288 Perception of Speech  293 Segmentation Problem  293 Role of Redundancy in Speech (Perception  294 Instrumental Analysis of Vowel and Consonant Perception  294 Perception of Vowels and Diphthongs  295 Formant Frequency Relationships  295 Diphthongs  297 Consonants  298 Categorical Perception  298 Multiple Acoustic Cues  299 Influence of Coarticulation  299 Perception of Consonants  300 Liquids  300 Glides  300 Nasals  300 Stops  301 Fricatives  303 Affricates  303 Summary 304 Review Exercises 304 Chapter 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment 305 Types of Hearing Loss  305 Diagnosis of Hearing Impairment  306 Immittance Audiometry  306 Tympanometry  307 Static-Acoustic Middle Ear Admittance  311 Acoustic Reflex Testing  311 Otoacoustic Emissions Testing  312 Auditory Brain Stem Response Testing  313 Hearing Loss and Speech Perception  314 Clinical Application  314 Phoneme Recognition in Speakers with Hearing Loss  315 Acoustic Cues Used in Phoneme (Recognition  316 Vowel Perception  316 Consonant Perception  317 Cochlear Implants  317 Clinical Application  320 Otitis Media and Speech Perception  320 Language and Reading Disability and Speech Perception  321 Temporal Processing Problems  322 Developmental Dyslexia and Speech Perception  324 Articulatory Problems and Speech Perception  324 Clinical Application  326 Summary 326 Review Exercises 327 Integrative Case Studies 327Chapter 10 Chapter 10: The Nervous System 328 Brain Tissue  329 Glial Cells  329 Neurons  330 Neuronal Function  333 Neurotransmission  333 Central and Peripheral Nervous (Systems  338 Central Nervous System  339 Functional Brain Anatomy  342 Cortex  342 Cortical Connections  344 Lobes of the Brain  345 Subcortical Areas of the Brain  350 Basal Nuclei  350 Thalamus  352 Hypothalamus  353 Brain Stem  354 Midbrain  355 Pons  355 Medulla  355 Cerebellum  356 Spinal Cord  357 Spinal Nerves  361 Cranial Nerves  362 CN V: Trigeminal  363 CN VII: Facial  365 CN VIII: Vestibulocochlear  365 CN IX: Glossopharyngeal  365 CN X: Vagus  365 CN XII: Hypoglossal  367 Blood Supply to the Brain  368 Motor Control Systems Involved in Speech Production  369 Motor Cortex  370 Upper and Lower Motor Neurons  372 Direct and Indirect Systems  375 Motor Units  375 Principals of Motor Control  378 Role of Feedback and Feedforward in Speech Motor Control  378 Role of Sensory Information in Speech Motor Control  379 Efference Copy  379 Summary 380 Review Exercises 380 Chapter 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System 381 Techniques for Imaging Brain (Structure  382 Computerized Tomography  382 Magnetic Resonance Imaging  383 Techniques for Imaging Brain Function  384 Functional Magnetic Resonance Imaging  384 Positron Emission Tomography  385 Single Photon Emission Computed Tomography  385 Electroencephalography and Evoked Potentials  386 Transcranial Magnetic Stimulation  388 Use of Brain Imaging Techniques in Communication Disorders  390 Stuttering  390 Stroke  391 Parkinson’s Disease  392 Multiple Sclerosis  393 Alzheimer’s Disease  394 Summary 395 Review Exercises 395 Integrative Case Studies 396 Chapter 12: Models and Theories of Speech Production and Perception 397 Models and Theories  398 Models  398 Theories  399 Issues Related to Organization and Regulation of Speech Motor Control  400 The Serial-Order Issue  400 Degrees of Freedom  401 Context-Sensitivity Problem  401 Models and Theories of Speech Production  401 Dynamic Systems Models  401 Connectionist Models  402 Spatial and Articulatory Target Models  402 Feedback and Feedforward Models  404 The DIVA Model  405 Speech Perception  406 Specialization of Speech Perception  406 Infant Perception  407 Models and Theories of Speech Perception  408 Acoustic Invariance Theory  408 Direct Realism  409 TRACE Model  409 Logogen Theory  410 Cohort Theory  410 Fuzzy Logical Model of Perception  410 Native Language Magnet Theory  411 Motor Theory  411 Summary 413 Review Exercises 414 Glossary 415 References 431 Index 459

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Book SynopsisAbout our authors Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) andTable of ContentsBrief Contents Classroom Assessment Amidst Cultural and Linguistic Diversity Authentic Assessment Preinstructional Assessment: Re-Envisioning What Is Possible Assessment of Acculturation Assessment of Language Proficiency Assessment of Content-Area Learning Data-Driven Problem-Solving Processes Special Education Issues in the Assessment of CLD Students

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Book SynopsisAbout our authors William R. Gordon II has served as a teacher, instructional leader, and district-level executive leader in Florida. As both and elementary and high school principal, he became known for his deep understanding of curriculum and instruction, thought leadership, and systems approaches in the Orange County Public Schools (OCPS) school system. During his 11-year tenure as the principal of Winter Park High School, the school was named by the State of Florida as a High-Performing School due to the school's rigorous curriculum and outstanding student achievement. Additionally, U.S. News and World Report repeatedly ranked Winter Park High School in the top 1 percent of high schools in the nation. While in OCPS he became an area superintendent, where he was responsible for the curriculum, instruction and student and teacher performance in 29 diverse schools serving approximately 35,000 students. After serving in OCPS, he became the chief operations Table of ContentsBrief Contents PART I: THE CURRICULUM: Theoretical Dimensions Curriculum and Instruction Defined Principles of Curriculum Development PART II: CURRICULUM DEVELOPMENT: Role of Personnel Curriculum Development: A Multilevel, Multisector Process Curriculum Development: The Human Dimension PART III: CURRICULUM DEVELOPMENT: Components of Curriculum System Development Process Models for Curriculum System Development Philosophy and Aims of Education Data and Evidence Informed Decision Making Curriculum Goals and Objectives PART IV: CURRICULUM IMPLEMENTATION Instructional Goals or Essential Questions and Instructional Goals or Learning Targets Evidence-Based Instruction PART V: EVALUATION OF EFFECTIVENESS Evaluation of Instruction Evaluation of the Curriculum PART VI: LOOKING FORWARD IN CURRICULUM DEVELOPMENT Trends in Digital Curriculum and Instruction

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Book SynopsisAbout our authors Deborah Verstegen, PhD is a professor of educational leadership, College of Education, University of Nevada, Reno. She served as Edwin J. O'Leary Endowed Chair of Financial Management, University of Illinois, Urbana-Champaign, and was a professor of finance and policy in the Curry School of Education at the University of Virginia for nearly 2 decades. Prior to joining the university community she was a teacher, administrator and legislative aide in state government. She has had teaching experience at all levels, from pre-school, elementary and secondary to community college and university. Her administrative experience in education is also broad. She has been a central office administrator for a K-12 school system in Alaska's Iditarod Area School District, Director of the Mid-management Program at the University of Texas at Austin, and Department Chair in Educational Leadership at UNR. She is author or co-author of over 300 books, articlesTable of ContentsTable of Contents The Economics of Education Education as Human Capital Creation of Wealth and Education Education: An Important Industry A Public-Sector Responsibility Economics and Social Progress Economic Benefits of Education Noneconomic Benefits of Education Cost-Quality Relationship in Education: Does Money Matter? The Need for Adequate Funds Adequacy and the Factors Impacting It Education Deserves High Priority The Public Wants Good Schools The Increasing Costs of Education Spending on Education and the Size of the Enterprise Impacts on the Cost of Providing an Adequate Education What is the Cost of an Adequate Education? A Failure to Provide Opportunity and Associated Costs Society Suffers the Effects of Poor Education Financing Education Equitably Inequalities in Financing Education Equity: An Objective of School Finance Reform Measures of School District Wealth Income Tax Historical Influences on Equity The Equalization Principal Improving State Equalization Practices Foundation Programs and Variations The Impact of Average Daily Attendance on Equity The Changing Climate and Current School Finance Practices Patterns for School Finance Systems Developing Patterns Determining the Best Finance Plan Full State Funding District Power Equalization Property Reassessment and Local District Revenues Emphasis on Weighting Factors Principal Types of Weights Sources of Revenue Education- Financed by Government The Taxation System Characteristics of a Good Tax System Taxes for Education Income Tax Sales Tax Property Tax Excise Tax Severance Tax Other Funding Sources Potential New Taxes Education: A State Function Early Development of State Responsibility Development of Decentralized Educational Systems Development of School Finance Policies Developmental Stages of School Finance The Varying State Programs State Ability to Support Education Eroding Local Control Changing Rural-Urban Influence on Education Basic School District Administrative Units The Administration of Local School Districts Advantages of Local Control Fiscal Independence of School Districts Trends in Local Taxation Practices Measures of Local Taxpaying Ability Local, State, and Federal Tax Responsibility Federal Interest in Education Federalism Historical Role of the Federal Government U.S. Department of Education Constitutional Role Block Grants, Categorical Aid, and General Aid Federal Expenditures Fiscal Advantages and Disadvantages Increased Government Service The Future of Federal Aid to Education The Influence and Climate of the Courts Three Waves of School Finance Litigation The First Wave of School Finance Litigation The Second Wave of School Finance Litigation The Third Wave of School Finance Litigation: A Shift from Equity to Adequacy? Second-Generation Adequacy Cases Impact of School Finance Litigation over Time Pressure for Reform Finance Reform or Tax Reduction? Court Decision Guidelines Public Funds and Nonpublic Schools History Educational Choice The Law and Church-State Relations Financing School Facilities The Need Early Capital-Outlay Programs Capital-Outlay Court Decisions State Support Equity in Financing Educational Facilities The Federal Government and Capital Outlays Capital-Outlay Finance Plans School Bonding Practices Other Alternatives Impact Fees Sales Taxes Future Policies for School Facilities Administering the District and School Budget Evolution of Budgetary Practices Development of a Systems Approach to Budgeting District and School Budgetary Approaches District-Level Budgetary Practices Administering the District Budget School/District Coordination Budgeting at the School Level Challenge of Leadership Accounting and Auditing The School Accounting System The Changing Accounting Environment Comprehensive Annual Financial Report Characteristics of Governmental (Fund) Accounting Encumbrance Accounting Cost Accounting Accrual Accounting Receiving and Depositing Funds Expending School Funds Auditing Protecting School Funds Business Aspects of the School Community Increased Safety Hazards The Business Office Supplies and Equipment Purchasing Supply Management Risk Management Transportation School Food Services Human Resources and School Finance The Expanded Role of Human Resources Administration Teacher Compensation Certification Pay-for-Performance— Merit Pay Additional Issues Teachers and School Finance The Changing Assignments of Teachers Administrative and Supervisory Salaries Noncertified Personnel Salaries Payroll Policies and Procedures Government Influence The Road Ahead in School Finance The Future of Public School Finance Unresolved Issues Some Characteristics of Educational Structure School Finance Goals The Challenge Some Characteristics of Educational Structure School Finance Goals The Challenge

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Book SynopsisAbout our authors Edward H. Moore is a Professor Emeritus in the College of Communication and Creative Arts at Rowan University in Glassboro, New Jersey. Moore started his career as a school public relations practitioner and went on to serve more than 25 years as a public relations counselor, journalist, and educator working with a variety of corporate and educational organizations throughout North America, Europe, and Asia. Moore was managing editor of Communication Briefings, an international communications newsletter, and he previously served as Associate Director of the National School Public Relations Association. Moore taught public relations for more than 20 years. At Rowan University he was a Professor and Coordinator of the M.A. program in public relations. He holds an M.A. in school information services from Glassboro, New Jersey, State College, and is accredited in public relations by the Universal Accreditation Board. Dr.Table of ContentsBrief Contents PART I: ESSENTIAL CONSIDERATIONS The Importance of Public Relations Public Character of the School Understanding the Community Policies, Goals, and Strategies Administering the Program PART II: RELATIONS WITH SPECIAL PUBLICS The Communication Process Communicating with Internal Publics Communicating with External Publics Crisis Communication Communication about School Services, Activities, and Events PART III: COMMUNICATIONS TOOLS Working with the News Media Creating and Delivering Online and Print Communications Conducting Special Issue Campaigns Communication School Finance Issues PART IV: EVALUATION Communication Assessment and Accountability Appendix A: Organizations that Could Be Helpful

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Book SynopsisTeaching Music for Social Justice offers a fresh, innovative approach to teaching general music. This book is a timely collection of lesson plans and units that artfully blend music making with relevant issues of social justice. Particularly accessible to middle and high school classroom music teachers, it includes a companion website with links to all of the music listening and videos. Authors Lisa C. DeLorenzo and Marissa Silverman, accomplished music educators with extensive careers thinking about the relationship between music education and social justice, have composed student-centered lessons with thoughtful discussion prompts, experiences with diverse genres and styles of music, and technology-integrated music making projects that will activate students'' creativity and empathy. Unit topics-ranging from War to Climate Change-include cross-disciplinary lessons with the arts playing a central role in developing understanding. Well-researched introductory materials as well as how-tTrade ReviewMusic Lesson Plans for Social Justice is a tantalizing glimpse of the possibilities when students learn music in a context that is immediately relevant to them. The instructional framework laid out here is ambitious, inspiring, and most importantly, fun. I found myself thinking, time and time again — I can't wait to try that! * Richard Lawton, Orff Teacher Educator/Music Teacher, The Westland School, Los Angeles *Even at their first glance, secondary school music educators will immediately recognize the substantive contributions of this work for developing the social consciousness of their students through musical study and experience. This book will move teachers and students beyond general (Western) theory and history courses to musical encounters in gem-like curricular designs that address timely topics of societal turmoil and tension, and of peace, compassion and love. * Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington *Music Lessons Plans for Social Justice provides ready-to-use resources suitable for any curriculum in any part of the world. I find this publication relevant to various topics including areas that focus on decolonization, socio-cultural significance of music, and learner engagement with music education for situations beyond the classroom. Indeed '...students learn more fully when they are engaged in music making that has contextual relevance to them'. This publication presents contexts that are socially relevant to today's learner. * Emily Achieng' Akuno, Professor of Music, The Technical University of Kenya, President of the International Society for Music Education - ISME (2020-2022) *Table of ContentsAcknowledgments 1. Introduction 2. American Protest Unit 3. War Unit 4. Heroes and Heroines Unit 5. Love Unit 6. Climate Change Unit 7. Peace Unit 8. Epilogue: Creating Your Own Socially Just Music Lessons Index

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Book SynopsisTransforming Medical Education compiles twenty-one historical case studies that critically foreground processes of learning, teaching, and defining medical communities in educational contexts. As a collection, this book makes a powerful argument about the contextual diversity of instruction and identity formation in medicine.Trade Review“Presenting several original perspectives based in archival research, Transforming Medical Education reaches beyond medical education to treat themes such as the structure of modern universities, intellectual and cultural history, the history of nursing, Canadian and American history, and post-secondary education studies. In particular, the inclusion of an interview with Professor Jacalyn Duffin is a significant historical contribution.” Frank Stahnisch, University of Calgary and author of A New Field in Mind: A History of Interdisciplinarity in the Early Brain Sciences

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Book SynopsisTable of ContentsForeword by Provost and Executive Vice President Lauren RobelAcknowledgmentsIntroduction1. The Beginning 1842 – 18772. A Rebirth 1889 -19333. Building a Reputation 1933 - 19764. Becoming a Global Law School 1976 - 20175. Jerome Hall Law Library6. International Students and the Rise of Graduate Legal Studies Programs7. Notable Graduates of the Maurer School of LawAppendix 1 TimelineAppendix 2 Law School Leaders 1842 – 2018Appendix 3 Academy of Law Alumni Fellows Recipients 1985 - 2018Appendix 4 Distinguished Service Award Recipients 1997 - 2017SourcesIndex

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