Industrial or vocational training Books
Pearson Education Limited BTEC Tech Award 2022 Enterprise Student Book
Book Synopsis
£22.80
Taylor & Francis Ltd Facilitating Learning in Practice
Book SynopsisMany recent high-profile reports have emphasised the need for improvements and innovations in practice-based education for nursing and midwifery students in the UK to ensure safe care delivery.Addressing the new NMC standards of proficiency for pre-registration nursing, this book presents five significant areas of practice learning for student nurses and midwives in their pre-registration education and provides a guiding resource for practitioners at a time of significant change in the ethos and structure of practice learning. Each chapter provides a short case study and helpful learning points to assist readers in the application of the themes to their own practice. This concise and accessible book will act as a key stimulus for reflection on the changes in practice learning environments and will provide invaluable guidance on the new roles of Practice Supervisor, Practice Assessor and Academic Assessor. It will be essential reading for all academics andTable of Contents1. Introduction Kathy Wilson, Natalie Holbery and Dawn Morley 2. Socialisation and comprehensive orientation Lynn Quinlivan, Shoba Sookraj, Julie Moody, Anne Levington and Colin Taylor 3. ‘Helpful Others’: recognising informal support networks for students in the clinical setting Alison Dexter, Pam Hodge and Helen O’Toole 4. Student peer support and learning Kathy Wilson, Nora Cooper and Maurina Baron 5. Academic-practice partnerships Sinead Mehigan, Laura Pisaneschi and Justin Mc Dermott 6. Expansive Learning Natalie Holbery, Dawn Morley and Joady Mitchell 7. Recommendations for future practice education: Next Steps Kathy Wilson, Natalie Holbery and Dawn Morley
£31.99
Pearson Education Classroom Assessment for Student Learning
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
£60.98
Pearson Education Early Childhood Development A Multicultural
Book SynopsisTable of ContentsChapter 1: Studying Early Childhood Development in a Diverse World Chapter 2: Historical Perspectives and Research in Early Childhood Development Chapter 5: The Newborn Chapter 6: Infant Physical Growth and Brain Development Chapter 7: Cognitive Development in Infancy Chapter 8: Infant Language and Literacy Chapter 9: Infant Social and Emotional Development Chapter 10: Preschool Physical and Motor Development Chapter 11: Cognitive Development in the Preschool Years Chapter 12: Symbolic Thought: Play, Language, and Literacy in the Preschool Years Chapter 13: Social and Emotional Development of Preschoolers Chapter 14: Physical Growth and Motor Development in the Primary Years Chapter 15: Cognition and Schooling Chapter 16: Language, Literacy, and Schooling Chapter 17: Social and Emotional Development in the Primary Years
£66.49
Georgetown University Press Mastering the Corporate Chess Game
£19.00
PCCS Books In Love with Supervision: creating transformative
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.
£21.84
Pearson Education Limited Applied Behavior Analysis Global Edition
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
£53.19
Harvard Educational Publishing Group Teacher Diversity and Student Success: Why Racial
Book SynopsisTeacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals. Written by three leading scholars, the book provides nuanced solutions on how to diversify the teaching force, increase student exposures to same-race teachers, and improve teacher training for a culturally diverse student body. They argue that teacher diversity should be seen as one element of teacher quality, and policies focused on improving teacher quality should take race explicitly into consideration. The authors also address the historic and contemporary factors that have kept people of color out of teaching and highlight emerging research showing the significant, long-lasting impact of same-race teacher exposures, particularly for Black and Latino students. This timely book is a call to action for building teacher diversity to ensure student success.
£28.86
Harvard Educational Publishing Group Between the State and the Schoolhouse:
Book SynopsisBetween the State and the Schoolhouse examines the Common Core State Standards from the initiative’s promising beginnings to its disappointing outcomes. Situating the standards in the long history of state and federal efforts to shape education, the book describes a series of critical lessons that highlight the political and structural challenges of large-scale, top-down reforms. Education policy expert Tom Loveless argues that there are too many layers between the state and the classroom for a national standards approach to be effective. Specifically, he emphasizes the significant gap between states’ roles in designing education policy and teachers’ roles as implementers of policy. In addition, he asserts that top-down policies are unpredictable, subject to political and ideological pressures, and vulnerable to the pendulum effect as new reforms emerge in response to previous ones. One of the most ambitious education reforms of the past century, the Common Core aimed to raise student success, prepare larger numbers of students for both college and careers, and close achievement gaps. Yet, as Loveless documents, a decade later there remains a lack of significant positive impact on student learning.Between the State and the Schoolhouse marks an important contribution to the debate over the standards movement and the role of federal and state governments in education reform.
£28.86
Pearson Education Action Research in Education
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
£60.79
Pearson Education Policy Studies for Educational Leaders An
Book SynopsisTable of ContentsPreface PART ONE: THE BACKGROUND OF EDUCATION POLICY Chapter 1: Policy–What It Is and Where It Comes From Chapter 2: Power and Education Policy Chapter 3: The Economy and Demographics Chapter 4: The Political System and Political Culture Chapter 5: Values and Ideology PART TWO: POLICY ACTORS AND THE POLICY PROCESS Chapter 6: The Major Education Policy Actors Chapter 7: Setting the Stage and Getting on It: Issue Definition and Agenda Setting Chapter 8: Getting the Words and the Money: Policy Formulation and Policy Adoption Chapter 9: Looking at Policies: Policy Instruments and Cost Effectiveness Chapter 10: Policy Implementation: Getting People to Carry Out a Policy Chapter 11: Policy Evaluation: Determining If the Policy Works Chapter 12: Education Policy in the United States: Retrospective and Prospective Glossary Appendix Useful Web Sites for Following Education Policy How to Locate Government Web Sites for Specific States References Name Index Subject Index
£59.99
Puddle Dancer Press Teaching Children Compassionately: How Students
Book SynopsisIn this keynote address to a national conference of Montessori educators, Marshall Rosenberg describes his progressive, radical approach to teaching that centers on compassionate connection. Marshall describes the counterproductive role that power and punishment play in our schools, and challenges educators to motivate students instead "by a reverence for life." This practical application of Rosenberg's Nonviolent Communication (NVC) process offers educators the tools to create exceptional learning environments. This is an exceptional resource for teachers, school counselors, school administrators, child care providers and more! Nonviolent Communication will help you:- Maximize the individual potential of all students- Improve trust and connection in your classroom community- Strengthen student interest, retention and connection to their work- Find cooperation without using demands- Improve classroom teamwork, efficiency and results
£6.95
Springer International Publishing AG Photographic Elicitation and Narration in
Book SynopsisThis open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.Table of ContentsChapter 1. Photography in the media literacy of teachers: What impression do we give?.- Chapter 2. Photography in the media literacy of teachers: What impression do we give?.- Chapter 3. Photography as a system for representing the teacher’s theories and beliefs.- Chapter 4. Photography in the formative dimension of the practicum.- Chapter 5. Photovoice and photo-elicitation: similarities, differences, incorporation and role in in-service teacher training.- Chapter 6. Structures of the photo-elicitation process and emergence of contradictions in training teachers.- Chapter 7. The use of photo-elicitation situations in the practicum.- Chapter 8. Photo-elicitation in virtual environments as a tool for teachers’ inservice training.- Chapter 9. A brief story about stories.- Chapter 10. Multimodal photo-narration in initial teacher training.- Chapter 11. Modes of photo-narration by teachers and their effect on inquiry into teaching practice.- Chapter 12. The artist’s book as a form of autoethnography for the teaching profession.- Chapter 13. Training Sahrawi teachers using photo-narration in school.
£26.24
Harvard Educational Publishing Group Districts That Succeed: Breaking the Correlation
Book SynopsisIn Districts That Succeed, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts’ successes, including leadership, processes, and systems. Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, “change the path of poverty.”
£28.76
Cengage Learning, Inc McKeachies Teaching Tips
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.
£47.99
Harvard Business Review Press The Digital Mindset: What It Really Takes to
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
£20.90
Harvard Educational Publishing Group Social Network Theory and Educational Change
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.
£31.46
Cengage Learning, Inc Teaching in Todays Inclusive Classrooms A
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.
£64.99
Harvard Educational Publishing Group Make Just One Change: Teach Students to Ask Their
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.
£26.31
Pearson Education Limited Elementary and Middle School Mathematics Teaching
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
£51.99
Springer Nature Switzerland AG Story, Not Study: 30 Brief Lessons to Inspire
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.
£42.74
Princeton University Press The Case against Education
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
£999.99
Pearson Education Speech Science
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
£126.66
Cengage Learning, Inc Those Who Can Teach
Book SynopsisTake a close look at the challenges, realities and rewards of teaching today as Ryan/Cooper/Bolick/Callahan's THOSE WHO CAN, TEACH, 15E helps you make an informed decision about entering today's teaching profession. This edition's highly acclaimed author team draws from current research and multiple sources to pose the question "Why Teach?" A reader-friendly presentation takes a candid look at the importance of teaching, using compelling narratives, biographies, profiles and interviews with top educators. Video cases portray real teaching experiences and new discussions address technology in use with 2020 pandemic school shutdowns and critical topics, such as bullying, high-stakes testing and education reform. Engaging content corresponds to the latest professional teaching standards with digital downloads that offer teaching tools. The authors invite you to carefully consider the rewards, positive challenges and inspiring experiences that form today's high-impact teaching career.Table of ContentsPreface. So Let's Get Started. Part I: SCHOOL AND STUDENTS. 1. Why Teach? 2. What Is a School and What Is It For? 3. Who Are Today's Students in a Diverse Society? 4. What Social Problems Affect Today's Students? 5. What Is Taught? Part II: TEACHERS. 6. What Makes a Teacher Effective? 7. What Should Teachers Know about Technology and Its Impact on Schools? 8. What Are the Ethical and Legal Issues Facing Teachers? Part III: FOUNDATIONS AND THE FUTURE. 9. What Are the Philosophical Foundations of American Education? 10. What Is the History of America's Struggle for Educational Opportunity? 11. How Are Schools Governed, Influenced, and Financed? 12. How Should Education Be Reformed? Part IV: THE TEACHING PROFESSION. 13. What Are Your Job Options in Education? 14. What Can the New Teacher Expect? 15. What Does It Mean to Be a Professional? Before You Close the Book. Appendix. Endnotes. Glossary. Index.
£66.49
Cengage Learning, Inc Educating Exceptional Children
Book SynopsisTable of ContentsPart I: INTRODUCTION, HISTORY, AND SOCIAL FORCES IN SPECIAL EDUCATION. 1. Children and Youth with Exceptionalities and Their Families. 2. Children and Youth with Exceptionalities and Social Institutions: Government, Courts, and Schools. Part II: HIGH-INCIDENCE EXCEPTIONALITIES. 3. Early Intervention Supports and Services. 4. Children and Youth with Intellectual Disabilities. 5. Children and Youth with Autism Spectrum Disorders. 6. Children and Youth with Learning Disabilities. 7. Children and Youth with Attention Deficit Hyperactive Disorders. 8. Children and Youth with Emotional and Behavior Disorders. 9. Children and Youth with Communication, Language, and Speech Disorders. 10. Children and Youth with Gifts and Talents. Part III: LOW-INCIDENCE EXCEPTIONALITIES. 11. Children and Youth with Deafness and Hearing Impairments. 12. Children and Youth with Visual Impairments. 13. Children and Youth with Physical Disabilities, Health Impairments, and Multiple Disabilities.
£68.99
Cengage Learning, Inc Teaching for Student Learning
Book SynopsisTEACHING FOR STUDENT LEARNING: BECOMING A MASTER TEACHER, Fourth Edition, offers practical tools, skills and advice that pre-service and in-service teachers can implement immediately. Written by a team of experienced educators and authors, this trusted text promotes ambitious and powerful teaching and high levels of engagement and interaction. Ideal for both current and aspiring educators, this innovative text helps readers achieve their goals by focusing on essential teaching tasks and covering topics such as instruction, assessment and classroom management. The text also aids in teacher preparation by emphasizing get-the-job-done problem-solving skills and focused advice. Modules are presented in an easy-to-read and -reference format, giving readers ready access to the fundamental information and professional insights today's teachers need to succeed. The current edition also features a strong focus on interactivity, with videos embedded directly within the eBook to facilitate multimTable of ContentsPreface. 1. Reflective Teaching for Student Learning. 2. Understanding Student Differences. 3. Teaching Every Student in Your Classroom. 4. Responsive Classroom Environments. 5. Planning Instruction. 6. How to Teach. 7. Assessing Student Learning. 8. Understanding School Culture. 9. School Effectiveness: Governance, Funding and Oversight. 10. Educational Law and the Ethics of Teaching. 11. Professionalism in Teaching and The First Year.
£62.99
Taylor & Francis Ltd Healthcare Support Workers
Book SynopsisNHS support workers, such as nursing Healthcare Assistants, Maternity Support Workers, and Therapy Assistants, often provide the majority of face-to-face care to patients, clients and their families. This accessible guide explores the issues underpinning their recruitment, training, management, development and progression.NHS support workers comprise four out of ten of the clinical workforce, yet despite their importance they have long faced barriers that mean they are not able to fully realise their potential. This is the first book to take a comprehensive look at this workforce, its history, the policy that shapes its recruitment, management and deployment, and explains clearly how their capacity and capability can be safely and effectively enhanced. Structured around the employment cycle, this text covers the introduction of Technical Levels, career changes, apprenticeships, recruitment and selection, informal learning, learning cultures, widening participation, supervision and functional skills. Providing practical, evidence-based guidance and including illustrative case studies, it suggests a range of interventions to overcome the long-standing barriers to the effective development and deployment of healthcare support workers.Drawing on the latest research, and practice, including the authorâs own experience, this book is an important resource for all those educating, managing or recruiting unregistered healthcare practitioners. It will also provide invaluable guidance to healthcare support workers interested in progressing their careers.Table of ContentsIntroduction, The basics: Understanding education levels and credits, 1. Setting the scene, 2. Missed opportunities? The current position of NHS support workers, Part I: Get ready, 3. Engaging with local employment and skills systems, Part II: Get in, 4. On-boarding: Recruitment, selection, induction and initial training of support workers, Part III: Get on, 5. The best you can be: Unleashing potential through in-work development and good people management, 6. Regulation, delegation and supervision, Part IV: Go further, 7. Widening participation into healthcare degrees and degree apprenticeships, 8. What next for NHS support workers?
£35.99
John Wiley & Sons Inc 101 Ways to Make Learning Active Beyond the
Book SynopsisFresh, creative strategies guaranteed to enliven online training 101 Ways to Make Learning Active Beyond the Classroom provides proven, practical strategies, activities, and tips for those tasked with facilitating training in any subject area among alternative settings.Table of ContentsAcknowledgments ix Introduction: Getting the Most from This Resource xi 200 Tips to Make Training Active and Learning Successful 1 Top 10 Lists 2 1. 10 Tips for Successfully Implementing a Virtual Learning Platform 3 2. 10 Ideas to Create a Prewebinar Checklist 5 3. 10 Slides to Organize Your Virtual Learning 7 4. 10 Tips for Opening an Interactive Online Training Session 8 5. 10 Webinar Warm-Ups 9 6. 10 Ways to Engage Virtual Learners 10 7. 10 Tips for Using Annotation Tools 14 8. 10 Tips for Using Breakout Rooms in a Virtual Classroom 17 9. 10 Tips for Using QR Codes in Learning 18 10. 10 Polling Tips for Virtual Classrooms 20 11. 10 Phrases to Regain Virtual Participants’ Attention 22 12. 10 Tips for Using Twitter for Ongoing Learning 23 13. 10 Tips to Get Started with Games and Gamification 25 14. 10 Ways to Use Social Media Tools to Support Learning 27 15. 10 Tips to Be Successful with m-Learning 29 16. 10 Tips for Shooting a Video 31 17. 10 Tips for Virtual Coaching 35 18. 10 Tips for Virtual Teamwork 37 19. 10 Tips for Leaders as Teachers 39 20. 10 Tips and Options for Training in Virtual Reality Environments 40 ONLINE LEARNING 43 Online Openings 45 1. Picture Me 46 2. You Intro Me; I Intro You 48 3. Quote Me 50 4. Using Prezi to Build Community in the Virtual Classroom 53 5. Instagram Intros 55 Online Closings 57 6. Review, Remember, Relate, Recall 58 7. Make Them Stick 60 8. Choose and Choose Again 62 9. Concept Challenge 65 Online Learning Activities 66 10. Using Analogies 67 11. Virtual Learning by Quadrants 69 12. Incorporate MOOC (massive open online course) Design Concepts into Your Online Design 71 13. Small-Group Data Analysis 73 14. Social Media Sharing about Implicit Bias 75 15. Think-Pair-Share for Webinars 77 Online Asynchronous Learning 79 16. Creating a Culture Dream Team 80 17. Point-Counterpoint 83 18. Onboarding New Employees 86 Unique Online Situations 88 19. Corporate Global Survey 89 20. Find It 91 21. Facilitating from Afar 93 TECHNOLOGY TACTICS 97 Blended Solutions 99 22. Move to the Goal 100 23. Do-It-Yourself (DIY) Job Aid 103 24. The 411 104 25. Gear Up Your Brain 106 e-Learning Tools 108 26. Increase Interaction Using a Whiteboard 109 27. Meter Poll 113 28. Engaging Course Map for an e-Learning Course 118 29. Google Hangout Collaborations 120 30. Pinboard Key Learning 122 31. Poll for Impact! 125 32. Show Me 126 m-Learning 128 33. Mobile Debates 129 34. Survey in Hand 131 35. Picture This 133 36. Take My Speech Home 135 37. Tweet a Learning Needs Assessment 137 38. Just-in-Time Reminder 139 Social Learning 141 39. Social Learning Gone Wild Participating in a LinkedIn Group 142 40. Digital Round Robin 144 41. Blog-Based Skills Inventory 146 42. Social Media Opinion Polling 148 43. The #1 Thing 150 44. Office Hours 152 45. Quiz Challenge 154 Technology in the Classroom 156 46. Twitter Engagement 157 47. QR Code Search 159 48. Pause and Discover 161 LEARNING FROM MANY 165 Learning on a Team 167 49. I Felt Valued 168 50. Teamwork in History 170 51. Build a Trusting Team 172 52. Feedback for the Team 174 53. MVP Award 176 My Mentor and Me 178 54. Discussion Starters 179 55. Take Me with You 181 56. Mentor Meet and Greet 182 57. The Magic of Mentoring 185 58. Find the Perfect Mentor 188 59. First-Time Mentor 191 Put Me in Coach 194 60. Ask Powerful Questions 195 61. Feedback Formula 197 62. Showing Appreciation 199 63. Coaching Meeting Template 202 Peer-to-Peer Learning 204 64. Peer Coaching Circle 205 65. I’ll Coach You; You Coach Me 208 66. Peer Advisory Group 210 LEARNING ON THE JOB 213 Help Yourself 215 67. Every Day Counts 216 68. Your Leadership Brand 218 69. Set Goals for Success 220 70. A Wiser Me 223 71. Volunteer for a Special Assignment 225 72. Notable Quotables 227 73. Goals for Life 229 74. Test Yourself 231 Informal Learning 232 75. First Things First 233 76. A Virtual Book Club 235 77. Brown Bags and Books 236 78. “Bugs Me” List 238 79. Give ’em a “10” 240 80. What Got You Here 242 81. Plan for Informal Learning 244 Learn from Experience 246 82. Experiential Learning in the Classroom 247 83. Experiential Learning on the Job 251 84. Experiential Blended Learning for High Potentials 253 On-the-Job Assignments 255 85. Assessing Learners for a Rotational Assignment 256 86. Department Rotation Agreements 259 87. Evaluating Rotational Assignments 261 88. Stretch Assignment: Yes or No? 264 LEARNING BEYOND THE WORKPLACE 269 Learning Outside the Organization 271 89. Teach a Class 272 90. Do You Belong? 274 91. The Envelope, Please 275 92. Google Your Company 277 93. Visit the City Council 279 94. Read a Biography 281 95. Visit Your Supplier 283 96. Office Hours II 285 Do Well by Doing Good 286 97. Volunteer Team Needs a Leader 287 98. Professional Association Involvement 289 99. Find a Match 291 100. Adopt a Group 293 101. Internal Fund-Raising 295 A Bonus “10 Tips” List 297 10 Ways to Think about Learning in the Future 297 Additional Reading 299 About the Author 301
£24.00
Pearson Education Word Sorts for Syllables and Affixes Spellers
Book SynopsisTable of Contents Overview Sorts for Early Syllables and Affixes Unit I: Inflected Endings (-ing, -ed, -s, -es) Unit II: Compound Words Sorts for Middle Syllables and Affixes Unit III: Syllable Juncture Unit IV: Long-Vowel Patterns in Accented Syllables Unit V: Other Vowel Patterns in Accented Syllables Unit VI: Unaccented Syllables Unit VII: Exploring Consonants Sorts for Late Syllables and Affixes Unit VIII: Affixes Unit IX: Miscellaneous Sorts Appendix
£56.99
Cengage Learning, Inc Those Who Can Teach
Book SynopsisThinking about entering the field of teaching? When you enter a teacher education program, be sure to read THOSE WHO CAN, TEACH, 14th Edition. This book's state-of-the-art and reader-friendly approach will help you make an informed decision about becoming a teacher while inspiring and welcoming them to a rewarding, high-impact career. Using multiple sources, including biographies, narratives, profiles, and interviews with top educators and scholars, the text shows you the realities of teaching. Written by an acclaimed author team, the book's direct, conversational tone invites you to reflect on the satisfactions and problems of teaching in the United States, and casts a teaching career as a positive challenge.Table of ContentsPreface. So Let's Get Started. Part I: SCHOOL AND STUDENTS. 1. Why Teach? 2. What Is a School and What Is It For? 3. Who Are Today's Students in a Diverse Society? 4. What Social Problems Affect Today's Students? 5. What Is Taught? Part II: TEACHERS. 6. What Makes a Teacher Effective? 7. What Should Teachers Know about Technology and Its Impact on Schools? 8. What Are the Ethical and Legal Issues Facing Teachers? Part III: FOUNDATIONS AND THE FUTURE. 9. What Are the Philosophical Foundations of American Education? 10. What Is the History of America's Struggle for Educational Opportunity? 11. How Are Schools Governed, Influenced, and Financed? 12. How Should Education Be Reformed? Part IV: THE TEACHING PROFESSION. 13. What Are Your Job Options in Education? 14. What Can the New Teacher Expect? 15. What Does It Mean to Be a Professional? Before You Close the Book. Appendix. Endnotes. Glossary. Index.
£75.99
Palgrave Macmillan The Grants Register 2024
Book Synopsisand information on over 6,000 awards provided by over 1,300 awarding bodies. Awarding bodies are arranged alphabetically with a full list of awards to allow for comprehensive reading.Table of ContentsPreface.- How to Use The Grants Register.- The Grants Register.- Subject and Eligibility Guide to Awards.- Index of Awards.- Index of Discounted Awards.- Index of Awarding Organizations.
£404.99
Taylor & Francis Inc Creating Sustainable Careers in Student Affairs:
Book SynopsisThis book argues that the current structure of student affairs work is not sustainable, as it depends on the notion that employees are available to work non-stop without any outside responsibilities, that is, the Ideal Worker Norm. The field places inordinate burdens on staff to respond to the needs of students, often at the expense of their own families and well-being. Student affairs professionals can meet the needs of their students without being overworked. The problem, however, is that ideal worker norms pervade higher education and student affairs work, thus providing little incentive for institutions to change. The authors in this book use ideal worker norms in conjunction with other theories to interrogate the impact on student affairs staff across functional areas, institutional types, career stage, and identity groups. The book is divided into three sections; chapters in the first section of the book examine various facets of the structure of work in student affairs, including the impact of institutional type and different functional areas on employees’ work-lives. Chapters in the second section examine the personal toll that working in student affairs can take, including emotional labor’s impact on well-being. The final section of the book narrows the focus to explore how different identity groups, including mothers, fathers, and people of color, navigate work/life issues. Challenging ideal worker norms, all chapters offer implications for practice for both individuals and institutions.Trade Review“Every once in a while a book is published that changes our profession and how we do our work. Creating Sustainable Careers in Student Affairs is that book! This book is a must-read series of insightful chapters as contributors unpack the norms associated with the concept of the ‘ideal worker.’ As we think about student affairs work of the future, this book should be required reading for every educator and practitioner.”Tony Cawthon, Alumni Distinguished Professor, and Director, Graduate Studies, Student Affairs & Higher EducationClemson University“In Creating Sustainable Careers in Student Affairs, Margaret W. Sallee and colleagues provide a new dimension to the dialogue and research literature on invisible labor in the academy. Using the ideal worker model to frame the institutional cultures and structures that create and perpetuate inequitable work demands, Sallee and colleagues offer evidence of and recommendations for actions to reduce these inequities. This is a must-read for all higher education leaders, faculty, and human resource professionals who work in or support the student affairs profession.”Jaime Lester, Associate Dean of Faculty Affairs and Strategic Initiatives, and Professor, Higher Education Program, College of Humanities and Social ScienceGeorge Mason University“This book could not have come at a better time. For years, we’ve behaved as if you can’t have a successful student affairs operation if your team isn’t 24/7, never-saynever, go-down-with-the-ship, . . . and we’ve watched as promising professionals sadly, and sometimes defiantly, walk away. 2020 has showed us there are, and must be, other paths forward, and Creating Sustainable Careers in Student Affairs will help illuminate the way.”Melissa S. Shivers, Vice President for Student LifeThe Ohio State UniversityTable of ContentsForeword—Kristen A. Renn Acknowledgments Introduction. Problematizing the Ideal Worker in Student Affairs—Margaret W. Sallee Part One. The Structure of Student Affairs Work 1. How the Structure and Demands of Student Affairs Reflect Ideal Worker Norms and Influence Work-Life Integration—Laura Isdell and Lisa Wolf-Wendel 2. “That’s the Job”. Agency and Control in Greek Life, Student Activities, and Campus Recreation—Benjamin B. Stubbs 3. Work-Life Integration in Student Affairs. A Closer Look at Housing and Residence Life—Amy S. Hirschy and Shannon D. Staten 4. The Influence of Institutional Type and Socialization Processes on Ideal Worker Norms of Student Affairs Professionals—C. Casey Ozaki and Anne M. Hornak 5. Problematizing Socialization in Student Affairs Graduate Training—Rosemary J. Perez Part Two. The Toll of Student Affairs Work 6. Whose Ideal Worker? Student Affairs and Self-Care in the Neoliberal Academy—Pamela Graglia, Karla Pérez-Vélez, and D-L Stewart 7. Burnout and Compassion Fatigue in Student Affairs—Moly A. Mistretta and Alison L. DuBois 8. Emotional Labor and Well-Being—R. Jason Lynch and Kerry L. B. Klima Part Three. How Various Identity Groups Navigate Student Affairs Work 9. Disclosure, Inclusion, and Consequences for LGBTQ Student Affairs Professionals—Carrie A. Kortegast 10. (En)Counterspaces. An Analysis of Working Conditions for Student Affairs. Professionals of Color in an Un-Ideal World—Ginny Jones Boss and Nicole Bravo 11. The Classed Construct of Student Affairs Work—Sonja Ardoin 12. Interrogating the “Ideal” New Professional in Student Affairs—Melanie Lee and Megan Karbley 13. Fathers in Student Affairs. Navigating a Gendered Organization—Margaret W. Sallee, Alyssa Stefanese Yates, and Michael Venturiello 14. Work-Life Integration. Women Administrators in Student Affairs and Higher Education Managing Work and Family—Sarah Marshall Conclusion. Reimagining Student Affairs—Margaret W. Sallee About the Contributors Index
£31.99
Crown House Publishing The Learning Imperative: Raising performance in
Book SynopsisIn The Learning Imperative Mark Burns and Andy Griffith examine the key ingredients that ensure effective learning, and offer leaders step-by-step guidance on how they can achieve it in their own teams and organisations. Learning is central to the long-term success of any team – and is far too important to dismiss or to relegate to a `nice to do’ list. In The Learning Imperative, bestselling authors Burns and Griffith explore the common barriers to effective learning and present a range of practical tools and strategies to help teams bring about – and reap the benefits of – a more positive culture around training and development. Together they map out the key stages of the learning journey and provide a comprehensive guide for team leaders and managers who want to improve learning in their teams. They also share essential advice on the design and delivery of effective training programmes, and punctuate their instruction with a range of illuminating case studies drawn from real-life contexts across the public, private and third sectors. The book has been split into three sections. Part I sets out why creating and maintaining a learning team needs to be a high priority, and provides an easy-to-use framework to help leaders establish their team’s starting points. Part II is designed to assist leaders in fostering an open-to-learning mindset in their teams – offering tools to diagnose any closed-to-learning mindsets and supplying straightforward strategies to facilitate team members’ development in becoming habitually reflective, curious and responsive to feedback. The final part of the book concerns the designing and leading of effective learning, whether it is packaged within a one-off session or a multi-session programme, and will help leaders ensure that the learning their team participates in is engaging, appropriately challenging and, most importantly, will develop their performance. Whether you are an experienced leader or just starting out in the role, this user-friendly manual will empower you to boost your team’s performance and to make a powerful impact on their learning.Table of ContentsThe book comprises: Part I: Learning and your team 1. The importance of learning 2. The learning performance matrix Part II: Overcoming barriers to learning 3. Processing overload 4. Low relational trust 5. Perception gaps Part III: Designing effective learning 6. Planning backwards 7. Developing shared clarity 8. The you stage
£17.09
Pavilion Publishing and Media Ltd MindfulnessBased Supervision and Mentoring
Book SynopsisA groundbreaking approach to supervision for mindfulness-based practitioners brings rigour to a field lacking professional accreditation, and allows readers to draw on their personal mindfulness practice when supervising others within mindfulness and beyond.
£32.50
Practical Inspiration Publishing Making Workshops Work: Creative collaboration for
Book SynopsisDo you face the challenge of running really effective meetings, facilitated sessions or workshops as part of your role?Would you like to feel more confident when working with challenging groups or senior participants?Do you want to deliver lasting results collaboratively, in virtual, hybrid and in-person environments?Making Workshops Work takes you from an initial idea or brief, through step-by-step preparation, to an engaging, well-run and effective session, resulting in agreed actions and clear follow up. You’ll feel confident, creative and competent as you deliver great results. Everyone will be committed to their actions and afterwards, whether you meet virtually, in-person or mix the two. Penny Pullan is a pioneer of virtual working and one of the world’s leading experts on running effective workshops. Her expertise and candid stories will inspire at every stage, to ensure that you are fully prepared to make the best use of your own and your participants’ valuable time.Discover: A practical step-by-step guide to get the most out of group sessions quickly whether virtual or in-person Memorable case studies, stories and examples to highlight what really works and what doesn’t Downloadable tools, templates and checklists to reduce your preparation time and enhance your effectiveness Reflective questions and exercises to help you develop your own approach, building on what works for you and adapting what doesn’t, so that each workshop is better than the last Dr Penny Pullan is the author of several books including ‘Virtual Leadership: Practical Strategies for Getting the Best out of Virtual Work and Virtual Teams'(Kogan Page, 2016). She works with people in multinational organizations who are grappling with tricky projects: uncertain, with ambiguous requirements, stakeholders who need to be engaged and virtual teams dispersed around the world. When they work with Penny, clients notice that communication, collaboration, clarity, commitment, connection and confidence grow, and change doesn’t seem quite as tricky as before!Trade ReviewI frequently give workshops and seminars. One thing I have learned along the way is what works for one audience does not necessarily translate well with the next. What works in person may not work in an online environment. Facilitators must be adaptable, flexible, well-organized and confident. I'm new to facilitating online, so I picked up this book to sharpen my skills in this arena. If you're new to facilitating workshops and seminars, I highly recommend this book. Not only does it provide a good background in what to expect and key character strengths needed, author Penny Pullan provides you with templates, checklists and guides to ensure that you are prepared, organized, managing your time effectively and hitting your objectives. * NetGalley *I regularly give workshops, and am a confident presenter, but I always think there are new tips someone can pick up. This book is great - readable, with strategies for all people, regardless of levels of experience. There are strategies, examples, checklists and models jam-packed in this book. I highly recommend it especially for those new to presenting, or needing to rethink the objective of their presentation, but it would be of use to all presenters. * NetGalley *Perfectly applicable for our current work patterns This book is excellent, perfect for the current blended approach to the workplace. It’s written with humour and appropriate real life examples. A must buy * Amazon *This book is a must have for anyone facilitating workshops, whether virtual, ‘real world’ or hybrid. Unlike some other books where virtual/hybrid are an afterthought, the author has built these into the very fabric of the book, helpfully providing advice and tips throughout. Highly recommended! * Amazon *Penny Pullman brings to life how to successfully run a workshop. The book provides clear advice and gives practical hints and tips. I was particularly interested in post pandemic new ways of working and returning to the office in hybrid working style. Penny includes Hybrid working and provides insight for how to make workshops fair for all participants, whether 100% physical, virtual or hybrid-mix.Having previously purchased Penny Pullmans book 'Virtual Leadership' I had no hesitation in buying 'Making Workshops Work' and have found it engaging to read and very helpful. * Amazon *This practical, ‘how to’ read is focused on helping either workshop novices or seasoned facilitators to improve the workshop experience. She wants us to design workshops first and foremost for collaboration, to help people interact and engage (and with as few slides as possible). She helps to guide us in levelling up the playing field for remote and hybrid participants, encouraging us to think remote first and offering solutions to help with this – think about asking remote participants for feedback first, is just one of many examples.Jo Twiselton, Change leadership coach & consultant, founder of Twist Consultants * HR Director *Table of ContentsTable of Contents Table of Contents About the Author Acknowledgements © Penny Pullan 2016 Page 7 of 10 Foreword: Bestselling business author - to be confirmed. Possibly Pam Slim (USA) or Professor Eddie Obeng (UK) Introduction: This sets out the philosophy behind the book, who should read it and why, and explains how applying the book will enhance the reader’s workshops and meetings. It introduces the author’s story and explains the book’s layout and the associated website and other resources. FOUNDATIONS Chapter 1: The ups and downs of Meetings and Workshops This chapter looks at working with groups in business, exploring what really happens. Expect to learn from and be entertained by real-life horror stories gathered from around the world, which are likely to be anonymous for obvious reasons! You’ll also hear of people doing amazing things through workshops, both face-to-face and virtual, which will encourage you and help you to gather ideas about what works. Chapter 2: What makes an effective workshop leader in different contexts? This chapter examines the mindset of the workshop leader and the attitudes, behaviours and values that come together to make someone really effective in both face-to-face and virtual settings. It will explore the different contexts for workshops in business, from learning, setting strategy and tactics, planning, managing change, understanding requirements and innovation. Chapter 3: What makes people tick? (including workshop leaders!) This chapter will bring in just enough psychology, neuroscience, learning theory, visual thinking, change, design thinking and leadership to give the reader a solid foundation for understanding their session participants (and themselves!) It will be easy to read and, although some of the concepts can be quite complex, they will be delivered in simple, accessible, bite-sized chunks appropriate and helpful for workshop leaders. They will be illustrated with stories and examples to bring the ideas to life. YOUR SESSION Chapter 4: Planning a Brilliant Workshop This chapter will focus on preparation for a particular workshop, exploring: • What are you trying to achieve? What will success look like? • Who should be involved? Why? • What format will the session take? Face-to-face or virtual? What will the environment be? How should the space be laid out? What technology can you use? How can you use time outside of the meeting to support you? • What other resources are available for you? • What issues do you face? What risks might happen, both threats and opportunities? Once this initial preparatory work is complete, it moves into the detailed session planning: © Penny Pullan 2016 Page 8 of 10 • What is the purpose of your session? • What are the more detailed objectives? • What’s the time plan? • Who is doing what? • How will you work together? (Ground rules) • What will happen next? Once this planning is complete, then you can decide what elements to bring together to make your workshop work, as outlined in Chapter 4. Chapter 4: Choosing your activities, and what you need to make them happen. This chapter explains the options for helping people get to know each other, generating ideas, building engagement, decision making, building consensus and what you need to make these activities run smoothly . This chapter also looks at what’s needed to support your activities. When referring to technology, the book won’t dive deep into any particular technology solution to ensure that the content stays fresh for longer. Chapter 5: Running the Workshop This chapter explores how to lead synchronous virtual meetings: preparation for success; making virtual meetings work through engaging people; achieving action through virtual meetings. Chapter 6: Making sure actions get done! Too many meetings and workshops of all types end up without really achieving anything. This chapter will look at how to ensure clear actions, follow-up and that your sessions deliver results. It will also cover evaluation and ongoing improvements. Chapter 7: Special Considerations for Virtual Workshops This chapter expands on previous chapters, showing where virtual workshops are different. It highlights areas to consider carefully and demonstrates opportunities for achieving things that would be much harder with everyone together. It will include specific tips for preparing for and running virtual workshops and meetings, especially how to keep remote participants engaged. (Virtual workshops are considered throughout the book, but focused on in this chapter.) WHEN IT GETS COMPLICATED... Chapter 8: Workshop complications, and how to overcome them This chapter explores the many different areas that add complexity in workshops, touching on: • Culture, • Generation, • Language, • Energy, or lack of it, • And much, much more! PUTTING IT ALL TOGETHER Chapter 9: Applying this in practice © Penny Pullan 2016 Page 9 of 10 This chapter includes a range of real, practical workshop situations and challenges faced by meeting leaders, which will be gathered by the author during her research. Drawing from content and ideas from chapters across the book, the author will weave together her response on how best to tackle each situation or challenge. While there is more detail elsewhere, this is designed to give quick, practical advice that the workshop leader can apply straight away. INSPIRATION Chapter 10: How to make your workshops work! This short chapter will summarise the key messages of the book and encourage the reader to apply what they've learned. Further Reading Index Resources About the Author
£18.99
Springer Nature Switzerland AG Successful Doctoral Training in Nursing and
Book SynopsisThis textbook is a practical, user-friendly and essential guide for doctoral students, their supervisors and advisors and administrators of doctoral programs in nursing and health sciences. Nurses and health scientists have a relatively young tradition of doctoral training, and this means students often come to doctoral studies without a clear understanding of what is required to be successful at this level of education. Supporting students to successful completion of doctoral studies involves a complex fusion of skills, and yet researchers and academics receive little specialist training in this crucial area of teaching and learning. Strong pedagogies around doctoral supervision and writing are essential because in addition to the scientific, research and educative skills required, it is important to be able to establish and maintain enabling professional relationships within which both parties can thrive, and that can withstand the years of critique needed for doctoral work. The authors offer supervisors, advisors, students and administrators practical advice on helping students thrive, and steering them through various challenges that can arise during doctoral candidature. With a focus on nursing and health sciences, the authors take a global approach, recognising the international focus of doctoral training in nursing and health sciences. The authors of this book are experienced supervisors and advisors to doctoral students and together, have well over 100 successful doctoral completions and more than 1000 publications. They draw on a series of interviews and case studies to share their knowledge and experience and provide insights and guidance to inspire and support student progression and ensure students get the most out of their doctoral studies.Table of ContentsChapter 1. What is doctoral training? This chapter will cover the elements and characteristics of a doctoral degree, the roles of supervisor and student, pedagogies of doctoral education, global issues in doctoral education, models of doctoral training, understanding doctoral convention in nursing and health sciences, special considerations for nursing and health sciences.Chapter 2. Approaches to supervisionThis chapter will cover pedagogies of supervision, individual and group supervision models, supervision within communities of practice, personal supervision style, hands on vs hands off supervision, innovative techniques for supervision, strategies to enhance reflexivity for students and supervisors. Chapter 3. Forming and developing the supervision teamThis chapter will cover selecting the supervision panel, identifying complementary skills, getting the skill mix right, understanding responsibilities, getting the best out of the team, developing the team, issues of intellectual property and authorship. Chapter 4. Establishing and maintaining student/supervisory relationshipsThis chapter will cover supervisor/student agreements, ensuring shared expectations, effective communication, recognising and dealing with conflict, managing avoidance, recognising and managing splitting behaviours, having difficult conversations, honouring and nurturing the supervisory/student relationship.Chapter 5. Managing critique and feedbackThis chapter will cover the importance of quality feedback and examine the elements that constitute quality feedback, approaches to feedback, the nature of feedback, supervisor and student factors influencing how feedback is delivered and received, and how to ensure feedback is optimally enabling not disabling.Chapter 6. When students get stuckThis chapter will cover issues around failure to progress, a very common challenge and provide tips to help supervisors and students to recognise camouflaging of failure to progress, and how to enable and support students to re-engage and move forward.Chapter 7. Training, focus on issues for Indigenous students, international students, and some of the global issues influencing doctoral trainingChapter 8. Developing doctoral writingIn this chapter, we will address pedagogies of doctoral writing, tackle the complexities of doctoral writing, present and identify strategies to support students to develop as writers, cover writing for publication, and submitting parts of the thesis as papers.Chapter 9. Preparing for examinationIn this chapter, we will cover selecting examiners, crafting traditional theses, hybrid models, collections of publications, thesis mapping. We will discuss preparing for oral examination as well as the examination of the written document. Chapter 10. Life after the examination,This chapter includes the management of the consequences of the Viva and what to expect from life in the post-doctoral stage.
£33.24
Springer International Publishing AG Innovation for Engineers: Developing Creative and
Book SynopsisThis book teaches readers the fundamentals of innovation and reduces them to practice in the context of entrepreneurship and intrapreneurship. It is a new, fresh look at learning and practicing innovation at the individual level, based on scientific knowledge and in the context of the 21st Century. The first chapter introduces the topic and describes the author’s perspective. Next, an overview of the 21st Century landscape and innovation is presented, as well as a discussion of positioning oneself to stay relevant and fulfilled during the course of one’s career. The third chapter teaches how to think creatively by learning the basics of creative thinking processes. The next chapter builds on creative thinking and describes innovation methods, including design, lateral, and systems thinking, and blue ocean strategies. Examples of organizations with a long history of innovation are presented, followed by ideas on measuring and tracking the innovativeness of organizations. The fifth chapter brings the concepts together to teach about launching an innovation project, particularly in the context of startups. The conclusion summarizes the takeaways. This book is written for engineering students and professionals, but can also be used by those in other disciplines by adapting the engineering analogies.Table of ContentsChap1: Introduction.- Chap2: Innovation and Entrepreneurship.- Chap3: The Innovative Mind.- Chap4: Innovation Methods.- Chap5: Identifying, Qualifying and Financing Opportunities.- Chap6: Conclusion.
£89.99
Springer Verlag, Singapore Student Centered Cooperative Learning: Linking Concepts in Education to Promote Student Learning
Book SynopsisThis book helps teachers understand the links between cooperative learning (also known as collaborative learning and peer learning) and other student-centered approaches. It discusses cooperative learning and communities of practice; cooperative learning and neuroscience; cooperative learning and critical thinking; cooperative learning and alternative assessment; cooperative learning and multiple intelligence; cooperative learning and positive education; cooperative learning and meeting the needs of introverts; and cooperative learning and justice issues, with each chapter exploring a different aspect of how education can be student centered.If you are looking for a fresh perspective on cooperative learning, this book is for you. It helps you explore how cooperative learning is so much more than just asking students to arrange themselves in a group, and considers how cooperative learning can fit with other areas of education that you care about. Although the two authors both completed their PhDs in the West, they have taught in Asia for the past 25+ years, working with students and teachers from a wide variety of Asian and other countries, and with teachers from a very wide variety of content areas who teach students of many different ages.Table of Contents1 Student Centered Cooperative Learning: An Introduction.- 2 Communities in Support of Learning.- 3 Neuroscience and What it tells us about Education.- 4 Thinking Skills.- 5 Alternative Assessment.- 6 Personality Variation: The case of introversion, ambiversion, and extroversion.- 7 Multiple Intelligences.- 8 Positive Education: A new way to look at learning.- 9 Justice: How education can promote it.- 10 Conclusion.
£52.24
Harvard Educational Publishing Group Teaching Students About the World of Work: A
Book SynopsisTeaching Students About the World of Work argues that educational institutions - especially two-year and four-year public institutions serving low-income students - need to make the topic of employment a central element in their educational offerings. Indeed, the book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success. The recommendation is a reconfiguration of postsecondary education that represents a paradigm shift in career preparation and learning. Editors Nancy Hoffman and Michael Lawrence Collins and their authors provide a rich and comprehensive view of both today's work world and the challenges facing many young people who are determined to find a place within it. The book offers detailed accounts of how several community colleges have put employment at the center of the curriculum; provides practical insights into the twenty-first century labor market and ways to improve the choices and outcomes for low-income job seekers; and explores the daunting structural barriers to securing successful and satisfying employment. Throughout all its chapters, the book highlights increasing inequalities - in both opportunities and outcomes - within our society. In order to redress those disparities, it argues, postsecondary educators will need to offer enhanced insights and sophistication to disadvantaged young people preparing to enter and navigate the work world. An urgent but unfailingly reasonable book for our times, Teaching Students About the World of Work will be required reading for educators determined to create practical opportunities for young people in search of good employment and better lives.
£28.01
Harvard Educational Publishing Group Jim Crow's Pink Slip: The Untold Story of Black
Book SynopsisJim Crow’s Pink Slip exposes the decades-long repercussions of a too-little-known result of the Brown v. Board of Education decision: the systematic dismissal of Black educators from public schools.In 1954, the Supreme Court’s Brown decision ended segregated schooling in the United States, but regrettably, as documented in congressional testimony and transcripts, it also ended the careers of a generation of highly qualified and credentialed Black teachers and principals. In the Deep South and northern border states over the decades following Brown, Black schools closed and Black educators were displaced en masse. As educational policy and leadership expert Leslie T. Fenwick deftly demonstrates, the effects of these changes stand contrary to the democratic ideals of an integrated society and equal educational opportunity for all students.Jim Crow’s Pink Slip provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organizations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist. The book draws the line from the past injustices to problems that the educational system grapples with today: not simply the underrepresentation of Black teachers and principals, but also salary reductions, teacher shortages, and systemic inequality.By engaging with the complicated legacy of the Brown decision, Fenwick illuminates a crucial chapter in education history. She also offers policy prescriptions aimed at correcting the course of US education, supporting educators, and improving workforce quality and diversity.
£30.56
McGraw-Hill Education - Europe CompTIA CTT Certified Technical Trainer AllinOne
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
£28.73
Harvard Educational Publishing Group Deep in Thought: A Practical Guide to Teaching
Book SynopsisDeep in Thought provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom. With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as critical thinking and problem solving. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. Deep in Thought is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners.
£999.99
Emerald Publishing Limited Between School and Work
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.
£94.04
Elsevier - Health Sciences Division Coaching in Medical Education
Book SynopsisTrade Review"This book fills an important niche: it reviews accepted coaching theory and highlights the important role of coaching in the development of the adaptive, lifelong learner." ©Doody's Review Service, 2022, Stasia Reynolds, MD (Johns Hopkins Bayview Medical Center)Table of ContentsForeword Acknowledgments Chapter 1 Coaching in the Academic Environment- (across continuum)- business case Chapter 2 Coaching model -towards MAL - (informed self-assessment)- different level of learners- remedial to advanced Chapter 3 Coaching competencies Chapter 4 How to coach (chapters 2,3), individuals, team, peer Chapter 5 Applications of coaching (well being, leadership, career development, academic, during change- acute uncertainty) Chapter 6 Coaching and Diversity- Ethics of coaching- equity- diversity Chapter 7 Specific examples chapters (Chapter 7)- UME, GME, Chapter 8 Coaching Assessment and Program Outcomes Chapter 9 Research agenda and future of coaching- bring back the business case and continue to generate evidence Glossary Index
£46.54
Taylor & Francis Ltd Developing Professional Knowledge And Competence
Book SynopsisThis volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice.Table of ContentsThe Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How; Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation; The Acquisition and Use of Theory by Beginning Teachers; Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course; Learning Professional Processes - Public Knowledge and Personal Experience; Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications; Competence in the NVQ/SVQ System; The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.
£44.64
John Wiley & Sons Inc Stranded in the Himalayas Activity
Book SynopsisBuild teams that move mountains! Activity participants enjoy a simulated mountain adventure. In thisimaginary setting, they must arrive at consensus in order tosucceed, and they experience the magic of group power: synergy.Participants face fatigue, dehydration, an avalanche, and more.First, they make decisions on their own. Then, joining the group,they compare answers and attempt to agree on the best course ofaction. Participants will: * Listen closely to coworkers * Recognize the benefits of soliciting opinions * Understand the power of synergy . . . and much more! The leader and participants will have a perfect opportunity toexamine the impact of their interpersonal behaviors on one another,on the group''s effectiveness, and on the outcome of theiradventure. Every step in preparation, facilitation, and follow-upis carefully detailed in the Leader''s Manual. The Activity containsthe engaging simulation--every participant will need a copy. Table of ContentsStranded in the Himalayas 1 The Situtation 1 Your Task 2 Guideliness for Reaching Consensus 7 Group’s Task 8 Answers and Rationale 9
£13.49
Pearson Education Word Study Letter and Picture Sorts for Emergent
Book SynopsisTable of ContentsBRIEF TABLE OF CONTENTS1. Assessments for the Emergent Stage 2. Concept Sorts3. Phonological Awareness Picture Sorts4. Alphabet Knowledge5. Word Study for Initial Letter Sounds6. Concepts about Print and Concept of Word in Text DETAILED TABLE OF CONTENTS1. Assessments for the Emergent Stage Notes for the Teacher Assessment Summary Sheet and Other Forms Alphabet Assessments Alphabet Recitation and Tracking Alphabet Recognition Alphabet ProductionPhonological Assessments Syllables Rhyme Alliteration PhonemesPhonics and Spelling Assessments Beginning Consonant Sounds and Letters Qualitative Spelling Checklist Kindergarten Spelling Inventory Concepts About Print Assessments Name Writing Writing During Reading Concepts about Print Sort: “Picture, Letter, Word, or Sentence?” Concept of Word In Text Assessments Tracking Memorized Lines of Print Word Recognition in Context Word List Reading or Recognition in Isolation Teaching Notes Sort 1a Sort 1b Sort 1c Sort 1d Sort 2a Sort 2b Sort 2c Sort 2d Sort 3a Sort 3b Sort 3c Sort 3dEmergent Assessment Summary SheetAlphabet Recognition: Capitals Alphabet Recognition: LowercaseSyllable Sort with PicturesRhyme Identification with Pictures Alliteration-Beginning Sound Match Beginning Consonant Sounds and Letters Beginning Consonant Sounds and Letters (continued)Qualitative Spelling Checklist for Emergent and Letter Name-Alphabetic StagesEmergent Class Record Kindergarten Spelling InventoryConcepts about Print AssessmentConcepts about Print Sort: “Picture, Letter, Word, or Sentence”Concept of Word in Text: Recording Form for Humpty Dumpty Humpty Dumpty Word Recognition in Isolation for Humpty Dumpty Concept of Word in Text: Recording Form Template2. Concept SortsNotes for the TeacherStandard Routines for Concept SortsSort 4A: Food and Not Food Sort 4B: Australian Notes and CoinsSort 5: Fruits and VegetablesSort 6: Food SortSort 7A: Shapes: Circles, Triangles, and Squares Sort 7B: Shapes: Rectangles, Diamonds and StarsSort 8A: Animals and Plants Sort 8B: Australian Native Animals/PetsSort 9: Clothing Sort 10: Cleaning Items 3. Phonological Awareness Picture SortsNotes for the Teacher Standard Routines for Phonological Awareness Rhyme Sorts Sort 11A: Oh, A-Hunting We Will Go and Rhyming PairsSort 11B: Rhyming Words Sort 12: Rhyming Dust Bunnies Sort 13: Frog on a Log? and Rhyming Pairs Sort 14: Here Are My Hands and Rhyming with Body Parts Sort 15A, B, and C: Rhyming Sorts for “I Can’t,” Said the Ant Syllable Sorts Sort 16A and B: Syllables and The Very Hungry Caterpillar Sort 16C: How Many Syllables Can You Hear?Sort 17A and B: Animals and Syllables Sort 18A and B: Compound Cupcakes4. Alphabet KnowledgeNotes for the Teacher Letters I Read Standard Routines for Learning the Alphabet Sort 19: Rhyming Letters Alphabet Tracking Alphabet Tracking Strips Alphabet Squares for Sequencing and Matching Alphabet Squares (Capitals) Alphabet Squares (Lowercase) Letter Lotto Letter Lotto Board Sort 20 A, B, C, and D: Font SortsSort 20 A: Fonts For B, P, D, Q Sort 20 B: Fonts For F, I, J, TSort 20 C: Fonts For H, M, N, USo
£999.99
Cengage Learning, Inc Teaching in Todays Inclusive Classrooms
Book SynopsisTEACHING IN TODAY'S INCLUSIVE CLASSROOMS: A UNIVERSAL DESIGN FOR LEARNING APPROACH, 3rd Edition is a concise, accessible, and current text for the Introduction to Inclusive Teaching course. It is the only inclusion textbook available with a consistent, integrated emphasis on Universal Design for Learning (UDL)an important, contemporary educational philosophy focused on using strategies and tools to help ALL students by accommodating their differences. Aligned with InTASC and CEC standards, this text also provides foundational information about children with disabilities who are included in today's classrooms, and the most effective strategies for teaching them alongside their typically developing peers. Featuring new material on Common Core State Standards, case studies, and sound research-based teaching and learning strategies, this hands-on text offers you a practical, flexible framework for effective instruction, classroom management, assessment, and collaboration in today's diverseTable 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.
£999.99
