Industrial or vocational training Books
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.
£45.59
Myers Education Press It's Not Rocket Science - A Guide to the School
Book Synopsis
£32.30
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
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
£29.02
Peepal Tree Press Ltd Indian Indenture In British Malaya: Policy and
Book SynopsisDavid Chanderbali's book is a valuable addition to the small but growing literature concerning 19th century Indian indentured labour migration to plantation economies in the tropical world. It complements Hugh Tinker's (and others) studies of Indian indenture in the Caribbean, Surendra Bhana's (and others) of South Africa and those dealing with Fiji and Mauritius. Whilst Chanderbali's book is not the first to deal with Indian migration to the Malay peninsula, it is the first to deal comprehensively with the workings of the indenture system in that region. As such, it makes several important contributions. It offers a contribution to South-East Asian studies by giving a more accurate and detailed account of the circumstances of the arrival of Indians in what is now Malaysia. It adds to the history of labour movements in the nineteenth century by confirming what was common to the system wherever it manifested, and establishing what was local and distinctive. In this case, it involved features of the local Chinese rumah kechil system. One of these was to pay the immigrants' passage, in addition to making a cash advance. In return, the immigrants contracted to work for a specified length of time or until they liquidated their debts. This kind of debt bondage was not to be found in such a naked form in other versions of the indenture system. Chanderbali's narrative is lucidly written and well structured. Whilst amply documented with statistical tables, the study never loses sight of the people involved, whether Indian labourers or white planters. Above all, in its careful detail, it enables clear comparisons to be made in identifying the factors that shaped the commonalities and the distinctive features of particular indentured systems, features that have contributed to the contemporary position and inter-ethnic relationships of Indian communities in the Caribbean, South Africa, Mauritius and Fiji.Table of ContentsPreface List of Abbreviations List of Tables List of Illustrations Glossary Introduction I Indian Indenture: Evolution and Structure II Conflicting Interpretations of Indian Indenture III The Demand for Indian Indentured Labour IV The Transition to Regulated Indenture V Recruitment VI The Emigration Process VII The Conditions of Labour VIII Wages IX Housing and Health Conclusion Appendices Select Bibliography
£13.49
Human Kinetics Publishers Interprofessional Education and Collaboration
Book SynopsisInterprofessional Education and Collaboration offers a comprehensive guide to interprofessional education (IPE) and interprofessional collaborative practice (IPCP). Written by a team of health care experts, this text is shaped by research and provides tools for interdisciplinary collaboration.Trade Review"This book is highly recommended for anyone seeking a truly effective health care team to improve patient outcomes and minimize patient care errors. Well done!" © Doody’s Review Service, 2020, Steven K Hamick, AAS, BIS, William Beaumont Hospitals, (5-star review)Table of ContentsChapter 1. Interprofessional Health CareCindy Mathena, PhD, OTR/L Communication and Teamwork Uniform Terminology Importance of Collaboration Enablers and Barriers of IPCP and IPE History of IPCP History of IPE Key Organizations and Resources SummaryChapter 2. Models of DeliveryJoy Doll, OTD, OTR/L; Anthony Breitbach, PhD, ATC, FASAHP; and Kathrin Eliot, PhD, RD, FAND Theoretical Approaches Foundation of IPE Teaching and Learning Learning Strategies Modes of Instruction Models of Delivery Clinically Integrated IPE SummaryChapter 3. Interprofessional Development for Clinicians, Preceptors, and FacultyJordan Hamson-Utley, PhD, LAT, ATC Faculty KSAs and Behavioral Change Development Models and Interprofessional Competencies Organizational Models and Initiatives Assessing Continuing Professional Education Professional Development of the Clinical Preceptor SummaryChapter 4. Essential EvidenceJudi Schack-Dugré, PT, DPT, MBA, EdD; and Jordan Hamson-Utley, PhD, LAT, ATC Influence of Faculty Shaping IPE Taking Aim Learner’s Reaction (Level 1) Evidence Change in Attitudes, Perceptions, Knowledge, and Skills (Level 2) Evidence Behavioral Change (Level 3) Evidence Organizational Change and Benefits to Patients (Level 4) Evidence Influence of Online Delivery Models on Attitudes and IPCP Effectiveness of Simulation Assessment Tools SummaryChapter 5. Building or Rebuilding Interprofessional RelationshipsK. Michelle Knewstep-Watkins, OTD, OTR/L; C. Michelle Longley, MSN, RN, NP-C; and Meghan Scanlon, BSIE Evidence and Current Practice Interprofessional Team Composition Collaboration Tools and Team Activities SummaryChapter 6. Teaming to Achieve Patient and Organizational OutcomesRobin Dennison, DNP, APRN, CCNS, NEA-BC; Amy Herrington, DNP, RN, CEN, CNE; and Melanie Logue, PhD, DNP, APRN, CFNP, FAANP Health Care Teaming Teams Team Collaboration Teaming and Outcomes Organizational Systems and Team Practice Strategies to Facilitate Teaming SummaryChapter 7. Interprofessional Communication StrategiesDee M. Lance, PhD, CCC-SLP/L; and Kim C. McCullough, PhD, CCC-SLP/L Overview of Team Communication General Communication Strategies Specific Communication Strategies SummaryChapter 8. Building SustainabilityTina Patel Gunaldo, PhD, DPT, MHS; and Pamela Waynick-Rogers, DNP, APRN-BC Sustainability Factors Adaptability (Environment) Acceptability (Social) Affordability (Economic) Emerging Research and Opportunities for Interprofessional Growth Summary Appendix: Additional Resources
£61.20
Cengage Learning, Inc Foundations of Education
Book SynopsisFOUNDATIONS OF EDUCATION examines and analyzes the key educational issues and policies affecting American education. The book prepares you for your future professional career as an educator through an array of applied features that tie the book's themes to your future practice. The chapters on the history and philosophy of education encourage you to construct your own personal philosophy of education, building a strong foundation for a professional career. Completely up-to-date throughout, this edition also provides the latest information on the common core curriculum, accountability, technology in education, school reform, diversity, legal rulings, recent trends in school funding and teacher compensation, new instructional practices, the outlook for careers, and many other important topics.Table of ContentsPart I: UNDERSTANDING THE TEACHING PROFESSION. 1. Motivation, Preparation, and Conditions for the Entering Teacher. 2. The Teaching Profession. Part II: HISTORICAL AND PHILOSOPHICAL FOUNDATIONS. 3. The World Global Origins of American Education. 4. Pioneers of Teaching and Learning. 5. Historical Development of American Education. 6. Philosophical Roots of Education. Part III: POLITICAL, ECONOMIC, AND LEGAL FOUNDATIONS. 7. Governing and Administering Public Education. 8. Financing Public Education. 9. Legal Aspects of Education. Part IV: SOCIAL FOUNDATIONS. 10. Culture, Socialization, and Education. 11. Social Class, Race, and School Achievement. 12. Providing Equal Educational Opportunity. Part V: CURRICULAR FOUNDATIONS. 13. The Changing Purposes of American Education. 14. Curriculum and Instruction. Part VI: EFFECTIVE EDUCATION: INTERNATIONAL AND AMERICAN PERSPECTIVES. 15. International Education. 16. School Effectiveness and Reform in the United States.
£156.38
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.
£29.71
Princeton University Press The Case against Education
Book SynopsisTrade Review"One of Tyler Cowen's Best Non-Fiction Books of 2018""One of Bloomberg Opinion's Favorite Nonfiction Books of 2018 (Stephen L. Carter)""Bryan Caplan raises an important question in [his] controversial new book, The Case Against Education. How much of the benefits of a degree comes from the skills you acquire in studying for it? And how much from the piece of paper at the end – what your degree certificate signals to employers about the skills and attributes you might have had long before you filled in a unviersity application form?"---Sonia Sodha, The Guardian"Would-be students and their parents are rethinking the assumption that a good life is impossible without an expensive degree--not to mention the chase for college admission that begins at kindergarten if not before. [This new book] may help to let out a little more air."---Naomi Schaefer Riley, Wall Street Journal"You probably won’t agree with everything he says . . . but his broadside is worth considering carefully given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense."---Peter Coy, Bloomberg Businessweek"It is an excellent book, on an important topic. Beyond such cheap talk, I offer the costly signal of having based an entire chapter of our new book on his book. That’s how good and important I think it is. . . . Caplan offers plausible evidence that school functions to let students show employers that they are smart, conscientious, and conformist. And surely this is in fact a big part of what is going on."---Robin Hanson, Overcoming Bias"A book that America has needed for a long time. If we ever reach a turning point where most of us reject the idea that government should mandate and subsidize certain kinds of education, Bryan Caplan will have a lot to do with it."---George Leef, Forbes"Economist Bryan Caplan of George Mason University has crunched the data for years from every angle and argues devastatingly . . . that college is, for many of those who go there, a boondoggle."---Kyle Smith, National Review Online"Excellent argument by Bryan Caplan, but missed something central: convexity of trial-and-error & heuristic learning."---Nassim Nicholas Taleb"It's like the case against parenting's role in shaping children: I don't want to believe it, but the data force you take it seriously. Good book."---Charles Murray"Like most fascinating authors, Caplan, too, has scrumptious contradictions. . . . Whatever the truth is, this book is recommended to parents, high school teachers, and college professors for gaining valuable insights into the dynamics of ‘useless’ education."---L. Ali Khan, NY Journal of Books"[Caplan] is also frequently infuriating. But when he is right, he is very right. The Case Against Education, a book 10 years in the making, is a case of Caplan being right."---Charles Fain Lehman, Washington Free Beacon"The Case Against Education lays the groundwork for readers to think anew about education, what it does and ought to do, what place it holds and ought to hold in American society. It ought to be a wake-up call for all Americans, especially those who seek to champion ‘education’ without explaining why it’s a worthy cause."---Ian Lindquis, The Weekly Standard"Caplan delivers a tightly knit, compelling indictment of the vastly inflated, scandalously over-priced and often socially deleterious Ponzi scheme that American higher education has become."---Aram Bakshian Jr., Washington Times"His words might be hard to digest. But with dismal school performance and achievement year after year, it’s worth challenging the assumptions we make about the education systems that now envelop childhood."---Kaitlyn Buss, Detroit News"The Case Against Education is a brilliant book that you should read, though you’ll probably reject its conclusions without really considering them."---Jake Seliger"[Caplan’s] evidence, trends and intuition suggest he has an important point."---Ryan Bourne, The Telegraph"Bryan Caplan is perhaps the most natural ‘social science book writer’ I have met, besides myself of course. Not only does he want people to agree with him, he insists that they agree with him for the right reasons."---Tyler Cowen, Marginal Revolution"The Case Against Education is powerfully argued, provocative but not polemical, marrying a wealth of evidence with an engaging writing style. . . . After 300 pages, Caplan's outlandish proposals seem not just plausible but natural conclusions, whether or not you share his ideological commitments."---Aveek Bhattacharya, London School of Economics Review of Books"Cogently argued."---Megan McArdle, Washington Post"A persuasive indictment of his own industry."---Gene Epstein, City Journal"I’m not sure he’s right, especially about education being almost entirely for the purpose of signaling, but goodness does he make a strong case. Agree with him or not, you’ll never look at the schools and colleges in quite the same way."---Stephen L. Carter, Bloomberg Opinion
£21.25
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
£64.19
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.
£61.74
John Wiley & Sons Inc Everyday Business Storytelling
Book SynopsisTable of ContentsIntroduction Storytelling Is How We Move Business Forward 1 What two Silicon Valley–bred sisters know about business storytelling (hint: it’s pure, irrefutable career gold) Part 1 Once and for all—Let’s Unfluff the Reputation of Business Storytelling 6 Chapter 1: Meet the Brain Scientists 8 Chapter 2: Data (Yes, Sometimes Overused) Is Not the Villain 16 Part 2 Ok, I’m in—How Do I Get Started with Business Storytelling? 24 Chapter 3: The Four Signposts 30 Chapter 4: The WHY, WHAT and HOW of Business Storytelling 48 Chapter 5: Your BIG Idea 52 Chapter 6: Putting It All Together: Sample Story 56 Part 3 Thanks, got the basics. What Else Can Help Me? 60 Chapter 7: Push Your Story Forward with Active Headlines 62 Chapter 8: A Simple Path to Building Your BIG Idea 72 Chapter 9: Five Well-Tested Ways to Visualize Your Story 80 Part 4 Let’s see the magic! How Does Storytelling Show Up in Everyday Business? 106 Chapter 10: Making a Recommendation 108 Chapter 11: Providing an Update 144 Chapter 12: Crafting an Email 162 Chapter 13: Creating a One-Pager 176 Part 5 But wait! How Do I Flex My Story? 192 Chapter 14: Audience Is Everything: A Manifesto 194 Chapter 15: You’ve Got Five Minutes with an Executive… Go! 202 Chapter 16: Your Audience Is Diverse How Can You Please Everyone? 210 Chapter 17: You’re Told “Only Three to Five Slides” 216 Chapter 18: Team Presentations: Who Does What? 220 Chapter 19: When Your Audience Is Virtual 238 Part 6 All together now: Building a Common Language of Storytelling 252 Chapter 20: Fostering a Culture of Story Coaches 254 Chapter 21: Five Ways Managers Can Reinforce Storytelling 260 Chapter 22: Ready, Set, Coach! Five Tips for Peer-to-Peer Story Coaching 264 Conclusion A Final Word From the Sisters 272 Your everyday business storytelling journey starts right now… #nomorefrankendecks Gratitude 275 About the Authors 276 Notes & Photo Credits 277 Index 278
£22.40
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
£49.39
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.
£33.74
Pearson Education Educational Research Planning Conducting and
Book Synopsis
£69.05
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
£16.19
HarperCollins Publishers Inc Chutzpah
Book SynopsisTrade Review“Arieli’s volume is a valuable and informative addition to the analysis of Israel’s unique qualities that have helped it grow so dramatically, and should be on the shelf of serious scholars and those who are curious as to how Israel became the powerhouse it is on the world economic scene.” — Saint Louis Light “At the heart of Inbal Arieli’s eye-opening deconstruction of Israeli entrepreneurial DNA is the question ‘How can we help our kids (and ourselves) learn and grow from failure?’ A fascinating read.” — Meir Brand, vice president of EMEA Emerging Markets, Google Inc. “Imagine learning how to empower your children to become leaders, how to instill in entrepreneurial wannabes the traits that breed start-up success, and how to catalyze an innovation ecosystem in your nation. Entertaining the reader with compelling personal stories, Arieli systematically decodes the secrets of success of the world’s most successful innovation nation.” — Ellis Rubinstein, president and CEO of the New York Academy of Sciences “In a masterful portrayal of Israeli entrepreneurialism, Arieli makes the counterintuitive and eminently logical point: ‘Junkyard’ training is a treasure. Controlled chaos breeds mental agility and improvisation . . . and serves as a backdrop for the uniquely Israeli response: optimism, resilience, and breakthrough innovation.” — Robin Weiss, investor “An exceptionally entertaining and informative book. . . . A must-read for those interested in decoding what makes the Israeli innovation machine the most effective on the planet.” — Scott Dulchavsky, CEO of the Henry Ford Innovation Institute “If you want to understand what makes Israel, pound for pound, the single most dynamic nexus in the global entrepreneurial ecosystem, read this book right now. Arieli has given us a blueprint for the culture that has turned Israel into a powerhouse over the past two decades. Her account is entertaining, personal, and accurate.” — Michael Fertik, Founder and Managing Director, Heroic Ventures “On my first-ever trip to Israel, Inbal Arieli showed me the remarkable ecosystem of entrepreneurship that exists in the country. You do not truly appreciate how remarkable this society is until you see it firsthand, and before you go, Chutzpah should be on the required reading list.” — Matthew Swift, chairman and CEO of Concordia
£22.50
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.
£98.99
Pearson Education Are You Prepared to Teach Reading A Practical
Book SynopsisTable of ContentsIntroduction Chapter 1 Planning, Organizing, and Managing Reading Instruction Chapter 2 Assessment of Reading Development Chapter 3 Concepts About Print Chapter 4 Phonemic Awareness Chapter 5 Phonics and Other Word Identification Strategies Chapter 6 Fluency Chapter 7 Spelling Instruction Chapter 8 Comprehension Chapter 9 Vocabulary Chapter 10 Content-Area Literacy Chapter 11 Literary Response and Analysis Chapter 12 Student Independent Reading Chapter 13 Supporting Reading Through Oral and Written Language Development Chapter 14 Structure of the English Language Chapter 15 English Learners Chapter 16 Test-taking Strategies Sample Explanation Answers to the Sample Examination For Further Reading Appendices
£61.25
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
Pearson Education (US) Assessment of Culturally and Linguistically
Book SynopsisAbout our authors Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) andTable of ContentsBrief Contents Classroom Assessment Amidst Cultural and Linguistic Diversity Authentic Assessment Preinstructional Assessment: Re-Envisioning What Is Possible Assessment of Acculturation Assessment of Language Proficiency Assessment of Content-Area Learning Data-Driven Problem-Solving Processes Special Education Issues in the Assessment of CLD Students
£47.40
Pearson Education (US) Developing the Curriculum
Book SynopsisAbout our authors William R. Gordon II has served as a teacher, instructional leader, and district-level executive leader in Florida. As both and elementary and high school principal, he became known for his deep understanding of curriculum and instruction, thought leadership, and systems approaches in the Orange County Public Schools (OCPS) school system. During his 11-year tenure as the principal of Winter Park High School, the school was named by the State of Florida as a High-Performing School due to the school's rigorous curriculum and outstanding student achievement. Additionally, U.S. News and World Report repeatedly ranked Winter Park High School in the top 1 percent of high schools in the nation. While in OCPS he became an area superintendent, where he was responsible for the curriculum, instruction and student and teacher performance in 29 diverse schools serving approximately 35,000 students. After serving in OCPS, he became the chief operations Table of ContentsBrief Contents PART I: THE CURRICULUM: Theoretical Dimensions Curriculum and Instruction Defined Principles of Curriculum Development PART II: CURRICULUM DEVELOPMENT: Role of Personnel Curriculum Development: A Multilevel, Multisector Process Curriculum Development: The Human Dimension PART III: CURRICULUM DEVELOPMENT: Components of Curriculum System Development Process Models for Curriculum System Development Philosophy and Aims of Education Data and Evidence Informed Decision Making Curriculum Goals and Objectives PART IV: CURRICULUM IMPLEMENTATION Instructional Goals or Essential Questions and Instructional Goals or Learning Targets Evidence-Based Instruction PART V: EVALUATION OF EFFECTIVENESS Evaluation of Instruction Evaluation of the Curriculum PART VI: LOOKING FORWARD IN CURRICULUM DEVELOPMENT Trends in Digital Curriculum and Instruction
£112.58
Pearson Education (US) Financing Education in a Climate of Change
Book SynopsisAbout our authors Deborah Verstegen, PhD is a professor of educational leadership, College of Education, University of Nevada, Reno. She served as Edwin J. O'Leary Endowed Chair of Financial Management, University of Illinois, Urbana-Champaign, and was a professor of finance and policy in the Curry School of Education at the University of Virginia for nearly 2 decades. Prior to joining the university community she was a teacher, administrator and legislative aide in state government. She has had teaching experience at all levels, from pre-school, elementary and secondary to community college and university. Her administrative experience in education is also broad. She has been a central office administrator for a K-12 school system in Alaska's Iditarod Area School District, Director of the Mid-management Program at the University of Texas at Austin, and Department Chair in Educational Leadership at UNR. She is author or co-author of over 300 books, articlesTable of ContentsTable of Contents The Economics of Education Education as Human Capital Creation of Wealth and Education Education: An Important Industry A Public-Sector Responsibility Economics and Social Progress Economic Benefits of Education Noneconomic Benefits of Education Cost-Quality Relationship in Education: Does Money Matter? The Need for Adequate Funds Adequacy and the Factors Impacting It Education Deserves High Priority The Public Wants Good Schools The Increasing Costs of Education Spending on Education and the Size of the Enterprise Impacts on the Cost of Providing an Adequate Education What is the Cost of an Adequate Education? A Failure to Provide Opportunity and Associated Costs Society Suffers the Effects of Poor Education Financing Education Equitably Inequalities in Financing Education Equity: An Objective of School Finance Reform Measures of School District Wealth Income Tax Historical Influences on Equity The Equalization Principal Improving State Equalization Practices Foundation Programs and Variations The Impact of Average Daily Attendance on Equity The Changing Climate and Current School Finance Practices Patterns for School Finance Systems Developing Patterns Determining the Best Finance Plan Full State Funding District Power Equalization Property Reassessment and Local District Revenues Emphasis on Weighting Factors Principal Types of Weights Sources of Revenue Education- Financed by Government The Taxation System Characteristics of a Good Tax System Taxes for Education Income Tax Sales Tax Property Tax Excise Tax Severance Tax Other Funding Sources Potential New Taxes Education: A State Function Early Development of State Responsibility Development of Decentralized Educational Systems Development of School Finance Policies Developmental Stages of School Finance The Varying State Programs State Ability to Support Education Eroding Local Control Changing Rural-Urban Influence on Education Basic School District Administrative Units The Administration of Local School Districts Advantages of Local Control Fiscal Independence of School Districts Trends in Local Taxation Practices Measures of Local Taxpaying Ability Local, State, and Federal Tax Responsibility Federal Interest in Education Federalism Historical Role of the Federal Government U.S. Department of Education Constitutional Role Block Grants, Categorical Aid, and General Aid Federal Expenditures Fiscal Advantages and Disadvantages Increased Government Service The Future of Federal Aid to Education The Influence and Climate of the Courts Three Waves of School Finance Litigation The First Wave of School Finance Litigation The Second Wave of School Finance Litigation The Third Wave of School Finance Litigation: A Shift from Equity to Adequacy? Second-Generation Adequacy Cases Impact of School Finance Litigation over Time Pressure for Reform Finance Reform or Tax Reduction? Court Decision Guidelines Public Funds and Nonpublic Schools History Educational Choice The Law and Church-State Relations Financing School Facilities The Need Early Capital-Outlay Programs Capital-Outlay Court Decisions State Support Equity in Financing Educational Facilities The Federal Government and Capital Outlays Capital-Outlay Finance Plans School Bonding Practices Other Alternatives Impact Fees Sales Taxes Future Policies for School Facilities Administering the District and School Budget Evolution of Budgetary Practices Development of a Systems Approach to Budgeting District and School Budgetary Approaches District-Level Budgetary Practices Administering the District Budget School/District Coordination Budgeting at the School Level Challenge of Leadership Accounting and Auditing The School Accounting System The Changing Accounting Environment Comprehensive Annual Financial Report Characteristics of Governmental (Fund) Accounting Encumbrance Accounting Cost Accounting Accrual Accounting Receiving and Depositing Funds Expending School Funds Auditing Protecting School Funds Business Aspects of the School Community Increased Safety Hazards The Business Office Supplies and Equipment Purchasing Supply Management Risk Management Transportation School Food Services Human Resources and School Finance The Expanded Role of Human Resources Administration Teacher Compensation Certification Pay-for-Performance— Merit Pay Additional Issues Teachers and School Finance The Changing Assignments of Teachers Administrative and Supervisory Salaries Noncertified Personnel Salaries Payroll Policies and Procedures Government Influence The Road Ahead in School Finance The Future of Public School Finance Unresolved Issues Some Characteristics of Educational Structure School Finance Goals The Challenge Some Characteristics of Educational Structure School Finance Goals The Challenge
£121.97
Pearson Education (US) School and Community Relations The
Book SynopsisAbout our authors Edward H. Moore is a Professor Emeritus in the College of Communication and Creative Arts at Rowan University in Glassboro, New Jersey. Moore started his career as a school public relations practitioner and went on to serve more than 25 years as a public relations counselor, journalist, and educator working with a variety of corporate and educational organizations throughout North America, Europe, and Asia. Moore was managing editor of Communication Briefings, an international communications newsletter, and he previously served as Associate Director of the National School Public Relations Association. Moore taught public relations for more than 20 years. At Rowan University he was a Professor and Coordinator of the M.A. program in public relations. He holds an M.A. in school information services from Glassboro, New Jersey, State College, and is accredited in public relations by the Universal Accreditation Board. Dr.Table of ContentsBrief Contents PART I: ESSENTIAL CONSIDERATIONS The Importance of Public Relations Public Character of the School Understanding the Community Policies, Goals, and Strategies Administering the Program PART II: RELATIONS WITH SPECIAL PUBLICS The Communication Process Communicating with Internal Publics Communicating with External Publics Crisis Communication Communication about School Services, Activities, and Events PART III: COMMUNICATIONS TOOLS Working with the News Media Creating and Delivering Online and Print Communications Conducting Special Issue Campaigns Communication School Finance Issues PART IV: EVALUATION Communication Assessment and Accountability Appendix A: Organizations that Could Be Helpful
£98.52
Oxford University Press Inc Music Lesson Plans for Social Justice
Book SynopsisTeaching Music for Social Justice offers a fresh, innovative approach to teaching general music. This book is a timely collection of lesson plans and units that artfully blend music making with relevant issues of social justice. Particularly accessible to middle and high school classroom music teachers, it includes a companion website with links to all of the music listening and videos. Authors Lisa C. DeLorenzo and Marissa Silverman, accomplished music educators with extensive careers thinking about the relationship between music education and social justice, have composed student-centered lessons with thoughtful discussion prompts, experiences with diverse genres and styles of music, and technology-integrated music making projects that will activate students'' creativity and empathy. Unit topics-ranging from War to Climate Change-include cross-disciplinary lessons with the arts playing a central role in developing understanding. Well-researched introductory materials as well as how-tTrade ReviewMusic Lesson Plans for Social Justice is a tantalizing glimpse of the possibilities when students learn music in a context that is immediately relevant to them. The instructional framework laid out here is ambitious, inspiring, and most importantly, fun. I found myself thinking, time and time again — I can't wait to try that! * Richard Lawton, Orff Teacher Educator/Music Teacher, The Westland School, Los Angeles *Even at their first glance, secondary school music educators will immediately recognize the substantive contributions of this work for developing the social consciousness of their students through musical study and experience. This book will move teachers and students beyond general (Western) theory and history courses to musical encounters in gem-like curricular designs that address timely topics of societal turmoil and tension, and of peace, compassion and love. * Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington *Music Lessons Plans for Social Justice provides ready-to-use resources suitable for any curriculum in any part of the world. I find this publication relevant to various topics including areas that focus on decolonization, socio-cultural significance of music, and learner engagement with music education for situations beyond the classroom. Indeed '...students learn more fully when they are engaged in music making that has contextual relevance to them'. This publication presents contexts that are socially relevant to today's learner. * Emily Achieng' Akuno, Professor of Music, The Technical University of Kenya, President of the International Society for Music Education - ISME (2020-2022) *Table of ContentsAcknowledgments 1. Introduction 2. American Protest Unit 3. War Unit 4. Heroes and Heroines Unit 5. Love Unit 6. Climate Change Unit 7. Peace Unit 8. Epilogue: Creating Your Own Socially Just Music Lessons Index
£36.21
McGill-Queen's University Press Transforming Medical Education
Book SynopsisTransforming Medical Education compiles twenty-one historical case studies that critically foreground processes of learning, teaching, and defining medical communities in educational contexts. As a collection, this book makes a powerful argument about the contextual diversity of instruction and identity formation in medicine.Trade Review“Presenting several original perspectives based in archival research, Transforming Medical Education reaches beyond medical education to treat themes such as the structure of modern universities, intellectual and cultural history, the history of nursing, Canadian and American history, and post-secondary education studies. In particular, the inclusion of an interview with Professor Jacalyn Duffin is a significant historical contribution.” Frank Stahnisch, University of Calgary and author of A New Field in Mind: A History of Interdisciplinarity in the Early Brain Sciences
£48.60
Indiana University Press Indiana University Maurer School of Law
Book SynopsisTable of ContentsForeword by Provost and Executive Vice President Lauren RobelAcknowledgmentsIntroduction1. The Beginning 1842 – 18772. A Rebirth 1889 -19333. Building a Reputation 1933 - 19764. Becoming a Global Law School 1976 - 20175. Jerome Hall Law Library6. International Students and the Rise of Graduate Legal Studies Programs7. Notable Graduates of the Maurer School of LawAppendix 1 TimelineAppendix 2 Law School Leaders 1842 – 2018Appendix 3 Academy of Law Alumni Fellows Recipients 1985 - 2018Appendix 4 Distinguished Service Award Recipients 1997 - 2017SourcesIndex
£22.79
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
£44.09
Open University Press On Training To Be A Therapist
Book SynopsisâœIt is rare for a book to tackle the range of problems and difficulties counsellor training involves in such a comprehensive manner, it is rarer still for the style of writing to engage the reader as this book manages to do... I wish this book had been available when I was a student.â Counselling and Psychotherapy JournalâœHow do I get through this?â is one of the questions that counselling and psychotherapy students most often ask themselves: John Karter has answered this and many other fundamental questions in his book.Undoubtedly there are many pressures upon students but the process can and should be an enjoyable. Written from a âœstudentâs-eye viewâ this book explores the professional and personal difficulties that may be encountered and offers practical advice on how to avoid problems where possible and overcome them when necessary. From start to finish, the pitfalls are highlighted in order that students can seek help when and where it is needed. The Trade Review"As course director of the Diploma in Counseling at Birkbeck College, I am frequently fielding enquiries from prospective students eager to embark on a career in counseling and often recommend this book so that they are better prepared for the harsh realities of training, then working, as a counselor. I wish this book had been available when I was a student." - Clive CarswellTable of ContentsForeword by Michael JacobsIntroductionFacing up to mission impossibleA change for the better?The art of survival on the long and winding roadThe dangers in playing it by the bookSuper-vision syndrome and how to avoid itCautionslow go area aheadUp close and personalThe bitter-sweet taste of freedomBibliographyIndex.
£21.84
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.
£65.54
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.
£59.84
Taylor & Francis Ltd (Sales) Using Story
Book SynopsisStory is everywhere in human lives and cultures and it features strongly in the processes of teaching and learning. Story can be called narrative, case study, critical incident, life history, anecdote, scenario, illustration or example, creative writing, storytelling; it is a unit of communication, it is in the products of the media industries, in therapy and in our daily acts of reflecting. Stories are ''told'' in many ways - they are spoken, written, filmed, mimed or acted, presented as cartoons and in new media formats and through all these, they are associated with both teaching and learning processes but in different ways and at different levels. As a result of growing interest and simultaneous confusion about story, it is timely to untangle the various meanings of story so that we can draw out and extend its value and use.Using Story aims to clarify what we mean by story, to seek out where story occurs in education and life and to explore the processes bTable of Contents@contents: Preface Part 1: Some Introductory Ideas 1. Introduction: Bringing Story into Education and Professional Development 2. The Multiple Dimensions of Story Part 2: Theory - Story and Human Functioning 3. Learning and the Understanding of Stories 4. The Deployment of Meaning in Story 5. Social, Cultural and Communication Functions of Story 6. Taking Stock: Reflecting on Insights and the Educational Roles of Story Part 3: Story in Higher Education and Professional Development: A Treasury of Ideas 7. Enhancing Thinking and Learning Processes with Story 8. Stories of Experience in Personal and Professional Development 9. Story as Case Study, Scenario and Critical Incident 10. Story for Promoting Change 11. Story and Research 12. Uses of Fiction in Education 13. Oral Storytelling in Education 14. New Ways with Story Index References
£27.54
John Wiley & Sons Inc Dyslexia in Adults Education and Employment
Book SynopsisWhat is dyslexia and hown is it assessed in adults? What is the most appropriate training for those who work with dyslexic people? This comprehensive guide is for professionals working with adults with dyslexia in the learning and working environment.Trade Review"At last a truly valuable resource for all professionals workingwith adult dyslexics in the learning and work environment,experienced or not...this text is so user-friendly..." (DyslexiaReview. Autumn 2001) "...Overall, the book proves accessible, academically rigorous andexceptionally engaging..." (British Journal of EducationalPsychology)Table of ContentsAbout the Authors. Preface. Education and Employment: Issues for Adults with Dyslexia. Screening, Assessment and Support. Training for Training. Dyslexia and the Workplace. Strategies for Learning. Disaffection, Defiance and Depression. 'The Whole of the Moon'. Speak for Yourself. Reaching Out. Appendix 1: Tests for Dyslexia. Appendix 2: Sample Dyslexia Training Evaluation Form. Glossary of Acronyms and Abbreviations. Glossary of Terms. References. Index.
£46.76
The University of Michigan Press Making Academic Presentations
Book SynopsisThe ability to give a successful presentation in an academic setting is critical to success both on and off campus. Making Academic Presentations describes the five moves, or parts, of a typical presentation and provides examples of language that can be used to successfully accomplish these moves.Table of Contents Introduction 1. What is a Presentation? Audience Purpose 2. Presentation Moves Move 1: Starting the Presentation (the Introduction) Move 2: Flowing Through the Presentation (the Body) Move 3: Using Visual Aids Move 4: Concluding the Presentation (the Conclusion) Move 5: Managing the Q & A 3. Other Considerations Overcoming Nervousness Non-Verbal Communication Pronunciation and Paralinguistics 4. Presentation Projects Appendix 1: Rubrics and Evaluation Forms and Ideas Extra Reading
£19.90
The University of Michigan Press Asian American X
Book Synopsis
£19.90
LUP - University of Michigan Press Developmental Programming for Infants and Young
Book Synopsis
£9.32
Wiley Management Development Strategy and Practice
Book Synopsis* Provides a strategic, practical and analytical approach to management development. * Encourages the reader to apply techniques and come up with their own solutions. .Table of ContentsList of Figures. List of Tables. List of Exhibits. Acknowledgements. Part I: The Purpose of Management Development. 1. Management Development: Purposes, Processes and Prerequisites. 2. Management Development and Organizational Strategy: Justifying and Evaluating the Business Focus. 3. Supporting Individual Managerial Careers. Part II: Identifying Development Needs. 4. Understanding Managerial Work, Roles and Competences. 5. Methodologies for Analysing Managerial Roles and Competences. 6. Analysing Individual Development Needs. Part III: Management Development Interventions. 7. The Managerial Learning Process and its Context. 8. Using Formal Off the Job Management Development. 9 Work-based Management Development Methods: Informal and Incidental. Part IV: Meeting Different Management Development Needs. 10. Management Development for Professionals. 11. Management Development for Women. 12. Management Development for International Managers. 13. Executive Development and the Top Team. Index.
£28.49
MP-KAN Uni Press of Kansas The Making of Reverse Discrimination How DeFunis
Book SynopsisOffers a fresh and incisive analysis of the legal-judicial discourse of DeFunis v. Odegaard (1974) and Regents of the University of California v. Bakke (1978), the first two cases challenging race-conscious admissions to professional schools to reach the US Supreme Court.Trade ReviewAfter 2020's summer of Floyd demonstrations, the subject of racial justice is solidly back on the national agenda. This fine exercise in legal detective work reveals with chilling forensic clarity how the 1974 DeFunis and 1978 Bakke cases were manipulated to consolidate the bogus concept of 'reverse discrimination,' thereby eviscerating equal protection for people of color and setting back for decades the struggle against systemic racial injustice in the United States. We can only hope that Ellen Messer-Davidow's brilliant exposé will contribute to reinstituting the betrayed imperative of dismantling ongoing white supremacy and one day achieving a racially egalitarian society." —Charles W. Mills, distinguished professor of philosophy, Graduate Center, City University of New York"The history of affirmative action efforts to redress racial imbalances in college admissions has been chronicled before, but never with the massive detail and theoretical sophistication Ellen Messer-Davidow deploys in this important new book. The issue of the law and racial justice continues to plague us, and Messer-Davidow's analysis of cases from the 1960s and 1970s is entirely relevant to our situation today." —Stanley Fish, Floersheimer Distinguished Visiting Professor of Law, Benjamin N. Cardozo School of Law, Yeshiva University"The Making of Reverse Discrimination is a deep-dive into the foundational court cases of affirmative action's early history, DeFunis v. Odegaard and Regents of University of California v. Bakke, cases that have shaped the legal landscape for race-inclusive admissions for over forty years but are not fully understood in detail. Using insights from history, sociology, and critical literary studies, Messer-Davidow expertly illustrates how these anti-affirmative action cases constructed white victims and excluded minority interests, setting a precedent for future cases. Placing these cases in a broader social and discursive context, this book is an excellent read for scholars of affirmative action, higher education, and the law." —Amaka Okechukwu, author of To Fulfill These Rights: Political Struggle over Affirmative Action and Open Admissions
£28.76
MP-KAN Uni Press of Kansas Graduate Students at Work
Book SynopsisSpeaking from personal experience as well as reporting research findings, the contributors of Graduate Students at Work illustrate the significant expertise that graduate students are asked to enact in their time-intensive jobs as teachers, researchers, and administrators, even as they are kept in poverty wages.Trade Review"Brown’s collection captures the long road of labor exploitation that got us here as well as the unique challenges and opportunities graduate students face in the present moment. The authors explore the emotional, material, and intellectual consequences of capitalism for higher education, creating a vital resource for current and potential graduate students, for the labor organizers who support them, and for the teachers and administrators ready to be allies. This is both a scholarly and a narrative text, accessible and thought-provoking."—Amy Lynch-Biniek, professor of English, Kutztown University"The contributions Tessa Brown’s Graduate Students at Work: Exploited Scholars of Neoliberal Academia makes to the field are significant. The book centers on the original research of current and recent graduate students rather than presenting them as other people’s participants, giving it an authority and an ethical gravitas I can’t applaud loudly enough. The primary research covers a huge range of territory where all too often demands for ‘data’ stall advocacy efforts. I am profoundly grateful that this book exists."—Seth Kahn, professor of English, West Chester University"Recent world events have irreparably influenced how labor dynamics operate within different industries. Tessa Brown has pulled together a brilliant slate of contributors to collectively author a definitive exploratory text that (re)contextualizes graduate students as ‘entry-level academic laborers’ within contemporary higher education. Each original contribution to the book studies this overarching framing of work and labor, whether through empirical study, reflective essay, or commentary. Moreover, the authors present exhaustive rebuttals and thoughtful analyses that dismantle many academic leaders’ and policymakers’ understanding of graduate students as ‘only’ students. This volume is important reading for any person considering, guiding, or participating in higher education and hoping to transform the field in ways that better recognize, compensate, and value the individuals that are doing the essential work that perpetuates the best version of what higher education can be in a society."—Demetri L. Morgan, associate professor of higher education, Loyola University ChicagoTable of ContentsIntroduction: Graduate Students are Hyper-Exploited, Tessa Brown Part I: Labor at the MarginsInterlude 1. Levels to This Sh*t: Layers of Graduate Student Labor, Khadeidra Billingsley1. “I Have to Go Wherever There’s an Opportunity”: Graduate Students’ Experiences of Placelessness and Writing, Charlotte Kupsh and Zoe McDonaldInterlude 2. Invisible Marginalization in Academia, Samah ElbelaziInterlude 3. Invisible Labors and Entangled Emergence, Andrew Hollinger2.“Like I’m ‘The Man’”: Graduate Student Administrators’ Experiences, Talinn Phillips, Paul Shovlin, and Megan TitusInterlude 4. The Ethics of Progressive Internships, Meagan Gacke-Reed3. “It’s Dangerous to Go Alone”: Explorations of Unbalanced Labor and Mentorship in a Blended Learning Doctoral Program, April Cobos and Megan MizePart II: The Labor of Teaching and Research4. Will This Take Me Anywhere? Investing Time in Graduate Student Teaching, Elliot ShapiroInterlude 5. Establishing Ethos for a Translingual GTA—The Unwritten Labor, Anis Rahman5. Learning to Teach, Teaching to Learn, Sara Austin and Kelly MorelandInterlude 6. Mothering and Laboring as a Graduate Student and Teacher, Alma VillanuevaInterlude 7. Parenting while Researching? It Takes Support, Kid-Friendly Systems, and a Lot of Luck, Jacqueline M. Kory-WestlundPart III: The Labor of “Professionalization”Interlude 8. The Professoriate Is a Job, Sarah Welsh6. Scholar-Selves in the Managerial University: The Hidden Labor of Disciplinary Identity Formation in the Doctoral Journey, Adam HaleyInterlude 9. Ethically Honoring Graduate Student Expertise through Joy Projects Conclusion: The Future of the Neo-Confederate Museum, Jaclyn Fiscus-Cannaday and Allison Hutchison7. Chinese Doctoral Students’ Perceptions of Employability in the United States: cultivating Preparedness for a Challenging World, Xueshuang Wang, Weiyan Xiong, and Huiyuan YePart IV: Organizing LaborInterlude 10. Paying to Teach: A Profile of California State University System English Department Graduate Teaching Associate Programs, Martha Althea Webber8. “Fees Are Wage Theft”: Graduate Labor Unions Confronting the Neoliberal University, Jonathan IsaacInterlude 11. A How-To guide for Combating the Invisibility of Graduate Student Parents, Alex Hanson9. “We’ll Be Taking This with Us”: Relationality and Idealism in Three Graduate Student Locals, Anicca CoxAfterword: Striking for a Safer Campus Community, Kalena Thomhave and Matt SehrsweeneyAbout the ContributorsIndex
£23.70
Research & Education Association EMT Emergency Medical Technician Crash Course
Book Synopsis
£19.76
Kogan Page Ltd 101 Learning and Development Tools
Book SynopsisKenneth Fee has worked in learning and development for 25 years, as a trainer, consultant, manager, and writer, among other roles. He has an MA degree in social science, an MBA, certificates in training and in assessment, a professional diploma in training management, and he is a Chartered Fellow of CIPD and a Fellow of CMI.Table of Contents Chapter - 23: The talent web; Chapter - 24: The succession planning cycle; Chapter - 25: Devising and using standards of competence; Chapter - 26: Board-level development: a needs audit; Chapter - 27: Learning methods and styles grid; Chapter - 28: Learning methods choice matrix; Section - TWO: Planning learning; Chapter - 29: The six essential elements of a learning strategy; Chapter - 30: Using the learning and development cycle to plan learning interventions; Chapter - 31: A step-by-step guide to planning a learning event; Chapter - 32: Personal development planning; Chapter - 33: Using different approaches to learning and development; Chapter - 34: Criteria for choosing a learning approach; Chapter - 35: A checklist for procuring learning services; Chapter - 36: Outsourcing versus insourcing; Chapter - 37: The four phases of knowledge management; Chapter - 38: The three component parts of e-learning; Chapter - 39: The five models of e-learning; Chapter - 40: Learning design: the five dimensions; Chapter - 41: The route map model for e-learning design; Chapter - 42: A classification of e-learning technologies; Chapter - 43: What to look for in a digital learning platform; Chapter - 44: Checklist – 10 things to look out for when dealing with e-learning vendors; Chapter - 45: What to look for in a learning and development consultant; Chapter - 46: What to look for in learning materials; Chapter - 47: Working with union learning representatives; Chapter - 48: Using qualifications; Chapter - 49: Reference list of learning and development methods; Section - THREE: Implementing learning; Chapter - 50: Icebreakers; Chapter - 51: Coaching – tips and pitfalls; Chapter - 52: Facilitation – tips and pitfalls; Chapter - 53: Lecturing – tips and pitfalls; Chapter - 22: The five aspects of talent management; Chapter - 21: Knowledge management: distinguishing data, information and knowledge; Chapter - 20: Neuro-linguistic programming; Chapter - 19: Gardner’s multiple intelligences; Chapter - 18: Emotional intelligence; Chapter - 17: Accelerated learning; Chapter - 16: The learning value chain; Chapter - 15: How to develop a learning organization; Chapter - 14: How to develop a learning culture; Chapter - 13: Johari window; Chapter - 12: Overcoming barriers to learning; Chapter - 11: Rose’s learning styles; Chapter - 10: Honey and Mumford’s learning styles; Chapter - 09: Kolb’s experiential learning cycle; Chapter - 08: Informal and non-formal learning; Chapter - 07: Bloom’s taxonomy of learning domains; Chapter - 06: The learning curve; Chapter - 05: Performance analysis quadrant; Chapter - 04: Identifying organizational learning needs: a step-by-step approach; Chapter - 03: L&DNA grids; Chapter - 02: Understanding learning, development, education and training; Section - ONE: Learning needs analysis; Chapter - 01: The learning and development cycle; Chapter - 00: Introduction; Chapter - 54: How to mentor someone; Chapter - 55: How to organize work-based learning; Chapter - 56: Guided practice; Chapter - 57: Putting together action learning sets; Chapter - 58: Setting up a community of practice; Chapter - 59: The seven pillars of a corporate university; Chapter - 60: Preparing a lesson plan; Chapter - 61: Preparing to deliver a course: a checklist; Chapter - 62: Tips for team teaching; Chapter - 63: 360-degree feedback; Chapter - 64: Psychometric instruments for development rather than assessment; Chapter - 65: Innovative approaches to learning; Chapter - 66: Using storytelling in learning and development; Chapter - 67: Games, and learning through play; Chapter - 68: Simulation; Chapter - 69: Volunteering-based learning; Chapter - 70: Development centres; Chapter - 71: Assessing and recording competence; Chapter - 72: Learning logs and contracts; Chapter - 73: Guided reading; Chapter - 74: Appreciative inquiry; Chapter - 75: Networking via professional bodies; Chapter - 76: Outplacement services; Chapter - 77: Blended learning models; Chapter - 78: Social networking and collaborative tools; Chapter - 79: Checklist for setting up a learning centre; Section - FOUR: Evaluating learning; Chapter - 80: Costing learning; Chapter - 81: Assessing learning; Chapter - 82: Talent management and development: the GE nine box model; Chapter - 83: Quality management of learning: the diamond model; Chapter - 84: Applying quality management tools to learning; Chapter - 85: Making a business case for learning and development; Chapter - 86: Internal marketing of learning and development; Chapter - 87: How to get value from a corporate university; Chapter - 88: How to get value from learning consultants; Chapter - 89: Evaluation: how to recognize and when to use the main methods; Chapter - 90: Kirkpatrick’s four levels of evaluation; Chapter - 91: Producing an evaluation sheet; Chapter - 92: Measures in evaluating learning; Chapter - 93: CIPD partnership of learning model; Chapter - 94: Evaluation metrics; Chapter - 95: Calculating return on investment; Chapter - 96: Evaluation: return on expectations; Chapter - 97: Six Sigma for learning and development; Chapter - 98: Balanced scorecard for learning and development; Chapter - 99: E-learning: the impact matrix; Chapter - 100: Evaluation: total value add; Chapter - 101: You
£33.24
Kogan Page Ltd Emotional Intelligence Coaching
Book SynopsisSteve Neale is MD of BCS International, a leading emotional intelligence training, consultancy and coaching organization. Steve is a qualified psychologist, coach, EI practitioner, counsellor and hypnotherapist. Lisa Spencer-Arnell is MD of CCS Coaching International and a Director of Real Difference. She is passionate about inspiring people to be at their best through leadership coaching, EI development and facilitation. Liz Wilson is Director of TWP behavioural change specialists and a qualified coach, mentor, coach-supervisor and EI practitioner.Trade Review"A fascinating and essential read for entrepreneurs and business leaders all over the world." * Jaunius Pusvaskis, Director General, Baltic Management Institute *"The authors have compiled in this volume the missing link between the promise of emotional intelligence and the practical application of the learning - the coach approach." * Dr Patrick Williams, Institute for Life Coach Training *"As well as being a handbook for coaching professionals, it is an insightful guide to developing emotionally intelligent skills and attitudes that can be accessed by anyone." * Amanda Knight, co-author, Applied EI *"The authors illustrate the points they are making very clearly with numerous examples, short stories and illustrative questions to help aspiring coaches to develop their understanding or existing coaches to refine their approaches." * Sir John Whitmore, Executive Chairman, Performance Consultants International *Table of Contents Chapter - 00: Introduction; Chapter - 01: What is emotional intelligence?; Chapter - 02: What is coaching?; Chapter - 03: The importance of emotional intelligence in coaching; Chapter - 04: The fast track to performance and profitability; Chapter - 05: Developing your emotional intelligence; Chapter - 06: Understanding and working with values, beliefs and attitudes; Chapter - 07: Core coaching skills; Chapter - 08: How goals flow from values to action; Chapter - 09: The coaching toolkit; Chapter - 10: Coaching ethics and best practice
£28.49
Kogan Page Ltd Group Coaching
Book SynopsisRo Gorell specializes in performance improvement and talent development, working with a broad range of clients looking to leverage talent and effect change. Ro's enthusiasm for group coaching began in 1999 whilst coaching process improvement teams. She is the co-author of 50 Top Tools for Coaching published by Kogan Page as well as Are They On The Right Bus?The 55-Minute Guide to Talent Management (Verb Publishing)Trade Review"A fresh, well considered, and practical guide for those considering harnessing group coaching as a talent development tool'" * Sharon Hitch, Director of the Talent Management Association *"Although I'm only into the first few words of chapter two I've already pulled value from the book....[I] look forward to getting into the rest of the book." * Richard Scott-Will-Harknett *Table of Contents Chapter - 00: Introduction: taking the group coaching journey; Section - ONE: The context of group coaching; Chapter - 01: Why it’s important to start with self; Chapter - 02: Benefits of group coaching; Chapter - 03: Certainty drives action; Section - TWO: Creating a group coaching strategy; Chapter - 04: Group coaching process; Chapter - 05: Group coaching blueprint; Chapter - 06: Group dynamics and the group directive; Section - THREE: Tools and processes; Chapter - 07: Contracting for ‘success’; Chapter - 08: Discovering the right tools; Chapter - 09: Creative group coaching; Section - FOUR: Measuring success; Chapter - 10: The challenges of measuring results from group coaching; Chapter - 11: Measuring success in practice; Section - FIVE: Group coaching as talent liberation; Chapter - 12: Using group coaching as part of your talent system; Chapter - 13: Actions for optimizing collective talent
£33.24
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
Kendall/Hunt Publishing Co ,U.S. Teaching Reading PreK to Grade 3
Book SynopsisAims to provide teachers with research-based, practical teaching and assessment strategies to support the reading development of all children in their classrooms. This work gives assistance in working with young learners whose first language is not English.Table of ContentsChapter 1 - Attitudes, Interests, and Oral Language 1 Overview 1 1.1: Desire to Read 3 Teaching Strategy 1: Morning Message 3 Teaching Strategy 2: Shared Reading 4 Teaching Strategy 3: Favorite Book Show and Tell 5 Ideas and Activities 8 Home-School Connections 11 Selected Resources 12 1.2: Background Knowledge 13 Teaching Strategy 1: Object Exploration 13 Teaching Strategy 2: Book Boxes 14 Teaching Strategy 3: Knowledge Chart 15 Teaching Strategy 4: Brainstorming 16 Teaching Strategy 5: Predicting with Pictures 17 Ideas and Activities 18 Home-School Connections 21 Selected Resources 22 1.3: Oral Language 23 Teaching Strategy 1: Show and Tell-Question-Connection 23 Teaching Strategy 2: Expand-a- Sentence 24 Teaching Strategy 3: Progressive Storytelling 25 Ideas and Activities 26 Home-School Connections 27 Selected Resources 28 1.4: Assessments of Interests and Attitudes Toward Reading 29 Assessment Strategy 1: Interviews about Reading 30 Assessment Strategy 2: News about Me 35 Assessment Strategy 3: Elementary Reading Attitude Survey 38 Chapter 2 - Literacy Knowledge 49 Overview 49 2.1: Print Concepts 52 Teaching Strategy 1: Shared Reading 52 Teaching Strategy 2: Language Experience Approach (LEA) 54 Teaching Strategy 3: Learning about Print through Writing 55 Teaching Strategy 4: What Can You Show Us? 56 Ideas and Activities 57 Home-School Connections 59 Selected Resources 60 2.2: Sense of Story 61 Teaching Strategy 1: Simple Story Elements 61 Teaching Strategy 2: Plot Relationships Chart 62 Teaching Strategy 3: Story Star 65 Teaching Strategy 4: Story Faces 67 Ideas and Activities 70 Home-School Connections 71 Selected Resources 72 2.3: Informational Text Structures 73 Teaching Strategy 1: Graphic Organizers 73 Teaching Strategy 2: Expository Frames 77 Teaching Strategy 3: Scrambled Text 78 Teaching Strategy 4: Expository Writing 79 Ideas and Activities 82 Home-School Connections 83 Selected Resources 84 2.4: Assessments of Literacy Knowledge 85 Assessment Strategy 1: Print Concepts 86 Assessment Strategy 2: Retelling a Story 119 Assessment Strategy 3: Informational Text Retelling 121 Chapter 3 - Letters and Sounds 125 Overview 125 3.1: Alphabet Knowledge 128 Teaching Strategy 1: Alphabet Song 128 Teaching Strategy 2: Using Alphabet Books 129 Teaching Strategy 3: Letter Actions 130 Teaching Strategy 4: Identifying Letters 131 Ideas and Activities 132 Home-School Connections 133 Selected Resources 134 3.2: Phonemic Awareness 136 Teaching Strategy 1: I Spy Rhymes 137 Teaching Strategy 2: First Sounds 137 Teaching Strategy 3: Sound Boxes 142 Teaching Strategy 4: Put It Together 143 Teaching Strategy 5: Break and Make 146 Ideas and Activities 147 Home-School Connections 151 Selected Resources 152 3.3: Phonics 154 Teaching Strategy 1: Explicit Phonics 155 Teaching Strategy 2: Making Words 157 Teaching Strategy 3: Whole-Part-Whole Phonics 158 Teaching Strategy 4: Phonics in Context 159 Ideas and Activities 160 Home-School Connections 164 Selected Resources 165 3.4: Assessments of Alphabet Knowledge, Phonemic Awareness, and Phonics 167 Assessment Strategy 1: Alphabet Knowledge 168 Assessment Strategy 2: Rhyme Detection 174 Assessment Strategy 3: Phoneme Segmentation 177 Assessment Strategy 4: Phoneme Deletion and Substitution 180 Assessment Strategy 5: Auditory Discrimination 184 Assessment Strategy 6: Phonics: Consonants 187 Assessment Strategy 7: Decoding 199 Chapter 4 - Fluency and Automaticity 207 Overview 207 4.1: Sight Words 209 Teaching Strategy 1: Explicit Instruction 210 Teaching Strategy 2: Pattern Books 213 Teaching Strategy 3: Associative Learning 214 Teaching Strategy 4: Word Wall 215 Ideas and Activities 216 Home-School Connections 218 Selected Resources 221 4.2: Fluency 222 Teaching Strategy 1: Teacher-Assisted Reading 222 Teaching Strategy 2: Structured Repeated Readings 223 Teaching Strategy 3: Choral Reading 227 Teaching Strategy 4: Radio Reading 228 Teaching Strategy 5: Multipaired Simultaneous Oral Reading 228 Ideas and Activities 230 Home-School Connections 232 Selected Resources 233 4.3: Cross-Checking 234 Teaching Strategy 1: Making Sense 235 Teaching Strategy 2: Predict-Sample-Confirm 236 Teaching Strategy 3: Word Detective 237 Teaching Strategy 4: Cue Questioning 239 Ideas and Activities 241 Home-School Connections 242 Selected Resources 243 4.4: Assessments of Sight Words, Fluency, and Cross-Checking 245 Assessment Strategy 1: Basic Sight Vocabulary 246 Assessment Strategy 2: Common Nouns 252 Assessment Strategy 3: Words Per Minute 258 Assessment Strategy 4: Fluency Scale Checklist 262 Assessment Strategy 5: Oral Reading Miscue Analysis 266 Chapter 5 - Vocabulary and Comprehension 269 Overview 269 5.1: Meaning Vocabulary 271 Teaching Strategy 1: Preview in Context 271 Teaching Strategy 2: Vocabulary Connections 272 Teaching Strategy 3: Word Frames 273 Teaching Strategy 4: Four-Square Vocabulary Grids 274 Ideas and Activities 277 Home-School Connections 278 Selected Resources 279 5.2: Reading Comprehension 280 Teaching Strategy 1: Think Aloud 281 Teaching Strategy 2: Directed ReadingETHThinking Activity (DR-TA) 283 Teaching Strategy 3: Story Frame 284 Teaching Strategy 4: Idea-Mapping 286 Teaching Strategy 5: Making Text Connections 288 Ideas and Activities 291 Home-School Connections 296 Selected Resources 297 5.3: Monitoring Reading 298 Teaching Strategy 1: Critter 298 Teaching Strategy 2: Monitoring Think-Along 300 Teaching Strategy 3: Pause- Think-Retell 301 Teaching Strategy 4: Monitoring Logs 302 Ideas and Activities 304 Home-School Connections 306 Selected Resources 308 5.4: Assessments of Reading Comprehension and Monitoring Reading 309 Assessment Strategy 1: Caption Reading 310 Assessment Strategy 2: Passage Reading 317 Assessment Strategy 3: Retelling 336 Assessment Strategy 4: Monitoring Strategies Checklist 339 Chapter 6 - Writing and Spelling 341 Overview 341 6.1: Responding to Literature 344 Teaching Strategy 1: Language Charts 344 Teaching Strategy 2: Getting the Feeling 345 Teaching Strategy 3: Responding to Plot 348 Teaching Strategy 4: Discovering the Message 350 Ideas and Activities 351 Home-School Connections 352 Selected Resources 353 6.2: Writing 354 Teaching Strategy 1: Shared Writing 354 Teaching Strategy 2: Text Tapping 355 Teaching Strategy 3: Writing from Songs 356 Teaching Strategy 4: Parent-Recommended Topics 357 Teaching Strategy 5: Let Me Tell You About ... 359 Ideas and Activities 361 Home-School Connections 364 Selected Resources 365 6.3: Spelling 366 Teaching Strategy 1: Have-a-Go 366 Teaching Strategy 2: Directed Spelling Thinking Activity (DSTA) 369 Teaching Strategy 3: Spelling Workshop 370 Teaching Strategy 4: That Reminds Me ... 370 Ideas and Activities 372 Home-School Connections 374 Selected Resources 375 6.4: Assessments of Writing and Spelling 377 Assessment Strategy 1: Writing 379 Assessment Strategy 2: Writing Rubrics 381 Assessment Strategy 3: Writing Observational Checklist 387 Assessment Strategy 4: Developmental Spelling 389 Appendices 393 Appendix A: Professional Organizations and Agencies 394 Appendix B: Word Families 395 References 405 Index 411
£69.35
Kendall/Hunt Publishing Co ,U.S. Introduction to Ethnic Studies
Table of ContentsIntroduction / Perspectives Dedication Introduction to Ethnic Studies Brian Baker and Julie López Figueroa “We’re Going Out. Are You With Us?” The Origins of Asian American Studies Gregory Yee Mark Why Ethnic Studies Was Meant for Me Rosana Chavez, M.S. (Ethnic Studies Alumna) “Ethnic Studies Embodies Activism” Andrea L. Moore Framing the Value and Purpose of Perspectives Julie López Figueroa History Introduction Wayne Maeda (in memoriam) and Brian Baker “Returning Home Tolowa Dee-ni” Annette L. Reed, Ph.D. The History of Asians in America Timothy Fong Recent African Immigration Boatamo Mosupyoe Native Americans and the United States, 1830–2000 Action and Response Steven J. Crum Iu Mien—We the People Fahm Saelee The Hmong in the United States Bao Lo Race, Class and Gender Introduction Boatamo Mosupyoe The Intersection of Race, Class and Gender Boatamo Mosupyoe What It Means to Be an Asian Indian Woman Y. Lakshmi Malroutu Is the Glass Ceiling Cracked Yet? Women in Rwanda, South Africa and the United States, 1994–2010 183 Boatamo Mosupyoe Tungtong: Share Your Stories Marietess Masulit Fiji and Fijians in Sacramento Mitieli Rokolacadamu Gonemaituba, Neha Chand, Darsha Naidu, Jenisha Lal, Jonathan Singh, Shayal Sharma, and Gregory Yee Mark Identity and Institutions Introduction Brian Baker Kill the Indian, Save the Child: Cultural Genocide and the Boarding School Debra K. S. Barker My Father’s Labor: An Unknown, but Valued History Julie López Figueroa and Macedonio Figueroa “Imaginary Indians” Are Not Real Brian Baker Implicit Bias: Individual and Systemic Racism Rita Cameron Wedding “And it’s time for them to come down”: History, Memory, and Decentering Settler Colonialism Rose Soza War Soldier Response and Responsibility Introduction Eric Vega and Julie López Figueroa Challenging the Dilemma of Brown v. Topeka Board of Education: And the Rush Toward Resegregation Otis L. Scott A Voyage of Discovery: Sacramento and the Politics of Ordinary Black People David Covin Arizona: Ground Zero for the War on Immigrants and Latinos(as) Elvia Ramirez Asian American and Pacific Islanders Harmed by Trump COVID-19 Blame Campaign Timothy P. Fong, PhD “We can’t just stand aside now”: Oakland’s Fortune Cookie Factory Stands with Black Lives Matter Annalise Harlow The 65th Street Corridor Community Collaborative Project: A Lesson in Community Service Gregory Yee Mark, Julie López Figueroa, Christopher Shimizu, Jasmine Duong, and Jazmine Sanchez
£118.15
