Student life Books

Book SynopsisThis book covers the basics from A-Z needed to complete the dissertation for the EdD degree. It is meant to supplement your doctoral courses and other resources, such as in-depth educational texts and software relating to research and statistics. The answers are now at your fingertips.Doctoral faculty and chairs of dissertation committees are going to appreciate having this resource to minimize the number of times they have to repeat the same information to their students. Those that are chairs for the first time will appreciate the ease in locating what is needed to advise doctoral students through the dissertation process.Table of ContentsForewordAcknowledgementsPrefaceIntroductionPART I: BEFORE YOU STARTCHAPTER I: SO YOU WANT TO EARN A DOCTORATE!CHAPTER II: DOS AND DON’TS OF THE DISSERTATION PROCESSCHAPTER III: ON YOUR WAY TO BECOMING A DOCTOR!PART II: THE DISSERTATION FORMATCHAPTER IV: STATEMENT OF THE PROBLEMCHAPTER V: REVIEW OF THE LITERATURE CHAPTER VI: METHODOLOGYCHAPTER VII: FINDINGS AND RESULTS CHAPTER VIII: DISCUSSION AND CONCLUSIONPART III: AND ALL THE OTHER STUFFCHAPTER IX: THE PROPOSAL HEARINGCHAPTER X: DISSERATION DEFENSE: THE FINAL FRONTIERCHAPTER XI: YOU DID IT!EPILOGUE: YOUR CONTINUED CONTRIBUTION TO THE FIELDREFERENCES APPENDIX

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Book SynopsisEssential guide to British universities that gives you all the information you need to make the crucial decisions on what to study, where to study, and how much it might cost. Objective and authoritative, it is the best-selling guide to making the right university choice for you.For more than 30 years The Times and Sunday Times Good University Guide has provided the most accurate and up-to-date information about British universities to help choosing which universities to apply to as easy as possible. This definitive guide is designed for those who are applying to start courses in 2024.Select the right course and universityCompare university performanceGet to grips with the application processFind the latest rankings by subjectPlus, the lowdown on university lifeWritten by Zoe Thomas, journalist and education writer, this is the most authoritative guide available. Its university and subject tables inside are the most respected and studied in Britain.Trade Review'Anyone baffled by the bewildering range of courses and options and perplexed by the rapidly changing face of higher education needs this guide.' universitiesnet.com

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Book SynopsisAn investigation into the complex processes of becoming a girl.Arguing for a recognition of the contradictory and ambivalent identifications that both attract and repel those who live the social category girl, Marnina Gonick analyzes the discourses and practices defining female sexuality, embodiment, relationship to self and other, material culture, use of social space, and cultural-political agency and power. Based on a school-community project involving collaborative production of a video which tells the stories of several fictional girl characters, Gonick examines the contradictory and textured structure of the discourses available to girls through which their identities are negotiated. Woven throughout the book is the integral concern with the way in which ethnographic writing as a discursive practice is also implicated in the production and signification of social identities for girls.

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Book SynopsisResearch on the impact of social class variables on experiences of adolescents as they transition to middle school.Addressing the issues of educational equity and social class diversity, Donna Marie San Antonio documents the challenges adolescents face when making the transition from elementary school to middle school. The book explores the values, resources, and ways of interacting that students from diverse economic backgrounds bring from their families and communities, and how they are enabled or discouraged from integrating these assets in their new school environment.

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Book SynopsisPortrays the diverse experiences and identities of mixed race college students.It''s kind of an odd thing, really, because it''s not like I''m one or the other, or like I fit here or there, but I kind of also fit everywhere. And nowhere. All at once. You know? - FlorenceMy racial identity, I would have to say, is multiracial. I am of the future. I believe there is going to come a day when a very, very large majority of everybody in the world is going to be mixed with more than one race. It''s going to be multiracial for everybody. Everybody and their mother! - JackKristen A. Renn offers a new perspective on racial identity in the United States, that of mixed race college students making sense of the paradox of deconstructing racial categories while living on campuses sharply divided by race and ethnicity. Focusing on how peer culture shapes identity in public and private spaces, the book presents the findings of a qualitative research study involving fifty-six undergraduates from a variety of institutions. Renn uses an innovative ecology model to examine campus peer cultures and documents five patterns of multiracial identity that illustrate possibilities for integrating notions of identity construction (and deconstruction) with the highly salient nature of race in higher education. One of the most ambitious scholarly attempts to date to portray the diverse experiences and identities of mixed race college students, the book also discusses implications for higher education practice, policy, theory, and research.

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Book SynopsisPortrays the diverse experiences and identities of mixed race college students.It''s kind of an odd thing, really, because it''s not like I''m one or the other, or like I fit here or there, but I kind of also fit everywhere. And nowhere. All at once. You know? - FlorenceMy racial identity, I would have to say, is multiracial. I am of the future. I believe there is going to come a day when a very, very large majority of everybody in the world is going to be mixed with more than one race. It''s going to be multiracial for everybody. Everybody and their mother! - JackKristen A. Renn offers a new perspective on racial identity in the United States, that of mixed race college students making sense of the paradox of deconstructing racial categories while living on campuses sharply divided by race and ethnicity. Focusing on how peer culture shapes identity in public and private spaces, the book presents the findings of a qualitative research study involving fifty-six undergraduates from a variety of institutions. Renn uses an innovative ecology model to examine campus peer cultures and documents five patterns of multiracial identity that illustrate possibilities for integrating notions of identity construction (and deconstruction) with the highly salient nature of race in higher education. One of the most ambitious scholarly attempts to date to portray the diverse experiences and identities of mixed race college students, the book also discusses implications for higher education practice, policy, theory, and research.

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Book SynopsisPOWER is the only research-based First Year Experience series with a unifying system for students to develop essential critical thinking and problem-solving skills. POWER Learning maximizes students'' potential for success in college and life by addressing a diverse student population with real-world examples and applications in the context of their career in an engaging, accessible and meaningful way. Connect tools like SmartBook 2.0's adaptive reading experience helps solidify students' understanding of the foundational material, while others like the interactive Application-Based Activities put students in real-world situations to help them apply course concepts.

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Book SynopsisSimilar to the previous three volumes, Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (Honigsfeld & Cohan, 2010), Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (Cohan & Honigsfeld, 2011), and, Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for the 21st Century (Honigsfeld & Cohan, 2012), the purpose of this book is to offer a carefully selected collection of documented best practices for empowering students. The contributing authors represent diverse backgrounds, cultures, and experiences, yet their chapters recognize similarities among students so that the innovations can be transferred to other contexts. Each chapter represents practical, research-based success stories as well as authentic accomplishments which motivate and engage all students. The 20 chapters in this voTrade ReviewBreaking the Mold of Education delivers on the promise of its title. More than a simple recounting of known best practices, it provides a vision of what education can and should be. -- Robert J. Marzano, Chief Academic Officer, Marzano ResearchThis volume of Breaking the Mold is a carefully selected collection of articles, essays, and case studies divided into four broad areas. It takes a hands-on, no-nonsense approach as to how American schools should be tweaked... modified... and overhauled—to engage and empower our children. Audrey Cohan and Andrea Honigsfeld have brought to the table educational leaders with concrete proposals to jump start the system. Simply put, this volume is required reading for anyone in the vanguard of educational reform. -- Steve Kussin, Education Reporter for WCBS Newsradio 880 and adjunct professor, Hofstra UniversityThe fourth book in the five-part Breaking the Mold series is a must-read. Cohan and Honigsfeld thoughtfully compiled research and best practices that center on student engagement. Given our collective concern with college and career readiness and positive behaviors in school, this book should serve as a cornerstone for any educator working with diverse student populations. -- Timothy Eagen, assistant superintendent, Plainview-Old Bethpage CSD, New YorkTable of ContentsForeword Kenneth C. Williams Preface Audrey Cohan and Andrea Honigsfeld Acknowledgments Section I: Making Personal Connections and Engaging Students in Reflection 1.Using Urban Youth Culture to Activate the Racial Literacy of Black and Latino Male High School Students Yolanda Sealey-Ruiz 2.Embracing Project-Based Learning with Emerging Technologies in the Multiage Classroom Shannon T. Page, Andrew P. Charland, April A. Scott, and Hiller A. Spires 3.Nurturing Curiosity by Teachers’ Purposeful Self-Evaluation and Reflective Practice Angela K. Salmon and Thomas G. Reio, Jr. 4.Partnerships for the Common Good: Democratic Citizenship Through Writing, New Media, and the Arts Susan N. Wood, Nancye E. McCrary, Kate Larken, and Sioux Finney Section II: Student Engagement with Literacy 5.Empowering English Language Learners: Reluctant Readers Learn to Believe in Themselves Audrey Figueroa Murphy and Robin E. Finnan-Jones 6.Teacherless Discussion: Engaging Middle School Students Through Peer-to-Peer Talk Patricia M. Breslin and Rebecca Ambrose 7.Staying Afloat in Ninth-Grade English: Letting Students Trim the Sails Beverly S. Faircloth and Samuel D. Miller 8.The Power of Technology to Advance Literacy, Learning, and Agency Evelyn M. Connolly 9.It’s All About Me; I Mean You; I Mean Me: Strategies for Engaging Students in the Language Arts Classroom Meg Goldner Rabinowitz 10.Everything Old is New Again: 21st Century College Students as Engaged Readers Heather Rogers Haverback Section III: Music, Movement, Arts, Drama, and Other Creative Engagements 11.Increasing Student Engagement Through the Implementation of Interactive Teaching Strategies Mara Sapon-Shevin 12.Competition and Considerations: The Use of Active Gaming in Physical Education Class Eve Bernstein, Anne Gibbone, and Ulana Lysniak 13.Low SES Primary School Students Engaging in an Afterschool Robotics Program Vinesh Chandra, Annette Woods, and Amanda Levido 14.Stepping into Pictures and Music Scores: Imaginative Dramatic Play Joanne Kilgour Dowdy and Mary T. Toepfer 15.Classrooms or Rock Stages? Learning Music Through Collaboration Rut Martínez-Borda, Pilar Lacasa, María Ruth García-Pernía, and Sara Cortés-Gómez Section IV: Connecting School Culture, Community, and Student Success 16.Growing Up Chinese American Judy W. Yu 17.Raising Engagement and Enhancing Learning: School Community Partnerships that Work for Students at-Promise David Zyngier 18.Montessori High Schools: Where Long-Standing Tradition Meets the Cutting Edge Wendy J. LaRue and Peter Hoffman-Kipp 19.Ma te Mahi e Ako Ai (Learning by Doing in New Zealand Higher Education): The Influence of Service-Learning on Student Engagement Lane Graves Perry, Billy O’Steen, and Peter Cammock 20.“I teach like you are all gifted”: Leading Lowest Track Students to Become Confident Mathematics Learners Della R. Leavitt and Erin N. Washington Afterword Laura J. Shea Doolan Contributors

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Book SynopsisTitle IX prohibits federally funded educational institutions-- from elementary to university level-- from discriminating against students or employees based on sex. Title IX applies to pregnant and parenting students. It prohibits discrimination against pregnant and parenting students and protects their right to an education equal to their peers. Although Title IX has improved opportunities for female students and is credited with decreasing the dropout rate of girls from high school, this same progress does not ring true for pregnant and parenting students. Fifty years after the passage of Title IX, the dropout rate for this student population is still 50%. This is in large part because educational barriers exist that push students out of school and schools are in direct violation of Title IX. What if those educational barriers exist at your school? What if your school is in direct violation of Title IX? Wouldn't you want to know? Helping Teen Moms Graduate will help make suTrade ReviewWritten with a great deal of grace and insights, Helping Teen Moms Graduate provides rich narratives and helpful strategies for educators of teen mothers. This is a useful text and it should be explored without judgement, but instead, with care and openness. It helps to address a lesser explored issue in secondary education. -- Greg Wiggan, Professor of Urban Education, University of North Carolina at CharlotteBecoming pregnant or a parent does not need to derail a student’s education. Helping Teen Moms Graduate expertly highlights the unique barriers and discrimination pregnant and parenting teens face without further stigmatizing this population. By centering their voices, Dr. Stroble provides a much-needed roadmap for advocates, teachers, and other trusted community members to help pregnant and parenting teens thrive in school. -- Cassandra Mensah, Counsel at the National Women’s Law CenterIn order to help teen moms graduate, we don’t need more statistics and simplistic how-to guides or checklists; we need to listen to the voices and experiences of teen moms themselves. Dr. Stroble does an expert job of elevating the voices of teen moms woven between statistics, evidence-based programs, and real solutions to helping teen moms graduate. If you really want to know how to support a teen mom, you’ve got the right book in your hands and I suggest you start with her first suggestion: Don’t Judge. -- Amanda Moon, Direct of Prevention & Outreach, Safe Habor, Callahan, MATable of ContentsPrefaceIntroductionChapter 1 Don’t JudgeChapter 2 Enforce the LawChapter 3 Support from Home MattersChapter 4 Support from School MattersChapter 5 Support from the Community MattersChapter 6 A Message to Teen MomsBibliographyAbout the Author

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Book SynopsisTitle IX prohibits federally funded educational institutions-- from elementary to university level-- from discriminating against students or employees based on sex. Title IX applies to pregnant and parenting students. It prohibits discrimination against pregnant and parenting students and protects their right to an education equal to their peers. Although Title IX has improved opportunities for female students and is credited with decreasing the dropout rate of girls from high school, this same progress does not ring true for pregnant and parenting students. Fifty years after the passage of Title IX, the dropout rate for this student population is still 50%. This is in large part because educational barriers exist that push students out of school and schools are in direct violation of Title IX. What if those educational barriers exist at your school? What if your school is in direct violation of Title IX? Wouldn't you want to know? Helping Teen Moms Graduate will help make suTrade ReviewWritten with a great deal of grace and insights, Helping Teen Moms Graduate provides rich narratives and helpful strategies for educators of teen mothers. This is a useful text and it should be explored without judgement, but instead, with care and openness. It helps to address a lesser explored issue in secondary education. -- Greg Wiggan, Professor of Urban Education, University of North Carolina at CharlotteBecoming pregnant or a parent does not need to derail a student’s education. Helping Teen Moms Graduate expertly highlights the unique barriers and discrimination pregnant and parenting teens face without further stigmatizing this population. By centering their voices, Dr. Stroble provides a much-needed roadmap for advocates, teachers, and other trusted community members to help pregnant and parenting teens thrive in school. -- Cassandra Mensah, Counsel at the National Women’s Law CenterIn order to help teen moms graduate, we don’t need more statistics and simplistic how-to guides or checklists; we need to listen to the voices and experiences of teen moms themselves. Dr. Stroble does an expert job of elevating the voices of teen moms woven between statistics, evidence-based programs, and real solutions to helping teen moms graduate. If you really want to know how to support a teen mom, you’ve got the right book in your hands and I suggest you start with her first suggestion: Don’t Judge. -- Amanda Moon, Direct of Prevention & Outreach, Safe Habor, Callahan, MATable of ContentsPrefaceIntroductionChapter 1 Don’t JudgeChapter 2 Enforce the LawChapter 3 Support from Home MattersChapter 4 Support from School MattersChapter 5 Support from the Community MattersChapter 6 A Message to Teen MomsBibliographyAbout the Author

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Book SynopsisBrain Changers: The Most Important Advances in Children's Learning and Intelligence represents my second book of The Brain Smart Trilogy. This book presents an in-depth look at successful learning techniques and current brain research about how to increase children's learning potential at all age levels.In my opinion, the words brain changing supports an often-ignored, yet obvious concept that children learn best when they are interested or passionate about learning.Our brain's limbic system knows this when it forms emotional connections or attachment (bonding) to learning. For example, a major area of our brain associated with the brain changing concept is called the hippocampus. In fact, the hippocampus is the only part of your child's learning brain where neurons regenerate or make more neurons.The medical world connects this positive brain changing experience and calls it brain plasticity or the brain's ability to modify its connections or rewire itself. Studies show that without tTrade ReviewEducating parents and children about the multiple intelligence is always a worthwhile endeavor. This book translates Multiple Intelligence theory into very practical and illuminating activities in everyday life. Following this guidance would be a powerful experience for readers of all ages. -- Branton Shearer, PhD, creator and director, MIDAS (Multiple Intelligence Developmental Achievement Scales); author of 10 books including “Your Amazing Brain!” and “One Family: Many Remarkable Brains!”In this engaging and insightful book, Dr. Sortino takes us deeper into how the brain works and how parents and teachers can be effective “brain changers” in a child’s life. The excellent chapter on moral intelligence and how to help kids through the stages of moral reasoning is especially welcome at a time when poor moral reasoning is all too common among both adults and kids. The concluding chapter on neurofeedback and how to help children reduce anxiety and gain self-control by observing how their own brain is working offers a hopeful, much-needed option to the rush to medication. -- Thomas Lickona, PhD, author, “How to Raise Kind Kids: And Get Respect, Gratitude, and a Happier Family in the Bargain”In order to create a better learning brain, students must be organized, adaptive, passionate, and secure about learning. Research and follow-up studies of these traits with theoretical knowledge may suggest why multiple intelligence, child development theory, moral development, cognitive development, neuroscience should be included in every parent and/or teacher’s playbook. Dr. Sortino’s excellent book Brain Changers: The Most Important Advances in Children’s Learning and Intelligence introduces readers to those individuals who have made major contributions in the fields of education, psychology, neuroscience and child development. -- Mark Steinbrg, PhD, author, “ADD The 20-Hour Solution: Training Minds to Concentrate and Self-regulate Naturally Without Medication”Brain Changers: he Most Important Advances in Children’s Learning and Intelligence is Dr. Sortino’s second book in his Brain Smart Trilogy. Dr. Sortino’s book is well supported by up-to-date research, field studies and publications by notable learning theorists that include Dr. Jean Piaget, Dr. Lawrence Kohlberg, Dr. Eric Erikson and Dr. Howard Gardner to name but a few. Moreover, as a neurofeedback professional and neuroscientist, Dr. Sortino’s book describes brain changing successes with clients of all ages. I highly recommend this book for teachers, therapists and/or anyone interested in ground breaking theories about how children learn more effectively. -- Dagmar Hoheneck-Smith, Child & Adolescent PsychiatristTable of ContentsAuthor’s Note Acknowledgements Introduction Chapter One: Jean Piaget/Cognition – Understanding How Children Learn and Express their Intelligence! Chapter Two: Howard Gardner/Multiple Intelligence – Identifying Your Child ‘s True Intelligence! Chapter Three: Erik Erikson/ Psychosocial Development – Tapping into your Child’s Social Intelligence! Chapter Four: Lawrence Kohlberg/Moral Development – The Development of the Moral Child! Chapter Five: John Holland/Vocational Intelligence – It is Never Too Early to Attach a Child’s Passion to Their True Intelligence! Chapter Six: Edward de’Bono-Thinking – Raising Children’s Thinking Skills Increases Intelligence and Learning! Chapter Seven: Barry Sterman & Joe Kamiya – Neurofeedback – How Brain Training Can Increase Your Child’s Learning and Intelligence! Appendix Bibliography Author Bio Index

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Book SynopsisBrain Changers: The Most Important Advances in Children's Learning and Intelligence represents my second book of The Brain Smart Trilogy. This book presents an in-depth look at successful learning techniques and current brain research about how to increase children's learning potential at all age levels.In my opinion, the words brain changing supports an often-ignored, yet obvious concept that children learn best when they are interested or passionate about learning.Our brain's limbic system knows this when it forms emotional connections or attachment (bonding) to learning. For example, a major area of our brain associated with the brain changing concept is called the hippocampus. In fact, the hippocampus is the only part of your child's learning brain where neurons regenerate or make more neurons.The medical world connects this positive brain changing experience and calls it brain plasticity or the brain's ability to modify its connections or rewire itself. Studies show that without tTrade ReviewEducating parents and children about the multiple intelligence is always a worthwhile endeavor. This book translates Multiple Intelligence theory into very practical and illuminating activities in everyday life. Following this guidance would be a powerful experience for readers of all ages. -- Branton Shearer, PhD, creator and director, MIDAS (Multiple Intelligence Developmental Achievement Scales); author of 10 books including “Your Amazing Brain!” and “One Family: Many Remarkable Brains!”In this engaging and insightful book, Dr. Sortino takes us deeper into how the brain works and how parents and teachers can be effective “brain changers” in a child’s life. The excellent chapter on moral intelligence and how to help kids through the stages of moral reasoning is especially welcome at a time when poor moral reasoning is all too common among both adults and kids. The concluding chapter on neurofeedback and how to help children reduce anxiety and gain self-control by observing how their own brain is working offers a hopeful, much-needed option to the rush to medication. -- Thomas Lickona, PhD, author, “How to Raise Kind Kids: And Get Respect, Gratitude, and a Happier Family in the Bargain”In order to create a better learning brain, students must be organized, adaptive, passionate, and secure about learning. Research and follow-up studies of these traits with theoretical knowledge may suggest why multiple intelligence, child development theory, moral development, cognitive development, neuroscience should be included in every parent and/or teacher’s playbook. Dr. Sortino’s excellent book Brain Changers: The Most Important Advances in Children’s Learning and Intelligence introduces readers to those individuals who have made major contributions in the fields of education, psychology, neuroscience and child development. -- Mark Steinbrg, PhD, author, “ADD The 20-Hour Solution: Training Minds to Concentrate and Self-regulate Naturally Without Medication”Brain Changers: he Most Important Advances in Children’s Learning and Intelligence is Dr. Sortino’s second book in his Brain Smart Trilogy. Dr. Sortino’s book is well supported by up-to-date research, field studies and publications by notable learning theorists that include Dr. Jean Piaget, Dr. Lawrence Kohlberg, Dr. Eric Erikson and Dr. Howard Gardner to name but a few. Moreover, as a neurofeedback professional and neuroscientist, Dr. Sortino’s book describes brain changing successes with clients of all ages. I highly recommend this book for teachers, therapists and/or anyone interested in ground breaking theories about how children learn more effectively. -- Dagmar Hoheneck-Smith, Child & Adolescent PsychiatristTable of ContentsAuthor’s Note Acknowledgements Introduction Chapter One: Jean Piaget/Cognition – Understanding How Children Learn and Express their Intelligence! Chapter Two: Howard Gardner/Multiple Intelligence – Identifying Your Child ‘s True Intelligence! Chapter Three: Erik Erikson/ Psychosocial Development – Tapping into your Child’s Social Intelligence! Chapter Four: Lawrence Kohlberg/Moral Development – The Development of the Moral Child! Chapter Five: John Holland/Vocational Intelligence – It is Never Too Early to Attach a Child’s Passion to Their True Intelligence! Chapter Six: Edward de’Bono-Thinking – Raising Children’s Thinking Skills Increases Intelligence and Learning! Chapter Seven: Barry Sterman & Joe Kamiya – Neurofeedback – How Brain Training Can Increase Your Child’s Learning and Intelligence! Appendix Bibliography Author Bio Index

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Book SynopsisProblematic sexual behavior in children can be challenging to understand, difficult to talk about, and hard to manage in school and community settings. Without a systemic approach for addressing these behaviors, communities run the risk of exposing their children to harm and their organizations to liability. In Problematic Sexual Behavior in Schools, Wilson Kenney lays out a comprehensive school and community-based model for identifying and addressing problematic sexual behavior in children that is based on best-practice models for threat assessment. The reader will find practical and fiscally sensitive recommendations regarding school and community supervision, ideas for accessing consultation, information about Title IX, and advice regarding how best to approach these topics with families. Additionally, this book contains all the necessary paperwork and guidance needed to establish a formal school-based process for addressing problematic sexual behavior in children, regardless of theTable of ContentsPrefaceAcknowledgments Chapter 1: IntroductionChapter 2: Threat Assessment: A Brief History LessonChapter 3: Problematic Sexual Behavior in SchoolsChapter 4: On the Importance of LanguageChapter 5: The Level 1 ProtocolChapter 6: Addressing ResistanceChapter 7: Supervision/InterventionChapter 8: The Level 2 TeamChapter 9: Case ExampleChapter 10: Title IXChapter 11: Special Considerations & Unusual SituationsChapter 12: Extending the Model: Rural Setting, College Campuses and AdultsAppendix A: Level 1 ProtocolAppendix B: QuestionnairesAppendix C: System Guide and FlowchartsAppendix D: Level 2 Inquiry, Level 2 Summary, and Level 2 LetterAppendix E: Plan to Protect, Notification Log, and Notification LetterAppendix F: Other Important ItemsReferences

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Book SynopsisProblematic sexual behavior in children can be challenging to understand, difficult to talk about, and hard to manage in school and community settings. Without a systemic approach for addressing these behaviors, communities run the risk of exposing their children to harm and their organizations to liability. In Problematic Sexual Behavior in Schools, Wilson Kenney lays out a comprehensive school and community-based model for identifying and addressing problematic sexual behavior in children that is based on best-practice models for threat assessment. The reader will find practical and fiscally sensitive recommendations regarding school and community supervision, ideas for accessing consultation, information about Title IX, and advice regarding how best to approach these topics with families. Additionally, this book contains all the necessary paperwork and guidance needed to establish a formal school-based process for addressing problematic sexual behavior in children, regardless of theTable of ContentsPrefaceAcknowledgments Chapter 1: IntroductionChapter 2: Threat Assessment: A Brief History LessonChapter 3: Problematic Sexual Behavior in SchoolsChapter 4: On the Importance of LanguageChapter 5: The Level 1 ProtocolChapter 6: Addressing ResistanceChapter 7: Supervision/InterventionChapter 8: The Level 2 TeamChapter 9: Case ExampleChapter 10: Title IXChapter 11: Special Considerations & Unusual SituationsChapter 12: Extending the Model: Rural Setting, College Campuses and AdultsAppendix A: Level 1 ProtocolAppendix B: QuestionnairesAppendix C: System Guide and FlowchartsAppendix D: Level 2 Inquiry, Level 2 Summary, and Level 2 LetterAppendix E: Plan to Protect, Notification Log, and Notification LetterAppendix F: Other Important ItemsReferences

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Book SynopsisWith conversations about sexual violence, consent, and bodily autonomy dominating national conversations it can be easy to get lost in the onslaught of well-intended but often poorly executed messages. Through an exploration of research, scholarly expertise, and practical real-world application we can better formulate an understanding of what consent is, how we create consent cultures, and where the path forward lies.This book is designed with both educators and parents in mind. The tools highlighted throughout help adults unlearn harmful narratives about consent, boundaries, and relationships so that they can begin their work internally through modeling and self-reflection. We then uncover what consent truly is and is not, how culture plays an integral role in interpersonal scripting, and how teaching consent as a life skill can look in and out of the classroom. By integrating the need for consent to be taught in schools and homes we build bridges between the spaces where ch

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Book SynopsisAfter a half-a-century of school reform, a majority of Americans consider the public schools as worse today than when they attended school. Those reforms missed the mark because they were not focused on the backgrounds of the students' parents--by far the most important indicator of students' progress in school. The importance of parents was documented by the Coleman Report more than 50 years ago.School reform must be continued but re-directed to over-come the power of low parental socio-economic status. The best way to improve the schools is to create a better, fairer economy providing parents with good jobs and decent wages. In the meantime, good pre-school, after-school, and other aids are needed to help students from low income families.Teacher quality, although not as influential as the parents' backgrounds, is the second most significant indicator of student success. Teachers, like parents, have not been the focus of the attention their importance deservesTrade ReviewThis clear-eyed, no-nonsense book contends that the past 50 years of education reform initiatives have managed to miss the most important part of the puzzle: Bringing parents and teachers together to support children's success in school. Parents and teachers have been pushed aside or blamed, instead of receiving resources to build close and effective partnerships. Jack is an experienced hand at developing education policy and we would do well to heed his advice. -- Anne T. Henderson, Senior Consultant, National Association for Family, School, and Community EngagementFatigued by Reform, Jack Jennings’ latest book, gives you an intriguing front-row view of how federal policymakers ignored the famous “Coleman Report” in favor of making schools jump through serial hoops of reform. They promoted equity, choice, standards, and tests—anything, in short, that let them ignore poverty and the disintegration of communities around the schools. Written in clear, no-nonsense prose by a legendary insider in the U.S. House of Representatives, Fatigued by Reform is a “must read” for all interested in school policymaking. -- James Harvey, Executive Director, National Superintendents RoundtableIn Fatigued by Reform, Jennings brings a refreshing and much needed perspective on how the last half-century of major K-12 education reform efforts have impacted actual results, not just rhetorical claims, with actual evidence to support his conclusions. Based on his decades of experience in the national policy arena, Jennings adds much needed credibility to his analysis. Based on all of this, the underlying question is ‘Where do we go from here.’ Hopefully, this analysis will force the policy community to return to the key issues of teachers and teaching and how we move forward to close the equity gap. -- Christopher T. CrossJack Jennings does a masterful job in exploring five decades of federal education policy and the impact on our public schools. Using a seminal research study to support his recommendations, Jack Jennings eloquently reminds policy makers of the need to address social and economic policy to support school improvement as well. As someone who has worked in public education for 39 years, I appreciate Mr. Jennings’ candor and insightful recommendations! I sincerely hope this book generates a much-needed conversation to support public education in the United States! -- Terry Alban, Superintendent, Frederick County Public Schools, MarylandFatigued by School Reform is a must read for policymakers, education leaders, and academics. However, it is so well-written and engaging, it would be thoroughly enjoyed by other audiences including classroom teachers and parents. -- William Bushaw, CEO Emeritus, PDK InternationalTable of ContentsAcknowledgementsIntroductionChapter 1: A block-buster view of schoolsChapter 2: How it worksChapter 3: EquityChapter 4: The Academic StandardsChapter 5: It’s the tests!Chapter 6: School choiceChapter 7: The Importance of ParentsChapter 8: The importance of teachersChapter 9: SummarizingAbout the AuthorIndex

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Book SynopsisAfter a half-a-century of school reform, a majority of Americans consider the public schools as worse today than when they attended school. Those reforms missed the mark because they were not focused on the backgrounds of the students' parents--by far the most important indicator of students' progress in school. The importance of parents was documented by the Coleman Report more than 50 years ago.School reform must be continued but re-directed to over-come the power of low parental socio-economic status. The best way to improve the schools is to create a better, fairer economy providing parents with good jobs and decent wages. In the meantime, good pre-school, after-school, and other aids are needed to help students from low income families.Teacher quality, although not as influential as the parents' backgrounds, is the second most significant indicator of student success. Teachers, like parents, have not been the focus of the attention their importance deservesTrade ReviewThis clear-eyed, no-nonsense book contends that the past 50 years of education reform initiatives have managed to miss the most important part of the puzzle: Bringing parents and teachers together to support children's success in school. Parents and teachers have been pushed aside or blamed, instead of receiving resources to build close and effective partnerships. Jack is an experienced hand at developing education policy and we would do well to heed his advice. -- Anne T. Henderson, Senior Consultant, National Association for Family, School, and Community EngagementFatigued by Reform, Jack Jennings’ latest book, gives you an intriguing front-row view of how federal policymakers ignored the famous “Coleman Report” in favor of making schools jump through serial hoops of reform. They promoted equity, choice, standards, and tests—anything, in short, that let them ignore poverty and the disintegration of communities around the schools. Written in clear, no-nonsense prose by a legendary insider in the U.S. House of Representatives, Fatigued by Reform is a “must read” for all interested in school policymaking. -- James Harvey, Executive Director, National Superintendents RoundtableIn Fatigued by Reform, Jennings brings a refreshing and much needed perspective on how the last half-century of major K-12 education reform efforts have impacted actual results, not just rhetorical claims, with actual evidence to support his conclusions. Based on his decades of experience in the national policy arena, Jennings adds much needed credibility to his analysis. Based on all of this, the underlying question is ‘Where do we go from here.’ Hopefully, this analysis will force the policy community to return to the key issues of teachers and teaching and how we move forward to close the equity gap. -- Christopher T. CrossJack Jennings does a masterful job in exploring five decades of federal education policy and the impact on our public schools. Using a seminal research study to support his recommendations, Jack Jennings eloquently reminds policy makers of the need to address social and economic policy to support school improvement as well. As someone who has worked in public education for 39 years, I appreciate Mr. Jennings’ candor and insightful recommendations! I sincerely hope this book generates a much-needed conversation to support public education in the United States! -- Terry Alban, Superintendent, Frederick County Public Schools, MarylandFatigued by School Reform is a must read for policymakers, education leaders, and academics. However, it is so well-written and engaging, it would be thoroughly enjoyed by other audiences including classroom teachers and parents. -- William Bushaw, CEO Emeritus, PDK InternationalTable of ContentsAcknowledgementsIntroductionChapter 1: A block-buster view of schoolsChapter 2: How it worksChapter 3: EquityChapter 4: The Academic StandardsChapter 5: It’s the tests!Chapter 6: School choiceChapter 7: The Importance of ParentsChapter 8: The importance of teachersChapter 9: SummarizingAbout the AuthorIndex

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Book SynopsisAmerica's Sex Culture: Its Impact on Teacher-Student Relationships analyzes recent trends. It includes teacher arrests and student false allegations, and why this culture has ensnared teachers and students, and why it is one of the causes leading to arrests. This second edition adds new material, including: An analysis if of sex-trafficking and how this has impacted high schools and colleges. Sex addiction and pornography and the effect each has on today's students and teachers. Social media and how it has eased its way into the lives of many. Furthermore, sex and pornography are being debated at the state level. States are trying to determine whether teachers in their off-hours can do whatever they want and still keep their teaching jobs. Anecdotal evidence concerning teacher arrests and why our nation is more sexualized than ever. The impact of America's sex culture and its impact upon the developingTable of ContentsOther Books by the AuthorList of TablesList of FiguresPrefaceAcknowledgmentsChapter 1: Brains, Maturity, and EmotionsChapter 2: Technology, Temptation, and ChoicesChapter 3: America’s Sex Culture Affects Teachers and StudentsChapter 4: Relationships between Teacher and StudentsChapter 5: Relationships and Social Networking in a Digital WorldChapter 6: Purpose, Policy, and ProtectionIndexAbout the Author

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Book SynopsisAmerica's Sex Culture: Its Impact on Teacher-Student Relationships analyzes recent trends. It includes teacher arrests and student false allegations, and why this culture has ensnared teachers and students, and why it is one of the causes leading to arrests. This second edition adds new material, including: An analysis if of sex-trafficking and how this has impacted high schools and colleges. Sex addiction and pornography and the effect each has on today's students and teachers. Social media and how it has eased its way into the lives of many. Furthermore, sex and pornography are being debated at the state level. States are trying to determine whether teachers in their off-hours can do whatever they want and still keep their teaching jobs. Anecdotal evidence concerning teacher arrests and why our nation is more sexualized than ever. The impact of America's sex culture and its impact upon the developingTable of ContentsOther Books by the AuthorList of TablesList of FiguresPrefaceAcknowledgmentsChapter 1: Brains, Maturity, and EmotionsChapter 2: Technology, Temptation, and ChoicesChapter 3: America’s Sex Culture Affects Teachers and StudentsChapter 4: Relationships between Teacher and StudentsChapter 5: Relationships and Social Networking in a Digital WorldChapter 6: Purpose, Policy, and ProtectionIndexAbout the Author

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Book SynopsisThe day after the deadly shooting at the Marjory Stoneman Douglas High School the rallying cry heard across the country was no-more school shootings! It was clearly evident that school shootings are increasing and reactive measures are not going to change this. Images from Parkland, Sandy Hook, and Columbine made it ever so clear that whereas the atrocities caught our attention, schools are still soft targets. There are no manuals from the United States Department of Education to turn to for guidance to secure schools. No guidance on how to train administration and staff, as they truly are the first responders in such an event. Rather than wait for the heads of the federal and state education departments to step up and take-action, the time has come for all school leaders and administrators to take the step to protect their school communities. This book will help school leaders and administrators proactively take action to protect their school communities and yet still maintain a warm Trade ReviewA must read for school leaders whose first thought every morning is how do I keep my students safe today? In School Safety Dr. Susan Vickers and Kevin L. Smith take school leaders on a journey of discovery for the impact and consequences of issues surrounding school safety. Most school leaders began their career as teachers and never thought about having to deal with the uncountable number of safety issues we deal with on a day to day basis. This book creates a platform of thoughtful dialog around this new job qualification that none of us ever dreamed of or wanted. -- Charles S. Dedrick, EdD, Executive Director, New York State Council of School SuperintendentsThis book is the next necessary and logical step forward in teacher training and preparedness and should become a mandatory teacher workshop in our teacher preparation, certification and credentialing. I emphatically endorse and strongly recommend this book to all who work in a school setting. My hope is that teachers, teacher’s aides, administrators, school security officers—all school personnel—will read this book. -- Kathleen P. Hotaling, Teacher of English Language Arts, NYS Certified 7-12I have been working with Doctor Kevin Smith for most of my 32-year career in law enforcement. Dr. Smith has been involved with an uncounted number of investigations that require his expert opinion and diagnosis. His current role as a member of the Ulster County Chiefs of Police assists the county tremendously with our school related threats. His SAD PERSONS program is used almost daily. -- Perry M. Soule, School Safety Committee, Ulster County Sheriff’s OfficeSchool safety is on the mind of every school leader, every day. There are many people who have opinions on how to keep students and employees safe. I found this read to be clear, concise, and “real-life”. I feel that it is a great resource, and also makes for a very useful book study read. Kudos to the authors for putting so much effort into improving our skills to keep people aware and safe. -- Christopher R. Brown, PhD, Superintendent of Schools, Marcus Whitman Central School DistrictFollowing tragedies at schools throughout the nation, terms like social-emotional health, trauma-informed (and trauma-sensitive) schools, as well as student mental health, wellness, stress and anxiety now permeate our lexicon as dedicated educational professionals work to understand the challenges facing our students. As school districts throughout the nation work to improve school safety and security by implementing a wide array of preventative measures, all-encompassing standard emergency protocols, and comprehensive post-incident response procedures perhaps the most important take-away is that is that we will never be able to assure the safety of all of our students without first understanding the challenges that each individual child faces. To avert potential tragedy, veteran school administrator Dr. Susan Vickers and distinguished physician/psychiatrist Dr. Kevin Smith provide this timely and compelling reminder that we really need to get to know our students - one child at a time! This book is well worth the read and its inherent message may be the difference between an incident at your school becoming a significant media headline or an inconsequential footnote. -- Craig J. Tice, PhD, superintendent of schools, Fayetteville-Manlius Central School DistrictTable of ContentsForewordAcknowledgementIntroductionChapter 1: How Did We Get HereChapter 2: Actions Speak Louder Than WordsChapter 3: Threat Assessments in SchoolsChapter 4: Threat Assessment in ActionChapter 5: DRA Team ProtocolsChapter 6: Dangerousness Risk AssessmentChapter 7: Why This Age GroupChapter 8: Risk Factors and Dynamic Mental HealthChapter 9: Learning From Real Life ExperiencesChapter 10: Lessons From Active Shooter Drills and TrainingChapter 11: Scenarios and ExamplesChapter 12: What To Do When Confronted By a Potential PerpetratorChapter 13: Trauma and Trauma Systems TreatmentBibliography

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Book SynopsisThe day after the deadly shooting at the Marjory Stoneman Douglas High School the rallying cry heard across the country was no-more school shootings! It was clearly evident that school shootings are increasing and reactive measures are not going to change this. Images from Parkland, Sandy Hook, and Columbine made it ever so clear that whereas the atrocities caught our attention, schools are still soft targets. There are no manuals from the United States Department of Education to turn to for guidance to secure schools. No guidance on how to train administration and staff, as they truly are the first responders in such an event. Rather than wait for the heads of the federal and state education departments to step up and take-action, the time has come for all school leaders and administrators to take the step to protect their school communities. This book will help school leaders and administrators proactively take action to protect their school communities and yet still maintain a warm Trade ReviewA must read for school leaders whose first thought every morning is how do I keep my students safe today? In School Safety Dr. Susan Vickers and Kevin L. Smith take school leaders on a journey of discovery for the impact and consequences of issues surrounding school safety. Most school leaders began their career as teachers and never thought about having to deal with the uncountable number of safety issues we deal with on a day to day basis. This book creates a platform of thoughtful dialog around this new job qualification that none of us ever dreamed of or wanted. -- Charles S. Dedrick, EdD, Executive Director, New York State Council of School SuperintendentsThis book is the next necessary and logical step forward in teacher training and preparedness and should become a mandatory teacher workshop in our teacher preparation, certification and credentialing. I emphatically endorse and strongly recommend this book to all who work in a school setting. My hope is that teachers, teacher’s aides, administrators, school security officers—all school personnel—will read this book. -- Kathleen P. Hotaling, Teacher of English Language Arts, NYS Certified 7-12I have been working with Doctor Kevin Smith for most of my 32-year career in law enforcement. Dr. Smith has been involved with an uncounted number of investigations that require his expert opinion and diagnosis. His current role as a member of the Ulster County Chiefs of Police assists the county tremendously with our school related threats. His SAD PERSONS program is used almost daily. -- Perry M. Soule, School Safety Committee, Ulster County Sheriff’s OfficeSchool safety is on the mind of every school leader, every day. There are many people who have opinions on how to keep students and employees safe. I found this read to be clear, concise, and “real-life”. I feel that it is a great resource, and also makes for a very useful book study read. Kudos to the authors for putting so much effort into improving our skills to keep people aware and safe. -- Christopher R. Brown, PhD, Superintendent of Schools, Marcus Whitman Central School DistrictFollowing tragedies at schools throughout the nation, terms like social-emotional health, trauma-informed (and trauma-sensitive) schools, as well as student mental health, wellness, stress and anxiety now permeate our lexicon as dedicated educational professionals work to understand the challenges facing our students. As school districts throughout the nation work to improve school safety and security by implementing a wide array of preventative measures, all-encompassing standard emergency protocols, and comprehensive post-incident response procedures perhaps the most important take-away is that is that we will never be able to assure the safety of all of our students without first understanding the challenges that each individual child faces. To avert potential tragedy, veteran school administrator Dr. Susan Vickers and distinguished physician/psychiatrist Dr. Kevin Smith provide this timely and compelling reminder that we really need to get to know our students - one child at a time! This book is well worth the read and its inherent message may be the difference between an incident at your school becoming a significant media headline or an inconsequential footnote. -- Craig J. Tice, PhD, superintendent of schools, Fayetteville-Manlius Central School DistrictTable of ContentsForewordAcknowledgementIntroductionChapter 1: How Did We Get HereChapter 2: Actions Speak Louder Than WordsChapter 3: Threat Assessments in SchoolsChapter 4: Threat Assessment in ActionChapter 5: DRA Team ProtocolsChapter 6: Dangerousness Risk AssessmentChapter 7: Why This Age GroupChapter 8: Risk Factors and Dynamic Mental HealthChapter 9: Learning From Real Life ExperiencesChapter 10: Lessons From Active Shooter Drills and TrainingChapter 11: Scenarios and ExamplesChapter 12: What To Do When Confronted By a Potential PerpetratorChapter 13: Trauma and Trauma Systems TreatmentBibliography

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Book SynopsisThis handbook is a guide and recourse of strategies, tips, and how-to-do's for parents/caregivers, teachers, and school leaders. The author provides topics in the handbook that addresses parent involvement/engagement and its effect on academic achievement and school success, the benefits of parent involve/engagement and its impact, role of parents with their child's/children's education, a listing of selected easy-to-do games and instructional activities to develop and nurture self-esteem, self-confidence, resilience, and perseverance (Power Tools) to ensure school and life success. This book has tips/recommendations for not only parents/caregivers, but also for teachers and school leaders. When the home, school, and community form a viable partnership, all youth thrive and reach their potential. As an added feature of the handbook, includes brief explanations of the roles of key school personnel, general school policies, procedures, and regulations to demystify schooling to Trade ReviewDr. Sapp has put together an Insightful Book which provides parents and educators with tools and techniques to empower students to reach their full potential in school. She also gives practical applications that will help parents and teachers direct students to acquire the skills needed for success in life. -- Michele Fenstermacher, former Crooked River Elementary School parent and school council chairpersonThe School Connection: Parents, Teachers, and School Leaders Empowering Youth for Life Success" is another masterfully written book by Dr. Sheila E. Sapp. In it, she expresses succinctly and methodically the prerequisites for student success in life, supported by caring and concerned stakeholders. This read and action plan are both OUTSTANDING and a welcomed addition to the educational community! -- Barbara D. Culp, EdD, former principal, author, and business ownerWith over four decades of boots on the ground experience, Dr. Sheila Sapp is uniquely equipped to advise educators, parents, and students on creating collaborative partnerships. Dr. Sapp provides the what, the how, and the why in a succinct guide. This book offers a roadmap for communities interested in developing or strengthening collaborative partnerships to support student learning. When parents and school communities make the effort, students are the ultimate beneficiaries. -- Maura Fegel, principal, Woodbine Elementary School, Camden County SchoolsThe School Connection: Parents, Teachers, and School Leaders Empowering Youth for Life Success is an essential guide that explains the importance of parental involvement and its impact on the educational success. Dr. Sheila E. Sapp has once again skillfully outlined a go-to educational guidebook that every parent will find helpful and informative. A very important tool in building the connection! -- Aleta Johnson, M.S. Certificate Clinical Competence-Speech Language PathologistTable of ContentsForewordPrefaceAcknowledgementsIntroduction Parent Involvement: It’s Evolution Role of Parents in Educating Youth Parents of Special Needs Youth: Survival Tools Empowering Parents to Nurture Empowered Youth Demystifying Schooling Fostering and Developing Life Skills for Success Games and Instructional Activities to Boost Life Skills for Youth Success ConclusionBibliographyAbout the Author

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Book SynopsisThe Real World is a collection of practical ideas to empower young adults as they enter and adjust to the real world. The ideas are simple, straightforward and easy to adapt; no major life changes are needed (though some could result). Most high schools and colleges still focus primarily on academics and ignore teaching practical skills needed to thrive in the real world.Role models for young adults are often entertainers, Olympic athletes and sports figures, all of whom devote much time to achieve their goals. Self-help media most often teach about major changes that are needed to succeed with a new approach to living. Instead, The Real World offers simple yet powerful ideas that can be harnessed immediately and successfully to one's life without a major internal overhaul.Some of the book's more than 160 powerful ideas include how to:-Interview successfully and enter the workforce-Get great reference letters-Think for oneselfTable of ContentsForeword to the First EditionForeword to the Second EditionAcknowledgmentsIntroduction1: Entering the Real World2: If You Are Still in School3: Think for Yourself4: Communicating with Others and Yourself5: Entering and Adjusting to the Workplace6: Life’s Situations with Challenging Personalities7: Personal Improvement8: Time Management9: A View of Corporate America10: Wealth and Finances11: Thinking of Your Own Small Business?12: Dealing with a Mental Illness13: Suggested Videos14: Venturing OutReferencesAbout the Author

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Book SynopsisFor much of the twentieth century, the definition of success for most community colleges revolved around student retention and graduation. This definition no longer worksif it ever did. In Student Success in the Community College: What Really Works? respected community college leaders, researchers, and innovators argue that student success is about redesigning community colleges in a manner that is consistent with each college's mission, goals, student population, and resources. Concluding that there is no one-size-fits-all approach to increasing student success, chapter authors analyze national, state, and regional efforts to increase student success; identify principles institutions can use to frame student success initiatives; and outline specific actions community colleges can take to increase studentand institutionalsuccess. Student Success in the Community College: What Really Works? also provides concrete examples of effective student success initiatives in a variety of commuTable of ContentsForeword: Tom BaileyPreface: Terry O'Banion and Maggie CulpIt Is Time to Reimagine the American Community CollegeMaggie Culp and Terry O’BanionGuideline for Student and Institutional SuccessTerry O’Banion Leveraging Technology to Increase Student SuccessSarah Zauner and Melinda KarpStudent Success Requires a Culture of EvidenceArchie CubarrubiaThe Role of Presidents, Trustees, and College Leaders in Student SuccessJosh Wyner Collaboration between Academic and Student Affairs: A Key Factor in Increasing Student Success Maggie Culp and Steven HelfgotCollective Impact: Building Pathways to Student Success David Harrison and Jennifer AndersonRealizing Potential for Transformational Change: It’s about the PeopleEdwin Massey and Christina HartIncreasing Student Success: A Never-Ending Process David Kowalski, Victoria Bastecki-Perez, Celeste Schwartz and Phil NeedlesWhat Really Works in Student Success? Elisabeth A. Barnett and Elizabeth Kopko About the ContributorsAbout the Editors

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Book SynopsisFor much of the twentieth century, the definition of success for most community colleges revolved around student retention and graduation. This definition no longer worksif it ever did. In Student Success in the Community College: What Really Works? respected community college leaders, researchers, and innovators argue that student success is about redesigning community colleges in a manner that is consistent with each college's mission, goals, student population, and resources. Concluding that there is no one-size-fits-all approach to increasing student success, chapter authors analyze national, state, and regional efforts to increase student success; identify principles institutions can use to frame student success initiatives; and outline specific actions community colleges can take to increase studentand institutionalsuccess. Student Success in the Community College: What Really Works? also provides concrete examples of effective student success initiatives in a variety of commuTable of ContentsForeword: Tom BaileyPreface: Terry O'Banion and Maggie CulpIt Is Time to Reimagine the American Community CollegeMaggie Culp and Terry O’BanionGuideline for Student and Institutional SuccessTerry O’Banion Leveraging Technology to Increase Student SuccessSarah Zauner and Melinda KarpStudent Success Requires a Culture of EvidenceArchie CubarrubiaThe Role of Presidents, Trustees, and College Leaders in Student SuccessJosh Wyner Collaboration between Academic and Student Affairs: A Key Factor in Increasing Student Success Maggie Culp and Steven HelfgotCollective Impact: Building Pathways to Student Success David Harrison and Jennifer AndersonRealizing Potential for Transformational Change: It’s about the PeopleEdwin Massey and Christina HartIncreasing Student Success: A Never-Ending Process David Kowalski, Victoria Bastecki-Perez, Celeste Schwartz and Phil NeedlesWhat Really Works in Student Success? Elisabeth A. Barnett and Elizabeth Kopko About the ContributorsAbout the Editors

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Book SynopsisHonoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences colorTrade ReviewDonna Miller has spent much of her career studying the fluid roles of identity and culture inliteracy learning. In her book Honoring Identities, she describes classroom theory, dispositions, and activities that help students learn about themselves and others, which ultimately helps students make better sense of the world. Experienced classroom teachers and preservice teachers alike will find this book helpful when shaping culturally responsive practices. -- Casey Casey Olsen, ELA Teacher, Columbus High School (MT); 2015 Montana Teacher of the Year Finalist; National Writing Project "College, Career, & Community Writers Program" Leadership Team MemberDonna Miller’s Honoring Identities gives busy teachers and teacher educators numerous strategies for enacting critical thinking and multicultural literacies instruction in their classrooms. With suggestions for self-reflection and classroom activities, readers will find much to gain through the tried-and-tested strategies Miller outlines. This book is a must-have for teachers and teacher educators who have long searched for practical activities that can launch serious inquiry into means for accomplishing culturally relevant and culturally sustaining pedagogies. -- Heather E. Bruce, Professor Emerita, English Education; former Director of the Montana Writing Project, University of MontanaHonoring Identities is a must-have for every university teacher preparation program, as well as every English language arts teacher who is looking for concrete steps in improving culturally sustaining pedagogy. Dr. Miller’s experience as a teacher of secondary English language arts methods courses, and student teaching supervisor at Arizona State University play almost as important a role in her understanding of this topic as her time as a director in the teacher education program at Aaniiih Nakoda Tribal College in Montana. Dr. Miller grounds her work in theory, but spends most of the book in the what, how and why of honoring the identities of students. Her acronym GREEN APPLE is brilliant, and provides a guide for meeting the National Council of Teachers of English brief on multicultural literacy for “seeing, thinking, reading, writing, listening, and discussing in ways that critically confront and bridge social, cultural, and personal differences” (NCTE, 5). Throughout the book, Dr. Miller explains and provides resources in the practical formats that teachers actually use to address issues of “gender identity, religion, ethnicity and race, economic class/socioeconomic status, name/family, age, place, perception of belonging, and exceptionality” (Miller, Honoring Identities, 3). The process for leading students into and through what could be troubled waters of political dialogue are especially well-conceived, practical, and useful. This book is reminiscent of Harold Wong’s First Days of School, in that it provides detailed resources on how to meet the needs of students in ways that set up the teacher and students, both, for success. Honoring Identities is a useful book from one of our nation’s most experienced experts!! -- James Blasingame Jr., Executive Director of the Assembly on Literature for Adolescents of the National Council of Teachers of EnglishTable of ContentsForewordPrefaceIntroduction: Finding PurposeChapter One: Cultural IdentityChapter Two: Building Community and ConnectionsChapter Three: Teacher and Student DispositionsChapter Four: Nurturing Social JusticeChapter Five: The Power of Talk and Dialogic ExchangeChapter Six: Reading Cultural Identity Literature with a GREEN APPLE GuideChapter Seven: Pause and Ponder MomentsAppendix: Annotated List of Cultural Identity LiteratureReferencesAbout the Author

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Book SynopsisHonoring Identities argues that creating culturally responsive learning communities is a process which begins with building community, cultivating certain student and teacher dispositions, nurturing social justice, leveraging the power of talk and dialogic exchange, using Cultural Identity Literature (CIL) to build bridges and to normalize difference, and fostering a culture of civil discourse. Honoring Identities provides both theory and practice to advance the important mission of building culturally responsive mindsets and to ensure that all students feel like they have a place at the learning table. CIL reflects and honors the lives of all young people, and GREEN APPLE questions focus their reading on key facets of identity, multiplying the effectiveness of the reading experience. GREEN APPLE questions also provide a lens for anyone else wishing to select CIL. The questions not only illuminate different perspectives of a text but make readers aware that individual experiences colorTrade ReviewDonna Miller has spent much of her career studying the fluid roles of identity and culture inliteracy learning. In her book Honoring Identities, she describes classroom theory, dispositions, and activities that help students learn about themselves and others, which ultimately helps students make better sense of the world. Experienced classroom teachers and preservice teachers alike will find this book helpful when shaping culturally responsive practices. -- Casey Casey Olsen, ELA Teacher, Columbus High School (MT); 2015 Montana Teacher of the Year Finalist; National Writing Project "College, Career, & Community Writers Program" Leadership Team MemberDonna Miller’s Honoring Identities gives busy teachers and teacher educators numerous strategies for enacting critical thinking and multicultural literacies instruction in their classrooms. With suggestions for self-reflection and classroom activities, readers will find much to gain through the tried-and-tested strategies Miller outlines. This book is a must-have for teachers and teacher educators who have long searched for practical activities that can launch serious inquiry into means for accomplishing culturally relevant and culturally sustaining pedagogies. -- Heather E. Bruce, Professor Emerita, English Education; former Director of the Montana Writing Project, University of MontanaHonoring Identities is a must-have for every university teacher preparation program, as well as every English language arts teacher who is looking for concrete steps in improving culturally sustaining pedagogy. Dr. Miller’s experience as a teacher of secondary English language arts methods courses, and student teaching supervisor at Arizona State University play almost as important a role in her understanding of this topic as her time as a director in the teacher education program at Aaniiih Nakoda Tribal College in Montana. Dr. Miller grounds her work in theory, but spends most of the book in the what, how and why of honoring the identities of students. Her acronym GREEN APPLE is brilliant, and provides a guide for meeting the National Council of Teachers of English brief on multicultural literacy for “seeing, thinking, reading, writing, listening, and discussing in ways that critically confront and bridge social, cultural, and personal differences” (NCTE, 5). Throughout the book, Dr. Miller explains and provides resources in the practical formats that teachers actually use to address issues of “gender identity, religion, ethnicity and race, economic class/socioeconomic status, name/family, age, place, perception of belonging, and exceptionality” (Miller, Honoring Identities, 3). The process for leading students into and through what could be troubled waters of political dialogue are especially well-conceived, practical, and useful. This book is reminiscent of Harold Wong’s First Days of School, in that it provides detailed resources on how to meet the needs of students in ways that set up the teacher and students, both, for success. Honoring Identities is a useful book from one of our nation’s most experienced experts!! -- James Blasingame Jr., Executive Director of the Assembly on Literature for Adolescents of the National Council of Teachers of EnglishTable of ContentsForewordPrefaceIntroduction: Finding PurposeChapter One: Cultural IdentityChapter Two: Building Community and ConnectionsChapter Three: Teacher and Student DispositionsChapter Four: Nurturing Social JusticeChapter Five: The Power of Talk and Dialogic ExchangeChapter Six: Reading Cultural Identity Literature with a GREEN APPLE GuideChapter Seven: Pause and Ponder MomentsAppendix: Annotated List of Cultural Identity LiteratureReferencesAbout the Author

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Book SynopsisHigher education is undergoing a reinvention. More and more instruction is moving beyond the traditional lecture to include active learning and engagement supported by technology. Without training, many instructors simply continue to lecture, but those wishing to develop their pedagogy can take action and move beyond passive methods of delivering content. This book is essential reading for novice instructors, for those wishing to shift from lecturing to active learning, and for experienced educators wishing to examine their teaching practice.A detailed discussion of academic research empowers instructors to examine, develop, and justify their approach to teaching. The focus across topics rests on effective interactions and the overall classroom dynamic, grounded in psychology, the science of learning, and perspectives on critical thinking. Each chapter includes self-assessments and things to try in order to understand current practice and develop the ability to Table of ContentsAcknowledgements1. Introduction2. Beyond the Lecture3. The Basics of Effective Communication4. Tips for the Online Instructor5. Four Key Concepts and the Classroom Dynamic6. Quality Not Quantity: Defining effective engagement when promoting active learning7. (Non)Evaluative Responses: Promoting Critical Thinking and Psychological Safety8. Complex Questioning: Framing Questions to Promote Deep Thinking, Analysis, and Creativity9. Silence is Golden: Keeping a Handle on “Prof Talk” in the Classroom10. The Bomb Squad: Identifying and Managing Challenging DynamicsAppendix 1: Example Discussion and CommentaryAppendix 2: Coding Thinking Skills in Classroom InteractionsAppendix 3: The Response RepertoireGlossaryReferencesIndex

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Book SynopsisHigher education is undergoing a reinvention. More and more instruction is moving beyond the traditional lecture to include active learning and engagement supported by technology. Without training, many instructors simply continue to lecture, but those wishing to develop their pedagogy can take action and move beyond passive methods of delivering content. This book is essential reading for novice instructors, for those wishing to shift from lecturing to active learning, and for experienced educators wishing to examine their teaching practice.A detailed discussion of academic research empowers instructors to examine, develop, and justify their approach to teaching. The focus across topics rests on effective interactions and the overall classroom dynamic, grounded in psychology, the science of learning, and perspectives on critical thinking. Each chapter includes self-assessments and things to try in order to understand current practice and develop the ability to Table of ContentsAcknowledgements1. Introduction2. Beyond the Lecture3. The Basics of Effective Communication4. Tips for the Online Instructor5. Four Key Concepts and the Classroom Dynamic6. Quality Not Quantity: Defining effective engagement when promoting active learning7. (Non)Evaluative Responses: Promoting Critical Thinking and Psychological Safety8. Complex Questioning: Framing Questions to Promote Deep Thinking, Analysis, and Creativity9. Silence is Golden: Keeping a Handle on “Prof Talk” in the Classroom10. The Bomb Squad: Identifying and Managing Challenging DynamicsAppendix 1: Example Discussion and CommentaryAppendix 2: Coding Thinking Skills in Classroom InteractionsAppendix 3: The Response RepertoireGlossaryReferencesIndex

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Book SynopsisThis book is a guide for students writing their college admissions essays, primarily the 650-word Common App essay and supplementary essays that many schools require as part of their admission applications. With more students applying to college, and those students applying to more schools than ever before, college admission selection is far more competitive than in the past and the college essay is a key component.We offer suggestions on good topics to write about without getting too specific (and just as importantly what not to write about), vital tips on writing approach, grammar, and usage. This guide can be for anyone who wants to write better, more clearly and crisply. If used properly, this book will help you craft a readable, interesting essay that will attract the college admissions reader by giving you a creative voice and the means to express yourself. No guarantees, but it just might make a difference in the final admission process.Trade ReviewAs admission officers give less weight to ACT and SAT scores, they give more attention to crisp, clear, authentic essays. This pragmatic guide from four proven pros teaches applicants and their parents how to craft essays that capitalize on each student’s strengths. -- John P. McCormick, former editorial page editor, Chicago TribuneEven though I am a college professor, I was unsure how to advise my children when they asked for feedback on their college admission essays. Of course, I told them to check grammar rules and avoid typo's at all costs, but that was not much help.This book would have been the perfect guide, providing a clear road map of what to avoid (hackneyed themes) and how to use the essay writing process as a way to learn more about themselves. What a great blessing to families navigating the college admissions process! -- Cynthia Conlon, JD, PhD, adjunct faculty Northwestern UniversityThe Franklins and their coauthors are knowledgeable and caring parents whose practical suggestions for writing college application essays are effective and to the point (which you will learn from this book is an improvement over “impactful and focused"). -- Eugene Sunshine, former chief administrative, business, financial and personnel officer of Northwestern UniversityTable of ContentsEpigraphPrefaceIntroduction Starting Out: Confronting the Blank Screen The First Step: Picking a Prompt What To Do and What Not To Do When You Begin Writing More Advice As You Write The Prompts and Some Illustrative Essays The Supplemental Essay Special Creative Questions Special Usage Rules for College Essays Special Usage Rules II Editing An Interview With An Experienced College Counselor You Hit the Submit Button, Now What? What If You Don’t Get Your First Choice? Hint: Life Doesn’t End

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Book SynopsisAs a former teacher, school board chair, and state legislator, Kristen J. Amundson has spent decades answering parents' questions about school. This book highlights 81 questions, covering a child's school journey from preschool to postsecondary education. It includes some of the school secrets parents need to knowthe often unwritten rules that can make a child's K-12 experience the best it can be. Should you redshirt your kindergartener (and hold them out for a year)? How much parent help on homework is too much? And why could playing in the band be a secret to getting your child into a good college? For parents who are struggling to teach their child at home during a pandemic-related school closure, there are lots of tips on how to do that while still keeping your sanity (and your own job). 81 Questions for Parents combines common sense, research, and a little humor to help parents support their child to get the best possible education.

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Book SynopsisFrom research that has taken place on youth sports, to the structure you should use when starting your team, and the importance of winning, this book gives you valuable information for you as a coach. A coach will learn the science of how a player learns and techniques to be used to increase motivation. The best coaches are the best teachers and this book gives coaches the most important tricks that great teachers use. Trade ReviewThe values which can accrue from youth sport participation are many including: increased fitness, mental acuity, positive attitudes, social development, and self-esteem. Unfortunately there can also be negative consequences from participation. The development of these qualities in youth sport, whether positive or negative, are dependent upon the environment provided by the leaders of youth sport.This book provides a guide, based upon the most current research, regarding youth sport … including both the “uses and abuses”, as well as tips for parents’ coaches, fans, and leaders in youth sport as to how we can ensure that children can reap only positive benefits from youth sport participation. -- Mimi Murray, PhD, certified consultant sport psychology, professor emeritus Sport & Exercise Psychology, Springfield CollegeTable of ContentsForewordPrefaceAcknowledgementsIntroductionChapter 1 – Youth sport Research – what we need to know about youth sportsChapter 2 – How to structure your team – Methods to set your team up for successChapter 3 – Winning is important...but – Channeling your team’s focus to play at their best Chapter 4 – The science of how players learn – What we know about Motor learningChapter 5 - Competition and Deliberate Goals – How to increase focus in your practices Chapter 6 – Communication and Feedback – The art and science of how you should talk to playersChapter 7 – Coaching Like a teacher- Strategies all great teachers use that will improve your coachingChapter 8 – Reactions to Errors – Let errors show your players the path to improvementChapter 9– Game Day – Things to consider when preparing for competitionChapter 10 – Youth Sports in Norway – are we moving in the right direction?About the Author

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Book SynopsisFrom research that has taken place on youth sports, to the structure you should use when starting your team, and the importance of winning, this book gives you valuable information for you as a coach. A coach will learn the science of how a player learns and techniques to be used to increase motivation. The best coaches are the best teachers and this book gives coaches the most important tricks that great teachers use. Trade ReviewThe values which can accrue from youth sport participation are many including: increased fitness, mental acuity, positive attitudes, social development, and self-esteem. Unfortunately there can also be negative consequences from participation. The development of these qualities in youth sport, whether positive or negative, are dependent upon the environment provided by the leaders of youth sport.This book provides a guide, based upon the most current research, regarding youth sport … including both the “uses and abuses”, as well as tips for parents’ coaches, fans, and leaders in youth sport as to how we can ensure that children can reap only positive benefits from youth sport participation. -- Mimi Murray, PhD, certified consultant sport psychology, professor emeritus Sport & Exercise Psychology, Springfield CollegeTable of ContentsForewordPrefaceAcknowledgementsIntroductionChapter 1 – Youth sport Research – what we need to know about youth sportsChapter 2 – How to structure your team – Methods to set your team up for successChapter 3 – Winning is important...but – Channeling your team’s focus to play at their best Chapter 4 – The science of how players learn – What we know about Motor learningChapter 5 - Competition and Deliberate Goals – How to increase focus in your practices Chapter 6 – Communication and Feedback – The art and science of how you should talk to playersChapter 7 – Coaching Like a teacher- Strategies all great teachers use that will improve your coachingChapter 8 – Reactions to Errors – Let errors show your players the path to improvementChapter 9– Game Day – Things to consider when preparing for competitionChapter 10 – Youth Sports in Norway – are we moving in the right direction?About the Author

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Book SynopsisCommunity college student mental health is a critical topic among community college leaders, faculty, and staff. Mental health concerns among community college students are more prevalent and more pronounced than among students at four-year institutions. The recent pandemic has further amplified students' mental health concerns. Poor mental health can negatively affect student success outcomes such as persistence within courses, grade point average, and credential completion. Even though the research in this area is growing, additional work is necessary to fully grasp the scope and details of the issue. Within this book, Latz outlines the contours of the issue by explaining what is already known. She then uses data from a study involving interviews with community college faculty to further explain the issue from their unique and important vantage points. Readers will learn about both the professional lives of community college faculty and their experiences with and perspectivTrade ReviewAmanda Latz’s book couldn’t be more timely and necessary for community colleges and those who teach in them. Student mental health has been identified as reaching crisis levels in colleges, intensified by the COVID pandemic, and faculty are on the front lines—this is especially true in community colleges. In Community College Student Mental Health, Latz provides critical insight into community college faculty experiences, drawing on her own research and providing practical insights into “what we can do now.” This book is an exceptionally valuable resource to anyone working with community college students. -- C. Casey Ozaki, professor of Higher Education and Teaching & Learning at the University of North DakotaAmanda Latz makes a timely and critical contribution to helping community college leaders understand the current landscape of student mental health. Her unique approach of open-ended discussions with faculty -- who see students every day -- brings nuance and a welcome reminder that mental health is central to the academic mission of a college. Highly recommended. -- Matthew Reed, PhD, Senior Executive Officer at the New Jersey Council of County CollegesDr. Amanda Latz's work in this book is nothing short of intentional and thoughtful. Finally we have work that encompasses the extraordinary world of the community college—the students, the staff and the college’s vital role in higher education. Dr. Latz’s ability to recognize the essential, yet often unseen role community college faculty play in the lives of their students, including their mental health, is unmatched. This book lays the groundwork for beginning to better support the mental health needs of this often-overlooked population of students. It is a must read for all administrators, educational advocates, and policy makers. -- Mia D. Johnson, chancellor of the Anderson Campus of Ivy Tech Community CollegeThe COVID-19 pandemic shone a light on the mental health issues our students deal with, and Amanda O. Latz focuses that light on a key group (faculty) who work with those students daily. Latz herself is a former community college instructor, and her love and respect for the community college, its faculty and students shines throughout the text. Drawing heavily from interviews with 22 community college faculty, the wider literature, and her own experience, Latz paints a portrait of the important role that community college faculty play in the lives of their students and the passion, strength, and care with which they approach their involvement. She recognizes the critical role that faculty members play in supporting students experiencing mental health issues and the resulting impact on the faculty themselves. This book provides insight and much needed information that will be helpful to those leading community colleges at all levels. This book is a unique and relevant contribution that I highly recommend for current and future leaders in the field. -- Regina Garza Mitchell, professor of Educational Leadership in Higher Education at the Western Michigan UniversitySimply put, I can’t think of anyone connected to community colleges or community college research who doesn’t need to read this book, now! Latz’s years of research on students’ mental health intersects with our critical need for information and triangulates with great writing, resulting in a book you can’t put down! The comprehensive review of the literature on students’ mental health is presented via engaging writing followed by faculty stories of their experiences which will be familiar to many. The book thankfully ends with specific, doable steps for faculty and staff (who are not mental health professionals), to be able to use. Today. -- Susan Kater, project manager at the League for Innovation in the Community College and associate professor at Idaho State UniversityIn Community College Student Mental Health: Faculty Experiences and Institutional Actions, Latz describes how colleges struggle to meet the surging demand for mental health services on campus. Latz is at the forefront of researching the mental health crisis students are encountering coming out of the global COVID-19 pandemic and how community colleges can play an important part in addressing these concerns. -- Vincent Bowhay, president of Independence Community CollegeIn this book, Dr. Latz adds to the conversation by focusing on the mental health of community college students and she helps us to understand how faculty might enhance their impact and effectiveness by truly knowing and supporting the whole student. -- Gregory D. Williams, PhD, president, Odessa College, Aspen Prize Top 10 Community CollegeDr. Latz uses her research in a way that brings to life the very real mental health needs of community college students. Faculty and student experiences are used to describe the growing concerns of leaders across the country. Dr. Latz concludes with practical approaches to addressing the concerns and issues that must be addressed by community colleges if they want to contribute to the wellbeing and success of their students. -- Andy Bowne, President & CEO, Johnson County Community CollegeTable of ContentsTable of ContentsAcknowledgmentsList of TablesIntroductionSECTION ONE: THE BACKGROUNDCommunity College Faculty and their StudentsResearch on Community College Student Mental HealthSECTION TWO: THE FACULTYCareer Pathways, Dispositions, and PedagogiesStudents’ Assets and ObstaclesSECTION THREE: THE DISCUSSIONSDoing Emotional LaborRejecting the MonolithNavigating Institutional Structures and SystemsMaking It WorkSECTION FOUR: THE FUTUREWhat Can We Do Now?How Might the Future Look?Appendix A: Methodological OverviewAppendix B: Interview Script and ProtocolAbout the Author

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Book SynopsisCommunity college student mental health is a critical topic among community college leaders, faculty, and staff. Mental health concerns among community college students are more prevalent and more pronounced than among students at four-year institutions. The recent pandemic has further amplified students' mental health concerns. Poor mental health can negatively affect student success outcomes such as persistence within courses, grade point average, and credential completion. Even though the research in this area is growing, additional work is necessary to fully grasp the scope and details of the issue. Within this book, Latz outlines the contours of the issue by explaining what is already known. She then uses data from a study involving interviews with community college faculty to further explain the issue from their unique and important vantage points. Readers will learn about both the professional lives of community college faculty and their experiences with and perspectivTrade ReviewAmanda Latz’s book couldn’t be more timely and necessary for community colleges and those who teach in them. Student mental health has been identified as reaching crisis levels in colleges, intensified by the COVID pandemic, and faculty are on the front lines—this is especially true in community colleges. In Community College Student Mental Health, Latz provides critical insight into community college faculty experiences, drawing on her own research and providing practical insights into “what we can do now.” This book is an exceptionally valuable resource to anyone working with community college students. -- C. Casey Ozaki, professor of Higher Education and Teaching & Learning at the University of North DakotaAmanda Latz makes a timely and critical contribution to helping community college leaders understand the current landscape of student mental health. Her unique approach of open-ended discussions with faculty -- who see students every day -- brings nuance and a welcome reminder that mental health is central to the academic mission of a college. Highly recommended. -- Matthew Reed, PhD, Senior Executive Officer at the New Jersey Council of County CollegesDr. Amanda Latz's work in this book is nothing short of intentional and thoughtful. Finally we have work that encompasses the extraordinary world of the community college—the students, the staff and the college’s vital role in higher education. Dr. Latz’s ability to recognize the essential, yet often unseen role community college faculty play in the lives of their students, including their mental health, is unmatched. This book lays the groundwork for beginning to better support the mental health needs of this often-overlooked population of students. It is a must read for all administrators, educational advocates, and policy makers. -- Mia D. Johnson, chancellor of the Anderson Campus of Ivy Tech Community CollegeThe COVID-19 pandemic shone a light on the mental health issues our students deal with, and Amanda O. Latz focuses that light on a key group (faculty) who work with those students daily. Latz herself is a former community college instructor, and her love and respect for the community college, its faculty and students shines throughout the text. Drawing heavily from interviews with 22 community college faculty, the wider literature, and her own experience, Latz paints a portrait of the important role that community college faculty play in the lives of their students and the passion, strength, and care with which they approach their involvement. She recognizes the critical role that faculty members play in supporting students experiencing mental health issues and the resulting impact on the faculty themselves. This book provides insight and much needed information that will be helpful to those leading community colleges at all levels. This book is a unique and relevant contribution that I highly recommend for current and future leaders in the field. -- Regina Garza Mitchell, professor of Educational Leadership in Higher Education at the Western Michigan UniversitySimply put, I can’t think of anyone connected to community colleges or community college research who doesn’t need to read this book, now! Latz’s years of research on students’ mental health intersects with our critical need for information and triangulates with great writing, resulting in a book you can’t put down! The comprehensive review of the literature on students’ mental health is presented via engaging writing followed by faculty stories of their experiences which will be familiar to many. The book thankfully ends with specific, doable steps for faculty and staff (who are not mental health professionals), to be able to use. Today. -- Susan Kater, project manager at the League for Innovation in the Community College and associate professor at Idaho State UniversityIn Community College Student Mental Health: Faculty Experiences and Institutional Actions, Latz describes how colleges struggle to meet the surging demand for mental health services on campus. Latz is at the forefront of researching the mental health crisis students are encountering coming out of the global COVID-19 pandemic and how community colleges can play an important part in addressing these concerns. -- Vincent Bowhay, president of Independence Community CollegeIn this book, Dr. Latz adds to the conversation by focusing on the mental health of community college students and she helps us to understand how faculty might enhance their impact and effectiveness by truly knowing and supporting the whole student. -- Gregory D. Williams, PhD, president, Odessa College, Aspen Prize Top 10 Community CollegeDr. Latz uses her research in a way that brings to life the very real mental health needs of community college students. Faculty and student experiences are used to describe the growing concerns of leaders across the country. Dr. Latz concludes with practical approaches to addressing the concerns and issues that must be addressed by community colleges if they want to contribute to the wellbeing and success of their students. -- Andy Bowne, President & CEO, Johnson County Community CollegeTable of ContentsTable of ContentsAcknowledgmentsList of TablesIntroductionSECTION ONE: THE BACKGROUNDCommunity College Faculty and their StudentsResearch on Community College Student Mental HealthSECTION TWO: THE FACULTYCareer Pathways, Dispositions, and PedagogiesStudents’ Assets and ObstaclesSECTION THREE: THE DISCUSSIONSDoing Emotional LaborRejecting the MonolithNavigating Institutional Structures and SystemsMaking It WorkSECTION FOUR: THE FUTUREWhat Can We Do Now?How Might the Future Look?Appendix A: Methodological OverviewAppendix B: Interview Script and ProtocolAbout the Author

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Book SynopsisOld and new media are adversely effecting children in many ways. The doctors in this volume discuss their thoughts on the subject. Table of ContentsPrefaceChapter 1: Why “Old” Media Matter More Than New Media Victor C. Strasburger, MDChapter 2: Social Media for Teens and Preteens - Good or Bad? Margie J. Hogan, MDChapter 3: Is Cyberbullying Worse than In-Person Bullying? Ed Donnerstein, PhDChapter 4: Prescription for an Infodemic: A Pedagogical Response in an Era of “Fake News” Christopher Sperry, PhDChapter 5: How Classroom Media Literacy Could Save the World – A very personal reflection Frank W. BakerChapter 6: Children’s Educational Media: Promises, Challenges, and Solutions Sandra L. Calvert, PhDChapter 7: Media violence and youth aggression – What is the role of education? Kristine Paulsen and Lt. Col. (Ret.) David Grossman

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Book SynopsisOld and new media are adversely effecting children in many ways. The doctors in this volume discuss their thoughts on the subject. Table of ContentsPrefaceChapter 1: Why “Old” Media Matter More Than New Media Victor C. Strasburger, MDChapter 2: Social Media for Teens and Preteens - Good or Bad? Margie J. Hogan, MDChapter 3: Is Cyberbullying Worse than In-Person Bullying? Ed Donnerstein, PhDChapter 4: Prescription for an Infodemic: A Pedagogical Response in an Era of “Fake News” Christopher Sperry, PhDChapter 5: How Classroom Media Literacy Could Save the World – A very personal reflection Frank W. BakerChapter 6: Children’s Educational Media: Promises, Challenges, and Solutions Sandra L. Calvert, PhDChapter 7: Media violence and youth aggression – What is the role of education? Kristine Paulsen and Lt. Col. (Ret.) David Grossman

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Book SynopsisThis book was written to demonstrate as a society, how self-absorbed we have become. How this self-absorption has affected our relationships at home and in life. How high school students have become consumed with instant gratification and have lost sight of selfless deeds. Social media is here to stay, and we must address the negative effects and lead our youth in a direction of selfless service. Thousands of children in schools across the country suffer from low self-esteem and this book will explain how we can improve a child's opinion of themselves. This book will provide a plan and the path to seeing this accomplished.Table of ContentsPreface: Rewriting a Child’s StoryIntroduction: What Is the Link Up Internship?Section 1: How Mentoring Creates Selflessness1. Learning Selflessness in a Self-Absorbed World2. Don’t Wait for Them; Go Find Them3. Like, Comment, Share4. Starting the Day Off RightSection 2: Foundations of a Mentorship Program Identifying Socially At-Risk Children Laying Foundations Through Building Relationships Building Momentum through Self Esteem Link Up and Own It Caregiver Involvement Section 3: Working with Mentors Free Human Capital Preparing the Next Generation of Teachers Identifying the Link Up Mentor The Mentor’s Daily Tasks Modeling Behavior Section 4: As Your Program Grows Listen, Love, and Learn Now More than Ever Author’s Note: My Life-Changing Link

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Book SynopsisThis book was written to demonstrate as a society, how self-absorbed we have become. How this self-absorption has affected our relationships at home and in life. How high school students have become consumed with instant gratification and have lost sight of selfless deeds. Social media is here to stay, and we must address the negative effects and lead our youth in a direction of selfless service. Thousands of children in schools across the country suffer from low self-esteem and this book will explain how we can improve a child's opinion of themselves. This book will provide a plan and the path to seeing this accomplished.Table of ContentsPreface: Rewriting a Child’s StoryIntroduction: What Is the Link Up Internship?Section 1: How Mentoring Creates Selflessness1. Learning Selflessness in a Self-Absorbed World2. Don’t Wait for Them; Go Find Them3. Like, Comment, Share4. Starting the Day Off RightSection 2: Foundations of a Mentorship Program Identifying Socially At-Risk Children Laying Foundations Through Building Relationships Building Momentum through Self Esteem Link Up and Own It Caregiver Involvement Section 3: Working with Mentors Free Human Capital Preparing the Next Generation of Teachers Identifying the Link Up Mentor The Mentor’s Daily Tasks Modeling Behavior Section 4: As Your Program Grows Listen, Love, and Learn Now More than Ever Author’s Note: My Life-Changing Link

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Book SynopsisThis book focuses on how parents and other caregivers can have richer and more fruitful conversations with their children. Parents will be able to use the ideas in this book to improve conversations with their children in ways that help them (a) more effectively learn in school, (b) develop stronger and more lasting relationships in and out of school, and (c) increase their critical thinking and problem-solving abilities. Some children are more prepared for school than others. Much of this preparation comes from the types of conversations that children have and listen to at home. Many children need more practice in developing and using key conversation skills that are expected in school and life. They need more practice co-constructing ideas with other people, face to face, and they need more practice engaging in respectful collaboration and argumentation. This book helps parents to provide such practice.Table of ContentsIntroduction Chapter 1: Conversing to Cultivate your Child’s Mind & HeartChapter 2: Developing Conversation Habits, Skills, and MindsetsChapter 3: Conversations about StoriesChapter 4: Conversations about HistoryChapter 5: Conversations about Science Chapter 6: Conversations about MathChapter 7: Conversations that Grow the HeartAbout the Author

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