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Develop a curriculum that can transform an ordinary school into a school of excellence!

This resource introduces school leaders to dynamic curriculum leadership and a curriculum development process that leads to highly successful school programs. The author demonstrates how administrators can adapt curriculum to meet their school’s changing needs, incorporate emerging technologies, and reflect new and creative ways of thinking about education. The book walks educational leaders through the curriculum development process, showing them how to: 

• Create a school curriculum team
• Establish a regular curriculum cycle of analysis, design, implementation, and evaluation
• Develop a path for curriculum improvement

• Sales Rank: #287936 in Books
• Brand: Corwin
• Published on: 2008-10-23
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .60" w x 6.90" l, .85 pounds
• Binding: Paperback
• 192 pages

Features

• Move beyond maintenance and management to address short- and long-term school reform
• Create a school curriculum team
• Establish a regular curriculum cycle of analysis, design, implementation, and evaluation
• Develop a path for curriculum improvementFilled with case studies, sample challenges and solutions,
• Title - Leading Curriculum Development

Review
"A book that every practitioner should own. The author has managed to describe the complex process of curriculum development in plain English." (John Lundt, Professor of Educational Leadership 2008-05-06)

"A timely addition to the field of school improvement. The author creates a blueprint of easy-to-apply ideas and strategies that every school leader will find accessible and useful." (Lyndon Oswald, Principal 2008-07-07)

About the Author

Jon Wiles is a highly experienced educator who has provided curriculum leadership to schools and educational agencies for over thirty years. His specialty is the creation and implementation of curriculum plans. Wiles’s work as an educational consultant has taken him to hundreds of agencies in more than forty states and a dozen foreign nations in Europe, Asia, Africa, and the Caribbean.

Wiles is the author or coauthor of twelve widely used books addressing curriculum and educational leadership. His text, Curriculum Development: A Guide to Practice (Seventh Edition), has been used for nearly thirty years in colleges and universities throughout the world to train curriculum leaders. Other areas of publication by Wiles include teacher training, administration, school supervision, theory of change, politics of education, middle grades education, and technology.

Most helpful customer reviews

3 of 4 people found the following review helpful.
How to use curriculum development to define activities and make decisions
By Midwest Book Review
Jon Wiles' LEADING CURRICULUM DEVELOPMENT tells how to use curriculum development to define activities and make decisions, offering a resource to leaders of school teams and teachers. Any involved in school administration will find it packed with case studies and planning sheets essential to curriculum development.

Diane C. Donovan
California Bookwatch

2 of 2 people found the following review helpful.
A KEEPER
By Martha C. Drysdale
This book is a definite keeper for those in educational administrative positions. Not only is the text itself beneficial but the resources at the end of the book are priceless. GREAT BOOK!!

0 of 0 people found the following review helpful.
Easy to Read
By Nell
I thought this book would have been boring. It is a great book and a wonderful buy. I highly reccommend it.

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> PDF Download Beyond School Improvement: The Journey to Innovative LeadershipFrom Corwin

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The authors discuss four elements of change and outline five essential practices for leading dynamic, innovative educational systems that prepare students for a changing world.

• Sales Rank: #1167620 in Books
• Brand: Corwin
• Published on: 2009-11-16
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .70" w x 6.90" l, 1.10 pounds
• Binding: Paperback
• 248 pages

Features

• Holding courageous conversations.
• Embracing dissonance.
• Creating context.
• Changing your field of vision.
• Letting ideas collide.Self-assessment activities, team conversation starters, stories and examples

Review
"The authors are grounded educational leaders who have lived the approach to improvement and innovation that they write about. Filled with anecdotal examples, reflection exercises, and practical strategies, this is a very useful and timely resource for educators seeking to understand and influence educational innovation and transformation in the 21st century." (Michael H. Dickmann, Professor 2008-09-08)

"The authors contrast improvement of existing practices with a more rigorous and creative push for innovation that introduces new and different practices and structures. In many situations, district and school improvement plans have evolved into the technical work of interpreting data about the past and present, studying research, and creating documents. This book stimulates leaders as they stretch their organization's culture to reveal mental models, consider external trends, and seek creative and energizing strategies that will prepare students for a future we cannot yet define." (Edie Holcomb, Consultant 2008-09-11)

"This book is aimed at school based leaders who what to move beyond micro-level tinkering. The authors arm adventurous school leaders to venture boldly into the challenging role of innovative paradigm shifts that have the potential to improve the school’s effectiveness exponentially.” (Neil MacNeill, Principal 2009-03-11)

“This is one of the most important works I have read in a number of years. The author describes the challenges educators face and gives a means to create the best schools ever. It holds the promise of unlocking the future of great schooling in our country." (Sister Camille Anne Campbell, Principal 2009-03-11)

“This book should be read by all teacher leaders and administrators! It will cause you to rethink the way we are instructing our students today, in preparation for their tomorrow.” (Gayle Wahlin, Director of Leadership Services 2009-03-11)

"This book should be sent to leadership programs, organizational programs, boards of education after guidance from the superintendent, superintendents, district office personnel, principals, and all individuals in key leadership positions. Perhaps even to political leaders, especially in local communities.” (Douglas Gordon Hesbol, Superintendent 2009-03-11)

About the Author

Dr. Robert Davidovich is a consultant specializing in leadership, transformational change, innovation, systems thinking, and organizational planning. An educator for more than 30 years, he has served students as a teacher, principal, staff development coordinator, and director of organizational development. For fourteen years he was principal of a U.S. Department of Education School of Excellence. In his role as the director of organizational development he oversaw the district’s transformational planning initiative. Robert is an adjunct instructor and lecturer at local universities and a consultant for organizations in several states regarding system improvement, innovative leadership, and organiznational development.

Dr. Pauli Nikolay has served as a teacher, principal, director of instruction, superintendent, and an assistant state superintendent at the Department of Public Instruction. In addition to her consultant work in the area of academic standards and instructional strategies, she facilitates workshops on leadership, culture, and improvement/innovation strategies. She received her state’s Association for Supervision and Curriculum Development Educator of the Year Award, the Educational Media Association Administrator of the Year Award, the State Reading Association Outstanding Administrator Award, and the Women’s Leader in Education Award. She currently serves as a site coordinator, instructor, and mentor for students in the Master’s in Educational Leadership program at Cardinal Stritch University.

Dr. Bonnie Laugerman is a high school principal in a large suburban school district that is listed in US Newsweek as one of the top 1,500 high schools in the nation and Number 1 rated high school in sports in the state by Sports Illustrated. She is currently leading her district through a process of responding to the needs of the 21st-century learner. She has been an educator over 30 years, working in urban and suburban school districts in building and central office leadership capacity. Bonnie is a consultant and adjunct professor for a local university and teaches courses related to brain compatible learning, assessment, curriculum, and teacher supervision and evaluation. She has a special interest in the experience of high school principals shaping a learning culture in their schools.

Carol Commodore is an independent consultant whose special interests center on leadership, assessment, systems thinking, motivation and learning. An educator for more than 30 years, she served as a classroom teacher, a department chair, an assistant superintendent and an assessment coordinator. During her tenure as a district leader she facilitated the establishment of new programs in the areas of balanced assessment and foreign language. Carol has coauthored three other books in the areas of assessment and leadership. Carol presents and consults for local, state, national and international organizations across North America, Asia, and the Middle East.

 

 

Most helpful customer reviews

2 of 3 people found the following review helpful.
Paradigm shifting change in schools
By Dr Neil MacNeill
Davidovich, Nikolay, Laugerman & Commodore (2010). Beyond School Improvement.

I was fortunate to have read the draft of this book in 2008, and I am doubly fortunate to have read the printed copy this week. When I first read the book I felt that what made it different was that it would challenge school leaders to step out of their comfort zones and embrace the dissonance of generating solutions to problems, which can be seen as being outside the square. The publication of this book is timely because of a variety of colliding influences, school leaders are now playing the end-game with education as we know it. As the SAS insignias state- Who dares wins, and, education at this time requires similarly, bold, visionary action.

There are three certainties in life: death, taxes and change. In the literature, large-scale change, as a process, is rarely discussed. In schools, most change is about the minor tweaking at program or operational levels. A new spelling program is often considered a big improvement in the school culture. Leaders then talk of teachers being "change-weary" and how they have to "manage change". According to Davidovich et al.- improvement is not enough, and stability means death. Leadership is about change, while maintaining the status quo remains the domain of managers. Davidovich and his co-authors show how school-leaders can become the big-players in the world of paradigm shifts in education.

Large-scale change requires leaders to be courageous. The authors entreat the readers to have the courage to leap (into change) and then have courageous conversations. The S-Curve (Charles Handy's sigmoid curve) provides a useful learning tool to graph the timing of change.

For the visual learners, the Figures provide summaries of the internal workings of the elements of change. Figure 5.2 (Essential Leadership Practices) show how the dissonance, change, seeking being disturbed, all help to create the chemistry underwriting high-level change.

The appendices listing the resources are very useful.

On reflection, I look back to the early work of Everett Rogers (Diffusion of Innovation), and Bennis, Benne, Chin and Corey (The Planning of Change) and I see that this book fills an important gap- not the least is that it is written with schools in mind. The foment of change that Davidovich and his colleagues promote will be generated by a school and organisational culture in which ideas collide.

This is a brilliant book, imploring school leaders to go boldly where few school leaders have ever gone before (if I can get away with one historic split infinitive today)!

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? Get Free Ebook The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry, by Nancy Fich

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Transform your teaching practice with this powerful approach to professional growth!

This updated bestseller gives prospective and practicing teachers everything they need to engage in the vital process of teacher inquiry. Featuring helpful exercises and step-by-step instructions, this how-to guide takes teachers through each stage of the process: formulating a research question, collaborating with others, collecting and analyzing data, writing and presenting classroom research, and assessing project quality. This revised edition includes:

• An updated section about professional learning communities 
• The latest methods of collecting data, from digital photos to blogging
• Added examples from middle and high school settings

• Sales Rank: #250301 in Books
• Brand: Brand: Corwin
• Published on: 2009
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .55" w x 7.00" l, 1.10 pounds
• Binding: Paperback
• 240 pages

Features

• Used Book in Good Condition

Review
"Like all illuminating teacher inquiry, this book asks relevant and intriguing questions, the very questions teacher researchers ask most often. The authors offer a step-by-step guide to answering those questions, deeply grounded in the work of elementary, middle, and high school teacher researchers." (JoBeth Allen, Professor of Language and Literacy Education 2008-02-14)

"Whether you are a preservice, beginning, or veteran teacher or teacher educator, this is the perfect resource for deepening your understanding of teacher inquiry." (Kevin J. Berry, Professional Development Community Site Coordinator, University of Florida 2008-03-04)

"Makes classroom-based research understandable and doable as an integral part of teaching. From finding a wondering to developing a research plan to data analysis and sharing findings, the authors support teacher researchers at all levels of experience." (Gail V. Ritchie, Coleader 2008-04-28)

From the Back Cover
This updated bestseller offers both an in-depth examination of teacher inquiry as well as step-by-step instructions, giving prospective and practicing teachers everything they need to engage in this vital process.

About the Author
Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years.  During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.

Diane Yendol-Hoppey is the Director of the Benedum Collaborative and a Professor of Education at West Virginia University. The Benedum Collaborative is one of the oldest school/university partnerships in the nation. Diane spent the first thirteen years of her career in education teaching in Pennsylvania and Maryland. In her work at Penn State, the University of Florida, and West Virginia University, Diane focuses on job-embedded teacher professional development and the cultivation of teacher leadership. Her research explores how powerful vehicles for teacher professional development including teacher inquiry, professional learning communities, and coaching/mentoring can support school improvement. She has authored numerous studies which have appeared in such journals as Teachers College Record and Journal of Teacher Education. She is coauthor (with Nancy Fichtman Dana) of three books, The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry, The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities and The Reflective Educator’s Guide to Mentoring: Strengthening Practice through Knowledge, Story, and Metaphor, all from Corwin Press.

Most helpful customer reviews

6 of 6 people found the following review helpful.
An Essential for Action Researchers
By S. Shimada
This guide is not pedantic or condescending in tone to the veteran or beginning educator. It is a down to earth guide with easy-to-follow suggestions. It provides a clear process by which anyone may engage in action research. It provides points for thinking and examples of each stage of the process. I used this text for writing my masters and I found it especially helpful when coming to conclusions about my data.

1 of 1 people found the following review helpful.
Well-written
By Teri Lyn Fukar
From someone who dislikes research, this book made it understandable, clear, and almost enjoyable. It made me WANT to start my project.

0 of 0 people found the following review helpful.
Reflective Guide to Classroom Reaserch
By Helen K. Kloepper
Action research is a better vehicle for teachers' growth and learning, and benefits students. As more school districts move to Job-embedded staff development, this book is a must. It moves you step-by-step through the process of choosing and developing a project. It can make a seemingly impossible task easier and help teachers choose areas that will improve their classroom instruction.

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How has the 2002 American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct been applied to ethical decision-making in the science and practice of psychology since its adoption? What challenges and insights has it presented over the past six years? In this Second Edition of Decoding the Ethics Code, Celia B. Fisher, Ph.D. – who chaired the APA Ethics Code Task Force – addresses these important issues using the same user-friendly format and in-depth coverage of the First Edition. 

Key Features of the Second Edition: 

• Incorporates scholarly reactions to the Ethics Code and sheds new light on application since its adoption in 2002
• Highlights updated case examples and expands discussion of the ethical decision-making model introduced in the First Edition
• Introduces "hot topic" sections at the end of chapters to demonstrate the applicability of the Code in the face of emerging moral debates – such as the involvement in psychologists in military interrogations and the integration of religion and spirituality in therapy
• Includes an alternate "Table of Contents" organized so readers and instructors can quickly find how standards throughout the Ethics Code relate to specific concerns and settings

Intended Audience

This insider's guide is an essential resource for new and established mental health practitioners. Graduate students of psychology will find this core text a valuable source of information on ethics in psychology.

• Sales Rank: #393391 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2009
• Original language: English
• Number of items: 1
• Dimensions: .60" h x 6.90" w x 9.80" l, 1.40 pounds
• Binding: Paperback
• 358 pages

Features

• Used Book in Good Condition

Review
“A very clear and well written book highlighting many of the important aspects of ethics. Crucially, it covers aspects of ethics often ignored by other texts and explains less well understood aspects very clearly (for example, authors' credit).” (Dr Peter Hills )

“Excellent book, perfect for this course.” (Professor Debra Glaser )

“Excellent material, updated for introduction to ethical practice.” (Dr Kenneth Hapke )

“Comprehensive and well formatted with essential practical applications imbedded in the text.” (Professor Sandra Miller )

“The author presents a nice overview of the ethics code, but does it in an engaging manner. I really liked the case studies presented along with the ethical codes. The case studies help students identify more with the ethical codes by providing situations my students may encounter when they start working in the field.” (Heidi Hillman )

"Consistent with early editions of this book, the present updated edition is an excellent contribution to the literature on the APA Ethics code and is sure to have utility for professors, students, and practicing psychologists. I would strongly recommend the book for use in graduate classrooms focusing on the APA Ethics code. I would also strongly recommend the book to new and experienced clinicians in practice settings. This specific update for this edition of the book is likely to be of particular benefit to those working in military or forensic settings as notable updates have been included focusing on the changes to the APA Ethics Code as a function of human rights issues. The greatest strengths of the book include it’s brevity, organization, and clarity of content. In line with its name, it is especially capable of helping students or those with minimal experience with the ethics code to understand the heart of the APA standards and aspirational statements."

(Caleb Siefert )

About the Author

Celia B. Fisher, PhD, Director of the Fordham University Center for Ethics Education and the Marie Ward Doty University Chair and Professor of Psychology, served as Chair of the American Psychological Association’s (APA’s) Ethics Code Task Force responsible for the 2002 revision of the APA Ethical Principles of Psychologists and Code of Conduct that, with the addition of language on human rights amended in 2010, is today’s current code. She currently serves as Chair of the Ethics Code Task Force for the American Public Health Association and Director of the NIDA funded Fordham University HIV and Drug Abuse Prevention Research Ethics Institute.  She has served as Chair of the Environmental Protection Agency’s Human Subjects Research Board, the New York State Board for Licensure in Psychology, the National Task Force on Applied Developmental Science, and the Society for Research in Child Development (SRCD) Committee for Ethical Conduct in Child Development Research and the SRCD Common Rule Task Force. Dr. Fisher was also a member of the APA Ethics Committee, the National Institute of Mental Health (NIMH) Data Safety and Monitoring Board, the Institute of Medicine (IOM) Committee on Clinical Research Involving Children, the IOM Committee on Ethical Review and Oversight Issues in Research Involving Standard of Care Interventions, the National Academies’ Committee on Revisions to the Common Rule for the Protection of Human Subjects in Research in the Behavioral and Social Sciences, and the Department of Health and Human Services Secretary’s Advisory Committee on Human Research Protections (SACHRP), for which she co-chaired the SACHRP Subcommittee on Research Involving Children, and she is currently a member of the NIH Societal and Ethical Issues in Research Study Section. She also served as the founding director of the Fordham University Doctoral Program in Applied Developmental Psychology and cofounding editor of the journal Applied Developmental Science. She is the recipient of the 2010 Award for Excellence in Human Research Protection Life Time Achievement Award and a Fellow of the American Association for the Advancement of Science.

Dr. Fisher has written commissioned papers on research ethics with mentally impaired and vulnerable populations for President Clinton’s National Bioethics Advisory Commission, for NIMH on points for consideration in the ethical conduct of suicide research and research involving children and adolescents, and for the National Institute on Drug Abuse (NIDA) on HIV education, treatment, and referrals for research participants. She co-chaired the national conference on Research Ethics for Mental Health Science Involving Ethnic Minority Children and Youth (American Psychologist, December 2002) co-sponsored by the APA and NIMH, and the first National Conference on Graduate Education in Applied Developmental Science (Journal of Applied Developmental Psychology, 1993).

Dr. Fisher has coedited eight books and authored more than 150 scholarly chapters and empirical articles on cognitive and social development across the life span and on research and professional ethics with special emphasis on the rights of racial/ethnic minorities, sexual and gender minority youth, children and adults with impaired decision making, and socially marginalized populations. With support from the National Institute for Child Health and Human Development (NICHD), she has studied how to assess and enhance the abilities of adults with developmental disabilities to consent to research and is currently working on a project to develop research ethics training modules for American Indian and Native Alaskan community engaged researchers. With funding from the National Science Foundation (NSF) and the National Institutes of Health (NIH), she has developed research ethics instructional materials for undergraduates, graduate students, senior scientists, and institutional review boards. She has developed assessment instruments to evaluate how teenagers and parents from different racial/ethnic backgrounds prepare for and react to racial discrimination, examined the validity of child abuse assessment techniques in institutional and forensic settings, and, with support from the NSF, NIDA, and the National Center for Research Resources (NCRR), has partnered with culturally diverse community members and frontline researchers conducting community-based research to understand their perspectives on the ethics of adolescent risk research and research involving adults involved in street drug use and related HIV risk. With support from the National Institute of Neurological Disorders and Stroke (NINDS) and the Office of Research Integrity, she has developed and validated measures assessing mentoring behaviors and departmental climates nurturing the responsible conduct of research in psychology graduate programs. Her research on intervention programs to reduce college students’ drinking behaviors has been supported by the Department of Education and the National Institute on Alcohol Abuse and Alcoholism (NIAAA). She is also co-principle investigator on a National Institute for Minority Health Disparities grant on ethical issues in HIV research involving LGBT youth.

 

Most helpful customer reviews

8 of 8 people found the following review helpful.
Essential reading for psychotherapists
By Amazon Customer
Decoding the Ethics Code is must reading for psychotherapists from all the mental health guilds. Celia Fisher was a member of the APA committee that drafted the 2002 revision of the Ethical Code, and there is nothing like going to the source. The book is readable and informative, and helps to make sense of the new HIPAA regulations No ethical practitioner can afford to be without this resource.

7 of 7 people found the following review helpful.
Ethics Made Easy!
By A Customer
This book is amazing! It helps the reader understand what is required of psychologists in simple but comprehensive terms. It also provides invaluable information about HIPAA laws that I found very helpful.

6 of 6 people found the following review helpful.
Essential reference book for psychologists
By Karen Franklin
This book is essential for the shelf of any practicing psychologist or psychology student. It explicates the newest revision of the American Psychological Association's Ethics Code in a way that is interesting and understandable. My copy never gathers dust.

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Provides solutions for using inquiry-based teaching while meeting standards

This compelling new text practices what it preaches―it uses the inquiry approach to teach the inquiry approach.

The book is developed around six key questions:
1. What is science?
2. Why teach science?
3. What is the nature of scientific knowledge?
4. How do scientists construct knowledge?
5. How do people develop effective reasoning patterns?
6. What teaching methods best facilitate scientific knowledge acquisition?


Key Features

• Focus on inquiry teaching methods: This text shows teachers how to use inquiry-based teaching in a standards-based environment.
• Practical examples: Several examples of inquiry lessons are provided, along with examples of classroom management techniques, lesson planning procedures, and effective evaluation procedures.
• Research-based content: Written by a leader in the field, the book includes current and important research to frame the examples and methods.

Ancillaries
A password-protected instructor resources site at http://www.sagepub.com/lawsoninstr/ includes PowerPoint slides for each chapter, a test bank, chapter outlines with notes, Internet resources, and sample assignments.

• Sales Rank: #217408 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-09-17
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .60" w x 7.90" l, 1.35 pounds
• Binding: Paperback
• 344 pages

Features

• Used Book in Good Condition

Review
"This is an excellent and needed contribution to the science education teacher preparation field."
(Douglas Zook 2009-06-01)

"Processes and products of inquiry are evident in the text and real classroom situations are presented with anecdotes, reflection and possible solutions when certain issues may develop. It presents a model for instruction that can be replicated in different classrooms."
(Bonita Flournoy)

About the Author
Dr. Anton Lawson’s career in science education began in the late 1960s in California where he taught middle school science and mathematics for three years before completing his Ph.D. at the University of Oklahoma and moving to Purdue University in 1973. Lawson continued his research career at the University of California Berkeley in 1974, and then moved to Arizona State University in 1977, where he currently conducts research and teaches courses in biology, in biology teaching methods, and in research methods. Lawson has directed over 100 workshops for teachers, mostly on inquiry teaching methods, and has published over 200 articles and over 20 books including Science Teaching and the Development of Thinking (Wadsworth: Belmont, CA, 1995), Biology: A Critical Thinking Approach, (Addison Wesley: Menlo Park, CA, 1994), and The Neurological Basis of Learning, Development and Discovery, (Kluwer: Dordrecht, The Netherlands, 2003). Lawson’s most recent book is an introductory biology text called Biology: An Inquiry Approach, (Kendall/Hunt; Dubuque, IA, 2004). Lawson is perhaps best known for his research articles in science education, which have three times been judged to be the most significant articles of the year by the National Association for Research in Science Teaching (NARST). He has also received NARST’s career award for Distinguished Contributions to Science Education Research as well as the Outstanding Science Educator of the Year Award by the Association for the Education of Teachers in Science.

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Best resource for inquiry science
By Uonlyliv1!
This was the best book my master's program has had me use as a support. I can recommend it to anyone that want to get their students involve and change the way science is currently taught. Let's get our students excited about the future of science an their involvement within that world.

1 of 2 people found the following review helpful.
Buy This Book If You Teach Science
By PhysicsTeacher
Tony Lawson's new book, Teaching Inquiry Science in Middle and Secondary Schools Teaching Inquiry Science in Middle and Secondary Schools, should be mandatory reading for all preservice and inservice science teachers. Lawson explains why student-centered, inquiry-based science classes are effective in helping students learn content, develop thinking skills, and accelerate their cognitive development so they can become more effective learners in all content domains.

Study of this book will be the focus of professional development in the science department at my school (grades 5-12) in the coming year. I chose it because the author understands how students learn and how to teach to maximize student learning and effectively communicates both in a way that makes sense and makes you wonder why this book was not written years ago.

No one should step into a science classroom without having first read this book!

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Good for teachers
By Amazon Customer
Good book that was required for a methods to teaching course. Has good examples, includes lab ideas with explanations, and a wide variety of content.

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Offering a step-by-step approach to collecting, analyzing, designing and interpreting qualitative research

This engaging, student-centered text presents invaluable insights into the practice of qualitative and mixed methods research. In this thoroughly updated edition, authors Sharlene Nagy Hesse-Biber and Patricia Leavy offer a mix of theoretical approaches for qualitative methods practice that ranges from the interpretive tradition to critical perspectives.

New to This Edition

• New chapters on the case study approach and how to write up qualitative research
• Enhanced coverage of ethics woven throughout each chapter
• Exemplary research studies designed to engage students in hands-on research practice
• Tips for guiding students through the research process
• New sections on concept mapping, cross-cultural and international focus groups, computer-assisted technologies for analyzing qualitative and mixed methods data, and arts-based research projects
• Ancillaries at www.sagepub.com/hessebiber2e, which provide students and instructors with ongoing up-to-date learning resources.

• Sales Rank: #207950 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-04-23
• Original language: English
• Number of items: 1
• Dimensions: 10.50" h x 7.00" w x 1.00" l, 1.60 pounds
• Binding: Paperback
• 424 pages

Features

• Used Book in Good Condition

Review
"The book is designed elegantly, and chapters contain several helpful features. [The chapters on data selection] offer useful how-to information while also providing a helpful overview, both of which will benefit you even if you do not plan to implement a particular method. Discussion questions allow for further reflection and could be used effectively in a class." (Russell Willerton Technical Communication Book Reviews 2011-08-31)

About the Author
Sharlene Nagy Hesse-Biber (PhD, University of Michigan) is Professor of Sociology and Director of the Women’s Studies & Gender Studies Program at Boston College in Massachusetts. She has published widely on the impact of sociocultural factors on women’s body image, including her book Am I Thin Enough Yet? The Cult of Thinness and the Commercialization of Identity, which was selected as one of Choice Magazine’s best academic books for 1996. She has also written widely on methodological and methods issues, including the role of technology and emergent methods in social research. Dr. Hesse-Biber is co-editor of Emergent Methods in Social Research and the Handbook of Emergent Methods, as well as co-author of The Practice of Qualitative Research. She is also editor of the Handbook of Feminist Research: Theory and Praxis, which was selected as one of the Critics’ Choice Award winners by the American Education Studies Association and was also chosen as one of Choice Magazine’s Outstanding Academic titles for 2007. Dr. Hesse-Biber is co-developer of the software program HyperRESEARCH, a computer-assisted program for analyzing qualitative data, and the new transcription tool HyperTRANSCRIBE. For more information, see www.researchware.com.

Patricia Leavy specializes in qualitative methodology, collective memory, popular culture and gender. Leavy previously taught at Boston College, Northeastern University and Curry College. She is the author of Iconic Events: Media, Politics and Power in Retelling History (Lexington Books, 2007), Method Meets Art: Arts-Based Research (Guilford Press, 2009) and Oral History: Understanding Qualitative Research (Oxford University Press, 2011). She is coauthor of Feminist Research Practice (Sage, 2007) and The Practice of Qualitative Research (Sage, 2005; 2011). She is the co-editor of Hybrid Identities: Theoretical and Empirical Examinations (Brill, 2009); Handbook of Emergent Methods (Guilford Press, 2008); Emergent Methods in Social Research (Sage, 2006) and Approaches to Qualitative Research: A Reader on Theory and Practice (Oxford University Press, 2004). She is currently the editor for a large book series with Oxford University Press titled Understanding Qualitative Research. Leavy has also authored articles on methodology, body image, collective memory, and media. She is regularly quoted in newspapers for her expertise on popular culture and gender and has appeared on CNN’s Glenn Beck Show and Lou Dobbs. Leavy is the founding Director of the Gender Studies Program at Stonehill. Patricia Leavy was named the New England Sociologist of the Year 2010 by the New England Sociological Association.

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11 of 16 people found the following review helpful.
Wrong Book
By AP525
The digital copy sent to my kindle is not the same as the actual book. Its different information and its not even the first edition of the book either. Get the actual book, not this unless they fixed the problem

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Love this book
By Harry
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Great textbook!
By Amazon Customer
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This reflective calendar and planning journal helps new and veteran superintendents address day-to-day concerns while keeping student achievement in perspective throughout the year.

• Sales Rank: #1068689 in Books
• Brand: Brand: Corwin
• Published on: 2008-10-08
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .33" w x 7.01" l, .70 pounds
• Binding: Paperback
• 152 pages

Features

• Used Book in Good Condition

Most helpful customer reviews

0 of 0 people found the following review helpful.
hey
By Amazon Customer
Good book for me and any aspiring supt. Reccomend to any one with this as a dream to be better

0 of 0 people found the following review helpful.
Lots of great ideas and direction for a new superintendent starting out
By Michelle Richardson
Very helpful! Lots of great ideas and direction for a new superintendent starting out.

See all 2 customer reviews...

The Superintendent's Planner: A Monthly Guide and Reflective Journal, by Gloria L. Johnston, Rene S. Townsend, Gwen E. Gross, Margaret (Pe PDF
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~ Download PDF Response to Intervention in Math, by Paul J. Riccomini, Bradley S. Witzel

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Boost academic achievement for all students in your mathematics classroom!

This timely resource leads the way in applying RTI to mathematics instruction. The authors describe how the three tiers can be implemented in specific math areas and illustrate RTI procedures through case studies. Aligned with the NMAP final report and IES practice guide, this book includes:

• Intervention strategies for number sense, fractions, problem solving, and more
• Procedures for teaching math using systematic and explicit instruction for assessment, instructional planning, and evaluation
• Essential components to consider when designing and implementing RTI in mathematics

• Sales Rank: #371703 in Books
• Size: 280 x 216 mm
• Brand: School Specialty
• Published on: 2009-12-28
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .38" w x 8.50" l, 1.00 pounds
• Binding: Paperback
• 168 pages

Features

• Sold as an Each
• A great resource for those starting an RTI mathematics program
• Consists of intervention strategies for number sense, fractions, problem solving and more
• Features procedures for teaching math using systematic and explicit instruction for assessment, instructional planning, and evaluation
• Straightforward, well-organized, and systematically presented

Review
"Does a great job of blending ideas from mathematics education and the National Mathematics Panel Report with special education research. A great resource for those starting an RTI mathematics program." (Russell Gersten, Professor Emeritus, University of Oregon 2009-07-20)

"Finally, a scholarly and practical text to help administrators and teachers learn about and institute Response to Intervention in math! Riccomini and Witzel have assembled a straightforward, well-organized, and systematically presented text that will be popular with inservice and preservice teachers alike. It is easy to follow and not overwhelming. As a teacher educator, I am always searching for a text that has utility for later use, and this is such a book! This is one of those rare textbooks that teachers will use long after their course on effective instruction." (Kimberly Bright, Associate Professor of Educational Leadership and Special Education 2009-10-08)

"The most comprehensive RTI book for mathematics that I have seen to date. The importance of choosing a research-based, effective, balanced core program cannot be overstated. By following the guidelines in this book, districts can make good, sound decisions." (Shelly Kelly, Math Instructional Coach 2009-10-15)

"This book hits the right balance between being practical and research driven. It provides scientific, research-based instruction in mathematics, show that RTI can focus on more than just reading. It's a tour de force!" (Kathy Durbin, Student Services Director 2009-10-19)

"This book is well written and well organized. I found the list of web sites for math programs and interventions of great use. I highly recommend Response to Intervention in Math." (Joseph C. Ciechalski 2011-10-12)

About the Author

Paul J. Riccomini is an experienced classroom teacher, author, mathematician, and leading special education expert. Dr. Riccomini began his career as a dual-certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12. He taught mathematics to both general and special education students in inclusive settings. He is coauthor of the best-selling Response to Intervention in Math (Corwin, 2009) book and is an associate professor of education at the Pennsylvania State University. His teaching experiences required him to have both strong content knowledge in mathematics and to develop and maintain strong collaborative relationships with both general and special educators. As a former middle and high school mathematics teacher, he knows firsthand the challenges faced by students who struggle in mathematics and recognizes the importance of early mathematics development. He hopes the writing of this book will assist teachers in their efforts to develop young mathematicians.

Dr. Riccomini provides professional development in schools across the nation. His dynamic presentations offer research-validated practices that focus on the development of improved instructional practices for all students. Dr. Riccomini’s written work includes numerous research and practitioner articles for students with and without learning disabilities, including one of the first books to address Response to Intervention in the area of mathematics. Additional publications he coauthored include three Tier 2 Interventions for the areas of fractions, integers, and simple equations.

Bradley S. Witzel, PhD, is an award-winning teacher and professor who works as an associate professor and education program coordinator at Winthrop University, the flagship education college for the state of South Carolina. As a classroom teacher, and before that as a paraeducator, he worked in multiple settings teaching mainly math and science to high-achieving students with disabilities. Dr. Witzel has written five books, including the best-selling Response to Intervention in Math through Corwin, as well as several dozen book chapters, research and practitioner articles, and training manuals. He has also produced six education videos and several hundred conference and workshop presentations. He is a selected member of the Governing Board of the Southeast Regional Educational Laboratory (REL), funded by the Institute of Education Sciences (IES), and of the Smarter Balanced Assessment Consortium (SBAC) Accessibility and Accommodations work group. Dr. Witzel currently serves as the editor of Focus on Inclusive Education through the Association for Childhood Education International (ACEI) and recently served as a panelist on the IES practice guide Assisting Students Struggling with Mathematics and as an invited reviewer of the final report from the National Mathematics Advisory Panel. Most importantly, he is a father of two, husband of an educator, and son of two educators.

Most helpful customer reviews

7 of 7 people found the following review helpful.
Great Math Resource
By Math Teacher
This book by Riccomini and Witzel provided me lots of ideas for not only those who are struggling in math but also for those who are doing well. My school and district are now using their framework to develop our RtI plan and I am excited to see the outcomes. If you are involved with math education, this is a must read.

5 of 5 people found the following review helpful.
Great RTI book for math
By Christian Reader
Books on response to intervention for math are hard to find. Dr. Riccomini has written a well-crafted, easy-to-understand book on the important subject of response to intervention in mathematics. Mathematics is a subject that is often ignored or glossed over by elementary teachers. Mathematical understanding is fundamental to later understanding of science, which today's students need to compete in the 21st century job market. This book should be read by every teacher who is implementing response to intervention strategies.

1 of 1 people found the following review helpful.
Great RTI
By glasschick
Great book for younger students. I work with 8th graders, so it's a little young for my students, but will come in handy for filling in the gaps for some of them.

See all 9 customer reviews...

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