Akriportbooks: April 2014

Rabu, 30 April 2014

* Free PDF Writing Meaningful Teacher Evaluations-Right Now!!: The Principal's Quick-Start Reference Guide, by Cornelius L. Barker, Claudette J. Sear

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Featuring a time-saving CD-ROM with easily customizable forms, the resource provides a diverse bank of updated proficiency statements to clearly and comprehensively describe a teacher's performance.

Sales Rank: #329508 in Books
Brand: Corwin
Published on: 2010-05-13
Original language: English
Number of items: 1
Dimensions: .39" h x 8.50" w x 11.00" l, 3.00 pounds
Binding: Paperback
136 pages

Features

Updated and new proficiency statements emphasizing teacher reflection#44; collaboration#44; and professional
An evaluation organizer to streamline the process
#34;Pats on the Back#34; that acknowledge teachersrsquo; good work
Updated sample evaluationsWriting Meaningful Teacher Evaluations - Right Now#33;#33; enhances administrators#39;
Title - Mentoring New Teachers

Review
"The authors go beyond the general concept of evaluating to emphasize that supervision must promote lifelong learning skills for our teachers. This book and time-saving CD-ROM truly define the aim of instructional supervision to promote teacher growth and development." (Chester Kaminski, Elementary School Principal 2010-01-20)

"This practical guidebook thoroughly covers the process of evaluation and gives me a time-saving process for formal and qualitative evaluations. As an evaluator―it is a must!" (Nino Falcone, Adjunct Professor 2010-02-04)

"Evaluating teachers is one of the most difficult duties in any school district. The authors cover teacher evaluations by incorporating it into an in-depth, wide-ranging technological approach. Evaluation systems must include real opportunities for teachers to improve their performance, but must weed out those who ultimately can’t meet the required standards. This book helps me identify the professional standards and expectations needed to effectively improve teachers’ accountability and productivity." (Ellen Ruane, Associate Superintendent 2010-02-04)

"The book’s user-friendly content aids in improving the new or underperforming teacher’s instructional skills by offering a myriad of editable statements and concepts that identify professional strengths and weaknesses. I highly recommend this guide to all administrative and supervisory personnel." (Jeanette Braswell, Principal 2010-02-04)

"This book is a great resource for teacher evaluations, helping the busy evaluator chronicle the influences made by teachers on the academic, social, and emotional growth of the students placed in their rooms." (Bob Buck, Assistant Principal 2011-10-13)

About the Author

Cornelius L. Barker is a much sought-after lecturer for school and community groups on the subject of current cognitive and behavioral trends exhibited by today’s youth. His career in education has spanned more than 25 years in the capacity of classroom teacher and administrator on both the elementary and secondary levels.

Claudette J. Searchwell is a retired elementary school principal whose career spanned has 34 years in the public schools. Her service in the field of education includes posts as classroom teacher, assistant principal and principal, assistant director of a federal basic skills program, and coordinator of citywide afterschool and summer programs. Her post-retirement position was that of adjunct professor at Kean University in Union, New Jersey, where she served as supervisor of pre-certification students engaged in their senior internship. Claudette is currently an education contributor to a charter school.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Frustrated
By jraven
The CD was not user-friendly at all. I have worked with a lot of different software and this one just will not open up anything useful. I can see the sample and that is it. When I tried to find a number to call or an email to use for a hint or support I found nothing. The other situation I found is that while the book gives a lot of specific phrases for positive feedback, which is very helpful, there is very little directly related to helping a teacher grow. You won't find the phrases that address what is not working and what needs improvement.

2 of 2 people found the following review helpful.
Loved it!
By New Administrator
I went into teaching the unconventional way by having a degree, and teachers were needed right away so I had a one week orientation course then was thrown in the classroom. Luckily, I was a natural teacher coming from 3 generations of teachers that I was successful. I went on to do what I needed to do to become a certified teacher and now an administrator. Because on my entry way into teaching, I missed taking basic education classes like lesson plan design, pedagogy,etc. Now that I have to evaluate teachers as an administrator, I felt very insecure about this part of my job. I know good teaching when I see it but to dissect a lesson and give constructive feedback was a challenge. "Writing Meaningful Teacher Evaluations-Right Now" has been a God send to me. It verbalized what I saw in lessons and did it in a positive way. I then added the specifics of what the teacher did with the comments from the book. The teachers I evaluated left feeling that they had specific, positive feedback on the tough job they do everyday. I definitely recommend this book!!

1 of 1 people found the following review helpful.
Save your money
By Midwest Principal
I purchased this item last year in order to help me through my long list of teacher evaluations. It did not work correctly then so I used a bunch of "workarounds." I opened it this year in hopes last year was a fluke and much to my dismay, it was not. I have never been so frustrated by a product that says it's "here to help."

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Writing Meaningful Teacher Evaluations-Right Now!!: The Principal's Quick-Start Reference Guide, by Cornelius L. Barker, Claudette J. Sear PDF
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Selasa, 29 April 2014

# Get Free Ebook Differentiation for Real Classrooms: Making It Simple, Making It WorkFrom Corwin Press

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Differentiation for Real Classrooms: Making It Simple, Making It WorkFrom Corwin Press

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With illustrations, vignettes, sample lessons, and adaptations for ESL and students with special needs, this book offers dozens of practical strategies for differentiating lessons to reach all learners.

Sales Rank: #1504223 in Books
Brand: Corwin Press
Model: COR9781412972475
Published on: 2009-11-13
Original language: English
Number of items: 1
Dimensions: 11.02" h x .33" w x 8.50" l, .95 pounds
Binding: Paperback
152 pages

Features

Weight - 0.952
Depth - 0.00
Width - 0.00
Height - 0.00

Review
"Full of good ideas and strategies for differentiation. I like the way the authors emphasize the idea of teaching to a specific benchmark or objective rather than letting the text determine what students do and learn." (Kathie F. Nunley, Educational Psychologist 2009-06-11)

"In my extensive experience with differentiated education, I have not seen a work on lesson planning that is as compact, concise, and creative as this one." (Joseph Staub, Resource Specialist Teacher 2009-06-11)

"I was relieved to read this book. My faith in our ability to refocus on what good teaching requires is renewed. I will keep this book close as I plan and execute my lessons." (Rosemary Traoré, Assistant Professor of Urban Education 2009-06-11)

“The sample lesson plans are great! Teachers need a guide to assist them in making sure they are differentiating instruction correctly.” (Thea H. Williams-Black, Assistant Professor of Elementary Education 2009-06-11)

About the Author
Kathleen Kryza consults internationally for her company, Infinite Horizons, and also presents nationally for the Bureau of Education and Research (BER). Kryza has more than 20 years experience in motivating and reaching children, educators, and others through her teaching, consulting, coaching, and writing. Her expertise is in working with students in special education, gifted education, alternative education, and multicultural education. She has a master's degree in special education and is an adjunct professor in special education at the University of Michigan―Dearborn.

Alicia Duncan is a consultant, program coordinator, and teacher trainer for the Waterford School District in Waterford, Michigan. She shares her expertise across the state of Michigan and throughout the nation in reaching and teaching English Language Learners, gifted students, culturally diverse learners, and inclusion students through differentiated instruction. She has a master's degree in ESL teaching methodology.

S. Joy Stephens has taught middle and high school students of all levels and abilities in differentiated science, math, and foreign language classrooms. She is a presenter and trainer in practical strategies for differentiating classrooms and inspiring students. She has a master's degree in biology.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Excellent & Practical
By Dr. Strangehead
This is an excellent and practical book for teacher looking to improve on their differentiated instruction.
Thoughts:
* You may be able to apply these strategies to any grade level.
* There are great charts and graphs to help breakdown the ideas.
* This didn't feel overly laden with theories of differentiating instruction (you know how some good education books can do that) - it was very hands-on with activities and suggestions.
* Our teachers all had their students take the survey and it helped them "think" of their students differently.
* We used the same strategies for professional development with adults.

0 of 0 people found the following review helpful.
excellent conceptual view
By Rue Stosen
As a teacher for many years, I thought that this book was a fine contribution on how to conceptualize a lesson plan and execute it - Chunk Chew and Check implies purpose method and assessment of own's lesson and allows the teacher to incorporate different learners. There are great alternatives and practical advice.

0 of 1 people found the following review helpful.
Stand-alone lessons and lesson units alike make for an outstanding survey
By Midwest Book Review
Kathleen Kryz, Alicia Duncan and S. Joy Stephens' DIFFERENTIATION FOR REAL CLASSROOMS: MAKING IT SIMPLE, MAKING IT WORK uses easy techniques based on the authors' popular C U KAN and Chunk, Chew and Check frameworks. Using these guidelines teachers can implement effective instruction with a resource based on real-world applications and real classroom practices. Stand-alone lessons and lesson units alike make for an outstanding survey.

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* PDF Download Group Work: A Humanistic and Skills Building Approach (SAGE Sourcebooks for the Human Services), by Urania E. Glassman

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A book that supports the human spirit and the humanistic visions of those who champion personal and social change through the social work group….

The Second Edition of Group Work: A Humanistic and Skills Building Approach identifies the humanistic values and democratic norms that guide the group practitioner's interventions. The book presents seven stage themes of group development, 29 techniques for group work practice, and more than 60 new illustrations from contemporary group work. The Second Edition remains centered on the role of the social group work practitioner, who employs group work methods to further the personal growth and empowerment of members in community and institutional contexts.

Features of the Second Edition:

· Offers 29 new descriptions of group work practice techniques, which have applicability in clinical, support, and organizational groups

· Provides seven stage themes of group development, describing member reactions and highlighting worker pitfalls, self-awareness issues, and skills for maximizing member growth within each stage

· Presents 60 new illustrations of group meetings, which demonstrate the practitioner role and conclude with discussion and analysis

· Includes an updated Chapter 10, which highlights ethical values in mental health, substance abuse treatment, and health care groups

Intended Audience

This is an ideal core text for advance undergraduate and graduate courses such as Group Work, Foundation Practice, Skills of Counseling, and Group Dynamics in the fields of social work, psychology, and counseling.

Sales Rank: #1496679 in Books
Published on: 2008-10-08
Original language: English
Number of items: 1
Dimensions: 8.80" h x .90" w x 5.90" l, .95 pounds
Binding: Paperback
328 pages

Review
"Group Work: A Humanistic and Skills Building Approach delivers as promised: a book solidly informed by humanistic values and principles: a book willing to teach clinical skills through a combination of theory and detailed case examples: a book equally of use and at ease in the classroom as in the field." (Shantih E. Clemans 2010-02-16)

This book, with its 12 well-written, easy to read chapters, is highly recommended to those interested in studying group work. Social work students and supervisors will find this book useful because it presents many illustrations of group meetings that help readers to understand values, norms and practitioners’ roles. (Masoomeh Maarefvand Social Work Education 2011-05-03)

About the Author

Urania Ernest Glassman, MA, MSW, DSW, LCSW

Dr. Glassman’s role as director of field instruction spans 30 years. Her social work specializations are field education, group work, and clinical practice. She is currently Principal Investigator of a $1.4 million grant from the U.S. Department of Health and Human Services - HRSA for Wurzweiler School of Social Work Yeshiva University to train 2nd year students in clinical field placements with high risk adolescents and transitional age youth. Her recent volume with Sage, Group Work: A Humanistic and Skills Building Approach 2nd Ed., provides underpinning for the training design. Dr. Glassman maintains a long-standing clinical practice with individuals, families, and groups.

She has written and presented papers on field education processes and experiential learning, training field educators, group work, and clinical practice. Dr. Glassman served on the Council on Social Work Education Commission on Educational Policy during the time when social work competencies were defined and field education as social work’s signature pedagogy was branded. She was instrumental in the development of CSWE’s field education symposium – now the field education track, co-founder of NANFED – North American Network of Field Educators and Directors, and of the NYC Red Apple Chapter of the International Association of Social Work with Groups, and has served as chair of these initiatives.

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** Get Free Ebook Communication: A Critical/Cultural Introduction, by John T. (Thomas) Warren, Deanna L. Fassett

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Designed for hybrid approaches to the course, this exciting new text provides an introduction to communication theory, interpersonal communication, and public communication and culture through the lens of contemporary critical theory.

By situating communication concepts and theories within contemporary and engaging cultural scenes, the book is much more than a survey of ideas―it demonstrates the power of communication in our everyday lives.

Sales Rank: #108748 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2010-10-18
Format: Unabridged
Original language: English
Number of items: 1
Dimensions: .60" h x 7.90" w x 9.90" l, 1.25 pounds
Binding: Paperback
232 pages

Features

Used Book in Good Condition

Review
“I believe students will relate extremely well to the writing. The fact that the authors offer up their stories gives this textbook a unique and welcomed quality that sets it above others. The text is accessible without being elementary, and the content is important and timely. I’ve been looking for a book that addresses the nuances of culture and takes a critical approach to communication, and I believe I’ve found it!” (Sandy Pensoneau-Conway 2010-07-16)

“I like that interpersonal communication is explained as communication between people who have some sort of stake in one another. I can’t help but think of what a difference it would make if all of our students thought of communication in this way. In like manner, to frame interpersonal communication as the intersection of self, Other and culture is really useful…. This book is making me think.” (Sarah Bonewits Feldner 2010-09-20)

“The goals of this text are laudable and refreshing. I think its social justice focus is appropriate in demonstrating and motivating advocacy. The critical framework is exceptional, placing the theories in a perspective that is consistently maintained throughout the text. This approach is long overdue.” (Reeze Hanson 2010-07-16)

“The greatest benefit of this book is its sophisticated treatment of a wide range of communication concepts from interpersonal to public speaking. The narrative examples make this a more readable text for introductory level students without skimping on challenging concepts.” (Keith Nainby 2010-07-16)

“The uniqueness of this work’s mission and the specific ways it gets enacted, the personalized nature of the authors’ narratives, the relevant examples, the use of often avoided topics in intro communication texts, and the ways these topics get treated with depth, respect and precision…. these are the key contributions of this book.” (Keith Berry 2010-07-16)

“This is the book that I have been waiting for. It respects students and interrogates theory. The critical approach teaches students to independently consider communication in all forms. The central message that knowledge allows us to change is fundamental to my teaching philosophy. This text would actually be read by my students and would support what I teach in lecture.” (John B. Ryan 2010-07-16)

“The authors’ style is conversational, non-didactic, and the approach encourages critical thinking.… The great advantage of this text is that it will help foster dialogic communication in the classroom and a high degree of student reflection.” (Don Rubin 2010-07-16)

This text uses a narrative approach to situate communication concepts within contexts. I really like the central theories, issues focus, narrative style, and public address and activism features. These make the book unique and, I believe, engaging both for seasoned instructors and for students.… It could prove very fun to teach from. (Deanna Sellnow 2010-07-16)

About the Author
John T. Warren (Late) was professor of Speech Communication at Southern Illinois University, Carbondale. His major research and teaching centered in Communication Pedagogy, Performance Studies, and Communication and Critical/Cultural Studies. He was the author of numerous books including Performing Purity: Whiteness, Pedagogy and the Reconstitution of Power; Casting Gender: Women and Performance in Intercultural Contexts; Critical Communication Pedagogy; and the SAGE Handbook of Communication and Instruction. He also authored articles for several education and communication studies journals, including Educational Theory, Communication Education, and Text and Performance Quarterly.

Deanna L. Fassett is Department Chair and professor of communication pedagogy at San José State University where she has, since 2002, mentored her department’s graduate student instructors. She is the author and editor of three other books: Coordinating the Communication Course: A Guidebook, Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction, and Communication: A Critical/Cultural Introduction, Second Edition. Her published research has appeared in a broad array of communication studies journals, including Basic Communication Course Annual, Communication Education, Liminalities: A Journal of Performance Studies, and Text and Performance Quarterly.

Most helpful customer reviews

2 of 2 people found the following review helpful.
It's not for everyone.
By T.C.
The book can be abstract. Annoyingly abstract. It isn't written in a way a traditional textbook is written, so most people will find it difficult at first. We're halfway through finishing it, and my classmates still hate it. Word definitions aren't explicitly stated, so don't expect to just skim through the book to understand the main points. I do like that the chapters aren't long (about 20 pages), and I think it can open your mind. So as someone who cares about social issues and society, this is a good read. But if you get bored easily and aren't interested in communication at all, it won't be enjoyable.

0 of 0 people found the following review helpful.
Amazingly Comprehensive
By A.R.
I am a student who just finished taking a university-level communications course that used this book. By far, I have to say this textbook is the best one I have seen, and I plan on buying a copy for my own personal reading collection! It's a must-have. The book touches on race and gender and their roles in culture and communication amazingly well, and acknowledges that there is a lot wrong with our society and picks apart many of these things. To be honest, the book isn't abstract at all and walks you through the concepts one by one without talking down to you or being confusing. If it's abstract to you, that means you're either small-minded or not paying close enough attention. I think this book should be required reading in colleges, and possibly even required reading in high schools (with appropriate supplementary materials.)

0 of 0 people found the following review helpful.
Highly reccomended for College University classes!
By Anna
I purchased this textbook for a College University class. It was easy to understand and was well written. I really liked the demographics in the book as well. The authors did a great job when preparing this book.

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Jumat, 25 April 2014

@ Download Ebook Brain-Compatible Activities for Mathematics, Grades 4-5From Corwin

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Brain-Compatible Activities for Mathematics, Grades 4-5From Corwin

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Aligned with NCTM standards and focal points, this resource offers ready-to-use lessons that include brain-compatible math activities, step-by-step instructions for the teacher, and all the necessary reproducibles.

Sales Rank: #1161257 in Books
Brand: Corwin
Published on: 2009-12-10
Original language: English
Number of items: 1
Dimensions: 10.90" h x .50" w x 8.40" l, 1.25 pounds
Binding: Paperback
200 pages

Features

Promote writing as an important learning tool.
Use concrete models to make concepts meaningful.
Connect mathematical ideas to the real world.
Incorporate graphic organizers to help students organize their thinking.
Teach creative problem solving.Deepen and revitalize instruction using Sousa"s proven brain-compatible

Review
"A perfect resource for the standards-based mathematics classroom. Each lesson is simply designed by rich in mathematical content. The real-world connection and use of manipulatives, games, and even items from home will hook the 21st-century learner. As a teacher, I spend a considerable amount of time searching for appropriate lesson ideas. No more! This collection of lessons―across all math standards―provides me with enough resources to enhance my current teaching." (Rachel Hull, Fifth-Grade Teacher 2009-08-21)

"A very well-organized resource that will enrich any math curriculum with practical, easy-to-follow activities designed with a variety of learners in mind. I was delighted to see so many 'out of your seat' activities to keep students engaged. The best part is that the author has included quick formative assessments within each activity to check for understanding and gain perspective on each child's math ability at that moment. This is a valuable resource for developing critical thinking skills for our 21st-century learners." (Jennifer Harper, Fourth-Grade Teacher 2009-08-21)

About the Author

David A. Sousa, EdD, an international consultant in educational neuroscience, has written 16 books for educators and parents on ways of using brain research to improve teaching and learning. He has conducted workshops for more than two hundred thousand educators in hundreds of school districts on brain research and science education at the pre-K to Grade 12 and university levels. He has presented at national conventions of educational organizations and to regional and local school districts across the United States, Canada, Europe, Australia, New Zealand, and Asia.

Dr. Sousa has a bachelor of science degree in chemistry from Bridgewater (Massachusetts) State University, a master of arts degree in teaching science from Harvard University, and a doctorate from Rutgers University. His teaching experience covers all levels. He has taught high school science and has served as a K–12 director of science, a supervisor of instruction, and a district superintendent in New Jersey schools. He has been an adjunct professor of education at Seton Hall University and at Rutgers University. A past president of the National Staff Development Council (now called Learning Forward), Dr. Sousa has edited science books and published numerous articles in leading educational journals on staff development, science education, and brain research. He has received awards from professional associations, school districts, and Bridgewater State University (Distinguished Alumni Award), and several honorary doctorates for his commitment and contributions to research, staff development, and science education. He has been interviewed on the NBC Today show and on National Public Radio about his work with schools using brain research. He makes his home in south Florida.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great information!
By 3296kg
I had to get this book for a college course I took, but I really enjoyed it. I even ordered more books by David Sousa.

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Kamis, 24 April 2014

? Fee Download Everything But Teaching: Planning, Paperwork, and ProcessingFrom Corwin

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Learn the 7 Imperatives for managing the “other” work of a teacher!

This accessible resource gives all teachers indispensable tips for managing professional priorities outside the classroom and saving energy for the most essential part of their work: teaching students. Real-life vignettes, planning sheets, and other templates illustrate how to master the multitasking demands of the teaching life, including:

Planning time wisely
Tailoring grading practices to provide clear feedback
Holding productive meetings with students, parents, or colleagues
Keeping and using records effectively
Corresponding with grace, tact, and detail
Processing information and refining procedures
Embracing new professional learning opportunities

Sales Rank: #3199798 in Books
Brand: Corwin
Published on: 2009-05-21
Original language: English
Number of items: 1
Dimensions: 9.90" h x .40" w x 6.90" l, .60 pounds
Binding: Paperback
128 pages

Features

Planning time wisely.
Tailoring grading practices to provide clear feedback.
Holding productive meetings with students, parents, or colleagues.
Keeping and using records effectively.
Corresponding with grace, tact and detail.

Review
"The most compelling line in the book is 'I teach kids,' not books or concepts. Regardless of the subject, we all teach kids, and sometimes we can lose sight of that. The book focuses on how to not let extrinsic factors get in the way of our goal." (Loukea N. Kovanis-Wilson, Chemistry Instructor 2008-10-10)

"This topic is of vital interest to beginning teachers. The use of time, the demands of time, the changing nature of teaching, the explosion of knowledge, technology: all will be growing in the coming years." (Ronald W. Poplau, Author of The Doer of Good Becomes Good 2008-10-10)

“Teachers who know how valuable their time is will love this book. Managing these duties will lead to a more successful classroom not only for the teacher, but also for the students.” (Jude A. Huntz, Middle School English Teacher 2008-11-14)

“This book makes an incredible contribution to the field. It helps readers not only gain insights and resources into how to be better teachers, but also encourages us because we wear so many hats.” (Kate Kinnan, Sixth-Grade History Teacher 2008-11-14)

"Once in a while, you read a book that absolutely nails it. Stephen Valentine knows teaching through and through. He is filled with a passion for his field. Here he packs into a short space a huge message. I urge anyone who cares about schools, students, learning, or teaching to read this gem of a book." (Edward Hallowell, Consultant 2008-11-24)

"I wish I had had Stephen Valentine’s wisdom, or at least his book, forty years ago when I first started teaching. With moving anecdotes, pragmatic examples, and incisive observations, this is the teacher’s version of the Boy Scout Handbook, the guide you need to march through the forest of teaching purposefully, without getting lost or sidetracked. Valentine demonstrates that routine but necessary tasks outside of the classroom (meetings, conferences, planning, professional development, record-keeping, grading, etc.) can not only be well-managed but actually contribute to a teacher's effectiveness." (Patrick F. Bassett, President 2008-12-04)

"A practical, plain-spoken primer full of concrete advice for harried, hurried teachers. Stephen Valentine offers down-to-earth prescriptions to help teachers focus their energies, refresh their skills, and renew their commitment." (Robert Evans, Director 2008-01-07)

"A refreshing insight into modern day and future education that provides a practical outlook for the teachers who hope to keep pace with education's ever-changing scenario. Valentine suggests practices that save time and promote organization so that we may indeed teach!" (Christina Gordon, Educator 2009-02-23)

About the Author
A teacher since 1999, Stephen J. Valentine is currently the Assistant Head of the Upper School at Montclair Kimberley Academy in New Jersey. Valentine oversees curriculum, supervises a team of Department chairs, and advises students while he teaches a variety of English courses. Valentine has recently published educational articles in Independent School and Independent Teacher magazines, and his poetry has been previously published in Hotel Amerika, Broken Bridge Review, and the anthology Red White and Blues: Poets on the Promise of America (2004, University of Iowa Press). His first documentary film, Somebody Loves Me: The Life and Music of Prentis Richardson, won Best Documentary at the Nolita Film Festival in New York City and a Director’s Choice award at the Park City Film Music Festival. Stephen’s educational honors include: a summer Klingenstein Fellowship and a finalist award in Education and Technology magazine’s “Ed Tech Leader of the Year” contest.

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3 of 3 people found the following review helpful.
From prioritizing common tasks to using paperwork to create better opportunities, this is not to be missed
By Midwest Book Review
Stephen J. Valentine's EVERYTHING BUT TEACHING: PLANNING, PAPERWORK AND PROCESSING is for any teacher who wants specific guidelines to managing paperwork, time management, meetings, and record-keeping - all the things accompanying teaching duties. From prioritizing common tasks to using paperwork to create better opportunities, this is not to be missed.

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* Free PDF Designing Qualitative Research, by Catherine Marshall, Gretchen B. Rossman

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Offering practical answers to complex questions in qualitative research design

Providing students in applied social and behavioral science disciplines with invaluable guidance on developing and successfully defending qualitative research proposals, the Fifth Edition of this bestselling text offers expanded coverage of ethics, data analysis, and research design techniques. Authors Catherine Marshall and Gretchen B. Rossman cover distance-based research (such as email interviews); the implications of postmodern turns; integrating archival material; and creative ways of presenting the research. The authors include updates to popular features, such as vignettes that illustrate the methodological challenges today's qualitative researcher face.

New to this Edition

An entire chapter devoted to ethical issues (as well as continuous coverage throughout the book)
Expanded discussions of internet ethnography, cultural studies, critical race theory, and queer theory
A greatly enhanced chapter on data analysis

This book is appropriate for all graduate-level Introduction to Qualitative Methods courses in education, nursing, sociology, human services, and other related fields.

Sales Rank: #167848 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2010-04-13
Original language: English
Number of items: 1
Dimensions: .75" h x 7.36" w x 9.10" l, 12800.00 pounds
Binding: Paperback
344 pages

Features

Used Book in Good Condition

Review
"This useful stand by benefits from it's latest revisions, overall an invaluable teaching resource in qualitative research methodology." (Christopher J. Lucas)

About the Author
Catherine Marshall is Professor in the Department of Educational Leadership at the University of North Carolina, Chapel Hill. Formerly a teacher in Rhode Island, her studies and career moves include doctoral studies at University of California, Santa Barbara, a postdoctoral fellowship at the University of California, Los Angeles, and faculty positions at the University of Pennsylvania and Vanderbilt University before moving in 1991 to Chapel Hill. Her teaching and research interests include the use an interdisciplinary approach to analyze school cultures, state policy systems, and the professional development of adults working in organizations. She has published extensively about the politics of education, qualitative methodology, and women's access to careers as well as about the socialization, language, and values in educational leadership. She is the author of Reframing Educational Politics for Social Justice (Allyn & Bacon, 2004); Leadership for Social Justice: Making Revolutions in Education, Culture and Education Policy in the American States (Allyn & Bacon, 2005); and Designing Qualitative Research, Fifth Edition (SAGE, 2010), as well as a number of other books and numerous journal articles.

Gretchen B. Rossman is Professor of International Education at the Center for International Education at the University of Massachusetts Amherst. She received her PhD in education from the University of Pennsylvania with a specialization in higher education administration. She has served as a visiting professor at Harvard University’s Graduate School of Education. Prior to coming to the University of Massachusetts, she was Senior Research Associate at Research for Better Schools in Philadelphia. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed- methods monitoring and evaluation, and inquiry in education. Over the past 30+ years, she has coauthored numerous books, two of which are editions of major qualitative research texts (this fourth edition of Learning in the Field, with Sharon Rallis, and Designing Qualitative Research, 6th edition, with Catherine Marshall―both widely used guides to qualitative inquiry). She has authored or coauthored more than 45 articles, book chapters, and technical reports focused on methodological issues in qualitative research syntheses, validity in qualitative research, mixed-methods evaluation practice, and ethical research practice, as well as the analysis and evaluation of educational reform initiatives both in the United States and internationally.

Professor Rossman has served as principal investigator (PI) or co-PI on several international projects in such countries as Azerbaijan, India, Malawi, Palestine, Senegal, Tanzania, and the Gambia, as well as external evaluator on several domestic projects, including a Department of Education–funded reform initiative, a National Science Foundation–funded middle-grades science initiative, and a number of projects implementing more inclusive practices for students with disabilities. She regularly presents papers at the annual meetings of the American Educational Research Association and the Comparative and International Education Society.

Most helpful customer reviews

20 of 21 people found the following review helpful.
About as interesting as watching paint peel
By jacanz
This was the set text for a post-grad qual methods course I did. It gives a good coverage of the basics but it is horrible to read, boring and dull. Get Patton's book instead, more depth of coverage and actually enjoyable to read. My copies of Patton and Miles and Huberman are dog-earred with use after finishing my thesis and I am wishing I had bought my own copy of Rubin & Rubin as well as the Bilham book but this one I have never picked up since I finished the course.

7 of 7 people found the following review helpful.
The best yet
By J. Barnes
I have recently read this book and found it very useful in terms of providing up to date references on most aspects of Qualitative Research. I found the chapters on Thematic analysis and coding very helpful indeed and wished that I had this book when engaged in my doctoral studies. I am pleased to refer researchers and students engaged in such work to carefully read this book. I plan to use it in an upcoming Journal paper that I am writing.

5 of 5 people found the following review helpful.
Could have been better
By BookWorm
From the perspective of a student, this book is incredibly boring. Sure, it covers the basics of qualitative research, but that is only good if you can actually force yourself to continue reading. Many of the students in my class did not understand some of the concepts in the book because they weren't explained well, so when I became the T. A. for the class that utilized this text book, I thought writing out vocabulary words and definitions would be helpful for the students. This small thing made a world of a difference! My problem with this book is that it presents many concepts that are difficult to completely grasp for those who are new to qualitative research, but it does not come with a glossary! How are the authors going to make it a point to highlight certain important words and not define them?! Many of these words are hardly explained in the text and not easily found online (unless you trust wikipedia) so a glossary would have helped.

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Senin, 21 April 2014

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Ideal for students who need to understand methodologies and results, but who may never undertake major research projects themselves, this text offers an innovative, accurate introduction to social research with balanced treatment of qualitative and quantitative methods, integration of substantive examples and research techniques, and consistent attention to the goal of validity and the standards of ethical practice. This bestseller features a new chapter on evaluation research, a new chapter on research ethics, revised coverage of qualitative methods and updates throughout the text.

Offering a brief, engaging, and sometimes humorous treatment of social research methods, it covers all essential elements of social research methods including validity, causation, experimental and quasi-experimental design, and techniques of analysis. It offers real data and updated examples that emphasize everyday experiences and current issues, new ethics exercises, and contemporary coverage of web-based research methods.

This text is intended for courses in Research Methods offered in departments of sociology, criminal justice, social work, communication, media studies, political science, and public administration.

Sales Rank: #374224 in Books
Brand: Brand: Pine Forge Press
Published on: 2009-03-01
Original language: English
Number of items: 1
Dimensions: .80" h x 7.30" w x 9.00" l, 1.55 pounds
Binding: Paperback
416 pages

Features

Used Book in Good Condition

Review

"First, I would adopt―not just consider―this book. The writing style is direct and easy to follow. The issues are treated in context, with good examples. The authors do a great job of presenting the material in a way that prevents students from asking "how is this relevant to what I do?" I do wish I had written this book myself."

(Ronald Perry)

"The text’s strengths, bottom line, are that it’s casual and accessible, yet thorough and accurate. It is very up-to-date using good examples from very contemporary social science research."

(Mark Edwards)

"The strength of this text is in its brevity. In a one semester course, it is impossible to cover all the topics in a comprehensive text in any depth. I would rather my students learn the fundamentals of doing research – a few topics in depth. They can then build on this knowledge, if they need to, in order to learn new types of analysis. I also like the types and varieties of exercises included in the text."

(Ann Marie Kinnell)

About the Author
Daniel F. Chambliss is the Christian A. Johnson "Excellence in Teaching" Professor of Sociology, and Chair of the Sociology Department, at Hamilton College in Clinton, New York, where he has taught since 1981. He received his Ph.D. from Yale University in 1982; later that year, his thesis research received the American Sociological Association’s Medical Sociology Dissertation Prize. In 1988, he published the book Champions: The Making of Olympic Swimmers, which received the Book of the Year Prize of the United States Olympic Committee. In 1989, he received the ASA’s Theory Prize for work on organizational excellence based on his swimming research. Recipient of both Fulbright and Rockefeller Foundation fellowships, Professor Chambliss published his second book Beyond Caring: Hospitals, Nurses and the Social Organization of Ethics, in 1996; for that work, he was awarded the ASA’s Elliot Freidson Prize in Medical Sociology. His research and teaching interests include organizational analysis, higher education, social theory, and comparative research methods. He is currently Director of the Project for Assessment of Liberal Arts Education at Hamilton College, funded by the Andrew W. Mellon Foundation, and is a Member of the Middle States Commission on Higher Education.

Russell K. Schutt, Ph.D., is Professor and Chair of Sociology at the University of Massachusetts, Boston, and Lecturer on Sociology in the Department of Psychiatry (Beth Israel-Deaconess Medical Center) at the Harvard Medical School. He completed his B.A., M.A., and Ph.D. (1977) degrees at the University of Illinois at Chicago and was a Postdoctoral Fellow in the Sociology of Social Control Training Program at Yale University (1977–1979). He has authored and co-authored texts on research methods with Sage Publications and other books on social service issues, including Homelessness, Housing, and Mental Illness (Harvard University Press, 2011). His recent journal articles and funded research have focused on the organization and effects of innovative public health and social service programs.

Most helpful customer reviews

3 of 3 people found the following review helpful.
hyperlinks
By boots
While the hyperlink aspect of the digital book is cool, it also isn't very good. Many of the links don't work or no longer exist. These need fixed or removed.

3 of 3 people found the following review helpful.
Saved Money
By ky
Good book, less pictures than newer edition, but same wording and less than half the price.

2 of 2 people found the following review helpful.
STAY AWAY, TEXT IS INCOMPREHENSIBLE!
By NoahM
The language is horribly stilted, unclear, and grammatically problematic. I advise any professors considering this text to heed my request: please, for the sake of your students, do not select this.

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Jumat, 18 April 2014

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10 keys to keeping English learners from falling through the cracks

Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook’s 10 components for success will help educators at all levels close this achievement gap. Included are step-by-step instructions for integrating language, literacy, and subject matter to improve student learning. Key features include:

A clearly articulated, evidence-based professional development program for effectively teaching English language learners
Research-based coaching practices for improving instruction
Ways to implement the program while concurrently meeting core standards and content objectives

Sales Rank: #832869 in Books
Brand: Corwin
Published on: 2010-10-22
Original language: English
Number of items: 1
Dimensions: 9.93" h x .44" w x 7.16" l, .82 pounds
Binding: Paperback
176 pages

Features

A clearly articulated, evidence-based professional development program for teaching diverse English
Coverage of a variety of program types
Research-based tools for improving instruction and measuring learning progressions
Methods for implementing an EL program while meeting core standards and content objectivesInside are
Title - Preventing Long-term Els

Review
"This book offers invaluable resources for teachers and administrators taking a proactive approach in transforming the academic success of long-term English learners." (Yee Wan, Multilingual Programs Coordinator 2010-07-02)

"This book encapsulates a serious call to action: challenging leaders and educators through bold, yet eminently practical pathways toward high-quality, evidence-based systematic instruction." (Virginia R. Champion, Senior Education Specialist 2010-07-02)

"From classroom to boardroom and teacher to superintendent, this book provides the framework to ensure the academic success of ELs and the renewal of the educational organization itself in its mission to meet the academic needs of all students." (Pedro Mendia-Landa, English Language Learner Programs, Director 2010-07-12)

About the Author

Margarita Calderón, PhD is professor emerita senior research scientist at Johns Hopkins University School of Education. Since 2004, she has been conducting research studies funded by the Carnegie Corporation of New York. She has conducted longitudinal studies on English learners’ language and literacy development in elementary, middle, and high schools, and is now focusing on professional development designs for adopting evidence-based instruction.

The author of more than one hundred articles, chapters, books, and teacher training manuals, Dr. Calderón’s most recent professional book is Teaching Reading to English Language Learners, Grades 6–12. She also developed RIGOR (Reading Instructional Goals for Older Readers), a series of intervention resources for older students reading at preliterate–Grade 3 levels. RIGOR is being used in New York City, Boston, Houston, Louisville, Salt Lake City, and other major cities.

Dr. Calderón has worked as an ESL high school teacher, a professional development coordinator for San Diego State University, and a bilingual director for the University of California at Santa Barbara. She presents frequently at conferences of major education organizations, including the International Reading Association, Teachers of English as a Second Language, and National Association of Bilingual Educators.

Born in Juárez, Mexico, Dr. Calderón was educated in Mexico and the United States, receiving her BA in English and MA in linguistics from the University of Texas at El Paso, followed by a PhD from Claremont Graduate School in Pomona, California.

Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers’ learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a master’s degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowe’s 80+ publications include journal articles, books, chapters, teacher’s manuals, and guidebooks.

Most helpful customer reviews

3 of 4 people found the following review helpful.
USELESS DRIVEL AND A WASTE OF $
By Livenlearn
This was a terrible waste of time and money. It had NOTHING new, nothing specific, and worst of all, nothing useful. The recommendations were broad and general. Brilliant statements like the following abound:
"Secondary grade students are expected to learn new words, new facts, and new ideas from reading, as well as to interpret..... The literacy practices require a high degree of sophistication, making adolescents vulnerable to under-performance and failure." REALLY??
Her Recommendations: Find out the conditions that led to your long term ELs Identify the teachers who have been adequately trained. Go back and find all the ELs who have been reclassified. How are they doing?"
See what I mean? USELESS DRIVEL,

I cannot believe this book got past the editors. Shame on Dr. Calderon for writing something with Common Core in the title just to make some money.

1 of 2 people found the following review helpful.
Great LTEL Merhods Book!
By Lynn Harper
Drs. Calderon & Minaya-Rowe are very clear: here's what you know about literacy, and over here is what's true about LTELS. This is the methods book I needed when I started teaching with classes full of 3rd generation students. Thank you for affirming what I and other teachers thought all along - these students need something special.

0 of 1 people found the following review helpful.
Interesting and knowledgeable
By Ana Torres
I purchased this book for a class and we didn't finish the entire book since another book was used as well. Personally, I thought it was informational and a great resource book to have when working with any student especially English Learners. I plan to keep it.

See all 3 customer reviews...

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Rabu, 30 April 2014

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Jumat, 18 April 2014

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