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Offering comprehensive coverage with an applied, practical perspective, Community Correctionscovers all the major topics in the field while emphasizing reintegration and community partnerships and focusing strongly on assessment, risk prediction, and classification. Author Robert D. Hanser draws on his expertise with offender treatment planning, special needs populations, and the comparative criminal justice fields to present a complete assessment of the issues and challenges facing community corrections today. Insights into how the day-to-day practitioner conducts business in community corrections are illustrated by such things as the increasing role technology plays in the field.

Key Features

• Incorporates "What Would You Do?" assignments that ask students to determine the best course of action for legal issues dealing with specific challenges in community supervision
• Includes Focus Topics boxes to add depth and detail to selected important and interesting topics and issues
• Offers Applied Theory inserts throughout the book to provide a clear and focused application of a specified theory to a particular issue or set of issues in community corrections
• Presents specialized needs caseload models to help students understand the increasing need for community supervision officers to be well-versed on special offender typologies, including sex offenders, mentally ill offenders, those with communicable diseases, and drug offenders.
• Gives students hands-on practice in community corrections through the completion of mock Pre-sentence Investigation Reports (PSIs)
• Provides Cross-National Perspective boxes to demonstrate common themes in community supervision around the world, as well as different but viable approaches used in other countries
• Offers Applied Exercises at the ends of chapters to help students reflect on their understanding of each chapter's content and to demonstrate their competence in using the information, techniques, and processes that they have learned

• Sales Rank: #1313517 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-02-19
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 8.00" w x 9.80" l, 2.40 pounds
• Binding: Paperback
• 552 pages

Features

• Used Book in Good Condition

Review
"Unlike other books on the market this book seems to pick up nicely where Intro to Corrections left off.  Also, I like the blend of practice with theory." (Kevin Courtright 2010-02-26)

About the Author

Robert Hanser is the Associate Director of the School of Social Sciences and the Coordinator of the Department of Criminal Justice at the University of Louisiana at Monroe. Dr. Hanser has an extensive background in treatment provision and administration. He sits on the 4th Judicial District's Youth Services Planning Board and also serves on regional advisory councils and community boards related to juvenile services for substance abuse and mental health treatment programming. He is a National Certified Counselor, a Licensed Professional Counselor in the states of Louisiana and Texas, a Licensed Addiction Counselor, and a Certified Anger Management Therapist.

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0 of 0 people found the following review helpful.
Goood book on parole/probation
By justin greenwood
Good book, came fast
Lots of good information. Although statistics and numbers are out of date.
Overall good, I'd recommend

0 of 0 people found the following review helpful.
great product
By Janyah
Came in handy ! Thanks !
-A happy customer

0 of 2 people found the following review helpful.
excellent
By Hot Pants
The book was in almost new condition. I received the book very quickly. I would definately purchase from this seller again!

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!! Ebook Responsible Classroom Management, Grades 6-12: A Schoolwide Plan, by J. (James) Allen Queen, Bob Algozzine

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This book provides everything needed to implement a team-based approach to schoolwide behavior management and reduce discipline problems in Grades 6–12.

• Sales Rank: #4165264 in Books
• Brand: Corwin Press
• Model: COR9781412974134
• Published on: 2010-06-02
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .60" w x 6.00" l, .56 pounds
• Binding: Paperback
• 152 pages

Features

• Grades - 6,7,8,9,10,11,12
• Weight - 0.5
• Depth - 8.90
• Width - 5.90

Review
"Responsible Classroom Management is not a one-time shot or pill that will cure discipline problems. It is a valuable, student-centered resource that gives your school direction, information, and the necessary research to build a plan that will benefit you and your students. It is a proven strategy that is currently successful and has sound principles." (Lyndon Oswald, Principal 2009-11-18)

"A valuable resource to any staff creating a schoolwide or districtwide plan for developing responsible student behavior. The book provides the necessary research data, planning steps, and resources to help any staff develop and personalize a plan, based on their own unique school and student characteristics." (Kathy Tritz-Rhodes, Principal 2009-11-18)

"This book goes into great detail on how to establish a schoolwide discipline program and the step-by-step process for introduction and implementation. Involving students and parents are key elements outlined in the book for ownership in the program. I would recommend this book for any school, administrator, or teacher seeking ways to improve schoolwide discipline and effective classroom management." (Jim R. Watson, Assistant Professor 2009-09-01)

"Kudos to J. Allen Queen and Bob Algozzine who continue to provide up-to-date guidance to school teachers and administrators who work in the ever-changing and challenging field of teaching and learning. The RCM Plan is full of practical and commonsense strategies that will yield long-term skills for both teachers and students as they practice using positives to address behaviors that negatively impact teaching related to student learning and behavior." (Delores Hicklin Lee, Clinical Assistant Professor and Retired High School Principal 2009-12-09)

"I have used the RCM schoolwide behavior plan in an elementary school and two middle schools. The RCM plan has been a major part of positively changing the overall culture in each school. Office referrals and suspensions decreased dramatically. The RCM plan is effective because it is straightforward and easy for staff, students, and parents to understand and, most important, to buy into. Staff members appreciate the research and the paradigm of modeling responsibility. Students identify with the emphasis placed on becoming more responsible and the use of logical consequences." (Ronald S. Dixon, Principal 2009-11-30)

"As a high school administrator, I was in charge of overseeing our schoolwide discipline program. Teachers and staff chose the RCM plan after studying several options. Dr. Queen trained our staff and provided support throughout our implementation. Our discipline referrals were reduced by approximately 50% by the end of the first nine weeks. I can attest to the success of the program. This book provides an excellent road map for implementing the RCM program. A school could use this book for staff development or as a PLC focus and be more than prepared for implementation. I would recommend this book for any school seeking a schoolwide discipline plan with consistency and manageable consequences for student behavior." (Phyllis R. Tallent, Professor of Educational Leadership, Appalachian State University 2009-09-02)

About the Author
J. Allen Queen is professor and former chair of the Department of Educational Leadership at The University of North Carolina at Charlotte. A former classroom teacher, principal, college administrator, and university professor, he works with teachers and principals in the areas of managing priorities, time management, and stress reduction. Queen has written over 30 books and 70 articles, including The Frazzled Teacher’s Wellness Plan (Corwin Press 2004), The Block Scheduling Handbook (Corwin Press 2002), and books on karate and fitness for young readers. He has appeared on radio and television programs, including ABC's World News Now, and has been a consultant to over 160 schools and districts in 36 states and 3 foreign countries in the areas of classroom discipline, school safety, block scheduling, and time management.

Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

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** Download Ebook Culturally Proficient Education: An Asset-Based Response to Conditions of Poverty, by Randall B. Lindsey, Michelle S. Karns, Keith T. Myat

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Develop culturally proficient policies and practices that create opportunities for students of poverty!

Countering the perspective that students from poverty come to school with deficits that prevent them from learning, this resource offers educators the knowledge and skills to maximize educational opportunities for all students, independent of students’ socioeconomic status. Using the framework of cultural proficiency, this guide features:

• An examination of how poverty intersects with other groupings, including race, ethnicity, and language acquisition
• Research-based teaching strategies that draw on student strengths and assets
• Vignettes and case studies 
• Reflective activities for understanding your own assumptions and values regarding equity

• Sales Rank: #923732 in Books
• Brand: Corwin
• Published on: 2010-04-14
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .60" w x 6.90" l, .80 pounds
• Binding: Paperback
• 176 pages

Features

• An examination of how poverty intersects with other groupings, such as race, ethnicity, language
• Effective teaching and leadership strategies grounded in the latest research.
• Vignettes and case studies showing the faces of poverty and the barriers they face.
• Reflective activities and self-check protocols that guide readers toward effective practices.Culturally
• Sub-Title - An Asset-Based Response to Conditions of Poverty.

Review
"Students in poverty circumstances need us more than ever. This book provides tools, resources, and thought-provoking vignettes to illustrate what can transform our educational practice to meet the needs of all kids. After reading this book, I am astounded by how we have compartmentalized educational programming to reduce achievement gaps and yet, after decades of research, found this to be ineffective. This new application for cultural proficiency is a testament to the educator-student relationship based on respect, understanding, and a common purpose, no matter what the background or culture of the student happens to be. We can't afford for more students to disengage from education. Thankfully, the authors frame that for us in a way that builds on where we are in our learning and moves us forward toward a positive, asset-building environment rather than a destructive deficit mind-set." (Kathleen Gavin, Coordinator of Professional Development 2009-10-07)

"Before we can look at our students in a way that emphasizes what strengths and skills they bring to the classroom, we need to look at ourselves, our biases, and preconceptions. This book is an interactive model that uses the tools of cultural proficiency as a lens to look not only at our students, but also ourselves. This self-reflection enables us to be more effective for all our students." (Rick Mooradian, Teacher 2009-10-20)

About the Author
Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.

Michelle S. Karns, MPA, is an educational consultant with over 30 years’ experience in school support and reform, including speaking before the United Nations at the World Conference on Children in 1995. Working with students, administrators, and teachers in districts through the United States and Canada, Michelle helps create the conditions for all students to learn and makes academic success complemented by social and emotional health a reality. She is especially successful working in under-resourced, minority districts that are experiencing internal and external challenges.

Michelle combines current academic research and resiliency research in support of hundreds of Title I schools achieving equity and excellence. She is an author of several books and multiple educational reform articles and works to help students and teachers build positive relationships and meet their academic and personal success goals. She is an avid advocate of parents as partners in school reform and is diligent in making that process possible for her districts.

Keith Myatt, MA, teaches educational leadership at California State University, Dominguez Hills in Los Angeles. He is co-president of the California Staff Development Council and works as a consultant in schools with the Center for Data, Collaboration, and Results. Keith has been working in educational leadership since 1992. He served as program director for the California School Leadership Academy (CSLA) for eight years at the Los Angeles County Office of Education. Keith worked with Richard Martinez and Randy Lindsey to coordinate the first Cultural Proficiency Institutes. He has built upon that work as a presenter at the Museum of Tolerance in Los Angeles. Keith will complete his doctoral studies at California Lutheran University in May 2010. His dissertation is the study of a school in a low-income neighborhood with a high concentration of English learners with a high proportion of students reaching grade-level standards in contrast to other schools with similar demographics. He is identifying culturally proficient practices within the school.

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0 of 0 people found the following review helpful.
Great Read
By TheJollyK
This book is a great read. I bought it originally for a class on teaching english language learners and found that I actually enjoyed reading it. It gave me great insight into what makes a great teacher in a low socioeconomic community (and really in ANY community). All in all great read. Reminds you how exciting and important it is to be a teacher.

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A Brief Primer of Helping Skills is a highly readable, accessible, and practical introduction to the skills of helping and making a difference in people's lives. In an engaging and concise style, author Jeffrey A. Kottler gives students in various professions an overview of the theory, process, and skills of helping methods. It is designed as an operating manual for those in human service professions to learn the basics involved in developing helping relationships, assessing and diagnosing complaints, promoting exploration and understanding, and designing and implementing action plans.

Key Features

• Offers a brief introduction to the helping process: Written in an accessible and conversational style, this book helps students and professionals become familiar with the basic process quickly.
• Provides personal applications: This book helps students enrich their lives while learning how to be more helpful to others.
• Includes applications to a variety of settings and disciplines: Students can actually use material and skills in the book in all the various domains in which they function―at work, in volunteer agencies, with friends and family.
• Uses an integrative approach: The best features of all major theories and research are combined into a unified model of helping that is responsive to different needs.

Intended Audience

This supplemental text is ideal for introductory undergraduate and graduate courses such as Introduction to Social Work, Introduction to Counseling, and Introduction to Human Services in the fields of counseling, psychology, human services, social work, education, family studies, marital and family therapy, pastoral work, nursing, human resource development, and other helping professions. It is also an excellent resource for beginning practitioners.

• Sales Rank: #640229 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2007-11-02
• Original language: English
• Number of items: 1
• Dimensions: 8.91" h x .40" w x 6.14" l, .57 pounds
• Binding: Paperback
• 192 pages

Features

• Used Book in Good Condition

About the Author

Jeffrey A. Kottler is one of the most prolific authors in the fields of counseling, psychotherapy, and education, having written more than 90 books about a wide range of subjects. He has authored a dozen texts for counselors and therapists that are used in universities around the world and a dozen books each for practicing therapists and educators. Some of his most highly regarded works include Creative Breakthroughs in Therapy, The Mummy at the Dining Room Table: Eminent Therapists Reveal Their Most Unusual Cases and What They Teach Us About Human Behavior, Bad Therapy, The Client Who Changed Me, Divine Madness, Change: What Leads to Personal Transformation, Stories We’ve Heard, Stories We’ve Told: Life-Changing Narratives in Therapy and Everyday Life, and Therapy Over 50. He has been an educator for 40 years, having worked as a teacher, counselor, and therapist in preschool, middle school, mental health center, crisis center, nongovernmental organization, university, community college, private practice, and disaster relief settings. He has served as a Fulbright scholar and senior lecturer in Peru and Iceland, as well as worked as a visiting professor in New Zealand, Australia, Hong Kong, Singapore, and Nepal. He is professor of counseling at California State University, Fullerton.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By Tim Grzeskiewicz
Love Kottler' s writing style. The book was in fair condition when it arrived.

2 of 4 people found the following review helpful.
Far Too Brief
By Somebody
The main problem with this book is the incredibly brief duration of the read. It has an appropriate tone, has different homework assignments the reader can attempt to build their skills, and covers several areas that psychology students and other people in the helping profession will want to consider. However, it is very fundamental, and assumes that you basically have no knowledge in the subject at all, which was certainly not the case for the class that this was a text for. Even if this were the case, there are other materials that cover all of the subjects in this book, and in much more detail (and covers other fundamental issues such as confidentiality and ethical concerns). It might not be a terrible read for someone just getting interested in the field, but I would recommend going for a lengthier, more in-depth resource myself. Some of the later chapters also cover issues that are appropriate to mention for consideration, but will be such complex and advanced skills (brief therapy/crisis intervention and group therapy) that a beginning counselor or psychotherapist would be greatly overwhelmed to even attempt doing either one. He basically concedes that himself, which to me indicates the main reason for including it wasn't just to bring it to people's attention, but to lengthen his very short book. That might sound unfair, but once you see the book for yourself, you might reconsider (you honestly could read this in a day, if not two, and the material presented is so valuable you should slow down and digest it, though its own design limits that inherently). I think there are lists and ideas listed in this material that would make excellent cheat sheets and checklists, but for my own purposes I would much rather hang onto a more valuable reference that hits the material harder in case I want to review some fundamentals.

0 of 0 people found the following review helpful.
Five Stars
By shaniquia triplett
Book is in great condition!!

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! Free Ebook Effective Collaboration for Educating the Whole ChildFrom Corwin

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Educate the whole child by building a culture of collaboration in your school!

This book for K–12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is central to improving outcomes for students with complex learning needs. The author:

• Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers
• Offers case examples as real-world illustrations of collaboration
• Emphasizes important developmental transitions from the elementary years through high school and after

• Sales Rank: #1893837 in Books
• Brand: Corwin
• Published on: 2010-04-21
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .70" w x 8.40" l, 1.70 pounds
• Binding: Paperback
• 280 pages

Features

• Discusses the roles, responsibilities, and relationships between school professionals, community
• Offers case examples in each chapter as windows into schools and classrooms
• Emphasizes important developmental transitions from the elementary years through high school and after
• Presents personal reflections from parents, students, and professionalsDevelopmentally responsive
• Title - Effective Collaboration for Educating the Whole Child

Review
"In this day and age, schools are seen as more then a place where a child receives an education. Schools now must also instill responsibility, be surrogate parents, and contribute to creating a well-rounded person. Not only have the authors explained the research, they have also given ways to accomplish the goal of educating the whole child. After reading the book, there would be no reason for practitioners to not examine their own school and determine any changes that could be made." (Maria Mesires, Seventh-Grade Life Science Teacher 2009-10-22)

"This book woke me up to many possibilities for collaboration and coordination within my school and community. It helped me view the whole picture and see the school as just a part of that picture. The book provides the ‘how-to’ that folks are looking for. The author identifies the purpose, points out the players, backs the purpose with research and specific success stories, breaks the how-to into bite-size pieces, and assures the reader that success can happen at any school." (Pattie Thomas, School Improvement Specialist 2009-10-22)

"It is important for educators, and future educators, to understand how collaboration affects all individuals in and out of the educational setting. This book makes a distinct contribution to the field because it clarifies the importance of how and why collaboration will affect student learning and academic achievement." (Sancta Sorenson, Special Education Teacher 2009-10-22)

"As educators strive to focus on the whole child, we are called on to join forces with families, community agencies, and other school professionals to address the cognitive, social-emotional, physical, and ethical development of students. This book comprehensively describes the characteristics of effective collaborative teams for educating the whole child, how to create them, and how to make them successful." (Christine Morano Magee, Studio Learning Specialist and Educational Consultant 2009-11-05)

"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so that all children have the opportunity to learn. This text presents models of school collaboration and agency coordination and real-life strategies for veterans and novices. Of utmost importance is that the tools discussed are for students with disabilities as well as those who might not meet the criteria to receive special education services but who require additional supports to experience success." (Renee H. Lacey, Supervisor of Alternative and Summer Programs 2009-11-05)

"A long-overdue response to a critical issue in our schools―that one size does not fit all―coupled with the need to educate the whole child. Finally, a practical look at how professionals from different disciplines can work together and blend their skills and talents to address the developmental needs of all students." (Robert N. Ianacone, Associate Dean, Graduate School of Education and Human Development 2009-11-05)

"This book is full of wonderful ideas that can easily be implemented in any school counseling program. A must for counselors preparing to go into schools to make a difference for every child they work with. I can't think of any text that could be more useful for teachers and counselors." (Pat Schwallie-Giddis, Chair, Department of Counseling, Human, and Organizational Studies 2009-11-16)

"A very timely book on an extremely important subject. Much of the emphasis on education in the past decade has shifted too far in the direction of standards and accountability to the detriment of educating the whole child. This book clearly articulates the need to revisit educational philosophy and practice in American public education and provides excellent guidelines and information on how to accomplish educating the whole child." (Gary Greene, Professor of Special Education 2009-12-01)

About the Author

Carol Kochhar-Bryant is a professor of special education at the George Washington University. For 21 years she has developed and directed advanced graduate and doctoral leadership preparation programs related to secondary and transition services for youth with disabilities. She teaches courses in special education, legal issues and public policy, systemic change and leadership, and interdisciplinary planning and development. She currently consults with public school districts, state departments of education, and federal agencies, and has collaborated in international special education and transition policy research with the World Bank and the Office of Economic Cooperation and Development. She has conducted evaluations of state systemic reform initiatives, national technical assistance centers, transition services in correctional systems, and a variety of community-based agencies. Kochhar-Bryant is a former teacher of individuals with intellectual disabilities, a residential program director, case management program director, and evaluator. She is widely published in the areas of disability policy, leadership development, interagency service coordination, career-vocational programming, and secondary-to-postsecondary transition for special learners. She is past president of the Division on Career Development and Transition of the International Council for Exceptional Children.

Angela Heishman is a Nationally Certified School Psychologist, a Certified School Psychologist in Pennsylvania, and a Licensed Professional Counselor. She holds a Diplomate in School Neuropsychology from the American Board of School Neuropsychology. She is currently a school psychologist and Student Assistance Coordinator at the Big Spring School District in Newville, Pennsylvania. In her previous employment at Teenline at Holy Spirit Hospital in Camp Hill, she served as a mental health liaison, program consultant, and crisis responder for several Student Assistance Teams across central Pennsylvania. She was also a lead trainer on the Student Assistance Program (SAP) model as endorsed by the Commonwealth Approved Training System through the Pennsylvania Department of Education’s Division of Safe and Drug Free schools. In addition to her experiences as an outpatient counselor, she has also worked extensively with adults with disabilities in residential services. She is currently a doctoral candidate in special education at George Washington University, Washington, D.C.

Most helpful customer reviews

2 of 2 people found the following review helpful.
A fine survey
By Midwest Book Review
Carol A. Kochhar-Bryant with Angela Heishman's EFFECTIVE COLLABORATION FOR EDUCATING THE WHOLE CHILD considers the impact of collaboration between educators on kids with learning disabilities or different learning needs, and is written for K-12 general and special education teachers and administrators alike. From the roles and relationships of school professionals to case history examples and details on developmental transition points through high school and after graduation, this makes for a fine survey.

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> Fee Download Young Learners, Diverse Children: Celebrating Diversity in Early ChildhoodFrom Corwin

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Nurture young children’s self-esteem and boost learning by integrating family culture with instruction!

 

Emphasizing how connecting instruction with children’s backgrounds increases learners’ confidence and fosters a supportive learning environment, this book helps teachers improve outcomes for diverse and low socioeconomic status (SES) students. Drawing on field-tested methods, the author merges cognition, language, and culture and presents lesson plans, classroom-based alternative assessment tools, and best practices to help readers:

• Improve literacy through storytelling that reflects students’ lives
• Collaborate with parents to increase student achievement
• Correlate curriculum with TESOL standards for young children
• Integrate academic standards across developmental levels

• Sales Rank: #2800756 in Books
• Brand: Corwin
• Published on: 2009-09-22
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .70" w x 6.90" l, 1.15 pounds
• Binding: Paperback
• 248 pages

Features

• Improve literacy skills through storytelling that reflects students" everyday lives.
• Collaborate with parents to increase student achievement.
• Correlate curriculum with TESOL standards for young children.
• Integrate academic standards across developmental levels and content areas.Using this practical handbook,
• Sub-Title - Celebrating Diversity in Early Childhood.

Review
"This book guides the reader in delivering developmentally appropriate instruction that supports the whole child and facilitates learning and academic achievement. The very detailed case study in Chapter 5 shows how assessment can be administered and how it links with instruction and documenting developmental growth." (Yolanda Abel, Instructor 2009-03-06)

"A resource on this up-and-coming issue hasn’t been available up to this point. It takes a detailed, research-based look at a diverse population of children across the country and can be used by classroom teachers, school divisions, and colleges.” (Katina Keener, Second-Grade Teacher 2009-03-06)

“This book provides many real-life examples and strategies that have worked for a practicing teacher, from implementing an appropriate curriculum to including the family in discussions about their child’s education. The charts at the end of the chapters really help the reader synthesize all of the information.” (Danielle Waldrep Rich, Assistant Professor and Clinical Supervisor 2009-03-06)

"An extremely valuable resource for early child educators of young diverse children. Not only does the book include alternate forms of instruction for diverse young children, but it also provides alternative forms of assessment. The ethnic educator philosophy endorsed by the book is one that can be applied to any classroom setting. All early childhood teachers, whether they have been teaching for twenty years or are just beginning their career, should read this book." (Lauren Sand, Assistant Preschool Teacher 2009-08-20)

About the Author

Virginia Gonzalez has an interdisciplinary professional and academic background (BA in psychology, 1986, from the Catholic University of Lima-Perú; MA in bilingual special education, 1988, and PhD in educational psychology, 1991, both graduate degrees from The University of Texas at Austin). One of Gonzalez's major areas of expertise is the development of multidisciplinary models explaining sociocultural and linguistic factors influencing alternative assessment, learning and developmental processes, and instructional programs in bilingual/ English-as-a-second-language (ESL), low socioeconomic status, Hispanic children. Gonzalez has conducted multiple research studies that have been published in the form of books and journal articles, have been disseminated at national/international conferences, and have been applied for the assessment and instruction of diverse learners in the public school setting, and of international ESL students in higher education. These studies have generated alternative models and research methodologies, with important educational applications for the assessment and instruction of ethnic minorities.

In light of this scholarly work, Gonzalez has been recognized as an outstanding and prolific scholar by major professional organizations in the interdisciplinary fields of second language learning, bilingual education, and cognitive and language development. Among the many recent recognitions that Gonzalez has received for her scholarly and service work are: she was elected to serve as a member of the Executive Special Interest Group (SIG) Committee, and the Program Committee for the American Educational Research Association (AERA) for a three-year term (2007-2010); she was presented with a Service Award by the AERA Bilingual Education Research SIG in April 2007; she served as a chair and discussant for an Invited Presidential Symposium, entitled "Socio-Historical Factors Affecting ESL US Immigrant Public Schools Students' Academic Achievement," presented at AERA 2008 Annual Meeting in New York City; and she was selected by the Council for International Exchange of Scholars (CIES) as a recipient for a Fulbright Senior Specialist Grant with the University of Costa Rica, December 2008.

Most helpful customer reviews

1 of 1 people found the following review helpful.
A fine practical handbook
By Midwest Book Review
Virginia Gonzalez's YOUNG LEARNERS DIVERSE CHILDREN: CELEBRATING DIVERSITY IN EARLY CHILDHOOD offers a research-based instructional model that blends cognition, language and culture and uses the author's own experience in establishing a successful laboratory school for diverse preschoolers. From using storytelling to improve literacy skills to collaborating with parents, this offers a fine practical handbook.

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>> PDF Ebook Styles and Strategies for Teaching Middle School Mathematics: 21 Techniques for Differentiating Instruction and Assessment, by Edward J. T

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Addressing NCTM process standards, this book presents four mathematical learning styles and offers middle school teachers effective, research-based instructional strategies for teaching mathematics to each type of learner.

Learn From the Experts!
Sign up for a Math Professional Development Institute in your area―visit www.ThoughtfulClassroom.com/events

• Sales Rank: #303935 in Books
• Brand: Corwin
• Published on: 2010-03-30
• Original language: English
• Number of items: 1
• Dimensions: 10.75" h x 8.50" w x .50" l, 1.25 pounds
• Binding: Paperback
• 208 pages

Features

• Explains how the strategies address NCTM process standards and students" learning styles.
• Includes step-by-step directions, examples and planning considerations for each strategy.
• Provides reproducible forms for implementing the strategies.
• Offers variations and ways to adapt each strategy to meet a variety of instructional demands.With assessment
• Sub-Title - 21 Techniques for Differentiating Instruction and Assessment.

Review
“A major strength is the collection of strategies tied to multiple learning styles. The framework provides educators with a purposeful way to choose different teaching techniques.” (Cheryl Rose Tobey, Senior Program Director for Mathematics 2009-11-30)

"Within hours of receiving their copies of this book, our high school math coaches were using math strategies in their classrooms and sharing their students’ successes with their colleagues. One coach raved, 'Finally! Things that I can use for teaching math! Not just something generic, and the examples are just the topics that my students need the most help learning.'" (Jody L Hoch, K-12 Director of Mathematics 2009-11-30)

“The book does a nice job introducing new ways to teach mathematics. The progressive ideas have students actively learning math. The wide variety of problems presented truly cover what could be in a middle school curriculum.” (Kathryn McCormick, Seventh-Grade Teacher 2009-11-30)

"This book offered me the necessary information to design my doctoral study using learning style intervention strategies to improve mathematical achievement for our middle school students. My teachers embraced this book with excitement and looked forward to putting the recommended strategies into action." (Jean M. Ferrara, K-12 District Mathematics Supervisor 2009-12-10)

"I picked up new techniques and formats to use in my everyday lessons. The lessons were helpful in changing and differentiating instruction in the classroom, not only to meet the needs and learning preferences of each student, but also to step away from the daily class routine. At first, the students were not used to these engaging activities. However, as they got used to abstract ways of thinking, they participated more and felt more comfortable. It was nice to see them being involved in their education." (Jacquelyn Baldini, Math and LAL Teacher 2009-12-10)

"An excellent tool with easy-to-understand examples that take teachers into the 21st-century classroom approach to learning. The sections on why the strategies work speaks to the research that is critical in teaching these days." (Diana Rogers, Regional Coordinator 2010-02-04)

"The strategies brought my teaching to a level where my students enjoyed learning mathematics. More important, they understood the concepts, which gave them the skills and confidence to excel." (Amber S. Koonce, Teacher 2010-02-11)

"Having taught middle school mathematics for more than 20 years, I truly believe this is an awesome math methods book for middle school teachers. This research-based book fully documents the different learning styles and demonstrates tangible strategies that meet the NCTM process standards. Each chapter includes best practices, defines various strategies, and provides variations and extensions. Each strategy is explained in detail with actual practice problems and great discussion." (Edna F. Bazik, Mathematics Education Program Coordinator 2009-12-10)

"This is one of the best, most practical books I have read in over 30 years as an educator. The book is set up so that every teacher could easily use it to improve mathematics instruction. Every child deserves to be in a learning environment where these styles and strategies are common practice. I highly recommend this book as a tool to improve student performance." (Elizabeth Fannin, Educational Consultant 2010-03-04)

"This book contains interesting strategies that can be incorporated into solid, conceptual teaching." (Georgia A. Cobbs 2011-11-21)

About the Author
Consulting Description

Edward J. Thomas is founder and president of Dimension 2000, a professional development organization that works with teachers of mathematics. He has over 30 years of experience as a mathematics teacher at the middle school, high school, district, and undergraduate levels. Edward has authored several articles and books on mathematics instruction and has developed a number of educational games for the mathematics classroom. He was the co-chair of the Northwest Georgia P-16 Council, an initiative designed to improve teacher quality and student achievement from pre-school through the undergraduate level. Edward is an experienced mathematics consultant who has conducted workshops for schools throughout the country. He has also presented at state, regional, and national conferences for the National Council of Teachers of Mathematics (NCTM), Georgia Council of Teachers of Mathematics (GCTM), Southern Regional Education Board (SREB), Georgia Association of Educational Leaders (GAEL), Georgia Middle School Association (GMSA), and the Association for Supervision and Curriculum Development (ASCD).

To learn more about Thomas’ MATHCORE 2K, an online professional development resource produced by Dimension 2000, visit http://www.mathcore2k.com/.

John Brunsting is a mathematics teacher, a staff development specialist, and an author. John serves schools as a teacher and coach as well as a mathematics consultant on practical, style-based tools and strategies. He is a coordinator for Illinois Advanced Placement Institutes and cofounder of Mathematics & Technology Institutes, teacher training organizations committed to the instructional excellence of teachers. Previously an AP Calculus Exam Committee member, John coauthored Preparing for the AP Calculus Examination (2006). In 2008, John coauthored the best-selling Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement. He has presented at national and international conferences for the National Council of Teachers of Mathematics (NCTM), National Council of Supervisors of Mathematics (NCSM), the Association for Supervision and Curriculum Development (ASCD), the Japan Association for Supervision and Curriculum Development (JASCD), Teachers Teaching with Technology (T3), and the International Conference on Computers in Education (ICCE).

Most helpful customer reviews

0 of 0 people found the following review helpful.
Not chapters and chapters of theory like similar books but this has great outlines of each ...
By Aaron Thomas
Very practical list of different strategies that is chock full of examples. Not chapters and chapters of theory like similar books but this has great outlines of each different strategy with explicit directions that you can try out tomorrow.

0 of 1 people found the following review helpful.
Great Resource
By P. Walker
Are you tired of the same acitivities? Try this book is wonderful. The actitives reach all kids and helps with higher level thinking.

0 of 4 people found the following review helpful.
Gives teachers tools to making mathematics instruction more effective by engaging learners
By Midwest Book Review
Edward J. Thomas and John R. Brunsting's STYLES & STRATEGIES FOR TEACHING MIDDLE SCHOOL MATHEMATICS: 21 TECHNIQUES FOR DIFFERENTIATING INSTRUCTION AND ASSESSMENT gives teachers tools to making mathematics instruction more effective by engaging learners. Research-based strategies offer insights on four different math learning styles - Mastery, Understanding, Self-Expressive, and Interpersonal - and presents classroom-tested techniques for imparting these strategies using step-by-step directions and examples.

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> Download Parallel Curriculum Units for Language Arts, Grades 6-12, by Jeanne H. Purcell, Jann H. Leppien

Download Parallel Curriculum Units for Language Arts, Grades 6-12, by Jeanne H. Purcell, Jann H. Leppien

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Parallel Curriculum Units for Language Arts, Grades 6-12, by Jeanne H. Purcell, Jann H. Leppien

Download Parallel Curriculum Units for Language Arts, Grades 6-12, by Jeanne H. Purcell, Jann H. Leppien

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Sample units demonstrate how to use the Parallel Curriculum Model to design high-quality curriculum in language arts. Each unit includes instructions, assessments, and skills/standards.

• Sales Rank: #12392872 in Books
• Brand: Corwin
• Published on: 2009-10-07
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .80" w x 8.60" l, 1.90 pounds
• Binding: Hardcover
• 232 pages

Features

• Teacher rationales explaining the unit design
• Connections to concepts, skills, and national or state standards
• Step-by-step directions for delivering the lessons and unit
• Modification strategies, assessments, and reproduciblesUse these examples to design your own
• Title - Parallel Curriculum Units for Language Arts, Grades 6-12

About the Author
Jeanne H. Purcell is the consultant to the Connecticut State Depart­ment of Education for gifted and talented education. She is also director of UConn Mentor Connection, a nationally recognized summer mentorship program for talented teenagers that is part of the NEAG Center for Talent Development at the University of Con­necticut. Prior to her work at the State Department of Connecticut, she was an administrator for Rocky Hill Public Schools (CT); a pro­gram specialist with the National Research Center on the Gifted and Talented, where she worked collaboratively with other researchers on national issues related to high-achieving young people; an instructor of Teaching the Talented, a graduate-level program in gifted education; and a staff developer to school districts across the country and Canada. She has been an En­glish teacher, community service coordinator, and teacher of the gifted, K-12, for 18 years in Connecticut school districts and has published many articles that have appeared in Educational Leadership, Gifted Child Quarterly, Roeper Review, Educa­tional and Psychological Measurement, National Association of Secondary School Principals’ Bulletin, Our Children: The National PTA Magazine, Parenting for High Potential, and Journal for the Education of the Gifted. She is active in the National Association for Gifted Children (NAGC) and serves on the Awards Committee and the Curriculum Committee of NAGC, for which she is the co-chair for the annual Curriculum Awards Competition.

Jann Leppien served as a gifted and talented coordinator in Montana prior to attending the University of Connecticut, where she earned her doctorate in gifted education and worked as a research assistant at the National Research Center for the Gifted and Talented. She has been a teacher for 24 years, spending 14 of those years working as a classroom teacher, enrichment specialist, and coordinator of the Schoolwide Enrichment Model in Montana. She is past president of the Montana Association for Gifted and Tal­ented Education. Currently, she is an associate professor in the School of Education at the University of Great Falls in Montana. Leppien teaches graduate and under­graduate courses in gifted education, educational research, curriculum and assess­ment, creativity, and methods courses in math, science, and social studies. Her research interests include teacher collaboration, curriculum design, underachievement, and planning instruction for advanced learners. Leppien works as a consultant to teachers in the field of gifted education and as a national trainer for the Talents Unlimited Program. She is coauthor of The Multiple Menu Model: A Par­allel Guide for Developing Differentiated Curriculum. She is active in the National Association for Gifted Children (NAGC), serving as a board member and newsletter editor of the Curriculum Division, and a board member of the Association for the Education of Gifted Underachieving Students.

Most helpful customer reviews

0 of 0 people found the following review helpful.
A fine selection of modern language arts lessons based on the Parallel Curriculum Model
By Midwest Book Review
Jeanne H. Purcell and Jann H. Leppien edit PARALLEL CURRICULUM UNITS FOR LANGUAGE ARTS GRADES 6-12, a fine selection of modern language arts lessons based on the Parallel Curriculum Model. It provides sample language arts units written by practicing teachers who use these guidelines to provide step-by-step lessons for creation to delivery. Highly recommended!

0 of 0 people found the following review helpful.
Four Stars
By Deana Harris
Good resource.

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