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Make a difference in school safety and security with these practical, realistic strategies!

This timely resource for new, veteran, and aspiring school administrators offers cost-effective techniques for creating a safe environment for students, staff, and the community. The authors use their experience in education and law enforcement to show how administrators can combine the need for a secure campus with the desire to maintain an open and welcoming school. Educators will find recommendations that can: 

• Help prevent or minimize a potential crisis 
• Facilitate a stronger, more informed response when needed 
• Allow a school to recover and return to normalcy

• Sales Rank: #3253914 in Books
• Brand: Corwin
• Published on: 2008-08-27
• Original language: English
• Number of items: 1
• Dimensions: 11.02" h x .38" w x 8.50" l, 1.00 pounds
• Binding: Hardcover
• 136 pages

Features

• Helping prevent or minimize a potential crisis
• Facilitating a stronger, more informed response when needed
• Aiding in school recovery and a return to normalcyFor easy reference, readers will find strategies
• Title - Safe & Secure Schools
• Sub-Title - 27 Strategies for Prevention and Intervention

Review
"An indispensable resource for practicing administrators and central office personnel. When it comes to student and staff safety, there are no excuses. The authors have created a handbook that is comprehensive, explicit, and relevant to educational environments." (Darlene R. Jones, Principal 2008-02-15)

"Brunner and Lewis have done an outstanding job creating a series of commonsense reminders that will guide school leaders in creating and enhancing safety in their school and community." (Ronald Stephens, Executive Director 2008-02-15)

"A pioneering leap for school safety. It should be in the hands of every school leader." (Roberto Gonzalez, Jr., Drug Abuse Prevention Coordinator 2008-02-15)

"A definite asset to all administrators involved with safety and crisis response planning and protocols in their districts. The succinct information can be used to effectively train staff, students, and the community to help ensure a safe and secure school." (Roddie S. Miller, Safety Administrator 2008-02-15)

About the Author

Judy Tilton Brunner is an author and consultant having served as an elementary, middle, and high school principal. She is currently Clinical Faculty at Missouri State University in the Department of Reading, Foundations, and Technology and a regular presenter at national and state conferences on the topics of literacy, differentiated instruction, student engagement, classroom management, school safety, and the prevention of bullying behaviors.

As consultants, Judy and Dennis K. Lewis work with school districts across the United States on topics related to creating and maintaining safe schools, crisis planning and management, managing aggressive and violent students, and the prevention of bullying behaviors. They have served as expert witnesses in matters of litigation on school violence and bullying and have written numerous articles for national school safety magazines, periodicals and served as guest lecturers for several universities. They are the co-founders of Edu-Safe LLC, a school safety and advisory service, as well as Instructional Solutions Group.

Their method of training school staff and crisis management teams for responding to classroom and school emergencies by problem solving events through the use of tabletop exercises has been featured in a variety of national publications. Both are widely respected in the field of school safety.

Dennis K. Lewis has over thirty-eight years of experience in working to provide safe schools and communities, including seventeen years as the director of a school police department for a large mid-western school district. He has held numerous offices for the National Association of School Safety and Law Enforcement Officers (NASSLEO) and is the past President of that organization.

As consultants, Dennis and Judy Brunner work with school districts across the United States on topics related to creating and maintaining safe schools, crisis planning and management, managing aggressive and violent students, and the prevention of bullying behaviors.  They have served as expert witnesses in matters of litigation on school violence and bullying and have written numerous articles for national school safety magazines, periodicals and served as guest lecturers for several universities.  They are the co-founders of Edu-Safe LLC, a school safety and advisory service, as well as Instructional Solutions Group.

Their method of training school staff and crisis management teams for responding to classroom and school emergencies by problem solving events through the use of tabletop exercises has been featured in a variety of national publications.  Both are widely respected in the field of school safety.

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Lots of helpful information that applies to the entire school ...
By Amazon Customer
Lots of helpful information that applies to the entire school setting..Applications for teachers, non-teaching staff members and administrators. Set up with many 'checklists' for quick references. Helps to build a school culture of safety.

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This comprehensive resource provides ready-to-use tools to lead educators through the design, implementation, and evaluation of a high-quality, standards-based curriculum that significantly and positively impacts student learning.

• Sales Rank: #3221482 in Books
• Brand: Corwin
• Published on: 2009-05-21
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .60" w x 8.40" l, 1.20 pounds
• Binding: Paperback
• 200 pages

Features

• How is curriculum put together?
• Who should be involved and what should be included?
• How should we go about it and how long will it take?
• What should be considered during implementation?
• How is curriculum evaluated?Whether you are experienced or just getting started, Improving Standards-Based

Review
“Carr and Harris have laid out a very clear and flexible process for developing a standards-based and learner-centered curriculum. Drawing from their experience working with schools and districts, they have compiled a set of processes, tools, and examples that will be invaluable to those charged with developing or revising curriculum. What makes this book so practical is that each of the stages of the curriculum development process can stand alone. Experienced school leaders can select the tools they need while others have a comprehensive set of procedures to guide them.” (Doug Walker, Senior Research Associate 2008-12-01)

“From two of the best educational consultants who know how to develop and mentor instructional leaders on the successful implementation of standards-based curriculum, this is the best nuts-and-bolts guide for improving teaching and learning in our schools. Carr and Harris have been successful in every school district for which they have consulted. Now we all have access to their wonderful insight and experience in a book that is perfectly laid out with examples and worksheets to guide successful instructional improvement. If you’re serious about instructional leadership, this is the one book you need on your desk.” (Kenneth W. Eastwood, Superintendent 2008-12-01)

"As a school leader, I look for avenues to drive and support school change. This resource is a tool kit for teacher leaders and school leaders to create urgency for change and support change with these planning documents and templates. The work of Harris and Carr remains grounded in teacher leadership, ongoing support for administrators, and relevance. This resource has assisted in our academic turnaround and the building of a team of change agents among teachers and administrators." (Joseph E. Hochreiter, Superintendent 2009-05-12)

About the Author
Judy F. Carr teaches half-time in the Educational Leadership Program at the University of South Florida Sarasota-Manatee. She is also codirector of the Center for Curriculum Renewal, a consultant, facilitator, professional development specialist, workshop presenter, and program evaluator with educators and policy makers in the US, Canada, and the Caribbean. She is coauthor or coeditor of the following books: A Pig Don’t Get Fatter the More You Weigh It: Balancing Classroom Assessment; Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration; Succeeding with Standards: Linking Curriculum, Assessment, and Action Planning; How to Use Standards in the Classroom; Integrated Studies in the Middle Grades: Dancing Through Walls; and Living and Learning in the Middle Grades: The Dance Continues: A Festschrift for Chris Stevenson.

Carr has expertise in K-12 curriculum, instruction, and assessment; standards-based education reform; design of professional development materials and processes; systems change implementation with leadership teams in school districts and state agencies; and middle grades education. She has been a middle school teacher and a K-12 curriculum director. She was the recipient of the second annual Vermont ASCD Curriculum Leadership Award.

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Five Stars
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perfect

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* PDF Download The Biology of Political Behavior (The ANNALS of the American Academy of Political and Social Science Series)From SAGE Publications, Inc

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This fascinating issue of The ANNALS draws on the recent advancements in biological insights and applies them to political science. Pulling from a range of topics – including the role of personality traits in political decisions; personal temperament and social behavior; and how neuroendocrine mechanisms (stress-coping strategies) and social dominance influence leadership potential – this issue calls for the cooperation between political scientists and life scientists.

Most of the compelling articles included in the collection rely on original and empirical findings. Students and researchers will find this special issue a unique and inspiring perspective on applying the remarkable techniques developed in neuroscience, experimental economics, computer simulations, psychophysiology, behavioral genetics, and molecular biology to future political science research projects.

• Sales Rank: #17351579 in Books
• Published on: 2008-01-10
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x 6.50" w x .75" l, .0 pounds
• Binding: Hardcover
• 228 pages

About the Author

Kevin B. Smith is professor and chair of the political science department at the University of Nebraska-Lincoln and has been studying and teaching state politics and policy for more than twenty years. He has authored or co-authored nine books and dozens of scholarly articles, and is a former associate editor of State Politics & Policy Quarterly. Prior to becoming an academic he covered state and local politics as a newspaper reporter. 

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>> Download PDF Evaluating Research Articles From Start to Finish, by Ellen R. (Robinson) Girden, Robert I. Kabacoff

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This thoroughly updated new edition of the bestselling text trains students―potential researchers and consumers of research―to critically read a research article from start to finish. Containing 25 engaging samples of ideal and flawed research, the text helps students assess the soundness of the design and appropriateness of the statistical analyses.

• Sales Rank: #514365 in Books
• Published on: 2010-09-20
• Original language: English
• Number of items: 1
• Dimensions: 9.07" h x .80" w x 7.36" l, 1.52 pounds
• Binding: Paperback
• 416 pages

Review
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About the Author
Robert I. Kabacoff received a bachelor’s degree in psychology from the University of Connecticut in 1978 and a doctorate in clinical psychology from the University of Missouri-St. Louis in 1985. He completed a post-doctoral fellowship in family research at Brown University Medical School in 1986. In 1987,  he joined the faculty in the Center for Psychological Studies at Nova University, teaching courses in psychopathology, family therapy, multivariate statistical methods, and statistical computing. From 1990 to 1993, he served as the Center’s Director of Research Support and Training, and was promoted to Associate Professor in 1990 and Professor a few years later.In 1997, Robert moved to Portland, Maine to take a position as Vice President of Research with the Management Research Group, an international organizational development and consulting firm. His primarily research interests are in the areas of diversity and leadership, cross-cultural issues, and the development of effective leadership in a global economy. For the past decade he has been actively engaged in research and consultation with academic, governmental, and business organizations in North America, Western Europe, Africa, and the Pacific Rim.

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* Download Instructional Coaching (Multimedia Kit): A Multimedia Kit for Professional Development, by Jim Knight

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Provide targeted professional development on the “nuts and bolts” of instructional coaching!

Designed to complement the best-selling book, this comprehensive multimedia presentation provides staff developers with the necessary materials to demonstrate the principles of a partnership approach for coaching teachers to improve classroom instruction. Facilitators will be able to show aspiring and experienced coaches how to get teachers on board, observe teachers, provide model lessons, and engage in reflective conversations. Workshops will include group discussions about:

• Incorporating the essential components of coaching
• Fostering positive communication
• Understanding the relationship between effective teaching and behavior, content knowledge, direct instruction, and formative assessment

 

Includes: VHS Videotape (55 min.), DVD, Facilitator’s Guide

• Sales Rank: #2997154 in Books
• Brand: Corwin
• Published on: 2008-12-12
• Original language: English
• Number of items: 4
• Dimensions: 12.75" h x 10.25" w x 2.00" l, 3.00 pounds
• Binding: Paperback
• 48 pages

Features

• Incorporating the essential components of coaching.
• Fostering positive communication between coaches and teachers.
• Understanding the relationship between effective teaching and behavior, content knowledge, direct
• The companion book, Instructional Coaching, with an in-depth examination of techniques that can
• A 55-minute, content-rich VHS video that features Jim Knight discussing a unique coaching method

About the Author
Jim Knight is a research associate at the University of Kansas Center for Research on Learning and the president of the Instructional Coaching Group. He has spent more than a decade studying instructional coaching and has written several books on the topic, including Instructional Coaching: A Partnership Approach to Improving Instruction published by Corwin and Learning Forward (2007). Knight co-authored Coaching Classroom Management. He also edited Coaching: Approaches and Perspectives.

Knight has authored articles on instructional coaching and school improvement in publications such as The Journal of Staff Development, Principal Leadership, The School Administrator, Kappan, and Teachers Teaching Teachers.

Several research projects directed by Knight include an IES-funded qualitative and quantitative assessment of coaching and Pathways to Success, a comprehensive, districtwide school reform project for the Topeka Public School District in Kansas. Knight also leads the coaching institutes and the Annual Instructional Coaching Conference offered by the University of Kansas.

Frequently asked to guide professional learning for instructional coaches, Knight has presented and consulted in more than 35 states, most Canadian provinces, and in Japan. He has a PhD in Education and has won several university teaching, innovation, and service awards. He also writes the popular radicallearners.com blog.

Now, Jim Knight is offering his expertise in an online professional development opportunity!

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* Fee Download The Principal as Mathematics Leader (Leading Student Achievement Series), by Ontario Principals' Council

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This guide provides research, tools, and support for leading effective mathematics teaching and learning, observing and evaluating mathematics instruction, and promoting faculty growth.

• Sales Rank: #9435939 in Books
• Brand: Brand: Corwin
• Published on: 2009-01-12
• Original language: English
• Number of items: 1
• Dimensions: .60" h x 6.00" w x 9.10" l, .75 pounds
• Binding: Hardcover
• 128 pages

Features

• Used Book in Good Condition

Review
“This series of publications addresses some of the most important improvement challenges facing school leaders today. The authors of the series bring a remarkable combination of deep, practical experience and academic sophistication to these challenges. The series should be required reading for all school leaders.” (Ken Leithwood, Professor 2008-08-19)

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“This is a great series that allows school principals to integrate theory and practice themselves, resulting in highly insightful and practical strategies that will make a difference in schools. Practitioners: lead thyselves!” (Michael Fullan, Professor Emeritus 2008-08-19)

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0 of 0 people found the following review helpful.
book
By Kindle Customer
Seemed to be the same information that can be found anywhere on the net. Could have a few more ideas

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!! Ebook Successful Transition Programs: Pathways for Students With Intellectual and Developmental Disabilities, by John McDonnell, Michael L Hardm

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Addressing the full range of curricular and instructional issues that face professionals working in middle school, high school, and post-high school programs, Successful Transition Programs: Pathways for Students With Intellectual and Developmental Disabilities, Second Edition is the most relevant text available for teachers and administrators. Authors John McDonnell and Michael L. Hardman take the position that the most effective transition programs are those that cumulatively build on the capacity of students for employment, community living, and citizenship.

Key Features and Benefits

• Covers systematic transition planning, employment preparation, participation in the general education curriculum, instruction in community settings, and preparing students to live as independently as possible
• Aligns with recommended practice in the field and with federal legislation governing educational and community service programs
• Contains ecological curriculum models for students with intellectual and developmental disabilities
• Includes focus review questions, real-life example windows, and point/counterpoint boxes from key researchers on controversial issues to help readers connect the book's concepts with the typical needs of students

• Sales Rank: #243306 in Books
• Published on: 2009-02-27
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .70" w x 7.30" l, 1.45 pounds
• Binding: Paperback
• 416 pages

Review
"McDonnell and Hardman―along with their collaborating authors―have crafted an informative, comprehensive, and accessible textbook written to equip new and practicing professionals with the knowledge, skills, expectations, and strategies to effectively support youth and young adults with intellectual and developmental disabilities transition to life after high school. Overall, the book is well organized and cohesively written. Recognizing the numerous tensions inherent within transition programming, the authors embed point/counterpoint discussions and vignettes, challenging readers to think more deeply about complex and emerging issues." (Erik W. Carter and Beth Swedeen 2010-07-08)

"Successful Transition Programs provides an excellent resource for new and practicing professionals. Both the cutting-edge content and user-friendly format make this book appealing to preservice and unservice teachers and other practitioners involved in transition planning and services. It is my choice as the text for my university transition course." (Pat Rogan, PhD Intellectual and Developmental Disabilities June 2010 2010-06-01)

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0 of 0 people found the following review helpful.
Great resource
By Smilesmore4me
This book was very helpful for me to understand what will happen after the person who is developmentally disabled transitions into post high school life and how to make it work effectively for them. I highly recommend it.

0 of 0 people found the following review helpful.
Good reading for the class we are taking it with. Really answers the questions we are asked by our instructor.
By Selina R. Begay
Good reading for the class we are taking it with. Really answers the questions we are asked by our instructor.

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# Ebook Download The Practice of Research in Social Work, by Rafael J. Engel, Russell K. Schutt

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Principles of evidence-based practice come alive through illustrations of actual social work research in this Second Edition of Rafael J. Engel and Russell K. Schutt’s innovative The Practice of Research in Social Work. The authors introduce research methods as an integrated set of techniques for investigating the problems encountered in social work, directly linking each topic to issues associated with ethics, diversity, and evidence-based practice. Enabling students to critically evaluate research literature and develop the skills to engage in research and practice evaluation, the book emphasizes methods of particular concern in social work research and devotes chapters to group, survey, single subject, and qualitative designs.

• Sales Rank: #1044296 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2008-12-01
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 7.25" w x 1.00" l, 2.25 pounds
• Binding: Paperback
• 608 pages

Features

• Used Book in Good Condition

Review
"The co-authors bring expertise from social work and sociology, fields that share an interest in the "science" of the social sciences along with attention to real-world problems and solutions. The thirteen concise chapters are thoughtfully structured [and] the text provides a comprehensive overview of social sciences research with numerous examples from social work. A main strength of the book is the clarity with which the authors present complex topics." (Edward Cohen 2009-03-04)

About the Author
Rafael J. Engel, PhD, is Associate Professor University of Pittsburgh (Pennsylvania). He received his PhD (1988) from the University of Wisconsin, his MSW (1979) from the University of Michigan, and his BA (1978) from the University of Pennsylvania. He coordinates the graduate certificate program in aging and is the Principal Investigator for the Hartford Partnership Program for Aging Education. He has written Fundamentals of Social Work Research (with Russell Schutt) and Measuring Race and Ethnicity (with Larry E. Davis). He is a member of the editorial board of Race and Social Problems. He has authored journal articles about poverty in later life, welfare benefits, and depressive symptomatology, and he has written a variety of monographs reporting agency-based evaluations. His most recent research addresses older adults and responsible gambling.

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

4 of 5 people found the following review helpful.
Read the book twice!
By Dijana Behremovic-durmic
I am completing a masters in Social Work and for the purposes of school I took research in Social Work (second time I am taking research; the first time it was in college) and I read this book twice from cover to cover. It could be a bit dense at the time but hey, it is not a book about butterflies it is a book about research. I liked the book a lot because it clearly explains all the important terminology. I ended up with an A in the class.

1 of 1 people found the following review helpful.
this is a text for grad school
By Josephine Stevens
I usually sell off my text books but felt this will be useful for future courses. Thorough and explains well.

0 of 0 people found the following review helpful.
Ok
By samlati
I think this was a good company to buy from.... I asked for average and got average; I paid for the cheapest 'very good', 'like new', 'new' books and they were all accurate to their description, and arrived in the allotted time.

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@ Free PDF Designing Professional Development for Teachers of Science and Mathematics, by Susan Loucks-Horsley, Katherine E. Stiles, Susan E. Mundry,

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The classic guide for designing robust science and mathematics professional development programs!

 

This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of:

• Continuous program monitoring
• Combining strategies to address diverse needs
• Building cultures that sustain learning

• Sales Rank: #421619 in Books
• Brand: Corwin
• Published on: 2009-11-24
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x 1.10" w x 6.90" l, 1.90 pounds
• Binding: Paperback
• 424 pages

Features

• Continuous program monitoring
• Combining strategies to address diverse needs
• Building cultures that sustain learningAn inspiring blend of theory and practical wisdom, Designing
• Title - Designing Professional Development For Teachers Of Science And Mathematics
• Authored - Susan Loucks-Horsley

Review
"The third edition of Designing Professional Development for Teachers of Science and Mathematics, like the two previous ones, represents the gold standard for resources available to those working in the field of professional development. My staff and I highly recommend this book become a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work.” (Sally Goetz Shuler, Executive Director 2009-07-15)

“I would highly recommend this book to anyone who is serious about developing and providing relevant and transformative professional development to teachers and school leaders.” (Mathematics Teaching in the Middle School, April 2011 2011-03-31)

"In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement." (Harold Pratt, President, Science Curriculum Inc. 2009-07-17)

"Drawing upon both research and the wisdom of practice, this book makes accessible our current understanding of best practices in professional development design. The book notes the importance of professional development modeling the kinds of instruction teachers are expected to use, so it was gratifying to see the extent to which the third edition itself 'walks the talk' by making the authors' beliefs explicit and transparent." (Iris R. Weiss, President 2009-07-15)

"Great guidance from some of the best thinkers in the field, with lots of easy-to-grasp examples you can wrap your mind around. This is the ‘go-to’ book for anyone supporting math and science teachers in the improvement of their practice toward better learning for all students." (Cathy Seeley, Past President, National Council of Teachers of Mathematics 2009-07-15)

"Once again, this edition will help shape and guide professional development across this nation. The updated research and resources help those of us in the field design for better teacher learning with greater results on student achievement." (Kathy DiRanna, K-12 Alliance Statewide Director 2009-07-15)

About the Author
Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at WestEd. She had previously served as director of pro­fessional development and outreach at the National Research Council’s Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education’s toughest problems. She was the lead author of sev­eral books, including Continuing to Learn: A Guidebook for Teacher Develop­ment, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chap­ters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.

Katherine E. Stiles is a Senior Program Associate in the STEM Program at WestEd. Katherine is Co-Director of WestEd’s National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy–effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results–are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers’ conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining WestEd in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program.

Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.

As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the “Change Game,” (Making Change for School Improvement) a simulation game that enhances leaders’ ability to lead change efforts in schools and districts.

Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach’s Guide to Improving Learning for All Students (2008).

Nancy Love is Director of Program Development at Research for Better Teaching in Acton, Massachusetts, where she leads this education-consulting group’s research and development. She is the former Director of the Using Data Project, a collaboration between TERC and WestEd, where she led the development of a comprehensive professional development program to improve teaching and learning through effective and collaborative use of school data. This program has produced significant gains in student achievement as well as increased collaboration and data use in schools across the country. Love has authored several books and articles on data use, including A Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry (2008, Corwin Press) and Using Data to Improve the Learning for All: A Collaborative Inquiry Approach (2009, Corwin). She is also well known for her work in professional development both as a presenter and author of articles and books, including Designing Professional Development for Teachers of Science and Mathematics (Second Edition) with Susan Loucks-Horsley, Kathy Stiles, Susan Mundry, and Peter Hewson (2003, Corwin Press). In 2006, she was awarded the prestigious Susan Loucks-Horsley Award from the National Staff Development Council in recognition of her significant national contribution to the field of staff development and to the efficacy of others.

Peter W. Hewson is Professor of Science Education at the University of Wisconsin–Madison. He is also the director of a project to develop collabo­rative research in science and mathematics education between South Africa and the United States. He has been a principal investigator on several other federally funded multiyear projects in science education. As Codirector of the Professional Development Project of the National Institute for Science Education, he coauthored the first edition of Designing Professional Develop­ment for Teachers of Science and Mathematics (1998). He teaches in the under­graduate teacher education and graduate science education programs and coordinates a professional development school in Madison. He has been deeply involved in the development of a conceptual change framework and its application to the learning and teaching of science. He has also studied initial teacher education and the continuing professional development of practicing teachers. He has published numerous articles on these and re­lated topics. He received his D.Phil. in theoretical nuclear physics from Oxford University, and he taught physics and science education in South Africa before moving to the United States.

Most helpful customer reviews

0 of 0 people found the following review helpful.
for anyone involved in teacher professional development
By Liz G.
I bought this for a graduate class in science teacher professional development, and have already recommended it to multiple people. Though the examples used are primarily science and sometimes math, it discusses a framework through which any kind of professional development should be structured.

To effect change in teaching practices and ultimately student learning, there are many components to professional development that need to be considered. This book discusses the framework in general and the components in detail. Written by top researchers in the field, it is an asset to any school leader's repertoire.

0 of 0 people found the following review helpful.
Any professional educator will find this a fine blend of theory and practice
By Midwest Book Review
The third updated edition of Susan Loucks-Horsley, et.al.'s DESIGNING PROFESSIONAL DEVELOPMENT FOR TEACHERS OF SCIENCE AND MATHEMATICS provides an expanded edition of a fine professional resource, presenting an updated planning framework and blending in the latest research on PD design. Any professional educator will find this a fine blend of theory and practice.

0 of 0 people found the following review helpful.
Great Resource
By Shannah Smith
Great resource for any teacher, professional developer, or anyone else interested in improving math and science education. You should invest in this book.

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