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This text provides students of community and economic development with a theoretical and practical introduction to the field. Bringing together leading scholars, it provides both a conceptual background and contemporary approaches, with a progression from theory to practice. Included are case studies and supportive material to develop community service-learning activities.

• Sales Rank: #623745 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-03-04
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .70" w x 6.90" l, 1.25 pounds
• Binding: Paperback
• 328 pages

Features

• Used Book in Good Condition

About the Author
Gary Paul Green is a professor in the Department of Community & Environmental Sociology at the University of Wisconsin-Madison and a community development specialist in the Center for Community & Economic Development at the University of Wisconsin-Extension. Green received his Ph.D. from the University of Missouri-Columbia. His research, teaching, and outreach at the University of Wisconsin has focused on community, workforce and economic development issues. He is author of Finance Capital and Uneven Development (Westview Press), Asset Building and Community Development (Sage Publications) and Workforce Development Networks in Rural Areas: Building the High Road (Edward Elgar Publishing) and a co-editor of Amenities and Rural Development: Theory, Methods and Public Policy (Edward Elgar Publishing). He has served as an advisor on community development issues in New Zealand, South Korea, Uganda and Ukraine.

Most helpful customer reviews

6 of 6 people found the following review helpful.
good as far as it goes
By Dave
This is a college level textbook, apparently. Now I happen to like college textbooks, and I love to read. Gary seems to be paralleling what John Kretzmann and John McKnight are doing, for example in Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets. This book is useful. This book does recognize that we are going to have to shift out of the Newtonian/Cartesian fragmented paradigm, into something more systems oriented, as in Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now (BK Currents). That is useful. What I want to say, is that colleges really need to get their students out into the community, the way Muhammad Yunus did, in Banker To The Poor: Micro-Lending and the Battle Against World Poverty. We also need books for people who don't read much, who will probably never go to college, who have limited time to help their communities. I think of for example Deeply Woven Roots: Improving the Quality of Life in Your Community, How to Improve your Community Como Mejorar su comunidad:: Over 30 ways to improve your community, quickly, even if you are working by yourself, don't ... had training, and have no idea where to start, and Have You Lost Your Tribe?. Outsiders coming in can only support what already exists, locally. We have to find more ways to support local leaders. This book is far better than any college textbook available when I was in college. I am amazed that I am apparently the first reviewer, other than the person happy with their order of course.

0 of 0 people found the following review helpful.
Amazon Kindle is easy and convenient to use!
By Amazon Customer
Needed this book for my Community Development class. It's easy and convenient to read on Amazon Kindle.
I used to purchase paperback or hardcover books for school, then resell them. Now, I simply download it to Amazon Kindle.

0 of 0 people found the following review helpful.
Enjoyed it
By Kendra Patocki
I enjoyed this book because it covers the basics thoroughly. Key concepts are highlighted and examples given to cement them into your brain! There's a lot of resources given to cross-reference online as well. Happy with it.

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~~ PDF Ebook Encyclopedia of Communication TheoryFrom SAGE Publications, Inc

PDF Ebook Encyclopedia of Communication TheoryFrom SAGE Publications, Inc

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With more than 300 entries, these two volumes provide a one-stop source for a comprehensive overview of communication theory, offering current descriptions of theories as well as the background issues and concepts that comprise these theories. This is the first resource to summarize, in one place, the diversity of theory in the communication field.

Key Themes

• Applications and Contexts
• Critical Orientations
• Cultural Orientations
• Cybernetic and Systems Orientations
• Feminist Orientations
• Group and Organizational Concepts
• Information, Media, and Communication Technology
• International and Global Concepts
• Interpersonal Concepts
• Non-Western Orientations
• Paradigms, Traditions, and Schools
• Philosophical Orientations
• Psycho-Cognitive Orientations
• Rhetorical Orientations
• Semiotic, Linguistic, and Discursive Orientations
• Social/Interactional Orientations
• Theory, Metatheory, Methodology, and Inquiry

• Sales Rank: #1552311 in Books
• Published on: 2009-08-18
• Original language: English
• Number of items: 2
• Dimensions: 11.40" h x 3.10" w x 8.80" l, 8.15 pounds
• Binding: Hardcover
• 1192 pages

Review
"....In two volumes, the editors have provided an overview of the subject broad enough to allow users to appreciate the interconnectedness of the principles of communications in a general sense, and narrow enough to focus only upon communication theory." (A. Todman 2010-04-01)

About the Author
Stephen Littlejohn (Ph.D., University of Utah), is a conflict management consultant, mediator, facilitator, and trainer.  He is consultant for the Public Dialogue Consortium and a partner in Domenici Littlejohn, Inc.   Stephen is co-author of Moral Conflict:  When Social Worlds Collide (Sage, 1997) and has written numerous other books and articles on communication and conflict.  He was a professor of communication at Humboldt State University in California and is currently Adjunct Professor of Communication and Journalism at the University of New Mexico.  He has done research on mediation and conflict management for 19 years and has been an active mediator for eight.  Stephen has been a consultant for such clients as the Waco Youth Summit, the Alliance for Constructive Communication, the City of Cupertino, Columbia Basin College, and Washington State University. 

Karen Foss (Ph.D., University of Iowa) is Regents’ Professor and until recently was Chair of the Department of Communication and Journalism at the University of New Mexico and has joined Stephen Littlejohn as a co-author on his bestselling textbook,Theories of Human Communication, 9th Edition. She has been at the University of New Mexico since 1993 and in that time served not only as a departmental chair but also as Director of Graduate Studies for the department and as Director of Women’s Studies. In 2005, she received the Gender Scholar of the Year award from the Southern States Communication Association and was named Presidential Teaching Fellow for 2004-2006. Her research interests include contemporary rhetoric and criticism, social movements and social change, and feminist perspectives on communication. In addition to her work on Theories of Human Communication, she has co-authored Women Speak: The Eloquence of Women’s Lives, Inviting Transformation: Presentational Speaking for a Changing World, Contemporary Perspectives on Rhetoric, Feminist Rhetorical Theory (SAGE 1999) and Readings in Feminist Rhetorical Theory (SAGE 2004). Dr. Foss regularly teaches feminist rhetorical theory; rhetorical criticism; rhetorical theory; women, agency, and change; and public speaking.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Bought the Kindle edition
By Dallas M.
The Kindle edition of this two volume set sold for something ridiculously cheap like $4 or so some months back, which is what I bought. It's usable, but not great. Like the two previous review state, there's no table of contents, no linked index, etc. It's actually not even paginated. I wanted to cite it, and went to the "Look Inside" feature of the product description to find the page I was trying to cite (which was fortunately included in the preview; the next few pages weren't). There are also tons of typographical errors as another reviewer mentioned.

However, I don't actually see the Kindle edition for sale currently, so if you're really wanting buy the hard copy books, they're a nice resource. I've used the Kindle edition several times, despite its shortcomings. I can search the text for key terms, so that's really all I need. These books are quite expensive, so I don't think I would recommend them for students.. but if you're a communication scholar looking to fill out reference-type texts for your personal or institutional library, I think these volumes would make a great addition.

0 of 0 people found the following review helpful.
It's excellent!!
By Choren
It's a very useful, well written and interesting encyclopedia about communication theory. The only problem in the Kindle version is that it doesn't have a table of contents. You need to search by theme or author and if you are just starting to know about this wonderful theme you will be frequently lost. The positive news in the Kindle version is that the price is a real bargain. I bought it and it has been vey useful since then!

0 of 0 people found the following review helpful.
Is this just a rough, rough draft?
By Amazon Customer
While it contains many useful articles, it's not useful (or useable) as an e-book. No table of contents, no linked index, no useable search. How does one find an article? Also, it seems like an early draft--lots of typo's and garbled paragraphs. I gave it 2 stars because it's so much cheaper than the bound version. But as a readable resource for the scholar or student, it is, sadly, a one-star book.

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~ Ebook Download Supervision That Improves Teaching and Learning: Strategies and Techniques, by Susan S. Sullivan, Jeffrey G. Glanz

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Supervisors can use this hands-on supervision model and practical tools such as exercises, summary sheets, and observation charts to improve teaching and learning through dialogue and collaboration.

• Sales Rank: #407784 in Books
• Published on: 2009-05-27
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .53" w x 8.50" l, 1.45 pounds
• Binding: Paperback
• 232 pages

Review
“Sullivan and Glanz do an excellent job of presenting information in a format that is user friendly, succinct, practical, and applicable to the job of school supervision. This book provides critically important information for aspiring, newly appointed, or veteran school administrators.” (Judy Bruner, Author/Consultant 2008-11-20)

“This is a great marriage of theory and practice.” (Christy M. Moroye, Assistant Professor of Curriculum and Supervision 2008-11-20)

About the Author

Susan Sullivan is currently Chair of the Department of Education at the College of Staten Island (CSI), City University of New York (CUNY) where all undergraduate and graduate education programs are under the direction of the Chair. Previously, she was the Chair of the Education Department for six years. She continues to teach post master’s courses in supervision of instruction and educational leadership in the Department leadership program. She is co-principal investigator on an NSF grant that supports the Teacher Education Honors Academy and is a founder of the CSI High School for International Studies. In addition, she is currently planning a leadership program for Chinese school administrators.

Her continued research interests center on supervision of instruction and its alternatives, reflective practice, and the role of leadership and supervision of instruction, in particular, in school transformation, themes on which she continues to write journal articles. In addition to the third edition of Supervision that Improves Teaching and Learning: Strategies and Techniques, she and Jeffrey Glanz have coauthored a staff development book, Supervision in Practice, and are the authors of Building Effective Learning Communities.

Jeffrey Glanz currently serves as a Senior Fellow at the Institute for University-School Partnership, Director of the Masters Program and the Raine and Stanley Silverstein Chair in Professional Ethics and Values at the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University. Prior to coming to YU, Dr. Glanz served as Dean of Graduate Programs and Chair of the Department of Education at Wagner College in Staten Island, New York. He also coordinated the educational leadership program that led to New York State certification as a principal and assistant principal. Prior to arriving at Wagner, he served as executive assistant to the president of Kean University in Union, New Jersey. Dr. Glanz held faculty status as a tenured professor in the Department of Instruction and Educational Leadership at Kean University’s College of Education. He was named Graduate Teacher of the Year in 1999 by the Student Graduate Association and was also that year’s recipient of the Presidential Award for Outstanding Scholarship. He served as a teacher and assistant principal in the New York City public schools. He has conducted numerous workshops and seminars internationally. Dr. Glanz has authored, coauthored, and co-edited 20 books and has many peer-reviewed article publications.

Most helpful customer reviews

0 of 0 people found the following review helpful.
another predictable dry and uninspiring educational text that leaves a ...
By SHP
another predictable dry and uninspiring educational text that leaves a lot to be desired - nothing new or insightful here

0 of 0 people found the following review helpful.
Great Guide to Supervision
By Teacher/photographer NYC
I had to buy this for a graduate school course, and I really like it. The first chapter (history of supervision) is pretty dry, but after that's it's all practical information. The chart of communication do's/don'ts is invaluable. It also clearly outlines different ways to lead a clinical observational cycle with a teacher. Well worth the money in my opinion.

0 of 5 people found the following review helpful.
Good resolution, but a slight problem
By Emstarlego
This item was lost in the mail, but once the seller and I figured it out she was very helpful, as was Amazon to refund my money.

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## Ebook Free Managing ADHD in the K-8 Classroom: A Teacher's GuideFrom Corwin

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Improve problem behavior in your classroom with these ADHD facts and intervention strategies!

This valuable resource helps teachers better understand ADHD and provides them with clear-cut intervention strategies for dealing with everything from general behavior challenges to specific ADHD issues. Featuring case studies and the latest research-based information, the book offers specific strategies that help general and special education teachers:

• Make accommodations in the classroom
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• Sales Rank: #932636 in Books
• Brand: Corwin
• Published on: 2010-01-20
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x .70" w x 8.40" l, 1.50 pounds
• Binding: Paperback
• 248 pages

Features

• Make accommodations in the classroom.
• Promote appropriate behavior and discourage inappropriate behavior.
• Deal with children"s impulsivity, attention problems, hyperactivity, difficulty following
• Use relaxation and stress management techniques that strengthen teachers" ability to handle behavioral
• Sub-Title - A Teacher"s Guide.

Review
"Another powerful resource by Flick, filled with a wealth of up-to-date and research-based information about ADHD, effective strategies and interventions for managing the disorder, and expert guidance to enable students with ADHD to achieve success." (Sandra Rief, Educational Consultant 2009-06-30)

"I found Flick's methods on removing inappropriate behaviors an invaluable tool that I used in my classroom management plan during my student teaching experience. The performance of my eighth-grade students with an ADHD IEP plan showed a marked improvement when I used the behavioral interventions. New teachers, as well as veteran teachers, will benefit from Flick's behavioral interventions; most importantly, student performance will be improved." (Edwin Thompson, English Language Arts Teacher 2009-06-30)

"Flick has once again given teachers the tools they need to be master behavioral technologists in the classroom. Every teacher in every classroom could benefit by reading this book. Those who teach particularly challenging children will benefit the most. By following Flick’s practical recommendations, teachers will be able to systematically employ behavioral strategies to effectively improve classroom behavior and attention, increase academic performance, and positively impact the self-esteem of students in their class." (Harvey C. Parker, Clinical Psychologist 2009-07-01)

About the Author

Grad L. Flick is a licensed clinical psychologist in the states of Mississippi and Arkansas. He has specialization in neuropsychology and certification in biofeedback and stress management. He is also an EAP provider and has training in critical incidence stress debriefing. Flick has been in private practice for over 38 years and has seen thousands of children, adolescents, and adults. Currently, he is director of Seacoast Psychological Associates, Inc. and the ADD Clinic. The ADD Clinic offers assessment and treatment for children, adolescents, and adults who have ADHD. Flick has numerous scientific presentation and publication credits, has conducted many workshops for both parents and teachers on ADHD, and has given lectures to various parent and teacher organizations on ADHD and child management.

Flick is the author of seven books on ADHD, including Power Parenting for Children with ADD/ADHD (1996) and the ADD/ADHD Behavior Change Resource Kit (1998). He has research and clinical experience with children who present attention, learning, and/or behavioral disorders. He has a doctorate from the University of Miami (1969) with an APA-approved internship in clinical psychology at the University of Florida Medical Center.

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5 of 6 people found the following review helpful.
comes from a clinical psychologist who provides behavioral intervention strategies
By Midwest Book Review
Grad L. Flick's MANAGING ADHD IN THE K-8 CLASSROOM: A TEACHER'S GUIDE helps teachers understand students with ADHD and comes from a clinical psychologist who provides behavioral intervention strategies for handling behavior and other issues of ADHD. From making classroom changes to promoting appropriate behaviors, this provides many important keys.

0 of 0 people found the following review helpful.
Five Stars
By C. Evaul
Great tool for any teacher.

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> Ebook Culturally Proficient Leadership: The Personal Journey Begins Within, by Raymond D. (Dewey) Terrell, Randall B. Lindsey

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Gain the personal insight you need to promote equity in your school!

To develop a high-performing school, educators must be able to lead and communicate across cultures. This interactive guide helps leaders recognize their underlying cultural beliefs and strengthen their leadership skills through personal reflection. The book’s content:

• Addresses a broad range of differences relevant to today’s schools, including race, ethnicity, national origin, language, gender, social class, sexual orientation, faith, and ability
• Features compelling first-person narratives from the authors’ own cross-cultural journeys
• Includes reflective questions and prompts to guide readers in examining how their cultural experiences influence their leadership practice

• Sales Rank: #416916 in Books
• Brand: Corwin
• Published on: 2008-08-06
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 1.00" w x .75" l, .90 pounds
• Binding: Paperback
• 192 pages

Features

• Addresses a broad range of differences relevant to today"s schools, including race, ethnicity,
• Features compelling first-person narratives from the authors" own cross-cultural journeys.
• Includes reflective questions and prompts to guide readers in examining how their cultural experiences
• Sub-Title - The Personal Journey Begins Within.
• Authored - Raymond D. Terrell.

Review
"An excellent text for school leadership classes as well as for those preparing for teacher education. The ability to make change, starting from within, empowers the individual to educate without barriers." (Susan M. Lara, Professor and Vice President for Student Services 2008-04-01)

"Terrell and Lindsey take a new and refreshing approach. They challenge readers to actively interrogate the effects of their own experience on the way they interact with the diversity of the school." (Nicki King, Youth and Family Development Specialist 2008-04-01)

"Recognizing that our core values are central to our leadership style, this book takes you on a self-reflection journey of cultural competence. The authors' masterful developmental process leads you to a place of social responsibility, which is so critical for the mosaic that defines education today. Everyone connected to schools, from parents to superintendents, needs to take this journey." (Rosemary Papa, Del and Jewell Lewis Chair of Learner-Centered Leadership 2008-04-01)

"Provides an opportunity for individual reflection as opposed to a more social network of exploration. The idea of a cultural autobiography is compelling and necessary for people to truly extend their journey of understanding themselves and others." (Denise Seguine, Chief Academic Officer 2008-05-12)

"Every school leader who desires to be a change agent should travel the journey described in this pioneering book. This is a powerful book that will change your life and profession." (Ann N. Chlebicki, Professor 2008-05-12)

"This book is like a self-help book that guides you through your own awareness of 'self,' but in this case it is specific to cultural perceptions and education." (Monica Uphoff, Director of Assessment 2008-05-12)

"The authors have been brave enough to broach subjects that are usually difficult to confront, and they gently encourage everyone to join them on their journey of love and equity for all learners. Kudos are due!" (Lori L. Grossman, Instructional Coordinator 2008-05-12)

"I use this book in a doctoral preparation course for teachers, K-12 administrators, county office personnel, and higher education folks. One of the assignments for this course is a cultural autobiography as recommended in this book. This exercise has been powerful. Students are required to write and share their cultural autobiographies in class. The stories shared by students have been amazing. There are stories of students who claim they were not aware or exposed to diversity growing up, and students who are immersed in diversity issues daily. This book is a great guide in helping future school leaders strive to become culturally proficient." (Tony Serna, Assistant Professor 2009-03-11)

About the Author
Raymond D. Terrell, EdD, served as special assistant to the dean for diversity initiatives in the School of Education and Allied Professions at Miami University in Oxford, Ohio. A former secondary English teacher, elementary school principal, professor of educational administration, and dean of the School of Education at California State University, Los Angeles, he has more than 40 years of professional experience with diversity and equity issues.

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.

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0 of 0 people found the following review helpful.
Five Stars
By MR.Right
Nice

1 of 1 people found the following review helpful.
Useful to faith leaders
By M. Casteel
We bought this book for the leadership team of a protestant denominational body. Having spent a number of years working with Cultural Proficiency tools and seeing the positive effects on the work they do toward fuller inclusion, they decided to do more intense study and self-reflection. While the book has an educational framework, it still has much to appreciate for faith leaders looking for ways to reflect on their own stories, strengths and weaknesses in leading others. We've just begun as a group, but we are looking forward to the journeys. We expect this to take a year since the group only meets twice a year.

2 of 3 people found the following review helpful.
Purchased for Doctoral Level class
By Jason Weidenbach
While I am admittedly a fairly "clinical" person and educational leader, I feel as if this book has forced me to look closer at my personal self, but more specifically has made me think about how my attitudes are effecting how I work with colleagues and how I may use this knowledge to help others as they teach students from diverse backgrounds. The book's educational framework has helped me think about my own past experiences and attempt to discover my personal strengths and weaknesses. It has been interesting hearing others in the class as they reflect their own experiences and to see if those in any way mirror my own and thus help me gain self-insight.

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Media/Society: Industries, Images, and Audiences provides a framework to help students understand the relationship between media and society and helps students develop skills for critically evaluating both conventional wisdom and one’s own assumptions about the social role of the media.

• Sales Rank: #355629 in Books
• Published on: 2011-05-24
• Original language: English
• Number of items: 1
• Dimensions: .81" h x 7.41" w x 9.12" l, 1.52 pounds
• Binding: Paperback
• 416 pages

Review
“Media/Society provides a conceptually clear, substantive guide to the study of mass communication and society. The text helps students develop a critical under­standing of the interplay between media industries, social and economic institutions, media con­tent produced, and the audience. Media/Society encourages students to become more thoughtful consumers of media and prepares them to engage in informed discussions about media practices and policy.” (Christine Bachen 2011-07-01)

“This text does a wonderful job of presenting the history of media, the print medium discussion is also excellent. It is well written and examines the media from all angles (technology, history, audiences and social influences). The text also provides the best coverage on the creation of television news and how news has been impacted by media ownership and conglomeration that I have reviewed.” (Donna Goyer 2011-07-01)

“I think the strength of this textbook emerges from the general vision shared by the authors, their ability to provide excellent examples, and their engaging writing style. This book is valuable, because it helps reorient readers in their thinking about media industries; the book’s emphasis on media as a social institution is especially relevant to departments con­cerned about the power relationships between media and political institutions. The book is appli­cable to majors preparing for careers in media industries and to the general student whose media literacy is crucial to citizenship.” (Harry Haines 2011-07-01)

"Excellent overview of the mass media from a sociological perspective. It is balanced, thorough, and clearly written. Everything you would want in a textbook on the subject. Also reasonably priced...The best media sociology textbook available."

Previously used: Durham & Kellner: Media and Cultural Studies: Key Works (Vincent Carducci)

"I used this title since 2006 (3rd edition), and I designed my course Media and Society based on this text." (Viera Lorencova)

About the Author

David Croteau taught about the sociology of media as an Associate Professor (retired) in the Department of Sociology and Anthropology at Virginia Commonwealth University. He is the author of Politics and the Class Divide: Working People and the Middle-Class Left and co-author, with William Hoynes, of Experience Sociology.

William Hoynes is Professor of Sociology and former Director of the Media Studies Program at Vassar College in Poughkeepsie, New York, where he teaches courses on media, culture, and social theory. He is the author of Public Television for Sale: Media, the Market, and the Public Sphere and co-author, with David Croteau, of Experience Sociology.

Stefania Milan (stefaniamilan.net) holds a Ph.D. in Political and Social Sciences from the European University Institute, Italy. She has taught courses on global media and democracy, communications governance, and technology and society at several European universities. She has published widely on social movement media and participatory governance.

Most helpful customer reviews

20 of 21 people found the following review helpful.
Shooting history on the wing
By Ralph D. Berenger
Media-disseminated messages flood our every waking second, affecting us in ways we often do not readily discern. Croteau and Hoynes take the reader on an exploration of these media forces in a sociological journey that walks then leaps from the birth of printed words for the masses to cyberspace for the individual. In the process, we learn a lot along the way. Not only about media, but, about ourselves. Unlike most college course texts in Media and Society (in sociology or journalism), "Media Society" is written in understandable English and is not ruefully Marxian in ideological slant. The work plays it straight down the middle. The authors' goal, to which they succeed, is to provide information that shows the complexity of social relationships in, around and through which information from all sources is sought and internalized by "receivers" then, through feedback, subtly affects the "senders" and subsequent messages as well. Surprisingly up-to-date in information, especially concerning the so-called New Media (a synthesis of current technologies, traditional entertainment programs-turned-political,and old news media). Croteau and Hoynes not only introduce the reader to the media mileau in society, they show how economics drive news coverage. At the same time they explain that media consolidations have not shrunk the markets as first feared, but have actually led--perhaps inadvertently--to an explosion of different, often smaller and more intimate media. The media pie, they attest, is growing bigger as the number of slices inexplicably increase. In later chapters, the authors do a commendable job acquainting the reader with communications theory, especially explaining how opinions are formed. My favorite chapter, given my predilections, are the chapters dealing with media and the political world (and the rest of the chapters in Part 4). The authors also enter the globalization fray by demonstrating not only how American pop culture is transforming traditional cultures (see Barber's McWorld v. Jihad for greater detail), but also how traditional cultures are influencing American pop culture in ways greater than we had intuited. Anyone interested in gaining a sense of how media is impacting his or her daily life and how we, as social beings, react to that impact, should certainly read this wonderful book.

3 of 3 people found the following review helpful.
Great Overview
By Amazon Customer
This is a great introduction to media studies. It generally covers a lot of theories and their originators. It does not go into a great deal of depth on any one of them, however, this book is great to get ideas for a theory that one might wish to expand on in detail. I have used this many times for short papers in which I want to incorporate an idea, but do not want the hassle of a lot of in depth research on topic.

2 of 2 people found the following review helpful.
Good book
By Kristin M. Mullaney
I have this book for a class. It discusses some very interesting topics. I highly recommend it!

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# Download Ebook Research and Evaluation in Education and Psychology: Integrating Diversity With Quantitative, Qualitative, and Mixed Methods, by Donna M.

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"The emphasis on minority populations has caught my attention and sustained my loyalty. Donna is so sensitive in exploring those issues, a first in a text for that class and a welcome addition."
―Nick Eastmond, Utah State University

Focused on discussing what is considered to be "good" research, this text explains quantitative, qualitative, and mixed methods in detail, incorporating the viewpoints of various research paradigms into the descriptions of these methods. Approximately 60% of the content in this Third Edition is new, with lots of fresh examples.

Key Features

• Postpositivist, constructivist, transformative, and pragmatic paradigms discussed
• Conducting research in culturally complex communities emphasized throughout
• A step-by-step overview of the entire research process provided

New to this Edition

• New coverage on how to write a literature review and plan a dissertation
• New pedagogy including "Extending Your Thinking" throughout

This is a core or supplemental text for research courses in departments of education, psychology, sociology, social work and other human-services disciplines.

• Sales Rank: #666203 in Books
• Brand: Brand: SAGE Publications, Inc.
• Published on: 2009-08-06
• Original language: English
• Number of items: 1
• Dimensions: 1.20" h x 6.90" w x 9.90" l, 2.10 pounds
• Binding: Paperback
• 552 pages

Features

• Used Book in Good Condition

Review
Very comprehensive, yet accessible" (Linda Pursley)

About the Author

Donna M. Mertens is Professor in the Department of Education at Gallaudet University. She teaches research methods and program evaluation to deaf and hearing students at the MA and PhD levels.

She conducts research and evaluation studies on such topics as improvement of special education services in international settings, planning for the inclusion of students with disabilities in neighborhood schools, enhancing the educational experiences of students with disabilities, preventing sexual abuse in residential schools for deaf students, improving access to the court systems for deaf and hard-of-hearing people, and improving the preparation of teachers of the deaf through appropriate use of instructional technology. Her research focuses on improving methods of inquiry by integrating the perspectives of those who have experienced oppression in our society. She draws on the writings of feminists, racial and ethnic minorities, people with disabilities, as well as indigenous peoples who have addressed the issues of power and oppression and their implications for research methodology.

Dr. Mertens has made numerous presentations at the meetings of the American Educational Research Association, American Evaluation Association, Association for College Educators of the Deaf and Hard of Hearing, International Sociological Association, International Mixed Methods Conference, American Psychological Association, African Evaluation Association, Canadian Evaluation Society, Visitors Studies Association, and other organizations that explore these themes. She served as president and board member of the American Evaluation Association from 1997 to 2002 and as a member of the Board of Trustees for the International Organization for Cooperation in Evaluation, 2002–2003. She is the editor for the Journal of Mixed Methods Research (with Max Bergman as coeditor).

Her publications include four edited volumes, Indigenous Pathways to Social Research (coedited with Fiona Cram and Bagele Chilisa, 2013), Handbook of Social Research Ethics (coedited with Pauline Ginsberg, 2009), Creative Ideas for Teaching Evaluation (1989), and Research and Inequality (coedited with Carole Truman and Beth Humphries, 2000), and several authored books, including Program Evaluation: A Comprehensive Guide (with Amy Wilson, 2012), Transformative Research and Evaluation (2009), Research and Evaluation Methods in Special Education (coauthored with John McLaughlin, 2004), and Parents and Their Deaf Children (coauthored with Kay Meadow-Orlans and Marilyn Sass Lehrer, 2003). She also publishes many chapters and articles in edited volumes, encyclopedias, handbooks, and journals, such as Journal of Mixed Methods Research, Qualitative Social Work, Eye on Psi Chi, Educational Researcher, International Journal of Mixed Methods Research, New Directions for Program Evaluation, American Journal of Evaluation, American Annals of the Deaf, Studies in Educational Evaluation, and Educational Evaluation and Policy Analysis.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Excellent!!!
By Amazon Customer
Matched description and fast shipping!

2 of 2 people found the following review helpful.
A required reading for application in PhD study
By sgams
The premise of the book is good (a survey of the types of theories used in program evaluation), however, the text was a bit dense and not really helpful for my uses. Though cases and examples are cited, they were missing too much information to make the examples and cases useful for a novice like myself.

2 of 3 people found the following review helpful.
Good book for my class
By tedbur
I used this textbook for a graduate level online class and it worked out very well. I think it has good "real-life" examples that are given in the text and very interesting studies. I would recommend this book to anyone who needs it for research study purposes.

See all 11 customer reviews...

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^^ Ebook Free Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning, by Shirley M. Hord, James (Jim) L. (Lloyd) Rouss

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Offers more than 30 structured "learning opportunities" to help busy educators put six components of effective PLCs into practice and facilitate individual and schoolwide development.

• Sales Rank: #809963 in Books
• Brand: Corwin
• Published on: 2009-11-24
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .70" w x 8.40" l, 1.45 pounds
• Binding: Paperback
• 240 pages

Features

• Beliefs, values, and vision
• Shared leadership
• Structural conditions
• Relational conditions
• Intentional learning

Review
“Although research on the effectiveness of professional learning communities (PLCs) can best described as ‘mixed,’ one thing is clear: they accomplish nothing without strong, knowledgeable, and courageous leadership. To improve teaching quality and student learning outcomes, someone has to take the reins and lead the effort with intelligence, skill, sensitivity, and a clear sense of purpose. This book offers the ‘why’ and the ‘how’ to those willing to take on the challenge.” (Thomas R. Guskey, Professor of Educational Psychology 2009-08-27)

"One weekend morning, I sat down with my cup of coffee to read a book, and much to my delight, two hours later, I had not read a book, but rather mapped out a learning plan for an entire year. The best gift of all, everything I will need is right here in this book. When you sit down to read this book, make sure you have a calendar at your side. Get ready to go on a shopping spree of ideas; like all good shoppers choose wisely, for there is no way you can possibly use all of the ideas in this book in one year. I assure you, you will not have buyer’s remorse!" (Diane Zimmerman, Superintendent 2009-08-31)

“Too often PLCs are treated as events. The authors of this fine book make clear that an authentic PLC is neither an event nor a name. It is about embracing a form of leadership and learning in schools that requires fearless examination of teaching practices, faculty interactions, and student learning toward the goal of increased successful student learning. The book is so rich with information, resources, and learning activities revealing how this can be accomplished that it could serve as syllabus for a graduate course in school improvement.” (Robert J. Garmston, Cofounder, Institute for Intelligent Behavior 2009-09-28)

About the Author
Shirley M. Hord, PhD, is the scholar laureate of Learning Forward (previously National Staff Development Council), following her retirement as Scholar Emerita at the Southwest Educational Development Laboratory in Austin, Texas. There she directed the Strategies for Increasing Student Success Program. She continues to design and coordinate professional development activities related to educational change and improvement, school leadership, and the creation of professional learning communities.

Her early roles as elementary school classroom teacher and university science education faculty at The University of Texas at Austin were followed by her appointment as co-director of Research on the Improvement Process at the Research and Development Center for Teacher Education at The University of Texas at Austin. There she administered and conducted research on school improvement and the role of school leaders in school change.

She served as a fellow of the National Center for Effective Schools Research and Development and was U.S. representative to the Foundation for the International School Improvement Project, an international effort that develops research, training, and policy initiatives to support local school improvement practices.

In addition to working with educators at all levels across the U.S. and Canada, Hord makes presentations and consults in Asia, Europe, Australia, Africa, and Mexico.

Her current interests focus on the creation and functioning of educational organizations as learning communities and the role of leaders who serve such organizations. Dr. Hord is the author of numerous articles and books, of which a selection of the most recent are: Implementing Change: Patterns, Principles, and Potholes, 3rd ed (with Gene E. Hall, 2011); Reclaiming Our Teaching Profession: The Power of Educators Learning in Community (with Edward F. Tobia, 2012); A Playbook for Professional Learning: Putting the Standards Into Action (with Stephanie Hirsh, 2012).

James L. Roussin, M.A.L.S., has been committed to improving teaching and learning in schools across the US and abroad throughout his professional career. He has worked as a Language Arts Teacher, Gifted Coordinator, ESL Coordinator, Curriculum Director, Executive Director of Teaching, Learning & School Improvement, Adjunct Professor, and Educational Consultant.

Jim is currently working as a Strategic Change Consultant and is the Executive Director for Generative Learning. Website: http://www.generative-learning.com

Jim helped to revitalize the Minnesota Staff Development Council from 1998 – 2004 and served as its President for four of those years. He has also served as a board of trustee on the National Staff Development Council (now Learning Forward).

He is a teaching associate for Human Systems Dynamics (an institute that is using complexity theory to impact organizational development work). He is also a learning facilitator for Leadership Development, Cognitive Coaching, Adaptive Schools, QLD (Quality Leadership by Design) - S.M.A.R.T. Goals, and Program Evaluation.

In February of 2006, Jim traveled to India on a Berkana Learning Journey to explore new forms of leadership that are emerging in global communities. And in 2009 he spent four months working in the Middle East with ASCD-Middle East in supporting the Ministry of Education in implementing new teacher development standards. J

Jim’s current interests focus on healthy organizations and human development through the lens of natural systems theory and complexity science.

James Roussin is the author of a variety of articles as well as a co-author of the book: Guiding Professional Learning Communities: Inspiration, Challenge, Surprise, and Meaning (Shirley M. Hord, James L. Roussin & William A. Sommers, 2010).

William A. Sommers, Ph.D. of Austin, Texas, continues to be a learner, teacher, principal, author, leadership coach, and consultant. Bill has come out of retirement five times to put theory into practice. He was on the Board of Trustees for five years and President for the National Staff Development Council now called Learning Forward.

Dr. Sommers is the former Executive Director for Secondary Curriculum and Professional Learning for Minneapolis Public Schools, and a school administrator for over 30 years. In addition to being an adjunct faculty member at several universities, he has been a program director for an adolescent chemical dependency treatment center and on the board of a halfway house for 20 years.

Bill has co-authored eight books, and co-authored chapters in several other books. In January 2016 Bill and his colleague Skip Olsen launched a website www.learningomnivores.com which includes educational blogs, new rules, and book reviews. Bill is a practitioner who integrates theory into leading and facilitating schools. Dr. Sommers has continued to be a leadership coach for over 25 years to school administrators.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Provides a how-to guide to developing a PLC
By Midwest Book Review
Shirley M. Hord, et.al.'s GUIDING PROFESSIONAL LEARNING COMMUNITIES: INSPIRATION, CHALLENGE, SURPRISE AND MEANING provides a how-to guide to developing a PLC, demonstrating a form of leadership and learning that involves examining teaching practices and considering over 30 structured opportunities to help busy educators put visions and environments into practice. PLCs bring different talents to the table: this tells how to integrate them.

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