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Written for school psychologists, counselors, administrators, and teachers, this volume outlines issues affecting children who are born with or acquire a medical disorder or disease.

• Sales Rank: #1174273 in Books
• Brand: Corwin
• Published on: 2010-02-23
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .60" w x 8.40" l, 1.15 pounds
• Binding: Paperback
• 192 pages

Features

• Topics related to chromosomal, genetic and metabolic disorders, such as phenylketonuria,
• Acquired disorders, including prenatal exposure to alcohol and antidepressants, celiac disease,
• Coping with loss in schools, including the changing role of schools and the role of educators in
• Sub-Title - Current Topics and Interventions for Educators.
• Edited - Paul C. McCabe.

Review
"These resources are the answer to the challenge of keeping pace with the evolving field of student support in schools." (Katy Olweiler, Counselor 2009-08-18)

“This book is a unique and thoughtful volume that provides up-to-date material on diverse disorders in school-age children. Written with the busy educator in mind, the chapters are full of useful information regarding disease impact on educational outcomes, effective classroom interventions, and the current state of research. Discussion questions and handouts are presented with each chapter. I heartily recommend this book for teachers and educational support staff.” (LeAdelle Phelps, Professor 2009-11-17)

"Covers genetic, chromosomal, and metabolic disorders; prenatal exposure to alcohol and antidepressants; and such problems as asthma, food allergies, diabetes, and grief and bereavement. These are some of the issues increasingly faced by school personnel every day. Each topic is treated in the same authoritative, accessible style found throughout the three volumes of this set." (John E. Desrochers, Editor, Communique 2009-10-06)

About the Author
Paul C. McCabe, NCSP, is an associate professor of school psychology in the School Psychologist Graduate Program at Brooklyn College of the City University of New York. McCabe is a New York State certified school psychologist, New York State licensed psychologist, and a Nationally Certified School Psychologist (NCSP). He serves on the editorial boards of several publications in school psychology and developmental psychology, and has consulted at state and national levels on issues of early childhood assessment and best practices, pediatric issues in schools, and training in school psychology. McCabe conducts and publishes research in early childhood social, behavioral, and language development and concomitant problems; pediatric school psychology and health issues addressed by schools; and social justice issues in training, especially training educators to advocate for gay, lesbian, bisexual and transgendered youth. McCabe received his PhD in clinical and school psychology from Hofstra University. He holds undergraduate degrees from University of Rochester and Cazenovia College.

Steven R. Shaw, NCSP, is an assistant professor in the Department of Educational and Counselling Psychology at McGill University in Montreal, Quebec. He has been a school psychologist since 1988 with clinical and administrative experience in schools, hospitals, and independent practice. He has conducted workshops and consulted with educational policy makers to address the needs of children with borderline intellectual functioning in the US, Canada, Pakistan, Moldova, Poland, India, and Egypt. Shaw conducts and publishes research in behavior and language development in children with rare genetic disorders; resilience factors for children with risk factors for school failure, especially borderline intellectual functioning; and pediatric school psychology and health issues addressed by schools. Shaw received a PhD in school psychology from the University of Florida.

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0 of 0 people found the following review helpful.
Case studies provide a fine foundation of strategies educators will appreciate
By Midwest Book Review
Paul C. McCabe and Steven R. Shaw's GENETIC AND ACQUIRED DISORDERS: CURRENT TOPICS AND INTERVENTIONS FOR EDUCATORS provides a fine guide to helping students with genetic disorders and discusses the physical and mental impact of disorders ranging from autism and shyness to acquired disorders from drugs, alcoholism and allergies. Case studies provide a fine foundation of strategies educators will appreciate.

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With updated research, revised sections on leadership, and new anecdotes, this second edition helps teachers and students reach higher performance levels based on how the brain learns.

• Sales Rank: #382459 in Books
• Brand: Corwin
• Published on: 2008-07-23
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 8.50" w x .75" l, 1.80 pounds
• Binding: Paperback
• 304 pages

Features

• Updated research sections in every chapter
• Substantially revised sections on leadership
• Expanded information on developing "process learning circles" for teachers
• New anecdotes from classrooms
• A vocabulary guide at the end of each chapter12 Brain/Mind Learning Principles in Action, Second

Review
"Validates researchers’ and educators’ commitment to scholarly, research-driven practices that are proven in the field." (Dorothy Lee Gottshall, Instructor 2008-01-28)

“An excellent resource for teachers striving to improve student achievement by focusing on how the brain learns. I will be able to reach more students and enable them to have deeper understandings than they would have had I not read this book. The information is timely and relevant, and the need for this information will not lessen as time goes by.” (Marcia Carlson, Sixth-Grade Teacher 2008-01-28)

"For those educators passionate about practicing their craft, this book provides a blueprint for deliberate, thoughtful, and engaging teaching strategies. It is a must for anyone concerned with the question of how to be more effective in the classroom." (D. Allan Bruner, Science/Math Chair 2008-01-29)

"Brings back the importance of teachers and what they do every day. It was empowering to receive validation for the way I ran my classroom. This book is full of scenarios, significant points, questions to ask yourself, steps to take, and bridges to the practical." (Pattie Thomas, School Improvement Specialist 2008-01-31)

About the Author
Renate Nummela Caine is a principal of Caine Learning LLC and consultant to districts, schools, teachers, administrators, and communities to implement brain-based learning. She is the senior author, with Geoffrey Caine, of the groundbreaking Making Connections: Teaching and the Human Brain. She has worked with countless educators in the U.S. and around the globe. Recently, Renate and Geoffrey Caine worked with a low-income, underachieving K-5 elementary school in California to help teachers design more innovative teaching strategies using the brain/mind learning principles and district standards.

Caine is professor emeritus of education at California State University in San Bernardino, where she was also executive director of the Center for Research in Integrative Learning and Teaching. She has taught every level from kindergarten to university. She earned her PhD from the University of Florida in educational psychology.

Geoffrey Caine, a director of Caine Learning LLC, is a learning consultant and process coach. Caine has been published extensively and is co-author of six books, including Making Connections: Teaching and the Human Brain. His work carries him throughout the United States and abroad. He works in the worlds of education, business, and government, where he capitalizes on his prior experiences as a professor of law, an education services manager of a national software company, a state manager of a national publishing company, and national director of the Mind/Brain Network of the American Society for Training and Development.   

He has given keynote addresses or made presentations to the Campaign for Learning in the United Kingdom, the World Conference on Education for All, the Eighth International Conference on Thinking, the Whole Schools Institute sponsored by the Mississippi Arts Commission, and numerous other national and regional organizations and associations. Caine's major interest is in how best to improve the ways in which people learn together. He directs his attention to the arts of deep listening, dwelling in the question, and processing experience for the lessons it has to offer. 

Carol Lynn McClintic is an educational leader with diverse experience as a teacher at numerous levels, including preschool, elementary, middle, high, and university. She is a master teacher (over eighteen student teachers, plus BITSA and peer coach), a mentor teacher, and a model teacher. She has led and co-led many workshops for her district, taught numerous education extension classes for teachers at local universities―including co-creating a certificate program for conflict resolution―been a coordinator for university and district grant programs, and consulted with Caine Learning since 1995, participating in workshops throughout the United States.

McClintic has co-authored the book Wouldn’t It Be Wonderful: A Guide to Teaching in the Twenty-first Century and co-written an article with Geoffrey and Renate Nummela Caine. She has received several awards and retired from active teaching in 2002 after thirty-five years.

Karl Klimek is the Executive Orchestrator of the Square One Education Network, a nonprofit organization that incorporates brain/mind learning theory and practices in schools, with special focus on science, technology, engineering, and mathematics projects (www.squareonenetwork.org). He is lead author of Generative Leadership: Shaping New Futures for Today’s Schools (2008, Corwin Press), co-author of 12 Brain-Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (2004 / 2008, Corwin Press) and has taught in Washington, Wyoming, and Michigan at both the public school and university levels. His school administrative experience includes service as a principal and as assistant superintendent for curriculum and instruction in a suburban Detroit, Michigan district. Karl is President of 2 Perspectives: Learning Through Leadership (www.2perspectives.us.com) and has worked extensively in career and technology education developing state and federal programs. He is a Senior Associate of the Caine Learning Institute, Idyllwild, CA and is Board Vice President of the Natural Learning Research Institute. Karl received his undergraduate degree in education from Central Washington University and his master’s in educational leadership from Eastern Michigan University. He is recognized for his practical and enthusiastic presentations as a speaker and project development/design facilitator.

Most helpful customer reviews

5 of 7 people found the following review helpful.
This edition has been substantially revised for new leadership tips and expanded information on 'process learning circles'
By Midwest Book Review
The 2nd edition of 12 Brain/Mind Learning Principles in Action is an important consideration for any teacher or school leader, providing a basic framework based on how the brain learns and updating research sections in every chapter. This edition has been substantially revised for new leadership tips and expanded information on 'process learning circles', and includes focused questions, guided research, discussion topics, and more. Whether for interactive or individual study, it's invaluable.

1 of 1 people found the following review helpful.
Review
By Steven and Kristina
This has a lot of very useful information. The difficult part of reading it, is that does not really use charts or shortened versions to present the information.

0 of 2 people found the following review helpful.
12 Mind Brain Priciples
By MR20
As far as text books go, this contained useful information presented in a logical manner. The subject matter reflected current scientific research on the brain, with useful strategies for teaching students of all ages.

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This book guides educators through an assessment process that is fully integrated with the daily curriculum and designed to significantly improve student performance.

• Sales Rank: #340804 in Books
• Brand: Corwin
• Published on: 2008-12-19
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .60" w x 6.90" l, 1.05 pounds
• Binding: Paperback
• 240 pages

Features

• Preassessments to collect baseline data.
• Formative assessments that yield progress-monitoring data.
• Summative assessments for gathering data that is easy to use.Complete with checklists, frequently
• Edited - Nancy P. Gallavan.
• Author Affiliation - University of Central Arkansas.

Review
"Contains valuable and timely information for preservice teachers on how to develop appropriate, authentic, and worthwhile assessments." (Deborah S. Yost, Professor of Education 2008-09-19)

"Tools, activities, and reflective questions guide teachers in creating a nurturing environment for engaging students in relevant and meaningful learning experiences, while developing a deep understanding of self and others." (Linda D. Jungwirth, President, Convening Conversations, Inc 2010-06-07)

About the Author

Nancy P. Gallavan, Ph.D., is Professor of Teacher Education at the University of Central Arkansas where she specializes in classroom assessments and cultural competence in the Department of Teaching and Learning MAT Program, which she helped to start in 2006. The UCA MAT Program was recognized as the Distinguished Program in Teacher Education by the Association of Teacher Educators in 2010. Dr. Gallavan also serves as the UCA Academic Liaison to Institutional Diversity.

Receiving university and college awards for her teaching, scholarship, and service, Dr. Gallavan has expertise in K-12 education, classroom assessments, curriculum development, cultural competence, social studies education, and teacher self-efficacy. With more than 120 peer-reviewed publications in journals, as chapters in books, and as books, Dr. Gallavan authored two versions of Developing Performance-Based Assessments, one for Grades K-5 and one for Grades 6-12 with Corwin Press in 2009. She also authored two versions of Navigating Cultural Competence: A Compass for Teachers, one for Grades K-5 and one for Grades 6-12 with Corwin Press in 2011. With Ellen Kottler, she co-authored Secrets to Success for Beginning Elementary School Teachers with Corwin Press in 2007 and Secrets to Success for Social Studies Teachers with Corwin Press in 2008. Most of these books have been republished in multiple languages.

Her research agenda focuses on classroom assessments and teacher self-efficacy. Her chapter, “If you want your students to change, then you need to change: Mediating the sources and benefits of teacher self-efficacy with teacher candidates,” will be published in the Handbook of Research on Professional Development for Quality Teaching and Learning in 2016. Dr. Gallavan serves as the editor of the Arkansas Association of Teacher Educators Electronic Journal (ArATE EJ) and co-editor of the Association of Teacher Educators (ATE) Annual Yearbook of Research.

An active member of American Educational Research Association (AERA), Association of Teacher Educators (ATE), Kappa Delta Pi (KDP), National Association for Multicultural Education (NAME), and National Council for the Social Studies (NCSS), she is involved with the AERA Classroom Assessment Special Interest Group and serves as Chair of the ATE Commission of Online Teaching, Learning, and Schooling. Dr. Gallavan is a Past President and a Distinguished Member of the Association of Teacher Educators (ATE), a Kappa Delta Pi (KDP) Eleanor Roosevelt Legacy Chapter inaugural member, and a member of Phi Delta Phi (education honor society).

Prior to joining the University of Central Arkansas, Dr. Gallavan was an Assistant/Associate Professor with the University of Nevada, Las Vegas, specializing in social studies education and cultural competence. She began her career in education as an elementary school and middle level classroom teacher primarily in the Cherry Creek School District in Colorado. She earned her undergraduate degree in Elementary Education with an emphasis in Literacy from Southwest Missouri State University (now Missouri State University); her master’s degree in Curriculum and Instruction with an emphasis in Gifted and Talented Education from the University of Colorado, Boulder; her school administrator license from the University of Colorado, Denver; and her doctoral degree in Curriculum Leadership with a cognate in Cultural Competence from the University of Denver. At the University of Denver, she received the Phi Delta Kappa Outstanding Dissertation Award.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Entry Level!
By leahcarm
I may dislike this book simply because my professor chose it for an upper level class. The concepts contained in this book are useful, but only for an entry level college course. It stopped reading the assigned chapters after the first 2 assignments. I have already covered this material in earlier classes. The book itself isn't bad. The professor just needs to realize that it is redundant for anything other than the first class in an Education curriculum. If you are asked to buy this book for anything else, save your money!

0 of 0 people found the following review helpful.
Book in fantastic condition
By Maia Wheeler
I like the condition of the book but not necessarily the content. I like books that have summaries at the end of each chapter.

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The Seventh Edition of David Newman's Sociology: Exploring the Architecture of Everyday Life invites students to delve into the fascinating world of sociological thought. Encouraging students to think more about how sociology applies to their everyday lives, this edition features updated coverage and fresh examples, including revamped micro-macro connections to help students understand the link between individual lives and the structure of society.

New to the Seventh Edition

• Presents new and updated coverage throughout, including new sections on Muslim-Americans, global warming, and sexual orientation
• Features Newman's signature compelling writing style with slightly briefer chapters and integrated global content in each for a better fit with today's courses
• Provides a more robust research methods section with innovative discussions of spuriousness in research, reading a research article correctly, and more, plus a new "Doing Social Research" feature
• Offers new examples from the myriad U.S. subcultures to engage students with examples that are relevant to their lives
• Features new and updated Micro-Macro Connections, including technology and erosion of privacy, the global health divide, and more, to help students make the link between their daily lives and the architecture of society
• Includes fresh examples and updated statistical information throughout the text, along with new exhibits and impactful visual essays

As one of the most noteworthy and popular sociology books of all time, George Ritzer's The McDonaldization of Society 5 demonstrates the power of the sociological imagination to today's readers in a way that few other books have. The McDonaldization of Society 5 has been updated with many contemporary examples that speak relevantly to today's student. This engaging book, sure to spark debate both in and out of the classroom, connects the everyday world of the "twenty-something" consumer with sociological analysis.

New to McDonaldization 5

• Presents a new concluding chapter on Starbuckization: A new Chapter 10 titled "The Starbuckization of Society?" examines the Starbucks phenomenon in relation to McDonaldization.
• Links pop culture to McDonaldization with contemporary examples: Updated examples include online dating services, Viagra, MDMA (Ecstasy), text messaging, Chipotle, Pollo Campero, extreme sports, robotic surgery with the Da Vinci system, Snack Wraps, megachurches, and more.
• Features an increased focus on globalization: Global issues are more prevalent throughout this edition, particularly in the discussion of the relationship between McDonaldization and the environment in Chapter 7.
• Looks at precursors and future possibilities of McDonaldization: A revised Chapter 2 combines a discussion of the precursors of McDonaldization and content on dealing with contemporary changes in, and future possibilities of, a McDonaldized world.

 

• Published on: 2009-01-15
• Original language: English
• Binding: Hardcover

About the Author
David M. Newman earned his B.A. from San Diego State University in 1981 and his graduate degrees from the University of Washington in Seattle (M.A. 1984, PhD 1988). After a year at the University of Connecticut, David went to DePauw University in 1989 and has been there ever since. David teaches courses in Contemporary Society, Deviance, Mental Illness, Family, Social Psychology, and Research Methods. He has published numerous articles on teaching and has presented research papers on the intersection of gender and power in intimate relationships. Recently most of his scholarly activity has been devoted to writing and revising several books, including Sociology: Exploring the Architecture of Everyday Life (SAGE, 2014); Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, and Sexuality (McGraw-Hill, 2012); and Families: A Sociological Perspective (McGraw-Hill, 2009). He is currently working on a book-length manuscript that examines the cultural meaning, institutional importance, and social limitations of “second chance” narratives in everyday life.

George Ritzer is Distinguished University Professor at the University of Maryland, where he has also been a Distinguished Scholar-Teacher and won a Teaching Excellence Award. He was awarded the Distinguished Contributions to Teaching Award by the American Sociological Association, an honorary doctorate from LaTrobe University in Australia, and the Robin Williams Lectureship from the Eastern Sociological Society. His best-known work, The McDonaldization of Society (8th ed.), has been read by hundreds of thousands of students over two decades and translated into over a dozen languages. Ritzer is also the editor of McDonaldization: The Reader; and author of other works of critical sociology related to the McDonaldization thesis, including Enchanting a Disenchanted World, The Globalization of Nothing, Expressing America: A Critique of the Global Credit Card Society, as well as a series best-selling social theory textbooks and Globalization: A Basic Text. He is the Editor of the Encyclopedia of Social Theory (2 vols.), the Encyclopedia of Sociology (11 vols.; 2nd edition forthcoming), the Encyclopedia of Globalization (5 vols.), and is Founding Editor of the Journal of Consumer Culture. In 2016 he will publish the second edition of Essentials of Sociology with SAGE.

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Covering the mental health expert's many roles as therapist, mediator, evaluator, consultant to attorneys, expert witness, and more, Philip M. Stahl's Conducting Child Custody Evaluations: From Basic to Complex Issues addresses key topics such as the best interests of the child, custody and time share, divorce and its impact on children, and children's developmental needs. From tackling the terror of testifying to critiquing your own child custody evaluations and avoiding bias inherent in this work, this practical and easy-to-read book offers comprehensive coverage vital to practitioners in this field.

• Sales Rank: #140451 in Books
• Published on: 2010-08-12
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .70" w x 7.00" l, 1.14 pounds
• Binding: Paperback
• 368 pages

About the Author

Philip Stahl, PhD, ABPP (Forensic), is a psychologist in private practice that conducts child custody evaluations and provides expert witness testimony. He is a provider of continuing education for psychologists and other mental health providers, and attorneys and Family Law Specialists in California. He has conducted trainings throughout the United States and internationally for child custody evaluators and others working with high-conflict families of divorce. He has presented workshops for judges throughout the country and is on the faculty of National Judicial College and is a frequent presenter at programs of the National Council of Juvenile and Family Court Judges.

As a Board member of the Association of Family and Conciliation Courts, he was on the task force that drafted AFCC’s “Model Standards of Practice for Child Custody Evaluation”. He was a member of the American Bar Association Wingspread Task Force on High Conflict Families. Dr. Stahl is on the Editorial Review Board of AFCC’s journal, Family Court Review and the Journal of Child Custody. Along with his teaching, Dr. Stahl has written extensively on various issues in high-conflict divorce and custody evaluations. His previous books have been Conducting Child Custody Evaluations: A Comprehensive Guide, Complex Issues in Custody Evaluations, and Parenting After Divorce, 2nd Edition, and he is the co-editor of Relocation Issues in Child Custody Cases. His child custody evaluation was cited by the California Supreme Court in its landmark decision modifying 8 years of relocation case law in 1994 (In re Marriage of LaMusga 32 Cal.4th 1072, 12 Cal.Rptr.3d 356, 88 P.3d 81). Most recently, Dr. Stahl was on the workgroup appointed by the Arizona Supreme Court that re-wrote Arizona’s “Planning for Parenting Time” (2010).

When he has free time, Dr. Stahl enjoys traveling, playing golf, and relaxing with family and friends.

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5 of 5 people found the following review helpful.
A Substantial Contribution
By RASimon
Dr. Stahl's new book represents a significant contribution to the literature in the area of conducting professional, useful and ethical child custody evaluations. I found this book well written, easy to read/follow and organized in a manner which makes it highly useful. Dr. Stahl's book is, in my view, an essential part of any professional library if that professional is involved directly or indirectly in the work that is related to conducting or using child custody evaluations. For those familiar with Dr. Stahl's previous books on this topic, you'll not that this new book is a substantial revision of his previous volumes and one which encompasses up to date research in the field. I would note that this book combines the discussion of the fundamentals of child custody evaluations with a discussion of some of the more challenging and complicated issues that must be assessed in child custody evaluations. Because this book is written in a straightforward manner, it is useful to experienced professionals, those new to the field and even to lay individuals involved in child custody litigation. As an experienced child custody evaluator myself and one familiar with other books on similar topics, there is no doubt that Dr. Stahl's new volume must rightly take its place as a seminal book in this complex area. If you don't own this book, buy it.

3 of 3 people found the following review helpful.
Excellent resource for anyone conducting custody evaluations
By June
This updated version contains a well-organized wealth of information, not just about how to conduct custody evaluations in the most balanced, forensically defensible manner, but also about several issues that might arise in special circumstances such as domestic violence, relocation, parental alienation syndrome, etc. The author's experience in dealing with such cases comes across clearly. One small drawback though is that in the earlier version, the author had included two sample reports which I thought would be very helpful to readers; in the current version, he presents a smaller, selected section of a report, which is still useful, though I would have liked to see more of it. Overall, as a practising clinician and forensic psychologist, I would highly recommend this book.

1 of 1 people found the following review helpful.
Required reading for child custody litigants
By Christopher Emley
I assign to every one of my child custody clients several thorough readings of this book. Dr. Stahl has written a comprehensive description of child custody evaluations, and he's one of the foremost trainers of California custody evaluators, so his protocol for conducting evaluations is followed by most (if not all) of the evaluators working in my cases. Though this volume was intended to be a textbook for evaluators, it's quite accessible and informative for parents going through their own evaluations.

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• Sales Rank: #660802 in Books
• Brand: Corwin Press
• Model: COR9781412959308
• Published on: 2008-02-28
• Original language: English
• Number of items: 1
• Dimensions: 10.83" h x .22" w x 8.51" l, .65 pounds
• Binding: Paperback
• 96 pages

Features

• Weight - 0.656
• Depth - 0.00
• Width - 0.00
• Height - 0.00

About the Author

Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System, Decatur, Georgia and has been presenting to adult audiences for more than 25 years. During her 30-year career with the school district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. She received the Distinguished Staff Development Award for the State of Georgia, and her department was chosen to receive the Exemplary Program Award for the state.

Marcia is currently an educational consultant and has taught more than 400,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the following seven bestsellers: Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain; “Sit & Get” Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain; Reading and Language Arts Worksheets Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain; Shouting Won’t Grow Dendrites: 20 Techniques to Detour Around the Danger Zones; Mathematics Worksheets Don’t Grow Dendrites: 20 Numeracy Strategies That Engage the Brain; Preparing Children for Success in School and in Life: 20 Ways to Increase Your Child’s Brain Power; and Science Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain; as well as Social Studies Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Participants in her workshops refer to them as “some of the best ones they have ever experienced” since Marcia uses the 20 strategies outlined in her books to actively engage her audiences.

Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University. Spelman College awarded her the Apple Award for excellence in the field of education.

Marcia is married to Tyrone Tate and is the proud mother of three children, Jennifer, Jessica, and Christopher, and is the doting grandmother of two granddaughters, Christian and Aidan Brooke, and three grandsons, Maxwell Connor, Aaron Bryan, and Roman Alexander.

 

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>> Get Free Ebook Brain-Compatible Activities for Mathematics, Grades K-1From Corwin

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• Sales Rank: #1690671 in Books
• Brand: Corwin
• Published on: 2009-12-07
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x .50" w x 8.40" l, 1.25 pounds
• Binding: Paperback
• 200 pages

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

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

 

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One Star
By JMM
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^ Ebook Download Measuring the Performance of Human Service Programs (SAGE Human Services Guides), by Lawrence L. Martin, Peter M. Kettner

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Today stakeholders demand accountability from government and nongovernmental human service organizations. Performance measurement has become the major method of performance accountability. So how can human service organizations develop and utilize program output, quality, and outcome performance measures to satisfy stakeholders? This Second Edition of Measuring the Performance of Human Service Programs explains in detail how to measure and assess program effectiveness. With special attention given to the four types of outcome performance measures―numeric counts, standardized measures, level of functioning (LOF) scales, and client satisfaction―this updated classic is the only resource focused exclusively on performance accountability and performance measurement in the human services.

Features in This Edition

• Provides a fundamental understanding of performance accountability and performance measurement in human service programs with comprehensive and up-to-date material
• Utilizes the systems model as a conceptual framework― a common conceptual framework in social work and the human services
• Explains the different types of output (efficiency) performance measures―time, episode, material
• Includes updated examples of efficiency, quality, and effectiveness performance measures in human service organizations
• An Instructor's Resource site (http://www.sagepub.com/martinmeas2einstr) offers PowerPoint slides for each chapter and suggested assignments to accompany each chapter.
  
• Intended Audience
  This book is designed for graduate courses on social work and human services and is also a invaluable resource for practitioners in human service organizations.

• Sales Rank: #394415 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-05-12
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .37" w x 6.00" l, .48 pounds
• Binding: Paperback
• 160 pages

Features

• Used Book in Good Condition

About the Author
Lawrence L. Martin is Professor of Public Affairs, Social Work and Public Administration at the University of Central Florida in Orlando. He was previously on the faculty of the Columbia University School of Social Work in New York City where he directed the program in social work administration. He is the author of 20 books and major monographs and over 100 articles and book chapters.

Peter M. Kettner is Professor Emeritus at the Arizona State University School of Social Work. He is the author of six books, 50 articles, monographs, and book chapters on the topics of purchase-of-service contracting, privatization, macro practice in social work, human services planning, and social work administration. Over his 30 year career in academia he served as a consultant to five different state human service agencies and dozens of local nonprofit agencies on their purchase of service contracting practices and in the design and implementation of effectiveness-based planning systems. In retirement he has continued his writing and consultation with local government and nonprofit agencies.

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0 of 0 people found the following review helpful.
Four Stars
By Kim
will be very helpful to my program of study

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!! PDF Download The Block Scheduling Handbook, by J. (James) Allen Queen

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This step-by-step resource offers three block schedule models, sample lessons, instructional strategies, and templates to get a successful alternative scheduling program up and running.

• Sales Rank: #6711318 in Books
• Brand: Corwin
• Published on: 2008-12-23
• Original language: English
• Number of items: 1
• Dimensions: 11.02" h x .69" w x 8.50" l, 2.20 pounds
• Binding: Hardcover
• 288 pages

Features

• Insightful discussions of elementary, middle, and high schools on the block, including an
• Three specific block schedule models, the advantages and disadvantages of each, and ways to find
• Classroom management and student-centered instructional strategies for the block
• Guidance on curriculum alignment, instructional evaluation, and assessment methods
• Forms and sample lessons to get programs up and runningFor educators designing a new scheduling program

Review
"The research-based principles espoused in this handbook helped transform our upper school into a true college preparatory institution. This complete how-to book provides valuable, concrete ideas for subject area teachers while supporting administrative efforts to maximize opportunities using block scheduling. I highly recommend this book if your school is initiating, adapting, or question the block scheduling approach. This book will reinvigorate your efforts to truly impact student learning." (James Freemyer, Associate Professor 2008-07-09)

"Should be required reading for every high school administrator and educators in general. By highlighting research-based best practices, the author has put forth cutting-edge strategies that will not only improve student achievement, but also provide teachers with 21st-century skills to differentiate instruction."
(Jim R. Watson, Retired Superintendent 2008-07-09)

"A wonderful guide for school leaders as they create a contemporary schedule for middle and high school students to take advantage of a variety of curricular offerings. This second edition is comprehensive, with numerous subject-centered examples and detailed specifics for those desiring to move to more advanced designs. It is no wonder why Queen is often referred to as the father of the new block schedule." (Henry Peel, Wachovia Distinguished Professor 2008-07-11)

"An excellent step-by-step guide to all the stages of improving instruction on the block schedule at any level. As a guest faculty member at our university in China, Dr. Queen used the text to train numerous doctoral students, school principals, and classroom teachers in this scheduling practice. The new edition is even more advanced, with excellent designs and detailed activities in a variety of subject areas." (Ding Zhenguo, Vice President 2008-07-11)

"This is the complete, step-by-step guide for administrators and teachers interested in all stages of going to or improving instruction on the block. Building on its predecessor as well as the author’s international and national reputation and experience, this edition includes numerous subject-centered examples and detailed specifics for those interested in moving to more advanced designs. If you have one book on block scheduling in your library, it should be this one." (Bob Algozzine, Director 2008-07-14)

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.

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3 of 4 people found the following review helpful.
An outstanding reference
By Midwest Book Review
This step-by-step handbook of block scheduling covers a popular way of restructuring the school day and offers educators and libraries catering to them a formula for designing a successful program. From discussions of block applicability to elementary, middle and high schools to case studies of ideal curriculums, three specific block schedule models, and forms and sample lessons, it's an outstanding reference.

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