Jumat, 30 Oktober 2015

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In The Handbook of Organizational Culture and Climate: Second Edition, a team of leading international scholars presents the state-of-the-art in the field, ten years after the publication of the award-winning First Edition. Following the Preface by Edgar Schein, 33 entirely new chapters document the development and maturing of ideas canvassed in the First Edition, and also offer exciting new perspectives on organizational culture and climate.

  • Sales Rank: #1039981 in Books
  • Published on: 2010-12-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.10" h x 1.40" w x 7.30" l, 2.95 pounds
  • Binding: Hardcover
  • 664 pages

Review

"a useful review of an important topic, relevant to all organizations in current times...Recommended."

(M.L. Nathan CHOICE Magazine 2011-09-01)

About the Author
Neal M. Ashkanasy is Professor of Management in the UQ Business School at the University of Queensland. His PhD is in Social and Organizational Psychology, also from the University of Queensland. He is a Fellow of the Association for Psychological Science, the Society for Industrial and Organizational Psychology, and the Australia and New Zealand Academy of Management. His research focuses on the role of emotion in organizational life, as well as leadership, culture, and ethics. He has published over 100 articles, including in leading peer-reviewed journals such as the Academy of Management Journal, the Academy of Management Review, and the Journal of Management. Prof. Ashkanasy is Editor-in-Chief of the Journal of Organizational Behavior, Associate Editor for Emotion Review, and series editor for Research on Emotion in Organizations. He administers two ListServs (Orgcult – The Organizational Culture Caucus; and Emonet – Emotions in Organizations) with a combined subscription of over 1500.

Celeste P.M. Wilderom (1956) is a full Professor of ‘Management & Organizational Behavior in the Private and the Public sector’ (University of Twente, the Netherlands). She obtained a Ph.D. from the State Universi­ty of New York, Buffalo (USA) in 1987. Her main research pertains to organizational service, leadership, change and culture. She is one of the three editors of the award-winning Handbook of Organizational Culture & Climate (2000, Sage). A recent culture publication, co-authored with Ford and Caparella, appeared in the Journal of Strategy and Management (2008). Since 2003 she has initiated and co-chaired -within the annual EGOS meetings- the standing-work group on ‘Professional Service Organizations and Knowledge-intensive Work.’ Currently a senior editor of the British Journal of Management, previously she was associate editor of the Academy of Management Executive (now ‘Perspectives’) and the International Journal of Service Industry Management (now ‘Journal of Service Management’). For more information (including a list of publications) see http://www.bbt.utwente.nl/iscm/staff



Mark F. Peterson (PhD, University of Michigan) holds the Hofstede Chair in Cultural Diversity at Maastricht University. He has published over 120 articles and chapters, and several books. The articles have appeared in major management and international management journals such as Administrative Science Quarterly, the Academy of Management Journal, the Journal of International Business Studies, the Journal of Organizational Behavior, Leadership Quarterly, Human Relations, Management International Review, Organization Studies, and Organization Science. He has also contributed international management themes to the basic social science literature through chapters in the Annual Review of Psychology, the Communication Yearbook, the Handbook of Industrial and Organizational Psychology, and Research in the Sociology of Organizations. He is an Associate Editor for the Journal of Organizational Behavior and an Area Editor for the Journal of International Business Studies.

His previous positions have been at Wayne State University, the University of Miami, Texas Tech University, and Florida Atlantic University. He has had visiting positions supported by Fulbright Fellowships to Osaka University and McMaster University, and he held the John R. Galvin Chair at the Fletcher School of Law and Diplomacy at Tufts University. He has also had visiting positions at the University of Pennsylvania and Aarhus University. Along with Mikael Soendergaard, Geert Hofstede, Michael Minkov, Gert Jan Hofstede, and others, he teaches an annual summer Ph.D. master class in cross cultural management at various locations in Europe. When at his home in Homestead, Florida, he spends his weekends tending to a collection of orchids and making orchid hybrids.

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Rabu, 28 Oktober 2015

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This professional development resource provides a step-by-step approach that engages K–12 teachers in learning to prepare for change, which enhances their career satisfaction and professional effectiveness.

  • Sales Rank: #1816884 in Books
  • Brand: Corwin
  • Published on: 2009-07-30
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.80" h x .50" w x 8.40" l, 1.10 pounds
  • Binding: Paperback
  • 176 pages
Features
  • Survey results from more than 100 teachers who share not only their experiences with change but also
  • Reflective exercises to help teachers understand and approach change
  • A five-step process for initiating and implementing plans for change
  • Systematic strategies for leading change, both in smaller and larger spheres of influence
  • Vivid school-based examples that can be directly applied to personal experienceThis accessible resource

Review
"A must-have book for teachers at every stage of their teaching career. Change in schools is inevitable. This book will help teachers deal with change and allow them to do what they do best: provide a great education for students." (Sharon Redfern, Principal 2009-01-05)

"Coping with change is perhaps the most fundamental aspect of life and certainly critical for successful teaching. Stivers and Cramer provide an essential guide to how teachers might successfully address the ongoing and expected change associated with effective teaching." (Sharon Vaughn, H.E.Hartfelder/Southland Corp Regents Chair 2009-03-26)

"Perhaps no other job in our society today experiences as much change as classroom teaching. Stivers and Cramer are two experts with tremendous insight and experience in both the theoretical and practical dimensions of personal, organizational, and systemwide change. Heartwarming, insightful stories explore how dozens of teachers overcome the challenges of living and leading through change every day, blended with rock-solid theory and extensive research on how to live through change successfully." (Chris Edgelow, Founder and President 2009-01-28)

"Teachers must learn to cope with the myriad of changes they experience throughout their career or they will leave the profession. This book gives a step-by-step approach for teachers to think about, plan for, and implement changes in their personal lives, their schools, and in their communities." (Barbara Glaeser, Associate Professor of Special Education 2009-01-05)

"How we react to and enact change determines whether we are leaders of our own careers and professional development or merely workers. This book provides the research and information for teachers to embrace change individually or as teacher leaders and teacher mentors. Skip the apple and go for the book!" (Karen Kozy-Landress, Speech/Language Pathologist 2009-01-05)

"This text is an outstanding analysis of change that all of us in the education profession face on a daily basis. It is a must-read for every thoughtful teacher concerned with change." (D. Allan Bruner, Science/Math Chair 2009-01-05)

About the Author
Janet L. Stivers is associate professor of special education at Marist College, School of Social and Behavioral Sciences, member of the Board of Directors of the Northeastern Educational Research Association, and member of the Board of Directors of Literacy Volunteer of America, Dutchess Community Chapter. Stivers frequently present workshops for teams of middle and high school teachers who are collaborating to teach students with special needs in general education classes.

She has a PhD in educational psychology and statistics at the State University of New York at Albany and recieved her MA in psychology and counseling from Assumption College. Stivers has been teaching at Marist College since 1980 and has won the Social and Behavioral Sciences Faculty of the Year Award, 2002.

Sharon F. Cramer is a distinguished service professor at Buffalo State College, where she has been a member of the faculty since 1985. Her leadership roles include serving as executive director of the SABRE Project (implementation of the Oracle Student Information System) (1999-2004), chairing the Exceptional Education Department (1995-1999), and leadership roles in state and national professional organizations (e.g., president of the Northeastern Educational Research Association, NY Federation of Chapters of the Council for Exceptional Children, publication chair of the Division on Developmental Disabilities).

She earned her PhD at New York University in 1984 in human relations and social policy, her master of arts in teaching (MAT) from Harvard University in 1972, and her bachelors of arts degree from Tufts University in 1971. She participated in the Management and Leadership Education (MLE) program at Harvard University in 2001.

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1 of 1 people found the following review helpful.
Helpful for understanding various perspectives on change
By Optimist
If you are working with teachers facing changes, this book is a good resource for understanding teachers' perspectives on change. Teachers work very hard to adapt to the continual changes in their classrooms, and it is understandable that they resist and push back against some of these changes.

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Selasa, 27 Oktober 2015

^^ PDF Ebook Using Statistics to Make Educational Decisions, by David E. Tanner

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Using Statistics to Make Educational Decisions, by David E. Tanner

Government scrutiny and intensified oversight have dramatically changed the landscape of education in recent years. Observers want to know how schools compare, which district is best, which states are spending the most per student on education, whether reforms are making a difference, and why so many students are failing. Some of these questions require technical answers that educators historically redirected to outside experts, but the questions leveled at all educators have become so acute and persistent that they can no longer be outsourced. This text helps educators develop the tools and the conceptual understanding needed to provide definitive answers to difficult statistical questions facing education today.

  • Sales Rank: #289701 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2011-09-07
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x 1.00" w x 7.40" l, 1.95 pounds
  • Binding: Paperback
  • 552 pages
Features
  • Used Book in Good Condition

Review
“This text seems to cover the basics of educational decision making. It would make an excellent text for a course preceding the one I am teaching.” (Mack C. Shelley)

The content is very specific to my design for the course. The book addresses a wide range of prior content affiliation by the student. It reads very well but still provides necessary mathematical rigor for understading the concepts presented...extremely appropriate for most EdD programs and could also function as an excellent transistion from a mathematics, statistical background into the world of research in the social sciences. (Benjamin Brown 2011-10-28)

About the Author
David Tanner is a Professor in the Department of Educational Research and Administration at California State University, Fresno, where he was the Department Chair from 1990-1995. He received his Ph.D. in Curriculum and Instruction/Measurement from Texas A&M University, and his areas of interest include educational psychology; statistics and measurement; educational research; quantitative and qualitative evaluation; assessing student achievement; evaluating classroom assessment instruments; and evaluating the performance of teachers and teacher candidates. He has authored several journal articles and the textbook Assessing Academic Achievement (©2001).

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1 of 1 people found the following review helpful.
Tanner's Using Statistics textbook review
By laurbkazz
Found this text to be fairly accessible for someone new to the language and concepts of statistics, though certain chapters can be a bit dense. Each chapter built on the previous material covered, making for a logical progression. A few misleading typos aside, the examples were pertinant to the edcuational field and tables and review questions were helpful. More modeled problems with detailed explanations and review of concepts would have helped to solidify the material covered.

0 of 0 people found the following review helpful.
Was perfect for her use
By Chris I.
Wife needed this book to start her masters program ... Was perfect for her use.

0 of 0 people found the following review helpful.
Three Stars
By S. Stewart
Very dense reading

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Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving SchoolsFrom Corwin

This visionary and comprehensive book presents a new approach to school-based mental health, including how to better serve students and maximize resources through coordinated programs.

  • Sales Rank: #1036560 in Books
  • Brand: Corwin
  • Published on: 2009-10-29
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.90" h x .90" w x 7.00" l, 1.45 pounds
  • Binding: Paperback
  • 328 pages
Features
  • An overview of the history and current state of school mental health programs, discussing major issues
  • Strategies for effective school-based initiatives, including addressing behavior issues, introducing
  • A call to action for higher-quality mental health programming across public schools-including how collaboration,
  • Title - Mental Health In Schools
  • Sub Title - Engaging Learners, Preventing Problems, and Improving Schools

Review
"This book is a must-read for those seeking support in creating meaningful school improvement plans and valuable, comprehensive healthy school initiatives.” (Lyman Goding, Lecturer, Bridgewater State College 2009-04-07)

"Howard Adelman and Linda Taylor take on an issue of great import, and succeed in tackling it thoroughly. It provides any reader with a solid foundation for both knowledge in the subject matter, and also sufficiently guides the reader in his or her action plans of change. The authors should be commended for their efforts, and educational administrators should be advised to read this book, taking from it strategies and plans to suit their own students and district." (Education Review: Brief Reviews, August 2010 2010-12-03)

“The text chronicles 50 years of national policy in school-based mental health history to reveal the evolution of current models of service. It affords readers a rare glimpse at the intricately woven positions of government and advocacy agencies that result in policy shifts. The authors further challenge readers to critically review current school screening, referral, and intervention practices. In conclusion, there is a call for new directions in policy and systemic change that both restructures and enhances the role of support service personnel.” (Diana Joyce, Psychologist 2009-04-07)

“This resources gives the reader everything needed to design and implement a successful mental health program to benefit a diverse student population. The authors present a strong case for planning and delivering comprehensive integrated services. I commend the authors for their willingness to tackle the tough issues surrounding mental health services for all students.” (Marian White-Hood, Director of Academics, Accountability, and Principal Support 2009-04-08)

About the Author

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986.

In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.



Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.

In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.

Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

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3 of 3 people found the following review helpful.
'Must' reading for any interested in student wellness and schools
By Midwest Book Review
Howard S. Adelman and Linda Taylor's Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools is 'must' reading for any interested in student wellness and schools, describing how educators can coordinate internal and external resources to support a school environment. From the history and condition of current school mental health programs to addressing behavior issues and integrating mental health programming into public schools, this is packed with important considerations key to any administrator's library.

0 of 0 people found the following review helpful.
Good
By Rachel Person
This was a required text for school. Great overview of some of the mental health challenges students face.

0 of 0 people found the following review helpful.
Five Stars
By David E. Mize
Deals with the difficult problems many teachers encounter

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Senin, 26 Oktober 2015

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Practical Action Research: A Collection of ArticlesFrom Corwin

Reflecting the editor's extensive experience, recent developments, and insights from experts, this updated collection helps educators engage in action research to improve educational outcomes.

  • Sales Rank: #1409845 in Books
  • Brand: Corwin
  • Published on: 2008-08-20
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.00" h x .53" w x 7.01" l, 1.05 pounds
  • Binding: Paperback
  • 248 pages
Features
  • Articles by experts - including seven new contributions - that help educators define, understand,
  • Case studies that demonstrate how the multiple forms of action research are used in real-world situations
  • Discussions of the main models of action research, including proactive, responsive, and cooperative
  • An exploration of methods needed for gathering reliable objective dataWell suited for individual reflection,
  • Title - Practical Action Research

Review
"Schoolwide renewal and improvement occurs only when a group of dedicated professionals decide to  study and reflect on what they are doing and how it affects the students in their school and classrooms. Schmuck provides multiple examples of how school professionals use action research in their quest for improving the school experience for children." (Shaneen Bell, President and CEO 2008-05-22)

About the Author

Richard A. Schmuck is professor emeritus at the University of Oregon, where he chaired the dissertations of 132 doctoral students who are from all parts of the world. He taught thousands of other educators worldwide about action research, group dynamics, and organization development. He has served on the faculties of the University of Michigan, Temple University, and Leuven University (Belgium), was the first president of the International Association for the Study of Cooperation in Education. Schmuck is a visiting Professor at Arizona State University-West.

Schmuck is the author of 20 books and 190 articles. His best-known book is Group Processes in the Classroom (with Patricia Schmuck), now in its eighth edition. He received The Stevens Award from the Northwest Women in Educational Administration to honor his support of women in administration and his "commitment to equity, justice, and democracy." He received the Campbell Lifetime Achievement Award from the University Council on Educational Administration for "superior scholarship, distinguished service, and recognized international leadership" and "to celebrate an extraordinary and generous career." Schmuck continues to teach, consult, and write.

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1 of 1 people found the following review helpful.
Articles by experts include seven new contributions to this edition
By Midwest Book Review
Richard A. Schmuck edits PRACTICAL ACTION RESEARCH, 2ND EDITION, a collection of articles that create alternative ways for enhancing classroom practices. Articles by experts include seven new contributions to this edition and pair well with case studies demonstrating theory. A key pick for education libraries.

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Jumat, 23 Oktober 2015

~ PDF Download Macro Practice in Social Work for the 21st Century, by Steve Burghardt

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Macro Practice in Social Work for the 21st Century, by Steve Burghardt

Inspires students by tracing the careers of macro practitioners from grass roots organizers to agency executives

"A truly amazing book. It manages, as few have before, to cross over as both a textbook and a brilliant contribution to contemporary social work practice. As a textbook it's perfect for macro methods and community organizing courses. It's packed filled with wisdom, insight, and experience, all delivered with grace, clarity, and commitment.
-Robert Fisher, University of Connecticut

"Steve Burghardt makes macro practice and community organizing come alive. Instead of turning this important part of social work into a dry series of academic abstractions he shows the reader the wonderful and exciting opportunities that exist. He has inspired us to get out there and make change and help build our skills to effectively do so."
-Mike Eichler, San Diego State University

"This book provides a holistic vision for macro practice in the early 21st century. It argues very convincingly that effective macro practice requires a strategic vision, grounded in values, that integrates personal and community transformation. Burghardt provides a compass, as well as other tools, that macro practitioners can use to make significant social change. It promises to be a very useful resource for community and organizational practice in a number of fields."
―Lorraine Gutierrez, University of Michigan

"Building upon his influential work on the professional and personal dimensions of organizing in The Other Side of Organizing, Burghardt articulates an innovative framework for macro practice that is mindful of current and future local, national and global economic, social and political trends. With an emphasis on capacity building from the bottom up, this book offers a challenging, yet practical, approach to justice-centered practice."
―Cheryl Hyde, Temple University

This book develops a new paradigm suited to the quickly shifting dynamics of a globalized society, both more reliant on social networking, and yet seeking common connection and community. By focusing on how practitioners can make meaningful, strategic choices regardless of their formal roles and responsibilities, the author breathes new life into key issues ranging from how to respond to both diversity and oppression, the vital use of the internet for organizing and the limits to "virtual trust," and co-leadership development.

This text is appropriate for upper-level undergraduate and graduate-level students enrolled in courses such as Macro Practice, Community Organizing, Leadership, and Management/Administration in social work and allied departments.

  • Sales Rank: #712959 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2010-06-02
  • Original language: English
  • Number of items: 1
  • Dimensions: .75" h x 7.21" w x 9.04" l, 1.36 pounds
  • Binding: Paperback
  • 368 pages
Features
  • Used Book in Good Condition

Most helpful customer reviews

2 of 2 people found the following review helpful.
If you are seeking to working with communities, this is a must read
By Adri
For anyone seeking to work as a macro practitioner, Steve Burghardt's book, Macro Practice in Social Work for the 21st Century is a must read. The book provides students and professionals alike the tools to take their practice to the next step. Helpful tips, concrete solutions, and thoughtful anecdotes keep the reader coming back to the book as a go to guide. More importantly, however, Burghardt's work shines in its ability to help its readers better understand who they are as a workers and where they long to be. As an MSW student, I was constantly thrown book upon book, yet this one, I know for sure is a keeper and will be by my side as I enter the field.

1 of 1 people found the following review helpful.
Thank You Steve Bugrhardt
By JoseM
I just graduated with my MSW from the social work school where Steve Burghardt teaches and this book was one of the most stimulating and practical works of scholarship I read at school. One of the many aspects of the school I found most supportive in how I want to practice social work is that our school, unlike most others, has a community organizing and development track. Our school teaches that effective practice is just not clinical practice with individuals and groups but macro practice which works in partnerships with communities and organizations to effect meaningful change on the macro level. There is no one at our school more crucial to this vision and commitment at our school than the social work experience, scholarship, and most importantly the upholding of the core values of social work than Steve Burghardt. This book was a key component of stimulating a dialogue among my classmates as to what is effective social work practice. On a practical level Burhgahrdt's book teaches the necessary skill sets for macro practice by using a continuous vignette following 2 young social workers as they encounter challenges in their community practice and what they learn to get through them and do effective work. My work experience before school was in community organizing and I wish I would have had this book as a resource then. It is full of invaluable practical info spanning the wide range of knowledge needed for effective macro practice:from developing a community needs assessment, how to be a leader by creating co-leaders with the community, how to assess the issues of a situation and build effective coalitions, how to develop a strategy, how to be an effective macro organizer using the tools of the 21st century such as social media. For me the most important part of the book is how it is grounded in the core values of our profession especially the commitment to social justice. Burghardt's book also emphasizes that effective social work must not only be transformative to help communities grow and overcome oppression, it has to be transformative for the social work practitioner as well. As a clinical student this book is an inspiration to remind us that the core values of truly transformatve social work need to be taught and co-created by student across all methods of social work, clinical, group, administration and community organizing. Burghardt's great book is indispensable resource for social workers, whether starting out or long time practitioners.

1 of 1 people found the following review helpful.
Comprehensive and Brilliant guide for Social Workers
By sandra
Comprehensive and brilliant guide that helps budding social workers learn early on how to stay connected with their passion throughout all the burnout and stress they inevitably will have to face in their careers. The vignettes offer realistic and lively windows into real life situations that are drawn from the experiences of Burghardt's students. After reading this book I did some research about the background of the author and realized the amazing work he has done. It is a tribute to the kind of organizer he is that he kept himself out of the book and focused the spotlight on others. It is a lesson also taught in the book: a true community organizer is not the loudest one on the stage but the one who wants to see other voices magnified instead. The book takes what is happening in the communities and extracts real lessons from it. A must read for any social worker, whether they practice on a micro or macro level.

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Journals as Frameworks for Professional Learning Communities, by Mary E. Dietz

This guide illustrates a four-step structured journaling process of purpose, focus, process, and outcome and provides case studies, sample journals, and a CD-ROM with implementation tools.

  • Sales Rank: #3218149 in Books
  • Brand: Brand: Corwin
  • Published on: 2008-03-04
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.02" h x .35" w x 8.50" l, 1.04 pounds
  • Binding: Paperback
  • 160 pages
Features
  • Used Book in Good Condition

Review
"We successfully used the first edition and are especially excited about this revision, with updated journal designs and a CD-ROM. Now we have digital access and can easily share files and archive our efforts." (Aminda Gentile, Director 2007-10-30)

"Provides many levels of entry for building professional learning communities. In addition to the step-by-step process and many examples included for novices, the work also provides opportunities and resources for the experienced to reflect, build, challenge, and change." (Diane G. Patin, Program Director 2007-11-20)

"Whether for grade-level, site-level, or district teams, this book offers straightforward approaches for increasing collaboration and professional growth, and ultimately, improving student outcomes." (Jodi Servatius, Professor Emerita and Interim Dean, College of Education 2007-11-27)

"Teachers and administrators will find this an invaluable pick." (California Bookwatch, May 2008 2008-06-12)

About the Author

Mary Dietz is an international consultant specializing in assisting educators in building capacity to establish and facilitate learning communities. She is also co-founder of LearnCity, an educational technology firm offering a web-based solution for designing, implementing, and assessing standards-based instruction, K-12. Her work is focused on coaching educational systems through the design and implementation of school reform efforts. Much of her work with educators has been in the areas of continuous improvement, professional development, coaching, and alternative performance assessments for educators. She established the Portfolio Network for the National Staff Development Council (NSDC), dedicated to promoting the portfolio process for professional learning. She has coached teachers, administrators, school boards, and communities in establishing the relationships necessary for systemic change. Most recently she served as designer and facilitator of an online Knowledge Management System for managing standards-based instruction in California.

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0 of 0 people found the following review helpful.
Five types of structured journals tailored to professional learning community environments
By Midwest Book Review
Mary E. Dietz's JOURNALS AS FRAMEWORKS FOR PROFESSIONAL LEARNING COMMUNITIES, 2ND EDITION comes from an international consultant who demonstrates five types of structured journals tailored to professional learning community environments. Each follows a documented four-step process promoting collaboration and continuous learning, providing step-by-step directions, clear illustrations and case studies, and more. Teachers and administrators will find it an invaluable pick.

Diane C. Donovan
California Bookwatch

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Expand classroom experiences and spark student excitement with learning adventures powered by technology!

Demonstrating how technology can improve school performance, this second edition of the bestseller shows how computer and Internet technologies enhance students’ critical thinking, research, and problem-solving skills; level the learning field for disadvantaged students; and open doors for children who are disabled. Offering more than 50 Web sites, plus new resources, practical lesson ideas, sample activities, more information about online learning, and real-world examples, this timely revision examines:

  • Information literacy
  • Learning in a globally connected community
  • Increased access to information
  • Applications for digital cameras, fax machines, cell phones, and more

  • Sales Rank: #725805 in Books
  • Brand: Corwin
  • Published on: 2009-11-24
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.00" h x .31" w x 7.00" l, .64 pounds
  • Binding: Paperback
  • 136 pages
Features
  • Information literacy
  • Learning in a globally connected community
  • Increased access to information
  • Applications for digital cameras, fax machines, cell phones, and more
  • The relationship between technology expenditures and student achievementComplete with a section on navigating

Review
“Alan November provides an exceptional lens that clarifies the confusion in the field. Educators know the significance and the impact of technology on education, but many don’t understand how to make good use of technology to further student learning. November presents both the theoretical and practical in such a compelling way that it makes me want to remind educators that we cannot keep doing what we have always done―not with the possibilities that technology opens for us!” (Bena Kallick, Educational Consultant 2009-12-04)

About the Author
Alan November began his education career as a science and math teacher and a residential dorm counselor on an island reform school in Boston Harbor. November went on as a teacher and administrator in the Boston Public Schools, Lexington and Wellesley (Massachusetts) Public Schools, and the Glenbrook High Schools in Illinois. He has also taught in the graduate schools of education at the University of Massachusetts-Amherst, and Seton Hall in New Jersey. He was the cofounder of the Institute for Education Leadership and Technology at Stanford University. He has presented in all 50 states, every province of Canada, across Europe, Asia, Central America, and South Africa. He is most proud of being named one of the first Christa McAuliffe Educators in the United States. November is the author of the best-selling book Empowering Students With Technology. Each July, November leads the international Building Learning Communities summer conference near Boston.

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35 of 37 people found the following review helpful.
Specifically written to assist classroom teachers
By Midwest Book Review
Alan November's Empowering Students With Technology was specifically written to assist classroom teachers with the task of integrating technology into their curriculums and classrooms for the purpose of enhancing their student's learning and critical thinking skills. The focus is on students building educational relationships with others beyond their own immediate classroom through the use of the Internet. Students will learn to work with other learners in other places around the world by learning the technical skills that will allow them access to information -- and acquire social interaction and teamwork skills while doing so. Innovative, "user friendly', and fully up-to-date with new technological advances, Empowering Students With Technology is an essential addition to the educational reference shelf for classroom instruction from grade school through high school and college.

20 of 20 people found the following review helpful.
The Problem with Books About Technology
By Hoosier Librarian
Because Alan November is highly regarded in the School Library world, I was very excited to read his book, "Empowering Students with Technology (2nd Ed.)". I enjoy his blog very much, and was interested to see if this book lived up to the high standards I expect from Mr. November.

First, I must comment on the brevity of this book. It's exactly 100 pages, which is nice for a quick read (a necessity if you're going to get a principal to read it) but felt a little meager given the important subject matter. Secondly, this book was published in 2010, but you would never guess so if you didn't look at the copyright page. I'll discuss this more later.

The goal of this book is to help teachers and administrators integrate technology more fully into a school's curriculum and increase students' information and communication literacy (as opposed to simpler computer literacy). November also discusses the effect of technology on relationships (videoconferencing, etc.), the changing roles of teacher and learners, primary sources on the Internet, and online learning.

November's chapter on information literacy was probably the most interesting (and useful) part of the book. He gives detailed and easy to understand explanations of how information is structured on the Internet and how to teach students to use it more effectively. He tells the story of Zack, a high school freshman who was researching the Holocaust online. Zack found an article written by a professor at Northwestern University and hosted on the Northwestern website that argued that the Holocaust never happened. Because the essay was from a seemingly reliable source, the student used it as a resource for his research. Using this one example, November gives ways that teachers can use the metadata of a website to teach students critical thinking and website evaluation skills. November also shows you how to break down a web address to find out if it's a personal page (as in the case of the professor) and how this can be used to also evaluate a website. This chapter is effective because November provides engaging exercises for students to explore these issues, including finding out who owns their favorite websites. These are great concrete skills to have, both for teachers and students. I find information literacy skills to be very difficult to teach, and November has the ability to simplify and articulate these skills and methods.

In another chapter, November also discusses the importance of collaboration in the 21st world and how to use technology to increase collaboration within your class, within the school, with families, and internationally. Late, November focuses on digital natives vs. digital immigrants (people who grew up online vs. people who didn't) and how this affects learning and relationships. Everyone, including students, is actively creating content online, which means that the old role of student as passive receptacle of knowledge no longer applies, and that students often know more about technology than teachers. November recommends that students be allowed to lead activities and be seen as experts and teachers themselves.

In an attempt to connect old methodologies with new, November's book has a chapter on accessing primary sources online. Because I was a history major and love research, this was especially interesting to me. November shares lessons that teach students how to use databases, online archives, and thinking critically about primary source documents. There's also a chapter on online classes and how to effectively teach them.

While "Empowering Students with Technology" was readable, engaging, and intermittently creative, there were some big problems. This book was written in 2010, but reads as if it was written in 2001. Whatever changes were made from the 1st to the 2nd edition were clearly not enough to keep up with the ever rapidly changing Internet. November actually gives Alta Vista as a search engine resource. I haven't heard of anyone using Alta Vista in ten years. I checked, and it's now owned by Yahoo. There's little to no mention of social networks or Web 2.0 tools. Some of the lessons that November shares use techniques that no longer work, like the link command (p. 21) which I couldn't use at all in any of the search engines I tried. Even the professor's website that's mentioned in the case of Zack no longer exists. These problems don't make this book useless, but perhaps better suited to administrators who won't actually be teaching. Nothing is more frustrating than having a lesson fall apart because of a technological glitch. I think this information would be better found online, where links and resources can be updated more quickly and technological advances accounted for.

The bottom line: Pass this along for your principal to skim, but keep looking if you need up-to-date resources and lesson plans.

1 of 1 people found the following review helpful.
The best book for the 21C classroom
By Boston
Alan November's book is a real game changer for teachers and students. Great tips on engaging students, and links to best apps for the classroom -- I recommend the Kindle version because the links are live.

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Kamis, 22 Oktober 2015

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Social Class and Classism in the Helping Professions: Research, Theory, and Practice, by William Ming Liu

In this text author William Ming Liu presents theory and research on the impact of classism and social class on mental health. He provides an original framework―the Social Class Worldview Model―for exploring each person's individual and subjective life experiences. These experiences form a perspective that is unique to the individual. The author then helps the reader integrate this realization into the study of poverty, economic inequality, wealth, and the often overlooked implications of greed, materialism, and consumerism for a more complete understanding of social class and classism. Liu's original Social Class Worldview Model–Revised provides a theoretical framework for integrating each individual's reaction to social class and classism experiences and addressing that worldview within counseling and psychology work. Readers receive guidance in additional ways to act as advocates for their clients―regardless of affluence―through a study of privilege, social justice, empowerment, and competence.

  • Sales Rank: #5819657 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2010-09-07
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.50" h x 6.25" w x .75" l, 1.05 pounds
  • Binding: Hardcover
  • 320 pages
Features
  • Used Book in Good Condition

About the Author
William Ming Liu Professor N328 Lindquist Center Psychological and Quantitative Foundations Iowa City, IA 52242 Affiliations within the College Department of Psychological and Quantitative Foundations Counseling Psychology Program Academic History Ph.D. in Counseling Psychology, University of Maryland, 2000 Expertise Multiculturalism, Social Class, Men and Masculinity Research Interests Social Class, Men and Masculinity, Multicultural Competencies Professional Experience Program Coordinator, Counseling Psychology Program, University of Iowa Professional Service Committee Assignment, Asian American Psychological Association, 2009-current. Committee Assignment, Division 17, Society of Counseling Psychology, 2009-current. Journal Editorial Board, Men and Masculinities, 2008-current. Journal Editorial Board, Psychology of Men and Masculinity, 2007-current. Committee Assignment, American Psychological Association, 2006-current. Committee Assignment, Division 51 Member at Large, elected position, 2006-current. Manuscript Reviewer, American Journal of Orthopsychiatry, 2006-current. Manuscript Reviewer, Journal of Career Development, 2006-current. Manuscript Reviewer, Journal of Counseling Psychology, 2006-current. Committee Assignment, Diversity Advisory Board, Belin Blank Center, 2005-current. Manuscript Reviewer, Professional Psychology: Research and Practice, 2005-current. Manuscript Reviewer, Sex Roles Journal, 2005-current. Editorship, Editorial Board Member, Cultural Diversity and Ethnic Minority Psychology, 2000-current. Committee Assignment, Dean's Search Committee, 2010-2011. Editorship, American Psychologist, Ad hoc reviewer, 2004-2007. Committee Assignment, Graduate College, 2007. Committee Assignment, National Multicultural Conference and Summit (NMCS) 2007, American Psychological Association, 2005-2007. Committee Assignment, Office of the Vice President for Research, 2007. Committee Assignment, Office of Student Services, 2006. Committee Assignment, College of Education, 2006. Committee Assignment, Division 17, Program Committee Member, 2003-2006. Committee Assignment, Oberman Center, 2006. Committee Assignment, Iowa Testing and Measurement Foundation, 2006. Committee Assignment, Vice President for Research, 2006. Committee Assignment, Advisory Committee on Diversity, Belin and Blank International Center for Gifted Education and Talent Development, 2005. Editorship, The Counseling Psychologist, Editorial Board, 2005. Committee Assignment, Diversity Review Task Force, 2004-2005. Editorship, Psychology of Men and Masculinity, 2003-2005. Editorship, Clinicians Research Digest, 2003-2005. Committee Assignment, Division 17, Hospitality Suite Committee Member, 2003-2005. Committee Assignment, Division 45, Society of the Psychological Study of Ethnic Minority Issues, APA, 2001-2005. Committee Assignment, Search Committee Member, University Counseling Service, 2004. Professional Board, Treatment Improvement Protocol (TIP) for the Knowledge Application Program (KAP), Substance Abuse and Mental Health Administration (SAMHSA) (2003), 2003-2004. Committee Assignment, School Psychology Search Committee, 2002. Committee Assignment, Post-Doctoral Search, 2002. Committee Assignment, Multicultural Education Certificate Program, 2002. Committee Assignment, Post-Doctoral Search Committee, 2001. Editorship, Ad hoc manuscript reviewer, Journal of College Student Development, "On Campus Section.", 1995-1997. Professional Activities and Membership American Counseling Association American Psychological Association Asian American Psychological Association Division 17, Counseling Psychology of APA Division 45 Ethnic Minority Issues in Psychology of APA Division 51, Men and Masculinity of APA Licensure and Certifications State of Iowa, Psychology License, Board of Psychology, State of Iowa Awards and Professional Recognition Lodge Project Advisory Board, Board of Directors Award for Emerging Leadership Dean's Scholar Award Emerging Young Professional Collegiate Teaching Award Public Interest Directorate for the American Psychological Association, Taskforce Member, Socioeconomic Researcher of the Year, Society for the Psychological Study of Men and Masculinity, American Psychological Association Taskforce on Socioeconomic Status Program Committee Audrey Qualls Commitment to Diversity Award

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