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Based on their vast experience with professional development, the authors present innovative "morphological grids" containing 144 strategies for designing workshops, professional learning communities, and staff meetings.

• Sales Rank: #1977650 in Books
• Brand: Corwin
• Published on: 2009-11-16
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .60" w x 6.90" l, .95 pounds
• Binding: Paperback
• 200 pages

Features

• Openers: Capture the audience"s attention Tell them what you are going to do!
• Meat of the Matter: Captivate with the information-Do it!
• Closers: Close with keepers Tell them what you did!Using different strategies from each column
• Title - From Staff Room To Classroom Ii
• Sub Title - The One-Minute Professional Development Planner

Review
"Brian Pete and Robin Fogarty's From Staff Room to Classroom II shows again their obvious expertise and familiarity with what works for campus planning and training. It truly gives new meaning to the words 'staff development' and provides a clear, concise manner to make it happen. The multiple strategies and methods accommodate ALL styles of presentation, regardless of content area or years of experience. This will revamp how we do training in our district and should be a campus must." (Amber Teamann, Title I Technology Facilitator 2009-06-25)

About the Author
Brian M. Pete is president of The Education Associates, an international consulting firm, and cofounder of Robin Fogarty & Associates. He has a rich background in professional development and has worked in and videotaped classroom teachers and professional experts in schools throughout the United States, Europe, Asia, Australia, and New Zealand. Pete's work on educational videos include Best Practices: Classroom Management and Best Practices: Active Learning Classrooms. He is the coauthor of books that include From Staff Room to Classroom (Corwin Press 2007), and titles from the Nutshell Collection, which include How to Differentiate Learning, Data!Dialogue! Decisions!, Twelve Principles That Make the Difference, Nine Best Practices That Make the Difference, Close the Achievement Gap, The Adult Learner, and A Look at Transfer.

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Despite the widespread use of the term "audience" in our popular culture, the meaning of "audience" is complex, and it has undergone significant historical shifts over time. Media Audiences explores the concept of media audiences from four broad perspectives, as "victims" of mass media, as market constructions and commodities, as users of media, and as producers and subcultures of mass media.

• Sales Rank: #546999 in Books
• Published on: 2012-10-23
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .60" w x 7.30" l, 1.00 pounds
• Binding: Paperback
• 280 pages

About the Author
John L. Sullivan is Associate Professor of Media & Communication at Muhlenberg College in Allentown, PA. He earned his B.A. in German and Media Studies from Pomona College and his M.A. and Ph.D. in Communication from the Annenberg School for Communication at the University of Pennsylvania. Dr. Sullivan’s research explores the links between media industries and systems of social and economic power. More specifically, he focuses on audience constructions within media organizations, the implementation of U.S. media policies, and the political economy of cultural production. Recently, Dr. Sullivan has begun a longer-term project to study the political economy of free, open source software (F/OSS) movements.

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2 of 2 people found the following review helpful.
Excellent
By Señora
A great book on media analysis based on the latest research. Written in clear, comprehensible style that is interesting even to those who are not students in the field of communications. I highly recommend it.

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

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Like the first edition of The Practice of Research in Social Work, this Second Edition introduces research methods as an integrated set of techniques for investigating social work research and practice problems.

This Second Edition continues to offer the most contemporary treatments of the latest developments in social work research approaches. Interesting and contemporary social work examples are used, with each chapter focusing on a particular substantive research question. Students gain new insights into important substantive issues as they learn about the strong and weak points of actual research projects.

• Sales Rank: #1547644 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2008-12-01
• Original language: English
• Number of items: 1
• Dimensions: 1.10" h x 7.30" w x 9.00" l, 2.25 pounds
• Binding: Paperback
• 528 pages

Features

• Used Book in Good Condition

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

About the Author

Rafael J. Engel, Ph.D, is Associate Professor and Associate Dean for Academic Affairs at the School of Social Work, University of Pittsburgh. He has authored journal articles on such topics as poverty in later life, welfare benefits, and depressive symptomatology and he has written a variety of monographs reporting agency-based evaluations. His research experience includes funded research studies on faith-based organizations and employment in late life as well as funded evaluation research studies on welfare to work programs and drug and alcohol prevention programs.

Russell K. Schutt, Ph.D., is Professor of Sociology at the University of Massachusetts, Boston and Lecturer on Sociology in the Department of Psychiatry (Beth Israel-Deaconess Medical Center) at the Harvard Medical School. He completed his B.A., M.A., and Ph.D. (1977) degrees at the University of Illinois at Chicago and was a Postdoctoral Fellow in the Sociology of Social Control Training Program at Yale University (1977–1979). In addition to Investigating the Social World: The Process and Practice of Research, now in its 6th edition, Making Sense of the Social World (with Dan Chambliss), and adaptations for the fields of social work (with Ray Engel) and criminology/criminal justice (with Ronet Bachman), he is the author of Organization in a Changing Environment, coeditor of The Organizational Response to Social Problems, and coauthor of Responding to the Homeless: Policy and Practice. He has authored and coauthored numerous journal articles, book chapters, and research reports on homelessness, service preferences and satisfaction, mental health, organizations, law, and teaching research methods. His recent funded research experience includes a National Cancer Institute-funded study of community health workers and recruitment for cancer clinical trials, a large translational research project for the Massachusetts Department of Public Health’s Women’s Health Network, a National Institute of Mental Health-funded study of housing alternatives for homeless persons diagnosed with severe mental illness, and evaluations of case management programs in the Massachusetts Department of Public Health and in the Massachusetts Department of Mental Health. His publications in peer-reviewed journals range in focus from the effect of social context on cognition, satisfaction and functioning to the service preferences of homeless persons and service personnel, the admission practices of craft unions, and the social factors in legal decisions.

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

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

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

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Supercharge your science lessons with proven strategies!

The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher’s treasure trove. Included are 75 research-based strategies, each with a concise description of the supporting research, classroom applications, pitfalls to avoid, and references for additional learning. Teachers of students in Grades K–12 will find novel ways to engage children’s natural curiosity, concern, and creativity. Highlights include how to:

• Promote collaborative learning
• Differentiate instruction with culturally responsive practices
• Build students' scientific literacy and reasoning skills
• Involve parents in their children's science learning

• Sales Rank: #605341 in Books
• Brand: Corwin
• Published on: 2010-09-20
• Original language: English
• Number of items: 1
• Dimensions: 10.50" h x 7.25" w x .75" l, 1.23 pounds
• Binding: Paperback
• 272 pages

Features

• Promote collaborative learning
• Use formative assessment to engage students in content and instruction
• Develop culturally responsive practices that invite contributions from diverse students
• Build students" scientific literacy and reasoning skills
• Incorporate students" Internet skills into their studiesWhen it comes to teaching science, you don"t

Review
"This book encompasses an extensive collection of strategies supported by research and enhanced with practical classroom applications. I recommend it a must-have for novice teachers, mentoring struggling teachers, and refreshing, enhancing experienced teachers in their practice of the art and craft of teaching today’s and tomorrow’s learners." (J-Petrina Puhl, Secondary Science Teacher 2010-05-11)

"The research is strong and well presented. The book addresses all aspects of science education and focuses on developing scientific thinkers." (Loukea Kovanis-Wilson, Chemistry Instructor 2010-05-11)

"Bridging the gap in science education between research and practice just got easier, due to this organized guide to research-based science teaching strategies." (CHOICE, May 2011 2011-06-28)

"I found several strategies mentioned to be helpful to my own practice and tried them right away with immediate success. For example, in addition to including the unit objectives in an email to parents concerning an upcoming test, I will include suggestions on ways parents can help their children prepare."

(Deanna Brunlinger, National Board Certified Science Teacher 2010-05-11)

“As the author of Corwin's bestselling book, Science Formative Assessment?75 Practical Strategies for Linking Assessment, Instruction, and Learning (P. Keeley, 2005), I am often asked to write a similar book that focuses on instructional strategies. The simple answer is there is no need for me to do so. This book serves that very purpose and is a wonderful companion to Science Formative Assessment. After all, instruction and assessment are two sides of the same coin?you can’t have one without the other?they are inextricably linked and complement each other.” (Page Keeley, Author 2010-11-10)

"Concise and well-defined strategies can be readily adapted to various learning styles and are designed to enhance critical and higher level thinking skills and help facilitators move from traditional to inquiry-based teaching methods. This is a valuable resource for in-service training on all levels." (Jean Worsley, Retired Teacher 2011-11-21)

About the Author

Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

 

Michele C. Cheyne is a clinical faculty member in science education at the University of Pittsburgh where she teaches a variety of courses in the secondary science teacher preparation program. She also supervises pre-service teachers during their clinical experiences. Cheyne has worked with Pittsburgh Public Schools on several projects and provides professional development for professional laboratory training programs. She has also worked with the Interstate New Teachers Assessment and Support Consortium in Washington, DC as a member of the committee that wrote the 2001 document Model Standards for Licensing General and Special Education Teachers of Students With Disabilities: A Resource for State Dialogue. A former high school biology and chemistry teacher in Milwaukee Public Schools, she also served as a department chair and taught science methods courses at the University of Wisconsin-Milwaukee.

Randy K. Yerrick is professor of science education and associate dean of educational technology at the State University of New York at Buffalo. He began his career as a chemistry, physics, and math teacher in Michigan schools before becoming a full-time researcher in science education. Yerrick's research focuses on implementing contemporary visions of science inquiry in lower track classrooms where students share a strong history of failure and antisocial school behaviors. He has conducted ethnographies and critical autoethnographies in a variety of diverse teaching contexts as he continues to examine unresolved school issues of equity and diversity promoted by the continuous practice of tracking in science. He has also received recognition as an Apple Distinguished Educator. Examples of his work can be found at http://edcommunity.apple.com/.

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0 of 0 people found the following review helpful.
A fine 'must' for any serious education collection
By Midwest Book Review
Neal A. Glasgow, et.al.'s WHAT SUCCESSFUL SCIENCE TEACHERS DO packs seventy-five research strategies that demonstrate best practices for inquiry-oriented science projects. From promoting collaborative projects and inviting contributions from a range of cultural backgrounds to understanding the latest research on the possibilities of engaging students and avoiding common pitfalls in using digital media, this provides a fine 'must' for any serious education collection.

0 of 0 people found the following review helpful.
Interesting but expensive
By Clara
I bought the digital version because I need it for class. It's interesting, it has a lot of strategies to help you in your everyday class, but I don't like the price of it. Most of the persons who buy it is because we are students... I know that it's not that expensive, but for some students it is!

0 of 0 people found the following review helpful.
Five Stars
By Walt Gomez
Good job, good service, good product.

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Developed for teaching learners of all abilities, this guide presents a powerful approach to literacy development for elementary students based on individual coaching, classwide discussions, and assessment.

• Sales Rank: #628927 in Books
• Brand: Corwin
• Published on: 2009-11-18
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .60" w x 6.90" l, .80 pounds
• Binding: Paperback
• 168 pages

Features

• Assessment strategies and step-by-step guidance to implementing RMA and Socratic Circles.
• Insights on improving student skills in vocabulary, language structure, comprehension and other
• Flexible, adaptable techniques for readers of all abilities.
• Numerous vignettes showing the use of RMA with Socratic Circles in the classroom.Discover a fresh approach
• Sub-Title - Retrospective Miscue Analysis and Socratic Circles.

Review
"By using retrospective miscue analysis, teachers can help students improve reading comprehension and fluency. This book emphasizes student strengths and gives students the tools they need to reflect on their reading and become better readers." (Bridget Stegman, Title I Reading/Instructional Coach 2009-07-02)

"The authors open the windows to a new perspective on reading by merging research-based Retrospective Miscue Analysis with adapted Socratic Circle discussions, thus empowering all elementary readers to collaboratively identify and verbalize reading strategies, individually experience ownership and control as readers, and effectively build both literacy and language confidence and competence within a united classroom community." (Marjorie R. Hancock, Professor Emerita of Elementary Education 2009-07-07)

"The authors not only clarify the details of examining conversations about reading miscues and retellings, they take you inside Seeger's third-grade classroom. Here you see firsthand how RMA works, from demystifying the coding process for miscues to watching each member of her class benefit from learning in Socratic Circles. Real classroom examples and vignettes, not to mention the variety of reproducible resources included, show how RMA and Socratic Circles engage students at every level of development in critical thinking and critical reflection―activities that empower students' reading development and become an essential assessment tool to guide further instruction." (Kathleen Strickland, Professor of English and Elementary Education 2009-07-08)

"Moore and Seeger have developed an approach that combines RMA and SC in such a way that SC functions as a catalyst to greatly magnify the benefits of RMA for groups of students. As students are involved in RMA and SC, they begin to understand how they can use different strategies to make sense of what they are reading and how they are reading. This is quite an extraordinary method to help students become actively aware of their own reading strategies and comprehension processes." (Lee Gunderson, Professor of Language and Literacy 2009-07-15)

"Moore and Seeger provide an extremely comprehensive look at retrospective miscue analysis and Socratic circles. The powerful snapshots into Seeger's classroom provide invaluable insight on classroom application. The readability of the text and the practical application strategies motivate and inspire educators to really get their students talking about reading." (Karen Williams, Fifth-Grade Teacher 2009-07-15)

"Readers will directly experience how productive use of retrospective miscue analysis can become a regular classroom routine. They will find concrete resources for reading and retelling assessment that center reading as an authentic practice, not as a disconnected set of skills. The excellent examples of teaching invite ownership of literacy processes as a classroom community." (Curt Dudley-Morling, Professor of Education 2009-08-13)

About the Author
Rita A. Moore, a former Title I reading teacher and high school language arts teacher, is a professor of education and associate dean at Willamette University in Salem, Oregon. She and her colleague Victoria N. Seeger have worked continuously together since 2001 on research including professional development schools, classroom research for teachers, and RMA, from which they have coauthored several articles. In addition to Reading Conversations: RMA with Struggling Readers Grades 4-12 (2005), coauthored with Carol Gilles, Moore has written Classroom Research for Teachers: A Practical Guide (2004) and has published over 30 articles in peer-reviewed journals on topics related to literacy education and the preparation of preservice teachers. 

Moore  holds a master’s degree in reading from Southwest Missouri University and a PhD in literacy education from the University of Missouri-Columbia. She is dedicated to the notion that the integral and often seamless connectivity between language and literacy defines us as human beings and empowers us as learners.

Victoria N. Seeger is a former classroom teacher. A veteran public school teacher of 14 years, Seeger is now a literacy coach for a large school district in Topeka, Kansas, as well as an adjunct instructor at Washburn University in Topeka. She and her colleague Rita A. Moore have worked continuously together since 2001 on research including professional development schools, classroom research for teachers, and RMA, from which they have coauthored several articles. Additionally, Seeger contributed to the book Reading Conversations: RMA with Struggling Readers Grades 4-12 (2004) coauthored by Rita Moore and Carol Gilles. Seeger regularly conducts professional development workshops on literacy strategies and curriculum development in the Seaman 501 School District in Topeka. She has also served as consultant to preservice literacy education classrooms through the University of Montana-Western.

Seeger holds a master's degree in education from Washburn University and will finish her PhD in literacy curriculum and instruction from Kansas State University in Manhattan, Kansas, in the fall of 2009. She is dedicated to the notion that the integral and often seamless connectivity between language and literacy defines us as human beings and empowers us as learners.

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0 of 0 people found the following review helpful.
A set of interactive discussion techniques used in Socratic Circles
By Midwest Book Review
Rita A. Moore and Victoria N. Seeger's Building Classroom Reading Communities helps teachers build a successful approach for motivating students as individual readers, showing how RMA can be used to develop student comprehension by analyzing miscues and discussing retellings. It's a set of interactive discussion techniques used in Socratic Circles which can be extended into the classroom and is a pick for any education collection.

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Combining theory with proven teaching strategies, this resource helps preschool educators produce strong language and literacy outcomes for English learners ages 3 to 5.

• Sales Rank: #1117207 in Books
• Brand: Corwin
• Published on: 2009-01-12
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .56" w x 7.01" l, 1.20 pounds
• Binding: Paperback
• 264 pages

Features

• Understand the essential elements for building early literacy skills, including teaching the alphabetic
• Encourage family involvement and nurture the home-school alliance
• Build on children"s primary language
• Strengthen preschool programs serving young ELsNo Limits to Literacy for Preschool English Learners shows
• Title - No Limits to Literacy for Preschool English Learners

Review
"A well-organized text offering theory and application related to second language instruction. This is a useful tool for any educator to have in his or her resource library." (Susan B. Neuman, Professor 2008-08-18)

“This book offers a foundation in language and literacy that greatly benefits dual language learners." (Pamela S. Allen, Lead Teacher/Gifted Facilitator 2008-08-18)

"This welcome and much needed resource for early education professionals is solidly based on the research on early literacy and language development and on Roberts’ extensive and thoughtful experience in effective instructional applications for English learners. The book is written with the clarity to inspire confidence in teachers to translate research evidence and theory into effective and engaging learning activities." (Patricia Vadasy, Senior Researcher 2009-01-05)

"A powerful contribution to the field of early literacy. Highlighting the quality of the language model as one of the most important resources for language development, Roberts weaves a rich tapestry of research and practical application and helps us understand what this means for embracing our work with ELLs." (Molly F. Collins, Assistant Professor 2009-01-13)

About the Author
Theresa Roberts is currently a professor of child development at California State University, Sacramento. She has published studies on early literacy development with a focus on children who are learning English as a second language in journals such as Reading Research Quarterly, Journal of Educational Psychology, and Contemporary Educational Psychology. Her research interests include alphabet and vocabulary learning, classroom instruction experiments, and family engagement. She has collaborated with preschool and elementary teachers to develop instruction programs and teacher training on these topics. She was a member of the panel of experts that developed the State of California Prekindergarten Guidelines. She also serves as a research consultant for the California Preschool Instructional Network (CPIN) and is a consultant on an Early Reading First grant. She is an elected voting member of the Society for the Scientific Study of Reading, a reviewer for the Journal of Educational Psychology and Applied Linguistics, and sits on the editorial board of Reading Psychology. She earned her doctorate from the University of California, Los Angeles.

Most helpful customer reviews

1 of 1 people found the following review helpful.
A Must Read for All Preschool Teachers
By Vanessa Levin
I am an early childhood specialist in a public school district and I discovered this book when I was looking for an early literacy book for our pre-kindergarten teachers to study. Since our public pre-k program is for English Language Learners this book seemed to fit the bill nicely. When it arrived I realized it not only fit the bill but it was absolutely perfect. No Limits to Literacy discusses in great depth the best practices in early childhood literacy which was just what I needed for our book study. While it does address English Language Learners, it is also very appropriate for native English speakers as well. The book covers all the components of phonological awareness, parent involvement, assessment, curriculum and much more. I can't recommend this book enough, I think it should be required reading for every preschool teacher; public, private, home-based, or Head Start. If every preschool teacher in the U.S. followed the teaching practices in this book we would have high-quality programs throughout the country.

0 of 0 people found the following review helpful.
A lot of food for thought
By Jr
This book really synthesizes the research done on second language learners in the early years. It is well organized and easy to read. Personally it has really helped me to use the most appropriate methods and prioritize the skills that I want my esl students to master. I couldn't recommend it enough-- even for folks who don't teach esl.

0 of 0 people found the following review helpful.
No Limits to Literacy for Preschool English Learners (Paperback) by Theresa A. Roberts
By B. J. G.
Excellent book for educators, administrators -- great resource for Pre K teachers of all children.....but especially nice for second language learners! Great resource!!!

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"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." ―Kejing Liu, Shawnee State University


Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.

Key Features

• Discusses how to build a school research culture through collaborative teacher research
• Delineates the role of the professional development school as a venue for constructing a knowledge democracy
• Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process
• Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies

 

• Sales Rank: #905786 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2008-10-31
• Original language: English
• Number of items: 1
• Dimensions: 8.80" h x .70" w x 5.90" l, .95 pounds
• Binding: Paperback
• 416 pages

Features

• ISBN13: 9781412964760
• Condition: New
• Notes: BRAND NEW FROM PUBLISHER! 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

Review

“I have never seen a book on this topic with such intellectual depth. It is a great book to provoke thought, reflection, and discussion in an action research class. I see this having a huge impact on the discipline, with ‘knowledge democracy’ becoming a catchphrase around which dissertations, conferences, grants, and public policies are built.”

(Lynne Masel Walters)

“Its greatest strength is that it is very different from other texts on action research. I believe that it could impact the ways ‘the academy’ views the place of action research in RESEARCH. Dissertations and publications counted in things such as tenure and promotion could move toward action research and be legitimized. I believe the author’s arguments and rationales are that compelling―kudos!”

(Cathy Mogharreban)

"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." (Kejing Liu 2009-01-22)

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0 of 0 people found the following review helpful.
Five Stars
By SMW
good read for action research

0 of 6 people found the following review helpful.
Bluffing
By sh22
This book is written for money. There are a lot of superficial words and statements that touch utopia research world but never give specific ideas on how to do. The problem with critical stuff is that it is always critical of others but never of itself~~~~

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