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Featuring sample lessons, information on finding age-appropriate materials, and more, this guide helps teachers create thematic units that build literacy skills in students with significant disabilities.

• Sales Rank: #519881 in Books
• Brand: Corwin
• Published on: 2009-06-02
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .51" w x 7.00" l, .95 pounds
• Binding: Paperback
• 224 pages

Features

• Build vocabulary and use retelling and guided reading.
• Teach functional skills on a daily basis.
• Incorporate media and assistive technology.
• Coordinate with general education teachers and involve parents.
• Assess students" learning and meet IEP goals.Perfect for special education and inclusive classrooms,

Review
"I was rejuvenated by the potential opportunities for exciting and meaningful instruction. My creative thoughts ran rampant with how I could use these ideas with my novice teachers as well as within my classroom." (Jayne Englert-Burns, Consulting Teacher, Special Education 2008-07-18)

"Provides everything needed to start an appropriate curriculum that is motivating and challenging for students with moderate to severe disabilities. This book is a winner!" (Karen Kozy-Landress, Speech/Language Pathologist 2008-07-18)

"We’ve tried for the last few years to adapt the grade level material to help our students feel like part of the general education setting, while still meeting their IEP goals. It’s been a real challenge, but this book helps bring the concept to more of a reality." (Michelle Strom, Language Arts Teacher 2008-07-18)

"Each chapter is chock full of excellent ideas that have stood the test of time. The conversational tone of the authors conveys their enthusiasm for the work they share and the students they teach." (Iris Goldberg, Director of Early Childhood Education 2008-07-18)

"Presents a wealth of information for using a thematic approach for teaching literacy skills to students with moderate and severe intellectual disabilities. The teaching approach is comprehensive, with procedures built in to facilitate team teaching, parent involvement, use of assistive technology, and inclusive practices. The authors have done a particularly nice job of describing how to make teaching student-centered by focusing on individual student interests and learning styles and by making classroom instruction exciting and fun for students." (Dennis H. Reid, Director 2008-09-02)

About the Author
Dorothy Dendy Smith has taught in the field of special education for 26 years. She is currently the autism specialist for Buncombe County Schools. She was Special Educator of Excellence for Buncombe County Schools for the 2006-2007 school year, and Teacher of the Year for the Progressive Education Program in Buncombe County Schools for the year 2000-2001. Smith was the Teacher of the Year for Walnut Cove Primary School and first runner-up for Teacher of the Year in the Stokes County School District in North Carolina. She graduated from Western Carolina University in 1972 with a BS in special education. She received a master of arts in education, special education, severe disabilities from Western Carolina University in 2002. She has certifications in learning disabilities, mental retardation, and severe disabilities.

Jill Fisher DeMarco worked with adults with disabilities for 15 years before beginning her career in special education. She has taught high school students in the Occupational Course of Study and currently is in the seventh year of teaching at the Progressive Education Program at Valley Springs Middle School in Arden, NC. She was the 2005–2006 Teacher of the Year for the program. She has a bachelor of science degree in vocational rehabilitation from Appalachian State University and a master of arts in teaching degree and a master of science degree in human resources from Western Carolina University. She has certifications in mental retardation and learning disabilities.

Martha Worley has taught for 15 years in the public schools as a speech pathologist. She is currently a speech pathologist at the Progressive Education Program at Roberson High School in Asheville, NC. She also works with other schools in Buncombe County to provide access for students with mild to significant disabilities. She was the Special Education Teacher of Excellence for Buncombe County Schools in the 2001-2002 school year. She has a bachelor of arts from Baylor University and a master of science degree from Vanderbilt University.

Most helpful customer reviews

7 of 7 people found the following review helpful.
A solid recommendation for any college-level education library
By Midwest Book Review
Literacy Beyond Picture Books tells how to teach literacy to middle and high school students, presenting a step-by-step guide to building vocabulary, blending in media and assistive technologies, and setting and meeting student goals. Teachers can build whole units around a selected text by adding hands-on activities - and LITERACY BEYOND PICTURE BOOKS tells how in a solid recommendation for any college-level education library.

2 of 2 people found the following review helpful.
excellent book
By judith naisang
i am a special ed teacher. my group read this for our required book reading in our plc this year. ( yes i am aware that i am writing this in lower case.) i purchased this book for my own library. knowing 2 of the three authors who have made this happen in their schools and have observed it personally. it is a must have. it has been successful to the point that school uses this model k-12. i fully intend to implement this in my special ed classroom this fall.

1 of 1 people found the following review helpful.
So informative
By alex
There are so many resources and a step by step guide to implementing this new way to teach! I recommend this to anyone that is thinking about going into special education, as well as those that have been doing it for years.

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A pragmatic guide to performing meaningful qualitative analysis

This text helps students and social service personnel better evaluate agency programs using the various qualitative documents (such as case intake forms and case progress notes) already at their disposal. Author Vincent E. Faherty shows readers not just what to do with qualitative data, but also how they should interpret the meanings. This text begins by examining the requisite knowledge and skills needed to design and execute a comprehensive research or evaluation report based using qualitative data. It then offers guidance on writing up the final report and disseminating the results to the wider community.

Key Features

• The Qualitative Data Analysis Model, a non-computer based method of data analysis, takes readers through the research process in order to gain a complete picture of the agency's performance
• Case examples of published journal articles from SAGE contain margin notes and introductory and conclusive remarks
• The author applies the conceptual material to pragmatic, agency-based situations that would be relevant for a broad range of human service professions and disciplines.

Anyone in a managerial role with a community-based social agency―as well as social work undergraduate and graduate students―will benefit from this straightforward guide.

• Sales Rank: #5197512 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-11-11
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .40" w x 6.90" l, .70 pounds
• Binding: Paperback
• 232 pages

Features

• Used Book in Good Condition

About the Author

Vincent Faherty earned his doctorate in Social Work (DSW) from the University of Utah in 1976. He also holds a Master of Business Administration degree (MBA) from the International Management Institute of the University of Geneva (1985), a Master of Social Work degree from Fordham University (1970), and a Bachelor of Arts degree from Cathedral College & Seminary (1958).  He has taught statistics and social work research methods for the past 18 years at the University of Southern Maine.  Prior to that, he taught at the University of Northern Iowa and at the University of Columbia-Missouri.

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Communication in Everyday Life is the first survey of communication textbook to explore fundamental concepts, theories, and skills with a thematic integration―the relational perspective―aimed at helping students apply the material to their own lives. This book provides students with a strong foundation in communication concepts, theory, and research, while helping them master practical communication skills, such as listening and critical thinking, using technology to communicate, understanding nonverbal communication, creating persuasive strategies, and managing group conflict. Ideal for 21st-century classrooms, this text provides up-to-date insight into the communication topics students increasingly want and need.

• Sales Rank: #430532 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-10-02
• Original language: English
• Number of items: 1
• Dimensions: .67" h x 8.04" w x 9.96" l, 1.84 pounds
• Binding: Paperback
• 480 pages

Features

• Used Book in Good Condition

Review
“[I liked] the organization of the material as a hybrid text without the heavy emphasis on public speaking, the inclusion of topics such as health communication and technology in communication, and the author's focus on a relational perspective.” (Martha Antolik 2010-10-18)

"Communication in Everyday Life' is a well-written and comprehensive text for introductory communication courses, and a must for learning about communication in institutions with separate public-speaking courses." (Martha Antolik 2010-10-18)

“I like the relational approach―communicating in and understanding relationships could be the most important stuff our students learn.” (Dale Burke 2009-08-25)

“This text, better than others I have reviewed, is a more comprehensive review of the field and introduces students to the gamut of the discipline―this is a true introduction to communication in everyday life.” (Jerry E. Fliger 2009-08-25)

“A true relational approach that has real world applicability….Students reading this text should easily see the practical application of the concepts to their own lives.”

(Martin Hatton 2009-08-25)

“It was definitely engaging, and every sentence made me want to continue….This text is very organized, easily understood, has great pictures (with text that relates the picture with what is being taught)…. I love how [this book] relates to the reader.”

(Student 2009-08-25)

About the Author

Steve Duck taught in the United Kingdom before taking up the Daniel and Amy Starch Distinguished Research Chair in the College of Liberal Arts and Sciences at the University of Iowa.  He has been a professor of communication studies, an adjunct professor of psychology, a former Dean’s Administrative Fellow and is now Chair of the Rhetoric Department. He has taught interpersonal communication courses, mostly on relationships but also on nonverbal communication, communication in everyday life, construction of identity, communication theory, organizational leadership, and procedures and practices for leaders. More recently he has taught composition, speaking and rhetoric, especially for STEM students. By training an interdisciplinary thinker, Steve has focused on the development and decline of relationships, although he has also done research on the dynamics of television production techniques and persuasive messages in health contexts. Steve has written or edited 60 books on relationships and other matters and was the founder and, for the first 15 years, the Editor of the Journal of Social and Personal Relationships. His book Meaningful Relationships: Talking, Sense, and Relating won the G. R. Miller Book Award from the Interpersonal Communication Division of the National Communication Association. Steve co-founded a series of international conferences on personal relationships. He won the University of Iowa’s first Outstanding Faculty Mentor Award in 2001 and the National Communication Association’s Robert J. Kibler Memorial Award in 2004 for “dedication to excellence, commitment to the profession, concern for others, vision of what could be, acceptance of diversity, and forthrightness.” He was the 2010 recipient of the UI College of Liberal Arts and Sciences Helen Kechriotis Nelson Teaching Award for a lifetime of excellence in teaching and in the same year was elected one of the National Communication Association’s Distinguished Scholars. He hopes to sit on the Iron Throne and be famous.

David T. McMahan has taught courses that span the discipline of communication, including numerous courses in interpersonal communication and personal relationships, media and technology, communication education, theory, and criticism. McMahan’s research interests also engage multiple areas of the discipline with much of his research devoted to bridging the study of relationships, technology, and media. This work encompasses discussions of media and technology in everyday communication, the incorporation of catchphrases and media references in everyday communication, and the relational aspects of the Internet and digital media.  His diverse research experiences also include studies on symbolic displays of masculinity and violence in rural America, media-based political transformations of the world’s nation-states, the reporting of mass-murder suicide in The New York Times, and primetime animated series. In addition to authoring numerous books, his work has appeared in such journals as Review of Communication, Communication Education, and Communication Quarterly, as well as edited volumes.  A tremendously-active member of the discipline, McMahan’s endeavors include serving on a number of editorial review boards, serving as editor of the Iowa Journal of Communication, and serving as president of the Central States Communication Association.  He has also received multiple awards for his work in the classroom and has been the recipient of a number of public service and academic distinctions, including being named a Centennial Scholar by the Eastern Communication Association. He hopes to someday win the singles championship at Wimbledon.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Great!
By Larissa
Book arrived on time and had no damage done to it that hadn't already been stated in the product's description. Was in great shape and lasted me well throughout the semester. Thanks!

1 of 1 people found the following review helpful.
This book is the worst textbook in the history of textbooks
By David Powell
This book literally made me want to vomit. The glossary of this textbook appears to be written like a 3rd grader and the definitions for key terms within the actual chapters of the textbook are nonexistent. For example, the definition for "rules" in the glossary is "rules-rules and norms for 'family' that monitor the way in which family life should be carried out". That doesn't explain what a rule is and the actual page in which rule is located as a key term offers no explanation as to what a rule is. The book also presents complex ideas in a robotic way that no human being could possible comprehend without asking someone with degree in communications what the heck these dudes were trying to say. This book is garbage and if you are a teacher considering using this book for your class, don't. 1 star because the book was in good condition.

0 of 0 people found the following review helpful.
Five Stars
By Jovana
It was exactly what i needed for class.

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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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? Free PDF Media Audiences: Effects, Users, Institutions, and Power, by John L. Sullivan

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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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^^ Get Free Ebook What Successful Science Teachers Do: 75 Research-Based Strategies, by Neal A. Glasgow, Michele C. Cheyne, Randy K. Yerrick

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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/.

Most helpful customer reviews

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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