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Incorporate brain-based research to empower girls in the classroom!

This engaging, practical guide examines how girls’ unique sensory, physical, cognitive, and emotional characteristics affect their performance in the classroom, and shows you how to adapt classroom experiences to assist girls’ learning, particularly in math and science. Readers will find:

• Research-based techniques and applications for differentiating math and science instruction 
• Ways of dealing with girls’ stress
• Up-to-date findings on left- vs. right-brain learning, learning styles, and math anxiety
• Resources, figures, and charts, as well as quizzes in each chapter that introduce the topic and challenge preconceived notions of learning differences

• Sales Rank: #523348 in Books
• Brand: Corwin
• Published on: 2009-07-01
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .47" w x 7.00" l, .95 pounds
• Binding: Paperback
• 208 pages

Features

• Specific instructional techniques and practical applications for differentiating instruction in math
• Ways of dealing with girls" stress.
• Up-to-date findings on left- vs. right-brain learning, styles of learning and math anxiety.
• Resources, figures and charts, as well as quizzes in each chapter that introduce the topic and
• Sub-Title - How Girls Learn Math and Science.

Review
"I haven't been this excited about a book in a long time. James combines sound, up-to-date scholarship with effective, practical advice. Whether you teach girls or boys or both, this book is an invaluable resource for classroom strategies and professional growth." (Patricia D. Parisi, Principal 2009-03-03)

"Informed by extensive experience in same-gender school settings, and a good deal of introspection regarding her own tendencies, her suggestions are informative and practical. The author moves from helping students deal with stress, to teaching science and mathematics to girls--making suggestions along the way for what might be helpful in everyday classroom situations." (D. E. Tanner 2010-02-16)

"A worthy successor to James’ groundbreaking book, Teaching the Male Brain. This book complements and builds upon other seminal works rooted in brain-based research. However, the point of view is that of an expert practitioner, and each observation about how girls’ brains work and how girls learn is accompanied by voluminous and practical examples that teachers can use daily in their classrooms. This book should be required reading for all who teach girls in both single-sex and coed settings. Reading it will optimize the experience of girls in America’s classrooms." (Patrick F. Bassett, President 2009-03-18)

"James’ text is a wonderful resource for teachers and parents of girls. The practical suggestions for math and science teachers are an absolute highlight. If educators read and follow the encouraging suggestions in this book, more girls would be empowered to succeed in math and science." (Kate Broadley, Researcher 2009-04-01)

"Teaching the Female Brain offers research-based insights for educators and administers to recognize and develop strategies that better meet the preferences of female learners.You are certain to learn something from this book that will inform how you approach your work as a mathematics educator." (Mark W. Ellis, California State University Fullerton 2011-10-11)

About the Author
Abigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginia’s Curry School of Education, she taught general science, biology, and psychology in both boys’ and girls’ schools.

Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education.

Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys’ Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).

Most helpful customer reviews

7 of 10 people found the following review helpful.
A 'must' for any college education studies library
By Midwest Book Review
TEACHING THE FEMALE BRAIN: HOW GIRLS LEARN MATH AND SCIENCE by Abigail Norfleet James tells how to blend brain-based research with applications to empower girls in the classroom, offering real assessments of the different ways girls and boys learn. From girls' unique sensory and emotional characteristics to instructional techniques and ways of handling girls' stress, this is a 'must' for any college education studies library.

0 of 0 people found the following review helpful.
Five Stars
By Granger L Ridout
Very interesting read.

0 of 1 people found the following review helpful.
College professor library request
By Bible college librarian
Purchased for a college library as a resource for students upon request of the Education Dept Chair

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~ Ebook The SAGE Handbook of Media Processes and EffectsFrom Brand: SAGE Publications, Inc

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The study of media processes and effects is one of the most central to the discipline of communication and encompasses a vast array of theoretical perspectives, methodological tools, and applications to important social contexts. In light of this importance―as well as the rapid changes in the media environment that have occurred during the past 20 years―this Handbook explores where media effects research has been over the past several decades, and, equally important, contemplates where it should go in the years ahead.

COVERAGE

• Part I offers an overview of the field and conceptualizations of media effects, along with a range of quantitative and qualitative methodologies used in the study of media effects.
• Part II focuses on prominent theoretical approaches to the study of media effects from a more societal perspective, tracing their historical contexts, theoretical developments, criticisms and controversies, and the impact of the new media environment on current and future research.
• Part III emphasizes the various factors that influence the critical functions of message selection and processing central to a host of mass media application contexts.
• Part IV reflects a dominant trend in the media effects literature―that of persuasion and learning―and traces related theoretical perspectives through the various contexts in which media may have such effects.
• Part V explores the contexts and audiences that have been traditional foci of media effects research, such as children, violence, body image, and race, addressing the theories most applicable to those contexts.
• Part VI highlights a concern central and unique to the communication discipline―message medium―and how it influences effects ranging from what messages are attended to, how we spend our time, and even how we think.

• Sales Rank: #821039 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-09-11
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 10.10" h x 1.50" w x 7.00" l, 2.85 pounds
• Binding: Hardcover
• 656 pages

Features

• Used Book in Good Condition

Review
"Nabi and Oliver organize their book more categorically and provide what they call a bird's-eye view of the field, chapters put the various theories into historical perspective. The emphasis on new media also sets this volume apart from the others and makes it a worthy addition to the literature." (P. J. Kurtz 2010-02-16)

About the Author

Robin L. Nabi (PhD, Annenberg School for Communication, University of Pennsylvania, 1998) is an associate professor of communication at the University of California, Santa Barbara. Her research interests focus on discrete emotions’ influence on message processing and decision making in response to media messages that concern health or social issues. Her work has appeared in numerous communication journals, and she has served on several editorial boards, as the chair of the Mass Communication Division of the International Communication Association, and as a co-editor of Media Psychology.

Mary Beth Oliver (Ph.D., University of Wisconsin, Madison, 1991) is a professor in and co-director of the Media Effects Research Lab in the College of Communications at Penn State University. Her research and teaching focus on media effects, with an emphasis on media entertainment, media and emotion, and media and social cognition. She was a Fulbright Research Scholar in New Zealand and served as Chair of the Mass Communication Division of the National Communication Association. She is co-editor with Jennings Bryant on Media Effects, Advances in Theory and Research (3rd ed.), and is former co-editor of Media Psychology, former associate editor of the Journal of Communication and Communication Theory, and former book-review editor for the Journal of Communication.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Textbook is adequate. Student Renters: Beware of apex_media book rental fulfillment - Unscrupulous company!
By Michael
The SAGE Handbook of Media Processes and Effects textbook is an adequate overview of mass media theory and effects research. The various clusters and camps of effects paradigm and social science dispositions are explicated clearly therein. The book is a bit behind the curve with regard to the convergence of recent neuro-physiological research into media effects on individuals and society happening now, but this has to do with the difficulty of merging the pseudo-science of cognitive studies with the hard science of biology. Much of this new research is making the old discipline of communication inquiry via the study of cognitive processes almost entirely obsolete. Media effects research on brain biology is revolutionizing our understanding of the detriments of adverse media. But for the condensed 3 week course I was in, this book was handy.

However, be very cautious of apex-media and their textbook rental practices. They sent me a book that was in terrible condition. The spine was broken and the hardcover was barely hanging on. I immediately left seller feedback of this rental and the company - apex-media - in my AMAZON acct. That note saved me serious money. When my short course was over I promptly shipped the book back, then about a week later I received notice that the rental was rejected and my credit card was charged a stunning $234. I was livid. I called AMAZON and provided the seller feedback note on the rental and the date it was written, demonstrating my concern with the "not as described" condition of the text. I couldn't afford to ship the book back and wait for a replacement due to the condensed nature of the course, so was forced to make do. Thankfully, I have an amazing relationship and history of mutual trust with AMAZON, so they instated a full refund. Apex-media is a thoughtless, unscrupulous supplier. Cover yourself with feedback notes! Call AMAZON immediately if Apex-media sends you a garbage-ready textbook!

0 of 0 people found the following review helpful.
A wonderful resource
By jessreviews1
I highly recommend this book to students and scholars alike. The chapters are understandable yet "meaty"--they contain lots of useful information and citations. The breadth of topics addressed by this handbook is also wonderful.

0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
Very enjoyable read!

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Create assessments that meet state standards and target students’ learning needs!

In this revised edition of her bestseller, Kay Burke provides a wide range of easy-to-implement alternative assessments that address today’s accountability requirements. Designed for use across all content areas, these formative assessments are rooted in the language of state standards and emphasize differentiating instruction to meet students’ diverse learning needs. Updated research and examples help K–12 teachers:

• Build Response to Intervention checklists for struggling students
• Develop unit plans using differentiated learning and assessment strategies
• Create portfolios that emphasize metacognition
• Design performance tasks that motivate and engage students
• Construct rubrics that describe indicators of quality work
• Create tests that focus on higher-order thinking skills

• Sales Rank: #488991 in Books
• Brand: Corwin
• Published on: 2009-10-07
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .53" w x 8.50" l, 1.39 pounds
• Binding: Paperback
• 232 pages

Features

• Build Response to Intervention checklists for struggling students
• Develop unit plans using differentiated learning and assessment strategies
• Create portfolios that emphasize meta cognition
• Design performance tasks that motivate and engage students
• Construct rubrics that describe indicators of quality work

Review
"Burke has challenged teachers everywhere to raise their standards and design classroom assessments that show evidence of understanding and performance on complex tasks. The expert examples in this book provide teachers a complete road map so that assessment is truly at the heart of instruction." (Diane Ray, Assistant Director for Teacher Leader Development 2009-04-13)

"An important text. Classroom teachers will find the descriptions and examples very doable and extremely helpful." (Debbie Metcalf, Teacher-in-Residence, East Carolina University 2009-03-03)

"This book will certainly appeal to educators across the nation. The abundance of research and examples will certainly benefit and motivate teachers and administrators." (Lori Grossman, Manager of Mentoring, Professional Development Services 2009-03-03)

"This is the type of text that teachers will keep so that they can reference it in the future." (Kimberly Bright, Associate Professor of Educational Leadership and Special Education 2009-03-03)

"There is a great deal of practical, useful information that teachers will find valuable." (Steve Reifman, Teacher, Roosevelt School, Santa Monica, CA 2009-03-03)

"A powerful tool with classroom-ready examples that demonstrate sound and valuable assessment practices. It’s a phenomenal resource." (Eileen Depka, Assistant Superintendent 2009-04-13)

“Wow! Burke has written a book for schools that really gets to the point! It is easy to use and rich in resources such as checklists, rubrics, and sample unit designs to help every principal be an effective learning leader and allow teachers to utilize an approach rich in best practices for balanced assessment.” (Lee Adams, Principal 2009-04-13)

From the Back Cover
The time has come for poor test-takers to realize that the ability to perform well on examinations is not always an accurate assessment of understanding and academic capability. Standardized tests measure one's ability to perform under stress, not one's ability to learn and retain information. As researchers gain new knowledge about how the brain works and how people acquire understanding, educators are expanding their repertoire of assessment tools. And as communities work toward developing mindful schools, they also must reorient their concepts about curriculum, policies, organization of time, and assessment strategies. Performance tasks, portfolio development, and scoring rubrics are just a few of the assessment tools that are now being implemented to measure learning. In this volume, Kay Burke presents a wide range of alternative forms of assessment in a meaningful and practical format. Learning logs, reflective journals, graphic organizers, interviews, and peer editing are only some of the authentic assessments offered in this book which help learners develop lifelong learning and problem-solving skills.

Educators, administrators, school psychologists, curriculum planners, and parents. A Skylight Professional Book.

About the Author
Kay Burke has served as an award-winning classroom teacher and a school administrator, university instructor, and international professional developer. She works with Kay Burke & Associates, LLC, to provide workshops for teachers and administrators in standards-based learning, performance assessment, classroom management, mentoring, and portfolio development. For the past 18 years, Burke has presented at state and national conferences such as ASCD, NSDC, NAESP, NASSP, NMSA, and IRA as well as international conferences in Canada and Australia. She is the author of 10 professional development books and coauthor of a college textbook on assessment. Corwin Press published Burke's best-selling From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, K–8 (2006), a 2007 finalist for the Distinguished Achievement Award for Excellence in Educational Publishing presented by the Association of Educational Publishers. Other books published by Corwin Press include How to Assess Authentic Learning, Fourth Edition (2005) and What to Do With the Kid Who: Developing Cooperation, Self-Discipline and Responsibility in the Classroom (Third Edition).

Most helpful customer reviews

0 of 0 people found the following review helpful.
Four Stars
By Zach H.
Good

0 of 0 people found the following review helpful.
Review of Kay Burke's How to Assess Authentic Learning
By Ms. Bloom
Kay Burke provides an honest and accessible rendition of the reality of today's educational school system in "How to Assess Authentic Learning." The text is meant to be utilized as a tool for teachers to assist them in expanding their collection of assessment strategies in order to support students meet, and hopefully, exceed the standards. Burke reviews an array of teaching methods and assessment tools and how they should be used for optimal student success. She breaks down how to use assessment effectively to propel instruction and student learning and achievement. The layout of the book is thoughtful, purposeful, and well organized. My favorite part of the book is the "On Your Own" and "Reflection" sections at the end of each chapter. Burke gives the reader an opportunity to apply what they have read in the text to their own practice and then further reflect upon what they learned (through their reading and prompted inquiry-based learning).

I am currently working towards a master's in teaching and am considered to be a novice in this field. I have not read many learning assessment texts and do not have a wealth of information on the subject. However, from my fresh eyes and unique perspective, I believe Burke's book, "How to Assess Authentic Learning," would be useful to anyone in the field of education based on the detail and care she takes to explain each of the highlighted teaching methods and learning assessment strategies. Burke has extensively researched the subject and articulated her findings and beliefs based on that research and her own experiences as an educator. I highly recommend this book to anyone in the field of education who is dedicated to improving the current educational system and student success.

1 of 1 people found the following review helpful.
Five Stars
By Eatsrainbows
Good book, lots of great info about assessment in the classroom.

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Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected specialists in various fields, this interdisciplinary text illuminates the impact of language development on learning success and distinguishes between language differences and disorders, integrating illustrative case studies as well as helpful classroom strategies that teachers can implement right away.

• Sales Rank: #735562 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-09-29
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .90" w x 7.90" l, 1.40 pounds
• Binding: Paperback
• 384 pages

Features

• Used Book in Good Condition

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Five Stars
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This is a very informative and educational book.

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Textbooks for college courses.
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* PDF Download Adventures in Criminal Justice Research: Data Analysis Using SPSS 15.0 and 16.0 for Windows, by Kim A. Logio, George W. Dowdall, Earl Robe

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The only book of its kind, this text guides students through the process of conducting criminological data analysis. Used primarily in lab settings, the Fourth Edition of Adventures in Criminal Justice Research, derived from the popular Adventures in Social Research (Babbie et al, Pine Forge Press/SAGE), systematically takes students through a series of investigative adventures. More than 150 screenshots in the text offer clear visual step-by-step instructions to solidify student understanding.

New to This Edition

• Incorporates even more criminal justice exercises, policy-related exercises, and hot criminal justice–related issues throughout the book
• Includes analysis of criminal justice and other social issues using data from GSS sets, the 2000 Census, the Harvard School of Public Health College Alcohol Survey, and other data sets available to the public through the Internet
• Offers increased coverage of Web-based surveys and survey software

Accompanied by High-Quality Ancillaries!

• A new Student study site at www.sagepub.com/logiostudy features numerous data sets along with online appendices - Appendix A: Sample Journal Article and "How to Read a Research Article", Appendix B: College Alcohol Study Questionnaire, and Appendix C: Chapter Review Quizzes with Answers.

Intended Audience

This practical textbook is a valuable supplement for courses in Research Methods and/or Statistics in departments of criminal justice or criminology.

The only book of its kind, this text guides students through the process of conducting criminological data analysis. Used primarily in lab settings, the of , derived from the popular (Babbie et al, Pine Forge Press/SAGE), systematically takes students through a series of investigative adventures.

• Sales Rank: #821971 in Books
• Published on: 2008-02-22
• Original language: English
• Number of items: 1
• Dimensions: 10.93" h x .48" w x 8.49" l, 1.14 pounds
• Binding: Paperback
• 216 pages

About the Author
Kim A. Logio is an Assistant Professor of Sociology at Saint Joseph's University in Philadelphia. She teaches research methods for sociology and criminal justice students. She is actively involved in research on victims of juvenile crime and adolescent body image.

George Dowdall teaches undergraduate and graduate Criminal Justice and Sociology at St. Joseph's University in Philadelphia. He is chair-elect of the American Sociological Association’s Section on Communication and Information Technologies. He has taught methods, statistics, and data analysis courses at St. Joseph's University, the Harvard School of Public Health, and the Brown University School of Medicine.

Earl Babbie was born in Detroit, Michigan, in 1938, but his family chose to return to Vermont 3 months later, and he grew up there and in New Hampshire. In 1956, he set off for Harvard Yard, where he spent the next 4 years learning more than he initially planned. After 3 years with the US Marine Corps, mostly in Asia, he began graduate studies at the University of California―Berkeley. He received his PhD from Berkeley in 1969. He taught sociology at the University of Hawaii from 1968 through 1979, took time off from teaching and research to write full-time for 8 years, and then joined the faculty at Chapman University in Southern California in 1987. Although he is the author of several research articles and monographs, he is best known for the many textbooks he has written, which have been widely adopted in colleges throughout the United States and the world. He also has been active in the American Sociological Association for 25 years and currently serves on the ASA’s executive committee. He is also past president of the Pacific Sociological Association and California Sociological Association.

Fred Halley, Associate Professor Emeritus, SUNY-Brockport, received his bachelor’s degree in sociology and philosophy from Ashland College and his master’s and doctorate degrees from Case Western Reserve University and the University of Missouri, respectively. Since 1970, he has worked to bring both instructional and research computer applications into the undergraduate sociology curriculum. Halley has been recognized for his leadership in the instructional computing sections of the Eastern and Midwest Sociological Societies and the American Sociological Association. At Brockport, he served as a collegewide social science computing consultant and directed Brockport’s Institute for Social Science Research and the College’s Data Analysis Laboratory. Off campus, Halley directed and consulted on diverse community research projects that were used to establish urban magnet schools, evaluate a Head Start family service center, locate an expressway, and design a public transportation system for a rural county. Now residing in Rochester, New York, he plays an active role in a faith-based mentoring program for ex-offenders, and he volunteers for Micrecycle, an organization that refurbishes computers used by those on the other side of the computer divide in schools, daycares, youth centers, and other community organizations.

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• Sales Rank: #1405334 in Books
• Published on: 2010-07-29
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .60" w x 6.90" l, 1.10 pounds
• Binding: Paperback
• 320 pages

Review
"Managing Media Work" is the recipient of the 2010-2011 Robert Picard Book Award of the Media Management and Economics Division of the Association for Education in Journalism and Mass Communication (AEJMC).

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"This rich, varied, informative and bang-up-to-date collection will be a terrific resource for students, teachers and researchers. The editor has done a great job in bringing together a set of leading figures who wouldn't normally be found in the same pages." (David Hesmondhalgh 2010-07-08)

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^ Download Ebook Strategies That Promote Student Engagement: Unleashing the Desire to Learn, by Ernestine G. Riggs, Cheryl R. Gholar

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Featuring updated research, grade-specific individual and group activities, and suggestions for assessment, this resource outlines how teachers can inspire their students to become self-motivated learners.

• Sales Rank: #1310109 in Books
• Brand: Corwin
• Published on: 2008-08-01
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .50" w x 6.90" l, .92 pounds
• Binding: Paperback
• 200 pages

Features

• Updated research that informs teaching methods
• Chapter-opening quotes from teachers and students
• Additional grade-specific individual and group activities that include instructional objectives for specific
• Suggestions for both formal and informal assessments in each chapterStrategies That Promote Student Engagement
• Title - Strategies That Promote Student Engagement

Review
"This book is truly relevant to any educator genuinely interested in maximizing a student's potential. The authors provide lessons at the end of each chapter that cross many segments of the curriculum." (Todd Boucher, Social Studies Teacher 2008-01-23)

"The authors are clearly passionate about the need to uncover and build upon the students’ desire and motivation to learn." (Paul Parkison, Assistant Professor of Teacher Education 2008-01-23)

"A captivating topic for teachers, as we all have students who are capable and yet choose not to learn." (Melissa Miller, Sixth-Grade Teacher 2008-01-23)

About the Author
Ernestine G. Riggs is an associate professor at Loyola University Chicago. She has been involved in the field of education for more than 40 years and has a diverse background in teaching and administration. Riggs was selected as one of the Outstanding Elementary Teachers of America by the United States Department of Defense Overseas Schools in 1974. She is the coauthor of Beyond Rhetoric and Rainbows: A Journey to the Place Where Learning Lives, Helping Middle and High School Readers: Teaching and Learning Strategies Across the Curriculum, and several journal articles. She is also co-featured in the video Ensuring Success for “Low Yield” Students: Building Lives and Molding Futures. In the summer of 2007, Riggs was invited to present a précis of the research on conation at the prestigious Oxford Round Table in Oxford, England. Riggs is a frequent presenter at local, district, national, and international conferences.

Cheryl R. Gholar has been a teacher, counselor, and administrator in public schools and worked in postsecondary education for more than thirty years. She is associate director of the Professional Development Consortium. Gholar is coauthor of Beyond Rhetoric and Rainbows: A Journey to the Place Where Learning Lives. She is also co-featured in the video Ensuring Success for “Low Yield” Students: Building Lives and Molding Futures. She is published in Vitae Scholasticae, Black Issues in Higher Education, The Journal of Staff Development, Careers With Character, and more. Gholar’s awards include Educator of the Year, Phi Delta Kappa, Those Who Excel, Oppenheimer Family Foundation, Outstanding Teacher, Chicago Region PTA, and Outstanding Contributions to The Department of Character Education, Chicago Public Schools. She is listed in Who’s Who Among Women, Who’s Who in The Midwest, and International Who’s Who of Professionals.

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0 of 0 people found the following review helpful.
I have found what I'm looking for!
By veronica james
I read the abstract for Strategies and had to have the book! This book gives a very good description of things teachers need to do in order to reach any student. I read the introduction and was convinced the authors and I shared a kindred spirit!

I would recommend this book to anyone who truly want to make a difference in the lives of the students they teach!

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