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This do-it-yourself guide offers specific tasks, exercises, and brief case studies to guide educators step by step through the process of establishing a PLC in nine to twelve months.

• Sales Rank: #6210410 in Books
• Brand: Corwin
• Published on: 2010-02-09
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .50" w x 6.90" l, .60 pounds
• Binding: Paperback
• 160 pages

Features

• Specific tasks that help educators "learn by doing" as they create a PLC
• Practice exercises for conducting productive meetings, building individual and group communication
• Brief case studies of problems encountered by educators to spark discussion and support educators" growth
• Guidelines for appropriately pacing the chapters, tasks, and exercises with your facultyBringing
• Title - Bringing Your Learning Community To Life

Review
"This book is structured for the busy educator! The authors invite readers to journey toward professionalizing learning spaces. From the beginning of the journey (wherever you are) through the high points, low points, midpoint, and endpoint, the reader is converted to the PLC way. A must-read for staff developers, instructional coaches, school improvement coordinators, and human relations specialists." (Marian White-Hood, Director of Academics, See Forever Foundation 2009-09-23)

“Excellent cases support and clarify each point, and the examples are very true to life and useful to the reader. The timeframes were also very true to life―change does not occur overnight, and the book clearly states this” (Ginnie Drouin, Principal 2009-09-23)

About the Author

Stephen S. Kaagan is currently professor of education at Michigan State University. His teaching interests are leadership, organizational analysis, and administrative practice. He has a doctorate from Harvard University and has been honored with several awards, including membership in the Royal Society for the Encouragement of Arts, Manufactures and Commerce, London, England and Honorary Doctorates from Williams College in Massachusetts and Green Mountain College in Vermont.

Before coming to Michigan State University in 1991, Kaagan served as president of Hurricane Island Outward Bound (1989-91), commissioner of education for the State of Vermont (1982-88), and provost at Pratt Institute in New York City (1977-82).

He has written extensively on leadership, organizational development, the role of the arts in schooling, and assessment and accountability. Selected publications include Developing Teacher Leaders: How Teacher Leadership Enhances School Success (with Frank Crowther et al.), Managing Successful School Reform: the Legacy of Chris Argyris (a special edition of the International Journal of Educational Management, co-edited with Frank Crowther), Leadership Games: Experiential Learning for Organizational Development, and Leadership Lessons: From a Life of Character and Purpose in Public Affairs.

Kaagan is a charter board member of ArtServe Michigan. In the late 1980s, he served as a member of a distinguished panel on "Making the System Work Better for Poor Kids," a Carnegie Foundation–sponsored project of Harvard's John F. Kennedy School of Government.

Kaagan's experience spans an academic career; wide-ranging service as an advisor to government agencies, corporations, and educational institutions; military experience in the USMC Reserve; extensive travel throughout the world, including mountaineering expeditions in the Himalayas, Andes, and Cascades; and rugby football refereeing for the US Rugby Football Union.

Linda Headley owns and operates Headley Pratt Consulting (1993–present), which provides research, communications, and strategic planning services, primarily in the areas of education and the environment. For more than 20 years, she has been contracted by a variety of clients―including private businesses, national trade associations, nonprofits, universities, and state and local governments―to provide speaking, facilitation, focus group research, project management, and leadership training services.

A graduate of Albion College with a degree in communications, she has used her exceptional research and writing skills to help clients translate difficult topics into concepts and terms that can be understood and embraced by broad and diverse audiences. She then uses her knowledge of these topics to improve business practices and positively affect public policy.

She first joined forces with bpcUSA partner Steve Kaagan in the mid- 1990s to develop quality indicator systems for the education community and advance land-use planning initiatives in Northern Michigan. Since that time, they have worked on various projects designed to move organizations forward through strong leadership and sound strategic plans. She has written extensively on a variety of topics ranging from groundwater contamination, the recovery of end-of-life plastics, and balancing economic and environmental concerns to school choice, the changing face of education, the implications of federal legislation such as the No Child Left Behind Act, and using assessment results to positively affect curriculum and instruction.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Offers a do-it-yourself guide to creating and sustaining a professional learning community in a school
By Midwest Book Review
Stephen S. Kaagan and Linda Headley's BRINGING YOUR LEARNING COMMUNITY TO LIFE: A ROAD MAP FOR SUSTAINABLE SCHOOL IMPROVEMENT offers a do-it-yourself guide to creating and sustaining a professional learning community in a school. It comes from leadership specialists who provide school and district leaders with tools for creating and sustaining a PLC focused on improving student learning. Tasks that help educators learn by doing accompany practice exercises for conducting meetings and building communication skills, along with case studies of common problems.

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> Download PDF Interactive Learning Experiences, Grades 6-12: Increasing Student Engagement and Learning, by David Samuel Smokler

Download PDF Interactive Learning Experiences, Grades 6-12: Increasing Student Engagement and Learning, by David Samuel Smokler

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Discover how to engage teenagers in course content using this resource's updated research, new sample activities, and tips for designing and evaluating interactive learning experiences.

• Sales Rank: #2474822 in Books
• Brand: Corwin
• Published on: 2008-09-02
• Original language: English
• Number of items: 1
• Dimensions: 8.80" h x .50" w x 5.90" l, .60 pounds
• Binding: Paperback
• 168 pages

Features

• Nine new sample learning experiences, including four in math and science
• A revised assessment chapter that covers standards-based education and NCLB
• Reflection questions in each chapterThe learning activities can be used as is or modified to connect
• David Smokler graduated from Connecticut College in 1996 with a degree in English and with teaching credentials.
• Title - Interactive Learning Experiences, Grades 6-12

Review
"This book will excite teachers who want to help motivate today’s secondary students. Information about the brain, presented along with the author’s personal teaching experiences, tips, and creative game ideas, makes for a very worthwhile read!" (Cindy Bean, Seventh-Grade Math Teacher 2008-02-28)

"Makes teachers think about the purpose and connection that a game will have to the curriculum as well as to students’ lives. This book helps clarify the purpose of including meaningful experiential games in the classroom." (Joan Baltezore, Biology Teacher 2008-02-28)

"Smokler passionately argues the need for games in the curriculum as a means to create authentic and meaningful learning experiences. Hands down, this is the best book I’ve read about the use of games in the classroom!" (Sherry Annee, Biology Teacher 2008-02-28)

"The book begins with the teenager’s brain. In layman's terms, it lets teachers know why teenagers are difficult to engage and how to create a classroom atmosphere that will hold their attention and allow them to learn." (Melody Aldrich, English Teacher 2008-02-28)

"Gives teachers a variety of simulations and creative ideas they can try in their classrooms to help enhance and energize their teaching." (Chris Baker, Eighth-Grade Social Studies Teacher and Department Chair 2008-02-28)

About the Author
David Smokler currently teaches English in Needham, Massachusetts. Jobs for English teachers were nonexistent, so unable to get a traditional teaching gig, Smokler accepted a job teaching juvenile offenders on a horse-drawn, cross-country, covered wagon train. He planned lessons and taught literature and writing to more than fifty incarcerated students while traveling twenty to twenty-five miles a day on horse- and mule-drawn wagons from Pennsylvania to southwestern Texas. On the wagon train, Smokler began to develop some of the experiences in this book. After another year of teaching juvenile offenders in prison, Smokler moved to Cape Cod, where he taught for four years while completing his Master of Arts in Teaching English at Bridgewater State College, where he conducted original research on simulation games. Smokler graduated from Connecticut College in 1996 with a degree in English and with teaching credentials

Most helpful customer reviews

2 of 2 people found the following review helpful.
Great Book!
By Kesha
I was a student of the author of this book, and we were his test subjects... haha. I can testify first hand that the exercises in this book are great, and everyone in the class looked forward to see what new game we were going to play. Its like hiding vegetables in your kids food- they don't know how good it is for them.

2 of 3 people found the following review helpful.
Sample experiences from the author's own design and program enhance chapters covering standards-based assessment routines
By Midwest Book Review
INTERACTIVE LEARNING EXPERIENCES: INCREASING STUDENT ENGAGEMENT AND LEARNING is for teachers of grades 6-12 and shows how to create and set up a classroom experience for students - even if little time is available for extra prep. Sample experiences from the author's own design and program enhance chapters covering standards-based assessment routines, making for a powerful presentation college-level education collections will appreciate.

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~ Download Managing Risk in Communication Encounters: Strategies for the Workplace, by Vincent (Vince) R. Waldron, Jeffrey (Jeff) W. Kassing

Download Managing Risk in Communication Encounters: Strategies for the Workplace, by Vincent (Vince) R. Waldron, Jeffrey (Jeff) W. Kassing

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This book focuses on the types of risky interactions that threaten identities, relationships, and sometimes careers, including voicing dissent, repairing broken relationships, managing privacy, responding to harassment, offering criticism, and communicating emotion. Each chapter is grounded in real-life organizational scenarios, includes recent research, applies a standard theoretical framework, and illustrates a full range of communicative tactics and discourse practices. Throughout the book, authors Vincent R. Waldron and Jeffrey W. Kassing provide examples to spur thinking, raise questions, and help readers understand how organizations benefit when employees communicate in ways that manage risk.

• Sales Rank: #885501 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-01-19
• Original language: English
• Number of items: 1
• Dimensions: 8.80" h x .60" w x 6.00" l, .80 pounds
• Binding: Paperback
• 272 pages

Features

• Used Book in Good Condition

About the Author
Vincent R. Waldron is Professor of Communication Studies at Arizona State University, where he teaches courses on communication in work and personal relationships. Professor Waldron received his Ph.D. from Ohio State University in 1989. Dr. Waldron’s research explores how employees manage difficult workplace encounters, such as expressing intense emotion, exercising upward influence, and repairing damaged relationships. The author of two previous books on these subjects, Professor Waldron has published his work in such outlets as the Journal of Social and Personal Relationships, Management Communication Quarterly, and Communication Yearbook. Vince Waldron has been recognized as a Professor of the Year by the Carnegie Foundation for the Advancement of Teaching. He is chair-elect of the Interpersonal Communication Division of the National Communication Association. With his wife Kathleen and daughters Emily and Laura, Vince Waldron resides in Phoenix, Arizona.

Jeffrey W. Kassing is an Associate Professor of Communication Studies at Arizona State University where he teaches graduate and undergraduate organizational, applied, and environmental communication courses, as well as research methods. He earned his Ph.D. from Kent State University with an emphasis in organizational communication in 1997. Dr. Kassing’s primary line of research concerns how employees express dissent about organizational policies and practices. This work, which began with his dissertation and development of the Organizational Dissent Scale, now spans over a decade and appears in numerous scholarly outlets including Management Communication Quarterly, Communication Quarterly, Communication Studies, The Journal of Business Communication, and The International Encyclopedia of Communication. Before seeking a career as an academic, Dr. Kassing worked as an office manager in the real estate industry, as an area coordinator in residence life at a state college, as sales agent in the bicycle business, and as a professional house painter.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Not bad... for a textbook
By Dbackster
Dr. Waldron and Kassing have done a great job with this textbook. It is very easy to read, chalk full of valuable examples that are easy to relate to, and the information is very well researched. As far as textbooks are concerned, this is a pretty good one. It also happens to be one of the better texts on communication and the "workplace" that I've come across thus far.

0 of 0 people found the following review helpful.
Good book
By Cathrine J. Colangelo
This book is a power-pack of sensible ideas and brilliant insights presented in a easy-to-understand format. Great for group discussion.

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^^ Fee Download Lesson Design for Differentiated Instruction, Grades 4-9, by Kathy Tuchman Glass

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This user-friendly resource provides step-by-step guidance and a detailed template for creating meaningful lessons that are differentiated according to students' learning characteristics.

• Sales Rank: #2026287 in Books
• Brand: Corwin
• Published on: 2009-01-14
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x .60" w x 8.40" l, 1.30 pounds
• Binding: Paperback
• 216 pages

Features

• Provides an overview of differentiation based on the backward design model
• Discusses strategies for differentiating content, process, and product
• Helps teachers organize lessons around guiding or essential questions for students to explore
• Shows how to take students" learning characteristics (readiness, interests, learning styles)
• Title - Lesson Design for Differentiated Instruction, Grades 4-9

Review
"Glass examines the constructs of masterful teaching and makes them accessible to all by identifying, defining, and exploring the premises, concepts, and skills necessary to engage all learners. Her intensely practical and forthright approach allows readers to immediately translate the concepts of differentiation into their classrooms." (Modell Marlow Andersen, Director of Educational Services 2008-09-08)

“By using this book as a guide, any teacher can create lessons and classroom learning settings that can meet the needs of the students in all subject areas. The book provides helpful background information; offers a wide variety of examples of differentiated lessons, resource guides, reproducible templates; and includes a selection of grading tools ranging from rubrics to graphic organizers.” (Allan Varni, Instructor and Regional Coordinator 2008-09-11)

About the Author
Consulting Description

Kathy Glass is a former teacher who consults and presents nationally with K-12 teachers and administrators at schools, districts, conferences, and county offices of education. She offers a blend of professional development (PD) topics to target audiences in areas affecting curriculum and instruction. To deliver customized PD, she assists educators with strategic planning to determine objectives. Then she tailors PD based on requested topics such as, but not limited to:

· highlights of the ELA Common Core Standards

· implementation of the ELA Common Core or other standards-based curriculum using a backward design approach

· essential understandings and guiding questions to frame curriculum and instruction

· differentiated tools and instructional strategies

· pre-, formative, summative, and self-assessments

· alignment of six-traits writing instruction and assessment to curriculum goals

· unit and yearlong curriculum maps

· text-dependent questions to facilitate close reading, and more.

To help educators directly translate what she presents into effective classroom practice that impacts students, Kathy can provide a variety of PD opportunities (e.g., presentations, lesson demonstrations and modeling, coaching, collaborative unit design, etc.).

She is the author of six books: Mapping Comprehensive Units to the English Language (ELA) Arts Common Core Standards, 6-12 (May, 2013); Mapping Comprehensive Units to the ELA Common Core Standards, K-5 (© 2012); Lesson Design for Differentiated Instruction, Grades 4-9 (©2009); Staff Development Guide for the Parallel Curriculum (©2009); Curriculum Mapping: A Step-by-Step Guide to Creating Curriculum Year Overviews (©2007); and Curriculum Design for Writing Instruction: Creating Standards-Based Lesson Plans and Rubrics (©2005). In addition, Glass has served as a reader and reviewer for Reader’s Handbook: A Student Guide for Reading and Learning (2002, Great Source Education Group) and as a contributing writer and consultant for the Heath Middle Level Literature series (1995, DC Heath and Co). Website: www.kathyglassconsulting.com; email: kathy@kathyglassconsulting.com

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1 of 1 people found the following review helpful.
Lesson Plans
By bbowma
So far it has been a little helpful, but overall I think you can get most of the information this book offers from the internet.

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* Ebook Free Social Policy and Social Change: Toward the Creation of Social and Economic Justice, by Jillian A. Jimenez

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Social Policy and Social Change is the first text to focus on how capitalism and the market economy have contributed to social problems and influenced social policies. It illuminates the root causes of common social problems and the policies that attempt to improve them, while exploring how social policies in the United States can be transformed to promote social justice for all groups. It uniquely offers a historical analysis of social problems and policies.

Key Features

• Goes beyond the U.S. borders to examine the impact of globalization in the United States and in the Global South
• Considers the meaning and impact of the election of Barack Obama as president of the United States and explores the policy solutions his administration has proposed to deal with the economic recession of 2008–2009
• Discusses social workers as agents of social change and advocates of social and economic justice
• Examines five key realms: poverty in families and the welfare system, social security and poverty among the elderly, child maltreatment and welfare policy, health and mental health policy, and housing policy

Robust Ancillaries
 
This text comes with free access to the accompanying companion Web site at www.sagepub.com/jimenez.
 
The password-protected Instructor Resources contain:

• PowerPoint slides
• Test bank
• Sample syllabi
• Teaching tips

The open-access student study section offers:

• Web quizzes
• Journal articles
• Web resources

Social Policy and Social Change is ideal for upper-level undergraduate or graduate-level courses on social policy and social welfare.

• Sales Rank: #770902 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-08-06
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 7.30" w x 8.90" l, 1.60 pounds
• Binding: Paperback
• 528 pages

Features

• Used Book in Good Condition

About the Author

The late Jillian Jimenez held a PhD in American History and a PhD in social work, both from Brandeis University, in Waltham, MA. She received her MA in literature from the University of California, Los Angeles, and her MSW from San Diego State University. She taught American history at both Pitzer College, in Claremont, CA, and the University of California, Los Angeles. She joined the California State University School, then Department, of Social Work, where she taught social policy and research in the MSW program. She was he editor of Reflections, a peer-reviewed journal of narratives. She won numerous awards, including a Graves fellowship for teaching excellence, and a Silberman grant for research on the history of African American grandmothers. Her first book, Changing Faces of Madness, explored treatment of mentally disordered persons in the colonial period. Dr. Jimenez published widely on the intersection of history and policy in the areas of mental health, child welfare, HIV and AIDS, and social welfare. She lived and worked with her beloved husband, Dan Jimenez, to whom she dedicated the first edition of this book. Dr. Jimenez passed away suddenly and sadly in fall 2009. She is missed by all who loved and valued her.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Great Book!
By Lindsay
I'm using this book for my Social Policy class as I'm getting my MSW. It is very informative, easy to read, and interesting. Highly recommend!

1 of 1 people found the following review helpful.
Social Policy
By Van
Book was in great condition. Took a little while to get here, but it got here before the estimated arrival date.

0 of 0 people found the following review helpful.
The book is brand new and looks great, just like the description
By Chris
The book is brand new and looks great, just like the description. Much cheaper to order from this seller than buy from any other.

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* Fee Download Genetic and Acquired Disorders: Current Topics and Interventions for EducatorsFrom Corwin

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

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

Features

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

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

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

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

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

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

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

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** Free PDF 12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human BrainFrom Corwin

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

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

Features

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

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

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

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

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

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

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

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

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

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

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

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

Most helpful customer reviews

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

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

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

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