Senin, 07 Desember 2015

! Ebook Download Methods for Quantitative Macro-Comparative Research, by Salvatore J. Babones

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Methods for Quantitative Macro-Comparative Research, by Salvatore J. Babones

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Methods for Quantitative Macro-Comparative Research, by Salvatore J. Babones

Will a one-child policy increase economic growth? Does globalization contribute to global warming? Are unequal societies less healthy than more egalitarian societies? 

To answer questions like these, social scientists turn to quantitative macro-comparative research (QMCR). Although many social scientists understand statistics conceptually, they struggle with the mathematical skills required to conduct QMCR. In Methods for Quantitative Macro-Comparative Research, author Salvatore J. Babones offers a means to bridge that gap, interpreting the advanced statistics used in QMCR in terms of verbal descriptions that any college graduate with a basic background in statistics can follow. He addresses both the philosophical foundations and day-to-day practice of QMCR in an effort to improve research outcomes and ensure policy relevance. 

A comprehensive guide to QMCR, the book presents an overview of the questions that can be answered using QMCR, details the steps of the research process, and concludes with important guidelines and best-practices for conducting QMCR. The book assumes that the reader has a sound grasp of the fundamentals of linear regression modeling, but no advanced mathematical knowledge is required in order for researchers and students to read, understand, and enjoy the book. A conversational discussion style supplemented by 75 tables and figures makes the book's methodological arguments accessible to both students and professionals. Extensive citations refer readers back to primary discussions in the literature, and a comprehensive index provides easy access to coverage of specific techniques.

“This should be required reading for World Bank, OECD and U.N. researchers and data collectors as well as applied and academic sociologists, economists, political scientists and others who conduct cross country comparisons using publicly available large datasets.

—Ernesto Castañeda, University of Texas at El Paso 

“I really don’t know how the author has managed it, but he covers complex material in an incredibly clear way…I think students who have a weaker background in statistics will learn a lot from the text and students with an advanced background in statistics will look at their analyses in a different way (from the point of planning analyses to actually interpreting results).”

—Lesley Williams Reid, Georgia State University

  • Sales Rank: #3199709 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2013-08-06
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x .70" w x 7.30" l, 1.10 pounds
  • Binding: Paperback
  • 296 pages
Features
  • Used Book in Good Condition

Review

 “There isn’t any text I am aware of like this, and as the author notes, there is an increasing amount of interest in this area, so a text is needed.”

—Richard York, University of Oregon 


(Richard York Richard York 2013-07-12)

“All too often statistical analysis texts lose sight of the reasons for conducting the research in the first place, but that is certainly not the case here…The chapters thus far actually go far beyond much of the current work by both synthesizing a wide variety of material and explicitly dealing with many of the taken for granted assumptions…All of the writing is quite clear, even when it verges into quite complex methodological territory.  The examples are well chosen.”

—Buster Smith, Catawba College 

(Buster Smith Buster Smith 2013-07-12)

“This should be required reading for World Bank, OECD and U.N. researchers and data collectors as well as applied and academic sociologists, economists, political scientists and others who conduct cross country comparisons using publicly available large datasets.

—Ernesto Castañeda, University of Texas at El Paso 

(Ernesto Castañeda Ernesto Castañeda 2013-07-12)

“I really don’t know how the author has managed it, but he covers complex material in an incredibly clear way…I think students who have a weaker background in statistics will learn a lot from the text and students with an advanced background in statistics will look at their analyses in a different way (from the point of planning analyses to actually interpreting results).”

—Lesley Williams Reid, Georgia State University

(Lesley Williams Reid Lesley Williams Reid 2013-07-12)

“I suspect this book will greatly enhance the teaching and practice of rigorous macro-level comparative analysis. It is a welcome addition to the teaching and training of future comparativists…I like very much the author’s courage in directly assessing and sometimes challenging the existing literature…This book must be taken seriously by all students of comparative politics.  One can learn a great deal from it—it is a “big picture” book, covering well and widely the current state of research and analysis utilizing macro-approaches to the study of comparative politics.”

—Thomas Lancaster, Emory University

(Thomas Lancaster Thomas Lancaster 2013-07-12)

“The author explains complex concepts very well. Indeed, I found this far easier to read than most discussions of statistical methods.”

—Laura Hatcher, Southern Illinois University



(Laura Hatcher Laura Hatcher 2013-07-12)

“This is a book of PRIZE WINNING quality…It is also a profoundly original, highly convincing and very innovative attempt to reformulate macro methods to avoid the pitfalls of the clichéd solutions that have filled macro journals with sloppy unconvincing pseudo-scientific analyses for the last twenty years.”

—Samuel Cohn, Texas A&M University

(Samuel Cohn Samuel Cohn 2013-07-12)

About the Author
Salvatore J. Babones is an associate professor of sociology and social policy at the University of Sydney and an associate fellow at the Institute for Policy Studies (IPS). Previously, he was an assistant professor of sociology, public health, and public and international affairs at the University of Pittsburgh. He holds both a PhD in sociology and an MSE in mathematical sciences from the Johns Hopkins University. Dr. Babones is the author or editor of eight books and more than thirty academic papers. He is the editor of Applied Statistical Modeling and Fundamentals of Regression Modeling, both published by SAGE as part of the Benchmarks in Social Research Methods reference series. His academic research focuses on globalization, economic development, and statistical methods for comparative social science research.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Must-read for every social scientist
By daniela danna
Salvatore Babones' last book is decisively a must read (and study!) not only for sociologists specifically interested in quantitative macro-comparative research, but for all of us social scientists and students of social science, qualitative sociologists included. Babones has an interdisciplinary approach and brings the reader to a comprehensive tour in the land of international datasets, that for about half a century have constituted the backbone of social science based on numbers at the macro-level of countries. The outcomes of quantitative macro-comparative research are relevant not only to the academic world: it is influential on the views of every man and woman wanting to try and grasp how the world we live in is structured.
The approach that Babones take is historical, showing how countries are not “independent cases” in a statistical sense, but the result of the evolution of a world-system. This is a fact that shreds the “positivist veil” of illusion about how we conduct our research, usually presented as a test of hypotheses, while we all share an interpretative approach .
And how are those data constructed? This is truly relevant to every reader, so often hearing countries' data and rankings even in the news. What concepts do these data embody, what concepts have been left out? How exactly do they structure our comprehension of the world in a biased manner?
The first half of the book is a critical presentation of existing datasets and the reasons for their existence. This is a must-know for all practicioners of social science. The other half engages with how the datasets can be statistically handled, and is going to be of primary interest for quantitative social scientists but not only: I would warmly suggest its reading also to the qualitative social scientists, as Babones reveals in a very simple language the pros and cons (like violation of statistical assumptions) in handling them with the different modeling techniques. Since the central message is that grounded theory is routinely applied to the quantitative macro-comparative research, no matter how the research is presented, qualitative social scientists should be interested in this point of contact with a “quantitative heavy-duty” practicioner, as Babones describes himself.
Don't miss out the concluding chapter on the difference between being successful in research or in the research industry.
The essay – trite but true – reads like a novel, and sometimes like an intellectual autobiography, written with honesty, admirable and fascinating. The book is adorned not only by unexpected and funny quotations, but also with very relevant examples: Is development based on carbon dioxide emissions really the only way we have? Read the book to find out what our international data can tell us.
“Methods for Quantitative Macro-Comparative Research” ends with a word of caution to all us social scientists, and especially sociologists, against the latest developments in quantitative analysis: the ambition (I'd say the hybris) to simulate human behavior starting from individual “automatons”, that live in a mathematical model of our human reality. But – no matter how many millions can be poured into this agent-based modeling, as Babones alarmingly reports – complexity sociology will never be complex enough to automatically make sense of the world we live in.
Daniela Danna, PhD, University of Milan

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Jumat, 04 Desember 2015

~ Free PDF The Principal as Early Literacy Leader (Leading Student Achievement Series), by Ontario Principals' Council

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The Principal as Early Literacy Leader (Leading Student Achievement Series), by Ontario Principals' Council

This resource presents an overview of how three-, four-, and five-year-olds learn to read and shows school leaders how to implement and support quality early literacy programs.

  • Sales Rank: #2465325 in Books
  • Brand: Corwin
  • Published on: 2008-12-03
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.70" h x .60" w x 5.90" l, 3.00 pounds
  • Binding: Paperback
  • 160 pages
Features
  • Utilize knowledge about early literacy to provide more effective support for teachers of young children
  • Recognize the hallmarks of excellence in early literacy programs
  • Work with teachers, school teams, and parents to create and improve early literacy programs
  • Develop a school culture that sustains excellence and continuous improvement in early literacyFilled
  • Title - The Principal as Early Literacy Leader

Review
“This series of publications addresses some of the most important improvement challenges facing school leaders today. The authors of the series bring a remarkable combination of deep, practical experience and academic sophistication to these challenges. The series should be required reading for all school leaders.” (Ken Leithwood, Professor 2008-08-19)

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“This series of little volumes offers a plethora of rich ideas ranging from practice and specific methods right down to easy-to-use worksheets. It provides a valuable resource for new principals who would become accomplished instructional leaders and also for seasoned principals looking to strengthen their leadership capacity.” (Roland S. Barth, Former Teacher and Principal 2008-08-19)

“This is a great series that allows school principals to integrate theory and practice themselves, resulting in highly insightful and practical strategies that will make a difference in schools. Practitioners: lead thyselves!” (Michael Fullan, Professor Emeritus 2008-08-19)

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0 of 0 people found the following review helpful.
Shows school leaders how to assess and develop programs catering to how three, four- and five-year-olds learn to read
By Midwest Book Review
THE PRINCIPAL AS EARLY LITERACY LEADER provides data-driven information for school leaders who can use it to help shape and guide instructional reform. EARLY LITERACY shows school leaders how to assess and develop programs catering to how three, four- and five-year-olds learn to read. A fine education library pick.

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Kamis, 03 Desember 2015

> PDF Download Deciding What to Teach and Test: Developing, Aligning, and Leading the Curriculum, by Fenwick W. English

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Focusing on curriculum leadership and closing the achievement gap, this influential book is updated with new insights on developing and aligning curriculum in a standards-based environment.

  • Sales Rank: #304516 in Books
  • Published on: 2010-06-07
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.50" h x 6.25" w x .25" l, .60 pounds
  • Binding: Paperback
  • 168 pages

Review
Praise for the Second Edition:
“The strengths in this book are characteristic of all of English's works. The language is easy to follow, the text is set up in logical development by chapters, and the focus of his work is constant. He never strays from the topic or goes off on a tangent. Most important, his information is practical, doable, and sensible. The book is easy for practitioners, teachers, administrators, and those involved in the daily work of schools to adapt to their needs and make it work for them.” (Salvatore F. Luzio, Sr., Adjunct Professor of Graduate Education 2010-02-16)

“For educators who want students and schools to be successful, this book provides a clear and proven process to accomplish this goal. It is succinct, yet packed with what’s really important to create, develop, assess, and lead curriculum. As a university professor of educational leadership, Deciding What to Teach and Test remains my text of choice for graduate students.” (Jane McDonald, Education Consultant in Leadership Development 2010-02-12)

“This book makes the reader think deeply about the role of curriculum planning and its connection to assessment in this age of accountability.” (J. Jeannette Lovern, Associate Professor of Curriculum and Instruction 2010-02-12)

About the Author

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

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1 of 1 people found the following review helpful.
The Balancing Act When Core Curricula meets Freakonomics...
By Let's Compare Options Preptorial
I work as a testing consultant for numerous school boards across the world, and in my "volunteer day job" develop testing standards for the multi-million (and growing) free test prep pairs at preptorial dot org. This book is a "must read" both at preptorial, and at every gig I attend. I'm a supporter and promoter, not because of left, right, union or idealistic camps, but the pure genius and excellence of the writing here.

The author DOES consider preparing kids for a world of economic competition "venal" and equally slams high moral ideals like lifelong joy. In other words, he's a pragmatist, but blends research and brilliant prose with "Freakonomics" type practical incentive alignment, while remaining painfully aware that we can't even agree on the most basic curricula foundations: what needs and benefits are most important! So, you don't get a bunch of head scratching research, or just pure politics, you get a real, hard punching pro-con on what's best for the "core" of life needs, particularly THE key: a thirst for lifetime learning.

I sit in meetings with otherwise bright people, who ask third graders: "What is more music than dance, jazz or hip-hop?" and then look like I have food on my chin when I ask how that relates to the SAT! I frequently encounter serious and otherwise smart groups who want to take intelligent design OUT of a core, while ADDING Islam, and removing algebra! I'm sure any potential reader of this book sees the multiple levels of irony there!

With frequent analogies-- no, more, STORIES and fun, deep examples from literature, history and the classics, as well as cutting edge research, real outcomes and actual incentives, this gem takes us on a page turning journey not only about what hangs in the balance in these high stakes blueprints (including both serious takes and tongue in cheek on national security vs. curricula content arguments), but also the genuinely dire futures that await any nation who can't get it right in areas as key as STEM.

As I look at translations from the Chinese of fourth grade material for preptorial, vs. ETS examples for ACT and SAT, I am truly astonished at the disparity, not in an economics vs. happy life frame, but a linear algebra vs. definition of marriage sense. There just is not TIME to cover it all, when petabytes of human knowledge are becoming exabytes with a petabyte a day of new knowledge PER storage warehouse (Amazon being n, Google n+1, Microsoft cloud n+2, Apple n+3... etc.).

Like any ethical author or publisher who wants you to be pleased with your purchase, there is a good "look inside" on this book, so do use it before you decide. The essence of this book is BALANCE-- how do we realistically, including incentive alignment, balance testing, curriculum and overall goals that meet the most relevant needs, including bridging the gaps between what communities want, and what more advanced placement exams require. With 30 States and counting attempting to withdraw from core curricula, this book's author likens today's "official" curriculum design as less like Ancient Greek "subjects," and more like Puritan debates about sin! Anyone sitting in those meetings knows what the author means, and the exodus to charter schools and even home schooling is beyond alarming, second only to the drop-outs and 19+% of US High School grads who can't read.

Highly recommended for any level teacher, including home schoolers and autodidacts, and of course any student looking at education as the human race's most pressing priority. BTW, the author's zings about economics aside, if you haven't yet read Freakonomics, it's a must, even if econ is the farthest thing from your frame, as the "underlying" insights about real incentives, including cheating by teachers for standardized tests, are insightful and shocking: Freakonomics: A Rogue Economist Explores the Hidden Side of Everything (P.S.).

1 of 1 people found the following review helpful.
Great resource
By robert arias
Needed it for a course, but is was useful and an easy guide. The author was clear and avoided unnecessary educational jargon.

0 of 0 people found the following review helpful.
Written at a very high level so it makes reading ...
By Linda
Written at a very high level so it makes reading a struggle. It is very hard to understand what he is actually trying to say. And I am a graduate student.

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Rabu, 02 Desember 2015

## Ebook Empower English Language Learners With Tools From the WebFrom Corwin

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Empower English Language Learners With Tools From the WebFrom Corwin

Discover how Web 2.0 tools can advance English language learning!

Today’s interactive Web tools offer teachers of English language learners a wealth of opportunities to inspire and motivate their students. Aligned with national TESOL standards, this user-friendly, research-based guide shows how Web 2.0 tools can improve English language proficiency and build 21st-century skills. Readers will find:

  • Relevant descriptions of a wide range of Web tools, from blogs and podcasts to social networking and more 
  • Classroom-ready projects and tips for elementary, middle, and high school students 
  • Guidelines to support safe and appropriate Internet use

  • Sales Rank: #240335 in Books
  • Brand: Corwin
  • Published on: 2009-12-10
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.02" h x .39" w x 8.50" l, 3.00 pounds
  • Binding: Paperback
  • 184 pages
Features
  • A step-by-step guide for a wide range of relevant Web tools/activities, from blogs and podcasts
  • Classroom-ready projects designed to benefit learners" social and academic language development
  • Guidance on how and when to use Web tools with elementary, middle, and high school students
  • Personal narratives from teachers who have successfully used Web tools to teach English language learners
  • Teacher-tested and parent-approved guidelines for safe and appropriate Internet useSupport your students

Review
"This timely, user-friendly book provides inservice and preservice ESL teachers with the background and tools needed to implement Web 2.0 technologies in their classes today. The ELLs in these classrooms will benefit from learning English (and content) through rich and motivating technologies such as blogs, wikis, podcasts, visual media, social networking, and Second Life. Designed for teachers who need some guidance in using technology as a teaching tool, this handbook is very easy to follow and provides step-by-step instructions for even the most inexperienced ‘digital (non)natives’!" (Holly Hansen-Thomas, Assistant Professor of Bilingual and ESL Education 2009-08-28)

"An excellent overview of the potential of Web 2.0 for ESL and other language teachers or administrators who are new to using Web tools. This book offers concrete suggestions, addresses concerns about using certain tools with younger learners, and provides alternatives for the K-12 setting when appropriate. If you want a resource that will help you determine which of the powerful Web 2.0 tools are best for your setting, then this book is for you!" (Elizabeth Scaduto, ESL Director 2009-08-29)

"This book provides great examples for teachers looking to enhance their practice through technology. These strategies can help not only English language learners, but ALL students!" (Jacie Maslyk, Elementary School Principal 2009-08-28)

"Teachers and students are increasingly separated by a technological divide. This quick read will bridge that divide. Nineteenth-century schools cannot effectively prepare 21st-century students. After this quick read, teachers will be ready to jump into Web 2.0 technology with skills every student will envy." (Denise Lewis Harlos, Educational Program Development 2009-08-28)

"I thought the examples and stories that are presented throughout the text were great. Showing how people have used these technologies successfully with ELL students is very motivating and encouraging for the reader." (Faith Chaney Grant, ELL Teacher 2009-08-28)

"Fills a niche for technology rich communities striving to meet the instructional and social needs of ELL students." (Library Media Connection Magazine 2011-11-21)

About the Author

Lori Langer de Ramirez began her career as a teacher of Spanish, French, and ESL. She is currently the chairperson of the ESL and World Language Department for Herricks Public Schools.

Langer de Ramirez is the author of Take Action: Lesson Plans for the Multicultural Classroom and Voices of Diversity: Stories, Activities and Resources for the Multicultural Classroom (Pearson), as well as several Spanish-language books and texts (Cuéntame – Folklore y Fábulas and Mi abuela ya no está). She has contributed to many textbooks and written numerous articles about second-language pedagogy and methodology. Her interactive Web site (www.miscositas.com) offers teachers over 40 virtual picturebooks, videos, wiki and blog links, and other curricular materials for teaching Chinese, English, French, Indonesian, Italian, Spanish, and Thai.

In the past decade, Langer de Ramirez has presented over 50 workshops, staff development trainings, and addresses at local, regional, and national conferences and in schools throughout the United States (Connecticut, Illinois, Iowa, Massachusetts, New Jersey, New Mexico, New York, Pennsylvania, Tennessee, Texas, Virginia, Washington DC) and abroad (Puerto Rico, Thailand, Venezuela).

She is the recipient of the Nelson Brooks Award for Excellence in the Teaching of Culture; several National Endowment for the Humanities grants for study in Mexico, Colombia, and Senegal; and a Fulbright Award to India and Nepal. Her areas of research and curriculum development are multicultural and diversity education, folktales in the language classroom, and technology in language teaching. She holds a master's degree in applied linguistics and a doctorate in curriculum and teaching from Teachers College, Columbia University.

Most helpful customer reviews

1 of 1 people found the following review helpful.
great book
By gina martelly
It is a great book and resource. I am learning a lot and am being exposed to so many resources.

1 of 3 people found the following review helpful.
Shows how web 2.0 tools can help English language learning
By Midwest Book Review
Lori Langer de Ramirez's EMPOWER ENGLISH LANGUAGE LEARNERS WITH TOOLS FROM THE WEB shows how web 2.0 tools can help English language learning, and comes from a nationally known expert on ESL teaching and curriculum development. Classroom strategies explored here provide step-by-step guidelines for using a range of Web tools and activities and make for a powerful survey.

0 of 1 people found the following review helpful.
Four Stars
By B. E. Luciano
School textbook.

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> Ebook Download Key Ideas in Criminology and Criminal Justice, by Travis C. Pratt, Jacinta M. Gau, Travis W. Franklin

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Key Ideas in Criminology and Criminal Justice, by Travis C. Pratt, Jacinta M. Gau, Travis W. Franklin

Key Ideas in Criminology and Criminal Justice is an innovative, fascinating treatment of some of the seminal theories in criminology and key policies in criminal justice, offering a detailed and nuanced picture of these core ideas. With a fluid, accessible, and lively writing style, this brief text is organized around major theories, ideas, and movements that mark a turning point in the field, and concludes with a discussion of the future of criminology and criminal justice. Readers will learn about the most salient criminological and criminal justice research and understand its influence on theory and policy. They will also understand the surrounding socio-political conditions from which the ideas sprang and the style and manner in which they weredisseminated , both of which helped these scholarly contributions become cornerstones in the fields of criminology and criminal justice.

 

  • Sales Rank: #236888 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2010-10-20
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.80" h x .50" w x 5.90" l, .60 pounds
  • Binding: Paperback
  • 208 pages
Features
  • Used Book in Good Condition

About the Author

Travis C. Pratt, received his Ph.D. in Criminal Justice from the University of Cincinnati. He is currently an Assistant Professor in the Department of Political Science/Criminal Justice at Washington State University (his previous appointment was as an Assistant Professor in the School of Criminal Justice at Rutgers University- Newark from 2000-2002). Pratt's research focuses on structural theories of crime/delinquency and correctional policy. His recent work on correctional policy in particular has appeared in the Corrections Management Quarterly, Crime and Delinquency, Criminal Justice Policy Review, Journal of Criminal Justice, the Journal of Offender Rehabilitation, the Prison Journal, and Justice Quarterly.



Jacinta M. Gau received her Ph.D. from Washington State University in 2008 and is currently Associate Professor in the Department of Criminal Justice at the University of Central Florida, where she teaches, among other topics, doctoral-level quantitative methods and undergraduate research methods. Her research is primarily in policing, with an emphasis on police-community relations, race issues, and procedural justice and police legitimacy. Her published articles have appeared in multiple journals. She is co-author of the book Key Ideas in Criminology and Criminal Justice, published by SAGE, and co-editor of Race and Justice: An International Journal, also published by SAGE.



Travis W. Franklin earned his Ph.D. in criminal justice from Washington State University in 2008 and is currently an assistant professor in the College of Criminal Justice at Sam Houston State University. His research interests focus on the effects of race and ethnicity on the processing of offenders through criminal courts, violence in correctional institutions, the causes and correlates of fear of crime, and biological predictors of crime and delinquency. His recent work has appeared in Criminal Justice and Behavior, Journal of Criminal Justice, Feminist Criminology, and Social Justice Research.

Most helpful customer reviews

0 of 0 people found the following review helpful.
The quizzes after every chapter have actually been extremely useful because they pertain directly to the theories and ideas ...
By Eric
The book highlights ideas and theories that are essential to understand when studying criminology and/or criminal justice in a very "easy-to-read" format. The quizzes after every chapter have actually been extremely useful because they pertain directly to the theories and ideas professors test on.

0 of 0 people found the following review helpful.
Five Stars
By anonymous
great product at the right price.

0 of 0 people found the following review helpful.
Five Stars
By Vanessa Castro
Good condition

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~~ Ebook The SAGE Handbook of Intercultural CompetenceFrom Brand: SAGE Publications, Inc

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Bringing together leading experts and scholars from around the world, this Handbook provides a comprehensive overview of the latest theories and research on intercultural competence. It will be a useful and invaluable resource to administrators, faculty, researchers, and students.

  • Sales Rank: #1027771 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2009-08-31
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.10" h x 1.30" w x 7.10" l, 2.50 pounds
  • Binding: Hardcover
  • 560 pages
Features
  • Used Book in Good Condition

Review
This much needed handbook provides the latest scholarship and work on intercultural competence, which is so vitally necessary in pursuit of mutual understanding and peace in today's world." (Desmond Tutu 2009-09-14)

"This handbook pays attention to both cultural differences and differences in the tasks that constitute international careers. It will be an indispensable guide for those who plan to work in the global society." (Harry C. Triandis 2009-05-04)

"No serious scholar of intercultural research can avoid reading and adding this book to their library. Professor Deardorff has provided the most exhaustive exposition to date of this most important topic. Future Handbooks will be measured against this volume and many will be found wanting." (Dan Landis 2009-05-04)

"This book brings together a stellar group of contributors and is essential reading for everyone involved in working across cultures, in all fields. The contributors to this volume will help us live, work and play together, and will bring needed skills to those whose job it is to cross cultural boundaries and encourage others to do the same." (Humphrey Tonkin 2009-05-04)

"This is a sourcebook for the scholar and the practitioner alike - linkingtheory and practice, and raising the reader's awareness to the complexity ofinteracting between cultures. And awareness is the first step towardscompetence." (Geert Hofstede 2009-05-04)

"When we make meaningful and deep connections across languages and cultures, we not only build critical 21st century skills; we build our capacity for understanding and compassion. This collection of essays provides a thoughtful exploration of that transformation process and how it can contribute to a more peaceful world." (Carol Bellamy 2009-05-04)

"Competent intercultural communication is a worthy and often elusive goal. Considerable progress has been made by scholars and practitioners of intercultural competence, and this Handbook accurately reflects those developments. It provides, in a comprehensive source, both the contemporary research and the practical applications of intercultural competence scholarship." (Jolene Koester 2009-05-04)

"No matter the field (psychology, nursing, public health, medicine, sociology), the settings (academic, practice, community), or country, this is a must read book for anyone who has direct contact with individuals representing the globe." (Guerda Nicholas 2009-05-04)

"I was delighted to review this book for SAGE in its earlier rendition and am thrilled to see this volume come to fruition. Each of the three parts (Conceptualizing, Applying, and Assessment and Research) provides a fresh and comprehensive examination of this incredibly important concept. Praises to Sage, Darla Deardorff and the contributors for including in Part 1, Conceptualizing Intercultural Competence, numerous chapters that invite us to understand this phenomenon from multiple cultural perspectives. This handbook is a must have for practitioners and educators dedicated to the development of intercultural competency." (Barbara Kappler Mikk 2009-09-14)

About the Author
Darla K. Deardorff is currently executive director of the Association of International Education Administrators, a national professional organization based at Duke University, where she is a research scholar in education and founder of ICC Global, a global network on intercultural competence research. In addition, she is an adjunct professor at North Carolina State University and the University of North Carolina-Chapel Hill, is a visiting faculty at Leeds Metropolitan University, United Kingdom, and is on faculty of the prestigious Summer Institute for Intercultural Communication in Portland, Oregon.

She has received numerous invitations from around the world to speak on her research on intercultural competence and assessment and is a noted expert on these topics. With nearly twenty years of experience in the international education field, she has published widely on topics in international education, including as editor of The Sage Handbook of Intercultural Competence (Sage, 2009), along with several other books. She serves as a consultant and trainer for universities, corporations and non-profit organizations, and recently completed a project with UNESCO, which resulted in speaking invitations at the first UN-related World Forum on Intercultural Dialogue in Azerbaijan as well as another UN-related event in Qatar.

She is an elected Member of the International Academy of Intercultural Research, as well as a member of an Expert Group on Internationalization through the International Association of Universities, and a member of an expert advisor group for the US Department of Education, among other advisory board memberships. Her research interests include intercultural competence, outcomes assessment, internationalization, and teacher education. She has lived and worked in Germany, Japan, and Switzerland.

Most helpful customer reviews

4 of 4 people found the following review helpful.
State-of-the-field in intercultural competence and communication
By CR Harrison
Trainers for intercultural competence are a dime-a-dozen in the business world, sometimes offering little more than personal experience and a rehash of Geert Hofstede's work on culture and organization in an upbeat but overpriced two-day seminar. They would do well to take note of this wide-ranging and thorough work. Divided into three parts (concepts, applications, and research and assessment), the handbook offers teachers, educators and others in the field a valuable reference for what's happening among major university researchers, up-and-coming practitioners, and established organizations dedicated to the study of intercultural competence. With over fifty contributors, the handbook collects a variety of perspectives that are themselves admirably multicutural.

The handbook undoubtedly has an academic tilt; it's worth the cost for the bibliographies alone. Almost half of the book is devoted to a detailed and wide-ranging discussion of how intercultural competence is being defined in the academy and in the world. Identity, cognition, morality, citizenship receive careful attention. What's striking, though, is how this dense material is leavened with excellent diagrams, case studies, and illustrations. Where else could you find reflections on the intercultural competency of Ernest Shackleton?

What's most important to note is the book's common sense and immediate utility for professionals across any industry who work in a global context (which, of course, is practically everyone). An example: a list of forty external assessment tools that are available to assess intercultural competence, or aspects of it.

Still, the handbook's greatest contribution is to prompt critical analysis and informed conversation about how we are ever going to manage getting along together in the world. It's a complex subject, and those who ignore it--or treat with cavalier simplicity-- do so at their peril. I know that in my business (international education administration) we stand to learn a great deal from this typically-excellent SAGE publication.

2 of 2 people found the following review helpful.
INTERCULTURAL COMPETENCE: A unique contribution
By Dr. Hope C. Bliss
THE SAGE HANDBOOK OF INTERCULTURAL COMPETENCE is a unique contribution to the emerging field of globalization and internationalization. I incorporated readings from this text into Masters-level courses on globalization in higher education and administering international higher education programs. It addresses how different cultures approach issues, such as time, communication, leadership, negotiation, and life aims, and how these impact work relations in a variety of profession fields. Chapters address specific cultures worldwide that are glossed over in other books in this field. Its coverage of Asian, African, Arab, Southeast Asian, European, and Latin cultural mores; applying this knowledge to fields in business, teacher education, engineering, religious organizations, health care,and the like; as well as chapters on research and assessment in intercultural competence combine to make this an outstanding text. Kudos to all contributors, especially Editor Darla Deardorff. The SAGE Handbook of Intercultural Competence

2 of 2 people found the following review helpful.
Definitions and Applications
By Joan
This book contributes substantially to the effort to understand how intercultural competence might be understood, defined and measured, and how this competence might be applied in the world. For those seeking to inform general statements about or commitments to intercultural competence and understand how these concepts might be utilized, this book is will be a valued resource.

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@ Ebook Download Bridging Learning: Unlocking Cognitive Potential In and Out of the ClassroomFrom Corwin

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Bridging Learning: Unlocking Cognitive Potential In and Out of the ClassroomFrom Corwin

This updated volume provides fourteen core thinking skills that increase students' cognitive capacity and shows educators how to "bridge" these skills to the home and community.

  • Sales Rank: #1857537 in Books
  • Brand: Corwin
  • Published on: 2009-05-21
  • Original language: English
  • Number of items: 1
  • Dimensions: 11.02" h x .33" w x 8.50" l, .95 pounds
  • Binding: Paperback
  • 152 pages
Features
  • An introduction to and description of a specific skill.
  • Examples and applications for formal and informal learning contexts.
  • An outline of how the skill aligns with Feuerstein"s theories of Mediated Learning and Cognitive Modifiability.Expanded
  • Sub-Title - Unlocking Cognitive Potential In and Out of the Classroom.
  • Edited - Mandia Mentis.

Review
"A practical and useful resource. Covers 14 specific thinking skills, explains why each skill is important, and describes when and where we use it. The book presents strategies for use in school and gives bridging activities to use at home and in the community." (Pam Jackson, Alternative Seventh-Grade Teacher 2008-11-06)

"This book seamlessly blends theory with practical, real-life applications and activities that can be completed quickly and easily in both school and home/community settings. This encourages a partnership between all stakeholders to help students succeed." (Betty Brandenburg Yundt, Sixth-Grade Teacher, Curriculum Coordinator 2008-11-06)

"The idea that cognitive potential can be unlocked has become a powerful and influential idea in all sectors of education, be it early childhood education or higher education. This book consists of a series of activities framed by the most up-to-date thinking and research on cognition and mediation. The book makes available to parents, teachers, caregivers, community workers, and counselors a thought-provoking stance on thinking and learning and easy-to-apply techniques for getting it right." (Ruksana Osman, Professor 2008-12-01)

"Using real-world examples and applications, this book makes cognitive psychology and cognitive education accessible to all those who work with children and other learners. The format is easy to follow, as the authors explore one key cognitive strategy in each chapter. I immediately felt more confident in applying my new thinking and understanding to my practice." (Wendy Holley, School Psychologist 2008-12-02)

"A valuable companion text for educators and others utilizing Reuven Feuerstein's programs and methods for the teaching of thinking. The authors provide practical examples and clearly illustrate how to effectively mediate each of the fourteen areas of thinking identified by Feuerstein." (John Thickpenny, Clinical Psychologist 2008-12-02)

"Effective learning of thinking strategies and skills requires inspired bridging to meaningful examples. The authors share exciting up-to-date examples, particularly for bridging generally to all learning, to personal and community health, and to technology." (Dorothy Howie, Senior Lecturer 2008-12-04)

About the Author
Mandia Mentis is an educational psychologist and senior lecturer in the Special Education and Educational Psychology Programmes at Massey University, New Zealand. She is an accredited trainer of Instrumental Enrichment (FIE) and the Learning Potential Assessment Device (LPAD), having completed her training at the International Centre for Learning Enhancement in Israel under Reuven Feuerstein. Over the past 20 years, she has run Instrumental Enrichment (FIE) workshops with the Cognitive Research Centre in South Africa and with the Australasian Institute for Learning Enhancement in New Zealand. She has contributed extensively to research projects and publications and has co-written and published two books on Mediated Learning and Instrumental Enrichment. Mentis taught at primary, secondary, and tertiary levels and has worked as an educational psychologist in both special and inclusive education settings. Her teaching and research interests include cognitive assessment, teaching for diversity, and e-learning. Her doctoral research focuses on developing effective e-learning communities of practice.

Marilyn Dunn-Bernstein’s diverse career in education spans 36 years. Along with her 20 years as a high school vice-principal, she has studied under Reuven Feuerstein and implemented the principles of structural cognitive modifiability, IE, and MLE in an extensive range of educational settings. These included 10 years of research, writing, and lecturing with the Cognitive Research Unit of the University of the Witwatersrand and 16 years of work with the Gifted Child Program for disadvantaged individuals in South African townships. Her current work as a psychologist in Australia involves enhancing cognitive, emotional, and creative development in individuals with autism, Down syndrome, Asperger’s, and gifts. She also works with undergraduate psychology and social sciences students, and has been part of the team that runs Feuerstein workshops in Australia, New Zealand, and South Africa. She holds a PhD in education, a masters in psychology, and a degree in human behavior.

Martene Mentis has twenty years of experience in education and has taught at primary, secondary, and tertiary levels. Her diverse educational background includes 6 years with the Cognitive Research Centre, University of the Witwatersrand, South Africa, where she contributed to research, lectured in Instrumental Enrichment (FIE) workshops, and helped develop educational resources, including two books on Mediated Learning and Instrumental Enrichment. She completed her training in FIE under Reuven Feuerstein, at the International Centre for Learning Enhancement in Israel, and in the Learning Potential Assessment Device (LPAD) at the Cognitive Research Centre in South Africa. She has an honours degree in fine arts and a master's degree in education. She currently is an independent scholar, artist, and illustrator, working as an art educator and graphic designer in New Zealand.

Mervyn Skuy is a clinical and educational psychologist who has worked for many years in researching and teaching Feuerstein’s theories and approaches. From 1985 to 2003 he did this within the framework of the Cognitive Research Program, which he established and directed at the University of the Witwatersrand in South Africa. During this time, he was also professor and head of the Division of Specialized Education at that University. He was professor of educational psychology and specialized education at Touro College in New York, and has taught courses in Instrumental Enrichment and Mediated Learning Experience to various organizations and target groups in South Africa, the USA, Israel, Canada, and France. His research has been published in American, British, Canadian, Australian, Dutch, and South African journals and books. He is currently professor emeritus at the University of the Witwatersrand and in private practice as a psychologist. He is also a consultant to Feuerstein’s International Centre for the Enhancement of Learning Potential (ICELP). In this capacity, he is actively engaged in teaching Instrumental Enrichment and in developing programs of study within a project that the ICELP has established in South Africa.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Fourteen core thinking skills discuss cognitive capacity and problem solving
By Midwest Book Review
The second updated edition of Mandia Mentis, et. al.'s BRIDGING LEARNING: UNLOCKING COGNITIVE POTENTIAL IN AND OUT OF THE CLASSROOM provides education collections with a winning survey of thinking skills and Instrumental Enrichment programs and approaches. Fourteen core thinking skills discuss cognitive capacity and problem solving, and introduces skills and examples for informal learning.

0 of 0 people found the following review helpful.
Metacognition - a worthy companion
By Ernie Buutveld
A companion for mediators who are using Feuerstein's instruments to help learners with metacognition. Easy to follow with succinct intro and well set out sections - great support for neophytes esp with bridging ideas.

0 of 0 people found the following review helpful.
An excellent companion
By Frederico Oliveira de Araújo
This book is a necessary adendum to MEDIATED LEARNING by the same authors. Both must be read together.

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