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• Sales Rank: #1115418 in Books
• Brand: Corwin
• Published on: 2004-12-07
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .56" w x 7.12" l, .97 pounds
• Binding: Paperback
• 248 pages

Features

• Powerful essays about highly successful leaders, designed to stimulate thought and discussion.
• Practical activities and exercises illustrating techniques to help leaders engage themselves and others.
• Encouraging tips for leading-from large audiences to small meetings.
• Helpful tools to assist the reader in identifying leadership talents in oneself and others.Energize your
• Sub-Title - Leadership Lessons on the Potential Within

Review
"As a former practitioner, I value practical ideas that work. This book captures the essence of how leaders must look inside themselves and then act on the courage of their convictions to stay the course." (Jerry Patterson, Professor of Leadership Studies)

"For those aspiring leaders, the personal anecdotes and self assessments will prepare you for future challenges in a leadership role. If leadership is a journey, this book will assist your first steps." (David Mosrie, Chief Executive Officer)

"Brubaker and Coble’s ideas about competence are evocative of leadership abilities and skills necessary to lead organizations in ways that contribute to their viability and growth." (Linton Deck, Chair, Department of Educational Leadership)

"This work is another example of their insight. It will be of tremendous benefit to anyone wanting to expand their understanding of their own leadership power." (Dick Maxwell, Executive Director)

About the Author

Dale L. Brubaker is Professor of Education at the University of North Carolina at Greensboro. He has also served on the faculties of the University of California, Santa Barbara, and the University of Wisconsin, Milwaukee. He received his doctorate in foundations of education from Michigan State University. He is the author or coauthor of numerous books on education and educational leadership, including CREATIVE CURRICULUM LEADERSHIP (Corwin), STAYING ON TRACK, (Corwin), and CREATIVE SURVIVAL IN EDUCATIONAL BUREAUCRACIES.

Larry D. Coble is Managing Associate with School Leadership Services, A Division of The Coble Professional Group, a leadership and management consulting organization, and Director of the Collegium for the Advancement of Schools at the University of North Carolina at Greensboro. He provides speeches and seminars on leadership nationwide. He was a Senior Program Associate at the Center for Creative Leadership and served as assistant principal, principal, and superintendent in school systems in North Carolina. His most recent superintendency was in Winston-Salem, North Carolina. He received his doctorate in educational administration from the University of North Carolina at Greensboro. He is coauthor of STAYING ON TRACK (Corwin).

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The Second Edition of this award winning text introduces managers and aspiring managers to this personally relevant and professionally exciting field. In Human Resource Management in Public Service: Paradoxes, Processes, and Problems, authors Evan M. Berman, James S. Bowman, Jonathan P. West, and Montgomery Van Wart take a critical approach to exploring core management functions by stalking, contesting, and seeking resolution of paradoxes in all stages of employment - from recruitment through termination.

• Sales Rank: #2473777 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2005-06-01
• Original language: English
• Number of items: 1
• Dimensions: 1.02" h x 7.50" w x 9.40" l, .0 pounds
• Binding: Hardcover
• 392 pages

Features

• Used Book in Good Condition

Review

"This thorough and up-to-date guide to the field should prove invaluable to practicing human resource managers, students, and scholars. I plan to utilize in my graduate human resource management course at the University of Georgia." 

(Stephen E. Condrey)

From the Publisher
Recipient of the 2001 AWARD for "Best Public Sector HR Book" by the Section of Personnel and Labor Relations (SPALR) of the American Society for Public Administration (ASPA).

About the Author

Evan M. Berman is Professor of Public Management and Director of Internationalization at Victoria University of Wellington, School of Government. Prior, he was the Huey McElveen Distinguished Professor at Louisiana State University. His areas of expertise are human resource management, public performance, local government, and public governance in Asia. He is past Chair of the American Society for Public Administration’s Section of Personnel and Labor Relations. He has over 125 publications and 12 books, including People Skills At Work (CRC Press, 2011), Essential Statistics for Public Managers and Policy Analysts, Third Edition (CQ Press, 2012), and a trilogy of books on Public Administration in Asia (2010, 2011, 2013, CRC Press). He has published in all major journals of the discipline, is Senior Editor of Public Performance & Management Review, a Distinguished Fulbright Scholar,  past University Chair Professor at National Chengchi University (Taipei, Taiwan), and a former policy analyst with the National Science Foundation.

James S. Bowman is a professor of public administration at the Askew School of Public Administration and Policy, Florida State University. Noted for this work in ethics and human resource management, Dr. Bowman is author of over 100 journal articles and book chapters, as well as editor of six anthologies. He is co-author of The Professional Edge: Competencies in Public Service (2nd ed., Sharpe, 2010) and Public Service Ethics: Individual and Institutional Responsibilities (CQ Press, 2015). For nearly two decades, he served as editor-in-chief of Public Integrity, a journal owned by the American Society for Public Administration. A past National Association of Schools of Public Affairs and Administration Fellow, as well as a Kellogg Foundation Fellow, he has experience in the military, civil service, and business.

Jonathan P. West is a professor and chair of political science and director of the graduate public administration program at the University of Miami. His research interests include ethics, public administration, and human resource management. He has published over 100 peer-reviewed articles and book chapters as well as nine books. He is co-author of Public Service Ethics: Individual and Institutional Perspectives (CQ Press, 2015) American Politics and the Environment (2nd. Ed., SUNY Press, 2015) and The Professional Edge: Competencies in Public Service (2nd ed., Sharpe, 2010.) For nearly two decades he has been managing editor of the  Public Integrity journal. He served as a Captain in the U.S. Army as a management analyst in the Office of the Surgeon General.

Montgomery Van Wart is a professor at California State University San Bernardino and a visiting professor at the University of Hong Kong. His publications include nine books and a substantial number of articles in the leading journals in his field. His most recent book is Leadership and Culture: Comparative Models of Top Civil Servant Training, with Hondeghem and Schwella (Palgrave Macmillan, 2015).  His research areas are administrative leadership, human resource management, training and development, administrative values and ethics, organization behavior, and general management. He also serves on numerous editorial boards and as the Associate Editor for Public Productivity & Management Review. As an instructor, he has spent as much time teaching and facilitating programs for executives and managers in public agencies as he has teaching graduate students. His training programs have been for individuals in all levels of government in the United States and executives and elected officials from foreign countries.

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0 of 0 people found the following review helpful.
An excellent primer for any individual who will have people reporting ...
By Leonard Resto
An excellent primer for any individual who will have people reporting to them or who will have Human Resources as part of their function. At times, it is a bit of a dry book because it's a textbook. But, it imparts knowledge and provides case studies that allows what is taught to be practically applied. I'm glad I purchased it.

0 of 0 people found the following review helpful.
Effective
By Amazon Customer
Easy to follow and simple to understand. No repetitive fluff - straightforward.

0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
Very good book. Lectures are accurate to HR .

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Enhance classroom practice by inviting students to offer feedback on pedagogy, learning styles, and their needs and preferences.

• Sales Rank: #2719161 in Books
• Brand: Corwin
• Published on: 2005-04-20
• Original language: English
• Number of items: 1
• Dimensions: 9.98" h x .42" w x 7.14" l, .77 pounds
• Binding: Paperback
• 168 pages

Features

• Instructional strategies and content-area learning.
• Social interactions within the classroom that promote or inhibit learning.
• Learner insights into their own engagement and disengagement in the classroom.
• Student drawings, reflective questions for teachers, mini-lessons, and frequently asked questions
• Sub-Title - Asking Students to Show Us What Works

About the Author
Penny A. Bishop is Assistant Professor and Director of Middle Level Teacher Education at the University of Vermont, Burlington. She earned a doctorate in Educational Leadership and Policy Studies from the University of Vermont, and her dissertation on middle grades partner teams received the 1998 Distinguished Dissertation Award from the National Association of Secondary School Principals. Before joining the field of teacher education, Penny was a middle school teacher and an assessment consultant for the Vermont Department of Education. She currently consults with teachers and administrators in the areas of school organization, interdisciplinary and partner teaming, and school change. She is the coauthor of The Power of Two: Partner Teams in Action and coeditor of Living and Learning in the Middle Grades: The Dance Continues. Her articles have appeared in Middle School Journal, Research in Middle Level Education Online, Current Issues in Middle Level Education, and Journal of Adolescent & Adult Literacy.

Susanna W. Pflaum began teaching in Newton, Massachusetts, in 1959 and has taught Grades 3, 4, and 6 as well as undergraduate- and graduate-level teacher education in various locations. She earned degrees at Radcliffe College (AB), the Harvard Graduate School of Education (MEd), and Florida State University (PhD). She was a professor at the University of Illinois at Chicago; Professor and Dean of the School of Education at Queens College CUNY; Dean of the Graduate School, Bank Street School of Education; Fulbright Professor in Namibia, Africa; and full- and part-time faculty at Vermont College. She authored The Development of Language and Literacy in Young Children, edited Aspects of Reading Education, and coedited two Corwin books, Experiencing Diversity: Toward Educational Equity and Celebrating Diverse Voices: Progressive Education and Equity. She is the author and coauthor of thirty-five articles and chapters. She has led workshops and given many presen­tations over the past forty-five years. Recently, she cofounded a nonprofit organization that works to support African projects for vulnerable and AIDS-orphaned children, CHABHA: Children Affected by HIV/AIDS.

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This hugely popular textbook has been fully revised and updated and is one of the few books available that can claim to be essential reading for anyone planning their own research project.

Written in a lively, accessible style, this step-by-step guide provides answers to all the questions students ask when beginning their first research project. Silverman demonstrates how to learn the craft of qualitative research by applying knowledge about different methods to actual data. He provides practical advice on key issues, such as: defining `originality' and narrowing down a topic; keeping a research diary and writing a research report; and presenting research to different audiences.

Features of Doing Qualitative Research: Second Edition include:

- six new chapters

- case studies of students' own experiential accounts of doing research

- essential guidance on practical issues such as working with your supervisor or writing up your research

- end-of-chapter 'researcher's checklists'

- a range of examples from across the full range of social science disciplines, including sociology, education, health studies and business studies

- the latest discussions of CAQDAS and E-research

- an all new and extended methods glossary

Doing Qualitative Research: Second Edition retains Silverman's uniquely accessible, hands-on style, walking the student through every aspect of the process of actually doing a qualitative research project.

Packed with case studies and examples of students' experiences, the book has many features to aid study, including overviews, summaries of key skills and a glossary of terms. Each stage in the research process is grounded in worked examples based on the experiences of real students, with exercises designed both to test readers' knowledge and to encourage the development of practical skills.

• Sales Rank: #591003 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2004-12-08
• Original language: English
• Number of items: 1
• Dimensions: .84" h x 6.82" w x 9.50" l, .0 pounds
• Binding: Paperback
• 416 pages

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• Used Book in Good Condition

Review
'Doing Qualitative Research has been the single most useful text in my academic learning and now my teaching. Barely a working day goes by without me drawing on one of [Silverman's] many practical pointers or examples of sound practice' - Dr Bridget Hamilton, University of Melbourne

About the Author

David Silverman is Visiting Professor in the Business School, University of Technology, Sydney, Emeritus Professor in the Sociology Department, Goldsmiths’ College and Adjunct Professor in the School of Education, Queensland University of Technology. He has lived in London for most of his life, where he attended Christ's College Finchley and did a BSc (Economics) at the London School of Economics in the 1960s. Afterwards, he went to the USA for graduate work, obtaining an MA in the Sociology Department, University of California, Los Angeles. He returned to LSE to write a PhD on organization theory. This was published as The Theory of Organizations in 1970.

Apart from brief spells teaching at UCLA, his main teaching career was at Goldsmiths College. His three major research projects were on decision making in the Personnel Department of the Greater London Council (Organizational Work, written with Jill Jones, 1975), paediatric outpatient clinics (Communication and Medical Practice, 1987) and HIV-test counselling (Discourses of Counselling, 1997). 

He pioneered a taught MA in Qualitative Research at Goldsmiths in 1985 and supervised around 30 successful PhD students. Since becoming Emeritus Professor in 1999, he has continued publishing methodology books. David regularly runs qualitative research workshops for five universities in Sydney and Brisbane. He has also run workshops for research students in Finland, Norway, Sweden, Denmark, France, Sri Lanka and Tanzania. Since 2000, he has done voluntary work with people with dementia. resident in an old people’s home

Besides all this, David's other interests include classical music, literary fiction, bridge, county cricket and spending time with his grandchildren.

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3 of 3 people found the following review helpful.
A fine book on a complex topic
By Ross Koppel
I'm using Silverman's book in my sociology class on Field Methods. He combines a light but scholarly touch that my students (and I) find very accessible. He manages the difficult task of being comprehensive and yet not in the plodding text-book way that turns off students.
The chapters are short and focused. That's helpful for my course, where some are not appropriate for my undergraduates (e.g., working with your Ph.D. advisors).

I've used a lot of other text books for this course. Generally, authors have a hard time achieving the balance among three goals: 1. scholarly references and examples that are needed to inform the students, vs. 2. showing your colleagues that you know the literature, vs. 3 keeping the students interested. Silverman achieves this balance.

The writing is first rate. In a subfield that relies on written presentations of ideas, events, observations, and interactions, that skill is essential.

1 of 1 people found the following review helpful.
Excellent
By Dr. M. L. Francisco
This is an excellent book to get grounded with one's ideas at the beginning of writing a dissertation/thesis. Silvermans' style of writing is fluent and effective, reaching out easily to one's muddled thoughts and vague ideas.

In addition to one's guide or supervisor, to feel like one knows how to proceed in style and content is a boon. I would highly reccomend reading this book.

0 of 0 people found the following review helpful.
This research book
By Gwen Phillips
This research book provided me with knowledge that was very helpful in completing two research courses that I am currently enrolled in I would recommend this book to all students planning on doing qualitative research.

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** Download PDF Encyclopedia of Multicultural PsychologyFrom Brand: SAGE Publications, Inc

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The Encyclopedia of Multicultural Psychology is the first authoritative guide to synthesize the dynamic field of multicultural psychology. This volume includes entries on a broad array of issues and covers the breadth of psychology viewed through the lens of the racial and ethnic minority experience. The Encyclopedia addresses culture across a broad spectrum of psychological perspectives and includes topics that are relevant to social psychology, cognitive psychology, environmental psychology, cross-cultural psychology, and clinical psychology.

• Sales Rank: #2218480 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2006-08-18
• Original language: English
• Number of items: 1
• Dimensions: 11.26" h x 1.49" w x 8.74" l, 3.65 pounds
• Binding: Hardcover
• 536 pages

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• Used Book in Good Condition

From Booklist
We live in a multicultural world, and professionals from a variety of fields are faced with challenges brought by differences that are in some cases only recently recognized or accommodated. The Encyclopedia of Multicultural Psychology is a welcome addition to the literature that attempts to define these differences. According to its introduction, this volume, the work of almost 200 academic contributors, is intended for "laypersons, students, and professionals new to the field with an interest in the role of culture in psychology."

Among the A-Z entries are articles for ethnic groups, for example, Alaska natives, Cuban Americans, and Vietnamese Americans . Each of these articles gives background for the group, a history of its immigration, information about acculturation, and more. Major areas of concern, such as Depression, Posttraumatic stress disorder, and Stress are defined and discussed in general, and then with respect to various groups. Topics such as Bilingual education, Intelligence tests, Racism and discrimination, Religion , and Transracial adoption are discussed with an emphasis on the differences that culture brings to these issues. Series of entries cover culture-specific syndromes, indigenous healing, and religious and spiritual beliefs.

The articles are for the most part at least one page in length. Many are much longer, and most include bibliographies. There is good use of see also references. An alphabetical list of articles and a thematic guide can be found at the beginning of the volume. The index is sufficiently detailed.

This is a timely and useful volume that has value for students and professionals alike. It would fit well in the collections of academic and large public libraries where multiculturalism is a topic of concern. Danise Hoover
Copyright © American Library Association. All rights reserved

Review
"This is a timely and useful volume that has value for students and professionals alike. It would fit well in the collections of academic and large public libraries where multiculturalism is a topic of concern." (Danise Hoover 2006-12-19)

"Useful statistics are included for many entries. The presentation and writing format are clear. This will be a valuable book for a wide variety of readers interested in multicultural psychology. Comprehensive index. Highly recommended." (V. Viator 2007-03-15)

    "Those working in a counseling relationship with members of various underrepresented cultural groups in the United States will find the encyclopedia particularly useful. There are numerous entries that either directly or indirectly address issues of clinical relevance. For example, some of the topics covered in the Psychopathology and Treatment categories include depression, anxiety, alcohol/substance use and abuse, help-seeking behavior, family therapy, indigenous treatments and healers, psychopharmacology, and multicultural competencies. The text also attends to psychopathology or psychological distress as it is understood, experienced, and measured from different cultural perspectives.     This encyclopedia is a meaningful contribution to the field of multicultural psychology. Jackson and her colleagues offer an authoritative synthesis of the important work that has been done to advance sensitivity and understanding of the rich cultural diversity that characterizes the United States." (Mary C. Burke 2007-09-10)

About the Author
Yolanda Jackson is Associate Professor at the University of Kansas with a joint appointment in the Departments of Psychology and Human Development & Family Life. She is one of four core faculty members in the APA-accredited Clinical Child Psychology Program and is responsible for teaching the graduate-level diversity course requirement in both the Clinical Child Program and the General Clinical Program. For the past decade, she has taught Diversity Issues in Clinical Psychology. She does research on ethnic minority psychology and multicultural issues and is involved in several projects addressing the mental health needs of children of color and has recently published a paper on doing research with ethnic minority populations. In addition, she supervises several undergraduate research projects focused on diversity issues, including projects on self-perceptions of African American girls that have won research awards.  In addition to this research, she publishes regularly in the top journals of her field and frequently presents at conferences throughout the country.  She is often invited to speak to professional groups on diversity and multicultural topics.

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! Ebook Free John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice, by Douglas J. Simpson, Michael J. B. Jackson, Judy C. Ayco

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John Dewey and the Art of Teaching: Toward Reflective and Imaginative Practice is an engaging and accessible introduction to the art of teaching as seen through the eyes of John Dewey. Authors Douglas J. Simpson, Michael J. B. Jackson, and Judy C. Aycock provide a lucid interpretation of the complexities and art of teaching in contemporary classrooms. In addition, they discuss, apply, and question the practical implications of Dewey's ideas about the art of teaching for beginning and practicing teachers.

• Sales Rank: #309054 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2004-12-15
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .53" w x 6.00" l, .71 pounds
• Binding: Paperback
• 232 pages

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• Used Book in Good Condition

Review
"This text is an intriguing alternative to the steady diet of 'how to' texts that dominate educational readings." (Ranae Stetson)

"At a time when critical-reflective teaching is constantly in jeopardy, John Dewey and the Art of Teaching is very refreshing. Both prospective and experienced teachers should find this work helpful if they are serious about realizing democratic values. Policy makers need to take the time to read this work to be reminded of the core values of democratic education." (John Portelli)

"The authors, by championing the relationship of art to education, offer a much needed counterbalance to our society’s over-reliance on standardized testing. I enthusiastically endorse this work and would readily use it in both undergraduate social foundations of education and masters’ level philosophy of education courses." (Tony Johnson)

"At last we have a volume that beckons the uninitiated reader into a study of Dewey’s significant ideas about the art of teaching. The authors demonstrate great intellectual integrity in describing these ideas while expressing them in practical, even elegant prose." (Jackie Blount)

"This book translates Deweyan theory and practice into common-sense, readable, and lucid language. It extends and challenges thinking about the work of teaching, the larger contexts in which it occurs, and the many roles of teachers as change agents. It will also promote novel ways of thinking about teaching for those entering the profession―and for those who strive to teach more thoughtfully." (Joe DeVitis)

"In sum, this is a valuable introduction to Dewey's major ideas about schooling that is accessible to readers who might be either daunted by engagement with the original or inclined to consider Dewey too esoteric or irrelevant to their daily concerns." (CHOICE 2005-09-12)

About the Author

Douglas J. Simpson, Ph. D., is Professor and Helen DeVitt Jones Chair in Teacher Education, Texas Tech University.  He is the author or co-author of numerous articles, reviews, chapters and books, including John Dewey and the Art of Teaching, The Pedagodfathers: The Lords of Education, Recreating Schools: Places Where Everyone Learns and Likes It, The Teacher as Philosopher, and Educational Reform: A Deweyan Perspective. He has held tenured positions at the University of Louisville, Memorial University of Newfoundland, Tennessee State University, and Texas Christian University and taught in the fields of ethics and teaching, curriculum and instruction, school psychology, and educational theory. He spends time each week at Phyllis Wheatley Elementary School where he interacts with students about ethical, historical, and geographical interests. He is a former president of the American Educational Studies Association and the Society of Professors of Education.

Michael J. B. Jackson (Ph. D., University of Toronto) lives in Montreal, Quebec, and Vancouver, British Columbia. He is the author and coauthor of numerous publications, including Educational Reform: A Deweyan Approach; and The Teacher as Philosopher. He was a professor and served as Chair of the Graduate School of Education at Bishop’s University, and Head of the Department of Educational Foundations at Memorial University of Newfoundland, where he assisted student teachers and interns as they prepared for their first teaching appointments. In addition, he has taught at several other universities, including Concordia, Queens, Mount St. Vincent, and British Columbia.

Judy C. Aycock (Ph. D., Memorial University of Newfoundland) is Assistant Dean, College of Education, Texas Tech University. She was a middle and high school English teacher before becoming a professor and/or administrator at Tennessee State University, University of Louisville, and Texas Wesleyan University. At TWU, she directed the interdisciplinary program and was named the Ralph and Sue McCann Professor for excellence in teaching. She is the author of a variety of publications, including Art of the Western World, Analysis and Interpretation of Literature, and Ethics: Theory and Practice.

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0 of 0 people found the following review helpful.
Weel Worth the Time and Money
By Amazon Customer
A well organized book for any level but especially teachers who want to merge theory into practice. Simpson makes Dewey not only accessible but readable.

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> Ebook Download Increasing Student Motivation: Strategies for Middle and High School TeachersFrom Corwin

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This unique resource provides a wealth of theories and strategies for teachers to help spark students' motivations to learn and succeed beyond their formal schooling years.

• Sales Rank: #1128318 in Books
• Brand: Corwin
• Published on: 2005-09-16
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .41" w x 7.04" l, .89 pounds
• Binding: Paperback
• 160 pages

Features

• General frameworks for thinking about motivation.
• Hundreds of strategies from middle and high school educators who have succeeded in motivating students
• A deeper understanding of the needs of students as those needs relate to students" motivational levels.Increasing
• Sub-Title - Strategies for Middle and High School Teachers
• Edited - Margaret A.Theobald

Review
"This book is a wonderful resource for both beginning and experienced teachers!" (Art Dickinson, High School Physical Education Teacher)

"In our current era of test savvy students, we all need multiple ways to confront the increase in motivation required to have all students achieve their highest levels. Dr. Theobald has provided an important and readable resource for beginning and experienced teachers." (David Waters, Principal)

"A valuable resource for teachers, principals and counselors. This book has a wealth of approaches to assist students to become involved in their own learning, resulting in greater accomplishments for them in the classroom." (Ada L. Cruce, Professor Emeritus 2004-11-26)

"An inspirational compendium of ideas, highly recommended for public and private educators alike." (Wisconsin Bookwatch, November 2005 2005-11-14)

About the Author
Margaret A. Theobald, Ed.D. has been at Southeast Missouri State University for the past twenty-four years and is a Professor in the Department of Middle and Secondary Education.  She was a teacher at the middle and high school levels for more than 15 years in both public and parochial schools in Illinois and Missouri.  She earned her doctorate in Curriculum and Instruction at Illinois State University with an emphasis on education at the middle level.  She has served in several positions with the Missouri Middle School Association and its executive board, including the offices of secretary and president.  Her research includes a statewide survey of middle-level practices and trends.  The Missouri Middle School Association published the results of this survey in its’ 1994 Missouri Middle Level Practices and Trends: A Resource Directory. She was also co-author for the 1995 publication, The Middle School Principal, Corwin Press.  She has made numerous presentations at both the state and national levels and has published several articles.  Her most recent research has been in the area of teaching strategies and student motivation. 

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1 of 1 people found the following review helpful.
A collection of tips, tricks, techniques and advice to motivate their students to be the best they can be
By Midwest Book Review
Increasing Student Motivation: Strategies For Middle And High School Teachers is a collection of tips, tricks, techniques and advice to motivate their students to be the best they can be. Each suggestion is followed by a paragraph or two of elaboration. Suggestions range from "Write extensive comments on student work to explain a grade or their progress" and "Give examples of your personal work... like a poem of your own" to "Let students choose their own topics for research" and "Make time to have a class discussion on objects that are personal and important to students." The suggestions are divided into general categories: motivation influenced through observation, timing, independence, victory, action, transfer, individuality, ownership, and more. A handful of appendix-like resources, such as a "positive word list", round out this inspirational compendium of ideas, highly recommended for public and private educators alike.

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Book review
By A. M. Williams
What an excellent text. I used this for an assignment and the suggestions were amazing. This was extremely helpful. The suggestions were useful and practical and offered experiences by individuals. I would definitely recommend this

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