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Jumat, 31 Januari 2014

~ PDF Download Bringing Technology Education Into K-8 Classrooms: A Guide to Curricular Resources About the Designed WorldFrom Corwin

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This invaluable resource is the first independent review of curriculum materials for technology and offers readers a practical guide to the latest technology textbooks and integrated resources.

Sales Rank: #2340750 in Books
Brand: Corwin
Published on: 2005-03-02
Original language: English
Number of items: 1
Dimensions: 11.25" h x 8.75" w x .75" l, 1.65 pounds
Binding: Paperback
302 pages

Features

An introduction to technology education and its importance for students today.
Complete information for choosing technology resources that meet district and classroom needs.
Practical analysis of how technology topics address standards.
Helpful tips on how technology activities help students understand a design process.Featuring an easy-to-follow
Sub-Title - A Guide to Curricular Resources About the Designed World

Review
"Are published curriculum materials really standards-based? The authors answer this in unprecedented detail. A must-read for technology, design, and engineering educators." (William E. Dugger, Director 2005-01-03)

"If you enjoy teaching science because it engages students, you will want to include technology and design. This book provides everything you need to find curriculum materials that fit your situation. Helping students become technologically literate as well as scientifically literate is a must in our world."

(Senta A. Raizen, Director 2005-01-03)

"This must-have guide is the first independent review of curriculum materials for technology. The authors provide a practical guide to the latest technology textbooks and integrated resources and descriptions of more than 100 informal resources. This resource will help all students become technologically literate!" (Ties Magazine, Fall 2005 2005-11-01)

About the Author
Edward (Ted) Britton is associate director of the National Center for Improving Science Education (NCISE), housed within the Mathematics, Science, and Technology program of WestEd. Dr. Britton brings long experience in research and evaluation of curriculum issues and materials to this book. In collaboration with Senta Raizen and others, he developed methods for a cross-national comparison of textbooks in the Third International Mathematics and Science Study (TIMSS). He led a review of curriculum materials that connect science and mathematics to workplace contexts, Connecting Mathematics and Science to Workplace Contexts. Britton currently serves on the Technology Education Advisory Council of the ITEA. His earlier NCISE research includes comparing high-stakes mathematics and science examinations across countries and studying U.S. innovations in mathematics and science education as part of an international study under the auspices of the Paris-based Organization of Economic Co-Operation and Development (OECD). As project director for Mary Budd Rowe of the University of Florida during the 1980s, Ted developed the first CD-ROM in science education and produced videotapes for the professional development of science teachers. During the late 1970s, he taught science courses for Grades 7–12 at a rural junior-senior high school in Florida. Britton earned an EdD in science education, an MS in analytical chemistry, and a BS in chemistry and education from the University of Florida.

Bo De Long-Cotty is a developmental psychologist and has worked for WestEd since 1991. She currently serves as a project director in the WestEd Math, Science, and Technology program and as director of the Learning and Teaching with Technology initiative for the WestEd Regional Technology Education Consortium (RTEC). Her work at WestEd includes directing pblnet.org, a project-based learning resource, guidance, and collaboration site for teachers; providing informa tion and resources to families and teachers to promote community–home involvement in schools; evaluating educational software and online curricula for Grades K–12; and evaluating and developing teacher professional development programs and projects. She is also Director of Educational Content for Alligator Planet, an animation company whose work includes children’s educational television programming. Dr. De Long-Cotty has served as director of evaluation for several science and math programs at the Lawrence Hall of Science at the University of California, Berkeley, as director of the GALAXY Classroom Science and Language Arts Evaluation for Teacher Universe/Riverdeep Publishing, and as director of evaluation for NASA’s online Celestia Solar System activities. Until 1995, she served as coordinator for the WestEd evaluation of the California Statewide Systemic Initiative, focusing on K–5 science and 6–8 mathematics. She has also developed multimedia curricula and products in language arts, math, and science for Disney Ed Studio and Holt, Rinehart, and Winston. Dr. De Long-Cotty earned an MA in developmental psychology from Teachers’ College/Columbia University and a PhD in developmental psychology from the University of California, Berkeley.

Toby Levenson is a senior research associate for WestEd’s Mathematics, Science, and Technology program. She has worked in both the nonprofit and for-profit education sectors as an educational designer, producer, and manager. She has developed science software and videodiscs; created math software, video, and curricula; designed literacy soft ware and curricula; developed technology-related ancillar ies to textbooks; and produced other educational technology and edutainment products. She has been a primary contributor to more than thirty products from companies such as LeapFrog, The Learning Company, Scholastic Inc., Harcourt, D.C. Heath, Education Development Center (EDC), and CAST, among others. At WestEd, Levenson continues her interest in technology and curriculum with evaluating the effects of educational technology on student performance and developing interactive Web sites for teachers, curriculum specialists, and other school leaders. Levenson’s specialties include using interface, interactive, and information design to increase student learning; applying cutting-edge technologies to increase educational opportunities for students with disabilities; and conceptualizing and developing differentiated curriculum in mathematics, reading, and other subjects to meet the needs of all students. The daughter of an MIT-trained engineer and an art teacher, Levenson was building and designing inventions from a young age. After earning a BA, with a major in archaeology and a minor in computer science, Levenson was a computer programmer and trainer in industry for seven years while also serving as a curriculum advisor at the Boston Museum of Science. Levenson received an MEd in interactive technology in education from the Harvard Graduate School of Education.

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Kamis, 30 Januari 2014

>> Free PDF The SAGE Dictionary of Sports Studies, by Dominic Malcolm

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Sports studies is one of the fastest growing fields in higher education today. The SAGE Dictionary of Sports Studies brings a timely, much-needed, and comprehensive tool for all students in this multi-disciplinary field. Each entry provides a basic definition, a guide to research themes, and a clear account of the relevance of the concept in understanding sport. Not only indispensable for quick clarification of terms, it will give students a springboard for more in-depth research and critical analysis. Covering sociology, history, psychology, politics, business, physical education, health and research methods, The SAGE Dictionary of Sports Studies provides the first one-stop reference guide for all students who study the social aspects of sport.

Sales Rank: #3942653 in Books
Published on: 2008-04-14
Released on: 2008-04-01
Original language: English
Number of items: 1
Dimensions: 9.53" h x .69" w x 6.69" l, 1.17 pounds
Binding: Paperback
304 pages

About the Author
Dominic Malcolm is Senior Lecturer in the Sociology of Sport in the School of Sport and Exercise Sciences. Following a Politics degree at Nottingham University, Dominic studied for a Masters in the Sociology of Sport at the University of Leicester. On completion of the Masters he was appointed Research Associate in the Centre for Research into Sport and Society, where he subsequently became Lecturer and Director of Masters Programmes. He completed his PhD at Leicester in December 2004.

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Rabu, 29 Januari 2014

!! Download Ebook The SAGE Handbook of European Union PoliticsFrom SAGE Publications Ltd

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The European Union (EU) poses quite profound questions for scholars and students of the social and political sciences. This benchmark Handbook is designed to provide an authoritative state-of-the art guide to the scope of the field suitable for both established scholars and students of the EU; reflect and contribute to the debates about the nature of the field of EU studies and EU politics in particular; and explore in detail the development of the many approaches to the study of EU politics. Divided into four sections, the Handbook focuses on theorizing European integration; the EU as polity; politics and policy making in the EU; and the EU and the international system.

Sales Rank: #4764735 in Books
Published on: 2007-01-20
Original language: English
Number of items: 1
Dimensions: 9.90" h x 1.61" w x 7.21" l, 2.83 pounds
Binding: Hardcover
616 pages

Review
Overall, the Handbook of European Union Politics is a most useful book that can be highly recommended. A strong analytical framework coupled with unparalleled coverage of the major issues of the political science research of the EU makes this volume a formidable tool for teaching and a significant input to new scholarly research. It is both relatively sophisticated and very accessible to graduate students and advanced researchers. The clear writing style and the richness of information presented will certainly make this book interesting for non-academic readers.

IGOR VIDACAK

Institute for International Relations, Zagreb

About the Author
Mark A. Pollack is Professor and Jean Monnet Chair in the Department of Political Science at Temple University, where he teaches classes in international relations, international law, and European Union Politics. He received his Ph.D. from Harvard University in 1995, and has previously taught at the University of Wisconsin-Madison and at the European University Institute in Florence, Italy. His research agenda focuses on the promise and limits of international cooperation, with special attention to the European Union, the delegation of powers to supranational organizations, the politics of international law, and transatlantic relations between the United States and the European Union. Prof. Pollack is the author of two books: The Engines of European Integration: Delegation, Agency and Agenda Setting in the European Union (New York: Oxford University Press, 2003), and, with Gregory C. Shaffer, When Cooperation Fails: The International Law and Politics of Genetically Modified Foods (New York: Oxford University Press, 2009). He is also the editor or co-editor of six books, including most recently The Handbook of European Union Politics (with Knud Erik Jorgensen and Ben Rosamond, New York: Sage Publications 2009), and Policy-Making in the European Union, 6th edition (with Helen and William Wallace, New York: Oxford University Press 2010), as well as several dozen journal articles and book chapters. Prof. Pollack was designated by the European Union as Jean Monnet Chair in 2009, and he serves as co-director of the Penn-Temple European Studies Colloquium. He is currently working, with Prof. Jeffrey Dunoff of Temple Law School, on an edited volume, International Law and International Relations, to be published by Cambridge University Press in 2012.

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!! Download Ebook Collaborative Teacher Leadership: How Teachers Can Foster Equitable SchoolsFrom Corwin

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The authors present teachers' own observations and reflections on leadership to demonstrate how teacher leaders can help close the achievement gap.

Sales Rank: #758473 in Books
Brand: Corwin
Published on: 2006-03-24
Original language: English
Number of items: 1
Dimensions: 9.02" h x .46" w x 5.98" l, .66 pounds
Binding: Paperback
216 pages

Features

Reflective questions to help apply teacher stories to specific situations.
Dozens of first-person narratives representing a wide range of voices.
Strategies for documenting and sustaining growth as a teacher leader.Based on the authors" work with
Sub-Title - How Teachers Can Foster Equitable Schools
Edited - Martin L. Krovetz

Review
"The beauty of this book is the authenticity of the voices. The fact that struggles and conflicts are included make the teachers' stories believable, fresh, and inspiring." (Pamela S. Hankins, Staff Development Specialist 2005-10-11)

"Reading about the field experiences of other teacher leaders will inspire and guide the reader toward making a positive impact on student achievement. This is a must-have book for any current or future teacher leader." (Mike Greenwood, District Teacher Leader 2005-10-12)

"Krovetz and Arriaza go directly to the source in this insightful look at the challenges, successes and professional/personal transformations when teachers engage in collaborative leadership roles in the schools. Through interviews and reflections, the reader gains an in-depth view of how teacher leadership can make a difference in the quality of schooling for students, faculty and school communities. A great read!" (Robert Topf, Principal 2005-10-17)

"This engaging analysis targets leadership in schools where equity and achievement can thrive . . . Here is advice and assurance from the heart of the work - and evidence-based resource for anyone interested in strengthening, or preparing, school leaders." (Grace Hoagland, Senior Lecturer 2005-11-02)

"This is an insightful analysis on how to cultivate and empower teachers to become genuine leaders in their schools and classrooms, and an invaluable guide for any school district trying to implement genuine, sustainable reform." (Pedro Noguera, Professor 2005-11-07)

"The organization of the text is clear and practical. A major strength of this text lies in the fact that its ideas and perspectives are grounded in the research and practice of those who have experimented with and successfully experienced the context of collaborative teacher leadership. The teacher voices are authentic, their insights are provocative, and their focus on student learning is unwavering." (Jane Nicolet 2006-06-26)

"This volume is very user-friendly and is designed for immediate use as an action guide to initiate educational change in schools. Filled with resources, strategies for applying the concepts in the workplace, and both reflective and essential questions that teacher leaders will find valuable." (PsycCRITIQUES, August 2007, Vol. 52(33) 2007-10-12)

"The text's ideas and perspectives are grounded in the research and practice of those who have experimented with and successfully experienced the context of collaborative teacher leadership. The teacher voices are authentic, their insights are provocative, and their focus on student learning is unwavering." (Teachers College Record, June 2006 2008-04-24)

About the Author

Martin L. Krovetz is the director of the Leading for Equity and Achievement Design (LEAD) Center, a regional center of the Coalition of Essential Schools. From 1991 to 2006, he was a professor of educational leadership at San Jose State University. During this time, he developed and coordinated the Master’s in Collaborative Leadership Program. From 1977 to 1991, he was a high school principal in Santa Cruz, California.

In addition to being the author of the Fostering Resillience, he is the author with Gilberto Arriaza of Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools, published by Corwin Press in 2006. He has published in numerous journals and presents at national conferences, including ASCD and the Coalition of Essential Schools.

He received his PhD in social psychology from the University of North Carolina and BA from the University of Florida.

Most helpful customer reviews

0 of 1 people found the following review helpful.
Textbook
By C. Evaul
This is a textbook for a Master's level program. It is a useful resource for new teachers.

0 of 0 people found the following review helpful.
Okay
By P. Tintori
This book was kind of boring and really didn't help me in the class I was taking. I tried to read it but just couldn't get through it.

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The newly revised, second edition of McEwan's best-selling classic, with built-in facilitator's guide, will help you manage your most difficult audience―emotionally charged, often disgruntled, and occasionally abusive parents.

Sales Rank: #93815 in Books
Brand: Corwin
Published on: 2005
Format: Abridged
Original language: English
Number of items: 1
Dimensions: 8.98" h x .47" w x 6.02" l, .69 pounds
Binding: Paperback
192 pages

Features

Over two dozen strategies-enhanced and updated-to defuse emotionally charged parents.
An updated, easy-to-administer Healthy School Checklist to determine if your school"s culture encourages
Fifty Ways to build parental support for your school.
Ten Goals-at-a-Glance to help keep your school-community relations on target.
A built-in facilitator guide ideal for book groups and staff development, including energizers,

Review
"This book has great potential for helping administrators not only work with parents who may have a particular problem, but also create school environments that enhance general parent-teacher-school relations. The many specific suggestions pointing to positive solutions is a major strength, and the facilitator guide is an excellent addition." (Gwen Rudney, Coordinator of Elementary Education)

"Offers insight into why parents become upset, followed by strategies to defuse their anger and build their support."

(Curriculum Connections, Spring 2006 2006-05-01)

From the Back Cover
Every educator will find invaluable strategies for handling angry and unresponsive parents and the critical issues that cause misunderstandings.

About the Author
Elaine K. McEwan is an educational consultant with The McEwan-Adkins Group, offering professional development for educators to assist them in meeting the challenges of literacy learning in Grades Pre K-6. A former teacher, librarian, principal, and assistant superintendent for instruction in several suburban Chicago school districts, Elaine is the award-winning and best-selling author of more than three dozen books for educators. Her Corwin Press titles include Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals, Second Edition (2006), Seven Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement (2004), Ten Traits of Highly Effective Principals: From Good to Great Performance (2003), Making Sense of Research: What’s Good, What’s Not, and How to Tell the Difference (2003), Seven Steps to Effective Instructional Leadership, Second Edition (2003), Teach Them ALL to Read: Catching the Kids Who Fall through the Cracks (2002), and Ten Traits of Highly Effective Teachers: How to Hire, Mentor, and Coach Successful Teachers (2001).

McEwan was honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the National Distinguished Principal from Illinois for 1991. She received her undergraduate degree in education from Wheaton College and advanced degrees in library science (MA) and educational administration (EdD) from Northern Illinois University.

McEwan lives with her husband and business partner, E. Raymond Adkins, in Oro Valley, Arizona. Between them, Elaine and Ray have five children, fifteen grandchildren, and seven great-grandchildren.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Good information, but NOT really written to help teachers
By Zebra Girl
I bought this book hoping to learn some helpful information about dealing with “difficult" parents. Although it does provide some insight, it's more directed to helping administrators deal with these types of parents. Also, the book had a funny title, so I was hoping the book would have some humor... It did NOT!

0 of 0 people found the following review helpful.
Great Book by McEwan
By National Park Man
I think that this book is a good read for anyone who has intentions of going into School Administration. It is important because it gives good examples of how to deal with parents who make lives difficult.

2 of 5 people found the following review helpful.
Good information, some new some old, ridiculous price for the book
By P. Layton
The book haas some great advice and insight as do other books I have read on the subject. When I received the book I was a bit shocked as the price tag being $61.95 and the book itself is abut 7 inches in length and five inches wide with 169 pages total. I read this book during my lunch. While the author included some nice tools to measure your school's climate or

overall health, I felt the book was seriously over priced. I can't get past the dollars I paid for this book. I would loan it out but not recommend anyone purchasing the books for such a price.

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Selasa, 28 Januari 2014

## PDF Ebook You Have to Go to School - You're the Principal!: 101 Tips to Make It Better for Your Students, Your Staff, and Yourself, by Paul G. Youn

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Full of meaningful insights, this indispensable compilation of suggestions and recommendations offers counsel on everything from health to people skills, always with an eye toward the goal of instructional leadership.

Sales Rank: #3054455 in Books
Brand: Corwin
Published on: 2004-04-08
Original language: English
Number of items: 1
Dimensions: 9.00" h x .47" w x 6.00" l, .80 pounds
Binding: Paperback
208 pages

Features

Building partnerships with parents and community for students" success.
Maintaining character in the face of adversity.
Reducing paperwork while getting organized.
Remembering names and fostering relationships with staff and students.
Determining your fundamental beliefs about education.Everything you do is to become a focused, effective,

Review
Whether you have just picked up the keys to your first school or you’ve been a principal for decades, the suggestions from Paul Young should be required―and fast―reading for every school leader. This little book is packed with good ideas. The best part, these solid tips remain constant over time and will be just as meaningful each time you pick up the book. (From the Foreword by Vincent Ferrandino)

About the Author
Paul Young, PhD, a retired elementary principal, is currently the Executive Director of the West After School Center in Lancaster, Ohio. He began his career as a high school band director and then retrained to become a fourth grade teacher before advancing to an elementary principalship in 1986. He served as President of the Ohio Association of Elementary School Administrators (OAESA) in 1997 and was elected to the National Association of Elementary School Principals (NAESP) Board of Directors in 1998 (the only person elected by write-in ballot). He became president-elect in 2001-2002 and served as the national president during the 2002-2003 school year. He retired in December 2004. Since retirement, he has served as an advocate for the advancement of equitable and affordable afterschool programming for all children. Dr. Young completed a Bachelor of Fine Arts degree in music education in 1972 and a Master of Music degree in trombone performance in 1973, both from Ohio University-Athens. He earned a PhD in educational administration from OU in 1992. Young has taught undergraduate music classes at Ohio University-Lancaster for more than 25 years. He continues to teach private trombone lessons. He is a strong advocate for the arts. He is the past president of the Ohio University School of Music Society of Alumni and Friends. Dr. Young is the author of Mastering the Art of Mentoring Principals, You Have to Go to School, You're the Principal: 101 Tips to Make it Better for Your Students, Your Staff, and Yourself and Mentoring Principals: Frameworks, Agendas, Tips, and Case Studies for Mentors and Mentees. He has also written numerous articles about music, the arts, student management, and the principalship for professional journals.

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Written for new and aspiring principals in a quick-access, bulleted format, this handbook is an excellent off-the-shelf reference, organized into five key management sections.

Sales Rank: #2665587 in Books
Brand: Corwin
Published on: 2005-04-27
Original language: English
Number of items: 1
Dimensions: 9.75" h x 6.75" w x .75" l, 1.28 pounds
Binding: Paperback
328 pages

Features

Organization and Management - the role of the principal, negligence and liability, media relations,
Teaching and Learning - school programs, learning communities, special education, supervision
Behavior and Discipline - safe schools, code of conduct, supervision and expulsion, search
Health and Safety - reporting child abuse, occupational health and safety, emergency preparation,
Looking After Yourself - professional development, wellness, and balance.With words of wisdom

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Minggu, 26 Januari 2014

@ Ebook Free Teaching Adolescents With Disabilities:: Accessing the General Education CurriculumFrom Corwin

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Get the blueprint for building bridges that leave no learner behind!

Aligned with the Individuals with Disabilities Education Act and No Child Left Behind Act requirements, this comprehensive guide empowers teachers and administrators with research-validated practices and interventions that can close the general-curriculum performance gap and break down the barriers to academic success for middle and high school students with disabilities. This insightful resource features:

Practical planning advice, teaching practices, and learning strategies for inclusive classrooms
Methods for designing instructional materials
Tips for effectively leveraging technology
Strategies for transition beyond high school
Real-life examples and illustrations

Sales Rank: #1346436 in Books
Brand: Corwin
Published on: 2005-11-02
Original language: English
Number of items: 1
Dimensions: 9.88" h x .62" w x 7.04" l, 1.18 pounds
Binding: Paperback
304 pages

Features

Practical planning advice, interventions, and learning strategies.
Tips for leveraging technology to promote student success.
Strategies for planning transition beyond high school.
Real-life examples and illustrations to facilitate implementation.
Methods for designing instructional materials that maximize curriculum access and student achievement.With

Review
"Deshler and Schumaker are highly attuned to students' special needs and the skills and methods required to teach them effectively. With this resource, practitioners can gain the in-depth knowledge that will enable them to close the performance gap for middle and high school students with disabilities." (Adolescence, Summer 2006 2006-12-14)

About the Author
Donald D. Deshler is one of the best-known and well-respected researchers in the field of special education at the secondary level and is a leading scholar in the area of bringing research into practice. He is the director of the University of Kansas Center for Research on Learning, which has been providing specialized training to secondary special education teachers for over 20 years, and a member of the Advisory Board of the National Institute for Literacy. Deshler is the co-developer of the Learning Strategies Model, one of the most thoroughly researched and widely used special education teaching methods. Deshler has been the recipient of the CEC Research Award and numerous federal research and personnel preparation grants.

Dr. Schumaker is Associate Director of the University of Kansas Center for Research on Learning. She has spent the last 32 years studying the problems of adolescents and developing educational interventions for them. Together with Don Deshler and others at the Center, she co-developed the Strategies Intervention Model, a comprehensive program for students with learning disabilities. Dr. Schumaker is widely published and has been the recipient of numerous federal research grants. She is an author of Learning Strategies Curriculum and other curricular and methodological resources, for teaching both content and social skills.

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0 of 0 people found the following review helpful.
Buy if you need
By Dmayzing
If you need a book to assist you in helping teenagers with disabilities, buy this!

0 of 0 people found the following review helpful.
Excellent resource for educators and parents
By Mary Rack
Recent legal and cultural trends have moved many students with learning disabilities from special education resource rooms into general education classrooms - but sufficient training and support are rarely offered to the teachers involved.

This book is a collection of articles, based on solid research and edited by acknowledged leaders in the field. It describes clearly and succinctly actions that classroom teachers can take to make their curricula more accessible to ALL students, while especially benefiting those who are low-achieving. I found two of the seven chapters to be particularly invaluable: Planning Practices That Optimize Curriculum Access, Teaching Practices that Optimize Curricular Access. Chapters on strategies, designing instructional materials, using technology, and transition to adulthood are likely to resonate strongly with other readers. Everything proposed here is designed to help teachers work more effectively WITHOUT necessarily having to work harder. Who could ask for more?

I recently retired from teaching mathematics at a community college, where my experiences with recent high school graduates piqued my interest in learning disabilities. A sabbatical project gave me time to research learning disabilities - and how teachers can accommodate for them - in the post-secondary population, and to share my findings with colleagues.

My interest was renewed, full-force, a few months ago when a granddaughter with mild/moderate disabilities was mainstreamed and my eyes were opened to the issues described in my first paragraph. Her teachers did their best but, like me at the college level, they would have benefited from familiarity with the ideas presented in this book. "Teaching Adolescents with Disabilities: Accessing the General Education Curriculum" is an excellent springboard for teachers, administrators and parents who want to enhance the educations of all students - with or without diagnosed disabilities - and to do so as efficiently as possible.

By the way, I read a library copy of this book, and had to go right to Amazon and buy a copy for myself - it's that good.

0 of 0 people found the following review helpful.
A Good Summary Addition
By M. Zecher
Deshler's work is incredibly important for those who work with bright students who have learning challenges. This book does a good job of summarizing many of the main points in an accessible format.

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`This book provides an excellent foundation for anyone about to begin a small-scale research project for a diploma or first degree, not only in early years education, but in any educational phase. As its subtitle suggests, it is a step-by-step guide but it goes beyond this in the issues it tackles in several chapters, as well as being a valuable source of information including a glossary of research terminology, and an annotated list of early years journals. It has several strengths, in particular the 'personal research stories' which show the reader how several of the author's students tackled each stage of the research process. A second strength is the use of numerous thought provoking and pertinent activities throughout each chapter which encourage 'interaction' with the text. Guy Roberts-Holmes' accessible book should be on every reading list for people doing their undergraduate dissertations, or about to begin action research or small-scale research projects with children' - Early Years

'The book is written with a keen sensitivity to the needs of the novice researcher in ECEC, managing to demystify the concept of research without degrading it. Reading the excellent guidance on formulating a research question brought back for me the excitement of discovering that a simple, pared down question can yield big and complex answers. Magic! Case-study material from the work of students lends transparency to the discussion and makes real the research experience' - Early Education

`This book will provide invaluable for all those embarking on research of any kind in the filed of early childhood research. The author, an experienced researcher and lecturer in this field, has produced a clear, thorough and informative book which balances theoretical background with lots of practical examples and case studies' – Foundation Stage

`This new step-by-step guide will prove valuable to anyone completing an early years project. All aspects are covered from designing your research questions to writing your conclusion' - Practical Professional Child Care

`Doing Your Early Years Research Project is an ideal resource to help you through from start to finish. It will help students doing Early Childhood Studies Degree, Teacher Education, Nursing, Social Sciences and a range or CACHE awards' - Nursery Education

'This is an excellent resource for all those undertaking research in the field of Early Childhood Education and Care. It will be particularly valuable for students on Early Childhood Studies Degree Courses! Guy Roberts-Holmes has succeeded in writing a book which, in addition to offering valuable practical advice, is rigorous, supportive and encouraging to all those undertaking research with young children and their families' - Lesley Abbott, Professor of Early Childhood Education, Centre for Multi-Professional Research in the Early Years, Manchester Metropolitan University

This step-by-step guide will talk you through your Early Years research project from start to finish. Drawing on the work of practitioners within the sector to illustrate concepts and methods, it brings the entire research process to life. The heart of the book is concerned with how practitioners and students can listen to young children. Throughout the book the children's many 'voices' are seen as central to the research.

This book is packed with research summaries, key points checklists and discussion topics, making it practical and user-friendly. It features guidance on:

- selecting a topic

- organizing and structuring your project

- the range of research methods available to you (covering case studies, surveys, action research, documentary analysis and ethnography)

- ethical issues.

The text will also show you how to:

" use a whole range of methods of investigation, including observation, interviews and questionnaires

" do a literature review

" interpret your findings

" present and write up your project

" access useful sources of information for your research.

This is essential reading for students on all courses featuring a research project in the early years, such as early childhood studies, teacher education, nursing, social sciences and a wide range of CACHE awards. It is also invaluable for early years practitioners required to carry out small-scale research projects.

Sales Rank: #2156531 in Books
Brand: Brand: SAGE Publications Ltd
Published on: 2005-04-23
Original language: English
Number of items: 1
Dimensions: .45" h x 6.86" w x 9.52" l, 1.10 pounds
Binding: Paperback
176 pages

Features

Used Book in Good Condition

Review
`This book provides an excellent foundation for anyone about to begin a small-scale research project for a diploma or first degree, not only in early years education, but in any educational phase. As its subtitle suggests, it is a step-by-step guide but it goes beyond this in the issues it tackles in several chapters, as well as being a valuable source of information including a glossary of research terminology, and an annotated list of early years journals. It has several strengths, in particular the 'personal research stories' which show the reader how several of the author's students tackled each stage of the research process. A second strength is the use of numerous thought provoking and pertinent activities throughout each chapter which encourage 'interaction' with the text. Guy Roberts-Holmes' accessible book should be on every reading list for people doing their undergraduate dissertations, or about to begin action research or small-scale research projects with children' - Early Years

`I found the case studies and activities extremely valuable as they acted as prompts and helped me to focus on particular stages of my study. The author understands the complexities that face research students, and highlights the important issues of methodology and ethics surrounding a childhood study. It's definitely a must for anyone undertaking research of the kind' - Nursery World

About the Author
Dr Guy Roberts-Holmes is Senior Lecturer in Early Childhood Education in the Faculty of Children and Health at the Institute of Education, University of London. His teaching and research focus on the development of early childhood professional identities and qualifications; early childhood pedagogy; inclusion and diversity; men and fathers in early childhood services and early childhood methodology. He is a member of BERA (British Educational Research Association); EECERA (European Early Childhood Education Research Association) and TACTYC (Training, Advancement and Co-operation in Teaching Young Children) and is an external examiner for PGCE and EYPS, at the University of Winchester.

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