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Is your school dyslexia-friendly?

Beginning with a look at understanding dyslexia, The Dyslexia-Friendly Primary School shows you how to involve an entire school to achieve a dyslexia-friendly environment. You will be able to:

• Use an audit tool to discover how your school can improve its environment
• Look at examples of successful dyslexia-friendly initiatives
• Find information on funding and resources

This book offers teachers, lead teachers, SENCOs, student teachers and literacy coordinators a step-by-step guide to creating a whole-school environment that supports students with dyslexia.

• Sales Rank: #5371603 in Books
• Published on: 2007-09-18
• Released on: 2007-08-16
• Original language: English
• Number of items: 1
• Dimensions: 11.69" h x .28" w x 8.27" l, .76 pounds
• Binding: Paperback
• 120 pages

Review
'This excellent book shows you how to involve the whole school in order to create a dyslexia-friendly environment. Highly recommended' - Dyslexia Teacher

`Anyone involved in LA-based or school-focused dyslexia-friendly development work will regard this as a 'must-have' resource, and this will include many advisory teachers and SENCOS' - SENCO Update

About the Author
Barbara Pavey worked as a teacher and SEN specialist for many years and is now Lecturer in Education (SEN) at the University of Wales, Swansea.

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# PDF Ebook The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry, by Clifton F Conrad, Ronald C. Serlin

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The SAGE Handbook for Research in Education: Engaging Ideas and Enriching Inquiry, edited by Clifton F. Conrad and Ronald C. Serlin, invites and stimulates students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, distinguished K–12 and higher education scholars advance myriad ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in inquiry.  These exemplars illuminate past, present, and emerging approaches across fields and domains of inquiry to research in education.

• Sales Rank: #2249138 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2005-12-16
• Original language: English
• Number of items: 1
• Dimensions: 1.34" h x 7.28" w x 10.32" l, 1.10 pounds
• Binding: Hardcover
• 624 pages

Features

• Used Book in Good Condition

Review
“Such a Handbook is extremely needed and should become an important resource.  I have taught statistics and research methods courses for doctoral students in a College of Education for about 20 years and have never found a book that includes the elements proposed for this Handbook.  Most research methods texts that I have reviewed do not help a student (or researcher) learn how to think about inquiry from a perspective of ‘developing meaningful knowledge and understanding.’ [This Handbook does.]  I look forward to making use of it with my own students.” (Gabriella Belli 2005-09-27)

"The book takes an interesting, refreshing, and even provocative approach to Educational Research. I think that faculty who want to teach their students not just how to do research, but also how to think about research, will be delighted with this work." (Gregory R. Hancock 2005-09-01)

“The Handbook does an excellent job of discussing the integration of intellectual reasoning and scientific methodology to create a more comprehensive scholarly product. The Handbook also expounds on additional essential topics in generating research outcomes that will produce meaningful results contributing to the various paradigms. There is a definite need for this type of Handbook in education. More specifically, it is needed to develop an appreciation in education for this type of inquiry and to support the academics who strive to grow this understanding of research in graduate students and colleagues.” (Sean Mulvenon 2005-09-01)

”The book promises to be more advanced than the typical survey text, and it looks to me like it will be more advanced without being more technical.  What we need, I believe, are volumes that raise the intellectual level of discussion about research in education.  We too often jump from the elementary to the arcane.  This volume could help fill that gap.” (Paul Vogt 2005-09-01)

"By almost any measure, this compendium of materials on research in education represents an impressive tour de force.  There is much about it to inspire admiration.  For those seeking to quench their thirst with a metaphorical glass of water, the SAGE Handbook supplies a veritable firehose torrent of analysis and critical commentary."

―THE REVIEW OF HIGHER EDUCATION (Christopher J. Lucas The Review of Higher Education - Winter 2008 2008-04-15)

"This book makes a timely and much welcomed contribution to empirical educational research." (Spyros Themelis 2009-04-17)

"By almost any measure, this compendium of materials on research in education represents an impressive tour de force.  There is much about it to inspire admiration." (ChristopherJ. Lucas 2011-09-14)

About the Author

Clifton F. Conrad has been Professor of Higher Education at the University of Wisconsin-Madison since 1987. He previously taught at the University of Denver (1975-1977), The College of William and Mary (1977-1981), and the University of Arizona (1981-1987)―where he also served as a Department Chair and as Associate Dean for Academic Affairs. His research program is centered on college and university curriculum―at the undergraduate and graduate levels, in the liberal arts and sciences as well as in professional fields. Books that he has authored or co-authored include The Undergraduate Curriculum, A Silent Success: Master's Education in the United States, and Emblems of Quality in Higher Education: Developing and Sustaining High-Quality Programs. While he has published quantitative studies in journals such as the American Educational Research Journal and the Journal of Education Finance, the majority of his research has been fueled by qualitative approaches to inquiry―work that appears in journals ranging from Sociology of Education to the Journal of Higher Education. A former President of the Association for the Study of Higher Education, since 1980 he has been a key expert witness and consultant to the U.S. Department of Justice and the Office of Civil Rights (U.S. Department of Education) in major civil rights cases and inquiries involving race and gender in higher education in nine states. Two of these cases led to landmark decisions by the U.S. Supreme Court, including one in which his scholarship was cited approvingly.

Ronald C. Serlin is an Emeritus Professor in the Department of Educational Psychology at the University of Wisconsin-Madison. He teaches courses in nonparametric statistics and the philosophy of science and statistics. His mastery in teaching earned him a Chancellor's Distinguished Teaching Award early in his career. His expertise as a statistical consultant has led to long and fruitful collaborative efforts with colleagues in the School of Nursing and the Departments of Neurology, Art Education, and Journalism & Mass Communication, among others. Currently, he is engaged in two major lines of research. One examines the effects of violations of assumptions on known and proposed parametric and nonparametric tests, a knowledge of which helps to increase the validity of statistical conclusions. The other investigates the philosophical underpinnings of statistical hypothesis testing, an effort linking modern philosophy of science and statistical practice to delineate the role of statistics in the scientific endeavor. He has published regularly in Psychological Bulletin and Psychological Methods and in such wide-ranging journals as the Journal of the American Medical Association, the Journal of Research in Music Education, and Pain. An article he co-authored won the Annual Research Report award competition for Division D of the American Educational Research Association. He won an award for Outstanding Contributions to Nursing Education, and recently he won a School of Education Distinguished Achievement Award. He served three nonconcurrent terms as Department Chair.

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1 of 2 people found the following review helpful.
Essential for Students in Education Schools
By Marybeth Gasman
The SAGE Handbook for Research in Education is the best research text I've come across. It's beautifully written, comprehensive and most importantly, students find it engaging. The text includes many different voices and encourages students to find their own research voice. I've planned my entire class around the chapters in the book.

Marybeth Gasman, Ph.D.

Assistant Professor, University of Pennsylvania

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Social Policy for Children and Families: A Risk and Resilience Perspective uses a unique framework to help students understand effective public policy development. Authors Jeffrey M. Jenson and Mark W. Fraser argue that a public health framework rooted in ecological theory and based on principles of risk, protection, and resilience is essential for the successful design of social policy. This book applies the authors' conceptual model across the substantive areas of social policy, including child welfare, education, mental health, health, developmental disabilities, substance use, and juvenile justice.

• Sales Rank: #1650912 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2005-08-26
• Original language: English
• Number of items: 1
• Dimensions: .65" h x 6.10" w x 9.02" l, .95 pounds
• Binding: Paperback
• 320 pages

Features

• Used Book in Good Condition

Review
"Jenson, Fraser and their impressive contributors have provided us with something all too rare in the child & family services literature: a truly integrative volume. They argue cogently for a cross-systems perspective, an orientation to developmental 'risk' & 'protective' factors and a strategic process for identifying most favorable targets for intervention .The summaries of different service domains and the editor's emphasis on crafting the proper policy context for the integration of 'evidence-based' practices make this volume a 'must read' for seasoned policy makers, as well as beginning practitioners. This book will be an important resource for all involved in the kind of creative, science-based innovation so desperately needed in the child & family services field." (James K. Whittaker 2005-07-29)

“What a book! A must read for those who provide services to at-risk children and their families. Jensen and Fraser call attention to the profession’s blatant unwillingness to systematically draw upon existing research, and translate it to policy to advance the design of programs that remediate and prevent mental and physical health problems among the nation's youth. The application of the public health framework to programs and policies adds value to the usual suspects of perspectives/frameworks drawn upon by the social work profession. This book is very consistent with the ideas expressed in related professional and social science literatures, as well as that of federal and private funding sources. The authors boldly call for the triangulation of relevant theories and models of risk and resilience, and make a major contribution to social work research by advocating for the translation of empirical evidence into practical application.” (Paula Allen-Meares University of Michigan School of Social Work 2005-07-29)

"This book uses a unique framework to help readers understand effective public policy development. The authors argue that a public health framework rooted in ecological theory and based on principles of risk, protection, and resilience is essential for successful design of social policy." (The Source The Source 2006-10-10)

"Social Policy for Children and Families is comprehensive, with chapters spanning outcomes including adolescent substance abuse, mental health, health policy, and education policy. Social Policy for Children and Families: A Risk and Resilience Perspective speaks to multiple audiences. This edited volume is an excellent resource for educators. Social Policy for Children and Families provides an impetus for a substantive dialogue about how to translate research on individual-level processes to the community and policy context." (Shawna J. Lee 2006-11-16)

About the Author

Jeffrey M. Jenson, PhD, is the Philip D. and Eleanor G. Winn Professor for Children and Youth at Risk in the Graduate School of Social Work, University of Denver. His research focuses on the application of a public health approach to preventing child and adolescent health and behavior problems and on the evaluation of preventive interventions aimed at promoting positive youth development. Dr. Jenson has published seven books and numerous articles and chapters on topics of prevention and child and adolescent development. His 2014 book (with K. Bender), Preventing Child and Adolescent Problem Behavior: Evidence-based Strategies In Schools, Families, and Communities (Oxford University Press) is a comprehensive review of empirical evidence pertaining to the efficacy of universal, selected, and indicated preventive interventions for children and youth. Dr. Jenson has received several awards for his scholarship, including the Aaron Rosen Award from the Society for Social Work and Research. He is the recipient of Distinguished Scholar and University Lecturer awards from the University of Denver and is a former editor-in-chief of the journal, Social Work Research. Dr. Jenson is a fellow of the American Academy of Social Work and Social Welfare and the Society for Social Work and Research.

Mark W. Fraser, PhD, holds the Tate Distinguished Professorship at the School of Social Work, University of North Carolina where he serves as associate dean for research. He has won numerous awards for research and teaching, including the Aaron Rosen Award and the Distinguished Achievement Award from the Society for Social Work and Research. His work focuses on risk and resilience, child behavior, child and family services, and research methods. Dr. Fraser has published widely, and, in addition to Social Policy for Children and Families, is the co-author or editor of eight books. These include Families in Crisis, a study of intensive family-centered services, and Evaluating Family-Based Services, a text on methods for family research. In Risk and Resilience in Childhood, he and his colleagues describe resilience-based perspectives for child maltreatment, substance abuse, and other social problems. In Making Choices, Dr. Fraser and his co-authors outline a program to help children build sustaining social relationships. In The Context of Youth Violence, he explores violence from the perspective of resilience, risk, and protection, and in Intervention with Children and Adolescents, Dr. Fraser and his colleagues review advances in intervention knowledge for social and health problems. Intervention Research: Developing Social Programs describes the design and development of social programs. His most recent book is Propensity Score Analysis: Statistical Methods and Applications. Dr. Fraser serves as editor of the Journal of the Society for Social Work and Research. He is a fellow of the National Academies of Practice and the American Academy of Social Work and Social Welfare.

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0 of 0 people found the following review helpful.
THE POLICY BUG LADY
By Peanut
Thank you for this product. I am very pleased with the out come of the product for my personal use. I am accomplishing a lot. Very interesting details. I'm learning a lot.

0 of 0 people found the following review helpful.
Came exactly as described
By Rose A
Item came exactly as described. Was in great shape with no writing or markings in it. Came quickly and stayed fully in tact the whole semester

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Drawing from over 200 superintendents spanning the past decade, this guide provides a leadership framework for the modern, successful superintendent.

• Sales Rank: #1138939 in Books
• Brand: Brand: Corwin
• Published on: 2004-07-15
• Original language: English
• Number of items: 1
• Dimensions: .76" h x 7.00" w x 10.04" l, 1.42 pounds
• Binding: Paperback
• 368 pages

Features

• Used Book in Good Condition

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0 of 0 people found the following review helpful.
Excellent
By 3xmama
This is the go to book for those studying to be school leaders. It is easy to read and includes up to date information regarding school leaders. It also includes stories and quotes from all the latest researchers in education.

0 of 0 people found the following review helpful.
Great Resource
By vivien
This field book is chock full of information in an easy to read format. It truly is a refernce book where you can flip to the information that is most pertenent to you at a particular time.

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• Sales Rank: #1787107 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2006-11-22
• Original language: English
• Number of items: 1
• Dimensions: 9.84" h x .94" w x 6.90" l, 1.77 pounds
• Binding: Paperback
• 472 pages

Features

• Used Book in Good Condition

Review
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About the Author
Mary B. Howes received her Ph.D. in 1979 from New York University with a concentration in Cognition.  She specializes in cognitive psychology with particular emphasis on early memory.  She teaches courses on statistics, cognition, and memory and is author of the text "The Psychology of Human Cognition: Mainstream and Genevan Traditions" (Allyn & Bacon 1990).

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The SAGE Handbook of Geographical Knowledge is a critical inquiry into how Geography as a field of knowledge has been produced, re-produced, and re-imagined. It comprises three sections on Geographical Orientations, Geography's Venues, and Critical Geographical Concepts and Controversies. The first provides an overview of the genealogy of 'geography.' The second highlights the types of spatial settings and locations in which geographical knowledge has been produced. The third focuses on venues of primary importance in the historical geography of geographical thought.

• Sales Rank: #1075578 in Books
• Published on: 2011-03-04
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x 1.60" w x 7.10" l, 2.82 pounds
• Binding: Hardcover
• 656 pages

Review
If we are to take seriously the idea that events, practices, and ideas should not be divorced from their historical and geographical context, then geographical knowledge itself needs to be temporally and spatially situated. Motivated by that proposition, Agnew and Livingston have put together a Handbook that recasts geography’s history in original, thought-provoking ways. Eschewing the usual chronological march through leading figures and big ideas, the Handbook looks at geography against the backdrop of the places and institutional contexts where it has been produced, and the social-cum-intellectual currents underlying some of its most important concepts. The result is a book that fleshes out often-neglected aspects of the discipline’s history, even as it consistently encourages thinking about the relationship between geographical practices and the places, circumstances, and understandings in which those practices are embedded
Alexander B. Murphy
Department of Geography, University of Oregon

The Handbook provides a refreshingly innovative approach to charting geographical knowledge. A wide range of authors trace the social construction and contestation of geographical ideas through the sites of their production and their relational geographies of engagement. This creative and comprehensive book offers an extremely valuable tool to professionals and students alike
Victoria Lawson
University of Washington

About the Author
Agnew is currently Distinguished Professor of Geography at the University of California, Los Angeles(UCLA). From 1975 until 1995 he was a professor at Syracuse University in New York. Dr. Agnew teachescourses on political geography, the history of geography, European cities, and the Mediterranean World.

My research interests congregate around several related themes: the histories of geographical knowledge, the spatiality of scientific culture, and the historical geographies of science and religion. I am currently involved in writing a social history of climatic determinism from Herodotus to Global Warming under the working title ‘The Empire of Climate’’. This project is funded by a Leverhulme Trust Major Fellowship.

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This call-to-arms focuses on what must be done to keep the gifted child movement alive and well.

• Sales Rank: #1342160 in Books
• Brand: Corwin
• Published on: 2004-03-11
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .49" w x 7.00" l, 1.03 pounds
• Binding: Paperback
• 216 pages

Features

• James J. Gallagher"s unflinching account of the issues that continue to plague gifted education reform
• Eleven influential articles from leading researchers in the field of gifted education.
• A study on how the elimination of gifted and talented programming impacts participating students and
• Edited - James J. Gallagher
• Author Affiliation - University of North Carolina, Chapel Hill, USA

About the Author
  James J. Gallagher is a senior investigator at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. He has worked in the field of education of exceptional children for over 40 years. Dr. Gallagher has served as the president of the World Council for Gifted and Talented, president of the Council for Exceptional Children (CEC), and is past president of the National Association for Gifted Children (NAGC). In addition, he is coauthor of a leading textbook, Educating Exceptional Children, with Samuel Kirk and Nick Anastasiow, and coauthor with his daughter, Dr. Shelagh Gallagher, of the book Teaching the Gifted Child.  

Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports.  Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.

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Written from a practitioner's perspective, this book shows schools how to effectively implement and manage an inclusive school environment. Drawing from their experience in a range of schools, the authors highlight the problems encountered by professionals in both primary and secondary school settings and offer practical solutions and advice.

The book offers guidance on: the role of the SENCO as a teacher and manager; government policy and legislation; self-evaluation, good practice and monitoring; how to relate SEN to school targets and development plans.

 

• Sales Rank: #14431792 in Books
• Published on: 2005-05-19
• Original language: English
• Number of items: 1
• Dimensions: 11.74" h x .61" w x 8.46" l, 1.77 pounds
• Binding: Hardcover
• 176 pages

Review
`A particular strength of the book is the way in which individual chapters provided "self-contained" material which lends itself for use in school-based staff development activities. The book includes a lot of information that SENCOs, inclusion managers and members of school leadership teams should find useful' - SENCO Update

'It is a very practical account and should be a handbook for any newly appointed SENCO...For experienced SENCOs and organisations where inclusion is not an issue, this book is a reminder of good practice'. - Annie Williams, Primary School Inclusion Manager, Special, May 2007

About the Author
Professor Sonia Blandford is Dean of Education at Canterbury Christ Church University College, among the largest providers of initial teacher training and professional development in the United Kingdom. Following a successful career as a teacher in primary and secondary schools, Sonia has worked in Higher Education for eight years. Sonia has acted as an education consultant to Ministries of Education in Eastern Europe, South America and South Africa. Sonia has also worked as an advisor to LEAs, schools and leads the Teach First initiative. As an author of a range of education management texts, Sonia has a reputation for her straightforward approach to difficult issues. Sonia writes in an accessible style, communicating ideas in a pragmatic manner as illustrated in Master Class and columns written for the Guardian.

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An excellent component for any diversity training workshop, this video companion demonstrates the four key principles for improving ethnic relations in K-12 schools, through real classroom footage as well as interviews with school leaders, teachers, and students. Though directly tied to the research base and content from the core book, the video can easily be used as a stand-alone product for staff development and training on diversity and interethnic relations for administrators and teachers.

• Published on: 2003-12-08
• Original language: English
• Dimensions: .0" h x .0" w x .0" l, .0 pounds
• Binding: Hardcover

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Global Perspectives on E-Learning: Rhetoric and Reality presents several cases of international online education and the rhetoric that surrounds this form of teaching and learning. Editor Alison A. Carr-Chellman examines the impact of online distance education throughout the world in an effort to understand more deeply the merits of such initiatives. Written from a critical perspective, the book sheds light on some of the problems faced by international distance educators. It particularly focuses on who benefits, and who does not, by the advance of international e-learning and how we can respond to the needs of the disenfranchised. This book is intended to supplement what has to this point been largely a positive, how-to literature in distance education. It offers a balanced perspective on the problems and possibilities of distance education worldwide.

• Sales Rank: #1796735 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2004-12-15
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 6.00" w x .75" l, .86 pounds
• Binding: Paperback
• 288 pages

Features

• Used Book in Good Condition

Review
Global Perspectives on E-Learning offers an authoritative compendium of online teaching and learning in a cross-section of nations around the World. This is a state-of-the-art review of promising online programs by authors who have participated in the movement. Rarely do we find such current and authoritative information about educational technology developments in more than a dozen countries in six continents. (Don Ely)

We need more critical and reflective texts on distance education and its evolution within a global framework. The authors provide the reader a social and political context for thinking about global education. (Roberto Muffoletto)

Global Perspectives on E-Learning is a fascinating expedition on the road to democratizing online/distance learning through the dichotomy of rhetoric and social realities in countries around the world. (Paul Gathercoal)

I think this is an excellent text. It provides the reader with a broad international perspective of distance education, something that is in short supply. (Chris Zirkle)

"A must-read for policy framers and curriculum shapers." (The Hindu Business Line The Hindu Business Line 2005-01-01)

"The book is well written and well organized. It adds significantly  to the literature that addresses global perspectives on e-learning,  and is of particular interest to those seeking additional information  about international programs. Cases represent different examples from  five continents. Therefore the book is particularly useful for instructional  designers, and policy makers who work for the disseminating online  distance learning."
(Murat Ataizi Eskisehir, Turkey 2005-04-01)

"This is indeed a disturbing, informative, and readable book.  I commend it warmly to those who may wish to find out about developments in e-learning around the world; to those who have consciences which will be disturbed by much of what is highlighted and summarized here; to those willing to re-examine their optimism about the potential and implications of e-learning; and to those similarly willing to reconsider their pessimism.  Buy it, read it, re-read it, question-and keep seeking answers." (BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY)

"This volume brings together a number of reports on the global phenomenon of online distance education (referred to as e-learning) in several countries in Asia, Europe, North America, Oceania, and Africa. Editor Carr-Chellman and the respective chapter authors adopt a critical perspective of ‘international capitalist e-learning.’. . . . This book is for policy makers, practitioners, and the general public interested in gaining a more balanced perspective on how closely the rhetoric matched the reality of online distance learning." (P.S. Cookson CHOICE 2006-02-01)

"Global Perspectives on E-Learning: Rhetoric and Reality will be useful to students and research of distance learning, as well as those interested in global education, policy, and the cultural and political context of learning. The book is successful in presenting a critical, if perhaps unpopular, analysis of the current international applications of e-learning, but it is certainly not a negation of the usefulness of e-learning itself." (William Bescia and Kelly Schwartz ETR&D 2006-07-05)

About the Author

Alison A. Carr-Chellman is an Associate Professor of Education, currently serving as the Professor in charge of the Instructional Systems program in the Department of Learning and Performance Systems. She earned her doctorate at Indiana University, Bloomington, where she studied Instructional Systems Technology with an emphasis in Educational Systems Design. She is a graduate of Syracuse University, where she received an undergraduate degree and a masters in Education. She taught elementary school and worked in business and industry prior to taking on her current position. Her research interests include critiques of distance education and e-learning, systems theory and thinking, educational systems design, critical systems, and user-design. She resides outside of State College with her three children ages two, two, and one, her husband and in-laws on a family farm.

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0 of 0 people found the following review helpful.
A good textbook
By ProfessorV
A good textbook covering distance education, online education or what the author refers to as e-learning.

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