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Kamis, 30 Juli 2015

^ Free PDF The SAGE Handbook of Nonverbal Communication, by Valerie L. Manusov, Miles L. Patterson

Free PDF The SAGE Handbook of Nonverbal Communication, by Valerie L. Manusov, Miles L. Patterson

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The SAGE Handbook of Nonverbal Communication, by Valerie L. Manusov, Miles L. Patterson

Free PDF The SAGE Handbook of Nonverbal Communication, by Valerie L. Manusov, Miles L. Patterson

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This Handbook provides an up-to-date discussion of the central issues in nonverbal communication and examines the research that informs these issues. Editors Valerie Manusov and Miles Patterson bring together preeminent scholars, from a range of disciplines, to reveal the strength of nonverbal behavior as an integral part of communication.

Sales Rank: #1368133 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2006-08-10
Original language: English
Number of items: 1
Dimensions: 10.06" h x 1.41" w x 7.36" l, 2.71 pounds
Binding: Hardcover
616 pages

Features

Used Book in Good Condition

Review
"Manusov and Patterson present a comprehensive collection of consistently excellent essays written by some of the best minds in the field of nonverbal communication. This is an unusually strong collection of essays, and the editors have done an outstanding job of choosing topics and authors. Highly recommended." (S. A. Rollman 2007-03-30)

About the Author
Miles Patterson received his Ph.D. from Northwestern University in 1968 and has been at UMSL since 1969. Patterson is the author/editor of 3 books and 85 chapters and articles, mostly on nonverbal communication. His current research interests focus primarily on social behavior in public settings, person perception accuracy, and the role of appearance and nonverbal behavior in forming judgments of others. He was the editor of the Journal of Nonverbal Behavior from 1986-1992 and has been on the editorial boards of several other journals in psychology, communication, and sociology. Patterson is the 2009 recipient of the University of Missouri President's Award for Research and Creativity and in 1990 was the recipient of the UM-St. Louis Chancellor's Award for Research and Creativity. He is also a Fellow of both the American Psychological Association and the Association for Psychological Science. Patterson's teaching interests include social psychology, nonverbal communication, and environmental psychology.

Most helpful customer reviews

0 of 0 people found the following review helpful.
This book is better organized and feels more comprehensive than the newer APA ...
By HaveBoughtTHis
This book is better organized and feels more comprehensive than the newer APA handbook of the same information, which came out in 2016. This (SAGE) handbook is also printed with less overt intention to waste paper than the APA handbook, which is larger and strangely seems to contain less information. SAGE handbook is easier to navigate, in comparison.

0 of 0 people found the following review helpful.
Useful overview
By Herman Ilgen
The Sage Handbook provides a useful overview of the current state of research into non verbal communication. As it covers a wide variety of subjects the depth is sometimes limited. But with the literature referred to one can easily dig deeper. The overview of the history of insights into nonvebal communication misses one important writer: Theodor Piderit, a German physician and contemporate of Darwin. Fridlund quotes him on the subject of repetitive facial micromovents in relationship to personality traits.

0 of 0 people found the following review helpful.
Brilliant collection of essays
By Darragh Geoghegan
Simply the most complete collection of essays and papers on non-verbal communication ever published. All essay are brilliantly written; both easy to read while still maintaining the necessary technical details any one serious about the subject needs to know. For anyone not put off by the size and cost it will drastically improve your understanding of communication and social dynamics. Definitely worth the purchase, highly recommended.

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# Ebook Download The Handbook of Mentoring at Work: Theory, Research, and Practice, by Belle Rose Ragins, Kathy E. Kram

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…a comprehensive overview of the current state of research, theory and practice drawn from the leading scholars and practitioners who have advanced our understanding of mentoring in the workplace… The Handbook of Mentoring at Work; Research, Theory, and Practice, provides a definitive guide that not only informs the field, but also extends it in three critical ways: Chronicles the current state of knowledge of mentoring and identifies important new areas of research: The Handbook begins with offering an extensive, cutting-edge and in-depth review of core topics in mentoring research, such as diversity in mentoring relationships, learning processes in mentoring relationships, formal mentoring, peer mentoring, socialization and mentoring, leadership and mentoring, dysfunctional mentoring, personality and mentoring, and electronic mentoring. Extends the theoretical horizon of mentoring: The theoretical section of the Handbook builds and extends mentoring theory by drawing on a diverse and rich literature of related theories, such as network theory, adult development theory, relational theory, communication theory, personal change theory, work-family theory and theories of emotional intelligence. Builds a bridge between the practice and study of mentoring: The Handbook includes chapters that address not only formal mentoring programs, but also mentoring practices that relate to leadership development programs, diversity programs and international perspectives. The Handbook is a "must-have" reference for understanding the key debates and issues facing mentoring scholars and practitioners, and provides a theory-driven road map to guide future research and practice in the field of mentoring.

Sales Rank: #1601173 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2007-10-09
Original language: English
Number of items: 1
Dimensions: 10.10" h x 1.80" w x 7.10" l, 3.26 pounds
Binding: Hardcover
760 pages

Features

Used Book in Good Condition

Review
"This handbook is poised to become a classic in career and mentoring literature with its potential long-term heuristic usefulness in generating new intersections among theory,research, and practice...it is encouraging that so much of the handbook establishes grounds for future communication research and relates directly to current trends in organizational and managerial communication."

―MANAGEMENT COMMUNICATION QUARTERLY (Rebecca L. Weiler, Suzy D'Enbeau, Patrice M. Buzzanell Management Communication Quarterly-February 2008 2008-05-28)

"Its scope is wide but generally appropriate to its vision, and unlike some handbooks, there is substantial cross-referencing within the chapters. And the introductory and concluding chapters are excellent. Doctoral students will find that the Handbook provides a rich summary of extant studies and terrific ideas for future research. Mentoring researchers will find this a vital book to have on the shelf." (Donald E. Gibson 2009-08-27)

About the Author
Belle Rose Ragins is a Professor of Management at the University of Wisconsin-Milwaukee. Her research focuses on mentoring and diversity in organizations and has been published in such journals as the Academy of Management Journal, Academy of Management Review, Academy of Management Executive, Journal of Applied Psychology, Journal of Management and Psychological Bulletin. She is co-editor of Exploring positive relationships at work: Building a theoretical and research foundation (with Jane Dutton) and co-author of Mentoring and diversity: An international perspective (with David Clutterbuck). She has served on the editorial review boards of the Academy of Management Journal, Personnel Psychology, Journal of Vocational Behavior, Group & Organizational Management, and the Journal of Applied Psychology. Dr. Ragins has received a number of national awards for her research, including the Academy of Management Mentoring Legacy Award, the Sage Life-Time Achievement Award for Scholarly Contributions to Management, the American Society for Training and Development Research Award, and the American Psychological Association Placek Award. She was awarded the first Visiting Research Fellowship at Catalyst and was Research Advisor for 9-to-5, the National Association of Working Women. She was also a founder and the Research Director of the UWM Institute for Diversity Education and Leadership (IDEAL). Dr. Ragins is a Fellow of the Society for Industrial-Organizational Psychology, the Society for the Psychology of Women, the American Psychological Society, and the American Psychological Association. Her joys include morning runs along Lake Michigan with her adopted dogs, Wally and Greta, and exploring the American wilderness with her husband Erik.

Kathy E. Kram is Professor of Organizational Behavior at the Boston University School of Management, and Everett W. Lord Distinguished Faculty Scholar. Her primary interests are in adult development, mentoring, developmental networks, leadership development, and relational learning in organizations. In addition to her book, Mentoring at Work, she has published in such journals as the Academy of Management Journal, Academy of Management Review, Harvard Business Review, Leaders in Action, Qualitative Sociology, Journal of Management Inquiry and Organizational Dynamics. Her research, consulting, and writing are aimed at understanding the role of a variety of developmental relationships in enhancing leadership effectiveness and individual development throughout the life course. During 2000-2001, she served as the H. Smith Richardson, Jr. Visiting Research Scholar at the Center for Creative Leadership. She is a founding member of the Center for Research on Emotional Intelligence in Organizations (CREIO), and received the first Academy of Management Mentoring Legacy Award. She is currently serving on the Board of Governors at the Center for Creative Leadership (CCL), and on the editorial boards of Journal of Applied Behavioral Science and Academy of Management Learning and Education. Professor Kram teaches undergraduate, MBA, and Executive MBA courses in Global Management, Leadership, and Team Dynamics. She consults with private and public sector organizations on a variety of talent development concerns. She enjoys traveling, hiking, and listening to music with her husband, Peter, and her son, Jason.

Most helpful customer reviews

2 of 3 people found the following review helpful.
outstanding collection of writings
By hopeful
This book is a must read for anyone interested in mentoring. The chapter on relational mentoring is particularly significant, especially in relation to women.

0 of 0 people found the following review helpful.
Five Stars
By annette
Excellent scholarly book summarizing research in mentoring.

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Selasa, 28 Juli 2015

? Ebook Creative Leadership: Skills That Drive Change, by Gerard J. Puccio, Mary C. Murdock, Marie Mance

Ebook Creative Leadership: Skills That Drive Change, by Gerard J. Puccio, Mary C. Murdock, Marie Mance

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Creative Leadership: Skills That Drive Change demonstrates how creative thinking is an essential element of leadership, especially when bringing about change. In this engaging book, authors Gerard J. Puccio, Mary C. Murdock, and Marie Mance provide a unique combination of conceptual arguments, practical principles, and proven tools to enhance future leaders' effectiveness in creating and managing change.

Sales Rank: #3725353 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2006-09-14
Original language: English
Number of items: 1
Dimensions: .81" h x 6.34" w x 9.08" l, 1.19 pounds
Binding: Hardcover
328 pages

Features

Used Book in Good Condition

About the Author

Dr. Gerard J. Puccio is Professor and Chair of the International Center for Studies in Creativity at Buffalo State, a unique academic department founded in 1967 that offers a Master of Science degree in creativity and a Graduate Certificate in Creativity and Change Leadership. Dr. Puccio has published more than 40 scholarly works and delivered more than 40 presentations at conferences and research meetings. As an internationally recognized creativity researcher, Dr. Puccio has presented his work in such countries as England, Italy, the Netherlands, Canada, France, Singapore, India and Hong Kong. Recently Dr. Puccio was one of the featured speakers in a panel discussion on creativity and intelligence at an international conference sponsored by the French Federation of Psychology to celebrate the one-hundredth anniversary of Binet’s work. In recognition of his scholarly efforts, Dr. Puccio received the State University of New York’s award for exemplary contributions to research.

In addition to his scholarly work, Dr. Puccio has delivered workshops and consulting services to numerous organizations including: Procter & Gamble, Kraft, Nabisco, 3M, IBM, Fisher-Price Toys, Rich Products, and many others. He has delivered creativity training programs and courses in a number of countries, including: Spain, Ireland, Brazil, England, and Tanzania.

Dr. Puccio received his doctoral degree in Organizational Psychology from the University of Manchester, England.

Mary C. Murdock was an Associate Professor and graduate faculty member at the International Center for Studies in Creativity, Buffalo State College, Buffalo, NY, where she taught graduate courses and supervised master’s work. Through her career, Dr. Murdock was involved in international work, including work as a guest lecturer on qualitative research in the Cognitive Psychology Unit of the University of Bergen and in teaching Creative Problem Solving courses at international schools in five countries (Colombia, Dominican Republic, Tanzania, China, Malaysia).

Her publications included two texts: Creative Problem Solving and Role Playing, co-authored with E. Paul Torrance and Creativity Assessment: Readings and Resources with Gerard Puccio. She was also a co-editor along with Center colleagues, of Understanding and Recognizing Creativity: The Emergence of a Discipline and Nurturing and Developing Creativity: The Emergence of a Discipline.

Mary held a BA in English from the University of North Carolina at Greensboro, an M.Ed. in Gifted Education and a doctorate in Educational Psychology from the University of Georgia.

Marie Mance is Director of Leadership Development at Buffalo State College and an adjunct faculty member at the International Center for Studies in Creativity, teaching in the undergraduate and graduate programs. She holds an M.S. in Creativity and M.Ed. in Counseling/Student Personnel. She has traveled internationally to present creativity and creative problem solving courses and workshops in Nigeria, Singapore and South Africa. She has also designed and delivered workshops in creativity, strategic planning and other change initiatives for a number of organizations in the public and private sector. Currently she is developing and presenting leadership programs for faculty, staff and students at Buffalo State with creativity as a core component. Marie also coaches in the leadership program and has completed training at the Coaches Training Institute. She is pursuing certification to become a Certified Professional Co-Active Coach. She is President of the Niagara Frontier chapter of ASTD (American Society for Training and Development) and a Colleague of the Creative Education Foundation.

Most helpful customer reviews

7 of 7 people found the following review helpful.
Books Shows How Creativity Powers Change
By Joseph Tay
The authors put up a strong case of the leadership-creativity connection. Using research by other scholars, the authors highlight problem solving as an important skill set of a leader. The book takes the reader through the creative problem solving process that Buffalo is renowned for and the techniques to facilitate divergent and convergent thinking.

The book is easy to read with practical examples to aid learning. The coverage is comprehensive including sections on creative styles and climate. There is theorectical basis which helps the reader to understand and build confidence.

This book guides me on how to get out of the rut and inspires me that things can be different. A great resource book.

5 of 6 people found the following review helpful.
Current Thinking About Thinking
By Gregg Fraley
As a student of creative process, I've made it a point to read nearly every book that comes out on the subject. Creative Leadership: Skills That Drive Change is a seminal book on the topic, a must read if you want to be aware of the latest thinking about creative thinking.

Gerard Puccio, Mary Mance, and the late Mary Murdock, have written a book that forwards the field, and adds new thinking to how people think. Importantly, this is not just a book about creative thinking, but a book about how that topic connects with the all important skills of leadership and change. This is a scholarly book, and yet, it is highly readable, with good examples and case studies. I've read this book several times because there is no better guide, no better text, for understanding how structured creative thinking can help solve complex challenges.

For those who care, this book modifies, extends, and adapts the 55 year old Osborn-Parnes model of creative problem solving. The new model improves on the old one by recognizing that it is not always necessary to walk through every step in a structured model. It adds a diagnostic step that is missing in the original Osborn-Parnes, and it includes in the idea development phase, the idea refinement step. These subtle shifts from the original process are helpful in adapting the process to real world challenges. Puccio has also developed the FourSight Online Assessment which works hand in glove with the adapted creative problem solving model, see: [...]

Jack's Notebook: A business novel about creative problem solving -- for another perspective on structured creative problem solving in the form of a business novel.

1 of 1 people found the following review helpful.
Creative Problem Solving Handbook
By Pete
Originally, I had no idea what the Creative Problem Solving process was, but after reading this book as required reading for my Creativity and Innovation class at the University of South Florida in St. Petersburg, I knew it had the power to change. The Creative Problem solving process set forth in this book is very straightforward, relatively easy, and gives you instructions on how to solve some of the biggest challenges out there.

Businesses run into problems all the time, and sometimes not knowing how to solve them can be a real challenge. This is where CPS comes into play, and it can thus help organizations grow using both divergent and convergent thinking. In a way, the Creative Problem Solving process mimics Design Thinking, and it forces you to reexamine the problem, while being open to some pretty wild ideas.

The book is definitely beneficial to those people who use it in conjunction with a project based learning approach. It's also very beneficial to have more than one person participate in the process, so as to get an influx of ideas and not being limited to your own imagination. Having people of diverse backgrounds can definitely help, and being deferring judgement of those ideas is also crucial to the process. I liken it to the kid who gets up in front of the classroom and has everyone laugh at him. Will he share his ideas? Probably not! By deferring judgment, the possibilities of a solution are more readily available, since you piece together a potential solution from bits and pieces of the other ideas.

Since being exposed to CPS, I can definitely say it's a game changer. It taught me to "get out of the building" and do some ethnographic research. Watch what people are doing, and examine the problem at hand. You'd be surprised by what you learn. Also, since the process does require a facilitator for brainstorming sessions, consider hiring a Creative Problem Solving consultant to help guide the process. By being knowledgeable you gain insight, but having someone guide the way creates a vision for the future, and I'm sure that's going to be full of winning strategies.

Check out the Creative Problem Solving Institute for more information.

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Kamis, 23 Juli 2015

~~ PDF Ebook Applied Developmental Science: An Advanced Textbook (The SAGE Program on Applied Developmental Science)From Brand: SAGE Publications, In

PDF Ebook Applied Developmental Science: An Advanced Textbook (The SAGE Program on Applied Developmental Science)From Brand: SAGE Publications, In

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This affordable paperback course textbook has been adapted from the landmark four-volume Handbook of Applied Developmental Science (SAGE 2003). In 20 chapters, Applied Developmental Science: An Advanced Textbook brings together the latest in theory and application from applied developmental science and the positive psychology movement. This advanced text summarizes and synthesizes the best scientific knowledge from ADS to help readers understand the efforts being made around the world to ensure that all children and adolescents develop into healthy adults who contribute positively to society.

Sales Rank: #1151704 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2005-01-12
Original language: English
Number of items: 1
Dimensions: 10.06" h x 1.19" w x 6.78" l, 2.18 pounds
Binding: Paperback
576 pages

Features

Used Book in Good Condition

About the Author

Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Applied Developmental Science Institute in the Eliot-Pearson Department of Child Development at Tufts University. A developmental psychologist, Lerner received a Ph.D. in 1971 from the City University of New York. He has been a fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, American Psychological Association, and American Psychological Society. Prior to joining Tufts University, he held administrative posts at Michigan State University, Pennsylvania State University, and Boston College, where he was the Anita L. Brennan Professor of Education and the Director of the Center for Child, Family, and Community Partnerships. In 1994-95, he held the Tyner Eminent Scholar Chair in the Human Sciences at Florida State University. He is author or editor of 55 books and more than 360 scholarly articles and chapters. He edited Volume 1 (Theoretical Models of Human Development) for the fifth edition of the Handbook of Child Psychology. He is the founding editor of the Journal of Research on Adolescence and Applied Developmental Science. He is known for his theory of, and research about, relations between life-span human development and contextual or ecological change. Lerner has done foundational studies of adolescents’ relations with their peer, family, school, and community contexts and is a leader in the study of public policies and community-based programs aimed at the promotion of positive youth development. With Sage, he authored America’s Youth in Crisis: Challenges and Options for Programs and Policies (1995), co-edited the four-volume Handbook of Applied Developmental Science, and is co-editing the two-volume Encyclopedia of Applied Developmental Science.

Francine Jacobs, Ed.D., is Associate Professor at Tufts University, with a joint appointment in the Eliot-Pearson Department of Child Development and the Department of Urban and Environmental Policy and Planning, of which she is currently Chairperson. Her research and teaching interests are primarily in the area of child and family policy--child welfare and protection, child care and early childhood education, family support, and community-based initiatives--and in program evaluation. During her time at Tufts, she ahs been the principal investigator for numerous grants, with projects ranging from coordinating an early childhood community planning process in Boston to developing an evaluation process for state family preservation programs. Her current project is a multiyear evaluation of a universal home visiting program for teen mothers, Health Families Massachusetts. In addition to her teaching and research, she serves on several advisory committees for child and family service organizations and research studiesand was recently appointed to the National Academy of Sciences' Committee on Family and Work Policies. She graduate from Brandeis University and received her master's and doctoral degrees from Harvard University. Pior to joining the Tufts faculty in 1986, she directed two early childhood programs and was the associate director and director of research at the Harvard Family Research Project. She also maintained an active program evaluation practice, consulting for numerous organizations on the planning and conduct of evaluation activities. She has lectured and written extensively about program evaluation and about child and family policy. Her two coedited volumes, "Evaluating Family Program" and "More Than Kissing Babies: Current Child and Family Policy in the United States," focus on these areas.

Donald Wertlieb, Ph.D., is Director of the Tufts University Center for Children and Professor and former Chairman of the Eliot-Pearson Department of Child Development. He is an applied developmental scientist with a background in clinical-developmental and pediatric psychology. His major research interests are understanding the complex processes by which children and families cope with stressors such as marital separation and divorce and chronic illness. In addition to his basic research, he conducts program evaluations of community partnerships and other collaborations. He was recently funded by the National Cancer Institute to develop a multimedia interactive health education curriculum aimed at preventing drug, alcohol, and nicotine abuse by young people. He served on the steering group of the National Forum on the Future of Children and Families and was president of the Society of Pediatric Psychology (1996-1999), a professional membership organization of about 1,000 scholars and practitioners committed to the improvement of health care research and services for children and families. He has been interim chairman of the Department of Education at Tufts and a lecturer in the Department of Social Medicine and Health Policy at Harvard Medical School.

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Solomon offers a simple-to-follow matrix for aligning activities, problems, and assessments with NCTM standards, plus scaffolds for building student understanding and suggestions for using manipulatives and educational software.

Sales Rank: #2403383 in Books
Brand: Corwin
Published on: 2007-05-24
Original language: English
Number of items: 1
Dimensions: 10.94" h x .80" w x 8.45" l, 2.05 pounds
Binding: Paperback
336 pages

Features

Concept statements and scaffolds for building student understanding
Suggestions for working with manipulatives, calculators, Web sites, and educational software
Ready-to-use sample activities, problems, and assessmentsIdeal for teachers as well as math coaches,
Title - The Math We Need to Know and Do in Grades 6-9.
Sub Title - Concepts, Skills, Standards, and Assessments.

Review
"Does a wonderful job of connecting mathematical objectives with instructional techniques and real-world applications. Makes a valuable contribution to the field by integrating multiple resources and linking content and pedagogy."
(Edward C. Nolan, Mathematics Department Chair 2006-07-14)

"Educators are always looking for new ideas, and this book provides many creative ideas and a conceptual way of looking at the mathematics topics in grades 6–9." (Mary Kollmeyer, Math Teacher 2006-09-25)

"Expertly connects state and national standards to examples from our curriculum. With this text, you can be sure that you are teaching what you are expected to teach and that students have the necessary scaffolding for understanding." (Kimberly Puckett, Math Teacher 2006-09-25)

"Presents a framework for understanding important mathematical concepts and provides teachers with ready-to-use performance tasks and dialogue questions." (Wesley Yuu, Educational Consultant 2006-09-25)

"An excellent, practical, and well-organized resource for planning math lessons that will address content standards found in all state curriculum frameworks."
(Anne Roede Giddings, Assistant Superintendent 2006-09-25)

"From ideas for working with Web sites to common barriers to learning, this book is a winning strategy that education collections must have." (California Bookwatch, October 2007 2007-11-07)

"This updated resource embraces assessment, standards, and the pedagogical approaches necessary to engage both teachers and students in the learning of essential math concepts. The book provides a systematic approach for the development of school-based curriculum development and assessment through reflective practice." (Curriculum Connections, Spring 2008 2008-08-07)

About the Author
Pearl G. Solomon is professor emerita of teacher education at St. Thomas Aquinas College in Sparkill, New York. She has served as a director and officer for professional organizations and as a consultant to many school districts, the New York State Education Department, and the United States Department of Education. Solomon is the recipient of a number of special awards from the state and community for her work in science, math, health, and career education.

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0 of 0 people found the following review helpful.
Good
By Luanne Bunch
I expected the book to have an orange book jacket as shown in the picture. However, the book was in super condition.

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Selasa, 21 Juli 2015

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Through examples, illustrations, and self-assessments, this volume provides the tools teachers need to build the productive working relationships that are the foundation of successful schools.

Sales Rank: #3251886 in Books
Brand: Corwin
Published on: 2004-06-10
Original language: English
Number of items: 1
Dimensions: 8.96" h x .28" w x 6.14" l, .39 pounds
Binding: Paperback
104 pages

Features

Exercise leadership influence in their relationships with co-workers.
Understand the concepts of conflict and resolution as applied to the school setting.
Judge how to effectively contribute to a team effort.
Examine their own performance and professional growth .By pooling your strengths with those of your fellow
Edited - Mario C. Martinez

Review
"Would be a great ‘welcome to our school’ gift from principals to new teachers." (Kim Truesdell, Teacher Education Institute)

"This training will be a useful resource for a wide range of individuals, from new teachers or even student teachers to supervising teachers." (Michelle Barnea, Educational Consultant)

About the Author
Mario C. Martinez is Associate Professor in the Department of Educational Leadership at the University of Nevada Las Vegas (UNLV), where he teaches courses in leadership, human relations, educational change, and administration. Prior to joining UNLV, he had been an assistant professor in Educational Management and Development at New Mexico State University. His career also includes stints at the Hewlett Packard Corporation as a financial analyst and at the Governor’s Office in the State of Arizona as a Strategic Management Officer.

Mario also owns MCM Consulting, which is primarily a seminar and speech delivery company, with seminar topics that include Change, Empowerment, and Personality, and Interaction. His array of career exposures has contributed to his multidisciplinary approach to thinking pragmatically about professional development, evident both in this book and in his seminars and speeches.

Mario’s research has been concentrated in the areas of human resource planning, organizational structures of state educational systems, and the change and management of those systems. He has a Ph.D. from Arizona State University and an MBA from the University of Texas at Austin.

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0 of 0 people found the following review helpful.
Book was in good condition New
By Tracy
Received the book today and it had a $2 price sticker on it,,,, I paid $5.95.... Book was in good condition New

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Senin, 20 Juli 2015

@ Download The SAGE Dictionary of Qualitative Inquiry, by Thomas A. Schwandt

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Intended as a guide to the terms and phrases that partially shape the origins, purpose, logic, meaning, and methods of the practices known as qualitative inquiry, this Third Edition has 70 additional terms as well as a Readers' Guide. Key references have been updated and several terms and phrases from previous editions have been reorganized and expanded. The dictionary entries are intended as a guide to the methodological and epistemological concepts and theoretical orientations of qualitative inquiry. Students and teachers will find this book a very useful resource for navigating various perspectives on qualitative inquiry and as a starting point for launching their own investigations into the issues covered in this guide.

Key Features of the Third Edition:

This edition offers more comprehensive coverage of qualitative inquiry.

The text includes an abundance of new terms based on developments in the field.
Key references help deepen readers knowledge of qualitative terminology.
More in-depth coverage of methods terms helps users better acquaint themselves with the research options at their fingertips.
This edition also contains approximately 70 new entries and a Readers' Guide.

Sales Rank: #680859 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2007-03-05
Original language: English
Number of items: 1
Dimensions: .76" h x 6.05" w x 9.08" l, 1.06 pounds
Binding: Paperback
360 pages

Features

Used Book in Good Condition

About the Author

Thomas A. Schwandt is Professor of Education in the Department of Educational Psychology in the College of Education at the University of Illinois Urbana-Champaign. He also holds appointments in the Unit for Criticism and Interpretive Theory and the Department of Education Policy, Organization, and Leadership. He has been a faculty member and a Fellow of the Poynter Center for Ethics and American Institutions at Indiana University, Bloomington and member of the faculty in medical education at the University of Illinois at Chicago. His papers on qualitative methodology, issues in the philosophy of interpretive social science, and evaluation theory have appeared in a variety journals and edited books.

He is the author of Evaluation Foundations Revisited: Cultivating a Life of the Mind for Practice (Stanford University Press, 2015), Evaluation Practice Reconsidered (Peter Lang, 2002), and Evaluating Holistic Rehabilitation Praxis (Kommuneforlaget, Oslo, 2004); and co-author (with Kenneth Prewitt and Miron Straf) of Using Science as Evidence in Public Policy (National Academies Press, 2012) and (with Edward Halpern) of Linking Auditing and Meta-evaluation (Sage, 1988); co-editor (with Katherine Ryan) of Exploring Evaluator Role and Identity (Information Age Press, 2002), (with Peder Haug) of Evaluating Educational Reforms: Scandinavian Perspectives (Information Age Press, 2003), and (with Bridget Somekh) Knowledge Production: The Work of Educational Research in Interesting Times (Routldege, 2007). He was the editor of the American Journal of Evaluation from 2010-2014.

In 2002, he received the Paul F. Lazarsfeld Award from the American Evaluation Association for his contributions to evaluation theory.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Great reference book for novice qualitative researchers
By NY10017
I found this book particularly handy when I just want to have a quick reference to some terminology that I don't understand.

The compact size of the book is very user-friendly. Unlike other bulky qualitative handbooks, it's much easier to flip the pages and make notes all over the book.

1 of 1 people found the following review helpful.
All About "Qualitative Inquiry"
By William Wargo
I have been using Thomas Schwandt's second edition of the "Dictionary of Qualitative Inquiry" for many years now. When his new third edition became available, I knew I needed it in my reference library. This book goes beyond just definitions and adds brief discussions of most items. This gives an indepth context for better understanding. The author also suggests other key references. These are great sources for further study. I could not be an effective dissertation consultant without it. Anyone who reads or writes about qualitative methods will find this book indispensable.

1 of 1 people found the following review helpful.
Useful but...
By ET
I purchased this because it was a requirement for a qualitative research class I am taking. It is useful, but in this age of google... I'm not sure it is a requirement. The "definitions" are generally a paragraph or two discussing the background etc of the term in question. Well written and generally easy to follow... but it is a graduate level book.

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A powerful array of field-tested literacy tools for closing the achievement gap!

This book provides a comprehensive and systematic framework for developing literacy skills and improving reading in all content areas. With funding from the Carnegie Corporation and the U.S. Department of Education, author Margarita Calderón has developed a research-based approach to expediting reading comprehension that results in higher test scores not just for ELLs, but for all students. Educators can easily complement their instruction with ready-to-use tools, including:

Lesson templates
Rubrics
Sample lesson plans
Strategies for teaching reading and vocabulary in content areas
Descriptions of successful programs
Professional development designs

Sales Rank: #314481 in Books
Brand: Corwin
Published on: 2007-04-25
Original language: English
Number of items: 1
Dimensions: 9.90" h x .50" w x 7.00" l, .90 pounds
Binding: Paperback
184 pages

Features

Lesson templates.
Rubrics.
Sample lesson plans in mathematics, science, language arts, and social studies.
Descriptions of successful programs.
Professional development designs.Without strong reading skills, students will never reach their full

Review
"ExC-ELL is about dispelling myths regarding what ELL students can and cannot do. It's also about supporting teachers in the delivery of the high quality, rigorous instruction all students deserve. This book should be in the hands of every middle and high school teacher, serving not just ELL students, but all students who need help increasing their speaking, reading and writing skills." (Jane Escobedo, Director, English Language Learner Services 2006-08-21)

"Provides a model for comprehensive literacy instruction to enhance students' vocabulary and reading comprehension while gaining and consolidating critical content knowledge in the areas of math, science, language arts and social studies. This outstanding book will prove useful to anyone who is working with English Language Learners in the intermediate grades through high school." (Rebecca S. Donaldson, Reading First Director 2006-08-21)

"A welcome addition in providing the high-quality educational experiences students need in order to master a new language and open the doors to the world of opportunity that awaits them." (Dawn Billings, Partner 2006-08-23)

"A fabulous book that covers everything teachers need to know about teaching reading to ELLs. Contains tons of information that readers can use right away." (Arlene Mylinski, ESL Teacher 2006-08-23)

"For ELL students to succeed academically, effective teaching strategies and best practices must be demonstrated in the classroom. This book provides a systematic and detailed map for helping to ensure success for all students." (Daniel S. Hamada, Superintendent 2006-08-23)

"Offers numerous strategies for building background knowledge and making content comprehensible. Rich with graphic organizers, a glossary, and other tools for teachers." (Nadia Mykysey, Adjunct Faculty 2006-08-24)

"The best synthesis of reading strategies for secondary ELLs that I've seen. There is something for everyone in this book, from novice teachers to veterans. Doesn’t add to teachers' workloads, but instead replaces ineffective strategies with successful ones." (Neal A. Glasgow, Teacher and Author 2006-08-23)

"What a welcome addition to the middle and high school instructional program. The ten lesson components work interactively to facilitate students' comprehension, which leads to their academic success across the content areas. Now every teacher can have the tools to become an effective language teacher!" (Margo Gottlieb, Director of Assessment and Evaluation 2006-08-30)

About the Author

Margarita Calderón, PhD is professor emerita senior research scientist at Johns Hopkins University School of Education. Since 2004, she has been conducting research studies funded by the Carnegie Corporation of New York. She has conducted longitudinal studies on English learners’ language and literacy development in elementary, middle, and high schools, and is now focusing on professional development designs for adopting evidence-based instruction.

The author of more than one hundred articles, chapters, books, and teacher training manuals, Dr. Calderón’s most recent professional book is Teaching Reading to English Language Learners, Grades 6–12. She also developed RIGOR (Reading Instructional Goals for Older Readers), a series of intervention resources for older students reading at preliterate–Grade 3 levels. RIGOR is being used in New York City, Boston, Houston, Louisville, Salt Lake City, and other major cities.

Dr. Calderón has worked as an ESL high school teacher, a professional development coordinator for San Diego State University, and a bilingual director for the University of California at Santa Barbara. She presents frequently at conferences of major education organizations, including the International Reading Association, Teachers of English as a Second Language, and National Association of Bilingual Educators.

Born in Juárez, Mexico, Dr. Calderón was educated in Mexico and the United States, receiving her BA in English and MA in linguistics from the University of Texas at El Paso, followed by a PhD from Claremont Graduate School in Pomona, California.

Most helpful customer reviews

10 of 10 people found the following review helpful.
Important Information Clumsily Presented
By WritingGuy
This book is a mess. It desperately needs an editor to clean up the clunky grammar, preferably one who knows a little about parallel structure, and one who might notice that chapter 8 is a copy (albeit a condensed one)of chapter 4, much of it word for word.

The practices espoused within the ExC-ELL method are rooted in research and, if you can get past the annoying use of complicated jargon, highly useful. As a middle school language arts teacher with ELLs in my class, there is much in here that I will use. I only wish the book were more reader-friendly, that someone would have checked it for redundancies. That, overall, the information were more easily accessible.

Content = *****
Quality of writing/editing = **

1 of 1 people found the following review helpful.
Teaching Reading to English Language Learners- M.. Calderon
By P. Christian
For those who have been in the business of teaching English Language Learners this book is an excellent framework for teaching reading gleaning from research that has been in practice since my early days of teaching. Current research on teaching Tiered vocabulary is integrated throughout. I recommend this book for all mainstream, special area and ELL teachers. Great text for professional development.

0 of 0 people found the following review helpful.
Good Discussion and Suggestions for any classroom
By Phyllis L. Meyer
This book really helps with focusing on methods to help ESL etc., students. It helps with simple suggestions, as well as thought provoking changes in lesson planning and teaching strategies.

See all 6 customer reviews...

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Minggu, 19 Juli 2015

! PDF Download Inclusion Strategies That Work!: Research-Based Methods for the Classroom, by Toby J. Karten

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Whether you are a general education or a special education K–12 teacher, this resource helps you understand and implement strategies for successful classroom inclusion.

Sales Rank: #6956311 in Books
Published on: 2004-10-28
Original language: English
Number of items: 1
Dimensions: 1.05" h x 8.66" w x 11.14" l,
Binding: Hardcover
400 pages

Review
I have been teaching introductory courses in special education for 5 years. Each year I review books to see if I can find the one that truly speaks to the needs of my students in this ever-changing field. I found what I was looking for in Inclusion Strategies That Work! (Martha Lawson, Assistant Professor)

I found the content extremely interesting. The lessons are productive and easy to follow. (John Zerillo, Computer Technician)

What a wonderful, comprehensive tool for educators! The text highlights all of the key areas promoting success for students in inclusive environments. (Scott Rossig, Behavioral Consultant)

This compilation of inclusion strategies significantly covers topics of importance to any educator or parents who seeks information related to the special needs population. The concentration on the aspects that are key in special education are extensively discussed. (Fatima Ramirez, Teacher of the Handicapped)

A comprehensive text of activities and worksheets for teachers and students . . .a must read! (Barry Swartz, Teacher of the Handicapped)

A great resource for all teachers struggling to effectively include students with disabilities in general education classrooms. (Diane Cavanagh, Department of Special Education and Rehabilitation)

I would buy this book in a minute. It is informative, interesting, and will provide a lot of guidance in my future teaching career. (Elise Pelcz, Graduate Student in MAT Special Education program)

As a college student studying special education, this text is very comprehensive and a helpful resource. (Kelly Maloney, Student)

This book contains everything you need to know about inclusion! It’s totally complete and comprehensive. (Ginger Wescott, Special Education Teacher)

This book is current and every teacher, regardless of specialty and experience, should get this book. (Rhonda Gibson, Special Education Teacher)

Toby Karten certainly has a grasp on the needs of teachers in the inclusive classroom. Her book is filled with practical applications for adapting curriculum for students with disabilities. (Carol Sprague, Recipient, New Jersey Mentoring and Modeling in Technology)

This is a very timely book. Today with No Child Left Behind, which is a regular education initiative, inclusion will need to be part of special education more than ever before. (Herbert Miller, Chief Administrator)

Inclusion Strategies That Work! is an invaluable tool for teachers to help meet the needs of all learners in a diverse classroom. (Arthur Tepper, Professor)

This book enlightens and sometimes startles the reader with light bulb responses. It reflects the author’s unique sense of humor. (Joan Cingar, Educational Media Specialist)

About the Author

Learn more about Toby Karten's PD offerings

Toby J. Karten is an experienced educator who has been immersed in the field of special education for her entire career. As an accomplished author and researcher, she has presented successful staff development to local, national, and international audiences. Toby is affiliated with Drew and Monmouth University and is an adjunct professor and graduate instructor at the Regional Training Center, which is affiliated with Gratz College and The College of New Jersey. Being involved in the field of special education for the past three decades has afforded Ms. Karten an opportunity to help many children and adults from elementary through graduate levels around the world. She has been a resource teacher, staff developer, adult educator, and inclusion coach and consultant in New York and New Jersey schools and in many districts nationally and globally. In addition to her roles as an inclusion coach, student and family advocate, professional developer, mentor and resource teacher, Toby designed graduate courses titled From Challenge to Success; LD, ADHD, and the Spectrum and Skills and Strategies for Inclusion and disABILITY Awareness. She has trained instructors in three states to teach her courses. In addition, she has designed online courses for NaMaYa titled Collaborative Practices for Inclusive Classrooms and Interventions for Students with Dyslexia and Other Reading Differences. She has been recognized by both the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. She earned an undergraduate degree in special education from Brooklyn College, a master of science in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate from Gratz College. Toby has authored several books and resources about inclusion practices and the CCSS, which are currently used for instruction on many college and university campuses and schools throughout the world.

Ms. Karten is married, has a son, and a few dogs. She enjoys teaching, reading, writing, artwork, and most of all, learning. Toby believes that inclusion does not begin and end in the classroom, but is a philosophy that continues throughout life. Hence, inclusion is not only research-based, but life-based as well!

Most helpful customer reviews

0 of 0 people found the following review helpful.
I needed this for a class. I found recycled ...
By Rescue Owner
I needed this for a class. I found recycled content that was not well organized. If you don't have to buy it for a course (required text for a course the author created), look for another book.

2 of 2 people found the following review helpful.
Inclusion Strategies That Work
By cpie
I have been teaching preschool special ed for 30 years, I am now moving into a position as a inclass support instructor in a grade school. I was looking for books that could explain the process. I was also looking for books that would help me develop activities that would help me to reach the students that I will be teaching.
This is an excellent book for people who need a general background on Inclusion. It talks about the law, the different leaning disabilities and it also talks about learning stategies that you can use with children who are having difficulites with the so called "normal way" of teaching. I plan to share this with my collegues who are having a difficult time realizing that they are responsible for teaching all kinds of childen.

2 of 2 people found the following review helpful.
Unrealistic in today's classrooms
By Bradford R Stephens
Was required text for master's level course. After having already been in the classroom, I question those who wrote it. Was not realistic in any way, shape, sort, or fashion for those who teach today. Would only use it as a reference in what it would be like in a perfect world where resources and manpower were available at the drop of a hat. Either that or find a school district where one of the authors work at and get a job teaching so I can have my own co-teacher and para-professional available at all times.

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Kamis, 30 Juli 2015

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Senin, 20 Juli 2015

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Minggu, 19 Juli 2015

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