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This is a jewel among methods handbooks, bringing together a formidable collection of international contributors to comment on every aspect of the various central issues, complications, and controversies in the core methodological traditions. It is designed to meet the needs of those disciplinary and nondisciplinary problem-oriented social inquirers for a comprehensive overview of the methodological literature.

• Sales Rank: #3426108 in Books
• Brand: Brand: SAGE Publications Ltd
• Published on: 2007-11-08
• Original language: English
• Number of items: 1
• Dimensions: 9.74" h x 1.64" w x 7.36" l, 2.87 pounds
• Binding: Hardcover
• 640 pages

Features

• Used Book in Good Condition

Review
"This timely collection maps developments and explores new territories to meet the challenges and bring about possibilities for social science inquiries." (CHOICE 2008-10-20)

About the Author
Stephen Turner is Graduate Research Professor. His Ph.D. is from the University of Missouri. His dissertation, Sociological Explanation as Translation , was published in 1980 by Cambridge . He is the author of a number of books in the history and philosophy of social science and statistics, including books on Max Weber, on whom he also edited the Cambridge Companion volume. He is the co-author of the standard one-volume history of American Sociology, The Impossible Science. He has also written extensively in science studies, especially on patronage and the politics and economics of science, and on the concept of practices, including two books, The Social Theory of Practices and Brains//Practices/ Relativism . His Liberal Democracy 3.0: Civil Society in an Age of Experts, reflects his interest in the problem the political significance of science. Among his other current interests are problems of explaining normativity, especially the conflict between philosophical and social scientific accounts, and issues relating to the implications of cognitive neuroscience for social theory, especially related to the problem of tacit knowledge and mirror neurons. He is also engaged in a large project on the realism of Hans Kelsen and Max Weber and its relevance for contemporary discussions of political theory and law. His most recent book, Explaining the Normative (Polity 2010) is a critique and an alternative to the accounts of “normativity” one finds in philosophers like McDowell, Brandom, Korsgaard, Nagel, and the like. Among his other recent edited books are The SAGE Handbook of Social Science Methodology, with William Outhwaite, and The Routledge International Handbook of Contemporary Social and Political Theory, with Gerard Delanty. He has had fellowships from the National Endowment for the Humanities and the Swedish Collegium for Advanced Studies in the Social Sciences.

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** Download PDF 21st Century Sociology: A Reference Handbook (21st Century Reference Series (Thousand Oaks, Calif.))From SAGE Publications, Inc

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21st Century Sociology: A Reference Handbook provides a concise forum through which the vast array of knowledge accumulated, particularly during the past three decades, can be organized into a single definitive resource. The two volumes of this Reference Handbook focus on the corpus of knowledge garnered in traditional areas of sociological inquiry, as well as document the general orientation of the newer and currently emerging areas of sociological inquiry.

• Sales Rank: #3976249 in Books
• Published on: 2006-11-17
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 2
• Dimensions: 11.22" h x 3.48" w x 8.86" l, 8.80 pounds
• Binding: Hardcover
• 1344 pages

Review
"With this valuable handbook the editors have successfully synthesized a field that has expanded considerably in recent years." (M. L. Stark CHOICE 2008-09-19)

About the Author
Clifton D. Bryant is Professor of Sociology at Virginia Polytechnic Institute and State University (Virginia Tech) in Blacksburg, Virginia. He has been a faculty member there since 1972 and served as Department Chair from 1972 to 1982. Prior to coming to Virginia Tech, he held full-time faculty teaching appointments at Western Kentucky University (Department Head 1967–1972), Millsaps College (Department Head 1963–1967), and the University of Georgia (1960–1963). He was Visiting Professor at Mississippi State University (Summer 1985) and at the Pennsylvania State University (Summer 1958). His  research appointments include Visiting Scientist at the U.S. Army Institute for the Behavioral and Social Sciences (Summer 1993), Visiting Research Scholar with the Mississippi Alcohol Safety Education  Program Mississippi State University; Summer 1985), and Visiting Research Scholar with Training and  Technology Project operated by the Resource Development Office of Oak Ridge Associated Universities, Inc. (Summer 1987). His foreign teaching appointments include Visiting Fulbright Professor, Department and Graduate Institute of Sociology, National Taiwan University, Taipei, Taiwan, Republic of China (1987–1988), and Visiting Professor in the Department of Sociology/Anthropology, Xavier University, The  Ateneo, Cagayan de Oro City, Mindanao, Philippines (1984–1985). He was a participant in the U.S.  Department of Education’s 1998 Fulbright-Hays Seminars Abroad Program in the People’s Republic of China (Summer 1998) and was also a participant in the U.S. Department of Education’s 1993 Fulbright- Hays Seminars Abroad Program in Hungary (Summer, 1993). Dr. Bryant served as President of the Southern Sociological Society (1978–1979) and as President of the Mid-South Sociological Association (1981–1982). He was the recipient of the Mid-South Sociological Association’s Distinguished Career Award in 1991 and the Distinguished Book Award in 2001. He is also the recipient of the Southern Sociological Society’s 2003 Distinguished Contributions to Teaching Award.  He has been listed in Who’s Who in America since 1984 and in Who’s Who in the World since 1991. He is a member of Omicron Delta Kappa, Phi Kappa Phi, Phi Beta Delta, Alpha Kappa Delta, Pi Kappa Alpha, and Alpha Phi Omega. Dr. Bryant was founder and Chairman of the Editorial Board of Sociological Symposium (1968–1980). He was also the founder of Deviant Behavior and served as Editor-in-Chief of that journal from 1978 to 1991.  He continues to serve as Chair of the Editorial Policy Board for the journal. He was editor of the Southern Sociologist (1970–1974). He has served as a member of the editorial board of Criminology (1978–1981),  Associate Editor of Sociological Forum (1979–1980), Associate Editor of Sociological Spectrum (1981– 1985), member of the Board of Advisory Editors of Sociological Inquiry (1981–1985) and also Associate  Editor of that journal (1997–2000). He was a member of the Board of Editors of Society and Animals (1997–1999) and was Associate Editor for a special issue of Marriage and Family Relations (Fall 1982). He is the author of Sexual Deviancy and Social Proscription; Khaki-Collar Crime: Deviant Behavior in Military Context; and Deviant Behavior: Occupational and Organizational Bases; editor of The  Encyclopedia of Criminology and Deviant Behavior (four volumes); Deviant Behavior: Readings in the Sociology of Norm Violations; The Rural Work Force: Nonagricultural Occupations in America; Sexual Deviance in Sexual Context; The Social Dimensions of Work; and coeditor of Social Problems Today:  Dilemmas and Dimensions; Deviance and the Family; and Introductory Sociology: Selected Readings for the College Scene. He has published articles in a number of professional journals, including Social Forces, Society, Sociological Inquiry, Sociology and Social Research, Rural Sociology, Sociological Forum, American Journal of Public Health, the Journal of Sex Research, Journal of Veterinary Medical Education, Journal of Leisure Sciences, Sociological Spectrum, The Rural Sociologist, Psychological Reports, Free  Inquiry in Creative Sociology, World Leisure and Recreation, Hort Technology, Anthrozoos, Applied  Behavioral Science Review, Man and Environmental Systems, The Southern Sociologist, and Deviant  Behavior. He received his B.A. and M.A. degrees from the University of Mississippi, did advanced graduate work at the University of North Carolina (Chapel Hill), and received his Ph.D. degree from Louisiana State University.

Dennis L. Peck is Professor of Sociology at The University of Alabama. His reference book experience includes serving as an Associate Editor of the Encyclopedia of Criminology and Deviant Behavior (2001) and The Handbook of Death and Dying (2003). For the period 1987 to 1993 he was Editor of Sociological Inquiry the official journal of Alpha Kappa Delta, the International Sociology Honor Society. He is a past president of the Mid-South Sociological Society and he currently serves as president of the Alabama-Mississippi Sociological Association.

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** Download Curriculum Mapping for Differentiated Instruction, K-8, by Michelle A. Langa, Janice L. Yost

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This easy-to-use guide to curriculum mapping and instructional planning for K–8 student-centered classrooms blends standards, rubrics, interdisciplinary units, and a "Teacher's Tool Chest" for successful learning.

• Sales Rank: #1405950 in Books
• Brand: Corwin
• Published on: 2006-10-13
• Original language: English
• Number of items: 1
• Dimensions: 10.96" h x .34" w x 8.48" l, .87 pounds
• Binding: Paperback
• 136 pages

Features

• Use standards and rubrics for developing interdisciplinary units and lessons
• Analyze and assess students" learning styles and needs
• Develop differentiated content, process and products, including homework
• Create a student-centered classroom
• Successfully integrate curriculum mapping, differentiated instruction and interdisciplinary units

Review
“Brings the reader good educational models that have withstood time and does a good job of describing their essence without trivializing them. Written in an easy-to-read style.” (Lloyd Kajikawa, Consultant 2005-10-24)

"Helps with planning of content, methodology and assessment and gives an overview of current trends which directly impact what happens in the classroom. The illustrations are great, the charts make it easier to understand ideas presented in the text, the style is easy to read, and the research leads directly into practical ideas which all teachers can use."
(William Fitzhugh, Second Grade Teacher 2005-10-14)

"Illustrates best instructional practices for creating and maintaining student-centered classrooms that adhere to rigorous curriculum demands. As an experienced educator who has worked with a wide range of students, I now better understand the connections between curriculum, teaching, and student products. This book will have a prominent place in my professional collection." (Susan Ratnoff, Special Education Coordinator 2006-08-15)

About the Author
Michelle Langa earned her Certificate of Advanced Studies in Educational Administration from Hofstra University. Michelle has worked in the field of education since 1973. During that time, she has held positions as Assistant Superintendent for Pupil Services and Curriculum and Instruction, Director of Special Education, Executive Director of two different special education non-profit agencies, adjunct college faculty, consultant, and special education teacher.  Presently, she is the Curriculum Coordinator for the Farmington School District in Farmington, New Hampshire.   Michelle has written several articles dealing with special education, parenting and children’s health issues for ParenthoodWeb.com, and LRPNET, and is also the co-author of another book entitled “Including Families of Children with Special Needs.” Michelle has presented at state and national conferences including the American Association of Colleges for Teacher Education.  

Janice Yost has Masters Degrees in both Educational Administration and Mathematics earned from the University of New Hampshire and Adelphi University, respectively.  She is presently the Principal of Rye Junior High School and has worked in the field of education for over thirty years.  During that time, she has taught from sixth grade through college, been an administrator in the middle school setting and an interim administrator in both the high school and primary school environments.  She is also the President of the executive board of NH ASCD.   Jan has consulted for schools in New Hampshire and presented at local and national conferences including the American Association of Colleges for Teacher Education.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Required for a class
By fbeverage
Had to get this for a class through UCLA Extension. It is just a collection of things which are already out there which any teacher who has been around a while has already heard of....Blooms, Marzano and so on.

It is boiled down and condensed and presented in a logical order.

1 of 3 people found the following review helpful.
Not worth the money
By Amazon Customer
I was not pleased with this book; it was not worth the money. The content could be found anywhere online with a little research!

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~ Download Constructivist Learning Design: Key Questions for Teaching to Standards, by George W. Gagnon, Michelle Collay

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Use the Constructivist Learning Design (CLD) six-step planning framework to engage students in constructivist learning events that meet standards-based outcomes.

• Sales Rank: #1301413 in Books
• Brand: Corwin
• Published on: 2006-01-01
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .58" w x 7.00" l, 1.31 pounds
• Binding: Paperback
• 227 pages

Features

• Situation - develop goals, tasks, and curriculum standards.
• Grouping - group students and materials, and use cooperative learning.
• Bridge - recall prior knowledge using students" cognitive maps, skills, values, motivation,
• Task - use higher-level thinking skills and problem-based learning.
• Exhibit - arrange student portfolios and work samples.

Review
"A very useful contribution to the field. . . . Provides a model that even the newest of teachers can use."  (Geraldine Lefoe 2005-04-11)

"Provides a structured format for helping teachers design constructivist learning opportunities. . . There are a lot of useful strategies here for teachers and good examples throughout."  (Bruce Marlowe, Associate Professor of Educational Psychology and Special Education 2005-02-24)

"Provides sound advice on many matters, including how to establish a teaching "situation," how and why to group students, how to "hook" students and draw on their interests and past experiences, and how to promote authentic exhibits of their learning." (Clive Beck 2004-11-18)

"Very practical and user-friendly. ..This book presents a very clear set of directions and plans for instituting a new way to think about teaching and learning on a very detailed and moment-to-moment basis. The ideas are also grounded in theory and the connections between theory and practice are made explicit." (Linda R. Kroll, Professor 2004-09-27)

"This book should be read by neophyte and seasoned teachers, by teacher educators in colleges of education, and by trainees in preservice programs.  It should also be read by school administrators for insights into how to improve teacher supervision and staff development, by open-minded behaviorists looking for alternatives to direct instruction, by liberal arts professors who want to learn how to teach so that their students want to keep on learning, and by parents with children in school or with children they are schooling at home.  For that matter, everyone concerned with formal education should read this book unless, of course, they already have signed the Faustian pact to search only after the qualities and techniques of authoritarian, direct instruction.

I invite you now to do as I have done.  Read this fine book three times.  Read it first for a general understanding of its concepts.  Read it again and reflect on your own practice.  Read it a third time to engage its ideas as you would engage dance partners.  Then keep the book at your side for reference to its many action ideas."   (Richard A. Schmuck)

"The authors make it clear that this is not your ordinary lesson planning book. This is an interactive workbook in which Gagnon and Collay encourage us as readers to work through the design process by applying the model to our own subject matter, preferrably with a partner or as part of a group so ideas can be shared and collectively reflected upon." (Teaching Theology and Religion, July 2008, Vol. 11(3) 2008-11-21)

About the Author
George W. Gagnon, Jr. is the Director of K-12 Partnerships in the College of Engineering at the University of California, Berkeley. He works with teacher and parent partners to support students who would be the first generation in their family to be engineers or scientists. George uses Math Models he has designed to support students in developing a conceptual understanding of mathematics. George has studied learning for thirty years as a teacher, principal, and teacher educator. Now he applies his research on constructivist learning design, appropriate assessment, and learning communities to encourage educational equity in urban public schools. George and Michelle live in Oakland, California, and are actively involved with the neighborhood public schools their children attend.

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3 of 4 people found the following review helpful.
Teachers or choreographer?
By Maritza Gudiño
In this wonderful book, George Gagnon, teacher of mathematics and his wife M. Collay, professor of music, explain us why in a constructivist perspective, the teachers we must to act like choreographer that engage their students to develop his potential to dance together and support one anothers to obtain a deep learning. They are based on its experience to display us a constructivist learning design template with six elements help us to design our teaching to support studentes in construct meaning instead give nformation. My metacognitive reflection of the way as they developed each chapter applying those six elements, it is helping me to redesign my lessons. Thank George and Michelle!!

0 of 0 people found the following review helpful.
Text book. The theory of Constructivism in the classroom ...
By Jacqueline Geyer
Text book. The theory of Constructivism in the classroom would not work in every situation.

0 of 0 people found the following review helpful.
Four Stars
By Whitney Reeds
Arrived as expected.

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Constructivist Learning Design: Key Questions for Teaching to Standards, by George W. Gagnon, Michelle Collay PDF
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~~ Free Ebook The Social Lens: An Invitation to Social and Sociological Theory, by Kenneth D. (Douglas) Allan

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The Social Lens: An Invitation to Social and Sociological Theory covers the key thinkers in Western thought for the past 200 years. Written in a conversational style that is both appealing and provocative, this text uses real life examples to draw readers in and invite them to consider the ideas that have shaped our understanding of society.

• Sales Rank: #1204966 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2006-12-20
• Original language: English
• Number of items: 1
• Dimensions: 1.10" h x 7.10" w x 9.94" l, 2.56 pounds
• Binding: Paperback
• 632 pages

Features

• Used Book in Good Condition

Review
"This, then, is the overall strength of The Social Lens: its broad coverage from the roots of positivism and modernity to the post modern theme of disillusioned discontent...As a textbook is informally written and its tone invites the student reader in to explore with the author each new chapter of uncovered ground....Allan also encourages students to think beyond the theory on the page to its implications for global society by providing what he calls "theory you can use" to assist students in further exploration. Allan's is a fresh, new and bold approach to the theory textbook."

—Barbara J. Denison, Shippensburg University
TEACHING SOCIOLOGY, Vol. 36, 2008 (April:161-184) (Barbara J. Denison TEACHING SOCIOLOGY, Vol. 36, 2008 (April:161-184) 2008-05-12)

About the Author
Kenneth Allan received his PhD in sociology from the University of California, Riverside (1995), and is currently professor of Sociology at the University of North Carolina at Greensboro (UNCG). Before moving to UNCG, he directed the Teaching Assistant Development Program at the University of California, Riverside, and coedited Training Teaching Assistants, 2nd Edition (1997), published by the American Sociological Association. In addition to teaching classical and contemporary theory at UNCG, Allan also supervised UNCG’s sociology iSchool program, which offered online introduction to sociology classes to high school students across North Carolina, has designed several online courses for both the college and department, and has regularly taught graduate pedagogy courses. Allan’s research areas include theory, culture, and the self. He has authored several works in the area of theory, including multiple textbooks covering classical and contemporary theory, as well as The Meaning of Culture: Moving the Postmodern Critique Forward, and A Primer in Social and Sociological Theory: Toward a Sociology of Citizenship. His current projects include a social history of American individualism, a sociological analysis of consciousness and self, as well as a novel based in early 20th century American life.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Great for a school textbook!
By A. Torres
Contemporary social theory is my class. Yeah, you almost fall asleep just thinking about it, right? Well since you have to read a textbook no matter what, this one might as well be it. Each chapter is summarized in a clear amd concise way. There are also study suggestions such as sample questions and exercises. I can't say that I have done, or will do, any of those, but a more disciplined student might.....and I'm sure they would be very helpful!

1 of 1 people found the following review helpful.
It was very similar to the 3rd edition, so it saved money.
By Collins
It was very similar to the 3rd edition, so it saved money. I looked on with classmates with 3rd edition, but it complimented with professors lectures using the 3rd.

0 of 0 people found the following review helpful.
i got it used so......
By hellakirbz
i got it used and it was still a bit pricey and no i didnt check out the other sites like chegg, i think thats what its called. this book did take awhile to get here but again i got it used and sticky.

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>> Download PDF You Can't Make Me!: From Chaos to Cooperation in the Elementary Classroom, by Sylvia Rockwell

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Offering effective methods for teaching appropriate behavior to students who are defiant and disruptive, this book includes real-life teaching anecdotes, research-based strategies, and a unique parent supplement.

• Sales Rank: #10065867 in Books
• Brand: Corwin
• Published on: 2006-09-26
• Original language: English
• Number of items: 1
• Dimensions: 11.15" h x .86" w x 8.65" l, 2.13 pounds
• Binding: Hardcover
• 320 pages

Features

• Identify typical and atypical development
• Understand group development, including stages, roles and strategies
• Manage class-wide behavior, addressing conditions, consequences and curriculum
• Understand the behavior-achievement connection, with specifics on unit and lesson planning
• Manage aggression and conflict

Review
"A valuable resource helping teachers solve the classroom problems caused by disruptive behavior. Special and general education teachers as well as administrators at the elementary level will find the book a powerful tool to help intervene effectively when behavior problems occur." (SirReadaLot.org, November 2006 2006-12-14)

"Blends real-life teaching anecdotes with surveys of research-based strategies to help students learn appropriate behavior. A 'must' for any teacher seeking to modify a difficult child's behavior patterns." (California Bookwatch, April 2007 2007-05-01)

About the Author

Sylvia Rockwell is an internationally recognized educator with more than 30 years of experience in a variety of educational settings, including self-contained general and special education classrooms, resource programs, inclusion settings, special day school programs, and a therapeutic educational wilderness program. She has taught all grade levels from first grade through graduate school. She earned her undergraduate degree in elementary education at the University of West Florida. Her master's degree and PhD were earned at the University of South Florida, where she was inducted into Pi Kappa Pi.

She is a former teacher of the year for Hunsinger School in Clearwater, Florida, and was awarded the Professional Educator Award from the International Council for Children with Behavioral Disorders. She has 20 years of experience in developing workshops and presentations for local, state, national, and international audiences. In addition to these accomplishments, Rockwell has authored numerous articles and books on the topics of classroom management, facilitating resilience, group development, and teaching diverse and at-risk students. A full description of workshops available can be accessed at www.tacticalteaching.net

Most helpful customer reviews

1 of 1 people found the following review helpful.
Good book for ALL educators
By Amber Sawyer
I had to read this for a class, but it's still a great book! It's up there next to Harry Wongs "The First Days of School." Harry will get you through your first year, this book will help you understand WHY children behave the way they do and how we can adjust our own thinking to help them behave appropriately.

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# Free Ebook Data Strategies to Uncover and Eliminate Hidden Inequities: The Wallpaper Effect, by Ruth S. Johnson, Robin L. Avelar La Salle

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Uncover buried data to close the achievement gap!

 

Standardized test scores only reveal part of the story. Many hidden factors contribute to the achievement gap and chronic low school performance. The authors dramatically illustrate how to mine data from nontraditional sources—disciplinary policies, teacher attendance, special education referrals, and more—to uncover and eliminate systemic inequities. This solution-focused guide helps teachers and leaders:

 

• Ask the right questions
• Verify data that affects graduation rates, special education placement, and the achievement of English learners
• Effectively analyze data to improve student achievement
• Challenge the status quo and take action

• Sales Rank: #560512 in Books
• Brand: Corwin
• Published on: 2010-08-04
• Original language: English
• Number of items: 1
• Dimensions: 9.95" h x .73" w x 7.07" l, 1.39 pounds
• Binding: Paperback
• 312 pages

Features

• Helps you identify sources of data and questions to ask
• Examines disparities in graduation rates, special education placement and the achievement of English
• Includes data exercises to help you analyze your school or district as you readData Strategies to Uncover
• Title - Data Strategies to Uncover and Eliminate Hidden Inequities
• Sub Title - The Wallpaper Effect

Review
"Systemic barriers inhibiting progress for culturally and linguistically diverse students do exist. The 'Other Data' found in this book will spark the necessary inquiry to surface the roots of these challenges and ultimately lead to the elimination of inequitable outcomes plaguing our schools. Equity warriors everywhere will find this useful resource packed with effective strategies, user-friendly processes, and helpful tools."  (Jennifer Frentress, Director of Teaching and Learning 2010-04-20)

"This book provides numerous and explicit examples of ways to use hidden data to reveal the other truths behind student achievement and to inform decision-making processes. The authors spell out for practitioners the 'So what?' and 'What now?' aspects that many practitioners find challenging after analyzing data. I highly recommend this book for teachers, counselors, site and district administrators, parents, and any other stakeholders interested in using data as a tool to identify gaps in access and opportunities for success in school and beyond." (Tonia Causey-Bush, Director of Research, Evaluation, and Accountability 2010-04-06)

“This easily digestible guide takes a real-world approach at revealing the truth behind student and school assessments. The 'Your Turn' activities are elegant in their flexibility and simplicity. The Wallpaper Effect should be required reading for both novice and veteran educators."

(Keisha L. Bentley, Assistant Professor of Educational Psychology 2010-05-03)

"This volume provides an energizing alternative to accounts that press for even more attention to numbers. The ‘wallpaper’ metaphor offers powerful suggestions for uncovering inequities, and the rich portrayals offer words of advice to those who care about the education of our nation’s children."

 

(Robert Calfee, Professor Emeritus 2010-05-07)

"My teachers and I have used Dr. Johnson’s previous work to dramatically increase student outcomes at the elementary and high school level. Data Strategies recognizes the complexity of the context of student learning and how effective schools use more than just “snap shot” data sources to reveal what impacts student learning the most in your specific school. Data Strategies gives real-world examples and step-by-step strategies for involving students, families, teachers, and principals in culturally responsive leadership. Using data to uncover inequities in our schools is a powerful, transformative, and critical strategy for the long-term success of all our children. Data Strategies provides hope for all our schools in a compelling, thoughtful way." (Deborah Peterson, Retired Principal 2010-04-16)

"Dr. Johnson brings together compelling evidence to create understanding and urgency around improving learning for ALL students. The book's case studies and charts provide undeniable evidence that disparities do exist, but also offer hope through powerful real-life success stories." (Sara Arispe, Executive Director, Accountability and Data Quality 2010-05-20)

"Schools can’t make up for the fact that we as a society have left many of our children behind. But schools can make a difference for a lot more children than they currently do. Ruth Johnson and Robin Avelar La Salle provide a comprehensive overview of how to use data to provoke questions that lead to the kind of quality education that all students deserve. This book should be required reading in every school district." (Gary Anderson, Professor 2010-04-20)

"It serves as a valuable resource for educational leaders striving to be both fluent with accountability discourse and sophisticated in tackling educational inequities. Rather than denouncing what is weak, Johnson and La Salle provide guidance to help educators take seriously their obligation to craft effective teaching and learning environments and to do so with transparency and aplomb." (Martin Scanlan The Journal of Educational Research, 2012 2012-05-01)

About the Author
Ruth S. Johnson is a professor emeritus at California State University, Los Angeles. She has served in a variety of educational settings in New Jersey and California. Ruth received her Ed.D. in 1985 from Rutgers, The State University of New Jersey. Her dissertation was titled An Exploratory Study of Academic Labeling, Student Achievement and Student Ethnographic Characteristics. At the K–12 level, she served as a classroom teacher, an instructional consultant, a director of elementary education, an analyst, an assistant superintendent of schools in the areas of curriculum and business, and as a superintendent of schools. She initiated efforts that resulted in raising academic standards and student achievement in low performing school districts. She served as an education consultant for the New Jersey Department of Education and as a director for two non-profit organizations in California which focused on raising student achievement in underserved student populations. Her major scholarly interests and publications focus on processes related to changing the academic culture of urban schools, with an emphasis on access and equity. In addition to her four published books, she has written numerous book chapters, articles, editorials, research reports, and manuscript reviews. As a recognized speaker, she has presented nationally to scholarly and professional audiences and serves as a consultant to schools and districts.

Robin Avelar La Salle grew up in Echo Park, near downtown Los Angeles. Avelar La Salle holds a Ph.D. in Education from Stanford University with emphasis on Language, Literacy and Culture. She taught elementary, middle, high school and university students in Southern and Northern California. Avelar La Salle spent years as the Administrator for Curriculum, Staff Development and Assessment at a school district outside of Los Angeles. She has held numerous positions in research and consulting focused on advancing academic success for historically underperforming students. Currently, Avelar La Salle is co-founder and Chief Program Officer for PRINCIPAL’s Exchange, a California State-approved external evaluation firm dedicated to improving schools and districts serving high-poverty, high-minority communities.

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1 of 2 people found the following review helpful.
Realistic
By Jen
Very detailed with concrete examples. This is one of the most tangible presentations of ideas. I like how different perspectives are presented, e.g. not only good results come with data collection, miscalculations and misinterpretations could happen. A reminder of the multifaceted aspects of education and data is only one of them.

1 of 2 people found the following review helpful.
Excellent Book
By Lorraine Lopez
Great book on uncovering hidden inequities by analyzing school data. This book was recommended and I'm happy I listened. Thanks!

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# Free Ebook Critical Communication Pedagogy, by Deanna L. Fassett, John T. (Thomas) Warren

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In this autoethnographic work, authors Deanna L. Fassett and John T. Warren illustrate a synthesis of critical pedagogy and instructional communication, as both a field of study and a teaching philosophy. Critical Communication Pedagogy is a poetic work that charts paradigmatic tensions in instructional communication research, articulates commitments underpinning critical communication pedagogy, and invites readers into self-reflection on their experiences as researchers, students, and teachers.

• Sales Rank: #833529 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2006-07-19
• Original language: English
• Number of items: 1
• Dimensions: 8.98" h x .42" w x 6.04" l, .65 pounds
• Binding: Paperback
• 216 pages

Features

• Used Book in Good Condition

Review
"One of the great strengths of the book is that it illustrates how critical pedagogy might actually look and feel and be useful as an organizing principle in an educator's life.  The wonderful statements about empowering students, creating spaces for dialogue, and envisioning moments of empancipation are hard to translate into real institutional settings. The authors are willing to open up their own areas of vulnerability by describing their efforts to encact critical pedagogy and ten refelecting on their missteps, disappointments, and blind spots."
―Jo sprague, San José State University (Jo Sprague)

About the Author
Deanna L. Fassett is Department Chair and professor of communication pedagogy at San José State University where she has, since 2002, mentored her department’s graduate student instructors.  She is the author and editor of three other books:  Coordinating the Communication Course:  A Guidebook, Critical Communication Pedagogy, The SAGE Handbook of Communication and Instruction, and Communication: A Critical/Cultural Introduction, Second Edition. Her published research has appeared in a broad array of communication studies journals, including Basic Communication Course Annual, Communication Education, Liminalities: A Journal of Performance Studies, and Text and Performance Quarterly.

John T. Warren (Late) was professor of Speech Communication at Southern Illinois University, Carbondale. His major research and teaching centered in Communication Pedagogy, Performance Studies, and Communication and Critical/Cultural Studies. He was the author of numerous books including Performing Purity: Whiteness, Pedagogy and the Reconstitution of Power; Casting Gender: Women and Performance in Intercultural Contexts; Critical Communication Pedagogy; and the SAGE Handbook of Communication and Instruction. He also authored articles for several education and communication studies journals, including Educational Theory, Communication Education, and Text and Performance Quarterly.

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>> Ebook Download Employment Relations in the United States: Law, Policy, and Practice, by Raymond L. (Louis) Hogler

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Employment is closely connected to wealth, status, and security and is therefore a subject of interest across a range of academic disciplines. Employment Relations in the United States incorporates a wealth of research material from these different specialties to provide a historical perspective on the American workplace and the evolution of legal policies affecting employment. The analysis follows both a chronological and thematic arrangement, beginning with the importance of management practices, the growth of labor organizations and the impact of collective bargaining on employment institutions, and the subsequent rise of individual employment rights enforced through administrative and judicial means. Through its evolutionary approach, the book explains the fragmented, overlapping, and conceptually confusing regulatory environment governing workplace relations. It offers an integrated approach to such important contemporary policy issues as health care coverage, pensions, and effective dispute procedures. The book provides an analytical framework for an understanding of the unique nature of our labor markets and the role of government, employers, and unions.  

Key Features   

• Provides students with the historical background they need to understand how the U.S. system developed and how it differs from systems in other industrialized nations 
• Discusses individual employment rights, including protection from discrimination 
• Covers current policy issues in employment, including raising the minimum wage, the growth of a contingent workforce, and privatizing retirement 
• Offers a unique historical and evolutionary explanation of the nature of employment relations

 
As a general overview of contemporary employment relations, Employment Relations in the United States is a perfect supplement to college courses in employment law, human resource management, and collective bargaining. Human resource managers, mediators, and professionals involved in labor relations will also find this an essential reference.

• Sales Rank: #3418063 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2003-12-19
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .90" w x 7.10" l, 1.55 pounds
• Binding: Hardcover
• 312 pages

Features

• Used Book in Good Condition

Review

"An impressive work of meticulous scholarship...provides students with an historical background and context leading to an understanding of how the American system of the organized labor movement developed and just how it differs from system in other industrialized nations. Of special interest is Hogler's unique historical and evolutionary oriented explanation of the developmental history and nature of employment relations. Highly recommended reading -- especially for students of American employment relations and labor history."

(Wisconsin Bookwatch)

"Mr. Hogler, a professor of labor relations and human resource management at Colorado State University, presents a superbly written, lucidly argued work. It deserves a wide audience of students as well as experts with a deep interest in today's 'labor question.'" (MONTHLY LABOR REVIEW 2006-02-01)

"Employment Relations analyzes the limits of these existing laws in the new political economy and suggests that in order to rebuild sustainable and just employment environments, a revival of worker collective action is crucial. Hogler's underlying political goal is to frame employment and labor laws in a way that illuminates their inherent connection to wealth distribution, status, and security." (Michigan Law Review 2006-07-13)

About the Author
Raymond L. Hogler teaches labor relations and human resource management at Colorado State University. He earned Ph.D. and J.D. degrees from the University of Colorado. He attended Emory University as a Woodrow Wilson Fellow and the University of Wales (Swansea) as a Fulbright Scholar. Prior to his employment at CSU, Dr. Hogler taught in the Department of Labor Studies and Industrial Relations at Pennsylvania State University, and in 1994, he was a Visiting Scholar at the University of Warwick. He is certified as a labor arbitrator by the Federal Mediation and Conciliation Service. Over the past two decades, he has published a number of books and articles on employment issues, including a study of employee participation programs and labor law in the United States. In 2007, he held the Fulbright Distinguished Chair in Labor Law at the Uiversity of Tuscia in Viterbo, Italy.

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1 of 1 people found the following review helpful.
An impressive work of meticulous scholarship
By Midwest Book Review
An impressive work of meticulous scholarship, Employment Relations In The United States: Law, Policy, And Practice provides students with an historical background and context leading to an understanding of how the American system of the organized labor movement developed and just how it differs from system in other industrialized nations. Author Raymond Hogler presents an informed discussion on individual employment rights (including protection from discrimination), and covers current labor policy issues ranging from the minimum wage and the growth of a contingent workforce, to privatizing retirement. Of special interest is Hogler's unique historical and evolutionary oriented explanation of the developmental history and nature of employment relations. Highly recommended reading -- especially for students of American employment relations and labor history.

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