Fluchadenabooks: Desember 2014

Rabu, 31 Desember 2014

? Ebook 50 Ways to Close the Achievement Gap (Multimedia Kit): A Multimedia Kit for Professional Development, by Carolyn J. Downey, Betty E. Steff

Ebook 50 Ways to Close the Achievement Gap (Multimedia Kit): A Multimedia Kit for Professional Development, by Carolyn J. Downey, Betty E. Steff

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50 Ways to Close the Achievement Gap (Multimedia Kit): A Multimedia Kit for Professional Development, by Carolyn J. Downey, Betty E. Steff

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This multimedia kit provides staff developers with discussion questions and focused activities for leading a book study seminar on 50 researched-based strategies for developing equitable schools.

Includes: DVD (191 min.), Facilitator's Guide, CD-ROM, Companion Book

Sales Rank: #1366796 in Books
Brand: Corwin
Published on: 2010-07-15
Original language: English
Number of items: 1
Dimensions: 12.75" h x 10.75" w x 2.25" l, 4.35 pounds
Binding: Paperback
248 pages

Features

Teach a well-crafted, focused, valid, and clear curriculum
Provide assessments with the curriculum
Align program and instructional resources with the curriculum
Use a mastery learning approach and effective teaching strategies
Establish curriculum expectations, monitoring, and accountability

About the Author
Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University.

Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh.

Learn more about William Poston's PD offerings

William K. Poston Jr. is an Emeritus Professor of educational leadership and policy studies at Iowa State University in Ames, Iowa, where he served for 17 years. A former math and physics teacher, he accumulated 25 years of experience in educational administration including 15 years as a superintendent in Tucson and Phoenix, Arizona, and in Billings, Montana. His experience includes serving as executive director of the Iowa School Business Management Academy―the licensure program for school business managers in Iowa―for 15 years. He is the originator of curriculum-driven budgeting, and he has led over 75 curriculum audits. Poston has written 13 books and over 40 journal articles and continues to provide extensive service to schools in the areas of evaluation, curriculum management auditing, performance-based budgeting, and organizational quality improvement.

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration, the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

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Selasa, 30 Desember 2014

? PDF Download Transforming Teaching and Learning Through Data-Driven Decision Making (Classroom Insights from Educational Psychology), by Ellen B. Mandi

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Connect data and instruction to improve practice

Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text’s integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on:

Assessment
Statistics
Instructional and differentiated psychology
Classroom management

Sales Rank: #365556 in Books
Brand: Corwin
Published on: 2012-04-10
Original language: English
Number of items: 1
Dimensions: 8.90" h x .80" w x 6.00" l, .95 pounds
Binding: Paperback
280 pages

Features

Assessment
Statistics
Instructional and differentiated psychology
Classroom managementFeatures
Title - Transforming Teaching And Learning Through Data-driven Decision Making

Review
"I recommend this book for practitioners as they embark on the journey of discovery about what educators need to do to prepare to develop a culture that supports data-driven decision-making." (Margarete Couture, Principal 2011-10-17)

"This book makes you think about education in a new way and shows teachers how to develop new skills to meet the demands of the 21st century. Instead of studying 'autopsy data,' the authors encourage teachers to gather data for learning rather than of learning." (Lauren Mittermann, Middle School Teacher 2011-10-17)

"The content flows easily from one topic to the next. The first chapter’s step-by-step orientation to the construct of the literature, along with the culminating chapter’s summarization and further clarification, provide consistency for while reinforcing the purpose of the book." (Cathy Patterson, Fifth-Grade Teacher 2011-10-17)

"Any teacher and many a classroom principal will find this a key title that pairs demonstrations of concepts in the classroom with keys to make the switch." (Midwest Book Review, September 2012)

About the Author

Ellen Mandinach is a Senior Research Scientist at WestEd. Dr. Mandinach has been a leading expert in the area of data-driven decision making at the classroom, district, and state levels. Her work over the past several years has focused on understanding how educators are using data to inform practice. She has written and spoken widely on the topic, and has served on a number of technical working groups and advisory boards on data use. Dr. Mandinach served as an expert panelist on the IES Practice Guide for data-driven decision making and on the technical working group commissioned by NCES to understand how researchers can better use the statewide longitudinal data systems. She has led discussions, funded by the Spencer Foundation, about how schools of education and provide courses around data-driven decision making to build human capacity.

Dr. Mandinach has served on the research staffs of Educational Testing Service, the Education Development Center’s Center for Children and Technology, and CNA Education. Although trained in educational measurement, Dr. Mandinach’s career has focused on aspects of educational technology.

Dr. Mandinach has authored a number of publications for academic journals, technical reports, and four books. She wrote Data-Driven School Improvement: Linking Data and Learning. She has regularly presented at international, national, and regional conferences on education and psychology. She has served as the President of the American Psychological Association’s Division of Educational Psychology. She received an AB in psychology from Smith College and a Ph.D. in educational psychology from Stanford University.

Sharnell S. Jackson is a nationally recognized instructional leadership consultant, coach, and executive strategist for school districts, foundations, businesses, and corporations. She has more than thirty-five years of K-12 experience as a classroom teacher, teacher leader, assistant principal, state director, chief executive officer of enterprise information and e-Learning. She has worked in rural, suburban, urban school districts, state departments and regional educational laboratories nation-wide.

Sharnell is the Founder/CEO of her own company, Data-Driven Innovations Consulting, with a mission of implementing effective professional learning process and practices of formative assessment evidence to inform teachers’ instructional planning, and by using multiple forms of data to improve student achievement of instructional outcomes.

Sharnell has served on a number of technical working groups, task forces, and advisory boards. She has served as a panelist on the U.S. Department of Education Institute of Education Sciences IES Practice Guide: Using Student Achievement Data to Support Instructional Decision Making, was a member of longitudinal data systems working groups commissioned by NCES, was as data model task force member for the National Forum on Education Statistics PK-12, and served on Regional Advisory Committee member to advise the U.S. Department of Education on technical assistance needs of educators. She has served as a governance board member for the Schools Interoperability Framework, CoSN board member, ISTE National Technology Standards Advisory Committee Member, Microsoft K-12 Advisory Committee Member, past president-elect of the Illinois Computing Educators, and serving as board member for the Professor Garfield Foundation.

She received her Masters in Curriculum and Instruction from National Louis University, Illinois; and a Master’s in Science, Mathematics, and Instructional Technology from NASA Fellowship at Wheeling Jesuit University, Virginia; and a Master’s in Educational Administration from Lewis Jesuit University, Illinois, and completed advanced studies in high school astronomy, biology, chemistry, and environmental studies at The University of Chicago.

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0 of 0 people found the following review helpful.
A staple.
By RogueArchetype
If you are trying to understand data-driven decision making within the educational context, this author and this book should be on your non-negotiable must read list.

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Five Stars
By Amazon Customer
Very easy book to follow!

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Thank You!

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~ Get Free Ebook Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches, by Ronald C. Martella, J. Ron Nelson, Nancy E. Ma

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Comprehensive Behavior Management: Schoolwide, Classroom, and Individualized Approaches supports teachers in preventing management problems and responding to unwanted behavior when it occurs in classrooms. The text offers a comprehensive presentation of three levels of behavior management strategies: individual, classroom, and schoolwide, all three of which contribute to a positive learning environment. A social learning emphasis in which human behavior is viewed within an ecological framework is integrated throughout the text. Application of this information is supported by a range of pedagogical devices such as vignettes, examples, strategies, and activities to show teachers how to manage behavior effectively. The analysis and applications in this text cover both general education and special education strategies.

Sales Rank: #211732 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-04-20
Original language: English
Number of items: 1
Dimensions: 9.02" h x .68" w x 7.30" l, 1.52 pounds
Binding: Paperback
456 pages

Features

Used Book in Good Condition

Review

“The chapters are easy to read, very understandable, and very comprehensive for the information my certification students need. I have students with a wide range of experience, ages, and abilities in my course and this book seems like it would benefit them all.”

(Robert L. Michels)

“I was impressed with the organization of the text and I enjoyed the vignettes and the vignettes revisited sections. I was also impressed that a chapter on school safety was included. This is a current challenge and it needs to be addressed.”

(Su-Je Cho)

The text covers most of the recent trends and strategies in behavioral interventions and contains evidence-based information and strategies. Also, the topics are organized in a question form which the students would prefer.”

(Judith E. Terpstra)

About the Author
Dr. Ronald Martella is a professor at Eastern Washington University, teaching classes in behavior management and research methodology. He provides technical assistance to numerous states and districts on schoolwide positive behavior support (SWPBS)/behavior management for students with or without disabilities. Dr. Martella has 150 professional publications. He is an SRA/McGraw-Hill author of a 6-level program (Lesson Connections and Core Lesson Connections) for Reading Mastery Signature Edition and a two-course adolescent literacy program (Read to Achieve). He is co-author of the new digital-, print-, and project-based FLEX Literacy program. Additionally, he has published seven college-level textbooks on behavior management, research methods, and instruction. Further, Dr. Martella has conducted over 150 professional presentations. He serves on the editorial board of three peer-reviewed journals.

J. Ron Nelson, Ph.D. is a Professor in the Department of Special Education and Communication Disorders. He received the 2000 Distinguished Initial Career Research Award by the Council for Exceptional Children. Dr. Nelson has received over 20 million dollars to support his research, published over 130 peer reviewed research papers and developed a number of behavior (e.g., The Think Time Strategy) and literacy (e.g., Stepping Stones to Literacy) interventions that have been recognized by the U.S. Department of Education. He is the author of four books: Vocabulary Learning: Tools and Strategies for Teaching Students with Learning Difficulties, Instructional Practices for Students with Behavioral Disorders (2008), Strategies for Reading, Writing, and Math, Comprehensive Behavior Management: Individualized, Classroom, and School-wide Approaches, and Understanding and Interpreting Educational Research.

Dr. Nancy Marchand-Martella is a professor at Eastern Washington University, teaching classes in academic remediation. Dr. Marchand-Martella has over 150 professional publications. She is an author of a two-level vocabulary program (Multiple Meaning Vocabulary) and an SRA/McGraw-Hill author of a 6-level program (Lesson Connections and Core Lesson Connections) for Reading Mastery Signature Edition and a two-course adolescent literacy program (Read to Achieve). She is co-author of the new digital-, print-, and project-based FLEX Literacy program. Additionally, she has published seven college-level textbooks on behavior management, research methods, and instruction. Further, Dr. Marchand-Martella has conducted over 280 professional presentations.

Mark O'Reilly: A native of Ireland, Mark O'Reilly joined the Department of Special Education at University of Texas at Austin in 2002. He currently coordinates the graduate training programs in autism and developmental disability, which are pre-approved by the Behavior Analysis Certification Board (www.bacb.com/). He is interested in the design, implementation, and evaluation of evidence-based and culturally sensitive services for students with autism and related developmental and physical disabilities, and their families.

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Five Stars
By lynn klender
Just as promised. Thanks!

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Five Stars
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used for college class

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Nice!
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Perfect. Thanks!

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Using in-depth qualitative interviews, authors Herbert J. Rubin and Irene S. Rubin have researched topics ranging from community redevelopment programs to the politics of budgeting and been energized by the depth, thoroughness, and credibility of what was revealed. They describe in-depth qualitative interviewing from beginning to end, from its underlying philosophy and assumptions to project design, analysis and write up.

Sales Rank: #72222 in Books
Published on: 2011-10-11
Original language: English
Number of items: 1
Dimensions: 9.50" h x 7.25" w x .75" l, .95 pounds
Binding: Paperback
288 pages

Review
“The book does a wonderful job of detailing how to develop questions, probes, analyze data, and organizing our data.” (David S. Allen 2011-09-16)

“This book is exactly what I was looking for in that it covers interviewing and analysis in depth.” (Daphne John 2011-09-16)

“The Third Edition will be very useful for graduate students. It appears to seamlessly shift its lens from broad landscapes to close-ups without losing focus on the content.” (Sarita K. Davis 2011-09-16)

“Students leave this book fully informed of the nuances and complexity of interviewing as well as excited about the promise interview research findings offer.” (Hannah Britton 2011-09-16)

“This text is well-written and easy to follow. It follows the natural flow of a qualitative project.” (Cheryl L. Coan 2011-09-16)

“The authors provide a clear and detailed illustration of the nuts and bolts of interviewing in qualitative research. The focus on the reflective process, question development, and procedural steps associated with qualitative research is rich and thorough.” (Tracy M. Lara 2011-09-16)

“This edition is at once simpler, and clearer yet more expansive and richer in content, examples and use.” (Nancy Stanford Blair 2011-09-16)

“[The book] is somehow both more concise and more comprehensive than the Second Edition, providing a rich discussion of philosophy as well as design and analytic methods. The authors also have a very pleasant writing style that is engaging to the reader, and provides both clarity of the concepts discussed as well as a sense of a strong knowledge through the use of personal narrative and sharing of experiences.” (Eileen S. Johnson 2011-09-16)

About the Author

Herbert J. Rubin is Professor Emeritus of Sociology at Northern Illinois University. He is the author of Applied Social Research and (with Irene Rubin) four editions of Community Organizing and Development. He has written articles based on in-depth interviewing that explore rural development in Thailand, suburban land-use fights, cooperative housing and economic and community development. Both his monograph on Thailand, The Dynamics of Development in Rural Development and his book on community renewal in the United States, Renewing Hope within Neighborhoods of Despair: The Community-based Development Model, are based on participant observation and hundreds of in-depth interviews. He is currently using open ended in depth interviews as well as participant observation to study organizations that advocate for the poor.

Irene S. Rubin is Professor Emeritus of Public Administration at Northern Illinois University. She is the author of Running in the Red: The Political Dynamics of Urban Fiscal Stress, Shrinking the Federal Government, Class Tax and Power: Municipal Budgeting in the United States, and Balancing the Federal Budget: Eating the Seed Corn or Trimming the Herds, all four of which rely extensively on qualitative interviews. She has written journal articles about citizen participation in local level government in Thailand, how universities adapt when their budgets are cut, and fights between legislative staffers and elected and appointed officials about unworkable policy proposals, all based on qualitative interviews. She is in the middle of an interviewing project about how local officials view and use contracts with the private sector and with other governmental units to provide public services.

Most helpful customer reviews

27 of 32 people found the following review helpful.
A bit myopic and not very thorough
By littleturtle
The authors began their book by contrasting "positivism" with "naturalist-interpretive paradigms", essentially painting an unflattering portrait of quantitatively focused research in an effort to make their interpretive-constructionist approach more appealing to researchers with a social agenda. They also relativized truth to the point that their approach makes benchmarking the data almost impossible. Furthermore they appeared to be hypersensitive to the need to appear credible to critics; it read like a bizarre prep course in politics rather than an overview of best practices in qualitative data collection. I was looking for some solid, grounded methods in qualitative interviewing and felt like I got a bouquet of anecdotes instead. For more balanced coverage of qualitative research methods check out Qualitative Inquiry and Research Design: Choosing among Five Approaches

3 of 3 people found the following review helpful.
An enjoyable read, ready for use as a textbook
By mora24
Introduction and Stated Aims of the Book

Having published many books and articles that rely on in-depth, qualitative interviewing, Professors Emeriti Herbert and Irene Rubin (husband and wife) have written a third edition of their book, Qualitative Interviewing: The art of hearing data. This edition had been cited 8,381 times on Google Scholar and 3,359 times on ERIC at the time of this writing. Rubin and Rubin state that with the book, they wanted to share their model of responsive interviewing (hereafter RI), and to share the "exhilaration" they have felt as they used the techniques.

Overview of the Chapters

To help readers appreciate and understand the history from which the authors developed their RI technique, they provide an overview of the various perspectives and approaches in research, giving a history of positivism and its descendants, and compare and contrast qualitative and quantitative paradigms. Chapters 1 and 2 discuss the strengths of in-depth interviewing, highlight differences between it and everyday conversations. They describe how the RI model fits in with the two major social research paradigms (positivism vs. naturalism). In Chapter 3 the authors more thoroughly define RI. It is characterized by a respectful relationship of trust, a supportive tone, flexible design and questions. It accepts the complexity and ambiguity of life, and that researchers' and conversational partners' personalities will influence the interviews. They also discuss naturalistic data-gathering techniques.

Chapters 4 and 5 discuss designing research for quality, using the RI model. Chapters 6 and 7 discusses building and maintaining conversational partnerships. Researchers should begin by examining themselves and their own biases. RI uses and extends skills from quotidian conversations. Chapters 8 through 10 discuss the structure of the RI: main questions, probes, and follow-ups, and what to consider while writing them. The authors describe four patterns of interviews to help researchers balance the RI structure in different scenarios.

In Chapter 11, added for this edition, Rubin and Rubin impart their wisdom regarding coping with interviewing in unusual circumstances (e.g.: cross-cultural, cross-language, and multiparty interviews) and with specialized populations (e.g. technical experts, elites, prisoners, the elderly, and children). Chapter 12 takes readers through the multi-iterative data analysis process, from transcription through coding, sorting, weighing and integrating, generating a theory, and generalizing findings. Chapter 13 discusses sharing the results through various forms of publication. They end the book with their reflections on how working with RI has impacted them, particularly the joy it has brought them.

Strengths and Weaknesses

This book has many strengths, and the one that stands out most is both authors' combined wealth of experience. Readers of this book get access to the combined (and collaborated) wisdom, experience, and advice of two highly respected researchers. Rubin and Rubin frequently illustrate their points with anecdotes from their decades of research. In this way, the authors practice what they preach regarding establishing credibility: they use the data to support the major conclusions, and logically lead the reader to the same conclusion that the authors made. Readers may get qualitative data-gathering experience of their own as they read the collection of anecdotes, in addition to being able to learn directly from Rubin and Rubin's imparted wisdom and advice. The authors mention problems and challenges commonly encountered, and usually follow up immediately with a way to address or ameliorate the problems. Additionally, the authors often offer snippets of dialogue that prospective interviewers might use, such as to make a transition, to broach a touchy subject, or to ask for clarification. These aren't provided to put words in the student's mouth, but to give concrete examples especially where further description about the technique would not be helpful. The lines have presumably worked for Rubin and Rubin, but can be adapted to one's own style and scenario. Perhaps therefore the strengths of the book could be subsumed under one heading: applicable wisdom.

This 256-page volume stands ready for classroom use, complete with references, and indices by author and subject. Important terms are bolded next to their in-text definitions. Its tone in the second person maintains an accessible conversation with the reader. The book is written for novice qualitative researchers, but journalists-in-training could also benefit. Its wealth of advice from two seasoned professionals also makes it noteworthy for experienced researchers who wish to do (more) responsive interviewing in their studies. In the third edition Rubin and Rubin have included even more of their own anecdotes, while still incorporating the existing literature. Those stories, the new Chapter 11, plus the 2012 discussion on computer-assisted qualitative data analysis make the 3rd edition superior to the 2nd.

The book is gender-aware and seems to be gender-balanced, offering both Irene's and Herb's viewpoints on a given topic. One chapter states that women are more likely to give two messages at the same time. Another points out that men and women may think of marriage differently (responsibilities and sexual intimacy vs. emotional support and communication), and therefore should be coded separately.

The book certainly achieved the first of its aims. Rubin and Rubin shared thoroughly detailed information about the RI technique, why to do it, how to go about it, and what to expect. I felt like I vicariously added to my own journalistic interviewing experience. They achieved the second objective, but therein lies my only complaint. They took too long to get to openly sharing the joy of RI. They hinted at it in the Preface, and then the exhilaration got put on hold for the lesson on the history of research paradigms. They waited to open the gates until Chapter 14. I wanted to be sold earlier and more often on the joy of doing RI, so I wish they had included it more strongly during the body. Perhaps it could have been woven into more chapter introductions and/or conclusions. Still, this was a minor drawback. I enjoyed reading the book, and I highly recommend it.

23 of 31 people found the following review helpful.
Masterpiece of Qualitative Interviewing
By Rev. Daniel H. Kim
This book covers not only the foundations of Interviewing, but also the methodology in detail. l enjoyed this book very much because the author suggests the way how the interviewers excercize interviewing. Very well organized.

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Minggu, 28 Desember 2014

# Get Free Ebook Child and Adolescent Psychopathology: A Casebook, by Linda Wilmshurst

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This text provides an abundance of real-life based cases that illustrate issues in assessing, diagnosing, and treating child psychopathologies. The helpful casebook approach involves students by engaging them in case formulation and diagnosis and by helping them to develop decision-making and problem-solving skills. Through the process of exploring realistic, complex cases, students learn to integrate theory into the research-based assessments and interventions they have already learned and will be better prepared to assess and treat children.

Sales Rank: #901791 in Books
Published on: 2010-09-29
Original language: English
Number of items: 1
Dimensions: .90" h x 7.30" w x 9.00" l, 1.40 pounds
Binding: Paperback
384 pages

Review

"Wilmshurst exhibits a firm grasp, understanding, and presentation of a broad range of current issues in the field of psychopathology. The case examples are excellent and bring to life issues typically encountered in 'real life' cases. The variety in cases was also appealing. Students (at any level) reading this book will surely learn a lot about child psychopathology."

(Michael L. Handwerk, Director of Clinical Services, Research, & Internship Training)

"The major strength of this book is the case studies and the way they are integrated with literature (about diagnosis, associated features, and empirically supported treatments) and with the raw clinical data (such as scores from assessment instruments). Additional strengths include the attention to empirically supported treatments, along with a variety of different theoretical perspectives in terms of case conceptualization. This book will fill an important niche."

(Eric Youngstrom, Ph.D.)

About the Author

Linda Wilmshurst, PhD, ABPP, received her BA and MA in Psychology from the University of Windsor and her PhD from the University of Toronto. Linda, a Diplomate in Clinical Psychology (ABPP) and a Registered Psychologist and School Psychologist in North Carolina, is an Associate Professor in the Psychology Department at Elon University, where she teaches courses in child and adult psychopathology, developmental psychology, psychology in the schools, and introductory psychology; supervises student internships; and mentors undergraduate research, primarily in areas related to resiliency, self-perception and well-being in college students with attention deficit hyperactivity disorder (ADHD). Linda has authored a number of textbooks, including Clinical and Educational Child Psychology: An Ecological-Transactional Approach to Understanding Child Problems and Interventions, Abnormal Child Psychology: A Developmental Perspective, and Essentials of Child Psychopathology. In addition, Linda has co-authored two books with Alan W. Brue: A Parent’s Guide to Special Education and A Complete Guide to Special Education.

Most helpful customer reviews

3 of 4 people found the following review helpful.
Excellent approach & cases, terrible editing
By Dr. Watson
The cases in this book are comprehensive and laid out in a way that would allow students to apply the presented case formulation approach from different theoretical perspectives. I wish I could have used it in the course I teach this semester. However, whoever was in charge of the proofreading/editing did not do a good job at all. Within the first few cases alone, several of the medication names, among other things, are (significantly) misspelled (Adderol or Resperdol, anyone?). Also, there are numerous misspellings in the appendices, which supposedly report diagnostic criteria (but not so well if they are not spelled correctly). The misspellings are not simple typos either; they detract from the clarity of the book when one reads it (otherwise, I could probably overlook them and focus on case quality). This really does not convey the professional standard that I would expect from a textbook and professional reference/resource publisher. Disappointing that I cannot use this book with my students. The last thing I want is for them to replicate this inattention to important details. I expected much higher quality from Sage Publications.

1 of 1 people found the following review helpful.
Excellent Resource!
By Victoria Brown
Had to use this book for my Child and Adolescent Psychopathology class and it is a wonderful resource to really help explain just how these disorders can look in children. Would recommend it for anyone looking to learn more about childhood psychological disorders!

1 of 1 people found the following review helpful.
Interesting topic
By Trinity
This book is helpful for anyone looking to learn more about child psychopathology and put a face to the symptoms and disorders you may be learning about.

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! PDF Ebook Hate Crimes: Causes, Controls, and Controversies, 2nd Edition, by Phyllis B. Gerstenfeld

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A multidisciplinary approach―broad in scope and scholarly in content

Important questions are being raised in the media about hate crime legislation, and controversial stories and examples of recent hate crimes are prominent in the press. This dynamic, comprehensive text provides a multidisciplinary approach to the fascinating topic of hate crimes; drawing on recent developments, issues, and current research; and examining the impact of these crimes on different communities and individuals. Students delve into the range of issues that foster hate crimes while learning how these criminal acts impact them, as well as their communities.

New and proven features

*New* Updated cases, statutes, statistics, and references to current events (including homelessness, hate crime laws, and immigrants as targets of hate) make the book's content both timely and relevant.
Broad coverage includes the many facets of hate crimes and incorporates the most recent legal developments and the most current social research, as well as recent events of interest to students.
A multidisciplinary approach makes the book useful for a variety of courses in different disciplines.
Special interest boxes focus on riveting, student-relevant topics such as hate on campus, examples of some state hate crime laws, some "Classics" of extremist literature, and how to start your own anti-hate campaign.
"Narrative Portraits," many commissioned specifically for this text and several new to this edition, offer a personalized account of both victims and perpetrators of hate crimes, as well as individuals who are active in the fight against [b1] hate crimes.
*New* Additional photos and new links to online video clips provide powerful visual learning for students.
A new appendix includes a list of recommended films that reinforce key concepts and themes.
Extensive end-of-chapter pedagogy includes chapter conclusions, discussion questions, and Internet exercises (many of which have been updated) to help students master the material.

Sales Rank: #811345 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2010-03-11
Original language: English
Number of items: 1
Dimensions: .70" h x 6.90" w x 9.90" l, 1.40 pounds
Binding: Paperback
368 pages

Features

Used Book in Good Condition

About the Author
Phyllis B. Gerstenfeld has a BA in psychology from Reed College, an MA and a PhD in psychology from the University of Nebraska–Lincoln, and a JD from the University of Nebraska. She is a professor and chair of Criminal Justice at California State University, Stanislaus, where she has taught a class on hate crimes since 1994. In addition to hate crimes, her research interests include juvenile justice, capital punishment, and psychology and law.

Most helpful customer reviews

2 of 3 people found the following review helpful.
Hate Crimes
By LAO
This book is great for learning about the definition of hate crimes, even though a universal definition is still not completely agreed upon.A great book if you are taking a class on Domestic Terrorism and Hate Crime, as I am.

0 of 0 people found the following review helpful.
Great product
By Christopher Ferranti
Great product

0 of 1 people found the following review helpful.
Must be addressed
By Jim Defilippi
The horror of hate crimes in America must be addressed quickly and powerfully. Please see my novel, JESUS BURNED.Jesus Burned: A Novel

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Kamis, 18 Desember 2014

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This ninth and final book in The Soul of Educational Leadership series offers practical strategies for promoting socially responsible school cultures that enhance student engagement.

Sales Rank: #1539664 in Books
Brand: Corwin
Published on: 2011-01-28
Original language: English
Number of items: 1
Dimensions: 8.98" h x .55" w x 6.11" l, .73 pounds
Binding: Paperback
208 pages

Features

Reflecting on our backgrounds and assumptions
Modeling socially responsible behavior
Teaching students to discern injustice
Enacting a zero-tolerance policy toward bullyingStudents will shape tomorrow based on what they learn
Title - Leadership For Social Justice And Democracy In Our Schools

Review
"A must read cover to cover! Each chapter presents a distinct insight and practical wisdom on a very complex issue. An exquisite blend of lofty ideals and practical application woven masterfully together!" (Mary Kim Schreck, Author and Independent Education Consultant 2010-09-22)

"This indispensable volume provides a wealth of answers from the country's foremost educators and researchers. The attention to the nitty-gritty, classroom-and-corridors dimensions of real change faced by real leaders is an especially welcome contribution to the literature." (Dennis Shirley, Professor 2010-09-30)

"Promoting respect, justice, readiness and leadership―this book captures the salient issues so critical for schools today and for the future. A must-read book for every school leader to model socially just practices!" (Rosemary Papa, Professor, Educational Leadership 2010-10-01)

"The book is full of inspiring, compelling, and practical essays, addressed to principals, superintendents, and other educational leaders--the people who are in the best position to restore the heart and soul to public education. Finally, here is acknowledgment that social justice and academic achievement are not mutually exclusive concepts. Highly Recommended." (H. M. Miller, Mercy College 2011-11-21)

"The 75 practical strategies here are grounded in highly regarded educational research, making this a helpful and current reference manual for best practices in science education. Recommended" (S. Buczynski 2011-11-21)

From the Back Cover
Keys to building socially just schools where achievement soars.

About the Author

Award-winning author and educational leader, Alan Blankstein served for 25 years as President of the HOPE Foundation, which he founded and whose honorary chair is Nobel Prize winner Archbishop Desmond Tutu. A former “high-risk” youth, Alan began his career in education as a music teacher. He worked for Phi Delta Kappa, March of Dimes, and Solution Tree, which he founded in 1987 and directed for 12 years while launching Professional Learning Communities beginning in the late 1980s. He is the author of the best-selling book Failure Is Not an Option®: Six Principles That Guide Student Achievement in High-Performing Schools, which received the Book of the Year award from Learning Forward. Alan is Senior Editor, lead contributor, and/or author of 18 books, including Excellence Through Equity with Pedro Noguera, (In Press). He also authored some 20 articles in leading education print including Education Week, Educational Leadership, The Principal, and Executive Educator. Alan has provided keynote presentations and workshops for virtually every major U.S. Ed Org, and throughout the UK, Africa, and the Middle East. Alan has served on the Harvard International Principals Centers advisory board, and the Jewish Child Care Agency, where he once was a youth in residence.

Paul D. Houston has established himself as one of the leading spokespersons for American education through his extensive speaking engagements, published articles, and his regular appearances on national radio and television. Formerly executive director of the American Association of School Administrators from 1994 to 2008, Houston has served as a teacher and building administrator in North Carolina and New Jersey. He has also served as assistant superintendent in Birmingham, Alabama, and as superintendent of schools in Princeton, NJ; Tucson, AZ; and Riverside, CA. Houston has served in an adjunct capacity for the University of North Carolina, Harvard University, Brigham Young University, and Princeton University. He has served as a consultant and speaker throughout the United States and overseas, and he has published more than 100 articles in professional journals.

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Senin, 15 Desember 2014

^ Get Free Ebook Ways of Social Change: Making Sense of Modern Times, by Garth M. (Morgan) Massey

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This text is accessible and informative, acquainting students with the narratives of contemporary social change and teaching the critical thinking skills needed to make sense of the changing world of the 21st century. The book does not strive to answer the question: why does social change happen? Rather, it examines five forces that are, and will continue to be, major drivers of social change: science and technology, social movements, corporate power, government actions, and war.

Not since the 1960s has there been such a time when students wanted and needed to understand social change. This text takes this desire for social change into the realm of social science where clarification, understanding, inquiry and involvement can help provide for both informed opinions and a path to effective engagement.

Sales Rank: #398998 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-09-15
Released on: 2011-09-15
Original language: English
Number of items: 1
Dimensions: 8.90" h x 1.05" w x 6.00" l, 1.25 pounds
Binding: Paperback
464 pages

Features

Used Book in Good Condition

Review
"This is the best text I have read in the area of social change. The models and theories presented are well-chosen and well-presented, in enough depth to do them justice and still be understandable at the undergraduate level. Publish it fast; I'm ready to order it. It actually covers the topic of social change. Most texts in this area actually focus on social problems or on one particular model or facet of social change. Concepts are presented in depth but not drowned in technical or theoretical terms. It includes many wonderful examples and stories that help explain concepts and that my students will love reading." (Anita S. Fream 2011-04-28)

About the Author

Garth Massey (PhD, Indiana University-Bloomington) is Professor Emeritus at the University of Wyoming where he was Director of International Studies (1998-2008) and a faculty member in Sociology (1974-2008). He has been a visiting professor at the University of Dar-es-Salaam, Tanzania (1979-80), the University of Zagreb, Yugoslavia (1986-88), the University of Gödöllö, Hungary (1993-4), Flinders University, Australia (2002), Truman Institute, Israel (2003), and taught in London (1998). His research has been published in the American Journal of Sociology, Social Forces, and The American Sociological Review. In addition to Ways of Social Change, he authored Subsistence and Change: Lessons of Agropastoralism in Somalia (Westview) and edits Readings for Sociology (W.W.Norton). He currently lives in Portland, Oregon, writing and working on Indian voting rights.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Tides of Change: From Local to Global
By Linda E. Van Horssen
This book, which is the text for my sociology class, truly elucidates the subjects that cause social change. I would recommend this book for the library of anyone interested in understanding the myriad aspects of society, including politics, the economy, media and government. My minor criticism--only in relation to a text--is that an end-of-chapter list of major terms and concepts would be very helpful for students who are "word weary" in preparation for exams. This is a great book that I do enjoy.

0 of 0 people found the following review helpful.
Great resource, not a good stand-alone product.
By atenleggedninja
This book, on the surface is an excellent text detailing Social Change. It does not lend itself well to online study alone. I am taking a class that is online only and it is basically a study of this book. This book doesn't set itself up as a stand-alone learning product. There is no problem with the content, its structure however does not help one to figure out if or what facts contained are more important than any other. It is not always easy to tell headings and sub--headings from each other. It is hard to discern, without flipping pages back and forth constantly, what sub-headings go with what heading. If you have an instructor teaching from this book in a lecture setting, these issues would be completely dissolved if the instructor is at least average in his/her instruction. Overall a great resource. If there was a workbook of sorts made to go with this I think it would greatly benefit me for my purposes.

0 of 0 people found the following review helpful.
Excellent primer on social change
By Arenitas
The main theme of this book is social change. The author presents social change in chronological order, with examples. It is enjoyable at a NYTimes reading level. It has enough details to make it instructive. Very nice. Another amazing book on social change is McMichael, Philip. Development and Social Change: a Global Perspective. Los Angeles: Sage, 2012.

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