Fluchadenabooks: Agustus 2015

Senin, 31 Agustus 2015

~ Free PDF From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, by Kathleen (Kay) B. Burke

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Practical tools for translating standards to rubrics and ensuring high student achievement!

Burke’s six-step process helps educators create tasks that promote learning for all students and write rubrics linked straight to the requirements of state standards. Featuring templates and sample tasks, rubrics, and units, this updated bestseller shows educators how to create more complex performance tasks, work in grade-level or vertical teams, and:

Apply the six-step process to link teaching and assessment to standards
Build their own tasks, checklists, and rubrics
Differentiate for special needs within standards-linked tasks
Share checklists and rubrics with students for ongoing formative assessment and self-assessment

Sales Rank: #670468 in Books
Brand: Corwin
Published on: 2010-10-18
Original language: English
Number of items: 1
Dimensions: 10.90" h x .50" w x 8.40" l, 1.40 pounds
Binding: Paperback
232 pages

Features

Apply the six-step process using the book"s theory, examples, applications, and explanations
Build your own tasks, checklists, and rubrics
Differentiate for special needs within standards-linked tasks
Provide good feedback and share checklists and rubrics with students for ongoing formative assessment
Title - From Standards To Rubrics In Six Steps

Review
"Kay Burke's authenticity naturally extends to her professional writing and speaking engagements. Her professional development opportunities attract educators who know they will walk away with new research, new strategies, and something to do TOMORROW. This wonderfully practical book contains real examples from real teachers, helpful checklists, and rubrics. I particularly like the application and reflection pages, and I wish every principal would use them with their teachers." (Julie Davis, Executive Director 2010-04-27)

"At last, a text that I can use with my new teachers, experienced teachers and administrators that will make rubrics, to quote the author, “their friends.” Dr. Burke’s six steps can be easily implemented by all levels of educators immediately. Students will receive meaningful feedback, allowing them to assess their performance and set goals to make their work even better. The end results are empowered teachers, engaged students, and increased student performance." (Mary Ellen Kotz, Education Associate, New Teacher Mentoring and Teacher Evaluation 2010-04-27)

"This book outlines an easy-to-follow process for designing and organizing standards-based instruction that engages students in performance-based learning. Kay Burke effectively shows teachers how to use checklists and rubrics to put students in the driver’s seat of their own assessment for learning." (Nancy Larimer, Professional Learning Supervisor 2010-04-27)

"I have employed and tested the methods outlined in this must-have book in my own high school biology classes. The six steps enabled me to have a 100% pass rate on our high-stake exam with gain scores that almost doubled those of traditionally taught classrooms. Teaching instructional design classes for a college at the master’s level, I highly encourage students to follow the plan outlined in this book." (Richie Wood, Professor 2010-04-27)

About the Author
Kay Burke has served as an award-winning classroom teacher and a school administrator, university instructor, and international professional developer. She works with Kay Burke & Associates, LLC, to provide workshops for teachers and administrators in standards-based learning, performance assessment, classroom management, mentoring, and portfolio development. For the past 18 years, Burke has presented at state and national conferences such as ASCD, NSDC, NAESP, NASSP, NMSA, and IRA as well as international conferences in Canada and Australia. She is the author of 10 professional development books and coauthor of a college textbook on assessment. Corwin Press published Burke's best-selling From Standards to Rubrics in Six Steps: Tools for Assessing Student Learning, K–8 (2006), a 2007 finalist for the Distinguished Achievement Award for Excellence in Educational Publishing presented by the Association of Educational Publishers. Other books published by Corwin Press include How to Assess Authentic Learning, Fourth Edition (2005) and What to Do With the Kid Who: Developing Cooperation, Self-Discipline and Responsibility in the Classroom (Third Edition).

Most helpful customer reviews

2 of 2 people found the following review helpful.
Hitting Standards With Creativity
By Miss H
Kay Burke's From Standards to Rubrics in Six Steps is a great book for the teacher who struggles to hit learning standards without compromising creativity and authenticity. In each section, Burke gradually builds on our knowledge by presenting us with definitions, rationale, research, and examples. This clear format will help readers gain new insight into the concept of performance tasks and authentic assessment, which bring real-world problems and solutions into the classroom. In this way, Burke tells us how we can capture student interest and address standards in meaningful and time-effective ways. A great book to have on your shelf, with over 60 pages of resources for elementary, middle, and high school classrooms.

1 of 1 people found the following review helpful.
Clear introduction to Rubrics
By retired!
Have used this book with teachers and teacher educators, both in the U.S. and abroad and it has been extremely useful.

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Minggu, 30 Agustus 2015

^^ Free PDF The Action Research Guidebook: A Four-Stage Process for Educators and School Teams, by Richard D. Sagor

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Easy-to-use action research tools that work for today’s schools

Richard Sagor provides updated tools and insights to implement school-based research for student success in this second edition of his best-selling volume The Action Research Guidebook. Included are new examples, activities, tables, charts, and leadership applications that reflect the recent growth of professional learning communities, wider acceptance of standards, and the need for more qualitative research. The book is organized around Sagor’s four-stage process developed from his experience training educators:

Clarifying visions/targets
Articulating theory
Implementing action and collecting data
Reflecting on data and planning informed action

Sales Rank: #68667 in Books
Brand: Corwin
Published on: 2010-11-19
Original language: English
Number of items: 1
Dimensions: 11.01" h x .63" w x 8.49" l, 1.52 pounds
Binding: Paperback
248 pages

Features

Clarifying visions/targets
Articulating theory
Implementing action and collecting data
Reflecting on data and planning informed actionInside are numerous tables, charts, handouts,
Title - The Action Research Guidebook

Review
"This new edition is simply outstanding! The descriptions, metaphors, and modeling of an everyday approach to the inquiry cycle reflect Sagor’s deep understanding of the current challenges educators face in integrating action research into their practices."

(Lauren Childs, School Quality Consultant for Teacher Leadership 2010-06-14)

"Richard Sagor is one of a very small group of academic educators writing today who authentically and profoundly bridges the gap between research and practice. His conception of action research, developed over decades of experience with thousands of educators, is clear, robust and flexible. This book is both intelligent and accessible, and is fun to read and use." (Deborah Court, Head of Curriculum Studies 2010-05-27)

About the Author

Richard Sagor recently retired from his position as professor and director of the Educational Leadership Program at Lewis & Clark College. In 1997 he founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU).

Prior to his work at the university level, Sagor had 14 years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition.

Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a PhD in Curriculum and Instruction from the University of Oregon.

Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education’s Secondary School Recognition Program and has worked with the Department of Defense’s overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth.

His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor’s books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: How to Get It, Keep It, and Improve School Performance; Guiding School Improvement With Action Research; Motivating Students and Teachers in an Era of Standards; and Collaborative Action Research for Professional Learning Communities.

Sagor can be contacted at the Institute for the Study of Inquiry in Education, 16420 SE McGillivray, Suite 103–239, Vancouver, WA 98683, or by e-mail at rdsagor@isie.org.

Most helpful customer reviews

1 of 1 people found the following review helpful.
A workbook designed to be explored as you progress
By Midwest Book Review
The second edition of THE ACTION RESEARCH GUIDE: A FOUR-STAGE PROCESS FOR EDUCATORS AND SCHOOL TEAMS by Richard Sagor updates a fine easily-used action research tool set that works for modern schools. Teacher leaders and teacher teams receive new examples, activities and leadership in action in a workbook designed to be explored as you progress.

1 of 1 people found the following review helpful.
The Action Research Guidebook: A Four-Stage Process for Educators and School Teams
By chrisb
This book is being used as a text in my graduate course that I am teaching. It offers a concrete, realistic approach to identifying and solving problems that take place in the classroom.It is not an "exciting" read, but a worthwhile, practical one.

1 of 1 people found the following review helpful.
Excellent
By SAUNDRA B
This is an easy to read and easy to follow guide for doing action research. I an glad that it was required for my master's program . I will continue to refer to it for my doctoral dissertation.

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Sociology: Exploring the Architecture of Everyday Life Readings, Eighth Edition
Providing provocative, eye-opening examples that illuminate the relationship between the individual and society, this Eighth Edition of David M. Newman’s and Jodi O'Brian's acclaimed Sociology: Exploring the Architecture of Everyday Life Readings includes a mix of short articles, chapters, and excerpts. In addition to new readings and more coverage of global issues and world religions, the Eighth Edition focuses on sociological theory, methodologies, and history to help students learn how to analyze what they read, as well as understand how research is done and how today's theories developed over time.

Sales Rank: #2994142 in Books
Brand: Brand: Pine Forge Press
Published on: 2010-09-16
Original language: English
Number of items: 1
Dimensions: 1.50" h x 7.90" w x 10.00" l, 3.10 pounds
Binding: Paperback

Features

Used Book in Good Condition

About the Author
David Newman earned his bachelor’s degree from San Diego State University in 1981 and his graduate degrees from the University of Washington in Seattle (M.A. 1984, PhD 1988). After a year at the University of Connecticut, David came to DePauw in the fall of 1989 and has been here ever since. David teaches courses in Deviance, Mental Illness, Family, Social Psychology, and Research Methods. He has published numerous articles on teaching and has presented several research papers on the intersection of gender and power in intimate relationships. Recently most of his scholarly activity has been devoted to writing and revising several books, including Sociology: Exploring the Architecture of Everyday Life (SAGE ©2010); Identities and Inequalities : Exploring the Intersections of Race, Class, Gender, and Sexuality (McGraw-Hill ©2006); and Families: A Sociological Perspective (McGraw-Hill ©2009). He is currently working on a book-length manuscript that examines the cultural meaning, institutional importance, and everyday experience of “second chances.”

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0 of 0 people found the following review helpful.
Book Review
By rosemary
The book came on time, it was great that I was able to find it online for a cheaper price.

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Selasa, 25 Agustus 2015

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What to do when their feet just can’t keep still

Capture students’ attention with less talk and more action. The authors follow the best-selling Teaching the Male Brain andTeaching the Female Brain with this collection of mathematics, language arts, science, and classroom management strategies. Applicable to male and female active learners, the research-based text provides a wealth of examples, visuals, and material that can be easily reproduced to address experiential learners’ common challenges. The many benefits include:

Increased student engagement
Improved retention of subject matter
Enhanced capacity to focus on tasks
A more orderly classroom

Sales Rank: #3363176 in Books
Brand: Corwin
Published on: 2011-03-14
Released on: 2011-03-14
Original language: English
Number of items: 1
Dimensions: 11.00" h x .56" w x 8.40" l, 1.50 pounds
Binding: Paperback
248 pages

Features

Increased student engagement
Improved retention of subject matter
Enhanced capacity to focus on tasks
A more orderly classroomThis resource contains a wealth of examples, visuals, and material that
Title - Active Lessons For Active Brains

Review
“James, Allison, and McKenzie provide teachers with concrete lessons that engage students, as well as research-based background on why these activities are needed. The included lessons give numerous examples of how teachers can approach the learning process to fully engage students. Active Lessons for Active Brains is a valuable resource for teachers in any content area and at any grade level.” (David Chadwell, Coordinator, Single-Gender Initiatives, Office of Public School Choice and Innovation 2010-11-29)

"Active Lessons for Active Brains is a great resource for those new to teaching who may need some guidance, as well as those seasoned veterans looking for fresh lessons to enhance what they already do. Most teachers understand that there are multiple modalities that children use in order to learn and the best educators are masters at using all of them in the classroom. These lessons will help students develop into active learners and move from a teacher-directed classroom to one of student engagement, inquiry and critical thinking."

(Jay Greytok, Head of Middle School 2010-11-29)

About the Author
Abigail Norfleet James taught for many years in single-sex schools and consults on the subject of gendered teaching to school systems, colleges, and universities. Her area of expertise is developmental and educational psychology as applied to the gendered classroom. Prior to obtaining her doctorate from the University of Virginias Curry School of Education, she taught general science, biology, and psychology in both boys and girls schools.

Her previous publications include reports of research comparing the educational attitudes of male graduates of coed schools and single-sex schools, research describing the effects of gendered basic skills instruction, and a report of academic achievement of students in single gender programs. In addition, she has written on differentiated instruction at the elementary school level. She has presented workshops and papers at many educational conferences and works with teachers and parent groups in interpreting the world of gendered education.

Her professional affiliations include the American Educational Research Association, the American Psychological Association, the Association for Supervision and Curriculum Development, the Coalition of Schools Educating Boys of Color, the Gender and Education Association, the International Boys Schools Coalition, and the National Association for Single-Sex Public Education (Advisory Board Member).

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3 of 3 people found the following review helpful.
Took a while yo receive it
By Tracy Keesee
It was helpful but geared more to middle school and high school experiential learners, not early elementary as I had hoped

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Minggu, 23 Agustus 2015

> Ebook Download Crime and Criminal Behavior (Key Issues in Crime and Punishment)From SAGE Publications, Inc

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Crime and Criminal Behavior delves into such hotly debated topics as age of consent, euthanasia and assisted suicide, gambling, guns, internet pornography, marijuana and other drug laws, religious convictions, and terrorism and extremism. From using a faking I.D. to assaulting one's domestic partner to driving drunk, a vast array of behaviors fit into the definition of criminal. The authors of these 20 chapters examine the historical contexts of each topic and offer arguments both for and against the ways in which legislators and courts have defined and responded to criminal behaviors, addressing the sometimes complex policy considerations involved. Sensitive subjects such as hate crimes are addressed, as are crimes carried out by large groups or states, including war crime and corporate crime. This volume also considers crimes that are difficult to prosecute, such as Internet crime and intellectual property crime, and crimes about which there is disagreement as to whether the behavior harms society or the individual involved (gun control and euthanasia, for example).

The Series

The five brief, issues-based books in SAGE Reference's Key Issues in Crime & Punishment Series offer examinations of controversial programs, practices, problems or issues from varied perspectives. Volumes correspond to the five central subfields in the Criminal Justice curriculum: Crime & Criminal Behavior, Policing, The Courts, Corrections, and Juvenile Justice.

Each volume consists of approximately 20 chapters offering succinct pro/con examinations, and Recommended Readings conclude each chapter, highlighting different approaches to or perspectives on the issue at hand. As a set, these volumes provide perfect reference support for students writing position papers in undergraduate courses spanning the Criminal Justice curriculum. Each title is approximately 350 pages in length.

Sales Rank: #2519996 in Books
Published on: 2011-05-03
Original language: English
Number of items: 1
Dimensions: 9.29" h x .97" w x 6.13" l, 1.45 pounds
Binding: Hardcover
344 pages

About the Author

William J. Chambliss, professor of sociology at The George Washington University, was a critical sociological theorist whose research has ranged broadly from studies of law creation and the legal system to participant observation studies of juvenile gangs, organized crime, policing, and the impact of social movements on political and economic change. He served as president of the American Society of Criminology and the Society for the Study of Social Problems. He has received numerous awards for his research and teaching, including the prestigious Edwin H. Sutherland Award from the American Society of Criminology, the Lifetime Achievement Award from the American Sociological Association, the Bruce Smith Lifetime Achievement Award from the Academy of Criminal Justice Sciences, the PASS Award from the National Council on Crime and Delinquency, and the Lifetime Achievement Award from the Sociology of Law Section of the American Sociological Association. He has authored and edited over 35 books in sociology, criminology and criminal justice and numerous articles in social science journals.

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@ PDF Ebook Issues for Debate in Corporate Social Responsibility: Selections From CQ Researcher, by CQ Researcher

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About CQ Researcher Readers
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Sales Rank: #930823 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2009-08-18
Original language: English
Number of items: 1
Dimensions: 9.25" h x .78" w x 7.52" l, 1.40 pounds
Binding: Paperback
376 pages

Features

Used Book in Good Condition

About the Author

CQ Researcher is the choice of librarians, researchers, and students seeking original, comprehensive reporting and analysis on the most vital issues shaping our world. Each weekly report offers in-depth, unbiased coverage of a single topic. Written by CQ Press's staff of experienced reporters, these reports provide up-to-date information on a wide range of social, economic, political, environmental, and international issues.

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Jumat, 21 Agustus 2015

^ Free Ebook Counseling Children and Adolescents in Schools: Practice and Application Guide, by Sandy Magnuson, Robyn S. Hess, Linda M. Beeler

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Counseling Children and Adolescents in Schools is a text and practice and application guide designed to help aspiring school psychologists and counselors gain the necessary theoretical background and skill set to work effectively with youth in schools. The dual focus on school counselors and school psychologists provides students a broader view of the different mental health professionals in the schools, with an emphasis on collaboration. This interdisciplinary text can be used across pre-practica, practica, and other school-based field experiences.

Sales Rank: #827796 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-12-08
Original language: English
Number of items: 1
Dimensions: 10.90" h x .40" w x 8.40" l, .70 pounds
Binding: Paperback
128 pages

Features

Used Book in Good Condition

About the Author
Sandy Magnuson received a Master’s degree in elementary school counseling at Southwest Missouri State University in 1983 and a doctorate degree in counselor education from the University of Alabama. After teaching in counselor education programs in Alabama, Texas, and Colorado, Dr. Magnuson returned to elementary school counseling at University Schools in Greeley, Colorado and retired in 2010. During her career as a counselor educator and school counselor, she was committed to active participation in school counseling organizations and her own continuing education and supervision. She also conducted research in the development of counselors across the professional lifespan and supervision of counselors. Dr. Magnuson authored over 60 articles that have been published in professional journals.

Robyn S. Hess is a Professor and Chair of the Department of School Psychology at the University of Northern Colorado. She earned her doctorate in School Psychology in 1993 and her M.S. in Counseling Psychology in 1987. Dr. Hess blends her experience as a counselor, school psychologist, and academician together to provide a scholarly, yet practical, approach to understanding counseling and mental health promotion within schools. She has published both nationally and internationally in the areas of culturally responsive assessment and intervention strategies, coping and stress in children and adolescents, and school completion among high-risk youth. Her teaching assignments over the last five years have included an introductory counseling practicum and children’s mental health.

Linda Beeler currently serves as Core Faculty in School Counseling for the Department of Counselor Education at Capella University and holds an Approved Clinical Supervisor credential. She earned her Ph.D. in Counselor Education and Supervision from the University of Northern Colorado in 2001 and began working in the public schools. She has carved a niche for herself working with high-needs and at-risk youth and has been actively involved in crisis intervention work in the schools. Additionally, Dr. Beeler focuses on the study of the supervision of current school counselors and school counselors in training.

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0 of 0 people found the following review helpful.
Amazing Book! Very Useful for future school psychologist
By Blossom
Amazing Book! Very Useful for future school psychologist. Delivery was delayed about a two weeks, but received in good conditions. By the way I paid Prime.

0 of 0 people found the following review helpful.
Good for school psychologists
By Andrea Anderson
I purchased this book for grad school. Information in this book seemed very applicable to those interested in becoming school psychologists,

0 of 0 people found the following review helpful.
Five Stars
By Carly M
Good hands-on learning tool.

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Selasa, 18 Agustus 2015

> Free Ebook Ethics for Psychologists: A Casebook Approach, by Liang T. Tien, Amy S. Davis, Thomas H. Arnold, G. Andrew H. Benjamin

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With full coverage of the APA Code of Ethics and engaging vignettes to draw students into the material, Ethics for Psychologists provides unique multicultural, moral, and legal perspectives to the standards of conduct in the field of psychology. This book describes complex ethical dilemmas students may encounter and offers a variety of frameworks through which to examine such dilemmas. Legal, moral, values-driven, and global approaches are provided in concise commentaries about the dictates of our own Code of Ethics. Students will be challenged to take control of their learning experience by moving beyond the basics of looking up each situation to find "the right thing to do," into a more active and engaged approach, with the goal of not only becoming ethical thinkers but informed decision makers.

Sales Rank: #664043 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-10-26
Original language: English
Number of items: 1
Dimensions: 9.90" h x 1.20" w x 8.00" l, 2.29 pounds
Binding: Paperback
568 pages

Features

Used Book in Good Condition

Review
"My number one challenge is making the course relevant to the student, so they can see why they need to understand this. Related to this is tying it into morals and values so it is more than just another class. I think that one of the great strengths of this book of this book is its "real life" cases for the students to examine from multiple perspectives." (Sherry Dingman)

"The number one teaching challenge in this course is that students do not make a personal connection. I am constantly referring to case examples to make the connection to real life. I think the greatest strength of this book is that it starts with a vignette. This catches the readers' attention and makes an immediate connection to real-life experiences." (Eileen Estes)

"The authors' use of the moral background questions is an interesting perspective on the issues and one that you don't normally see addressed in conventional ethics textbooks. The questions are good guidelines to help a person gain some insight into how their own personal values impact their thinking about the issue at hand, and I appreciate this. I think that playing up the exploration of personal morality and the multicultural considerations are important in terms of differentiating this book from other ethics texts." (Erica Gannon)

"I believe the book has great appeal. Practitioners realize how important being ethically well informed is, and this book touches a lot of the right bases in the way it is organized and presented. It raises the important distinctions that exist between states in terms of laws relevant to psychological practice, and also discusses how cultural differences need to be factored in to what is considered 'good ethical behavior'." (Robert Doan)

"I think that this book has some very good strengths. It approaches ethics from a unique perspective that appeals to students. In addition to providing stimulating cases, it provides the framework and legal background important to psychologists in training. Amazing work! I do not see many weaknesses here - I believe that if you wanted to extend it to graduate counseling programs, you would have to add more content, but it is not necessary. The vignette approach will make the book much more interesting than its competitors." (Misty Ginicola)

About the Author
L. Tien holds a Psy.D. from the University of Denver and an M.A. from Antioch University. She is Core Faculty at Antioch University Seattle’s Psy.D. Program and has a private practice. Dr. Tien has published and presented in the area of multicultural counseling, as well as conducted workshops on ethics. She served on the Washington State Psychological Association’s Ethics Committee as a member for seven years and as Chair of the committee for three years, on their Ethics Hot Line for five years, and as a member of the Washington State Examining Board of Psychology for two years.

Amy Davis received her Bachelor's of Science in Health Psychology from Bastyr University and her Psy.D. from Antioch University Seattle. Her specialized areas of training include Existential/Humanistic psychology, and Child & Family Systems. Her dissertation was a phenomenological exploration of suicide survivorship among lesbians. Dr. Davis currently teaches several psychology courses to undergraduate students and naturopathic doctoral students at Bastyr University.

Thomas Arnold is currently completing his doctoral dissertation for the Committee in the Study of Religion at Harvard University. His dissertation looks at Ludwig Wittgenstein and the idea of “experience” in the philosophy of religion. He is also co-editing a book on William James and Josiah Royce. His work in philosophy of religion incorporates interests in ethics, American pragmatism, feminist theology, and cognitive science. He has taught at Harvard, Tufts University, and Stonehill College.

G. Andrew H. Benjamin, J.D., Ph.D., ABPP is Director of the Parenting Evaluation Treatment Program (PETP) at the University of Washington. Dr. Benjamin was named "Professional of the Year" by the Washington State Bar Association's Family Law Section. He was elected President of the Washington State Psychological Association and later his colleagues there created an Association award named after him for "outstanding and tireless contributions." He was honored by the Puyallup Indian Nation's Health Authority for serving as a "modern day warrior fighting the mental illnesses, drug-alcohol addictions" of the people served by the Nation's program. He has served as a member and a Chair of the American Psychological Association’s Committee on Legal Issues (COLI), and APA’s Policy and Planning Board (P&P). He has published 57 peer reviewed articles in Psychology, Law, and Psychiatry journals, many of which addressed ethical issues, and is the author of three books published by APA: Law and Mental Health Professionals (1995,1998); Family Evaluation in Custody Litigation: Reducing Risks of Ethical Infractions and Malpractice (2003); and The Duty to Protect: Ethical, Legal, and Professional Considerations for Mental Health Professionals (2009). He received the Heiser Award from APA in recognition of his record of public service and advocacy in numerous areas of professional activity.

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0 of 0 people found the following review helpful.
Great delivery. Just as described
By Marguerite Braden
Great delivery.Just as described.

0 of 0 people found the following review helpful.
Water Damage
By Tselane Gardner
I thought this was a new book. When I opened it today, the book had gotten wet. As a result, the cover and over 100 pages are damaged :(. I am still able to read the text, but I would like some cash back since it is damaged. The box it arrived in did not have water damage, so I will assume it was damaged prior to being placed in the box.

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What You Didn't Know About Ethics
By Sassy1
This was an excellent book. It was thorough and easy to read. It met all of my expectations and will be beneficial for taking my licensing exam.

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This book's companion DVD features richly detailed video case studies that outline concrete steps for developing effective teams that transform schools into learning communities.

Sales Rank: #422298 in Books
Published on: 2011-11-08
Original language: English
Number of items: 1
Dimensions: 10.50" h x 7.25" w x .75" l, 1.20 pounds
Binding: Paperback
248 pages

Review
"This is an important book, providing both inspiration and practical guidance for educators impressed by the power of teacher teams. By offering a series of case studies, and protocols for analyzing the cases, Troen and Boles guide readers through a process educators can use immediately in their own efforts." (Charlotte Danielson, Author and Educational Consultant)

"The Power of Teacher Teams is an incredible gold mine of ideas, strategies, practices, and advice, rooted in a conceptual frame that is both accessible and engaging! It is must reading for teachers, principals and policy makers who care passionately about transforming our schools for teachers and their students." (Ann Lieberman, Senior Scholar)

“Troen and Boles provide a guide for teams to navigate through the obstacles and opportunities created by collaborative teams. This book offers teams a chance to reflect and learn from their own and others’ experiences.”

(David Goldfarb, Principal)

“This book is a must-read for any superintendent or school leader, and a guide for educators-whether they are teachers, paraprofessionals, principals, or district staff-on how to work together.”

(Greg Baker, Superintendent)

“By describing and illustrating both the theory and practice of effective teams, the authors have made a major contribution to our efforts to close achievement gaps and boost student learning.” (Paul Reville, Secretary of Education)

"Tools ready-to-use! A required resource for principals, teacher leaders, instructional coaches and professional development facilitators. Troen and Boles make teaming practice public so that we can begin to do the same across our schools." (Barbara Crock, Founding Principal University of Chicago Charter School, Woodlawn, IL)

"Change through collaboration occurs when school leaders and teachers meet consistently to talk about student learning and teaching design and hold each other accountable. As a principal practitioner dedicated to adult learning and professional growth, I treasure the gems scattered throughout this salient book." (Gerardo J. Martinez, Principal)

"This is a powerful book that offers practical advice grounded in research. The case studies in this book can assist superintendents, curriculum/staff developers, teacher leaders, and principals in implementing effective, school-based instructional teams." (Christine M. Johns, Superintendent)

"At a time when teacher effectiveness is under attack nationwide, Boles and Troen add a fresh perspective to the conversation. Through thoughtful analysis and case studies, the authors advocate for the use of strategies that improve teacher effectiveness as well as parallel strategies that improve schools’ team effectiveness." (Irvin Scott, Chief Academic Officer)

"Finally, a book written in user-friendly language that explains the value of educators working in teams to improve student achievement! Educators who read this book will be able to use its cases and guides to case analysis to solve the challenges they face in their own schools." (Marguerite Izzo, Language Arts Teacher, New York State Teacher of the Year - 2007)

"Troen and Boles give us a concrete image of how collective educational practice can be focused on the instructional core of schooling. Their portrait of teacher teams is an important contribution to our understanding of how teaching is learned and will be useful for both practice and analysis." (Magdalene Lampert, George Herbert Mead Collegiate Professor of Education)

"The authors identify the real-life challenges of teaming and collaboration that teachers and principals face each and every day. They provide cases that describe the everyday experiences of working in teams, and then present tools that professionals will find extremely useful in aligning their efforts around improving student learning." (Jeff Ronnenberg, Superintendent)

"As a director of professional development, I feel this book is crucial to building the capacity of teachers, teacher leaders, team facilitators, and principals." (Fernando Nuñez, Director of Professional Development)

About the Author

VIVIAN TROEN and KATHERINE C. BOLES

Considered authorities on the subjects of teacher education, teacher leadership, and professional development schools, Troen and Boles deliver workshops on Teacher Teams and Teacher Leadership, speak at conferences and seminars, and regularly consult to schools and school districts in the United States and internationally. As classroom teachers, they founded one of the nation’s first professional development schools to link colleges and public schools in partnerships for the preservice education of teachers as well as the ongoing professional development of veteran teachers.

They are the authors of Who’s Teaching Your Children: Why The Teacher Crisis is Worse Than You Think and What Can Be Done About It (Yale University Press, 2003) as well as numerous articles and book chapters on teachers and teaching. Most recently they have joined national leaders of professional organizations of educators, state education agencies and universities in the Teacher Leadership Exploratory Consortium, convened by the Educational Testing Service (ETS) to develop model national standards for teacher leadership.

Troen co-directs the Induction Partnership Initiative at Brandeis University, guiding schools in developing the capacity to support new teachers. She also leads school administrators in regularly scheduled online, networked seminars investigating a wide range of issues surrounding induction practices and professional development for new and experienced teachers.

VIVIAN TROEN and KATHERINE C. BOLES

Boles is a Senior Lecturer on Education and Faculty Director of the Learning and Teaching Masters Degree Program at the Harvard Graduate School of Education. She received her doctorate from Harvard, and her courses examine the latest research on school reform, teacher education, teacher teams, and new forms of teacher leadership.

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1 of 2 people found the following review helpful.
Power of teacher teams
By Rachel W. Brooks
Way back when I was teaching, I was lucky to work on teams. It's a great way to work and it makes everyone on the team stronger and more in tune to the students. This book will help people who are interested in working as a team member.

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