** PDF Download Qualitative Research Design: An Interactive Approach (Applied Social Research Methods), by Joseph A. Maxwell

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Qualitative Research Design: An Interactive Approach, Third Edition provides researchers and students with a user-friendly, step-by-step guide to planning qualitative research. Joseph A. Maxwell shows how the components of design interact with each other, and provides a strategy for creating coherent and workable relationships among these design components, highlighting key design issues. Written in an informal, jargon-free style, the book incorporates examples and hands-on exercises.

"This book uses everyday language that will captivate students' attention and embed practical knowledge to supplement the technical."
                                       ―Gaetane Jean-Marie, University of Oklahoma

"The key strengths of the text are the passion and the enthusiasm that Dr. Maxwell has for qualitative research after all these years. I feel I can also utilize these concepts on my own research team and take them out of the classroom and into research team meetings with colleagues."
                                       ―Deborah Gioia, University of Maryland, Baltimore

"I really liked this book. I found myself taking notes and saying "yes" so many times because Maxwell captures the research process so well and provides many points worth quoting. As a faculty mentor, I particularly see the value of this book for my students who are conducting qualitative dissertations."
                                       ―Mary S. Enright, Capella University

"The text is incredibly engaging and practical...So many of the issues raised in the book are central to qualitative research, yet often not explicitly discussed in 'public' venues."
                                       - David Carlone, The University of North Carolina at Greensboro

"I particularly like the interactive focus and believe that helps students to more realistically engage qualitative research design.  It certainly lives up to its billing as a good guidebook, and I appreciate the fact that the author really concentrates on useful content, exercises, insights, and examples, and leaves extensive theory discussions to others."
                                        - Sharon L. Caudle, Texas A & M University

• Sales Rank: #25684 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2013-06-08
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x 6.25" w x .50" l, .70 pounds
• Binding: Paperback
• 232 pages

Features

• Used Book in Good Condition

Review

“This book uses everyday language that will captivate students’ attention and embed practical knowledge to supplement the technical.”

(Gaetane Jean-Marie)

“The key strengths of the text are the passion and the enthusiasm that Dr. Maxwell has for qualitative research after all these years. I feel I can also utilize these concepts on my own research team and take them out of the classroom and into research team meetings with colleagues.”

(Deborah Gioia)

“I really liked this book. I found myself taking notes and saying “yes” so many times because Maxwell captures the research process so well and provides many points worth quoting. As a faculty mentor, I particularly see the value of this book for my students who are conducting qualitative dissertations.” (Mary S. Enright)

"Maxwell provides a clear explanation regarding the nuances involved in the circular process of qualitative research design." (Tracy M. Lara)

About the Author

Joseph A. Maxwell is a Professor in the Graduate School of Education at George Mason University, where he teaches courses on research design and methods and on writing a dissertation proposal. He has published work on qualitative research and evaluation, mixed method research, sociocultural theory, Native American social organization, and medical education. He has also worked extensively in applied settings. He has presented seminars and workshops on teaching qualitative research methods and on using qualitative methods in various applied fields, and has been an invited speaker at conferences and universities in the United States, Puerto Rico, Europe, and China. He has a Ph.D. in anthropology from the University of Chicago.

Most helpful customer reviews

10 of 11 people found the following review helpful.
An engaging read
By Richard M Rogers
The book arrived on time and was appropriately packaged. No problem there.

As a doctoral student at the stage of preparing a dissertation proposal I was eager to read this text because of the last chapter on research proposals. The author did not disappoint.

After only a first cover to cover reading of the third edition I was able to get three important takeaways (organization tools) which I’ve already started implementing: design mapping, using matrices and developing a proposal argument.

I find the book extremely useful because it addresses the principle of coherence from not so much from a writing skills perspective but from an integrative research design perspective. In fact, this is consistent with the subtitle “an interactive approach”.

Both the tools and the design map of the book (goals, conceptual framework, research questions, methods and validity) helped me see what the key elements of my project are about, how to put them together and why they are important.

Throughout my first reading I felt like the author was speaking to me personally and trying to walk me through qualitative research design process holding my hand yet leading me to a point where I wanted to do (and have started) the exercises so I could develop my own argument and let go of his hand at some point.

This is all any student of research (let alone qualitative researcher) could hope for.

1 of 1 people found the following review helpful.
the book is a great introductory resource to qualitative research
By Allan Antonio Martell
Maxwell's approach to qualitative research follows two basic lines: constant, systematic reflection; and iteration. His proposition is consistent with ethnographic approaches to research, but people with a heavier leaning towards quantitative methods may find Maxwell's propositions hard to find. Particularly, because he claims that self-reflection requires the researcher to be forthcoming about her own emotions, not only her thoughts. This position contradicts empirical approaches that claim the researcher should be purely rational. Perhaps the author could also expand his methodological framework by incorporating other aspects in the formation of the theoretical framework, such as the life experiences of the researcher and the inputs from the research participants. Overall, the book is a great introductory resource to qualitative research. I highly recommend it.

2 of 2 people found the following review helpful.
I have always been a fan of Maxwell. I ...
By Tiffany
I have always been a fan of Maxwell. I read the second edition when I was introduced to qualitative. Fabulous read!

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Build your capacity to lead your school to greatness!

Great leaders are made, not born. Written by the authors of From Good Schools to Great Schools, this sequel shows how great school leaders can be developed and how leaders can acquire the powerful personal leadership characteristics that the best administrators use to lead their schools to greatness. Chapters include:

• Self-assessments that reveal your inherent leadership dispositions
• Tips from exceptional principals in the field
• Strategies and case studies for developing specific leadership qualities
• Application exercises that put the strategies into action
• Reflection activities that encourage professional growth

• Sales Rank: #108293 in Books
• Brand: Corwin
• Published on: 2010-09-20
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .60" w x 7.00" l, .95 pounds
• Binding: Paperback
• 208 pages

Features

• Case studies that provide an ongoing context for professional learning
• Self-assessments that reveal your inherent leadership dispositions
• Interviews and tips from exceptional principals in the field
• Strategies for developing specific leadership qualities
• Application exercises that reinforce how to put the strategies into action

Review
"Our best teachers obtain great results by building positive relationships with their students. Gray and Streshly show how our best principals do the same thing and how these behaviors can be learned and practiced." (Kevin Singer, Superintendent 2010-03-22)

“This book synthesizes the research and provides activities and reflections that guide leaders to master the art of leading good schools to greatness in a practical, thoughtful way.” (Sandra Harris, Professor, Lamar University 2010-02-25)

"This book is right on target with its thought-provoking ideas and concepts on the characteristics of successful educational leaders. It would have been so helpful for me to have this tool when I began working in educational leadership 37 years ago.” (Thomas F. Leahy, Consultant, Executive Search Department 2010-02-25)

"This book is a must-read for anyone who would like to take the necessary steps to improve their schools, instructional practices, and skill in leadership." (Robyn Fette 2011-10-13)

About the Author

Susan Penny Gray, PhD has been an educator for more than 40 years in Indiana and California, including 15 years as Director of Curriculum Services for the San Marcos Unified School District in San Marcos, California and 7 years as a member of the Educational Leadership faculty at San Diego State University. During her tenure as Director of Curriculum Services she was responsible for the development, implementation, and maintenance of exemplary programs recognized throughout California in Reading/Language Arts, Mathematics, History-Social Science, and Science for grades K through 12. She was also responsible for effective teacher and principal support strategies that during the years under her direction evolved into a powerful system of coaches and facilitators of staff development. Dr. Gray has “walked the talk” in helping principals become truly effective instructional leaders. Her insights give down to earth, practical meaning to the research discussed in this book.

Dr. Gray serves on the San Diego State University (SDSU) Educational Administration Preparation Programs Advisory Committee. In her capacity on this committee and as a current member of the faculty of the Educational Leadership Department in the School of Education at SDSU, she has assisted in implementing changes in that school’s administration preparation program. She has designed and currently teaches an administrative course on instructional improvement through evaluation and supervision. In this course students participate in a walk-through supervision practicum, formal evaluation exercises, and the design of teacher and administrator evaluation systems. In addition, Dr. Gray teaches and coordinates the advanced administrator credentialing program at SDSU and supervises the fieldwork for administrative credential candidates at all levels.

In addition to her involvement with the faculty of Educational Leadership at San Diego State University, Dr. Gray serves as an officer on the Board of Directors of California Curriculum Management Systems, Incorporated (CalCMSi). She is certified to train administrators and teachers in Conducting Walk-Throughs for Higher Student Achievement and has implemented this training in several states across the country. She has also served as an external evaluator of schools and is a certified School Assistance Intervention Team leader for the State of California. She received curriculum management audit training from the California Curriculum Management Audit Center in Burlingame, California, in 1998. Since then she has served on school district audits in California, Washington, Texas, Ohio, Arizona, Maryland, New York, and Pennsylvania. She has also served on academic achievement teams conducting comprehensive on-site assessments of the educational operations of school and community college districts in California.

Dr. Gray earned her undergraduate degree from the University of California, Santa Barbara, and her master’s degree from San Diego State University. In 2006, she received a doctoral degree in educational leadership through the Claremont Graduate University/San Diego State University Joint Doctoral Program.

William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, including five years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2,500 to 25,000 students.

In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well.

Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country.

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0 of 0 people found the following review helpful.
Good Information
By Kim Blakesley
A good book for those individuals wanting to know how to lead in a school system. The read is easy and full of dynamic information.

0 of 0 people found the following review helpful.
Incovenient...
By Diana D. Damon
No page numbers and I could not print the book.

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Handbook of Assessing and Treating Substance Abuse and Criminal Conduct:The Progress and Change Evaluation (PACE) Monitor is an instructive guide that helps agencies and providers assess, monitor and evaluate the change and progress made by criminal justice clients at the beginning, during and after treatment. The guide contains dozens of instruments used to assess and evaluate clients, along with a description of each item and instructions on how to score and interpret it. It was created to be used in conjunction with the Criminal Conduct and Substance Abuse Treatment: Strategies for Self Improvement and Change curriculum, but the instruments are general enough that they can be used separately and with other curriculums as well. The tools provided in this book will be highly useful for anyone working with clients with co-occurring issues of substance abuse and criminal conduct.


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• Sales Rank: #1900084 in Books
• Published on: 2009-11-12
• Original language: English
• Number of items: 1
• Dimensions: 11.02" h x .38" w x 8.44" l, .88 pounds
• Binding: Paperback
• 208 pages

About the Author
Kenneth W. Wanberg, ThD, PhD, has academic concentrations in biology, mathematics, clinical psychology, psychology of religion, psychometrics, quantitative analysis, and interpersonal communication and the psychology of spoken language. He worked as a counselor and clinical psychologist with the Division of Youth Corrections, State of Colorado for 17 years. He has been doing clinical work for 50 years and has had a private practice for 40 years. He has worked as a clinician and researcher in the field of alcohol and drug abuse for over 40 years and in the field of criminal conduct and substance abuse for over 25 years.

Harvey B. Milkman, PhD received his baccalaureate degree from City College of New York and his doctorate from Michigan State University. He is currently professor of psychology at Metropolitan State College of Denver. His doctoral research was conducted with William Frosch, MD, at Bellevue Psychiatric Hospital in New York City, on the User’s Drug of Choice. From 1980–1981, he completed a sabbatical exploration of addictive behavior in Africa, India, and Southeast Asia; in 1985 he was recipient of a Fulbright-Hays Lectureship award at the National University of Malaysia. He has represented the United States Information Agency as a consultant and featured speaker in Australia, Brazil, Iceland, The Netherlands, Peru, Turkey, and Yugoslavia. He is principle author with Stanley Sunderwirth of “The Chemistry of Craving,” and author of “Better than Dope,” featured articles in Psychology Today, October, 1983 and April, 2001 respectively. From September 1992–June 2002, he was author, principal investigator, and director of Project Self-Discovery: Artistic Alternatives for High-Risk Youth, a national demonstration model funded by The Center for Substance Abuse Prevention and the Edward Byrne Foundation.

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Richard Ivey School of Business and SAGE have come together again to provide a distinctive collection of real-world leadership cases

Cases in Leadership, Second Edition is a unique collection of 29 real-world leadership cases from Ivey Publishing plus 15 practitioner readings from the Ivey Business Journal. The updated casebook helps business students gain a better understanding of leadership and enables them to be more effective leaders through their careers. The selected cases are about complex leadership issues that require the attention of the decision maker in each case.

This casebook provides an invaluable supplement to any standard leadership text by connecting theory to actual cases. However, it has been organized to work especially well in conjunction with the Fifth Edition of Peter Northouse’s Leadership: Theory and Practice.

Key Features

• Presents real-world cases related to leadership: Cases illustrate the complex nature of leadership in organizations from around the world
• Generates classroom discussion: Cases let students grapple with actual decisions that real-world managers have faced
• Offers much more than a packet of cases: The author provides summaries of concepts, helpful discussion questions, and readings for each chapter
• NEW! A chapter on Authentic Leadership, an emerging theory: This mirrors the new Chapter 10 in Peter Northouse’s text

• Sales Rank: #1290972 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2010-03-18
• Original language: English
• Number of items: 1
• Dimensions: 9.50" h x 7.75" w x 1.00" l, 1.75 pounds
• Binding: Paperback
• 480 pages

Features

• Used Book in Good Condition

Review
I like the global approach to presenting leadership, as well as the collection of cases available. It is well written, and lends itself easy to generate engagement within the classroom. (Redmond Humphrey)

About the Author
Laura Guerrero worked in retail management for 10 years in Canada, the United States and Mexico. She has an undergraduate degree in Economics from the University of Texas at El Paso. Later, she completed a Masters of Business Administration with a concentration on Management and Organizational Studies at Simon Fraser University in British Columbia, Canada. In 2009, she completed a PhD in Organizational Behavior at the Richard Ivey School of Business at The University of Western Ontario. In addition to her interest in gender and culture as they relate to leadership, her research has focused on careers of expatriates and immigrants. In September 2009, she joined the Faculty of Business Administration at the University of Texas at El Paso as an Assistant Professor of Management.

W. Glenn Rowe began studying leadership within the context of strategic management at Texas A&M University, where he completed his PhD in 1996. He rejoined the Faculty of Business Administration at Memorial in September 1995, where he taught strategic management and strategic leadership. On July 1, 2009, he became the Director of Ivey’s Executive MBA Program. He serves as a reviewer for several academic journals and is active in the community. He has facilitated strategic-thinking sessions for several organizations such as the Alliance for the Control of Tobacco (Newfoundland and Labrador), the Newfoundland and Labrador Medical Association, Fishery Products International, Gros Morne National Park, and Sir Wilfred Grenfell College. He is the coauthor of a strategic management textbook and its associated casebook, both of which are in their third edition. His research is published in journals such as the Strategic Management Journal, the Journal of Management and the Leadership Quarterly.

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! Free PDF Entrepreneurship: An Innovator's Guide to Startups and Corporate Ventures, by Marc H. Meyer, Frederick G. Crane

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This exciting new text helps student entrepreneurs succeed in the modern arena, in which new technology-intensive products and services are the engines of venture creation and economic growth. It shows students how to understand their industry dynamics and customer needs, test their venture idea in the market and with target customers, and write a successful business plan for a startup or a corporate venture. The authors use clear frameworks and systematic methods that are based on the decades of experience, not just in the classroom, but from starting, advising, and helping to manage successful ventures.

• Sales Rank: #1224523 in Books
• Published on: 2010-12-09
• Original language: English
• Number of items: 1
• Dimensions: .67" h x 8.49" w x 10.82" l, 2.10 pounds
• Binding: Paperback
• 472 pages

About the Author

Marc H. Meyer is the Robert J. Shillman Professor of Entrepreneurship and the Matthews Distinguished University Professor at Northeastern University. Northeastern is ranked the #1 Cooperative Education academic institution in the United States, where student internships are closely integrated with academic programs. Dr. Meyer is the founder of the Northeastern's Entrepreneurship and Innovation Group in the College of Business, where he has helped numerous alumni, graduate students, and alumni start their own companies. He is also the Director of the High Technology MBA, a program focused on entrepreneurial innovation within established corporations. In addition, Dr. Meyer current leads Northeastern's executive education programs in innovation and corporate venturing, including the Smarter Planet internal training program for IBM. The focus of all this work is innovation, entrepreneurship, and enterprise growth.

In research, Dr. Meyer is an internationally recognized scholar in the field of innovation. The Power of Product Platforms (written with Alvin P. Lehnerd, The Free Press, NY, NY, 1997), continues to be a leading work in the management of architecture for products, systems, and services. The Fast Path to Corporate Growth: Leveraging Knowledge and Technologies to New Market Applications (Oxford University Press, 2007), links innovation with enterprise growth and is used by industry leaders such as IBM to develop and operationalize growth strategies.

In this new book, Entrepreneurship: An Innovator's Guide to Startups and Corporate Ventures, Dr. Meyer returns to his roots as a technology entrepreneur. He has been part of the start-up teams of software companies that include VenturCom (acquired by Citrix) and Acustream (Great Falls, VA). He has also designed next generation products and business strategies in the consumer, industrial, healthcare, and financial sectors for corporations that include Proctor and Gamble (diapers and shaving systems), Mars, Inc. (chocolate and pet food), Caterpillar (equipment for mining and construction), McKesson (drug distribution systems), and Lincoln Financial Group (new insurance products.) It is the richness of these diverse experiences that Dr. Meyer brings to his teaching and research.

Dr. Meyer is a graduate of Harvard College and holds masters and doctoral degrees from M.I.T. While a PhD student in his mid-20s, Marc left MIT for five years to build his first software company before returning to complete his PhD. Marc remains a Visiting Scientist in the Engineering Systems Division at M.I.T. Throughout, Dr. Meyer has relished working with the next generation of technology entrepreneurs in their startups and corporate ventures.

Frederick G. Crane is an Executive Professor of Entrepreneurship & Innovation at the College of Business at Northeastern University, Editor of the Journal of the Academy of Business Education, and a Research Fellow at the Institute for Enterprise Growth. He was formerly a professor of marketing and entrepreneurship at the University of New Hampshire and a chair and full professor at Dalhousie University. He currently teaches courses in entrepreneurship, innovation, and entrepreneurial marketing.

Dr. Crane grew up in a family business and also founded and operated several of his own businesses. In addition to being a serial entrepreneur, he has also been an investor in several startups, served on the advisory boards of entrepreneurial firms, and worked as a consultant for angel investors, venture capitalists, and government agencies on venture funding projects. In addition, he has developed and delivered numerous training programs and workshops for entrepreneurs and small business owners.

His academic research activities have resulted in more than 100 publications, including eleven books, and he currently sits on the editorial boards of several academic journals. His current research stream intersects the domains of marketing, entrepreneurship, corporate venturing, and innovation and he is conducting ongoing research on the psychology of entrepreneurship, entrepreneurial education, entrepreneurial branding, and innovation readiness. Dr. Crane is also an award-winning educator who has received numerous honors for teaching excellence over the past twenty years.

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My Book Purchase: Entrepreneurship: An Innovator's Guide to Startups and Corporate Ventures
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The book is great, however the typing is in a small font and really light.
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* PDF Ebook 41 Active Learning Strategies for the Inclusive Classroom, Grades 6-12, by Diane P. Casale-Giannola, Linda S. (Schwartz) Green

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Keys to engaging secondary students

Research shows that all students—regardless of learning style, disability category, or language difference—learn more effectively when they are engaged in active learning. This book shows teachers how to help all students achieve positive learning outcomes. The authors provide a compilation of strategies that serve as blueprints for instructional design and directions for using them across a variety of content areas. The many benefits of active learning include:

• A more engaged and interactive classroom
• Increased self-directed learning
• Development of higher-order thinking skills such as analysis, synthesis, evaluation
• Improved reading, discussion, and writing competencies

• Sales Rank: #218097 in Books
• Brand: Corwin
• Published on: 2012-06-27
• Original language: English
• Number of items: 1
• Dimensions: 10.75" h x 8.25" w x .50" l, 1.35 pounds
• Binding: Paperback
• 224 pages

Features

• A more engaged and interactive classroom
• Increased self-directed learning
• Development of higher-order thinking skills such as analysis, synthesis, evaluation
• Improved reading, discussion and writing competenciesEach strategy includes materials, directions,
• Title - 41 Active Learning Strategies for the Inclusive Classroom, Grades 6-12

Review
"Teachers and their students will love this compilation of familiar and fresh active learning strategies, relevant for 21st century learners. This resource provides a 'no excuse' and comprehensive guide to planning active student engagement."
(Angela Becton, Gifted Program Specialist 2011-10-21)

"Diane Casale-Giannola and Linda Schwartz Green will reach educators of grades 6-12 with research motivating adolescents to learn. Strategies focus on creating a more engaged interactive classroom environment and also focus on self-directed learning processes, offering clear keys that include materials, directions, sample applications, and more." (Midwest Book Review, October 2012)

About the Author

Learn more about Diane Casale-Giannola's PD offerings

Consulting Description: Active Learning for the Inclusive Classroom, K-5
Consulting Description: Active Learning for the Inclusive Classroom, 6-12


Dr. Diane Casale-Giannola is currently a Associate Professor in the School of Education at Rider University. She received her Master’s of Science, specializing in Special Education, from Albany University and her Ph.D. from New York University. She also holds an Advanced Certificate in Educational Supervision and Administration from Brooklyn College.

Dr. Casale-Giannola is an active researcher, presenter, and consultant, focusing on how to assess and address the needs of diverse student populations. She is an active member of the New Jersey Council for Exceptional Children and Council for Exceptional Children, including participating in the CEC scholarship committee and sponsoring the first state-wide Student CEC professional conference. She also is on the Special Education Advisory Board, which consults with community and university members to support pre-service teachers to effectively teach and service individuals with disabilities in the community and their families.

Learn more about Linda Green's PD offerings

Consulting Description: Active Learning for the Inclusive Classroom, K-5
Consulting Description: Active Learning for the Inclusive Classroom, 6-12


Dr. Linda Green has a B.A. in English from University of Bridgeport, an M.A. in Special Education and Reading from Eastern New Mexico University, and a Ph.D. in Psychological & Cultural Studies and Special Education from University of Nebraska at Lincoln. She holds certifications in Special Education and Teacher of English and is currently as Associate Professor of Education at Centenary College.

She has worked as a special education teacher and a consultant, preparing and implementing workshops on a variety of topics related to special education.

Dr. Green is a member of the Council for Exceptional Children (CEC) and the Teacher Education Division of CEC. She presents regularly at national special education conferences, is a reviewer of conference proposals for national special education conferences, and a reviewer of manuscripts for special education texts for major education publishers.

Dr. Green has taught most of the special education courses at Centenary on both the undergraduate and graduate level, and she developed and is the current director of the M.A. program in Special Education. She also serves as the director of the Teachers of Students with Disabilities Certification Program. She received the Centenary College Distinguished Teacher Award in 2000.

She is the founding advisor of the Centenary College Student Chapter of the Council for Exceptional Children.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Great resource for any classroom teacher!
By lexiegerraputa
This book is very well written in the respect that it is organized splendidly. There is an easy to read Table of Contents that has the strategies listed in alphabetical order with each ones page number. Each strategy is easy to clear, understandable, and has step-by-step directions so the application to the classroom is very successful. As a student teacher, I have used one of the strategies, Why and Because, for a social studies review on the Civil War in my field class. This strategy was extremely useful in getting the students to make connections between the events and why they occurred. This in turn helped them remember the information better, which can sometimes be hard especially with so many dates, people, and events involved. The sample template in the book was awesome, as well. I used it because it was a good organizer to put all the events in sequential order by date. I love the book and will definitely be using more of the strategies in my field and also when I have a classroom of my own.

1 of 1 people found the following review helpful.
This book has effective strategies that you can implement in your classroom!
By Jodi Hunt
41 Active Strategies for the Inclusive Classroom is an excellent book and you can easily navigate through the strategies because of the table of contents provided with page numbers. The descriptive introduction is a great foundation to this book, it helped me understand and comprehend how to effectively teach in an inclusive classroom at the secondary level. The book is written in clear and understandable language and has step by step instructions for each strategy. I used the strategy Traveling Teams for a literacy novel, Walk Two Moons, which my students previously read in class. Using this strategy helped my students understand and comprehend what happened throughout the novel as well as the meaning. I had to describe how the students would move during traveling teams to make their groups bigger each cycle so that they would gain more insight about Walk Two Moons from a variety of their peers. This strategy showed me how the strategies in this book are easy to implement as well as effective.

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Encyclopedia of Law and Higher EducationFrom SAGE Publications, Inc

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The Encyclopedia of Law and Higher Education is a compendium of information that tells the story of law and higher education from a variety of perspectives. As many of the entries in this encyclopedia reflect, the editor and contributors have sought to place legal issues in perspective so that students of higher education and the law can inform policy makers and practitioners about the meaning and status of the law and also raise questions for future research as they seek to improve the quality of learning for all.

Key Features

• Includes boxed excerpts from 30 key cases in tandem with their related case entries
• Provides educators with enough awareness of the legal dimensions of given situations to enable them to better frame questions for their attorneys to answer
• Addresses emerging technologies such as webcams, Facebook, Twitter, and YouTube and the challenges they create for both legislators and the judiciary
• Balances the tension between the proactive and reactive dimensions of education law

Key Themes

• Cases in Higher Education Law
• Concepts, Theories, and Legal Principles
• Constitutional Rights and Issues
• Faculty Rights
• Governance and Finance
• Organizations and Institutions
• Primary Sources: Excerpts From Landmark U.S. Supreme Court Cases
• Religion and Freedom of Speech
• Statutes
• Student Rights and Welfare
• Technology

• Sales Rank: #2653970 in Books
• Published on: 2009-11-18
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 11.10" h x 1.60" w x 8.60" l, 4.00 pounds
• Binding: Hardcover
• 584 pages

Review
"....The entries are written broadly enough so that audiences ranging from advanced undergraduates up through legal practitioners will find them useful.... [A] good starting point for a basic understanding of the laws surrounding the education field. Summing Up: Recommended. ** Upper-level undergraduates through professionals/ practitioners." (R. I. Saltz CHOICE 2010-09-01)

About the Author

Charles J. Russo, JD, EdD, is the Joseph Panzer Chair in Education in the School of Education and Allied Professions and adjunct professor in the School of Law at the University of Dayton. He was the 1998–1999 president of the Education Law Association and 2002 recipient of its McGhehey (Achievement) Award. He has authored or coauthored more than 200 articles in peer-reviewed journals; has authored, coauthored, edited, or coedited 40 books; and has in excess of 800 publications. Russo also speaks extensively on issues in education law in the United States and abroad.

Along with having spoken in 33 states and 25 nations on 6 continents, Russo has taught summer courses in England, Spain, and Thailand; he also has served as a visiting professor at Queensland University of Technology in Brisbane and the University of Newcastle, Australia; the University of Sarajevo, Bosnia and Herzegovina; South East European University, Macedonia; the Potchefstroom Campus of North-West University in Potchefstroom, South Africa; the University of Malaya in Kuala Lumpur, Malaysia; and the University of São Paulo, Brazil. He regularly serves as a visiting professor at the Potchefstroom Campus of North-West University.

Before joining the faculty at the University of Dayton as professor and chair of the Department of Educational Administration in July 1996, Russo taught at the University of Kentucky in Lexington from August 1992 to July 1996 and at Fordham University in his native New York City from September 1989 to July 1992. He taught high school for 8½ years before and after graduation from law school. He received a BA (classical civilization) in 1972, a JD in 1983, and an EdD (educational administration and supervision) in 1989 from St. John’s University in New York City. He also received a master of divinity degree from the Seminary of the Immaculate Conception in Huntington, New York, in 1978, as well as a PhD Honoris Causa from the Potchefstroom Campus of North-West University, South Africa, in May 2004 for his contributions to the field of education law.

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