Rabu, 07 Januari 2015

## Ebook Fundamentals of Research in Criminology and Criminal Justice, by Ronet D. Bachman, Russell K. Schutt

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Fundamentals of Research in Criminology and Criminal Justice, by Ronet D. Bachman, Russell K. Schutt

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Fundamentals of Research in Criminology and Criminal Justice, by Ronet D. Bachman, Russell K. Schutt

This brief version of Ronet Bachman and Russell Schutt's successful full text, The Practice of Research in Research Methods and Criminal Justice, gives a concise introduction to research design and techniques within the context of research methods and criminal justice. Plenty of in-depth examples taken from real criminal justice research help readers better understand the "big picture" of research methods and their policy implications for the field.

  • Sales Rank: #396799 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2011-03-08
  • Original language: English
  • Number of items: 1
  • Dimensions: .66" h x 7.39" w x 8.93" l, 1.15 pounds
  • Binding: Paperback
  • 400 pages
Features
  • Used Book in Good Condition

Review
"After reviewing several texts supposedly designed for undergraduate criminal justice students, I decided that this book clearly will be the most useful for helping my students understand research design issues. The presentation is straightforward and easy to read and the examples are topical and concise." (Mary West-Smith )

About the Author
Ronet Bachman, PhD, is a professor in the Department of Sociology and Criminal Justice at the University of Delaware. She is coauthor of Statistical Methods for Crime and Criminal Justice (3rd ed.) and coeditor of Explaining Crime and Criminology: Essays in Contemporary Criminal Theory. In addition, she is author of Death and Violence on the Reservation and coauthor of Stress, Culture, and Aggression in the United States; and Violence: The Enduring Problem as well as numerous articles and papers that examine the epidemiology and etiology of violence, with a particular emphasis on women, the elderly, and minority populations. Her most recent federally funded research was a mixed-methods study that investigated the long-term trajectories of offending behavior using official data of a prison cohort released in the early 1990s and then interviewed in 2009.

Russell K. Schutt, PhD, is a professor and the chair of sociology at the University of Massachusetts, Boston, and a lecturer on sociology in the Department of Psychiatry at the Harvard Medical School (Massachusetts Mental Health Center). He completed his BA, MA, and PhD (1977) at the University of Illinois at Chicago and a postdoctoral fellowship in the Sociology of Social Control Training Program at Yale University (1977–1979). His other books include Investigating the Social World: The Process and Practice of Research, Fundamentals of Social Work Research (with Ray Engel), Making Sense of the Social World (with Dan Chambliss), and Research Methods in Psychology (with Paul G. Nestor)―all with SAGE Publications, as well as Homelessness, Housing, and Mental Illness (Harvard University Press) and Social Neuroscience: Brain, Mind, and Society (coedited with Larry J. Seidman and Matcheri S. Keshavan, also Harvard University Press). Most of his peer-reviewed journal articles and book chapters focus on the effect of social context on cognition, satisfaction, functioning, and recidivism; the orientations of service recipients and of service and criminal justice personnel; and the organization of health and social services. He is currently a coinvestigator for a randomized trial of peer support for homeless dually diagnosed veterans funded by the Veterans Administration.

Most helpful customer reviews

5 of 5 people found the following review helpful.
Good CJ Book
By Carl Franklin, JD/PhD
I am a professor of CJ at a state university where I teach Research Design at the junior/senior level. I use this book in my class and the students seem to like it. Price is perfect for college level classes, especially in an age when the average textbook price is over $150.

The text hits the major research topics, and explanations are fairly good. I especially like the extra effort at including ethical and decision processes for students to consider. Too many text ignore ethical problems in research, so it's nice to have in a text like this.

My only complaint is the focus on criminology. It is a bit heavy. The publisher promises a "big picture" approach, but it isn't nearly as big as it could be. In short, the approach is more about criminology theory than it is about public policy analysis. I'd like to see more "real world" application in areas such as policy analysis, application research, and law enforcement management research.

I'd recommend this book for other instructors for two reasons: (1) price and (2) ease of reading. I've not published with Sage, so I don't have a reason to push their books. I've found that they generally produce usable products, and this text is no exception.

5 of 5 people found the following review helpful.
Best approach to methods
By Richard P. Wiebe
I teach out of this book, and can say that, for instructors who want their students to acquire a deep understanding of research methods, and of science itself, this book (and its various relatives, all with Schutt as author or co-author) is by far the best. It's also available bundled with SPSS.

0 of 0 people found the following review helpful.
Four Stars
By Richard J. Petersen
USING IT THIS SEMESTER

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Senin, 05 Januari 2015

^ Free Ebook Handbook of College and University Teaching: A Global PerspectiveFrom SAGE Publications, Inc

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Handbook of College and University Teaching: A Global Perspective presents international perspectives on critical issues impacting teaching and learning in diverse higher education environments, all with a unique global view. The need to understand learning and teaching from multiple cultural perspectives has become critically important in educating the next generation of college students. Education experts from around the world share their perspectives on college and university teaching, illuminating international differences and similarities. The chapters are organized around a model developed by James Groccia, which focuses on seven interrelated variables, including teacher, learner, learning process, learning context, course content, instructional processes, and learning outcomes. Using this logical model as the organizational structure of the book provides a guide for systemic thinking about what actions one should take, or suggest others take, when planning activities to improve teaching and learning, curriculum development, and assessment.

  • Sales Rank: #3634800 in Books
  • Published on: 2012-02-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.00" h x 1.30" w x 7.00" l, 2.50 pounds
  • Binding: Hardcover
  • 560 pages

About the Author
James E. Groccia is the Director of the Biggio Center for the Enhancement of Teaching and Learning and Associate Professor in the Department of Educational Foundations, Leadership, and Technology at Auburn University. He is a former President of the Professional and Organizational Development Network in Higher Education (POD Network), and is a 2011-2012 Fulbright scholar at the University of Tartu, Estonia. Groccia has presented at dozens of national and international conferences, conducted hundreds of workshops worldwide, has served as an advisor and consultant to institutions nationally and abroad, and has authored numerous articles and book chapters on teaching and learning issues. He is the author of The College Success Book: A Whole-Student Approach to Academic Excellence and co-author with M.S. Hunter of First-Year Seminar Instructor Training. Groccia is co-editor with Bill Buskist of Evidence Based Teaching; co-editor with J. E. Miller of Volumes 29 and 30 of To Improve the Academy, On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality in Higher Education; Enhancing Productivity: Administrative, Instructional, and Technological Strategies, and with J. E. Miller and M. S. Miller on Student-Assisted Teaching: A Guide to Faculty-Student Teamwork.

Mohammed A. Alsudairi is currently Assistant Professor of Management Information Systems at King Saud University in Riyadh, Saudi Arabia. He is responsible for staff development and serves as Dean of Skills Development. He holds a PhD in Business from Leicester University, UK and received a MS in Economics and an MBA in MIS from California State University, Pomona. He has also founded the Saudi Teaching and Learning Society, authored the Teaching Manual of King Saud University, and presented various research papers in national and international conferences on teaching and learning, academic development, and knowledge acquisition and Information Technology.

William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn’s Biggio Center for the Enhancement of Teaching and Learning. He has published widely on issues related to teaching and learning, both within his own discipline of psychology and more generally in higher education. His most recent publications include edited works with Groccia (Evidence-Based Teaching) and with Victor Benassi (Effective College and University Teaching: Strategies and Tactics for the New Professoriate). He has served as President for the Society for the Teaching of Psychology and is currently the Editor-in Chief for the Society’s e-book program). He has won numerous teaching awards at both the local and national levels as have many of his graduate student protégés. He is a Fellow of both the American Psychological Association and the Association for Psychological Science.

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Minggu, 04 Januari 2015

? PDF Download Cognitive Science: An Introduction to the Study of Mind, by Jay D. Friedenberg, Gordon W. Silverman

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Cognitive Science: An Introduction to the Study of Mind, by Jay D. Friedenberg, Gordon W. Silverman

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Cognitive Science: An Introduction to the Study of Mind, by Jay D. Friedenberg, Gordon W. Silverman

Substantially revised, this Second Edition includes the latest breakthroughs in this fast-moving field. The authors present emerging areas of network science, dynamical systems theory, behavioral economics, and animal intelligence and tie each area to discoveries in psychology, neuroscience, and cognition. Major findings are placed in the context of the theories and models of cognition and critically evaluated. Providing a unifying framework, pedagogical features help students understand the different methodologies and perspectives in cognitive science.

  • Sales Rank: #622353 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2011-07-14
  • Original language: English
  • Number of items: 1
  • Dimensions: 1.15" h x 7.12" w x 8.94" l, 1.93 pounds
  • Binding: Paperback
  • 544 pages
Features
  • Used Book in Good Condition

Review
“I like the Friedenberg and Silverman Cognitive Science because I've found it to be a more inviting entree to this complex interdisciplinary field than other texts I've previously used. The authors really do a fine job distilling the essential questions from each discipline that contributes to cognitive science for novice students. End-of-chapter reviews are thought-provoking. I'm eagerly awaiting the second addition, with its excellent additional chapters on social and emotional cognition. I think it will improve an already great teaching resource!” (Kathleen M. Galotti 2011-04-08)

"The strength of this book is the systematic introduction of the disciplines, methods, and viewpoints that constitute cognitive science. Other books are not as systematic and comprehensive on the overall endeavor of cognitive science. They do not as systematically evaluate different viewpoints as this book does." (Marc Pomplun)

"I like the inclusion of the new chapters on emotional cognition and social cognition. The most impressive aspect of this book to students is its ability to make a large amount of complex material accessible to students." (Emanual Mason)

About the Author
Jay Friedenberg is Chair and Professor of the Psychology Department at Manhattan College, where he directs the Cognitive Science program. He obtained his Ph.D. in cognitive psychology in 1995 at the University of Virginia. He is interested in both vision and the philosophy of mind. He teaches courses in physiological psychology, learning and cognition, sensation and perception, and cognitive science. Dr. Friedenberg has published several articles on visual estimation of center of mass. His current research projects are investigating image statistics, picture perception, and the aesthetics of geometrical shapes. He has published books on artificial intelligence, chaos theory and psychology. He is a member of the Eastern Psychological Association, the Vision Science Society, The Psychonomic Society and Phi Beta Kappa.

Gordon Silverman is Chair of Electrical and Computer Engineering at Manhattan College. His professional career spans more than 50 years of corporate, teaching, consulting, and research experience, during which he has developed a range of scientific instruments, particularly for use in physiological psychology research environments. He is the holder of eight patents, some related to behavior modification. The author of more than 20 journal articles and books, he has also served on the faculties of The Rockefeller University and Fairleigh Dickinson University. Dr. Silverman’s current research interests include telemedicine, rehabilitation medicine, artificial intelligence, and biomedical instrumentation and modeling.

Most helpful customer reviews

38 of 47 people found the following review helpful.
DO NOT USE THIS TEXTBOOK
By Max Martin
What a horrible book. If you are a professor looking for a textbook for an interdisciplinary cognitive science class, absolutely DO NOT use this one. If you want to learn anything about the subject, DO NOT buy it. This horrible excuse for a textbook was written by a couple of psychologists who obviously don't know the first thing about philosophy, AI, computer science, or any of the other topics they attempt to address. An inordinately large amount of text is devoted to a complete history of psychology, while philosophical issues crucial to the field are given the short shrift.

Not only is the material in the book of reprehensible quality, it is presented in an embarrassingly slipshod manner. I can't imagine how a publisher could print this book and still respect themselves. The illustrations from the book consist of clip art and worse, and consistently look pixelly and distorted. As if it weren't bad enough that the material is second-rate, it's cheaply presented with useless and confusing diagrams and tables.

All in all, my undergraduate class could have put together a better text. Throughout the course we were consistently correcting and refuting the text. Our professor only ordered it for the class because he had not read it. This book is a waste of time, money, trees, effort, and space. Avoid it at all costs.

25 of 31 people found the following review helpful.
Excuse my language, but this book sucks
By edit name
I totally agree with the previous negative review, so I'll just add my own disappointments here. I am currently taking a cognitive science course, and this is the textbook we're using. It's new this year, and I have a hunch it won't be on the menu for next semester.

It seems like at least a third of the text in this book is dedicated to sentences like this: "We have just now read [topic A], which was [description of topic A], and next we will cover topic B, and after that we'll cover topic C." This fluff/dust makes the book hard to read, and there is very little "meat" in between.

Here's an actual quote that made me laugh out loud this morning: (page 167)

"Computerized Axial Tomography (CAT). This technique was first developed in the 1970s. [short explanation of what it is, then new paragraph: ] Positron Emission Tomography (PET). This imaging proceedure (developed in the 1980s) was developed later than computerized axial tomography." Well, how about that, they even attempt to teach me about time: the 1980s came after the 1970s!!

Don't buy this book.

7 of 10 people found the following review helpful.
Great introductory book for an extremely interdisciplinary field
By L. Kelly
For the amount of material it covers, this is a great book. I read it cover to cover and I've kept even after finishing my intro to Cognitive Science course because it is straightforward and covers all of the basics of modern cognitive science. There is much more breadth to it than Thagard's book Mind: Introduction to Cognitive Science, and Gazzaniga's Methods in Mind (although those are great books, they're more specific and more suited for upper level classes or as a supplement ot this book). I don't think the one star reviews are valid assessments; my major is Philosophy-Neuroscience-Psychology (it's a single interdisciplinary major at my school)and coming from a program with a heavier emphasis on philosophy than most cognitive science and psychology majors, I think it's unfair to demand that an introductory book like this delve too deeply into that aspect of the material. This gives a cursory explanation of the philosophical debates going on, but ultimately there's way too much going on in philosophy of the mind to be adequately introduced in a book that's also supposed to be giving an overview of cognitive psychology and neuroscience. To be fair, the text can get repetitive because the structure is the same througout the book, but that didn't keep me from reading it when I was taking the class. As a plus, the publisher's website offers some flashcards and review questions for each chapter which really helped me study for exams. If I were a cognitive science professor I'd use this for my intro class over Thagard's or Gazzaniga's.

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# Download PDF Cases and Exercises in Organization Development & ChangeFrom Brand: SAGE Publications, Inc

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This comprehensive collection of cases and exercises allows students to practice organization development (OD) skills at the same time as learning about theories of organizational change and human behavior. The first part of the book presents cases about the OD process, and the second part includes cases in organization-wide, team, and individual interventions. The final part provides practical exercises that make the course material come alive through realistic scenarios that organizational change practitioners regularly experience.

  • Sales Rank: #122040 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2011-06-17
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.50" h x 7.50" w x .50" l, 1.24 pounds
  • Binding: Paperback
  • 368 pages
Features
  • Used Book in Good Condition

Review
"Has a number of timely case studies, including ones on non-profit and educational institutions." (Dr. Sherwood Thompson 2011-06-28)

About the Author

Donald L. Anderson, PhD, University of Colorado, teaches organization development and organization design at the University of Denver. He is a practicing organization development consultant and has consulted internally and externally with a wide variety of organizations, including Fortune 500 corporations, small businesses, nonprofit organizations, and educational institutions. Dr. Anderson’s research interest is in discourse in organizational and institutional settings, and his studies of organizational discourse and change have been published in journals such as the Journal of Organizational Change Management, Gestion, and Journal of Business and Technical Communication. He is also the editor of the text Cases and Exercises in Organization Development & Change (2nd ed., Sage Publications, 2017). Dr. Anderson serves on the editorial board of the journal Management Communication Quarterly and he is a member of the Academy of Management.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Excelent book. A bit too entry level if you ...
By Juan Carlos Padilla Garcia
Excelent book. A bit too entry level if you have done some OD as your past experience but always good as a refresher

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Jumat, 02 Januari 2015

> Free Ebook Crisis Management: Leading in the New Strategy Landscape, by William Rick Crandall, John A. Parnell, John E. (Edward) Spillan

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Crisis Management: Leading in the New Strategy Landscape, by William Rick Crandall, John A. Parnell, John E. (Edward) Spillan

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Crisis Management: Leading in the New Strategy Landscape, by William Rick Crandall, John A. Parnell, John E. (Edward) Spillan

Offering a strategic orientation to crisis management, this fully updated edition of Crisis Management: Leading in the New Strategy Landscape, Second Edition by William "Rick" Crandall, John A. Parnell, and John E. Spillan helps readers understand the importance of planning for crises within the wider framework of an organization's regular strategic management process. This strikingly engaging and easy-to-follow text focuses on a four-stage crisis management framework: 1) Landscape Survey: identifying potential crisis vulnerabilities, 2) Strategic Planning: organizing the crisis management team and writing the plan, 3) Crisis Management: addressing the crisis when it occurs, and 4) Organizational Learning: applying lessons from crises so they will be prevented or mitigated in the future.

  • Sales Rank: #756039 in Books
  • Brand: Crandall, William Rick/ Parnell, John A./ Spillan, John E.
  • Published on: 2013-03-20
  • Released on: 2013-05-29
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.00" h x .87" w x 7.00" l, 1.45 pounds
  • Binding: Paperback
  • 384 pages
Features
  • Used Book in Good Condition

Review
“I really like [Crisis Management]. It is very readable and interesting. It is able to explain things clearly without being too basic for the more experienced reader…There is more 'content' and more different approaches and perspectives than in other crisis management books. Other books seem repetitive, dry and one-note by comparison.” (Stephen C. Betts 2013-01-03)

“I LOVE the basic premise: that crisis management should be integrated with strategic management. That beautifully underlies the authors' preferred framework, which in turn drives the text's organization and content. Too often, courses and texts are developed in silos, with strategic management being separated from organization theory and organization behavior and so on…This text takes an interdisciplinary approach to a set of critical problems that managers must consider and resolve in order to protect the interests of their employees, organizations, and communities.” (Lucy A. Arendt 2013-01-03)

“I think the level of writing and presentation is excellent.” (Karen M. Leonard 2013-01-03)

“The book was easy for [my students] to read and understand. It also provided good mini cases…The exercises and mini cases were very useful. However, the overall readability for students is what I found impressive and why I chose this book over others in the market.” (Tami Moser 2013-01-03)

“Overall, I found the Crandall, Parnell and Spillan book appropriate in scope (not overly broad and general, but also not clearly narrow and specific). They focused in on essential information for an introductory book on crisis management, and the reader should be well informed just by reading this book. The writing style was straightforward, concise and business-like, with a professional conversational tone. I liked it, and found it easy to read this book and to stay engaged with the material. I think students will find it interesting, comprehensible, and appealing to read.” (Marcia J. Kurzynski Lock Haven 2013-01-03)

“This book offers a logical and theoretical framework for crisis management, depicted in a visual model that is explained with real-world examples. The book expertly blends theory with real-world application in a manner that simply makes sense. Such an approach is extremely valuable when planning for crises as well as teaching how to plan for crises...The chapters then have a very real-world approach so the amount of theory is perfect!” (Dana Moore Gray 2013-01-03)

“Excellent! That's why I have selected it as my text. The incorporation of strategy emphasizes the importance of crisis planning. It covers most of what I have traditionally emphasized in my courses. I particularly like its structure, breaking the process into stages and internal and external landscape. The text also covers the entire process of crisis management from sources and early warning to recovery...It covers the sequential unfolding of crises and as such, matches the way I teach and consult on CM. Very nicely done!” (David X. Swenson 2013-01-03)

About the Author

William “Rick” Crandall (PhD, University of Memphis) is professor of Management at the University of North Carolina at Pembroke. Previously, Dr Crandall taught for eleven years at Concord College, Athens, where he served on the college’s crisis management team. Dr Crandall’s articles on crisis management have appeared in a wide range of journals.



John A. Parnell (PhD, University of Memphis, EdD, Campbell University; MAEd, East Carolina University) is the William Henry Belk Distinguished Professor of Management at the University of North Carolina at Pembroke, where he was recipient of the 2005 Adolph Dial Award for Scholarly and Creative Activity.



John E. Spillan (PhD, Warsaw School of Economics) is professor of Business Administration at the University of North Carolina at Pembroke. His research interests center on crisis management, international marketing, entrepreneurship, and international business. His articles have appeared in a wide range of journals.

Most helpful customer reviews

0 of 0 people found the following review helpful.
very complete book
By JOSE JORGE ZAMORA VIDAURRI
This book is complete and easy to understand, guides you through the hole process of crisis management and its implications

0 of 0 people found the following review helpful.
Five Stars
By Krystina Berglin
great to have this product on my kindle. increases the ease of reading for my courses. Thank you.

0 of 0 people found the following review helpful.
It is good!
By Leisa Haynes
Currently I'm reading the 3rd chapter. It is good!

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> PDF Download School Finance (Debating Issues in American Education: A SAGE Reference Set)From Brand: SAGE Publications, Inc

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Education of America's school children always has been and always will be a hot-button issue. From what should be taught to how to pay for education to how to keep kids safe in schools, impassioned debates emerge and mushroom, both within the scholarly community and among the general public. This volume in the point/counterpoint Debating Issues in American Education reference series tackles the topic of school finance. Fifteen to twenty chapters explore such varied issues as additional fees, charger schools, equity vs. adequacy, federal mandates and funding, merit pay for teachers, property taxes and local revenues, and more. Each chapter opens with an introductory essay by the volume editor, followed by point/counterpoint articles written and signed by invited experts, and concludes with Further Readings and Resources, thus providing readers with views on multiple sides of financial issues with America's schools and pointing them toward more in-depth resources for further exploration.

  • Sales Rank: #4144741 in Books
  • Brand: Brand: SAGE Publications, Inc
  • Published on: 2012-09-06
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.10" h x 1.00" w x 6.10" l, 1.40 pounds
  • Binding: Hardcover
  • 432 pages
Features
  • Used Book in Good Condition

About the Author

William E. Thro is university counsel and associate professor of constitutional studies at Christopher Newport University, a public liberal arts university in Newport News, Virginia. He is an accomplished appellate advocate, constitutional scholar, and education lawyer.

As solicitor general of Virginia from 2004 to 2008, he was responsible for the Virginia state government’s U.S. Supreme Court litigation (except capital cases) as well as lower court appeals involving the constitutionality of statutes or politically sensitive issues. He argued 2 cases in the U.S. Supreme Court and 33 cases in the lower appellate courts. He was on brief for 7 cases in the U.S. Supreme Court and 70 cases in the lower appellate courts.

His scholarship focuses on constitutional law in educational contexts in both the United States and South Africa. He has authored or coauthored more than 50 articles in peer-reviewed publications and has written extensively on the subject of school finance litigation.

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!! Download PDF An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement (Classroom Insights from Educational Psychol

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Presenting the psychology behind the best-managed classrooms

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  • Sales Rank: #1230050 in Books
  • Brand: Corwin
  • Published on: 2012-08-08
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.90" h x .80" w x 6.00" l, .90 pounds
  • Binding: Paperback
  • 256 pages
Features
  • Title - An Interpersonal Approach To Classroom Management
  • Sub Title - Strategies for Improving Student Engagement
  • Authored - Heather A. Davis
  • Primary Author Affiliation - North Carolina State University, USA
  • Other Authors - Jessica J. Summers

Review
"Developing strong relationships with all students is key to their academic success, particularly for students who might be viewed as problematic or poor performers. The authors provide strong, relevant examples of positive teacher–student relationships and ideas for educators to immediately implement in their own classrooms." (Hope Edlin, Teacher 2011-10-24)

About the Author

Dr. Heather A. Davis is an Associate Professor in the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. Trained as an educational psychologist, her teaching interests surround helping pre-service and practicing teachers use theories of development to meet their students' needs. For the last ten years, she has worked collaboratively with school districts throughout Georgia, Ohio, and North Carolina to understand the nature of teacher-student relationships and what it means to create schools that fully engage students in the learning process.

http://www4.ncsu.edu/~hadavis2/index.html



Dr. Jessica Summers is an Assistant Professor in the Department of Teaching, Learning and Sociocultural Studies at the University of Arizona. She previously served on the faculty of the University of Missouri-Columbia. Also trained as an Educational Psychologist, Dr. Summers' scholarship focuses on understanding the role of motivation and social relationships in learning and achievement, specifically how social context (as both processes and phenomena) affects students' motivation to learn, and how this contributes to students' overall success as learners. She currently serves on the editorial boards of Contemporary Educational Psychology, The Elementary School Journal, the Journal of Experimental Education, and the American Educational Research Journal.



Lauren Miller is a Nationally Board Certified 1st grade teacher at Durham Academy in Durham, NC. She holds a Masters degree in Developmental Supervision from the Department of Curriculum, Instruction, and Counselor Education at North Carolina State University. She has taught at public and private elementary schools in Durham, North Carolina, has supervised student teachers, and has conducted research on effective models for training supervisors and for teacher professional development.

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