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Rabu, 10 Juni 2015

^^ Free Ebook Culturally Alert Counseling: A Comprehensive IntroductionFrom SAGE Publications, Inc

Free Ebook Culturally Alert Counseling: A Comprehensive IntroductionFrom SAGE Publications, Inc

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Culturally Alert Counseling: A Comprehensive IntroductionFrom SAGE Publications, Inc

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The Second Edition of Culturally Alert Counseling is a thorough update to the first comprehensive guide to culturally alert counseling, complete with a companion demonstration DVD. Co-author and editor Garrett J. McAuliffe expands the traditional "definition" of multicultural counseling from the usual two categories of race and ethnicity to seven groupings. The book and companion DVD encourage readers to examine the complex nature of culture and how it impacts all stages of the counseling process.

Sales Rank: #49245 in Books
Published on: 2012-09-21
Original language: English
Number of items: 1
Dimensions: 10.25" h x 8.25" w x 1.00" l, 2.50 pounds
Binding: Paperback
624 pages

Review
"[The book] is made useful and moving by its focus on values, and the demo videos on the DVD bring the content vividly to life." (SirReadaLot SirReadaLot 2012-12-17)

About the Author
Garrett J. McAuliffe is University Professor of Counselor Education at Old Dominion University in Norfolk, Virginia. He received his doctorate in counseling from the University of Massachusetts at Amherst, his master's degree from the University of Albany, and his bachelor's degree in literature from Queens College in New York City. McAuliffe’s work focuses on culture, constructivism, counselor education, and career, and he has written or co-written six books on topics ranging from working with troubled youth to culturally alert counseling. He has created models for cultural de-centering and health-oriented client assessment. He spent thirteen years as a community college and university counselor, and prior to that, he served as a public school teacher in New York.

Most helpful customer reviews

0 of 0 people found the following review helpful.
A lot of good information in this text
By EverReader
A lot of good information in this text. It's hard to quantify culture without stereotyping and this book did an OK job. The chapter on European Americans was incredibly narrow minded, the whole chapter focusing only on racism and claiming that European American men have fragile egos that are threatened by other cultures. There's some truth to this but the fact that the chapter on Middle Easterners completely excused what can often be a misogynistic culture that fears any female empowerment shows that cutting honesty was only going to be applied when it fit the liberal mindset. All other cultures were given a pass on misogynistic tendencies, nepotism, superstition, etc. These failings on the parts of other cultures are all forgiven or not mentioned. This is the kind of white western condescension that creates an unhealthy relationship to other cultures in the first place. Being condescending and dishonest about the failings that exist in all cultures isn't as destructive as out and out exploitation, but it's still patting a culture on the head as if other cultures aren't mature enough to bear criticism while white culture is.

0 of 0 people found the following review helpful.
Great book
By BJ Watson
I purchased this for my Cultural Competence in the Helping Professions course. I have always considered myself a culturally aware person, but have often struggled with what is called "Cultural Competency" because I think many of the things that you need to know to be "culturally competent" involve what I feel are a lot of stereotypes. However, this book addresses that way of thinking, and I thought this was both informative and helpful. Anyone interested in working with people who are different than you (male, female, straight, gay, old, young, black, white, etc.) and want to do the best you can at making the person feel welcome and that they belong, should read this book.
I started purchasing as many textbooks as possible on the Kindle because I have found that it saves a significant amount of money. Last semester I took 4 classes, and saved over $200 because I bought all my textbooks on Kindle instead of purchasing Used copies from the University Bookstore. This textbook is one of the best Kindle books I have seen so far in terms of formatting and ease of use for Kindle.

Good luck!

0 of 0 people found the following review helpful.
Discussing culture is very difficult as our globalized world becomes ...
By Sarah Mines
Discussing culture is very difficult as our globalized world becomes simultaneously smaller and larger, but this book does well to educate future counselors on what ethnic and racial stereotypes, prejudices, and oppression their clients may (or may not) face. It is important to remind yourself that acknowledging stereotypes is not the same as encouraging their use. The text consistently reminds the reader to remember that each person is an individual first, which I find to be extremely important. The text does appear to be targeted toward a white audience, but I do not take issue with this because the majority of persons within the counseling field (in the U.S., at the least) are, in fact, white.

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Selasa, 09 Juni 2015

~~ Ebook Collaboration and Co-Teaching: Strategies for English Learners, by Andrea Honigsfeld, Maria G. Dove

Ebook Collaboration and Co-Teaching: Strategies for English Learners, by Andrea Honigsfeld, Maria G. Dove

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Help ELLs achieve success with an integrated, collaborative program!

This resource provides a practical guide to collaboration and co-teaching between general education teachers and ESL specialists to better serve the needs of ELLs. Offering classroom vignettes, step-by-step guidelines, ready-to-use resources, and in-depth case studies, the authors help educators:

Understand the benefits and challenges of collaborative service delivery
Teach content while helping students meet English language development goals
Choose from a range of collaborative strategies and configurations, from informal planning and collaboration to a co-teaching partnership
Use templates, planning guides, and other practical tools to put collaboration into practice

Sales Rank: #160071 in Books
Brand: Corwin
Published on: 2010-08-10
Original language: English
Number of items: 1
Dimensions: 10.80" h x .60" w x 8.40" l, 1.49 pounds
Binding: Paperback
248 pages

Features

Understand the benefits and challenges of collaborative service delivery
Choose from a range of strategies and configurations, from informal planning and collaboration to
Use templates, planning guides, and other practical tools to put collaboration into practice
Evaluate the strategies" success using the guidelines, self-assessments, and questionnaires includedCollaboration
Title - Collaboration And Co-teaching

Review
"This book is a road map for collaborative practice with a focus on English language learners. The vignettes offer a window into the complex and diverse challenges of teaching in linguistically and culturally diverse contexts. The what, when, where, how, and why of collaborative practice are discussed, and the book provides valuable online resources and helpful references for further research and exploration." (Dorit Kaufman, Professor of Linguistics, Director of Professional Educational Program 2010-01-27)

"Andrea Honigsfeld and Maria Dove highlight the importance of a whole-school approach to the teaching of ELLs where the collective expertise of teachers is harnessed through collaboration and co-teaching. This approach ensures that ELL students are not isolated from their peers and all teachers gain access to instructional strategies that promote student engagement and accelerated academic development." (Jim Cummins, Professor 2010-01-27)

"Effective collaboration between professionals promotes success for English learners only when all parties share both a deep understanding of the educational issues involved and a firm commitment to academic excellence. This work provides a compelling coverage of the demographics of the English learner population, a comprehensive overview of the strengths and drawbacks of various program designs, and a foundation for cultural and linguistic advocacy for language-minority students. In one useful handbook, the authors address the rationale for co-teaching and the means to do so, offering a user-friendly introduction to collaboration involving all members of the school-site team. This guide has it all!" (Lynne Díaz-Rico, Professor of Education 2010-02-01)

"Through intriguing questions and illustrative vignettes, Honigsfeld and Dove masterfully guide us in understanding the essentials of collaboration when planning, implementing, and assessing instruction for students who are acquiring English as an additional language. A must-read for educators wishing to create a professional leaning community where insights about ESL instruction can be shared." (Diane Lapp, Distinguished Professor of Education 2010-02-01)

"This text is a detailed how-to manual thoroughly grounded in research and best practices. The authors move from basic definitions to the needs of ELLs to cogent reasons for using collaborative methods to help students meet success. It should be required reading in teacher preparation programs and a much-used resource for inservice teachers." (Anne M. Wilding, TESOL Field Placement Supervisor 2010-02-01)

"This important book fills a critical need for current information about the collaborative process and should be in every educator’s professional library." (Scott W.C. Lawrence, Director of Curriculum 2010-02-01)

"This easy-to-read book empowers educators to work collaboratively in planning and teaching to meet the needs of English language learners in co-taught classrooms. This book makes a contribution toward successfully educating students in diverse classrooms." (Richard Andrew Villa, President 2010-02-04)

"A valuable resource for preservice and inservice training of school administrators as well as ESOL and mainstream teachers. Honigsfeld and Dove have researched and compiled a very thorough guide for establishing various forms of collaborative learning environments and ESL co-teaching models that can benefit ELLs. This book helps start and guide the conversation between all the parties involved―administrators and teachers alike!" (Constance E. Dziombak, President, New York State TESOL 2010-02-04)

"This book is a great resource that focuses on collaborative practices and numerous co-teaching models while presenting several case studies to illustrate the ideas presented. One of the book's strengths is that the role of the administrator is included in each chapter. The authors recognize the importance of administrative support to ensure the success of collaborative and co-teaching strategies." (Bud Read, Supervisor of Academics 2010-02-04)

"The most comprehensive text on the topic that I’ve seen to date. The book is written for a wide spectrum of educators: ESL specialists, general education teachers, administrators, and researchers―the entire education community is addressed. The authors include the tools for busy teachers, including checklists and charts." (Linda New Levine, ESL/EFL Consultant 2010-02-04)

"This text is a guide to successful practice, from laying the initial groundwork, to classroom and curriculum planning, to administrative and school design, to evaluation design, with examples and forms that can be utilized by the reader throughout. The authors present a realistic look, with optimism for this exciting venture of collaboration and co-teaching in the context of ELLs, as well as challenges and pitfalls, but always with helpful solutions." (Jana Noel, Professor and Community Engagement Faculty Scholar 2010-02-23)

"Honigsfeld and Dove have written a comprehensive book on collaboration between mainstream and ESL teachers. This is an essential read for teachers and administrators who wish to effectively implement collaborative strategies that benefit ELLs in their schools." (Judie Haynes, Professional Development Provider 2010-02-23)

"There are several books available on teacher collaboration and co-teaching, but this is a must-read for everyone who delivers or oversees ESL programs. It not only invites ESL and general education teachers to collaborate, it also takes them and their administrators through the process step by step, offering numerous ready-to-use templates, online resources, case study vignettes, and assessment tools." (Diane B. Scricca, Superintendent 2010-03-01)

"This groundbreaking book provides a strong foundation for both teachers and administrators who want to establish more supportive, inclusive learning environments for their English language learners. This research-based work explores the many facets of collaboration and provides the reader with the tools to begin co-teaching. Its practical ideas and questions help teachers move collaboration and co-teaching to the next level." (Heidi Bernal, Director, English Language Learner Department 2010-03-02)

“This new resource is exceptionally timely. The book provides educators with a much-needed road map for making true collaboration and co-teaching a reality. Based on the authors’ own experiences and the experience of others who work with English language learners, this book offers schools the kind of guidance they need to provide a high-quality education to English language learners, the fastest-growing segment of the public school population. At a time when school are facing limited resources and more demand for improved student performance, the kind of effective instructional approaches described in this book are essential for educators and English language learners alike. It is a must-have for every school!” (Jana Echevarria, Professor Emerita 2010-01-26)

About the Author
Learn more about Andrea Honigsfeld's PD offerings

Andrea Honigsfeld, Ed.D. is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult), an English-as-a-second-language teacher in New York City (Grades K–3 and adult), and taught Hungarian at New York University.

She was the recipient of a doctoral fellowship at St. John’s University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited four-volume Breaking the Mold of Education series (2010-2013) were published by Rowman and Littlefield.

Learn more about Maria Dove's PD offerings

Maria G. Dove, Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked over thirty years as an English-as-a second language teacher in public school settings (Grades K-12) and in adult English language programs in Nassau County, New York.

In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing.

Most helpful customer reviews

14 of 17 people found the following review helpful.
A very expensive book with limited practical application
By onetime
I should have known to be skeptical. Three out of the four previous reviews were written by people who have only ever reviewed 2 items (this book, and another) from Amazon. A teacher that really reads for development is bound to have many more reviews under his or her belt.

Ok, on to the book. Over a span of about 5 pages, several co-teaching arrangements are presented. None of them are presented in depth, and the advice amounts to the same, anyway: Make time to plan with your co-teacher as much as possible, and include language objectives and modifications as appropriate. There, I've just saved you the entire book.

Here's what would have been helpful:
A transcription of classroom lessons in each of these configurations, along with detail as to who prepared what.
That way, you could see a lesson unfold, and at what time teacher A was talking vs. teacher B, and how long they did what, etc., and what questions the students had, etc. Obviously, you can't diagram a 45 min-lesson verbatim, but several snapshots could have been presented. The book does have a few jointly-designed lesson plans at the end, but that doesn't show what it looks like in practice or how that lesson came to be. In addition, the language objectives that were presented on the few lesson plans in the book seemed like they should have been regular content objectives more so than special skills for ELLs.

Also, transcripts of ESL teachers and their co-teachers planning could have been presented to further clarify the collaborative process.

The rest of the book looks like it was written for administrators. It may convince an administrator or two to implement common planning time or periodic meetings. It may remind them that the ESL teacher is not a glorified aide.

Overall, as I said, this book included very little and was very expensive.

10 of 12 people found the following review helpful.
A pick any ESL educator needs
By Midwest Book Review
Andrea Honigsfeld and Maria G. Dove's COLLABORATION AND CO-TEACHING: STRATEGIES FOR ENGLISH LEARNERS provides a fine survey of collaborative programs and how they foster learning for ESL students. From understanding different strategies for ELL students to using templates, planning guides and other tools, this provides both structure and well-grounded applications and is a pick any ESL educator needs.

7 of 8 people found the following review helpful.
Must-have resource
By ABell
Honigsfeld and Dove's Collaboration and Co-Teaching: Strategies for English Learners is a comprehensive guide for all educators who wish to establish a more collaborative approach to meeting the needs of English language learners. The book is well-organized, well-written, and contains a wonderful balance of theory and practice. This timely text is a must-have resource for teachers, administrators, and teacher educators.

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Senin, 08 Juni 2015

! PDF Ebook Inquiry: A Districtwide Approach to Staff and Student Learning, by Nancy Fichtman Dana, Carol M. Thomas, Sylvia S. Boynton

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Connect inquiry to improved teaching and learning across your district!

Now that federal and state initiatives require school districts to provide job-embedded professional development, the next step is making it happen. This book helps districts define, develop, and implement a systematic inquiry-based process with a laser-like focus on both adult and student learning. This book’s inquiry model challenges educators and students to:

Define questions they are passionate about exploring
Collect and analyze data to inform their questions
Share what they have learned through the process with others
Collaborate to build on their results and improve student achievement

Sales Rank: #1101371 in Books
Brand: Corwin
Published on: 2011-09-07
Original language: English
Number of items: 1
Dimensions: 9.90" h x .60" w x 6.90" l, .90 pounds
Binding: Paperback
200 pages

Features

Define questions they are passionate about exploring
Collect and analyze data to inform their questions
Share what they have learned through the process with others
Collaborate to build on their results and improve student achievementThe authors’ award-winning
Title - Inquiry

Review

"This unique and original book is beautifully organized and takes us into the world of inquiry with all the pieces of the puzzle―principal, teachers, students, and coaches. Each of the four parts of the book has paired chapter: One outlining the frame of inquiry relative to the role in question; the other providing grounded example of practice as a given school year unfolds. The authors have provided a treasure trove of inquiry-based ideas connecting improved practice to student achievement. Their dozen lessons in the last chapter are keepsakes in their own right."

(Michael Fullan, Author and Professor Emeritus 2011-04-07)

"This book provides essential support for all educators within every academic learning community. The authors eloquently define teacher inquiry and provide powerful instructional models and protocols that place students and their learning at the heart of what we do in education each and every day." (Jana Scott Lindsay, Educational Consultant 2011-04-26)

"This tidy little volume offers an ambitious lesson plan for educators who would craft in their schools a professional culture hospitable to both student and adult learning." (Roland S.Barth, Author and Founding Director 2011-04-27)

"The authors have provided a process of developing an inquiry learning culture for students, teachers, coaches, and principals. Writing from their own experiences, they provide specifics for planning, designing, and delivering powerful professional development." (Steve Barkley, Executive Vice President 2011-05-03)

"This book is a refreshing example of a way to actually raise student achievement by developing critical thinking skills, fostering creativity and encouraging reflective practice. I highly recommend this book to all who are interested in being a part of a school culture where all students and staff members are dedicated to achieving high levels of learning by continually improving their performance." (Michele Mattoon, Director of NSRF (National School Reform Faculty) 2011-05-16)

"The central precept of the book―establishing an inquiry culture for district-wide professional development that unifies the numerous piecemeal initiatives we face―really resonates for me. With inquiry as a 'golden thread' to tie together professional development, we can move from disjointed 'sit and get' sessions to true ongoing, job-embedded learning for adults, which will support coherent, meaningful learning for students." (Gail Ritchie, Instructional Coach 2011-05-31)

"This book made me question my role as a teacher-leader. I learned that I no longer need to sit by and wait patiently for the right professional development opportunity. I can create one and thereby enhance the effectiveness of my own pedagogy as well as influence the academic climate of my school." (Nina Eidson, Third-Grade teacher 2011-05-31)

"This book is unique because it addresses key stakeholders who inhabit the district and explains how to design systems and structures that support high quality professional development through inquiry-oriented communities." (Cathy Caro-Bruce, Educational Consultant 2011-05-31)

"Educators who wish to improve their own professional practice on a continual basis and who wish to support a districtwide inquiry approach that will improve student achievement and develop 21st-century thinkers should read this book." (Tiffany A. Perkins, Director of Federal Programs 2011-05-31)

"This book identifies key obstacles in building professional learning communities, and offers productive strategies for successfully negotiating those obstacles. It will become a well-used addition to any teacher’s professional library."

(Laura McDermott, Principal 2011-05-31)

"This text is an excellent example of a systematic and systemic approach to professional development and learning across the professional life span. I can't wait to use this text in my courses with teachers and teacher candidates as well as in my work with districts and professional development." (Jennifer Snow, Associate Professor and Chair 2011-05-31)

About the Author
Nancy Fichtman Dana is currently Professor of Education in the School of Teaching and Learning at the University of Florida, Gainesville, and has been studying practitioner inquiry for the last twenty years. During this time, she has developed and taught classes on practitioner research for undergraduate, masters, and doctoral students, coached the practitioner research of numerous educators from various districts across the nation, as well as published nine books and over 50 book chapters and articles in professional journals focused on teacher and principal professional development and practitioner inquiry.

Carol Thomas is currently an Area Superintendent for Pinellas County Schools. To address the needs of the nation’s 22nd largest school, the district utilizes area superintendents to lead, support and develop the work of schools. Of the 37 diverse elementary schools that Thomas oversees, 27 made the NCLB’s “adequate yearly progress” standard in 2009. For the past three years the work of her region has been focused on a systematic approach to developing powerful instructional leaders. Using professional learning communities, principals and assistant principals studied and practiced the art of practitioner inquiry. As a result, school leaders have a clear understanding of the elements and power of an inquiry rich environment. Her vision and leadership supports an unwavering commitment to the practice of inquiry as the cornerstone for authentic, passionate teacher/educator professional development. Thomas began her career in education as a special education teacher in the Arlington, Virginia. Dr. Thomas has a Ph.D. in Curriculum and Instruction. Since that time she has dedicated 29 years to the Pinellas school community as teacher, Principal, Director of Professional Development, and Assistant Superintendent of Curriculum and Instruction.

Sylvia Boynton is a “professor in residence” in the University of Florida’s College of Education. In this role through the UF Lastinger Center for Learning, she works with teachers and administrators in a district-based, school improvement initiative in Pinellas County (St. Petersburg and Clearwater), Florida. She works intensively in 19 Title 1 elementary schools with a total of 75 educators who are earning graduate degrees in the Teacher Leadership for School Improvement (TLSI) program at UF. In addition, she collaborates with two associate superintendents to provide inquiry-focused professional development to elementary principals. Most recently she has begun working with a district/university team in an effort to infuse educator inquiry throughout all professional development. Dr. Boynton has a Ph.D. in anthropological linguistics and an M.A. in Latin American Studies. She has worked in Texas and Florida as an ESL teacher.

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0 of 0 people found the following review helpful.
Inquiry into Inquiry
By farringtol
What a fantastic book! If you are not familiar with inquiry as a form of professional development, this book is for you! Teacher inquiry is a relevant, personal and reflective form of professional development that is meaningful and valuable for teachers, students and administrators.

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Inquiry: A Districtwide Approach to Staff and Student Learning, by Nancy Fichtman Dana, Carol M. Thomas, Sylvia S. Boynton PDF
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Kamis, 04 Juni 2015

^ Ebook Free The Communication Age: Connecting and Engaging, by Autumn Edwards, Chad C. Edwards, Shawn T. Wahl, Scott A. Myers

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We are "The Communication Age: Connecting and Engaging." No matter who you are or how you communicate―from baby boomers to millenials, born digital or getting there―we are all members of a society who connect through the internet, not just to it. From face-to-face to facebook, this book by Autumn Edwards, Chad Edwards, Shawn T. Wahl, and Scott A. Myers invites you to join the conversation about today's issues and have your voice heard.

Sales Rank: #81504 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2012-08-09
Original language: English
Number of items: 1
Dimensions: .90" h x 8.00" w x 9.90" l, 2.30 pounds
Binding: Paperback
544 pages

Features

Used Book in Good Condition

Review
This text is right on target with content, format and layout. Great review sections at the end of chapters. Relevant photos, charts and illustrations. I have been teaching public speaking at the college level for over 30 years and have twice been ranked as the #1 Junior College Professor in the U.S. and I am certain that this textbook will be a welcome addition to the library of any speech educator looking for a solid, no nonsense book that will engage all students and transform the teaching of researching, outlining, delivering and addressing anxiety. (Sam Blank 2013-03-08)

About the Author

Autumn P. Edwards (PhD, Ohio University) is an associate professor in the School of Communication at Western Michigan University. Her scholarly interests include interpersonal communication, communication and technology, and communication theory. Her research focuses on the influence of individuals’ personally held theories of communication on aspects of community life, relational health, and personal well-being. Recent published work appears in journals such as the Journal of Family Communication, Communication Studies, Health Communication, Communication Research Reports, Communication Education, and The Journal of Computer Mediated Communication and in several edited books. She is the recipient of an Outstanding Teaching Award and the Kim Giffin Research Award from the University of Kansas and was designated a Claude Kantner Research Fellow at Ohio University.

Chad Edwards (PhD, University of Kansas) is an associate professor of communication in the School of Communication at Western Michigan University. Previously, he was a Hartel Fellow at Marietta College. Chad’s research interests include communication in the teacher-student relationship, human-robot interaction, and transformative communication practices. Recent publications include articles in Communication Education, Communication Research Reports, Basic Communication Course Annual, Journal on Excellence in College Teaching, and other communication and education studies journals. He serves on numerous editorial boards including that of Communication Education. He has held offices at both national and regional communication conferences and is currently the first vice president of the Central States Communication Association. In 2009, Chad received the Distinguished Teaching Award from Western Michigan University (the highest teaching award given by WMU). He also has been awarded teaching awards from the College of Arts and Sciences at Western Michigan University, the University of Kansas, and Texas Tech University. Additionally, Chad has received several top paper awards for his research.

Shawn T. Wahl (PhD, University of Nebraska, Lincoln) is a professor of communication and head of the Department of Communication in the School of Communication Studies at Missouri State University (MSU). Prior to MSU, he served as head of the Department of Communication, Mass Media, & Theatre at Angelo State University and as the director of graduate studies at Texas A&M University, Corpus Christi. He is coauthor of Nonverbal Communication for a Lifetime, Business and Professional Communication: KEYS for Workplace Excellence, Persuasion in Your Life, Communication and Culture In Your Life, and Public Relations Principles: Strategies for Professional Success. Shawn has published articles in Communication Education, Communication Research Reports, Communication Teacher, Journal of Family Communication, and Basic Communication Course Annual. Shawn was a faculty participant in the National Communication Association Learning Outcomes in Communication project and is the 2016 President of the Central States Communication Association. In addition, Shawn has worked across the nation as a corporate trainer, communication consultant, and leadership coach in a variety of industries. Outside of his professional work, he enjoys spending time with his family and two Chinese pugs (Jake and Bentley).

Scott A. Myers (PhD, Kent State University) is a professor and Peggy Rardin McConnell Chair in the Department of Communication Studies at West Virginia University (WVU) where he teaches courses in instructional communication, organizational communication, and communication pedagogy. His research interests center primarily on the student-instructor relationship in the college classroom and the adult sibling relationship, with his research appearing in outlets such as Communication Education, Journal of Family Communication, Communication Research Reports, and Communication Quarterly, among others. At WVU, he was recognized by the Eberly College of Arts and Sciences as a Woodburn Professor (2005–2007) and as an Outstanding Teacher in 2010. He is a former editor of Communication Teacher, a former executive director of the Central States Communication Association (CSCA), and a past president of CSCA.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Good book; not impressed with delivery date.
By Barbara Peterson
The book is wonderful. I'm teaching a course on Presentational Communication for undergrads, and I think this is a great text for that level and purpose.
I paid extra to have this book shipped overnight, and technically it was, but what I wasn't told was that it wouldn't be sent out as soon as I ordered it. So, it was sent out over a week after I ordered it, and then once it finally shipped, it was shipped overnight. I think if you pay to have it shipped overnight, you ought to receive it the next day, not one night after they finally get around to shipping it.

0 of 0 people found the following review helpful.
The book arrived on time and in good condition. The concepts in this book are easy ...
By Ryan
The book arrived on time and in good condition. The concepts in this book are easy to understand and provide good examples. I also liked how the book leaves some arguments open for debate.

0 of 0 people found the following review helpful.
Excellent; albiet extremely lengthy
By Whitley
This is a prime example of when entirely MUCH too much is written about a topic.
Such an overwhelming amount is written about too simple a topic.

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Rabu, 03 Juni 2015

? Get Free Ebook The Call to Social Work: Life Stories, by Craig Winston LeCroy

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The Call to Social Work, Second Edition is a presentation of narrative descriptions about the work and life of a wide variety of contemporary social workers. The book provides an in-depth understanding of why people choose social work, how they garner meaning from their work, and what they struggle with as they provide needed services. Additionally, it presents more information about the everyday practice of social work, both the challenges and the joys. Instructors who use this book in their courses will be able to contrast their ideals of practice with the realities captured in each life story, while students who read the book will be able to think about whether each story represents good practice, or what principles they would adhere to based on their understanding of social work.

Sales Rank: #759838 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2011-10-05
Original language: English
Number of items: 1
Dimensions: 8.90" h x .60" w x 5.90" l, .45 pounds
Binding: Paperback
160 pages

Features

Used Book in Good Condition

Most helpful customer reviews

9 of 9 people found the following review helpful.
Just a glance
By R. Rochelle
If you wanted a basic idea of what social workers do and their motivation this is an excellent book to have. I am leaning toward the career and I could see myself in the eyes of the writers, as they address the social issues of our time. This is just a glance, but a good book to get a kick start.

1 of 1 people found the following review helpful.
Great Book Great Value
By Loretta L. Lambert
This book should be titled, "Chicken Soup for the Social Worker's Soul" It is so good and many of the stories are moving and come from real social workers. It discusses everything from boundaries to ethics within the stories. Read it!

0 of 0 people found the following review helpful.
Captures a day in the life of a social worker
By joshua baldwin
I used this book with my Introduction to Social Work course. The students really responded to the material. They were prompted to ask questions about the appropriateness of self disclosure, religious beliefs, and ethical decision making in the profession. I will definitely use this book again. There is only so much you can do with a basic social work text, and the use of this book in conjunction really brings social work to life.

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~ PDF Download Sociology: Exploring the Architecture of Everyday Life, Brief EditionFrom Brand: SAGE Publications, Inc

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In the brief, third edition of Sociology: Exploring the Architecture of Everyday Life, author David Newman once again draws students in to the fascinating world of sociological thought. With his eminently readable style and lively personal anecdotes Newman encourages students to take a step back from the textbook and think about how sociology applies to their lives. Using vivid prose, current examples, and fresh data, this brief and concise text presents a well-organized and digestible overview of the social construction of society.

Sales Rank: #771486 in Books
Brand: Brand: SAGE Publications, Inc
Published on: 2012-09-14
Original language: English
Number of items: 1
Dimensions: .70" h x 8.00" w x 9.90" l, 1.45 pounds
Binding: Paperback
328 pages

Features

Used Book in Good Condition

About the Author
David M. Newman earned his B.A. 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 went to DePauw University in 1989 and has been there ever since. David teaches courses in Contemporary Society, Deviance, Mental Illness, Family, Social Psychology, and Research Methods. He has published numerous articles on teaching and has presented 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, 2014); Identities and Inequalities: Exploring the Intersections of Race, Class, Gender, and Sexuality (McGraw-Hill, 2012); 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 social limitations of “second chance” narratives in everyday life.

Most helpful customer reviews

0 of 0 people found the following review helpful.
sociology text review, from walla walla community college student
By John Bleth II
I found this book to be interesting. I thought that the key issues that were talked were very important. I thought that it had very important topics that society as whole needs to look closely at. Overall I thought that this is a great text book for the class.
The things that I liked most about this text book are that it went straight to the point in most chapters. It did not wonder far from the topic of the chapter like some books do. It gave you what was necessary for the topic and that is what I like. There was no loop whole that it took you through to get to where it was going. One draw back from this is the fact that it is almost boring to read. I had a hard time staying truly interested in reading the book because of this, it was vary robotic. However with all of this said I would rather read something that is straight to the point rather than something that carries on nonsense.
One thing that I really like about this text is its affordability. Most text books are well into the one hundred dollar range and make it a negative aspect of the class. This book however is very affordable, I believe to be important. One draw back from this is that lack of creativity that book comes with. I think it would be more appealing if there were more pictures or graphs like in other texts, and add a little more color to the pages.
If I was assigned another book for class that was comparable to this book, I would not be unsatisfied. I think that this book have everything that a good text book needs to have. Information is the key to a good text and this book has that.

0 of 0 people found the following review helpful.
Good condition!!
By Panda B.
Thumbs up!!

0 of 0 people found the following review helpful.
In great shape! No highlighting even
By Amazon Customer
In great shape! No highlighting even, was afraid at first for how cheap it is but it did me well for my summer class!

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Selasa, 02 Juni 2015

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Imagine the school of the future!

The Teaching Revolution provides a futuristic and provocative discussion on the combining of three major instructional innovations—RTI, technology, and differentiation. Drawing on the growing 21st-century skills movement, the text engagingly weaves these three areas with a vision for school transformation that includes:

Utilizing mobile technologies, web-based instruction, and social media
RTI that benefits all students and whole schools in their improvement efforts
Project-based learning focused on answering real-world questions

The Teaching Revolution will dare you to dream and guide you through the process of transforming education to become all that you can imagine.

Sales Rank: #1763561 in Books
Brand: Corwin
Published on: 2011-08-15
Original language: English
Number of items: 1
Dimensions: 9.90" h x .50" w x 7.00" l, .90 pounds
Binding: Paperback
192 pages

Features

Utilizing mobile technologies, Web-based instruction and social media
RTI that benefits all students and whole schools in their improvement efforts
Project-based learning focused on answering real-world questionsThe symbiosis of RTI, technology
Title - The Teaching Revolution
Sub Title - RTI, Technology and Differentiation Transform Teaching for the 21st Century

Review
“This book provides a great deal of relevant and timely information on several critically important topics – technology in the classroom, differentiated instruction, and RTI. The authors supported their recommendations with research and evidence, and they bring these ‘hot topics’ together in a manner I have not seen previously." (Judy Brunner, Professor 2011-03-25)

"This book clearly fulfills its stated purpose of identifying and linking the ‘3 sisters’ of educational reform: RTI, technology, and differentiated instruction. While there is much literature available on each of the three topics, I am not familiar with any book linking them together in this way. The book is easy to read as the interrelatedness of the topics is woven into the chapters. The case studies and resources included in the boxes in the chapters are strengths of the book." (Laurie Emery, Principal 2011-03-25)

"I think the web references were great. I actually went and looked at how I could use some of these things in my math classroom. This chapter is full of information that is enlightening and would inspire a teacher to think: 'How could I . . . what if I changed.'" (Amanda McKee, Mathematics Teacher 2011-03-25)

“I believe the book does make a distinct contribution to the field by showing the complimentary overlap of the three innovations. The relevancy of the material is explained clearly throughout the book, with suggestions as to how to get started in implementing or becoming familiar with the innovations discussed.”

(Linda R. Vogel, Associate Professor 2011-03-25)

"The learner-centered approaches in this book can be implemented to intrigue students with customized assessment and instruction for daily planning and targeted interventions. This treasure trove of ideas will bring you the most recent research-based practices for cutting edge teaching and learning."

(Rita King, Educational Consultant and Trainer 2011-05-09)

About the Author

Learn more about William Bender's PD offerings

Consulting Description: Differentiated Instruction
Consulting Description: Math
Consulting Description: Project-Based Learning
Consulting Description: RTI
Consulting Description: Technology

William N. Bender began his career by teaching eighth- and ninth-grade students in the public schools. He worked in higher education for 28 years and published over 60 research articles and 24 books in education. He specializes in instructional strategies for all students and is recognized as a national leader on instructional tactics, response to intervention, and differentiated instruction. Dr. Bender believes his job is to inform audiences across the nation of innovative, up to date information, based on current applied research. Dr. Bender received his Ph.D. in Special Education from the University of North Carolina and currently consults with schools and districts in the United States and Canada.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Fantasic Read
By Alicia Wolfe
This book changed the way I view my teaching practice. It is a must read for all teaching professionals, and offers much needed direction in the ever changing teaching profession.

0 of 0 people found the following review helpful.
Five Stars
By Joy Royal
Revolutionary

See all 2 customer reviews...

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