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Grounded in the latest research, this book provides classroom-ready strategies for balancing instruction in two languages and meeting the unique challenges of educating English language learners.

• Sales Rank: #411890 in Books
• Brand: Corwin
• Published on: 2010-02-18
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 7.00" w x .50" l, .93 pounds
• Binding: Paperback
• 200 pages

Features

• Guidance on balancing instruction in two languages, including age-specific needs and social and academic
• Tools for content-area teaching across the curriculum, including vocabulary development
• Recommendations on appropriate assessments
• Vignettes from schools and teachers illustrating solutions to challengesAppropriate for a wide range
• Title - Teaching In Two Languages

Review
"Speaking directly to bilingual teachers, Reyes, Kleyn, and their contributors deliver a passionate, practical, and loving approach to teaching children whose first language is other than English. This book will be a source of both inspiration and practical strategies for those who are educating our newest emergent bilingual citizens." (Sonia Nieto, Professor Emerita, Language, Culture, and Teaching 2009-09-08)

"Finally, a comprehensive and beautifully written guide to teaching bilingually. Full of creative strategies, practical mentoring, and well-chosen vignettes, this book is destined to become the standard text in bilingual methods courses." (James Crawford, President, Institute for Language and Education Policy 2009-09-08)

"The essential questions emerging from the field of multilingualism in education guide this truly intellectual, teacher-oriented text on instruction in more than one language."

(Maria E. Torres-Guzman, Professor of Bilingual/Bicultural Education 2009-09-25)

About the Author

Sharon Adelman Reyes is program director for DiversityLearningK12, a consulting and professional development group specializing in the education of English language learners.

She holds a Ph.D. in curriculum design from the University of Illinois at Chicago, where she specialized in multicultural and bilingual education. Over a career spanning more than 30 years, she has worked as a teacher, principal, curriculum specialist, district administrator, college professor, and educational researcher. She has taught at the elementary, secondary, and university levels and is a recipient of the Kohl International Prize for Exemplary Teaching.

Reyes has co-authored three books: Diary of a Bilingual School (with James Crawford; DiversityLearningK12, 2012); Teaching in Two Languages: A Guide for K-12 Bilingual Educators (with Tatyana Kleyn; Corwin, 2010); and Constructivist Strategies for Teaching English Language Learners (with Trina Vallone; Corwin, 2008). Her publications also include peer-reviewed journal articles, a peer-reviewed book chapter, magazine articles, curriculum guides, and program reviews.

While holding academic positions at St. Xavier, Loyola-Chicago, and Gonzaga universities, Reyes developed and implemented undergraduate and graduate-level programs in bilingual/bicultural education and TESOL; taught in a graduate program in educational leadership in ELL contexts; and chaired the doctoral dissertations of students in related areas of research.

Since 1999, Reyes has worked directly with K–12 schools serving low-income communities to improve curriculum and instruction in ESL, dual immersion, transitional bilingual education, and literacy. Her consulting has included developing, guiding, and evaluating programs; providing teachers with field support and professional development workshops on site; and working closely with school administrators to facilitate these efforts.

She has presented in her field locally, nationally, and internationally, and has served as an educational consultant in school districts throughout the United States. Her current research interests include the preparation of educators and educational leaders for diverse classrooms and educational contexts, constructivist practice in ELL contexts, and bilingual schooling.

Tatyana Kleyn is an assistant professor at the City College of New York in the Bilingual Education and TESOL (Teaching English to Speakers of Other Languages) program. In 2007 she received an EdD from Teachers College, Columbia University in international educational development, with a specialization in bilingual/bicultural education. Her dissertation focused on the intersections of bilingual and multicultural education in Spanish, Haitian Creole, Chinese, and Russian bilingual classrooms. In 2008 she received the second place Outstanding Dissertation Award from the National Association of Bilingual Education. Kleyn is also an associate at the Research Institute for the Study of Language in Urban Society (RISLUS) at The Graduate Center in the City University of New York. There she is involved in a multi-phase study (with Kate Menken) that focuses on long-term English language learners in secondary schools. She has published in the U.S. and internationally about the cultural, linguistic, and educational needs of the Garífuna people in Honduras. She is currently working on a book for teenagers called Immigration: Stories, struggles and debates (Scarecrow Press). Kleyn was an elementary school teacher in San Pedro Sula, Honduras, and Atlanta, Georgia.

Most helpful customer reviews

1 of 1 people found the following review helpful.
What an amazing book! I am a 26 year veteran bilingual ...
By Blanca L. Campillo
What an amazing book! I am a 26 year veteran bilingual teacher and I loved the thorough and concrete explanations and practical examples of how to use the 2 languages in the bilingual classroom. Often asked questions led the discussion of each chapter, i.e., How do I use 2 languages in the bilingual classroom? Do I need to have a separate time slot for teaching English as a second language?, etc. This book is truly a comprehensive guide that engages in wonderful discussions on important topics like code-switching, curriculum, second language instruction and real time bilingual programs. I loved the brief overview on Language Education Programs which included new research on dynamic bilinguals, the additive and subtractive bilingual framework that has ruled the way we think about and categorize bilingual programs and students was especially insightful! I am sure we will see lots of changes in the way we think about bilingual education in the 21st century future! The discussion on the classic Read Aloud and how to incorporate into content and language learning is a classic and timeless issue, I would love to see more examples on this topic. The two strategies that were shared for using and implementing the read aloud will be helpful to new teachers. The chapter on Curriculum and instruction resonated with me and allowed me to pause and rethink about the importance of my own philosophy on bilingual education as a teacher and how this impacts my constructivist and critical view or bilingualism and use of teaching methods and strategies.

This is a must have for all new teachers, veteran teachers and I would highly recommend as a Professional Learning Community reading for a leadership team to read, discuss, reflect, learn, and implement. What an amazing book!!

3 of 4 people found the following review helpful.
A top choice in bilingual education solutions
By Midwest Book Review
Sharon Adelman Reyes and Tatyana Kleyn's TEACHING IN 2 LANGUAGES provides an outstanding survey of bilingual education programs and focuses on teachers' daily experiences, presenting classroom-ready strategies and tools for content-teaching across the curriculum. Stories from the field show how solutions were applied to challenges, and make for a top choice in bilingual education solutions.

0 of 0 people found the following review helpful.
pleased but not too much
By Yocasta Fleming
The truth is that this is the only book that deals with bilingual education written in English and for an American public. The content though, is very general and superficial.

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~~ Download Culturally Proficient Collaboration: Use and Misuse of School Counselors, by Diana L. (Lynn) Stephens, Randall B. Lindsey

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Optimize school counselors and raise your school’s cultural competence

The authors make a compelling case for recognizing professional school counselors as leaders of 21st-century change rather than "gatekeepers" of the status quo. Today’s school leaders need to acknowledge counselors’ value in the necessary work of providing equitable resources and opportunities for children in today’s multicultural environment. Aligned with the American School Counselor Association National Model for school counseling programs, this book provides a conceptual framework and practical protocols for utilizing school counselors as:

 

• Change agents for school improvement
• Creators of results-based programs
• Equity advocates for all students

This book shows how to make the most of school leadership teams by empowering counselors to contribute to each school’s success.

 

• Sales Rank: #475712 in Books
• Brand: Corwin
• Published on: 2011-06-13
• Released on: 2011-06-13
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .46" w x 7.00" l, .93 pounds
• Binding: Paperback
• 200 pages

Features

• Change agents for school improvement
• Creators of results-based programs
• Advocates for equity among demographic groupsIncluded are case stories and reflective activities for
• Title - Culturally Proficient Collaboration
• Sub Title - Use and Misuse of School Counselors

Review
“Culturally Proficient Collaboration is a much-needed contribution to the discussion of our past, current, and future practices in school counseling. This is more than a portrait of the culturally proficient educator, it’s a book about change. A must read for anyone in education.” (Matthew Meyers, Counselor 2011-01-18)

“At a time when many schools do not seem to know what to do with the growing diversity in their populations, this book offers tools for transforming schools into collaborative cultures of care. Stephens and Lindsey are grounded in current best practices promoted by the American School Counselor Association (ASCA) and the Transforming School Counseling Initiative (TSCI), and they recognize the need for school counselors to understand and use data to promote greater equity, genuine cultural appreciation, and vibrant opportunities for all students.”

(Rolla E. Lewis, Associate Professor 2011-01-18)

"With this book, the authors have bestowed a significant gift. Counselors, school leaders, and teachers now have a clear map to guide our journeys toward equitable service. And all of us receive leadership with this clear application of cultural proficiency, as we work to apply this conceptual model to our specific areas of service."

(John Krownapple, Coordinator for Cultural Proficiency 2011-02-03)

"This is a book that every school counselor, social worker, administrator, and teacher should read and keep on their bookshelves. The authors challenge readers to look within themselves and reflect upon ways they perpetuate and support current counseling practices. The authors leave the reader with a heightened sense of awareness related to Cultural Proficiency Counseling practices and a desire to move beyond traditional methods." (Kimberly Johnson-Burkhalter, Equity and Diversity Educational Consultant 2011-02-04)

"Culturally Proficient Collaboration provides a framework for serious reflection for successful implementation of a comprehensive guidance program." (Bob Tyra, Project Director 2011-02-04)

"This timely book from Diana Stephens provides the perfect tool set for teachers, counselors and school leaders. It provides practical strategies for delivering necessary counseling services to the marginalized students who need them the most. An indispensable resource for educators who want to make a difference."

(Kyunghae Schwartz, Director of Administrative Support Services 2011-02-22)

"A number of factors contribute to our children feeling disconnected within their families, schools and communities. This disconnect in our culture can sometimes end in acts of violence by word or deed. Culturally Proficient Collaboration will help administrators, teachers and counselors maximize their talents and professional training."

(Marie Alviz, Counselor 2011-02-22)

About the Author

Diana L. Stephens, Ph.D. is an Associate Professor and the Coordinator of the School Counseling PPS Credential Program in the Graduate School of Education at California Lutheran University. She serves on the President’s Diversity Council and is a member of the Faculty Inclusivity Task-Group. She is a certified Family Life Educator and a Resiliency Trainer. Her collaborative work in K-12 schools and as a counselor-educator in higher education is preceded by her experience in clinical counseling, administration, and consultation in the non-profit sector. Throughout her career, she has been involved in issues of diversity, cultural inclusion, and social justice. She serves as a consultant in educational and organizational communities, conducts professional development workshops, and facilitates collaborative partnerships in co-co-creating culturally inclusive environments. She is guided by the belief that understanding diverse perspectives and honoring the cultural heritage of all humankind is essential in achieving personal and organizational success.

Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.

Most helpful customer reviews

0 of 0 people found the following review helpful.
The BOOK WAS not useful
By ally
All this book has is scenarios and thoughts for reflection, I would like more tips and suggestions to create a collaborative environment.

0 of 0 people found the following review helpful.
Great Product, Great service.
By Tega
My books arrived on time and even though they were used they all looked brand new and it was even wrapped up.

0 of 0 people found the following review helpful.
Required for class
By Karie Foster
It is not as interesting as I thought it would be. It is somewhat dry although the scenarios are good.

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The Sociology of Work and Occupations, Second Edition connects work and occupations to the key subjects of sociological inquiry: social and technological change, race, ethnicity, gender, social class, education, social networks, and modes of organization. In 15 chapters, Rudi Volti succinctly but comprehensively covers the changes in the world of work, encompassing everything from gathering and hunting to working in today's Information Age. This book introduces students to a highly relevant analysis of society today. In this new and updated edition, globalization and technology are each given their own chapter and discussed in great depth.

• Sales Rank: #144041 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2011-10-11
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .90" w x 6.90" l, 1.10 pounds
• Binding: Paperback
• 320 pages

Features

• Used Book in Good Condition

Review

“The discussion of jobs, human capital, and credentials is practical and engaging!”

 

(Deborah Barnes-Drummond 2011-04-27)

“The book's strengths are the depth of historical analysis punctuated by statistics and relevant references, its nice, easy-to-read flow, and its subtle sense of humor. Volti's book covers all the important aspects of work.”

 

(Elena Gabor 2011-04-27)

“I really appreciate the fact that Volti's text is well-written and very accessible to undergraduate students.”

 

(Judi Kessler 2011-04-27)

"In 15 chapters, Rudi Volti, succinctly but comprehensively covers the changes in the world of work, encompassing everything from gathering and hunting to working in today's Information Age." (SirReadaLot.org SirReadaLot.org 2011-12-01)

About the Author
Rudi Volti is Emeritus Professor Sociology at Pitzer College, where he taught courses on the sociology of work and occupations, economic sociology, technology and society, and complex organizations. He currently serves as book review editor for Transfers: The Journal of Interdisciplinary Mobility Studies.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Excellent Insight
By Derek Bishop
The author of this book really provides an excellent insight to the inner workings of current workforce in the world. Introduces various sociological concepts to help understand the nature of work and occupations. Easy read and very thorough.

0 of 0 people found the following review helpful.
Four Stars
By Amazon Customer
The book was excellent

0 of 1 people found the following review helpful.
A good read
By Nathan Venturini
Bought for auditing a class, still own it. A good intro read.

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Senel Poyrazli's and Chalmer Thompson's International Case Studies in Mental Health presents a variety of global cases from both developed and developing countries, detailing descriptions of the people who are seeking help to eliminate their distress and of the exceptional practitioners who provide the help. In most of the cases, the practitioner is someone who shares a similar heritage with her or his help-seeker, and who is influenced at least partly by Western psychotherapy traditions. Each chapter also is a showcase of how scholars pair up with mental health practitioners to create a work that weaves together contextual and individual qualities to inform an understanding of the help-seeker and the intervention.

This book aims to help prepare both mental health trainees and practicing professionals to be effective in the provision of healing in their work with people in different regions of the world. Consequently, the authors hope to offer practitioners a glimpse of what can be achieved in these regions by people whose reputations within the respective communities are strong.

• Sales Rank: #2118456 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2012-04-30
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x .60" w x 6.90" l, .80 pounds
• Binding: Paperback
• 256 pages

Features

• Used Book in Good Condition

About the Author
Senel Poyrazli received her Ph.D. in counseling psychology from University of Houston. Her clinical background includes working with adolescents, college students, adults, married/unmarried couples, and war veterans, and dealing with issues primarily related to relationships, psychosocial adjustment, decision making, depression, and trauma. Her research primarily involves college students’ and immigrants’ psychosocial adjustment processes; with cross-cultural competency being an additional research interest. Currently, she is exploring the reasons that cause international students to fail academically. She is also starting a new research project related to immigrant parents, their involvement with their child’s school, and immigrant child school outcomes. Dr. Poyrazli teaches counseling skills, interviewing and counseling, small groups counseling, theories of counseling, family therapy, internship, research methods, and multicultural competency. She was awarded a Teaching Excellence Award by Penn State Harrisburg in 2007. Dr. Poyrazli is a fellow of the American Psychological Association (APA) and is actively involved within the organization. Within APA Division 52 (International Psychology), she just completed her 5-year term as the editor of the division’s official publication International Psychology Bulletin. She currently chairs the division’s Long-Range Planning Committee and co-chairs the division’s APA conference program for 2010 to be held in San Diego, CA. For APA Division 17 (Society of Counseling Psychology), she currently chairs the International Student Mentoring and Orientation Committee (IMOC) and serves as a reviewer for the division's APA 2010 conference program. Within Division 1 (General Psychology), Dr. Poyrazli serves as an associate editor for the division’s newsletter, The General Psychologist. Dr. Poyrazli also serves as an editor of the Eurasian Journal of Educational Research. Her research has been published in well-known journals such as Journal of College Student Development, Psychological Reports, Journal of College Counseling, Journal of Humanistic Counseling Education and Development, International Journal of Stress Management, Adolescence, and Journal of Counseling and Development. Dr. Poyrazli is also connected well with the immigrant community around Harrisburg, Pennsylvania. She serves as the vice-president of Pennsylvania Immigrant and Refugee Women's Network (PAIRWN) and organizes an annual women's health conference that is sponsored by PAIRWN, American Cancer Society, Highmark, and Harrisburg Area Community College.

In general, I study and develop theory about the psychological impacts of racism on people. More specifically, I study and try to help promote the ability of people to create the kind of change that is necessary in developing genuine, positive mental health and a more just society.

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^ Free PDF PLCs, DI, & RTI: A Tapestry for School Change, by Judy Stoehr, Maria D. Banks, Linda G. Allen

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A framework for weaving common threads into an artful solution

Rather than buying individual books about professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI), invest wisely in one resource that synthesizes all three. The text uses a tapestry analogy to weave together these critical topics to form a comprehensive framework for achieving continuous school improvement. The result is a stronger foundation for school leaders’ and teachers’ instructional decisions based on:

• Utilizing PLCs as the framework for sharing new strategies and understandings
• Discussing data collected through assessments
• Evaluating data against benchmarks

• Sales Rank: #2121814 in Books
• Brand: Corwin
• Published on: 2011-06-07
• Original language: English
• Number of items: 1
• Dimensions: 10.04" h x .46" w x 7.11" l, .84 pounds
• Binding: Paperback
• 184 pages

Features

• Utilizing PLCs as the framework for sharing new strategies and understandings
• Discussing data collected through assessments
• Evaluating data against benchmarksIncluded are walk-through checklists, learning-style surveys and
• Title - PLCs, DI, & RTI
• Sub Title - A Tapestry for School Change

Review
"Combining PLCs, DI AND RTI into a tapestry for school change is a brilliant idea. It weaves three predominant threads together into wholeness for teachers and students. The PLC thread provides the collegial support for substantive change to occur; the Response to Intervention thread exposes a structure that ensures student success; and the Differentiated Instruction thread highlights appropriate responses to learners' talents and needs." (Robin Fogarty, President 2010-11-19)

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0 of 0 people found the following review helpful.
Great seller!
By Pilar Perez
Excellent content

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Conducting Online Surveys is a complete guide to conducting survey research using digital modalities. Many topics discussed, such as developing online and mobile questionnaires, are unique to digital surveys, whereas others, such as creating reliable survey questions, are common to all survey environments. The expansion of low-cost software options has opened up this area to a broad range of researchers, and the need for a comprehensive text for developing, implementing, and reporting digital surveys is greater than ever. This Second Edition reflects the significant developments in technology and the methodological literature since the publication of the First Edition. It captures in one single volume everything you need to know about conducting digital surveys from start to finish.

• Sales Rank: #1003268 in Books
• Published on: 2011-11-23
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .60" w x 5.90" l, .80 pounds
• Binding: Paperback
• 264 pages

About the Author

Valerie M. Sue is a senior manager at Kaiser Permanente (KP). She manages a range of projects for KP’s Market Strategy and Sales Operations Department and provides data visualization consultation to KP executives and staff. Prior to joining KP, Sue was an associate professor of communication at California State University, East Bay. At CSU, East Bay she taught communication theory, research methods, survey research, statistics, and was the director of the Communication Department’s graduate program. She has authored numerous journal articles, book chapters, and an online survey methods text. Sue earned a PhD in Communication from Stanford University. 

Lois A. Ritter is an assistant professor in the Nursing and Health Sciences Department at California State University, East Bay and a consultant in public health and education. She teaches courses in community health and research methods and has extensive experience in program planning and evaluation. She earned a doctorate in education from the University of San Francisco, and three masters degrees in health science, anthropology, and health care administration. Her research interests are in health information technology and community and multicultural health.

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0 of 0 people found the following review helpful.
Excellent reference
By Matt Griffin
I had to start conducting online surveys at work. This book walked me through the process from start to finish. I've now administered several successful online surveys!

0 of 0 people found the following review helpful.
PURCHASE LIKE NEW!!
By Audrey Edwards
Excellent buy!!

2 of 4 people found the following review helpful.
Ehh
By Lia
Not that helpful. I found that this book was not as helpful as I was hoping, but it's good as a reference book on my bookshelf. Went through the entire semester finding better information on the internet than in this book unfortunately.

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This new edition presents eight powerful visual models that boost all learners' metacognitive and critical thinking skills. Updates include new research, examples, and applications.

• Sales Rank: #490660 in Books
• Brand: Corwin
• Published on: 2011-01-28
• Original language: English
• Number of items: 1
• Dimensions: 10.99" h x .62" w x 8.69" l, 1.49 pounds
• Binding: Paperback
• 248 pages

Features

• Organize thoughts
• Examine relationships
• Enhance reasoning skills
• Create connections between subjects
• Engage with contentThe visual nature of Thinking Maps helps level the playing field and is ideal for

Review
"The work with Thinking Maps certainly reinforce one of the Habits of Mind―communicating with clarity and precision! I have used the first book with many study groups. Students of all ages and stages of development can profit from the clarity that these visual tools provide." (Bena Kallick, Co-Director 2010-09-10)

"This is one of the rare books that links research and practice and shows the true impact of a specific instructional approach on student learning. The research, experiences from the field, vignettes, and work samples provide the reader with more than sufficient resources to understand the value of thinking maps." (Giselle O. Martin-Kniep, President 2010-09-17)

About the Author
David Hyerle is an independent researcher, author, and consultant focused on literacy, thinking-process instruction, and whole-school change. He is the developer of the Thinking Maps language and is presently codirector of Designs for Thinking, a consulting and research group based in New England.

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30 of 31 people found the following review helpful.
Regrettably, the author's 'Thinking Maps' technology is not available to private individuals!,
By Lee Say Keng
Student Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools
by David Hyerle

According to my personal assessment, this book is the third in a trilogy of research-based books written by David Hyerle, an educational researcher & founder of Innovative Sciences in the 70's/80's.

The earlier two research-based books are:

- Visual Tools for Constructing Knowledge;
- Field Guide to Using Visual Tools;

The author is very smart to use these three research-based books as a self-promotional vehicle to market his core learning technology, embedded in what they call the 'Thinking Maps'.

In a nut shell, 'Thinking Maps' integrate thinking skills & mapping techniques. They are based on our fundamental thinking processes: We analyzes information in more or less eight different ways: define, describe, compare/contrast, classify, break down into parts, sequence,
cause/effect, establish relationships between things.

Application-wise, they comprise eight specific types of graphic organisers (the author prefers to use the term, visual tools) to help students & teachers in constructing knowledge, organising information, solving problems & communicating with others.

The eight tools are:

- Brace Map;
- Bridge Map;
- Bubble map;
- Circle map;
- Double Bubble Map;
- Flow Map;
- Multi-Flow Map;
- Tree Map;

Additionally, the core technology also includes a proprietary software, plus videos & other training manuals.

I can sense that their 'Thinking Maps' technology has been influenced somewhat by the Whimbey method, developed by Dr Arthur Whimbey. He wrote two great classics, 'Analytical Reading & Reasoning' & 'Mastering Reading Through Reasoning'.

There is only one singular snobbish aspect of 'Thinking Maps' products: They are only restricted to schools for system-wide implementation. Hence, the technology is, regrettably, not available to private individuals. They don't even bother to entertain enquires from solos.

In my earlier review of 'Visual Tools for Constructing Knowledge', I had mentioned that "This book is more suitable for teachers and students, and not so suitable for business readers...it cannot be used to cover all kinds of reading materials in schools. For examples, a story grid - which is not covered in the book - would be more appropriate to shape understanding of literature texts; a time line or time series - also not overed - would be more appropriate to track chronological events in history textbooks."

I added further that "For the businessman, this book can be somewhat boring, although one or two of the tools e.g. cluster and fishbone diagrams, can be used to organise visually one's thoughts or ideas while reading business books."

I have concluded in my review as follows: "Nevertheless, this book is still worth reading, especially if you want a deep understanding of why we are 'visual'. Also, David Hyerle's tools and ideas are still useful for the business reader, especially if one is pursuing business management studies e.g. MBA, in the evenings. The visual tools can be useful in that respect, particularly for probing understanding through the text, and taking/making personal notes."

Coming back to this book, which gives a panoramic view into schools (sometimes, their promotional literature mentions 3,000 schools, others mention 2,000 schools, so I don't know which one is true & correct?) that have successfully used their core technology on a school-wide basis, there is even one case study from Singapore.

In this book as well as in the earlier two books, the author shares many stories from teachers, principals, & trainers who have adopted their 'Thinking Maps' to increase student achievement & revitalize learning communities.

In retrospect, the first book gives quite a good introduction to graphic organisers &/or visual tools, in addition to their own 'Thinking Maps' technology. Tactically, it explains in quite elaborate details WHAT visual tools are, WHY we should use them, and HOW to get the most out of these tools.

The second book follows up with more quantified evidence to support their core technology in addition to more practical applications as part of the educational curriculum.

I reckon, for a first timer/beginner into visual thinking, especially one looking for applications within an eduational setting, the three books are definitely worth exploring.

Readers should also read Nancy Margulies' Mapping Innerspace, which adopts a spontaneous, free-form approach to using visual tools.

15 of 17 people found the following review helpful.
Best book to discuss research on Thinking Maps
By Fun Life
First - buy directly from the publisher / author for about half the price. I am not sure why Amazon has it priced wrong.

This is the best book available to actually present research, sometimes soft and sometimes poorly documented (but the best out there on any type of mapping program), on what a set of eight visual primitives can do to improve student performance by using the primitives in Thinking Maps.

No book on the market can compare with the qualify of the material in this book. I highly recommend it to anyone who is wondering how student achievement can be improved across all grades and across all subjects.

This book is especially recommended for parents of home based / homeschool students. By using Thinking Maps students of all types can improve their performance in any area. I am using information in this book as I develop a course in "Creating Intelligence".

Of greatest interest to me is that this book shows how Thinking Maps has been successful with preschool children all the way through to a community college's nursing program.

This is not a "how to" book but a book on showing that the system works. To get the "how to" you have to look to other resources.

2 of 2 people found the following review helpful.
Teacher
By Disappointed customer
Good analysis of thinking maps. Provides an overview of the maps along with samples showing student completed maps.
A good resource for teachers wanting to gain more information on the maps and how they can be used in their classroom.
Sample maps are targeted more for upper elementary, middle, and high school students. Also recommended for reading, GT, special education, ESOL teachers and/or administrators.

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