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The Second Edition of Case Studies in Organizational Communication: Ethical Perspectives and Practices, by Dr. Steve May, integrates ethical theory and practice to help strengthen readers' awareness, judgment, and action in organizations by exploring ethical dilemmas in a diverse range of well-known business cases.

• Sales Rank: #413292 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2012-01-20
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .87" w x 7.50" l, 1.35 pounds
• Binding: Paperback
• 384 pages

Features

• Used Book in Good Condition

About the Author
Steve May (Ph.D., University of Utah, 1993) is Associate Professor in the Department of Communication Studies at the University of North Carolina at Chapel Hill. He is a Leadership Fellow at the Institute for the Arts and the Humanities, an Ethics Fellow at the Parr Center for Ethics, and a researcher and ethics consultant for the Ethics at Work program at the Kenan Institute for Ethics He is co-editor, with George Cheney and Debashish Munshi, of The Handbook of Communication Ethics and, with Oyvind Ihlen and Jennifer Bartlett, of The Handbook of Communication and Corporate Social Responsibility. His organizational communication research has been published in journals such as Management Communication Quarterly, Journal of Applied Communication Research, Rhetoric and Public Affairs, Public Policy Yearbook, and Organizational Communication: Emerging Perspectives. He is a past Forum Editor of Management Communication Quarterly and Associate Editor of The Journal of Applied Communication Research and The Journal of Business Communication.

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## Download PDF School Discipline, Classroom Management, and Student Self-Management: A PBS Implementation Guide, by Howard M. Knoff

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An integrated, comprehensive approach to positive behavioral supports and interventions

This book provides a pragmatic, easy-to-follow blueprint for Positive Behavior Support Systems (PBSS) implementation that integrates academics, instruction, and achievement with discipline, behavior management, and student self-management. Award-winning author Howard M. Knoff provides guidance on:

• Implementing a schoolwide discipline and safe schools program
• Teaching students interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills
• Guiding professional development, staff and student buy-in, and evaluation
• Strengthening parent and community outreach and involvement

Included are charts to post in classrooms, worksheets, and action items. Research-based case studies demonstrate how PBSS activities create positive climates, pro-social interactions, and effective management approaches.

• Sales Rank: #794631 in Books
• Brand: Corwin
• Published on: 2012-06-12
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .90" w x 6.90" l, 1.45 pounds
• Binding: Paperback
• 320 pages

Features

• Implementing a schoolwide discipline and safe schools program
• Teaching students interpersonal, social problem solving, conflict prevention and resolution and
• Guiding professional development, staff and student buy-in and evaluation
• Strengthening parent and community outreach and involvementIncluded are classroom charts and posters,
• Title - School Discipline, Classroom Management and Student Self-Management

Review
"This is a nice 'all in one' book that presents an evidence-based model for school discipline, behavior management and school safety together, with a link to a school improvement framework." (Angela Whalen, Instructor 2011-11-02)

"The positive behavioral support approaches and the student and staff strategies described in this book significantly contributed to moving us from chaos to excellence. Our school was a racially diverse, inner-city school with virtually every student coming from a home of poverty. This program made every adult in the school a better educator and every student more skilled at self-management. This book offers school-friendly approaches and strategies that are doable and affordable, and that change the way administrators and staff look at students' and their own behavior." (Judy Zimny, Former Principal 2012-02-14)

"This book does an excellent job of systematically taking administrators and school staff though an array of strategies and steps to help them to effectively implement a school-wide, multi-tiered, Positive Behavioral Support System (PBSS). Guided by this book, administrators will have more time to help teachers to improve their teaching skills rather than their classroom management skills. Teachers will spend less time disciplining their students and more time engaging and teaching them. The result is increased academic achievement for the students, and a more positive, safe, and productive climate for schools." (Ron Benner, School Psychologist, Bridgeport, CT 2012-02-14)

"This book provides extensive and practical ways to implement school-wide approaches that result in positive and engaged classrooms, proactive and consistent staff, and safe and successful schools. Its focus on building and sustaining students’ interpersonal, social problem solving, conflict prevention and resolution, and emotional coping skills reminds us that 'discipline' problems often reflect students’ lack of self-management skills. A national expert and past president of NASP, Howard Knoff has written a practical guide that includes step-by-step checklists and procedures to help schools implement successful Positive Behavioral Support systems. This book will be relevant for many years to come." (Susan Gorin, Executive Director 2012-02-14)

"Dr. Howie Knoff blends his decades of academic and practical experience to offer teachers, administrators and school support professionals practical steps for improving student behavior in a manner that is research-based and building-level applicable. As student behavior challenges increasingly permeate all school grade levels while resources to prevent and intervene become more scare, Dr. Knoff's book can serve as a one-stop-shop reference which educators can use to put immediate measures to work for improving school climate, safety and educational achievement." (Kenneth S. Trump, President 2012-04-09)

"Schools need successful practices that are comprehensive but easy to learn, implement, and measure. School Discipline, Classroom Management, and Student Self-Management by Dr. Howie Knoff accomplishes this in a thorough compendium full of actionable interventions, how-to guides, and tools/forms for progress monitoring and evaluation. It is a singular valuable resource – a must read for any staff member, building administrator, or school system intent on implementing best practice behavior supports."
(Matthew J. Kamins, School Psychologist and Former School Psychology Supervisor 2012-04-09)

"Grounded in research-based principles, proven and effective practices, and validation through implementation in schools across the country, Dr. Knoff has created a model blueprint for creating and maintaining a Positive Behavioral Support System (PBSS) that results in more effective schools, behaviorally, socially, and academically. As a former state director of special education who worked with Dr. Knoff to successfully establish and implement PBSS in public schools throughout our state, I witnessed firsthand the effectiveness of this PBSS model in producing desired outcomes. The proof is in the ‘doing,’ and Dr. Knoff’s Project ACHIEVE and PBSS model clearly accomplish that. We should do what works, and this works. Isn’t that what we all want? (Marcia Harding, former Director of Special Education 2012-04-09)

"This book teaches the basics of implementing a schoolwide discipline and safe schools program and is based on Project Achieve, a national model of improvement." (Midwest Book Review, October 2012)

About the Author

Howard M. Knoff, Ph.D. is the creator and Director of Project ACHIEVE. After 22 years as a university professor, he is now a full-time national consultant, author, and lecturer; and he has been the Director of the State Improvement/Personnel Development Grant for the Arkansas Department of Education―Special Education Unit since 2003. Formerly a Professor of School Psychology at the University of South Florida (Tampa, FL) for 18 years and Director of its School Psychology Program for 12 years, Dr. Knoff was also the creator and Director of the Institute for School Reform, Integrated Services, and Child Mental Health and Educational Policy at USF.

As Director of Project ACHIEVE, a nationally-known school effectiveness/improvement program that was designated a National Model Prevention Program by the U.S. Department of Health & Human Service’s Substance Abuse and Mental Health Services Administration (SAMHSA) in 2000, Dr. Knoff has trained over 1,500 schools or school districts in every state over a 25-year period.

As Director of the Arkansas State Improvement/Personnel Development Grant (SIG/SPDG), a multi-million dollar grant from the U.S. Department of Education, Office of Special Education Programs, he helps to oversee the primary SPDG goals of: the statewide implementation of Project ACHIEVE’s Positive Behavioral Support System approach; literacy and mathematics interventions for at-risk, underachieving, and students with disabilities; Response-to-Instruction and Intervention and Closing the Achievement Gap, technical assistance to schools/districts in School Improvement status; and special education and related service recruitment, training, and retention.

Dr. Knoff received his Ph.D. degree from Syracuse University in 1980, and has worked as a practitioner, consultant, licensed private psychologist, and university professor since 1978. Dr. Knoff is widely respected for his research and writing on school reform and organizational change, consultation and intervention processes, social skills and behavior management training, Response-to-Intervention, and professional issues. He has authored or co-authored 18 books, published over 75 articles and book chapters, and delivered over 500 papers and workshops nationally―including the Stop & Think Social Skills Program (Preschool through Middle School editions) and the Stop & Think Parent Book: A Guide to Children’s Good Behavior. In addition, he was on the writing team that helped produced Early Warning, Timely Response: A Guide to Safe Schools, the document commissioned by President Clinton after the first wave of school shootings in the Fall of 1998.

Dr. Knoff has a long history of working with schools, districts, and community and state agencies and organizations. For example, he has consulted with a number of state departments of education, the Department of Defense Dependents School District during Desert Storm, and the Southern Poverty Law Center. He has also served as an expert witness in federal court five times, in addition to working on many other state and local cases―largely for legal advocacy firms who are representing special education and other students in need.

A recipient of the Lightner Witmer Award from the American Psychological Association's School Psychology Division for early career contributions in 1990, and over $18 million in external grants during his career, Dr. Knoff is a Fellow of the American Psychological Association (School Psychology Division), a Nationally Certified School Psychologist, a Licensed Psychologist in Arkansas, and he has been trained in both crisis intervention and mediation processes. Frequently interviewed in all areas of the media, Dr. Knoff has been on the NBC Nightly News, numerous television and radio talk shows, and he was highlighted on an ABC News' 20/20 program on "Being Teased, Taunted, and Bullied." Finally, Dr. Knoff was the 21st President of the National Association of School Psychologists which now represents more than 25,000 school psychologists nationwide.

You can view Dr. Knoff's website here: www.projectachieve.net

Most helpful customer reviews

1 of 1 people found the following review helpful.
All PBIS
By PorkBoy
I thought the book would talk more about classroom managment and student self-managment. However the entire focus of the book is PBIS. This would be a good book for a school starting a PBIS committee. Not good for an individual teacher or a school that already had PBIS.

0 of 0 people found the following review helpful.
Four Stars
By Bari
Great condition!

0 of 0 people found the following review helpful.
Five Stars
By Rebecca Johnson
Great condition

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## Ebook Connecting Content and Academic Language for English Learners and Struggling Students, Grades 2-6, by Ruth Swinney, Patricia Velasco

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Create unit plans that will empower your EL students

Award-winning teacher Ruth Swinney and Harvard graduate Patricia Velasco focus on the careful planning needed to develop the academic language of all students. For English learners especially, it is critically important to integrate language development with content. What makes this book unlike any other is the detailed guidance it provides in:

• Encouraging verbal expression in the classroom
• Planning units that link language with content
• Using shared reading and writing, read alouds, and conversation

• Sales Rank: #69731 in Books
• Brand: Corwin
• Published on: 2011-05-11
• Original language: English
• Number of items: 1
• Dimensions: 10.97" h x .47" w x 8.52" l, 1.23 pounds
• Binding: Paperback
• 200 pages

Features

• Help students advance from social to academic language
• Encourage verbal expression in the classroom
• Plan language arts, social studies and science lessons that connect language and content
• Use shared reading and writing, read alouds and conversation to teach language skillsHands-on tools
• Title - Connecting Content and Academic Language for English Learners and Struggling Students, Grades

Review
"When told not to simplify but rather to amplify a lesson for English learners, a teacher's first questions are: 'how and when?' In Swinney and Velasco's book, a Grade 2–6 teacher finds the answer to both questions and the tools to implement them. Congratulations! I do not know many books that can do that."
(Elena Dilion, Supervisor of ELL and Dual Language Programs K–12 2010-12-06)

"The authors offer teachers a toolbox that explicitly illustrates scaffolding strategies to trigger background knowledge, link the building of academic language to the acquisition of new knowledge, and intertwine thinking skills throughout all experiences. Written in simple, user friendly language, this work will undoubtedly become a most useful tool for all teachers who seek to ensure academic success for emergent bilingual learners." (Nancy Villarreal de Adler, Executive Director 2010-12-06)

"Finally, teachers of English learners have the book they have needed for so long. Swinney and Velasco describe in a friendly and practical way the precise pedagogical sequence needed by Grade 2–6 school teachers in the education of ELs. In my personal experience the only way that English learners can develop their cognitive abilities in the second language is learning the second language within the content of the other curriculum matters." (Rafael Olivares, Associate Professor of Education 2010-12-06)

"Many professors, staff developers and literacy coaches offer their conceptual knowledge but lack the wisdom of practice. Swinney & Velasco take the time to detail exactly the making of an ELL master teacher. Their teaching wisdom serves an often misunderstood student population―the struggling reader and writer. This book is a must-read to those practitioners in the field of second language special education."

(Jossie O’Neill, Ed. D., Director of Partnerships & Outreach 2010-12-13)

"Swinney and Velasco provide an extraordinarily useful and comprehensive resource across content areas for the full spectrum of professionals working to improve the language and learning skills of students in Grades 2–6. Teacher educators as well as pre-service and beginning teachers will find a rich array of very concrete examples that detail effective instructional strategies, step-by-step action plans for achieving specific instructional objectives, and real-world vignettes of teachers achieving success with struggling students. This is an inspired and inspirational guide, well-informed by theory and research, and by the realities of actual classrooms. Both authors have extensive experience in classroom teaching, teacher supervision, program development and administration, and the writing of educational materials; their book distills the best of their combined 30 years of educational service." (Herlinda E. Cancino, Associate Professor 2011-01-18)

"The authors' practical approaches for teaching content and language simultaneously are based on research and a deep knowledge of how classrooms operate. Every teacher working with language-diverse students will find much of value here.” (Catherine Snow, Patricia Albjerg Graham Professor 2011-03-21)

"The main contribution this book makes is to show teachers that they have other options rather than simplifying the material. Supremely practical, with careful and precise guidance, the book is for teachers in bilingual settings, in regular classrooms, and for ESL teachers. It can also be valuable in teacher training programs, which incorporate language objectives into all their planning."

(SirReadAlot.org, July 2011, Issue 147 2011-10-05)

About the Author
Ruth Swinney is a native of Colombia, S.A. She started her career as a bilingual teacher in New York City. In 1984 she founded one of the first dual language programs in New York City in PS 84, and subsequently became director of bilingual and dual language programs for a large District in NYC. In this role she supervised bilingual and ESL programs, and developed seven model dual language programs for the District. When she became principal PS 165 (Manhattan) she set up a nationally recognized dual language program at the same time that she turned around one of the bottom schools in the city. She has won numerous awards for her work with second language learners, and for her achievements as a principal. After retiring she worked with the Reading and Writing Project at Teachers College, Columbia University, heading the principal work, and the ELL department. Currently she works as a consultant.

Patricia Velasco started her career as a speech pathologist in Mexico City. After finishing her EdD in the United States, she established a Staff Development Institute (Casa de la Ciencia) that works with indigenous bilingual children and their teachers in San Cristobal de las Casas, Chiapas, Mexico . After she moved to New York City, she first worked for the Reading and Writing Project at Teachers College, Columbia University, as a staff developer supporting teachers all across New York City in addressing the literacy and language needs of English language learners. In addition, she was part of the faculty at Teachers College, Columbia University. Currently she is Assistant Professor of Education at Queens College, City University of New York, where she coordinates the Bilingual Program.

Most helpful customer reviews

3 of 3 people found the following review helpful.
Insightful
By Francisco Hernandez
I am a bilingual teacher and I had never understood what language goals were. After reading this book I understand and plan according to content and thinking skills. I highly recommend it.

2 of 2 people found the following review helpful.
Good Book
By Jennifer Portney
Good book. It's a helpful tool for English language learners and their teachers. Lots of good ideas. For the classroom.

1 of 1 people found the following review helpful.
Great book! Very insightful
By Silvana Vicente
Great book! Very insightful! =)

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• Published on: 2009-12-15
• Original language: English
• Binding: Hardcover

About the Author

George Ritzer is Distinguished University Professor at the University of Maryland, where he has also been a Distinguished Scholar-Teacher and won a Teaching Excellence Award. He was awarded the 2000 distinguished Contributions to Teaching Award by the American Sociological Association and an honorary doctorate from LaTrobe University in australia. He is best-known for The McDonaldization of Society (translated into over a dozen languages) and McDonaldization: The Reader 3 as well as several related books, including expressing America: A Critique of the Global Credit Card Society, Enchanting a Disenchanted World 3, The Globalization of Nothing 2, Globalization: A Basic Text, and The Outsourcing of Everything (forthcoming, with Craig Lair). He is the Editor of the Encyclopedia of Social Theory (2 vols.), the Encyclopedia of Sociology (11 vols.), is currently editing the Encyclopedia of Globalization (5 vols.), and is Founding Editor of the Journal of Consumer Culture.

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How to link standards and research to mathematics practice

Designed for leaders, this guide explores how to use CTS as a professional development tool to strengthen mathematics programs, enhance teachers' content knowledge, and improve mathematics curriculum, instruction, and assessment. This comprehensive guide features:

• A solid foundation in the CTS study process 
• A process-driven approach that accommodates state and national standards
• Designs and guidelines for leading curriculum topic studies 
• Suggestions for applying CTS to curriculum, instruction, and assessments
• Programs for half- and full-day workshops, professional learning communities, and individual coaching
• A CD-ROM with handouts, PowerPoint slides, and reproducibles 

• Sales Rank: #2317090 in Books
• Brand: Brand: Corwin
• Published on: 2012-05-30
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x 8.50" w x .75" l, 1.75 pounds
• Binding: Paperback
• 280 pages

Features

• Used Book in Good Condition

Review
"This book provides an indispensable set of tools to help teachers, coaches, and other curriculum leaders strengthen and improve content and pedagogical knowledge of mathematics in a variety of professional development opportunities. I encourage all mathematics leaders to add this book to their professional tool kit." (Marilyn Curtis, Teacher Leader 2012-01-10)

“Not only does this book provide the resources mathematics leaders need to improve curriculum, instruction, and assessment; it strengthens the 'M' in STEM professional learning. When combined with The Science Leader's Guide to CTS, instructional leadership teams have access to a suite of standards and research-based designs and tools to foster connections and integrate the STEM disciplines.” (Jean May-Brett, STEM Partnership Director 2012-01-10)

"This book teaches the basics of linking standards and research to mathematics practice, and is a fine companion to MATHEMATICS CURRICULUM TOPIC STUDY." (Midwest Book Review, October 2012)

About the Author
Consulting Description

 Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation–funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K–12: Teachers Integrating Engineering into Science K–12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow.

Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill’s elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor’s Fellow in 1994.

As a nationally known professional developer and speaker, she received the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015.

Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide.

Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.

As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the “Change Game,” (Making Change for School Improvement) a simulation game that enhances leaders’ ability to lead change efforts in schools and districts.

Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach’s Guide to Improving Learning for All Students (2008).

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

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• Sales Rank: #2816000 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-10-20
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .80" w x 6.00" l, 1.10 pounds
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Narrative research has become increasingly popular in the social sciences. While no part of the process is easy, researchers often struggle to make sense of data that can seem chaotic and without a discernable pattern. This book shows how to analyze stories, storytelling, and stories in society, bringing together a variety of approaches to both texts and narrative practice under one cover.

• Sales Rank: #548711 in Books
• Published on: 2011-08-05
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .80" w x 5.90" l, .95 pounds
• Binding: Paperback
• 328 pages

Review
"The chapters in this collection are well selected and demonstrate the diversity of narrative analysis. They are organized thematically, moving from micro to macro perspectives on narrative. This provides readers who intend to read the book cover to cover with a coherent flow of ideas. The collection reflects a well-balanced distribution of chapters devoted to narrative as data and methodology. In terms of the theoretical and application aspects, this book has a balanced discussion of both. It reinforces the idea that a sound and well-informed textual analysis requires a careful investigation of context. The diverse discussion in this book confirms the status of narrative analysis, not just as a tool of inquiry for various disciplines, but as an area of study in itself. I recommend this book for postgraduates and researchers working within the framework of discourse analysis and qualitative research methods."

To view the entire review published in the Discouse Studies journal, click here. (Jeremy Koay, School of Linguistics and Applied Language Studies, Victoria 2013-12-03)

"This is a first class methods book and I recommend it to those who are interested in narrative analysis, allied practices such as discourse analysis, qualitative and so-called mixed methods more generally."
(William Housley, School of Social Sciences, Cardiff University, UK)

About the Author
James A. Holstein is professor of sociology in the Department of Social and Cultural Sciences at Marquette University. His research and writing projects have addressed social problems, deviance and social control, mental health and illness, family, and the self, all approached from an ethnomethodologically- informed, constructionist perspective.

Jaber F. Gubrium is professor and chair of sociology at the University of Missouri. He has an extensive record of research on the social organization of care in human service institutions. His publications include numerous books and articles on aging, family, the life course, medicalization, and representational practice in therapeutic context.

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