05010cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720022001880720015002100820018002251000029002432450147002722600055004193000011004743650097004853660075005824400064006575000016007215000052007375052001007895160013027905201687028035380020044906500026045106500022045367000018045588560060045769781849504041UK-WkNB20100211000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849504041 :cą62.95  a1849504040 :cą62.95  a1479-3660  aUK-WkNBbengcUK-WkNB 7aJNLx1KBB2bicssc 7aEDU2eflch04a371.009732221 aHunter, Richard C.,cDr.10aNo child left behind and other federal programs for urban school districtsh[electronic resource] /cRichard C. Hunter; Edited by Frank Brown.  aBingley,bEmerald Group Publishing Limited,c2009.  a396 p.  a02b62.95cGBPd00hS 53.57 17.5 62.95 9.38jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in educational administration  ;vv. 9,x1479-3660  aEbook. PDF.  aEpublication rendering of: 9780762312993, 2006.0 aABOUT THE AUTHORS PREFACE: By What Means? The Devil is in The Details! (Fenwick English). INTRODUCTION: NO CHILD LEFT BEHIND, SYMBOLISM OR REALITY? (Frank Brown and Richard C. Hunter)-- PART I: EDUCATIONAL EQUITY AND NCLB. Fiscal Equity Under Title I and Non-Title I Schools in Local School Districts. (Jim Lyons). NCLB and Diversity in Schools. (Stephen B. Lawton). School Choice and Equity under NCLB In The Post-Brown Era. (Frank Brown). No Child Left Behind: The Balm of Gilead Has Arrived in American Education. (Philip T.K. Daniel). NCLB and the New ESEA Title I Program: Poverty and Education. (Richard C. Hunter). Reconceptualizing Accountability in Urban Schools. (Carolyn Talbert-Johnson and Charles J. Russo). The No Child Left Behind Act of 2001 and Charter Schools. (Preston Green and Joseph Oluwole). Struggling to Mend it or End it: Legal and Legislative Issues in the Brief History of the No Child Left Behind Act of 2001. (Saran Donahoo and Norman Greer). Title VII, Bilingual Education of NCLB and Immigrant Students in Urban Schools. (Reynaldo Contreras).-- PART II: NCLB AND PROCESS Accountability, High Stakes Testing and No Child Left Behind. (Linda Tillman). Resiliency Among African American male students. (Tawannah Alan). The Achievement Gap and the No Child Left Behind Act: Is There a Connection. (Mark A. Gooden and Teresa Y. Nowlin). Public Education in an Era of Neo-Liberal Globalization: The Broken Promise of No Child Left Behind. (Jite Eferakorho). Democratic Notions Informing Equity in Mathematics Education. (Lecretia A. Buckley). Public School Choice: The New K-12 Desegregation Model? (Dawn G. Williams). The Role of Parents under NCLB. (Richard C. Hunter). Educational Equity, Globalization, and the No Child Left Behind Act. (Frank Brown). Immigration, Urban Schools, and Accountability. (Xue Lan Rong). A Nation Still at Risk: No Child Left Behind and the Salvation of Disadvantaged Students. (M. Christopher Brown II, T. E. Dancy II, & Nicole Norfles).  aDocument  aThe No Child Left Behind (NCLB) Act is designed to close the achievement gap between disadvantaged and disadvantaged children through its Title I program. Title I provides disadvantaged students with compensatory education. This text examines the achievements of NCLB, and the implications of the Act.bThe No Child Left Behind (NCLB) Act is designed to close the achievement gap between disadvantaged and disadvantaged children through its Title I program. Title I provides disadvantaged students with compensatory education. Only Title I schools are required to meet NCLB accountability guidelines but some states apply federal accountability guidelines to non-Title I schools; and states must separate achievement test scores by racial subgroups. The book explores models to achieve equity in Title I schools. The authors define what is required of states in Title I schools. The NCLB guidelines are flexible: states may confine their accountability involvement to Title I schools only and limit the number of Title I schools in their state; states may establish their own standardized tests and establish their own racial subgroups. The authors examine how each state reacts and implements NCLB accountability standards, and challenges to these guidelines in the courts and in the body politics by states. The text examines the achievements of NCLB, and the implications of the Act.  The text also reviews implications for a larger immigrant population that did not exist in 1965 when Title I was originally enacted by Congress; and the impact of globalization the educational needs of the country. It explores models to achieve equity under the No Child Left Behind (NCLB) Act.  aPDF: Adobe PDF. 7aSchoolszUSA.2bicssc 7aEducation.2eflch1 aBrown, Frank.4 uwww.emeraldinsight.com/1479-3660/9zProduct website URL03174cam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002041000031002192450091002502600055003413000011003963650098004073660075005054400073005805000016006535000052006695160013007215201871007345380020026056500082026256500022027077000034027298560061027639781848553118UK-WkNB20100209000000.0cu||||||||||||090807e200904uuxxk    gs|||||||0|0 eng|d  a9781848553118 :cą79.95  a1848553110 :cą79.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aEDU2eflch1 aScruggs, Thomas E.,d1948-10aPolicy and practiceh[electronic resource] /cThomas E. Scruggs, Margo A. Mastropieri.  aBingley,bEmerald Group Publishing Limited,c2009.  a400 p.  a02b79.95cGBPd00hS 68.04 17.5 79.95 11.91jGBkxxkmPublisher data keyed manually2onix-pt  b20090401cIP 20090807jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning & behavioral disabilities  ;vv. 22,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9781848553101, 2009.  aDocument  aIn the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. This title discusses issues and advances both in public policy, and in practice in providing service for individuals with learning and behavioral disabilities.bIn the study of learning and behavioral disabilities, effective practice and public policy enacted to implement this practice are closely intertwined. In this volume, a number of internationally prominent authors discuss issues and advances both in public policy, and in state-of-the art practice in providing service for individuals with learning and behavioral disabilities. Topics include educational equity, imputations of malice in social policy, analytical discussions of Response to Intervention and No Child Left Behind legislation, policy implications of functional behavioral assessment, implications of poverty for educational policy, and public policy implications of the Higher Education Opportunity Act. In addition, chapters of this title are included that address recent advances in practice for individuals with learning and behavioral disabilities.  These topics include interventions for students with Attention Deficit Hyperactivity Disorder, mathematics interventions for individuals with nonverbal learning disabilities, Response-to-Intervention and other literacy practices for students with learning and behavioral disabilities, and the design of functional assessment for challenging behavior. The chapters included in this volume provide important current information on policy and practice for individuals with learning and behavioral disabilities, and will be of interest to teachers, administrators, graduate students, researchers, professionals in personnel preparation programs, and individuals interested in public policy.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aEducation.2eflch1 aMastropieri, Margo A.,d1951-4 uwww.emeraldinsight.com/0735-004X/22zProduct website URL03380cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720015001880720016002030720015002190820017002341000024002512450211002752600055004863000011005413650097005523660075006494400055007245000016007795000052007955050428008475160013012755201433012885380020027216500040027416500060027816500023028417000025028647000021028898560060029109781849502832UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502832 :cą64.95  a1849502838 :cą64.95  a1474-7863  aUK-WkNBbengcUK-WkNB 7aTB2bicssc 7aJNM2bicssc 7aTEC2eflch04a607.11732221 aLawrenz, Frances P.10aEvaluating the upgrading of technical courses at two-year collegesh[electronic resource] ;bNSF's advanced technological education program /cFrances Lawrenz, Nanette Keiser; Edited by Arlen R. Gullickson.  aBingley,bEmerald Group Publishing Limited,c2009.  a230 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in program evaluation ;vv. 9,x1474-7863  aEbook. PDF.  aEpublication rendering of: 9780762311200, 2004.0 aCollaboration Efforts. (L. Reed). Dissemination. (T. Owens). Materials Development. (G. Rogers). Program Improvement Efforts. (L. Reed). Assessing Professional Development. (N. Gold, K. Powe). Recruitment and Retention. (A. Gullickson, G. Tressler). Sustainability and Long-Term Impact. (F. Lawrenz, Nanette Keiser). The Role of Advisory Committees. (W. Welch, A. Gullickson). The Use of Evaluation. (W. Welch, F. Lawrenz).  aDocument  aThe National Science Foundations (NSF) Advanced Technological Education (ATE) program is a diverse and dynamic set of projects intent on improving the USA's technical workforce. This book uses the ATE work as a means to focus on key issues for federally funded projects.bThe National Science Foundations (NSF) Advanced Technological Education (ATE) program is a diverse and dynamic set of projects intent on improving the USA's technical workforce. This book uses the ATE work as a means to focus on key issues for federally funded projects and all community colleges facing the difficult challenges of staying current and reaching constituents in positive ways. This book brings a wealth of information on key issues for community colleges. Topics addressed include: how to sustain innovative programs; how to develop effective instructional materials; how to promote and maintain collaboration among various institutions including business and industry; how to provide high quality professional development; how to strengthen and improve programs of study; how to recruit and retain diverse students; how to evaluate and use evaluation effectively; and how to engage advisory committees to effectively serve program needs. In developing these topics, the authors drew heavily on previous research and a common set of evaluation studies including site visits at 13 different projects and surveys of more than 100 ATE projects.  aPDF: Adobe PDF. 7aTechnology: general issues.2bicssc 7aHigher & further education, tertiary education.2bicssc 7aTechnology.2eflch1 aGullickson, Arlen R.1 aKeiser, Nanette.4 uwww.emeraldinsight.com/1474-7863/9zProduct website URL03560cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820016002362450123002522600055003753000011004303650098004413660075005394400097006145000016007115000052007275050172007795160013009515202001009645380020029656500046029856500037030316500022030687000024030908560060031149781849500265UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849500265 :cą68.95  a1849500266 :cą68.95  a1479-358X  aUK-WkNBbengcUK-WkNB 7aJNA2bicssc 7aJNFR2bicssc 7aEDU2eflch04a370.11722210aEdmund W. Gordonh[electronic resource] ;bProducing knowledge, pursuing understanding /cEdited by Carol Camp Yeakey.  aBingley,bEmerald Group Publishing Limited,c2009.  a368 p.  a02b68.95cGBPd00hS 58.68 17.5 68.95 10.27jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in education in diverse communities: Research policy and praxis ;vv. 1,x1479-358X  aEbook. PDF.  aEpublication rendering of: 9780762304288, 2002.0 aSection headings: Relevance of Social Divisions in Research and Development. Population Sensitive Intervention. Explanatory Investigations. Context and Responsibility.  aDocument  aFocuses on the work of Edmund W Gordon, the John M Musser Professor of Psychology Emeritus at Yale University. This volume challenges some of the basic assumptions under-pinning American social science research. It includes the sections relevance of social divisions in research and development; and population sensitive intervention.bThe initial volume in this new series focuses on the work of Edmund W. Gordon, the John M. Musser Professor of Psychology Emeritus at Yale University. Gordon had a tremendous influence on contemporary thinking in psychology, education and social policy and the implications of his work for the schooling of lower status youth and children of color, in America. For some, this volume will reacquaint them with Gordon and many of the young persons, now senior scholars themselves, who have learned from him. For others, this volume will simply inform them of the magnitude of the man and the legacy of researchers and research he has spawned. This important work challenges some of the basic assumptions under-pinning American social science research. Scholars from diverse fields of economics, anthropology, law, education, political science, sociology, psychology, and public health question traditional assumptions with respect to low status populations and persons of color, and analyze some of the intended and unintended consequences of those assumptions. The essays in this volume are well reasoned, provocative in the subject matter that they cover, and thoughtful in their conclusions.  There is little doubt that the central focus of the book - the influence of Edmund W. Gordon and his liberatory scholarship - is a topic the examination of which is long overdue. The volume is divided into four sections: relevance of social divisions in research and development; population sensitive intervention; explanatory investigations; and, context responsibility. The final word in the volume, in the Epilogue, rightfully belongs to Edmund W. Gordon himself.  aPDF: Adobe PDF. 7aPhilosophy & theory of education.2bicssc 7aMulticultural education.2bicssc 7aEducation.2eflch1 aYeakey, Carol Camp.4 uwww.emeraldinsight.com/1479-358X/1zProduct website URL01382cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820015002191000019002342450187002532600055004403000019004953650097005143660075006114400064006865000016007505000052007665160013008185380020008316500045008516500022008967000019009187000022009378560061009599781846639111UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781846639111 :cą59.99  a1846639115 :cą59.99  a1479-3539  aUK-WkNBbengcUK-WkNB 7aJNF2bicssc 7aEDU2eflch04a379.112221 aHannum, Emily.10aStrong states, weak schoolsh[electronic resource] ;bThe benefits and dilemmas of centralized accountability /cEmily Hannum; Edited by Bruce Fuller, Melissa K. Henne, Emily Hannum.  aBingley,bEmerald Group Publishing Limited,c2009.  a196 p. :bill.  a02b59.99cGBPd00hS 51.06 17.5 59.99 8.93jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aResearch in the sociology of education ;vv. 16,x1479-3539  aEbook. PDF.  aEpublication rendering of: 9781846639104, 2008.  aDocument  aPDF: Adobe PDF. 7aEducational strategies & policy.2bicssc 7aEducation.2eflch1 aFuller, Bruce.1 aHenne, Melissa K.4 uwww.emeraldinsight.com/1479-3539/16zProduct website URL01299cam  22003372a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820015002192450136002342600055003703000019004253650098004443660075005424400081006175000016006985000052007145160013007665380020007796500060007996500022008597000020008818560060009019781849500852UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849500852 :cą79.95  a1849500851 :cą79.95  a1479-3628  aUK-WkNBbengcUK-WkNB 7aJNM2bicssc 7aEDU2eflch04a378.1222210aAcademic work and lifeh[electronic resource] ;bWhat it is to be an academic, and how this is changing /cEdited by Malcolm Tight.  aBingley,bEmerald Group Publishing Limited,c2009.  a448 p. :bill.  a02b79.95cGBPd00hS 68.04 17.5 79.95 11.91jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on higher education research  ;vv. 1,x1479-3628  aEbook. PDF.  aEpublication rendering of: 9780762307418, 2000.  aDocument  aPDF: Adobe PDF. 7aHigher & further education, tertiary education.2bicssc 7aEducation.2eflch1 aTight, Malcolm.4 uwww.emeraldinsight.com/1479-3628/1zProduct website URL04136cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230400026001480720022001740720023001960720015002190820021002341000022002552450213002772600055004903000013005453650098005583660075006564400053007315000016007845000052008005050745008525160013015975201914016105380020035246500057035446500044036016500022036457000022036678560061036899781849502429UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||1|0 eng|d  a9781849502429 :cą67.95  a1849502420 :cą67.95  aUK-WkNBbengcUK-WkNB 7aJNKx1KBB2bicssc 7aJNLAx1KBB2bicssc 7aEDU2eflch04a372.210720732221 aBarbour, Nancy E.10aBridging the gap between theory, research and practiceh[electronic resource] ;bThe role of child development laboratory programs in early childhood education /cNancy E. Barbour; Edited by Brent A. McBride.  aBingley,bEmerald Group Publishing Limited,c2009.  a218 p. :  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in early education & day care  ;vv. 12  aEbook. PDF.  aEpublication rendering of: 9780762310630, 2003.0 aThe early history of child development laboratory programs. The Children's Center's survival brinkmanship, persistence, and creativity. The dilemma of linking theory and research with practice and innovation in child development laboratory programs. An inside perspective of paradigm shifts in child development laboratory programs: bridging theory and professional preparation. Reconceptualizing the child development laboratory school. Bridging the gap through community collaboration: an evolving role for child development laboratory programs. Funding dilemmas: toward sustainable and creative financing in child development laboratory programs. The changing profile of teaching, research and outreach activities in lab school programs.  aDocument  aPresents papers that identify issues and challenges facing child development laboratory programs nationwide as they seek to solidify the roles they play within the child development and early childhood education fields.bUniversity-based child development laboratory programs have a long and rich history. Since their inception in the mid-1920's they have played a vital role in adding to our expanding knowledge base on child development and early childhood education. In addition to their instrumental functions in the generation of new knowledge, these programs have played significant roles in the professional development of future early childhood educators. Through a variety of mechanisms these programs provide students with opportunities to begin applying the theory and knowledge being presented in college courses to actual practice in working with programs serving young children and their families. In recent years campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general.  The purpose of this volume is to present papers that identify emerging issues and challenges facing child development laboratory programs nationwide as they seek to solidify the roles they play within the child development and early childhood education fields. A goal of the volume is to present a collection of papers that can facilitate a dialogue among professionals on the ways in which child development laboratory programs can continue their important contributions toward the generation of new knowledge in child development and early childhood education, as well as support the professional development of students preparing for careers in these fields.  aPDF: Adobe PDF. 7aOrganization & management of educationzUSA.2bicssc 7aPre-school & kindergartenzUSA.2bicssc 7aEducation.2eflch1 aMcBride, Brent A.4 uwww.emeraldinsight.com/0270-4021/12zProduct website URL04581cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720015001880720015002030820016002181000025002342450153002592600055004123000011004673650097004783660075005754400060006505000016007105000052007265051516007785160013022945201713023075380020040206500023040406500022040637000026040857000023041118560061041349781849502979UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502979 :cą61.95  a1849502978 :cą61.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJN2bicssc 7aEDU2eflch04a371.8292221 aJeffrey, Bob,d1946-10aIdentity, agency and social institutions in educational ethnographyh[electronic resource] /cBob Jeffrey, Geoffrey Walford; Edited by Geoff Troman.  aBingley,bEmerald Group Publishing Limited,c2009.  a244 p.  a02b61.95cGBPd00hS 52.72 17.5 61.95 9.23jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 10,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762311446, 2004.0 aSeries Preface. Introduction. (G. Troman). A Relational Approach on Children in the City: The Importance of Public Space, Non-Places and Ephemeral Relationships for Learning. (R. Soenen). The Construction of Identity on the Internet: A Study of Swedish Young People's Self-Presentation in a Web Community. (F. Moinian). God's Gypsy and God's Enforcer: The Educational Significance of Constructions of Motherhood and Mother-Daughter Relations. (J. Donnell Johnson). How Students, The Home and the School Mediate Issues Related on Home And School: A Dynamic Of Distance? (C. Hudson). An Ethnographic Study of Gender Differences: Racial Integration in South African Secondary Schools. (J. Klaas). Why Can't We Just Do Math? Exploring the Tensions Within the In-Between Space of a Culturally Responsive Curriculum. (J. Parker Webster, J. Lipka). New Aims and Old Problems in Swedish Schools: Flexibility, Freedom of Choice and Self-Reliance in Learning as Part of Social Reproduction. (M. Dovemark, D. Beach). Labs and the Quality of Learning in School Science: Schools, Labs and Creativity). (D. Beach). The Restructuring of Swedish Adult Education: The Involvement of Economists and Politicians in Education Policy. (M. Carlson). Through the Looking Glass and what Ethnography Finds There: Critical Insights into the New Deal for Young People's Voluntary Sector Option. (G. Mitchell). 'I Go To Get Away from the Cockroaches': Educentricity and the Politics of Education in Prisons. (A. Wilson). About the Authors.  aDocument  aThe prime focus on the social processes of schooling within educational ethnography has tended to marginalize or eschew the importance of other 'informal' educational sites. This book focuses on identity and agency in a variety of social institutions in educational ethnography.bThe prime focus on the social processes of schooling within educational ethnography has tended to marginalize or eschew the importance of other 'informal' educational sites. Other social institutions, such as family, community, media and popular culture, work and prisons are salient arenas in which behaviors and lives are regulated. They all interrelate and are all implicated in the generation, management and development of social identities and the social and cultural reproduction of structures and relations. Individuals, though, are not merely shaped by these social institutions, their agency is evident in the way they creatively adapt and accommodate to the tensions and constraints of economic, educational and social policies. The maintenance of self in these situations requires identity work involving mediation, conflict, contestation and modes of resistance, which often contribute to a continual reconstruction of situations and contexts. This volume of "Studies in Educational Ethnography" focuses on identity and agency in a variety of social institutions in educational ethnography.  The contributors explore these themes in a wide range of international contexts including: Belgium, Sweden, North America, South Africa and England. They demonstrate the capacity of educational ethnography to provide accounts of participants' perspectives and understandings to highlight the agency of educational subjects.  aPDF: Adobe PDF. 7aEducation.2bicssc 7aEducation.2eflch1 aTroman, Geoff,d1946-1 aWalford, Geoffrey.4 uwww.emeraldinsight.com/1529-210X/10zProduct website URL03785cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820016002191000021002352450187002562600055004433000019004983650098005173660075006154400076006905000016007665000052007825050870008345160013017045201488017175380020032056500052032256500022032777000017032997000023033168560060033399781849501224UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501224 :cą70.95  a184950122X :cą70.95  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJNK2bicssc 7aEDU2eflch04a370.1152221 aTorney-Purta, J.10aNew paradigms and recurring paradoxes in education for citizenshiph[electronic resource] ;bAn international comparison /cJ. Torney-Purta, J. Schwille; Edited by G. Steiner-Khamsi.  aBingley,bEmerald Group Publishing Limited,c2009.  a308 p. :bill.  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on education and society ;vv. 5,x1479-3679  aEbook. PDF.  aEpublication rendering of: 9780762308217, 2002.0 aIntroduction: issues and insights in cross-national analysis of qualitative studies, G. Steiner-Khamsi et al-- the emergence of new citizenship - looking into the self and beyond the nation, W.O. Lee-- teachers and civic education instruction in cross-national comparison, H. Mintrop-- national identity conflicts and civic education - a comparison of five countries, Z. Matrai-- the paradoxical situation of civic education in schools - ubiquitous and yet elusive, J. Schwille, J.-A. Amadeo-- cultural appropriation of social and political education, G. Kontogiannopoulou-Polydorides-- spheres of citizenship, G. Steiner-Khamsi-- an international review of citizenship in the curriculum - the IEA national case studies and the INCA archive, D. Kerr-- cross-national studies and the analysis of comparative qualitative research, G. LeTendre-- notes on contributors.  aDocument  aDemonstrates the application of a multi-level analysis to qualitative data. This book discusses the nature and status of civic education within countries, as well as common themes across countries; the paradoxes, puzzles, and complexities presented within countries; and paradigms and methodologies for qualitative cross-national analyses.bScholars in international comparative education are calling for a new paradigm - a multi-level qualitative analysis of cross-national data. In response, this volume demonstrates the application of a multi-level analysis to qualitative data. Based on an international data base and case studies on civic education in 24 countries that were gathered in the IEA Civic Education Study, scholars in civic education and international comparative education identify, analyze, and discuss three areas: first, the nature and status of civic education within countries, as well as common themes across countries; second, the paradoxes, puzzles, and complexities presented within countries; and third, new paradigms and methodologies for qualitative cross-national analyses. This work contributes to both the content of research in civic education and the methodology of research in international comparative education. Political systems of participating countries include those that are historically of a free-market orientation, as well as those of formerly socialist countries that have, in the 1990s, undergone massive political and economic change.  aPDF: Adobe PDF. 7aOrganization & management of education.2bicssc 7aEducation.2eflch1 aSchwille, J.1 aSteiner-Khamsi, G.4 uwww.emeraldinsight.com/1479-3679/5zProduct website URL04167cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720015002200820016002351000033002512450192002842600055004763000019005313650098005503660075006484400097007235000016008205000052008365050257008885160013011455202334011585380020034926500052035126500060035646500022036247000028036467000023036748560060036979781849503280UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849503280 :cą67.95  a1849503281 :cą67.95  a1479-358X  aUK-WkNBbengcUK-WkNB 7aJNK2bicssc 7aJNM2bicssc 7aEDU2eflch04a378.1982221 aBonous-Hammarth, Marguerite.10aHigher education in a global societyh[electronic resource] ;bAchieving diversity, equity and excellence /cMarguerite Bonous-Hammarth, Robert Teranishi; Edited by Walter Recharde Allen.  aBingley,bEmerald Group Publishing Limited,c2009.  a494 p. :bill.  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in education in diverse communities: Research policy and praxis ;vv. 5,x1479-358X  aEbook. PDF.  aEpublication rendering of: 9780762311828, 2005.0 aSection Headings: Diversity Policies and National Contexts. Obstacles to Diversity: Examining the Educational Pipeline. Institutional Change and the Transformative Potential of the University. Innovation and Diversity: New Horizons in Higher Education.  aDocument  aPresents research into the consequences of difference and diversity for higher education. This work uses various theoretical and empirical perspectives to understand how diverse populations and expectations intersect to influence higher education and societies globally.bThe 'problem of the 21st century' is rapidly expanding diversity alongside stubbornly persistent status and power inequities by race, ethnicity, gender, class, language, citizenship and region. Extensive technological, economic, political and social changes, along with immigration, combine to produce a global community of great diversity and interpenetration. Unfortunately, this global community continues to be fractured by extreme disparities in wealth and power, divided into 'haves' and 'have-nots'. Universities around the globe can play critical roles in economic development and sociocultural exchange. Where different communities interact, overlap, exchange and compete for scarce resources, complex challenges are presented. Current discourse often views difference and diversity as problems; however, a growing scholarship reframes difference and diversity as potential resources. This volume presents research into the consequences of difference and diversity for higher education. An international group of scholars reflects on the challenges and prospects of diversity, difference and inclusion for universities in their respective societies.  Various theoretical and empirical perspectives are used to better understand how diverse populations and expectations intersect to influence higher education and societies globally. Diversity and difference are defined broadly to encompass specific national contexts and their particular emphases on race, ethnicity, gender, culture, language, religion, sexual orientation and/or region. We find that around the world, higher and tertiary institutions confront the 'diversity imperative' with varying approaches, success and 'best practices'. This volume identifies challenges and opportunities that diversity poses for higher education. It provides international comparisons of how diversity affects higher education and of the salience and impact of diversity in higher education. It outlines practical, effective strategies for managing diversity in higher education across different societies.  aPDF: Adobe PDF. 7aOrganization & management of education.2bicssc 7aHigher & further education, tertiary education.2bicssc 7aEducation.2eflch1 aAllen, Walter Recharde.1 aTeranishi, Robert.4 uwww.emeraldinsight.com/1479-358X/5zProduct website URL03371nam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720015002202450154002352600055003893000011004443650097004553660075005524400054006275000016006815160013006975202078007105380020027886500060028086500052028686500022029207000019029428560060029619781849508155UK-WkNB20100217000000.0cu||||||||||||100210e201002uuxxk    |s|||||||0|0 eng|d  a9781849508155 :cą64.95  a1849508151 :cą64.95  a1479-3644  aUK-WkNBbengcUK-WkNB 7aJNM2bicssc 7aJNK2bicssc 7aEDU2eflch10aLessons in leadershiph[electronic resource] ;bExecutive leadership programs for advancing diversity in higher education /cEdited by David J. Leon.  aBingley,bEmerald Group Publishing Limited,c2010.  a274 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20100201cIP 20100210jGBkxxkmPublisher data keyed manually2UK-WkNB 0aDiversity in higher education ;vv. 5,x1479-3644  aEbook. PDF.  aDocument  aAnalyzes the demographic changes and their consequences for higher education in American society. This title looks at two of the major players in higher education leadership and describes the changes in the programs over the years. It focuses on the programs created in part because of the lack of diversity in the traditional offerings.bA largely unseen phenomenon is shaping the direction of higher education today: the growth of leadership programs. These programs are hidden ladders that help the talented move up toward university presidencies. Their number and importance are rapidly increasing, and they will more and more determine who makes decisions in higher education. We need to know more about them. "Lessons in Leadership" is the first book to address them directly, highlighting their histories and achievements. In it, the directors of most major programs in the country describe their focus, curriculum, and participants' reactions. The book especially spotlights programs aimed at minorities, since they stand to benefit most from them and since their participation will likely have the greatest impact on U.S. higher education. This volume has three sections: Hidden Springboard - The Importance of Leadership Programs; The First Wave - Traditional Leadership Programs; and, The New Leaders - Programs Focused Entirely on Minorities. The first analyzes the rapid demographic changes occurring in American society and their consequences for higher education.  The second looks at two of the major players in higher education leadership and describes the changes in the programs over the years. The third focuses on the latest entrants: programs created in part because of the lack of diversity in the traditional offerings. Although the new programs share many features with their older brothers, they provide special perspective on the challenges facing minority administrators in higher education. Leadership programs are an intriguing, important, half-concealed force in higher education today. "Lessons in Leadership" reveals them to a wider public.  aPDF: Adobe PDF. 7aHigher & further education, tertiary education.2bicssc 7aOrganization & management of education.2bicssc 7aEducation.2eflch1 aLeon, David J.4 uwww.emeraldinsight.com/1479-3644/5zProduct website URL04899cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820015002361000026002512450161002772600055004383000019004933650097005123660075006094400058006845000016007425000052007585051219008105160013020295202264020425380020043066500042043266500030043686500022043987000020044208560061044409781849503754UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849503754 :cą64.95  a1849503753 :cą64.95  a1479-3687  aUK-WkNBbengcUK-WkNB 7aJNT2bicssc 7aJNMT2bicssc 7aEDU2eflch04a370.722221 aPinnegar, Stefinee E.10aLearning from research on teachingh[electronic resource] ;bPerspective, methodology, and representation /cStefinee E. Pinnegar; Edited by Jere E. Brophy.  aBingley,bEmerald Group Publishing Limited,c2009.  a448 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in research on teaching ;vv. 11,x1479-3687  aEbook. PDF.  aEpublication rendering of: 9780762312542, 2005.0 aListening to Preservice Teachers' Perceptions and Representations of Teacher Education Programs. (A.K. Martin, T. Russell). Student-Led Parent Conferences. (J. Alleman). Letters from my Grand-Students: Recommendations for Future Teachers. (B. Morgan-Fleming, A.F. Marbley, J. White). Teachers' Personal Models of Instructional Design. (S.G. Magliaro, R.N. Shambaugh). A Representative Journey of Teachers' Perceptions of Self: A Readers Theatre. (S. Mcmillan, M.A. Price). Building a Self-Reflective Community: Teacher Development with Exemplar Teachers. (L.M. Brice et al.). Pre-Service Teachers' Images of Teaching. (H.C. Greene, S.G. Magliaro). The Positioning of Preservice Teacher Candidates Entering Teacher Education. (C. Dulude Lay et al.). Learning to Teach with Theatre of the Oppressed. (P. Placier et al.). Theatrical Representations of Teaching as Performance. (S. Schonmann). Living in Tension: Negotiating a Curriculum of Lives on the Professional Knowledge Landscape. (J. Huber, D.J. Clandinin). Video Ethnography and Teachers' Cognitive Activities. (P.Y.K. Chan, R.C. Harris). Looking at Ourselves: Professional Development as Self-Study. (H. Freidus et al.). Discussion. (J. Brophy, S. Pinnegar).  aDocument  aIllustrates a variety of qualitative methods that researchers have used to study teaching and teacher education. This volume assesses the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching. It illuminates representative questions and findings associated with each method described.bThis volume is designed to accomplish three primary purposes: illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and, illuminate representative questions and findings associated with each method described. The book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. The first section, 'Perspective: Whom Should I Ask?' explores what can be learned by assessing teaching from different perspectives (teachers, teacher educators, students, parents), emphasizing that the perspective of the respondent influences what we can learn and shapes both our questions and our potential findings. The second section 'Methodology: How Do I Look?' addresses some of the qualitative research strategies that have been used to study teaching, including historical accounts, photos, drawings, and video. The third section, 'Representation: How Do I Show What I Saw?' explores the affordances and constraints of narratives, practical arguments, video ethnography, portfolios, and theater as methods for representing research findings.  Qualitative research paradigms typically do not make claims based in the kinds of foundational criteria for generating knowledge that establish bases for generalizability. The book addresses this dilemma by providing findings, insights, and claims from qualitative research that appear to be useful in settings beyond those that generated the data, and thus inform our thinking about teaching and teacher education. In addition, its explorations of the affordances and constraints of qualitative research methods provide insightful and occasionally controversial contributions to our thinking about research on teaching and teacher education.  aPDF: Adobe PDF. 7aTeaching skills & techniques.2bicssc 7aTeacher training.2bicssc 7aEducation.2eflch1 aBrophy, Jere E.4 uwww.emeraldinsight.com/1479-3687/11zProduct website URL02477cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720015002200820014002351000025002492450158002742600055004323000011004873650097004983660075005954400056006705000016007265000052007425050987007945160013017815380020017946500082018146500052018966500022019487000025019707000023019958560061020189781849504386UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849504386 :cą58.95  a1849504385 :cą58.95  a0270-4013  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aJNK2bicssc 7aEDU2eflch04a371.92221 aRotatori, Anthony F.10aCurrent perspectives in special education administrationh[electronic resource] /cAnthony F. Rotatori, Sandra A. Burkhardt; Edited by Festus E. Obiakor.  aBingley,bEmerald Group Publishing Limited,c2009.  a159 p.  a02b58.95cGBPd00hS 50.17 17.5 58.95 8.78jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in special education  ;vv. 17,x0270-4013  aEbook. PDF.  aEpublication rendering of: 9780762313419, 2006.0 aList of Contributors Preface Changing Roles and Responsibilities of Special Education Administrators (Bakken, O'Brian, and Shelden) Legal Foundations of Special Education Administration (LaNear and Frattura) Administering Successful Multicultural Special Education Programs (Williams, Beachum, Obiakor, and McCray) Special Education Leadership in Urban Schools (Obiakor and Mukuria) Changes in Administering Special Education Programs in Rural Areas (Ashbaker and Wilder) Effective Adminisrative Strategies for Inclusive Charter School Settings (Drame) The Administrator's Role in Establishing Support Services for College Students with Disabilities (Obi and Obi) Administrating Discipline, Grading, and 504 Plans for Students with Special Needs (Deisinger) Disciplinary Considerations for Students with Autism Spectrum Disorders (ASD) (Burkhardt) A Model Self-advocacy Curriculum for Students with Disabilities (Szymanski) 21st Century Technology for School Administrators (Burke).  aDocument  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aOrganization & management of education.2bicssc 7aEducation.2eflch1 aBurkhardt, Sandra A.1 aObiakor, Festus E.4 uwww.emeraldinsight.com/0270-4013/17zProduct website URL04457cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820014002191000023002332450147002562500016004032600055004193000011004743650097004853660075005824400056006575000016007135000052007295050898007815160013016795202132016925380020038246500082038446500022039267000025039487000025039738560061039989781849502870UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502870 :cą61.95  a1849502870 :cą61.95  a0270-4013  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aEDU2eflch04a371.92221 aObiakor, Festus E.10aCurrent perspectives on learning disabilitiesh[electronic resource] /cFestus E. Obiakor, Anthony F. Rotatori; Edited by Sandra A. Burkhardt.  aSpecial ed.  aBingley,bEmerald Group Publishing Limited,c2009.  a280 p.  a02b61.95cGBPd00hS 52.72 17.5 61.95 9.23jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in special education  ;vv. 16,x0270-4013  aEbook. PDF.  aEpublication rendering of: 9780762311309, 2005.0 aConceptualizations Of Learning Disabiliities: Beyond The Ability-Achievement Discrepancy Non-Verbal Learning Disabilities Multicultural Learners With Learning Disabilities: Beyond Eurocentric Perspectives. Neurological And Neuropsychological Aspects Of Learning And Attention Problems Curriculum Modifications For Students With Learning Disabilities Technological Resources For Persons With Learning Disabilities Comprehensive Assessment Of Students With Learning Disabilities Career Development For Persons With Learning Disabilities Impact Of The Americans With Disabilities Act On Services For Persons With Learning Disabilities The Impact Of The No Child Left Behind Act Trends In Teacher Preparation For Teaching Students With Learning Disabilities Supportive Services For College Students With Learning Disabilities Wings Academy: A New Charter School For Students Who Learn Differently.  aDocument  aFocuses on the early identification and intervention of learning disabilities which can positively impact a child's academic performance by making achievement possible. This book discusses critical information to prevent undetected learning disability which may lead even an older student to struggle with poor grades.bThis book addresses prominent trends in learning disabilities in a systematic and comprehensive manner. The book's major premise focuses on the early identification and intervention of learning disabilities which can positively impact a child's academic performance by making achievement possible. Critical information is discussed to prevent undetected learning disability which may lead even an older student to struggle with poor grades, low self-esteem, loss of interest in higher education, and reduced employment. The book presents current knowledge based information on forces outside of the school that impact the field of learning disabilities such as, advances in evaluation and testing, diagnostic imaging of the functioning brain, evolving ways of conceptualizing learning disabilities that include multicultural perspectives, challenges to conventional views of intelligence and new federal laws that place performance demands upon schools. Additionally, instructional best practice approaches and new technology is provided that should enhance the academic teaching of students.  There is even a chapter on a model inner city program that discusses teaching of students with severe learning difficulties. Finally, there is a chapter on the role that school counsellors play in planning for college and careers in a climate of societal expectation that promotes a college education as an obtainable goal for students with learning disabilities. The book is valuable to general and special education teaches, school psychologists, teacher educators, practicing mental health clinicians, and school and career counsellors. A secondary audience is graduate students in special education and counselling graduate programs who need a comprehensive resource book on current trends and best practices.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aEducation.2eflch1 aRotatori, Anthony F.1 aBurkhardt, Sandra A.4 uwww.emeraldinsight.com/0270-4013/16zProduct website URL03682cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720015002210820015002362450089002512600055003403000019003953650097004143660075005114400058005865000016006445000052006605051037007125160013017495201302017625380020030646500030030846500079031146500022031937000020032158560061032359781849502320UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849502320 :cą64.95  a1849502323 :cą64.95  a1479-3687  aUK-WkNBbengcUK-WkNB 7aJNMT2bicssc 7aJNV2bicssc 7aEDU2eflch04a370.7122210aUsing video in teacher educationh[electronic resource] /cEdited by Jere E. Brophy.  aBingley,bEmerald Group Publishing Limited,c2009.  a330 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in research on teaching ;vv. 10,x1479-3687  aEbook. PDF.  aEpublication rendering of: 9780762310487, 2003.0 aList of contributors. Introduction (J. Brophy). New perspectives on the role of video in teacher education (M. Gamoran Sherin). Quality visions and focused imagination (T. Bliss, A. Reynolds). Using video to create a vision for powerful discussion teaching in secondary social studies (D.E. Hess). Designing and developing a video-case based interactive program for English language arts teacher preparation (L. Campbell Stephens). Videocases in elementary science teacher preparation (S.K. Abell, K.S. Cennamo). For the enrichment of practical knowledge: good practice and useful theory for future primary teachers (W. Oonk et al.). Designing a virtual K-2 classroom literacy tour: learning together as teachers explore "best practice" (C.L. Rosaen et al.). Linking on-line video and curriculum to leverage community knowledge (B.J. Fishman). Designing for teacher learning: video-based curriculum design (D.M. le Fevre). Using video as an object of inquiry for mathematics teaching and learning (N. Seago). Discussion (J. Brophy).  aDocument  aFeatures contributions from people who have developed and used video in teacher education. This book explains the nature of the video they use in their teacher education programs or courses and talk about how they use it, focusing on principles for: making the videos, and principles for using the video in the teacher education program.bThis book features contributions from people who have developed and used video in teacher education. The focus is on video as opposed to other technology (e-mail, etc.) and its use in teacher education. The video can be stored on videotapes, CD-Rom, DVD, or computer drives, and it can be used in either preservice or inservice teacher education/professional development programs. Contributors explain the nature of the video they use in their teacher education programs or courses and talk about how they use it, focusing in particular on principles for: making the videos (decisions about how and what to capture on video, the degree to which the teaching should be scripted, whether it should be shown uninterrupted or segmented and edited, and so on), and principles for using the video in the teacher education program (why and how it is used at what points in the program, how viewings are structured and scaffolded by the teacher educator, and so on).  aPDF: Adobe PDF. 7aTeacher training.2bicssc 7aEducational equipment & technology, computer-aided learning (CAL).2bicssc 7aEducation.2eflch1 aBrophy, Jere E.4 uwww.emeraldinsight.com/1479-3687/10zProduct website URL05248cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820022002361000018002582450148002762600055004243000011004793650098004903660075005884400064006635000016007275000052007435051839007955160013026345201956026475380020046036500052046236500031046756500022047067000021047287000029047498560060047789781849500258UK-WkNB20100211000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849500258 :cą67.95  a1849500258 :cą67.95  a1479-3660  aUK-WkNBbengcUK-WkNB 7aJNK2bicssc 7aJFSG2bicssc 7aEDU2eflch04a370.9173209732221 aBrown, Frank.10aChallenges of urban education and efficacy of school reformh[electronic resource] /cFrank Brown, Kate Alexander; Edited by Richard C. Hunter.  aBingley,bEmerald Group Publishing Limited,c2009.  a358 p.  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in educational administration  ;vv. 6,x1479-3660  aEbook. PDF.  aEpublication rendering of: 9780762304264, 2002.0 aList of contributors. Preface (K. Alexander). Introduction and organization of the book (R.C. Hunter, F. Brown). Urban Schools and their Students. Diversity and reform (R. Contreras). Historical struggles for equity: politics of education and language policies and its implications for Asian Americans (Ji-Yeon Jo, Xue Lan Rong). Update on school desegregation (C.J. Russo). Back to the future with the end of brown: community control of neighborhoods (F. Brown). Discrimination in tracking and specialized education programs (R.C. Hunter, S. Donahoo). Urban economics and financial factors affecting education (S. Lawton). Accountability and Equity. The structure of inequality: tracking and educational opportunity in America's public schools (P. Green). The digital divide in America's public schools (P.T.K. Daniel). Supervision's primary task: synthesizing professional development to meet individual teacher needs and attain school organizational goals (S. Lucas). School leadership for 21st century urban communities (L. Valverde). Adequacy issues in financing urban schools (J.G. Ward). Standardized testing and assessment policy: impact on racial minorities and implications for educational leadership (D.G. Williams, L. Parker). Instructional efficiency vs. social reform: fundamentals of the tracking debate (A. Lehr). School Reform Strategies. Initiating work teams to reform the American High School (T.H. Mozingo). Choice, vouchers and privatization as education reform or the fulfillment of Richard Nixon's Southern Strategy? (F. Brown). Filing for academic bankruptcy: the impact and economics of state takeovers (R.C. Hunter, S. Donahoo). African American parental involvement in urban school reform: implications for leadership (L.C. Tillman). Reconstitution, Small schools, site-based management, etc. (J.E. Lyons).  aDocument  aAnalyses the problems affecting urban schools and their students and the efforts that have been made to make these schools more accountable and effective. This book examines the impact demands for increased accountability and equity influence urban education reform. It focuses on strategies developed to reform and improve urban school systems.bUrban education is the primary target of the school reform movement and remains the most difficult to assess and repair. The crisis in urban school systems mirrors many of the problems found in big cities - poor economic conditions for schools and families, personnel shortages and high turnover rates, improper facilities and materials, and political struggles over issues of structure and control. This book analyses the problems affecting urban schools and their students and the efforts that have been made to make these schools more accountable and effective. This book is organized in three parts. Part one provides an overview of many of the issues facing urban school districts, their students and their communities including meeting the needs of racially, ethnically, linguistically and culturally diverse populations, financing schools located in economically disadvantaged areas, and attracting and maintaining qualified teachers and administrators. Part two examines the impact demands for increased accountability and equity influence urban education reform.  The issues discussed in this section include academic standards and high stakes testing, technology and the digital divide, the role of leadership and impact of teacher shortages, and school finance and public policy. Part three focuses on strategies developed to reform and improve urban school systems. These chapters examine federal education policy, the impact of school choice and related issues such as privatization and vouchers, the influence of community involvement, and state sponsored reform and reorganization efforts.  aPDF: Adobe PDF. 7aOrganization & management of education.2bicssc 7aUrban communities.2bicssc 7aEducation.2eflch1 aAlexander, Kate.1 aHunter, Richard C.,cDr.4 uwww.emeraldinsight.com/1479-3660/6zProduct website URL03963cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720018002040720015002220820015002371000019002522450115002712600055003863000011004413650097004523660075005494400064006245000016006885000052007045051104007565160013018605201512018735380020033856500026034056500034034316500020034657000019034858560061035049781849504003UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849504003 :cą62.95  a1849504008 :cą62.95  a1479-3539  aUK-WkNBbengcUK-WkNB 7aJHM2bicssc 7aJFSP12bicssc 7aSOC2eflch04a306.432221 aHannum, Emily.10aChildrens lives and schooling across societiesh[electronic resource] /cEmily Hannum; Edited by Bruce Fuller.  aBingley,bEmerald Group Publishing Limited,c2009.  a290 p.  a02b62.95cGBPd00hS 53.57 17.5 62.95 9.38jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aResearch in the sociology of education ;vv. 15,x1479-3539  aEbook. PDF.  aEpublication rendering of: 9780762312917, 2006.0 aAcknowledgments-- Chapter 1 Overview Childrens Lives and Schooling across Societies Emily Hannum and Bruce Fuller-- Chapter 2 Community Matters in China Jennifer H. Adams-- Chapter 3 Social Capital Formation through Chinese School Communities Heidi Ross and Jing Lin-- Chapter 4 Girls Schooling and Marriage in Rural Bangladesh Simeen Mahmud and Sajeda Amin-- Chapter 5 Gendered Homes and Classrooms Schooling in Rural Nepal Jennifer Rothchild-- Chapter 6 Families, Schools, and Reading in Asia and Latin America Hyunjoon Park and Gary D. Sandefur Commentary A The Contexts of Childrens Lives in Asia: Families, Schools and Communities Emily Hannum-- Chapter 7 Childrens Work and School Attendance in Ghana Niels-Hugo Blunch-- Chapter 8 Demand for Schooling among Orphans in Zimbabwe Craig Gundersen, Thomas Kelly, and Kyle Jemison Commentary B Childrens Work, Health, and School Demand Bruce Fuller-- Chapter 9 Alienation from Learning among Poor Ethiopian Children in Israel Gad Yair and Orit Gazit Commentary C Home Environs and Alienation from School Daniel Bekele About the editors and authors.  aDocument  aOffers a pastiche of perspectives on how the non-school contexts of childhood interact with the school institution to advance modern and not-so-modern forms of virtue, merit, and attainment, in cultural context. This book offers statistical portraits of children living in Asian and African countries.bIn recent decades, sociological research has investigated the nature of the school institution and its uneven effects on the progress of families, societies, and the global community. Yet, relatively little comparative research on schooling has dealt in a serious way with links between schooling and the other major contexts of childhood: families and communities. This edition of "Research in the Sociology of Education" speaks to the diverse contexts in which children function around the world, and to how these contexts shape school experiences and outcomes. The edition's authors are international and interdisciplinary.  They offer a pastiche of perspectives on a single topic: how the non-school contexts of childhood interact with the school institution to advance modern and not-so-modern forms of virtue, merit, and attainment, in cultural context. This book offers qualitative and statistical portraits of children living in Asian and African countries. It links educational opportunities to the child's socialization. It urges social scientists and policy makers to consider a child's surroundings when modeling the modern school system.  This book series is available electronically online.  aPDF: Adobe PDF. 7aAnthropology.2bicssc 7aAge groups: children.2bicssc 7aSociety.2eflch1 aFuller, Bruce.4 uwww.emeraldinsight.com/1479-3539/15zProduct website URL02766cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820014002192450187002332600055004203000011004753650101004863660078005874400076006655000016007415160013007575201398007705380020021686500028021886500052022166500022022687000034022907000019023248560061023439781849506465UK-WkNB20100209000000.0cu||||||||||||090922e200912uuxxk    |s|||||||0|0 eng|d  a9781849506465 :cą79.95  a1849506469 :cą79.95  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJNK2bicssc 7aEDU2eflch04a371.222210aEducational leadershiph[electronic resource] ;bGlobal contexts and international comparisons /cEdited by Alexander W. Wiseman; Series edited by Alexander W. Wiseman, Iveta Silova.  aBingley,bEmerald Group Publishing Limited,c2009.  a440 p.  a02b79.95cGBPd00hS 68.04 17.5 79.95 11.91jGBkxxkmEmerald Group Publishing Limited2onix-pt  b20091221cIP 20091221jGBkxxkmEmerald Group Publishing Limited2UK-WkNB 0aInternational perspectives on education & society  ;vv. 11,x1479-3679  aEbook. PDF.  aDocument  aVarious definitions of leadership have transformed the way that educators around the world think about teaching, administration, and policy over the years. This title investigates the changing face of educational leadership from comparative and international perspectives.bThis volume of "International Perspectives on Education and Society" investigates the changing face of educational leadership from comparative and international perspectives. Various definitions of leadership have transformed the way that educators around the world think about teaching, administration, and policy in recent years. Yet, there is relatively little known about how educational leadership works in many specific systems, cultures and societies around the world. And, much of the published research and literature on educational leadership focuses on only a handful of countries and cultures even though empirical research suggests that leadership is differently contextualized by society, culture, and organizational environment. The chapters in this volume ask and answer two main questions: What is the difference between theoretical definitions of leadership and what works in different systems, cultures, and societies around the world? And, more importantly, how are both ideas about and evidence of educational leadership either the same or different across different national and cultural contexts?  aPDF: Adobe PDF. 0aEducational leadership. 7aOrganization & management of education.2bicssc 7aEducation.2eflch1 aWiseman, Alexander W.,d1968-1 aSilova, Iveta.4 uwww.emeraldinsight.com/1479-3679/11zProduct website URL03153cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720018001880720015002060820015002211000023002362450171002592600055004303000011004853650097004963660075005934400056006685000016007245000052007405160013007925201778008055380020025836500043026036500022026467000025026687000025026938560061027189781848553576UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781848553576 :cą64.95  a1848553579 :cą64.95  a0270-4013  aUK-WkNBbengcUK-WkNB 7aJNSG22bicssc 7aEDU2eflch04a371.942221 aObiakor, Festus E.10aAutism and developmental disabilitiesh[electronic resource] ;bCurrent practices and issues /cFestus E. Obiakor, Sandra A. Burkhardt; Edited by Anthony F. Rotatori.  aBingley,bEmerald Group Publishing Limited,c2009.  a296 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in special education  ;vv. 18,x0270-4013  aEbook. PDF.  aEpublication rendering of: 9781848553569, 2008.  aDocument  aExamines real life reflections on Autism Spectrum Disorders (ASD), and instructing and life-long planning for individuals with autism and developmental disabilities. This book delineates curriculum innovations, procedures to implement social skills, assistive technology use and planning for postsecondary education.bThis book examines real life reflections on Autism Spectrum Disorders (ASD), current practices and issues related to assessing, instructing and life-long planning for individuals with autism and developmental disabilities. School systems, mental health facilities, and society are being challenged to deal effectively with the growing number of people with autism and developmental disabilities. This is partly due to the inclusive philosophy of educating, training and treating individuals. This book provides regular, special educators, mental health professionals, clinicians and parents with information on best practices and research based findings related to: identification, characteristics, diagnosis; special, general, early and post-secondary education; and quality of life concerns. The book's chapters are topical, comprehensive and diverse. Chapters on assessment examine the emerging field of infant mental health, testing protocols, barriers to diagnosing diverse students, and recent developments in the diagnosing and assessment of autism spectrum disorders i.e genetic testing, home movies and robots.  A number of chapters on instructional aspects delineate curriculum innovations, procedures to implement social skills, assistive technology use and planning for postsecondary education. Life long planning, provides unique content on self-determination, social competence, sibling aspects, and employment and retirement considerations.  aPDF: Adobe PDF. 7aTeaching of autistic students.2bicssc 7aEducation.2eflch1 aBurkhardt, Sandra A.1 aRotatori, Anthony F.4 uwww.emeraldinsight.com/0270-4013/18zProduct website URL03680cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002050820015002202450112002352600055003473000013004023650098004153660075005134400059005885000016006475000052006635051127007155160013018425201291018555380020031466500049031666500020032157000023032358560060032589781849501606UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849501606 :cą78.95  a1849501602 :cą78.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHMP2bicssc 7aSOC2eflch04a306.4322210aDebates and developments in ethonographic methodologyh[electronic resource] /cEdited by Geoffrey Walford.  aBingley,bEmerald Group Publishing Limited,c2009.  a228 p. :  a02b78.95cGBPd00hS 67.19 17.5 78.95 11.76jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 6,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762308934, 2002.0 aIntroduction - debates and developments, G. Walford-- Ethnography and the disputes over validity, M. Hammersley-- No ethnography without comparison - the methodological significance of comparison in ethnographic research, F. Vogt-- Ways of knowing - knowing the way(s)? Reflections on doing feminist fieldwork with mature students, G. O'Toole-- As a researcher between children and teachers, S. Lappalainen-- Diversity as a perspective for ethnography, from a "critical" child to an ethnographer with little patience, R. Soenen-- Why don't researchers name their research sites?, G. Walford-- "Making spaces" - researching citizenship and difference in schools, T. Gordon et al-- Doing electronic educational ethnography - issues of interpretive quality and legitimacy in virtual reality, R. Silva-- From fieldnotes to research texts - making actions meaningful in a research context, E.C. Melhuus-- The deceptive imagination and ethnographic writing, D. Beach-- (Hyper)text, analysis and method - notes on the construction of an ethnographic hypermedia environment - stories of rape crisis counsellor training, J. Rath--.  aDocument  aPresents a diversity of views on some of the debates and developments in ethnographic methodology. This book covers topics such as the challenges to conventional views about validity in ethnographic work, feminist research, comparison within ethnographic research, and the public identification of research sites.bWhat counts as ethnography and what counts as good ethnographic methodology are both highly contested. Volume 6 of this expanding series of books draws together a collection of chapters presenting a diversity of views on some of the debates and developments in ethnographic methodology. It does not try to present a single coherent view but, through its heterogeneity, illustrates the strength and liveliness of debate within this area. The chapters cover central topics such as the challenges to conventional views about validity in ethnographic work, feminist research, comparison within ethnographic research, the public identification of research sites, and the ethics and practice of research involving children. Other chapters deal with relatively newer topics such as the conduct of electronic ethnography, the development of the imagination and emotion within ethnographic writing, and the use of hypertext in the analysis and representation of ethnographic work.  aPDF: Adobe PDF. 7aPhysical anthropology & ethnography.2bicssc 7aSociety.2eflch1 aWalford, Geoffrey.4 uwww.emeraldinsight.com/1529-210X/6zProduct website URL02824cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820014002361000031002502450071002812600055003523000019004073650097004263660075005234400074005985000016006725000052006885160013007405201482007535380020022356500082022556500030023376500022023678560061023899781849505277UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849505277 :cą57.99  a1849505276 :cą57.99  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aJNMT2bicssc 7aEDU2eflch04a371.92221 aScruggs, Thomas E.,d1948-10aPersonnel preparationh[electronic resource] /cThomas E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a340 p. :bill.  a02b57.99cGBPd00hS 49.35 17.5 57.99 8.64jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning and behavioral disabilities ;vv. 21,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9781597492744, 2008.  aDocument  aAdvances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.bAdvances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. In this volume, a number of internationally prominent authors discuss a wide range of important issues in the preparation of those personnel. Topics include reflective teaching and collaborative teacher leadership, teacher preparation for behavior management, research on high quality teachers, federal policy and teacher preparation, multimedia components in teacher preparation, cohort programs, teacher quality in high and low poverty school districts, and sense of community in online courses. Additionally, chapters are included that address issues in personnel preparation in specific academic content areas, such as reading, mathematics, science, and social studies. The chapters included in this volume represent a critical component of our understanding of learning and behavioral disabilities, and will be of interest to teachers, administrators, graduate students, researchers, professionals in personnel preparation programs, and individuals interested in public policy.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aTeacher training.2bicssc 7aEducation.2eflch4 uwww.emeraldinsight.com/0735-004X/21zProduct website URL04631cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820018002361000034002542450111002882600055003993000011004543650098004653660075005634400073006385000016007115000052007275051193007795160013019725202001019855380020039866500082040066500031040886500022041197000031041418560061041729781849502702UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502702 :cą67.95  a1849502706 :cą67.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aJNLC2bicssc 7aEDU2eflch04a371.904732221 aMastropieri, Margo A.,d1951-10aResearch in secondary schoolsh[electronic resource] /cMargo A. Mastropieri; Edited by Thomas E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a336 p.  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning & behavioral disabilities  ;vv. 17,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9780762311071, 2004.0 aEfficacy of Behavioral Self-Management Techniques with Adolescents with Learning Disabilities and Behavior Disorders. The Effects of Self-Instructional Strategies on Problem Solving in Algebra for Students with Special Needs. Value Added of the Special Education Teacher in Secondary School Co-Taught Classes. Homework for Students with Disabilities. Making the Grade: Promoting Success of Secondary Students with Autism Spectrum Disorders. Effective Content-Area Instruction for all Students. Social Studies and Students with Disabilities: Current Status of Instruction and a Review of Intervention Research. How can a Students Depressive Attitude Interfere with the Use of Good Self-Regulation Skills? Preliminary Work in Determining Whether Dynamic Assessment of Working Memory Helps in the Classification of Students with Reading Disabilities. Recent Research in Secondary Content Areas for Students with Learning and Behavioral Disabilities. Technology and Students with Learning and Behavioral Disabilities. The Effects of Teacher Licensure on Teachers Pedagogical Competence: Implications for Elementary and Secondary Teachers of Students with Learning and Behavioral Disabilities.  aDocument  aSecondary education of students with learning and behavioral disabilities is an issue of great importance. This book reviews research on the uses of technology in secondary education programs for students with learning and behavioral disabilities. It is suitable for students in psychology, education, and special education.bSecondary education of students with learning and behavioral disabilities is an issue of great importance. Unlike elementary schools, secondary schools require substantially more independent functioning, assume the effective use of student planning and study skills, and often lack the classes in basic skills needed by some learners. Further, new developments in state high-stakes testing have increased the demands on content knowledge, and have decreased the availability of vocationally oriented programs. In this volume, several topics of relevance to secondary schools are considered by leading scholars, in reviews of recent research and new investigations with original data. Included in the volume are reviews of recent research on the efficacy of self-management techniques; the utility and efficacy of homework assignments; treatments for secondary students with autism; interventions on content-area learning, including English, science, math, and social studies; the effects of teacher licensure on teaching competence; dynamic assessment of working memory; and uses of technology in secondary education programs for students with learning and behavioral disabilities.  In addition, original research is presented in areas of problem solving in algebra; effectiveness of co-teaching in secondary classrooms; and the interaction of depression and self-regulation. This book is intended for interested professionals and practitioners; researchers in learning and behavioral disabilities; and graduate students in psychology, education, and special education, particularly those concerned with the issues of learning and behavior problems in secondary schools.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aSecondary schools.2bicssc 7aEducation.2eflch1 aScruggs, Thomas E.,d1948-4 uwww.emeraldinsight.com/0735-004X/17zProduct website URL04859cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040720015002190820015002341000034002492450143002832600055004263000019004813650097005003660075005974400076006725000016007485000052007645051856008165160013026725201607026855380020042926500026043126500023043386500020043617000020043818560060044019781849504096UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849504096 :cą64.95  a1849504091 :cą64.95  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJHM2bicssc 7aJN2bicssc 7aSOC2eflch04a306.432221 aWiseman, Alexander W.,d1968-10aImpact of comparative education research on institutional theoryh[electronic resource] /cAlexander W. Wiseman; Edited by David P. Baker.  aBingley,bEmerald Group Publishing Limited,c2009.  a420 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on education and society ;vv. 7,x1479-3679  aEbook. PDF.  aEpublication rendering of: 9780762313082, 2006.0 aForward. (John W. Meyer). The Symbiotic Relationship between Empirical Comparative Research on Education and Neo-Institutional Theory. (Alexander W. Wiseman, David P. Baker). Institutional Sequences, Pedagogical Reach, and Comparative Educational Systems. (John G. Richardson). The Theorized Society and Political Action: Effects of Expanded Higher Education on the Polity. (David H. Kamens). Cultural Coexistence: Gender Egalitarianism and Difference in Higher Education. (Karen Bradley). The Institutionalization of Human Rights Education. (David F. Suarez). Rethinking Macro and Meso Levels of New Institutional Analysis: The Case of International Education Corporations. (Scott Davies, Janice Aurini). The Normative Construction of Modern State Systems: Educational Ministries and Laws, 1800-2000. (Jong-Seon Kim). The Changing Nature of Tertiary Education: Neo-Institutional Perspective onto Cross-National Trends in Disciplinary Enrollment, 1965-1995. (Gili S. Drori, Hyeyoung Moon). Parental Involvement and Educational Outcomes: The Significance of Institutional Arrangements of Educational System. (Hyunjoon Park). Institutional Change in Postsocialist Education: The Case of Poland. (Edward F. Bodine). How Status Competition Complicates Institutional Explanations of Higher Educational Expansion: A Caribbean Case Study. (Regina E. Werum, Lauren Rauscher). The Institutionalization of Education in Latin America: Loci of Attraction and Mechanisms of Diffusion. (Jason Beech). Policy Enactment and Adaptation of Community Participation in Education: The Case of Argentina. (M. Fernanda Astiz). Educational Achievement of Immigrant-Origin and Native Students: A Comparative Analysis Informed by Institutional Theory. (Claudia Buchmann, Emilio A. Parrado). From Citizen to Person? Rethinking Education as Incorporation. (Francisco O. Ramirez).  aDocument  aExplores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. This book includes theoretical discussions about the impact that comparative research has had on institutional theory.bThis volume of "International Perspectives on Education and Society" explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive. In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century. Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends. Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter. In addition to the editors, other contributors to this volume include M. Fernanda Astiz, Janice Aurini, Jason Beech, Edward F. Bodine, Karen Bradley, Claudia Buchmann, Scott Davies, Gili S. Drori, David H.  Kamens, Jong-Seon Kim, Hyeyoung Moon, Hyunjoon Park, Emilio A. Parrado, Lauren Rauscher, John G. Richardson, David F. Suarez, and Regina E. Werum.  aPDF: Adobe PDF. 7aAnthropology.2bicssc 7aEducation.2bicssc 7aSociety.2eflch1 aBaker, David P.4 uwww.emeraldinsight.com/1479-3679/7zProduct website URL02545nam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720015002202450120002352600055003553000011004103650097004213660075005184400054005935000016006475160013006635201295006765380020019716500060019916500036020516500022020877000026021098560060021359781849508148UK-WkNB20100217000000.0cu||||||||||||100210e201002uuxxk    |s|||||||0|0 eng|d  a9781849508148 :cą64.95  a1849508143 :cą64.95  a1479-3644  aUK-WkNBbengcUK-WkNB 7aJNM2bicssc 7aJNC2bicssc 7aEDU2eflch10aBeyond small numbersh[electronic resource] ;bVoices of African American PhD chemists /cEdited by Willie Pearson.  aBingley,bEmerald Group Publishing Limited,c2010.  a200 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20100201cIP 20100210jGBkxxkmPublisher data keyed manually2UK-WkNB 0aDiversity in higher education ;vv. 4,x1479-3644  aEbook. PDF.  aDocument  aProvides significant insight into the factors that affect the careers of the many men and women who overcame discrimination, prejudice, and racism to build successful scientific careers. This book chronicles the hardships that many faced. It also provides the opportunity for a full range of voices, from a number of perspectives, to be heard.bThis book provides significant insight into the factors that affect the careers of these scientists and, importantly, gives voice to the many men and women who overcame discrimination, prejudice, and racism to build successful scientific careers. Although 70 per cent of those interviewed felt that their careers had been hindered by discrimination, less than a handful expressed any regrets about choosing a career in chemistry. Remarkably, these chemists refused to allow racism to stifle their achievement. Although a disproportionate number of the chemists had their birth origins in the South, however, most pursued their careers outside the region and branched out across the nation. Many of those individuals had profound impacts in both industrial and academic settings but this book also chronicles the hardships that many faced. This book provides the opportunity for a full range of voices, from a number of perspectives, to be heard.  aPDF: Adobe PDF. 7aHigher & further education, tertiary education.2bicssc 7aEducational psychology.2bicssc 7aEducation.2eflch1 aPearson, Willie,cJr.4 uwww.emeraldinsight.com/1479-3644/4zProduct website URL04176cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720015002200820016002352450113002512600055003643000019004193650098004383660075005364400060006115000016006715000052006875050850007395160013015895201979016025380020035816500046036016500046036476500022036937000015037158560060037309781849501507UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501507 :cą70.95  a1849501505 :cą70.95  a1479-3687  aUK-WkNBbengcUK-WkNB 7aJNA2bicssc 7aJMC2bicssc 7aEDU2eflch04a371.10222210aSocial constructivist teachingh[electronic resource] ;bAffordances and constraints /cEdited by J. Brophy.  aBingley,bEmerald Group Publishing Limited,c2009.  a384 p. :bill.  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in research on teaching S. ;vv. 9,x1479-3687  aEbook. PDF.  aEpublication rendering of: 9780762308736, 2002.0 aLearning and teaching for understanding: the key role of collaborative knowledge building, (G. Wells)-- Social constructivist teaching and the shaping of students' knowledge and thinking, (G. Nuthall)-- A diversity of teaching and learning paths - teaching writing in situated activity, (C.S. Englert, K. Dunsmore)-- A highly interactive discourse structure, (A. Schoenfeld)-- Methods, goals, beliefs, commitments, and manner in teaching - dialogue against a calculus backdrop, (D. Chazan, M. Schnepp)-- Talking to understand science, (K.J. Roth)-- Constructing ideas about history in the classroom - the influence of competing forces on pedagogical decision making, (B.A. Van Sledright, J.H. James)-- Westward expansion and the ten-year-old mind - teaching for understanding in a diverse classroom, (C.M. Okolo et al)-- Discussion, (J. Brophy).  aDocument  aPresents a view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate).bThis volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limited applicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc. The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning.  Taken together, the contributions encompass most grade levels and school subjects and include attention to small-group as well as whole-class settings and to selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge (describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used).  aPDF: Adobe PDF. 7aPhilosophy & theory of education.2bicssc 7aChild & developmental psychology.2bicssc 7aEducation.2eflch1 aBrophy, J.4 uwww.emeraldinsight.com/1479-3687/9zProduct website URL03158cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820012002191000034002312450123002652600055003883000019004433650097004623660075005594400076006345000016007105000052007265160013007785201823007915380020026146500060026346500022026947000020027168560060027369781849505437UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849505437 :cą57.99  a1849505438 :cą57.99  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJNM2bicssc 7aEDU2eflch04a3782221 aWiseman, Alexander W.,d1968-10aWorldwide transformation of higher educationh[electronic resource] /cAlexander W. Wiseman; Edited by David P. Baker.  aBingley,bEmerald Group Publishing Limited,c2009.  a348 p. :bill.  a02b57.99cGBPd00hS 49.35 17.5 57.99 8.64jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on education and society ;vv. 9,x1479-3679  aEbook. PDF.  aEpublication rendering of: 9780762314874, 2008.  aDocument  aHigher education worldwide, including the university and other related academic programs, is undergoing change and transformation. This book discusses the worldwide transformation of higher education from multiple perspectives.bHigher education worldwide, including the university and other related academic programs, is currently undergoing intensive change and transformation perhaps as no other time in its long history. One factor contributing to this rapid transformation is the global expansion of higher education at unprecedented rates. More of the world's population is continuing to higher education (and other forms of tertiary education) now than ever before. In fact, enrollment in institutions of higher education around the world is growing at a rapid rate. Some scholars have suggested that one reason for this rapid expansion is that the role of higher education has shifted over the last 50 years from an elite to a mass institution. As a result of this rapid expansion and shift in focus, the nature of students, faculty, the curriculum, and assessment is changing within the institution. And in society, the value of higher education and its impact on socioeconomic status, human capital, and technical innovation is changing as well.  As a whole, the chapters in this volume in the "International Perspectives on Education and Society" series present a thoughtful discussion of the worldwide transformation of higher education from multiple perspectives. Contributors include Gaele Goastellec, David Turner, John C. Weidman, Adiya Enkhjargal, Christine Min Wotipka, Francisco O. Ramirez, Karin Amos, Lucia Bruno, Marcelo Parreira do Amaral, Mark S. Johnson, Christopher Collins, Robert A. Rhoads, Sunwoong Kim, Jun Li, Jing Lin, Chuing Prudence Chou, Philip G. Altbach, and Patti McGill Peterson.  aPDF: Adobe PDF. 7aHigher & further education, tertiary education.2bicssc 7aEducation.2eflch1 aBaker, David P.4 uwww.emeraldinsight.com/1479-3679/9zProduct website URL04096cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720015002210820012002362450076002482600055003243000019003793650098003983660075004964400081005715000016006525000052006685050921007205160013016415201853016545380020035076500042035276500039035696500022036087000020036308560060036509781849501859UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501859 :cą70.95  a1849501858 :cą70.95  a1479-3628  aUK-WkNBbengcUK-WkNB 7aJNMH2bicssc 7aJFF2bicssc 7aEDU2eflch04a37822210aAccess and exclusionh[electronic resource] /cEdited by Malcolm Tight.  aBingley,bEmerald Group Publishing Limited,c2009.  a280 p. :bill.  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on higher education research  ;vv. 2,x1479-3628  aEbook. PDF.  aEpublication rendering of: 9780762309740, 2003.0 aThe relations between access, diversity and participation - searching for the weakest link?, J. Huisman, et al-- access to university in Australia - who misses out?, I. Dobson-- higher education in a divided society - Northern Ireland, B. Osborne, T. Gallagher-- educational exclusion and inclusion in higher education in South Africa - creating a new national framework/consensus, Y. Sayed-- managing to exclude? manager-academic and staff communities in contemporary UK universities, R. Deem-- student financial support in higher education - access and exclusion, C. Callender-- the prejudicial papers? press treatment of UK higher education performance indicators, 1999-21, M. Yorke-- qualitative difference in university teaching, K. Trigwell, M. Prosser-- a disciplinary perspective on university teaching and learning, R. Neumann-- naming academic knowledge - what is included within the university?, M. Tight.  aDocument  aFeatures research in higher education systems and issues outside of North America. This book covers what is and isn't permitted, included or allowed within our higher education institutions. It offers examples of quantitative, survey based approaches and qualitative, interview based strategies for data collection and analysis.b"International Perspectives on Higher Education Research" is a series which aims to feature something of the variety of research being undertaken into higher education systems and issues outside of North America. The theme of this volume covers what is and isn't permitted, included or allowed within our higher education institutions. As with the first volume, this one deliberately sets out to convey a diversity of ideas and approaches. Thus, it includes contributions from researchers working in Australia, the Netherlands and the United Kingdom, relating to higher education experiences and systems in Australia, Europe and South Africa. They offer examples of quantitative, survey based approaches and more qualitative, interview based strategies for data collection and analysis, with methodological strategies ranging from multinational comparisons to analyses of newspaper reportage. The consideration of what it is that is being accessed or excluded from is also deliberately broad.  Thus, the ten chapters in this volume do not solely concern themselves with students, and the differential access or exclusion they experience in relation to their social class, wealth, ethnicity, sex, age, religion, location, etc. They also examine access and exclusion as they impact upon academics and their managers, are experienced in terms of teaching and learning approaches, effect the content of the curriculum, relate to disciplines and what counts as academic knowledge, and are perceived externally in the media.  aPDF: Adobe PDF. 7aColleges of higher education.2bicssc 7aSocial issues & processes.2bicssc 7aEducation.2eflch1 aTight, Malcolm.4 uwww.emeraldinsight.com/1479-3628/2zProduct website URL03752cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002050820014002201000025002342450136002592600055003953000019004503650097004693660075005664400060006415000016007015000052007175051106007695160013018755201279018885380020031676500049031876500020032367000023032567000026032798560061033059781849503747UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849503747 :cą64.95  a1849503745 :cą64.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHMP2bicssc 7aSOC2eflch04a305.82221 aJeffrey, Bob,d1946-10aMethodological issues and practices in ethnographyh[electronic resource] /cBob Jeffrey, Geoffrey Walford; Edited by Geoff Troman.  aBingley,bEmerald Group Publishing Limited,c2009.  a232 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 11,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762312528, 2005.0 aPreface. (G. Walford). Introduction. (G. Walford). From Field Work to Theory and Representations in Ethnography. (D. Beach). Using Photographic Diaries to Research the Gender and Academic Identities of Young Girls. (A. Allen). Ethnography, Toleration and Authenticity: Ethical Reflections on Fieldwork, Analysis and Writing. (M. Hammersley). The Personal, Professional and Political in Comparative Ethnographic Educational Research. (H. Miller, L. Russell). Theoretical Inference and Generalization Within the Case Study. (G. Lloyd-Jones). Is Ethnography Just Another Form of Surveillance? (G. Crozier). The Notion Of 'Display' in Ethnographic Research. (T. Gordon). Choice, Necessity, or Narcissism? A Feminist Does Feminist Ethnography. (B. Korth). A Response to Barbara Korth on Feminist Ethnography. (M. Hammersley). A Reply to Martyn Hammersley. (B. Korth). New Methodologies, Cultural Analysis and the Politics of Research: Re-Visiting the Lessons of Critical Ethnography. (L. Angus). Providing a Framework for A? Shared Repertoire? in a Cross-National Research Project. (G. Troman, B. Jeffrey).  aDocument  aWhat counts as ethnography and what counts as good ethnography are highly contested. This title brings together chapters presenting a diversity of views on some of the issues and practices in ethnographic methodology. It includes chapters on the ethnographic research process; the use of photographic diaries; and, the personal aspects of research.bWhat counts as ethnography and what counts as good ethnography are both highly contested. This volume brings together chapters presenting a diversity of views on some of the current issues and practices in ethnographic methodology. It does not try to present a single coherent view but, through its heterogeneity, illustrates the strengths and impact of the debate. The collection includes chapters on the ethnographic research process; the use of photographic diaries; the idea of toleration in the research process; and, the personal aspects of research. It has chapters that question generalisation; perceive ethnography as a potential form of surveillance; analyse the notion of display in ethnography; critique the way culture is commonly theorised; and, examine the possibilities of comparative ethnographic work. It also includes and exchange of views between Martyn Hammersley and Barbara Korth on partisan research.  aPDF: Adobe PDF. 7aPhysical anthropology & ethnography.2bicssc 7aSociety.2eflch1 aWalford, Geoffrey.1 aTroman, Geoff,d1946-4 uwww.emeraldinsight.com/1529-210X/11zProduct website URL04309cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720015001880720015002030820014002181000025002322450205002572600055004623000019005173650098005363660075006344400097007095000016008065000052008225051488008745160013023625201364023755380020037396500023037596500022037827000035038047000024038398560060038639781849501293UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501293 :cą92.95  a1849501297 :cą92.95  a1479-358X  aUK-WkNBbengcUK-WkNB 7aJN2bicssc 7aEDU2eflch04a370.72221 aBrooks-Buck, Judith.10aSuffer the little childrenh[electronic resource] ;bNational and international dimensions of child poverty and public policy /cJudith Brooks-Buck, Jeanita W. Richardson; Edited by Carol Camp Yeakey.  aBingley,bEmerald Group Publishing Limited,c2009.  a524 p. :bill.  a02b92.95cGBPd00hS 79.11 17.5 92.95 13.84jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in education in diverse communities: Research policy and praxis ;vv. 4,x1479-358X  aEbook. PDF.  aEpublication rendering of: 9780762308316, 2004.0 aAmericas Shame: Children Living in the Shadows of Americas Prosperity, Talking Poverty: Urban Scots and Social Deprivation, Fenced Into Cycles of Deprivation: Orphans, Their Female Carers and Education in Malawi, Roma Childhood in Eastern Europe, African Refugees Acculturation in the United States: Uncertain Paths to the American Dream, The Loss of Identity and the Underutilization of Black Childrens Educational Potential: Rethinking Assimilation Globally, Children and Youth in Poverty in Trinidad and Tobago: A Lack of Commitment in the Midst of Plenty, The Dilemma of Child Soldiering in Sub-Saharan Africa, Violence, Democracy and Education: An Analytic Framework, The Reach and Possibilities of Educational Reform for the Rural Poor in Mexico, Poverty and Education-- Brazils Search for Viable Solutions?, Small Hands: Global Dimensions of Child Labor and Exploitation, Child Protection and Survival in South Africa: Focus on Child Welfare Policy in Namibia, The Health and Cognitive Consequences of International Child Poverty, Juvenile Institutionalization Practices in India: A Study of Two Institutions in Madras, Child Poverty in Sierra Leone: Vignettes from the Leonenet Street Childrens Project, Stolen Childhood: Cultural Constructions of Unmarried Pregnancy in Bangladesh, The World Bank, NGOs and the State of Development in Sub-Saharan Africa: Implications for Alleviating Poverty and Advancing Societal Reform, Defeating the Trends: In Search of a Better Future.  aDocument  aExamines the burden of poverty that children and young adults disproportionately share throughout the world. This book describes some of the profound precursor issues that serve to inhibit the chances of children and young adults to education and social mobility in an international context.bThis volume examines the burden of poverty that children and young adults disproportionately share throughout the world. Contributions from international researchers examine some of the profound precursor issues that serve to inhibit the chances of children and young adults to education and social mobility in an international context. Issues such as housing and homelessness, family income, maternal and child health, child care, hunger, adolescent pregnancy, violence by and against children, the impact of war and famine, various forms of social deviance and early childhood education are investigated. The volume also examines the social, political and economic contexts in which poverty occurs, utilizing various theoretical perspectives by which to view issues such as human rights, social development and social chesion in developing, emerging and transitional societies. Implicit though out the volume are the decisions and non-decisions of governments as they confront issues of growing poverty and the repercussions of that poverty for future generations.  aPDF: Adobe PDF. 7aEducation.2bicssc 7aEducation.2eflch1 aRichardson, Jeanita W.,d1957-1 aYeakey, Carol Camp.4 uwww.emeraldinsight.com/1479-358X/4zProduct website URL02418nam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002052450129002202600055003493000011004043650098004153660075005134400060005885000016006485160013006645201176006775380020018536500049018736500020019227000023019427000025019657000020019908560058020109781849508865UK-WkNB20100217000000.0cu||||||||||||100210e201002uuxxk    |s|||||||0|0 eng|d  a9781849508865 :cą73.95  a1849508860 :cą73.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHMP2bicssc 7aSOC2eflch10aMethodological developments in ethnographyh[electronic resource] /cEdited by Geoffrey Walford, Bob Jeffrey, Geoff Trotman.  aBingley,bEmerald Group Publishing Limited,c2010.  a240 p.  a02b73.95cGBPd00hS 62.94 17.5 73.95 11.01jGBkxxkmPublisher data keyed manually2onix-pt  b20100201cIP 20100210jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 12,x1529-210X  aEbook. PDF.  aDocument  aWhat counts as ethnography and what counts as good ethnographic methodology are both highly contested. This title covers topics such as the participant observation, research roles in fieldwork, access to places and people in research, ethical issues concerning anonymity and intimacy in research, generalization in ethnography, and the use of video.bWhat counts as ethnography and what counts as good ethnographic methodology are both highly contested. This volume brings together chapters presenting a diversity of views on some of the current debates and developments in the field. It does not try to present a single coherent view but, through its heterogeneity, illustrates the strength and impact of debate. The topics discussed include participant observation, research roles in fieldwork, access to places and people in research, ethical issues concerning anonymity and intimacy in research, generalization in ethnography, the use of video, developing stronger criteria for autoethnography, and the use of ethnography as a contribution to the generation and modification of indicators. Together the collection illustrates the strength and vitality of ethnography.  aPDF: Adobe PDF. 7aPhysical anthropology & ethnography.2bicssc 7aSociety.2eflch1 aWalford, Geoffrey.1 aJeffrey, Bob,d1946-1 aTrotman, Geoff.4 uwww.emeraldinsight.com/1529-210XzProduct website URL05105cam  22004452a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720016002210720016002370720015002530820014002681000034002822450099003162600055004153000019004703650098004893660075005874400074006625000016007365000052007525051257008045160013020615202228020745380020043026500079043226500078044016500030044796500036045096500022045457000031045678560061045989781849501194UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501194 :cą71.95  a184950119X :cą71.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNV2bicssc 7aJNSG2bicssc 7aTBD2bicssc 7aMMZ2bicssc 7aEDU2eflch04a371.92221 aMastropieri, Margo A.,d1951-10aTechnological applicationsh[electronic resource] /cM.A. Mastropieri; Edited by T.E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a268 p. :bill.  a02b71.95cGBPd00hS 61.23 17.5 71.95 10.72jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning and behavioral disabilities ;vv. 15,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9780762308156, 2001.0 aTechnological Applications. Automaticity training as a reading intervention for adolescents with attentional disorders (J.M. Royer et al.). Zoning in on physics: creating virtual reality environments to aid students with learning disabilities (D. Sprague, M. Behrmann). The eyes have it: reconsidering eye movement research in human cognition (F.J. Brigham). The role of assistive technologies and emerging technologies in developing literacy skills for students with disabilities (T. Jeffs). Critical issues in special education technology research: what do we know? What do we need to know? (D.L. Edyburn). An exploration of systems thinking, teacher choice, and requirements for implementing technology into classrooms for students with emotional and learning disabilities (J. Castellani, M. Behrmann). General and special educators knowledge and perceptions of assistive technologies: are we headed in the right direction? (J.P. Bakken). University e-mail mentors for elementary students with disabilities: attitudinal and literacy effects (M.A. Mastropieri et al.). Issues in Learning Disabilities. Discrepancy models and the meaning of learning disability (K.A. Kavale, S.R. Forness). Strategic coherence and academic achievement (A. Moe et al.).  aDocument  aDescribes various technological applications for individuals with learning and behavioral disabilities. This book discusses technologies for improving our understanding of eye movements in learning from text, as well as technological applications in reading and literacy development.bRecent years have witnessed an exposition of technological advances, which has transformed virtually every aspect of human existence. Prominent among these advances are assistive technologies, which have been employed to improve the quality of life for individuals with disabilities. In this volume, recent advances in technological applications for individuals with learning and behavioural disabilities are described and discussed, in a collection that includes reviews of research, and original research reports. Technologies in this area have provided a multiplicity of uses, from advances in tools for basic research to text and content-enhancements to promote learning and behavior change in educational environments. Discussed in this volume are technologies for improving our understanding of eye movements in learning from text, as well as technological applications in reading and literacy development. These technologies are employed to promote learning within classrooms, and also to connect learners with mentors outside the classroom. Beyond text, the use of virtual reality has been employed to promote understanding of complex concepts in physics.  In many cases, these technologies have been employed effectively with students with emotional or behavioral disorders. Also discussed are issues in technological applications, including considerations of the most effective and appropriate uses of technology, where research is or should be heading, and teachers' understandings of the uses of technology with students with learning and behavioral disabilities. Also included in this volume are discussions of issues in learning disabilities, including discussions of significant issues in discrepancy models, and strategic coherence of individuals with learning difficulties. Overall, the ten chapters in this volume aim to provide some of the most current thinking and applications in learning and behavioral disabilities.  aPDF: Adobe PDF. 7aEducational equipment & technology, computer-aided learning (CAL).2bicssc 7aTeaching of students with specific learning difficulties / needs.2bicssc 7aTechnical design.2bicssc 7aTherapy & therapeutics.2bicssc 7aEducation.2eflch1 aScruggs, Thomas E.,d1948-4 uwww.emeraldinsight.com/0735-004X/15zProduct website URL03920cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230400026001480720017001740720015001910820015002061000023002212450191002442600055004353000011004903650097005013660075005984400053006735000016007265000052007425051305007945160013020995201286021125380020033986500039034186500022034577000018034798560061034979781849503648UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849503648 :cą64.95  a1849503648 :cą64.95  aUK-WkNBbengcUK-WkNB 7aJNLA2bicssc 7aEDU2eflch04a372.212221 aGrieshaber, Susan.10aPractical transformations and transformational practicesh[electronic resource] ;bGlobalization, postmodernism, and early childhood education /cSusan Grieshaber; Edited by Sharon Ryan.  aBingley,bEmerald Group Publishing Limited,c2009.  a290 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in early education & day care  ;vv. 14  aEbook. PDF.  aEpublication rendering of: 9780762312382, 2005.0 aSeries Editor's Introduction.-- Part I: Early Childhood Education, Globalization, and Postmodernity. Transforming Ideas and Practices. (S. Ryan, S. Grieshaber). Voices at the Table: An Analysis of Collaboration in the Policy Process of a Local Preschool Initiative. (L. Heimer).-- Part II: Diversity and Difference in Early Childhood Classrooms. (De) Centering the Kindergarten Prototype in the Child-Centered Classroom. (E. Graue). Teaching Notes. (F. McArdle). The Amorphous Pretend Play Curriculum: Theorizing Embodied Synthetic Multicultural Props. (R. Johnson). Implementing Te What-- riki as Postmodernist Practice: A Perspective from Aotearoa/New Zealand. (J. Ritchie).-- Part III: Teacher Education and Professional Development. Postcolonial Theory and the Practice of Teacher Education. (R. Viruru). Becoming Early Childhood Teachers: Linking Action Research and Postmodern Theory in a Language and Literacy Course. (C. Genishi, Shin-ying Huang, T. Glupzynski). Putting Postmodern Theories into Practice in Early Childhood Teacher Education. (J. Sumsion). Challenging the Culture of Expertise: Moving Beyond Training the Always, Already Failing Early Childhood Educator. (S. Novinger, L. O'Brien, L. Sweigman). Improvisation: Postmodern Play for Early Childhood Teachers. (C. Lobman). Index.  aDocument  aBoth traditional and progressive curricula are inadequate for the task of responding to the economic, political, social, and cultural changes that have occurred as a result of globalization. This book documents the work occurring in early childhood settings that is aimed at improving, and ultimately transforming, early childhood practice.bBoth traditional and progressive curricula are inadequate for the task of responding to the economic, political, social, and cultural changes that have occurred as a result of globalization. This book documents some of the ongoing work occurring in early childhood settings that is aimed at improving, and ultimately transforming, early childhood practice in these changed and changing times. The authors do not simply critique developmental approaches or the increasing standardization of the field. Instead, they describe how they are playing around with postmodern ideas in practice and developing unique approaches to the diverse educational circumstances that confront early childhood educators. Whether it is preparing teachers, using materials, or developing policies, each chapter provides readers with possibilities for enacting pedagogies that are responsive to the contemporary circumstances shaping the lives of young children.  aPDF: Adobe PDF. 7aPre-school & kindergarten.2bicssc 7aEducation.2eflch1 aRyan, Sharon.4 uwww.emeraldinsight.com/0270-4021/14zProduct website URL04322cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820015002191000019002342450177002532600055004303000019004853650098005043660075006024400064006775000016007415000052007575051113008095160013019225201804019355380020037396500026037596500020037857000019038057000018038247000021038428560061038639781849502412UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849502412 :cą67.95  a1849502412 :cą67.95  a1479-3539  aUK-WkNBbengcUK-WkNB 7aJHM2bicssc 7aSOC2eflch04a306.432221 aHannum, Emily.10aInequality across societiesh[electronic resource] ;bFamilies, schools and persisting stratification /cEmily Hannum, David Baker, Regina E. Werum; Edited by Bruce Fuller.  aBingley,bEmerald Group Publishing Limited,c2009.  a296 p. :bill.  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aResearch in the sociology of education ;vv. 14,x1479-3539  aEbook. PDF.  aEpublication rendering of: 9780762310616, 2003.0 aIntroduction - inequality across societies: families, schools, and persisting stratification (B. Fuller, E. Hannum). Grandmothers, child care, and educational advantage in China (S.E. Short, Rongjun Sun). Educational expansion and inequality in Korea (Hyunjoon Park). Educational opportunities for boys and girls in Thailand (S.R. Curran et al.). (A. Varangrat). Pursuing quality: migration among college students in Japan (Hiroshi Ono). Commentary: educational stratification in Asia: emerging issues, new insights (E. Hannum, B. Fuller). Egalitarianism versus social reproduction: changes in educational stratification in Eastern Europe (R. Sin-Kwok Wong). Parents, partners, and credentials: mobility in the United States and Germany (P.A. Mcmanus). Heating up the aspirations of Israeli Arab youth (G. Yair et al.). Evolving educational pathways in West Africa S.L. Morgan, W.R. Morgan). Women in higher education: understanding cross-national differences (K. Bradley, M.Charles). Commentary: inequality and schooling as an institution: future directions in comparative research (R.E. Werum, D.P. Baker).  aDocument  aIlluminates how schools can reduce or reinforce the layered stratification of society, even in nations with non-western traditions. This title advances our understanding of stratification by highlighting how a nation's history, particular institutions, and cultural context shape the school's efficiency as an agent of equity.bMost societies place great faith in the modern school's power to offer children a more prosperous future, from better jobs to wider social opportunities. In turn, political leaders around the world push to expand western forms of schooling, creating more slots for children, from preschool through university levels. Yet despite this remarkable institutional change, are societies becoming equitable, especially for those groups living on the margins of civil society? Why, in too many cases, has schooling failed to deliver on its promise of reducing economic and social disparities? This volume addresses these questions, taking the reader into a variety of nations and cultural settings. With studies from Europe, the Middle East, Africa, and Asia, the volume illuminates how schools can reduce or reinforce the layered stratification of society, even in nations with non-western traditions. The contributors, diverse in their own origins and viewpoints, advance our understanding of stratification by highlighting how a nation's history, particular institutions, and cultural context shape the school's efficiency as an agent of equity.  The chapters move beyond individual conceptions of attainment and distinguish near-universal versus country-specific mechanisms that characterize the interplay between school expansion and inequality. It shows how schools can reduce or reinforce the layered stratification of society, even in nations with non-western traditions.  aPDF: Adobe PDF. 7aAnthropology.2bicssc 7aSociety.2eflch1 aFuller, Bruce.1 aBaker, David.1 aWerum, Regina E.4 uwww.emeraldinsight.com/1479-3539/14zProduct website URL02760cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720015002210820015002361000015002512450139002662600055004053000019004603650098004793660075005774400075006525000016007275000052007435160013007955201310008085380020021186500076021386500021022146500022022357000020022577000025022778560060023029781849500814UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849500814 :cą69.95  a1849500819 :cą69.95  a1479-3636  aUK-WkNBbengcUK-WkNB 7aJNSL2bicssc 7aJNL2bicssc 7aEDU2eflch04a371.932221 aCole, Ted.10aEmotional and behavioural difficulties in mainstream schoolsh[electronic resource] /cTed Cole, Harry Daniels; Edited by John Visser.  aBingley,bEmerald Group Publishing Limited,c2009.  a216 p. :bill.  a02b69.95cGBPd00hS 59.53 17.5 69.95 10.42jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on inclusive education  ;vv. 1,x1479-3636  aEbook. PDF.  aEpublication rendering of: 9780762307227, 2001.  aDocument  aDrawing upon research and practice in a number of countries, this volume describes advances in meeting the needs of children and young people with emotional and behavioural difficulties. It describes ways of meeting their emotional and behavioural needs within education.bDrawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice.  aPDF: Adobe PDF. 7aTeaching of students with emotional & behavioural difficulties.2bicssc 7aSchools.2bicssc 7aEducation.2eflch1 aDaniels, Harry.1 aVisser, John,d1946-4 uwww.emeraldinsight.com/1479-3636/1zProduct website URL02611cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002050820014002201000034002342450108002682600055003763000019004313650097004503660075005474400074006225000016006965000052007125160013007645201260007775380020020376500078020576500022021357000031021578560061021889781849505031UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849505031 :cą62.95  a1849505039 :cą62.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNSG2bicssc 7aEDU2eflch04a371.92221 aMastropieri, Margo A.,d1951-10aInternational perspectivesh[electronic resource] /cMargo A. Mastropieri; Edited by Thomas E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a354 p. :bill.  a02b62.95cGBPd00hS 53.57 17.5 62.95 9.38jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning and behavioral disabilities ;vv. 20,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9780762314409, 2007.  aDocument  aSuitable for researchers and graduate students of psychology, education, and special education, this book explores how learning disabilities are identified, perceived, and addressed around the world. It presents a global overview of a wide variety of learning and behavioral disorders.bThis volume is intended for researchers and graduate students of psychology, education, and special education. Because social, cultural, and economic conditions are varied from country to country, there is a need to explore how learning disabilities are identified, perceived, and addressed around the world. Up-to-date research from North and South America, Europe, and the United Kingdom is included to provide a global overview of a wide variety of learning and behavioral disorders. Internationally prominent authors discuss their research pertaining to the following areas: working memory, reading disabilities, ADHD, hearing impairments, motivational orientations, measurement of socio-cultural level, ecological perspectives on social behavior, and students with disabilities in international schools. International contributions ensure global coverage of subject matter. It includes unprecedented coverage of learning and behavioral disabilities in one volume.  aPDF: Adobe PDF. 7aTeaching of students with specific learning difficulties / needs.2bicssc 7aEducation.2eflch1 aScruggs, Thomas E.,d1948-4 uwww.emeraldinsight.com/0735-004X/20zProduct website URL06333cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820014002191000029002332450145002622600055004073000011004623650097004733660075005704400064006455000016007095000052007255050960007775160013017375204004017505380020057546500082057746500022058567000021058788560060058999781849502986UK-WkNB20100211000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502986 :cą61.95  a1849502986 :cą61.95  a1479-3660  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aEDU2eflch04a371.92221 aHunter, Richard C.,cDr.10aAdministering special educationh[electronic resource] ;bIn pursuit of dignity and autonomy /cRichard C. Hunter; Edited by Kern Alexander.  aBingley,bEmerald Group Publishing Limited,c2009.  a264 p.  a02b61.95cGBPd00hS 52.72 17.5 61.95 9.23jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in educational administration  ;vv. 7,x1479-3660  aEbook. PDF.  aEpublication rendering of: 9780762311453, 2004.0 aRights Compromised: Special Education, Costs, and Residual Funding. Equal Protection, Disabilities, and other Forms of Discrimination. Disproportionality of African Americans in Special Education Programs: A Form of Resegregation. Youth With Disabilities in Transition: Strategies for Positive Change. Rethinking the Assessment of Maladaptive Behavior. Risk Screening Strategies for Protecting the Well-Being of the Child. Inclusion of Children with Disabilities in General Education Classrooms. International Attitudes Toward Children with Disabilities: Identifying Risk Factors for Maltreatment. A Meta-Analysis of Comparative Studies of Depressive Symptoms in Mothers of Children with and Without Disabilities. Teacher? Observed Behaviors of Post-Traumatic Stress Symptoms of Students in General, Gifted, and Special Education. Preparing Inclusive Special Educators: Policy Implications for Partnerships Among Public Schools, Colleges and Universities.  aDocument  aThe administration of public schools encompasses myriad generic issues having to do with curriculum content, instructional methodology, human resource and financial management, and of course, the guidance and counseling of students. This book discusses several of the salient issues that are of concern to school administrators and teachers.bThe administration of public schools encompasses myriad generic issues having to do with curriculum content, instructional methodology, human resource and financial management, and of course, the guidance and counseling of students. Woven into this tapestry is the obligation to individualize educational programs to accommodate the needs of a wide and diverse student population. The needs of children may be categorized by economic, social, ethnic, physical and mental differences unique to each child and family. It is incumbent upon the public school to accommodate these differences with specially designed educational programs and to remediate any effects that may be detrimental to learning. Prominent and unique among such programs is special education, for which the program of learning is usually separately funded at both federal and state levels, but even more importantly, the learning regimen is individually calibrated to address the needs of each child determined to have a disability. Indeed, assuring children with disabilities their statutory rights constitutes a substantial segment of public school administration in the United States today.  The various ramifications of the educational needs of children with disabilities and their attendant circumstances are so extensive that one book on the subject cannot be sufficient to address the magnitude and broad scope of the field. However, in this book we have attempted to discuss several of the salient issues that are of prominent concern to both school administrators and teachers. The book proceeds from the broad consideration of rights and costs to more specific issues regarding the categorization of children and the disproportionality of the various racial and ethnic groups of children who may be improperly designated as disabled. Within the context of such classifications the book discusses the screening strategies on which the rights of children with disabilities are so delicately balanced. To inappropriately classify a child may result in a form of subtle discrimination or denial of a statutory right to the provision of a particular type of educational instruction or accommodation. As is indicated throughout this book, the assessment methods by which a child's free appropriate education is determined have become a science of considerable importance.  Incident to this necessity of precise assessment is the need for risk screening strategies and protocols to identify symptoms, behaviors and indications of learning disabilities requiring particular and specialized educational redress. Among issues of greatest importance is the determination not to exclude children with disabilities from the regular classroom and the mainstream of learning. Inclusion or mainstreaming is among the most contentious and perplexing issues confronting school administrators. What constitutes the legal requirements and the educational considerations of the least-restrictive environment comes directly into play in provision of an appropriate education. Beyond the all-important inclusion issue, other chapters of this book address problems of cultural and social mores that affect children with disabilities, symptoms of depression in parents of children with disabilities, maltreatment of children with disabilities, and symptoms of children who have suffered post-traumatic stress from catastrophic events in their own lives. Each chapter suggests measures to be taken by educators in identifying and redressing such matters.  Policy implications for the enhancement of the effectiveness of special education programs are identified for the school administrator to consider.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aEducation.2eflch1 aAlexander, Kern.4 uwww.emeraldinsight.com/1479-3660/7zProduct website URL02873cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720022001880720024002100720015002340820023002492450159002722600055004313000011004863650101004973650125005983660078007233660078008014400054008795000016009335160013009495201247009625380020022096500038022296500065022676500040023326500022023727000023023947000026024177000020024439781848558991UK-WkNB20100209000000.0cu||||||||||||090704e200910uuxxk    |s|||||||0|0 eng|d  a9781848558991 :cą69.95  a1848558996 :cą69.95  a1479-3644  aUK-WkNBbengcUK-WkNB 7aJNMx1KBB2bicssc 7aJFSL3x1KBB2bicssc 7aEDU2eflch04a378.198299607322210aBlack American males in higher educationh[electronic resource] ;bDiminishing proportions /cEdited by Henry F. Frierson, Willie Pearson, James H. Wyche.  aBingley,bEmerald Group Publishing Limited,c2009.  a324 p.  a02b69.95cGBPd00hS 59.53 17.5 69.95 10.42jGBkxxkmEmerald Group Publishing Limited2onix-pt  a02b105.95cUSDd00eLocal taxes may applyhZ 105.95 0.0 105.95 0.00jUSkxxumEmerald Group Publishing Limited2onix-pt  b20091001cIP 20091006jGBkxxkmEmerald Group Publishing Limited2UK-WkNB  b20091001cIP 20091006jUSkxxumEmerald Group Publishing Limited2UK-WkNB 0aDiversity in higher education ;vv. 6,x1479-3644  aEbook. PDF.  aDocument  aAddresses the subject of the disproportional decline of Black American Males in higher education. This book provides critical historical overviews and analyses pertaining to Black American males in higher education and Black Americans of both genders.bThis is the first of two volumes that specifically addresses the subject of the disproportional decline of Black American Males in higher education. For too long, acknowledgment of this issue has been avoided for fear that it would be clearly and too painfully felt. It is apparent that this issue can no longer be ignored and the need to examine and widely address this situation is now so vivid. This volume, and the next, forthrightly discuss and address the conditions that can be observed today. Collectively, the contributing authors provide critical historical overviews and analyses pertaining to Black American males in higher education and Black Americans of both genders. The contributing authors provide data from which conclusions can be drawn, discussion of the effectiveness of programs, conceptual pieces that address the issue of the presence or lack thereof of Black American males in higher education from a range of perspectives, and the role of the community colleges.  aPDF: Adobe PDF. 0aEducation, HigherzUnited States. 7aHigher & further education, tertiary educationzUSA.2bicssc 7aBlack & Asian studieszUSA.2bicssc 7aEducation.2eflch1 aFrierson, Henry F.1 aPearson, Willie,cJr.1 aWyche, James H.02658cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820018002191000019002372450138002562600055003943000011004493650097004603660075005574400056006325000016006885000052007045160013007565201353007695380020021226500035021426500036021777000022022138560061022359781849504393UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849504393 :cą62.95  a1849504393 :cą62.95  a1474-7863  aUK-WkNBbengcUK-WkNB 7aJPP2bicssc 7aPOL2eflch04a361.610722221 aNorris, Nigel.10aDilemmas of engagementh[electronic resource] ;bEvaluation and the new public management /cNigel Norris; Edited by Saville Kushner.  aBingley,bEmerald Group Publishing Limited,c2009.  a168 p.  a02b62.95cGBPd00hS 53.57 17.5 62.95 9.38jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in program evaluation ;vv. 10,x1474-7863  aEbook. PDF.  aEpublication rendering of: 9780762313426, 2007.  aDocument  aWe live in an institutional world dubbed the New Public Management. In this landscape evaluators might have to think about how to position ourselves in relation to institutional ethics and the pursuit of social justice. This book lets us think through such a repositioning, some within the values framework of NPM, others as external observers.bIn our reforming public institutions it sometimes feels as though the very ground of social and political contracts is shifting. The economic revolution embraced by neo-liberals and neo-conservatives is paralleled by a governance revolution in those same institutions which were designed to protect us from historical swings and ideological roundabouts. Our public institutions - for the most part the public sector and its professional groups - in the eyes of some provided stability, while for others they were a brake on change. Now, however, they have become conduits for political change and reform. We live in an institutional world now dubbed the New Public Management (NPM). In this new landscape evaluators might have to think afresh about how to position ourselves in relation to institutional ethics and the pursuit of social justice. In this volume contributors give us a start in thinking through such a repositioning, some within the values framework of NPM, others as external observers.  aPDF: Adobe PDF. 7aPublic administration.2bicssc 7aPolitics and Government.2eflch1 aKushner, Saville.4 uwww.emeraldinsight.com/1474-7863/10zProduct website URL05742cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820017002361000034002532450118002872600055004053000019004603650097004793660075005764400074006515000016007255000052007415051821007935160013026145202459026275380020050866500082051066500042051886500022052307000031052528560061052839781849504010UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849504010 :cą64.95  a1849504016 :cą64.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aJHBC2bicssc 7aEDU2eflch04a371.90722221 aMastropieri, Margo A.,d1951-10aApplications of research methodologyh[electronic resource] /cMargo A. Mastropieri; Edited by Thomas E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a348 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning and behavioral disabilities ;vv. 19,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9780762312955, 2006.0 aList Of Contributors. Qualitative Research Applications With Youth With High-Incidence Disabilities. (Edward J. Sabornie). Statistical Analysis For Single Subject Research Designs. (Thomas E. Scruggs, Margo A. Mastropieri, and Kelley S. Regan). Validation Of Cognitive Operations and Processes Across Ability Levels And Individual Test Items. (Dimiter M. Dimitrov). Structural Equation Modeling: Rules Of Thumb With Participants With Disabilities. (Giulia Balboni). Modern Alternatives For Dealing With Missing Data In Special Education Research. (Craig Enders, Samantha Dietz, Marjorie Montague, and Jennifer Dixon). Seeing The Forest And The Trees: A More Rigorous Approach To Measurement And Validity In Behavioral Disorders Intervention Research. (Maureen A. Conroy and Janine P. Stichter). An Examination Of School-Wide Interventions With Primary Level Efforts Conducted In Secondary Schools: Methodological Considerations. (Kathleen L. Lane, E. Jemma Robertson and Marona Amandla Leaura Graham-Bailey). Examining The Effects Of Professional Development To Improve Early Reading Instruction: How Strong Is The Causal Chain? (Stephanie Al-Otaiba, Jeanine Clancy-Menchetti, and Christopher Schatschneider). Reading Comprehension And Written Composition Problems of Children With Adhd: Discussion Of Research And Methodological Considerations. (Ana Miranda, Manuel Soriano, and Rosa Garcia). Conducting Integrative Reviews Of Special Education Research: Overview And Case Study. (Elizabeth A. Edgemon, Andrew L. Wiley, Brian R. Jablonski, and John W. Lloyd). Math Disabilities: A Preliminary Meta-Analysis Of The Published Literature On Cognitive Processes. (Lee Swanson and Olga Jerman). Summarizing Qualitative Research In Special Education: Purposes And Procedures. (Thomas E. Scruggs and Margo A. Mastropieri).  aDocument  aDescribes a variety of methodological approaches to research. This book discusses applications of qualitative research methodology, and techniques for statistical analysis for single subject data. It also describes techniques for structural equation modeling and item response theory with reference to the study of learning and behavioral disorders.bResearch in learning and behavioral disabilities, employing a variety of methods and techniques, has provided a wealth of information relevant to practitioners. In order to be of value, however, this research must employ appropriate and rigorous methodology. Recent years have witnessed a variety of new techniques for research synthesis, research design, and data analysis, many of which have been applied to the study of learning and behavioral disabilities. In this volume, a variety of methodological approaches to research is described, applied, and evaluated. Chapters in this volume provide discussions of applications of qualitative research methodology, and techniques for statistical analysis for single subject data. In addition, techniques for structural equation modeling and item response theory are described with specific reference to the study of learning and behavioral disorders, as are techniques for handling missing data. Also discussed are procedures for dealing with specific research problems in areas such as behavioral disorders, school-wide intervention systems, and early reading as well as more general literacy interventions.  Finally, methodology for integrative research reviews are described, as well as applications of research synthesis to quantitative research on cognitive processes in mathematics, and to qualitative research in co-teaching. This volume contains chapters authored by internationally recognized experts in the field of learning and behavioral disabilities. This book is intended for interested professionals and practitioners; researchers in learning and behavioral disabilities; and graduate students in psychology, education, and special education, particularly those interested in applications of research methodology in the study of learning and behavioral disabilities. It discusses, applies and evaluates different methodological approaches to learning and behavioral disorder research; has internationally recognized contributors; and serves as a practical reference to educators, researchers, psychologists, professionals and practitioners.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aSocial research & statistics.2bicssc 7aEducation.2eflch1 aScruggs, Thomas E.,d1948-4 uwww.emeraldinsight.com/0735-004X/19zProduct website URL03747cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820012002192450079002312600055003103000019003653650097003843660075004814400081005565000016006375000052006535051037007055160013017425201448017555380029032036500037032326500036032697000020033058560060033259781849503686UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849503686 :cą64.95  a1849503680 :cą64.95  a1479-3628  aUK-WkNBbengcUK-WkNB 7aJPS2bicssc 7aPOL2eflch04a32722210aInternational relationsh[electronic resource] /cEdited by Malcolm Tight.  aBingley,bEmerald Group Publishing Limited,c2009.  a320 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on higher education research  ;vv. 3,x1479-3628  aEbook. PDF.  aEpublication rendering of: 9780762312443, 2005.0 aExplaining Domestic Responses to European Policies: The Impact of the Erasmus Programme on National Higher Education Policies. Student Mobility in Europe: An Academic, Cultural and Mental Journey? Some Conceptual Reflections and Empirical Findings. Researching the Benefits of Residence Abroad for Students of Modern Foreign Languages. Living up to Expectations: A Survey of International Students' Concerns and their Perceptions of Change on a UK Departmental Pre-Sessional Programme. Politicising Student Difference: The Muslim Experience. Academic Migration: The Case of New Australian Universities. Voice and Academic Identity in 'Changing Places'. Internationalisation of Australian Higher Education. Monitoring the Internationalisation of Higher Education: Are There Useful Quantitative Performance Indicators? The Impact of the Implementation of Neo-Liberal Policies in Tertiary Education in Mexico. Re-Writing History: The University of London as a Global Institution in the 19th, 20th and 21st Centuries. About the Authors.  aDocument  aPresents a variety of research that is being undertaken into higher education systems and issues outside of North America. This book explores how students, academics, universities and higher education systems relate to each other across international borders.bThis is the third volume of "International Perspectives on Higher Education Research", a series which aims to feature something of the variety of research being undertaken into higher education systems and issues outside of North America. The theme of this volume is international relations, or how students, academics, universities and higher education systems relate to each other across international borders. The book deliberately sets out to convey a diversity of ideas and approaches. Thus, it includes contributions from researchers working in Australia, Mexico, the Netherlands, New Zealand and the United Kingdom; examples of quantitative and qualitative strategies for data collection and analysis; and methodological approaches ranging from historical and policy analysis to self reflection. What is being considered under the theme of international relations has also been kept deliberately broad. Thus, the eleven chapters in the book examine the movement across borders and between systems of not only students and academics, but also policies and ideas. The book is edited by Malcolm Tight, Professor of Higher Education at Lancaster University in the United Kingdom.  aPDF-Merchant: Adobe PDF. 7aInternational relations.2bicssc 7aPolitics and Government.2eflch1 aTight, Malcolm.4 uwww.emeraldinsight.com/1479-3628/3zProduct website URL03913cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230400026001480720017001740720016001910720015002070820015002221000018002372450132002552600055003873000011004423650097004533660075005504400055006255000016006805000052006965051286007485160013020345201265020475380020033126500039033326500046033716500022034177000027034398560061034669781849502993UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502993 :cą61.95  a1849502994 :cą61.95  aUK-WkNBbengcUK-WkNB 7aJNLA2bicssc 7aJMC2bicssc 7aEDU2eflch04a372.212221 aBrown, Mac H.10aSocial contexts of early education, and reconceptualizing playh[electronic resource] /cMac H. Brown; Edited by Stuart Reifel.  aBingley,bEmerald Group Publishing Limited,c2009.  a308 p.  a02b61.95cGBPd00hS 52.72 17.5 61.95 9.23jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in early education & day care S. ;vv. 13  aEbook. PDF.  aEpublication rendering of: 9780762311460, 2004.0 aPart I: Social Contexts of Early Education. Young Children's Ideas about Poverty: Gender, Race, Socioeconomic Status, and Setting Differences. (J.A. Chafel, C. Neitzel). Blocks, Building and Mathematics: Influences of Task Format and Gender of Play Partners Among Preschoolers. (J.L. Eberly, S.L. Golbeck). Beyond Quality, Advancing Social Justice and Equity: Interdisciplinary Explorations of Working for Equity and Social Justice in Early Childhood Education. (S. Campbell et al.). Between a Rock and a Hard Place: Teachers' Experiences in Meeting the Abbott Mandate. (D.J. Ackerman). Lessons From Home: A Look at Culture and Development. (I.C. Woods).-- Part II: Reconceptualizing Play (II). Beyond Fun and Games Towards a Meaningful Theory of Play: Can a Hermeneutic Perspective Contribute? (K. VanderVen). From Context to Texts: DAP, Hermeneutics, and Reading Classroom Play. (S. Reifel et al.). Reconceptualizing Rough and Tumble Play: Ban the Banning. (N.K. Freeman, M.H. Brown). War Play, Aggression, and Peer Culture: A Review of the Research Examining the Relationship between War Play and Aggression. (H.L. Malloy, P. McMurray-Schwarz). Los Padres y Los Maestros: Perspectives of Play among Bilingual Stakeholders in Public Schools. (M. Riojas-Cortez, B. Bustos Flores).  aDocument  aCulture, policy, belief, and values prove to be worthy lenses for enhancing our developmental views of childhood play and practice. This work points to the multiple perspectives that teachers, researchers, parents, and children bring to our understanding of play.bThis volume revisits a number of themes that have appeared in earlier "Advances" publications, including "Social Contexts of Early Development" and "Education and Reconceptualizing Play". New social contexts for early education and care often require that we aim our inquiry at social conditions that have not existed in the past, as well as elaborating long-standing concerns. Studies of some of the social contexts of early education point to how many of the needs of the field are unique, depending on where and when we do our work, and with whom we work. "Reconceptualizing Play" points to the multiple perspectives that teachers, researchers, parents, and children bring to our understanding of play. Culture, policy, belief, and values prove to be worthy lenses for enhancing our developmental views of childhood play and practice. Our hope is that others will build on some of these reconceptualizations, to assist teachers and families to improve the lives of children in their programs.  aPDF: Adobe PDF. 7aPre-school & kindergarten.2bicssc 7aChild & developmental psychology.2bicssc 7aEducation.2eflch1 aReifel, Robert Stuart.4 uwww.emeraldinsight.com/0270-4021/13zProduct website URL04111cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720018001880720015002060820016002212450108002372600055003453000019004003650098004193660075005174400055005925000016006475000052006635051148007155160013018635201722018765380020035986500032036186500022036507000017036728560060036899781849501439UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501439 :cą70.95  a1849501432 :cą70.95  a1474-7863  aUK-WkNBbengcUK-WkNB 7aJNKH12bicssc 7aEDU2eflch04a371.14422210aSchool-based evaluationh[electronic resource] ;bAn international perspective /cEdited by David Nevo.  aBingley,bEmerald Group Publishing Limited,c2009.  a290 p. :bill.  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in program evaluation ;vv. 8,x1474-7863  aEbook. PDF.  aEpublication rendering of: 9780762308613, 2002.0 aPart I Conceptual perspectives: dialogue evaluation - combining internal and external evaluation, D. Nevo-- school self-evaluation in a democracy, H. Simons-- school self-evaluation - origins, definition, approaches, methods, and implementation, J. Scheerens.-- Part II Case studies: school-based evaluation in Norway - why is it so difficult to convince teachers of its usefulness?, L. Monsen-- evaluation as school improvement - a developmental perspective from England, D. Hopkins, M. West-- school self-evaluation in the Netherlands, J. Scheerens, M. Hendriks-- self-evaluation as endeavor to understand quality - experiences in Austrian school-based evaluation, M. Schratz-- internal and external school evaluation in the Spanish educational reform, A. Tiana-- evaluating accelerated schools in the United States, P. Lindquist Wong-- school-based evaluation and the neoliberal agenda in Canada, L. McLean-- Israel - internal self-evaluation as a means of generating changes, E. Friedman, P. Golan-Cook-- Scotland - schools speaking for themselves, J. MacBeath-- school evaluation in Germany - a means to improve school quality, C. Buhren.  aDocument  aDiscusses the concept of school-based evaluation, followed by a presentation of case studies of school evaluation from across the world. This book presents case studies from Norway, England, The Netherlands, Austria, Spain, United States, Canada, Israel, Scotland and Germany.bDivided into two parts, this volume first discusses the concept of school-based evaluation, followed by a presentation of case studies of school evaluation from across the world. In part one, school-based evaluation is examined from three perspectives: school-based evaluation as a dialogue between internal and external evaluation; school evaluation from a perspective of institutional self-evaluation in a democracy and issues of definition, methods and implementation. The second part of the book presents case studies from Norway, England, The Netherlands, Austria, Spain, United States, Canada, Israel, Scotland and Germany. All of the case studies are based on actual experience with school-based evaluation in various educational and social contexts. Authors recognise the wide range of local constraints and reflect upon multiple evaluation perspectives, describing their educational context, evaluation perspective and specific school-based experience. They highlight difficulties encountered in their work, discuss the implications and make recommendations for further development of the concept of school-based evaluation and its practice.  "School-Based Evaluation: An International Perspective" does not suggest internal/self school evaluation as an alternative to external 'objective' evaluation. However, an attempt is made to advocate the combination of both for the benefit of school accountability and school improvement.  aPDF: Adobe PDF. 7aTeacher assessment.2bicssc 7aEducation.2eflch1 aNevo, David.4 uwww.emeraldinsight.com/1474-7863/8zProduct website URL05113cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720015001880720018002030720015002210820021002361000029002572450206002862600055004923000019005473650098005663660075006644400097007395000016008365000052008525052164009045160013030685201393030815380020044746500023044946500055045176500022045727000021045947000028046158560060046439781849501279UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501279 :cą70.95  a1849501270 :cą70.95  a1479-358X  aUK-WkNBbengcUK-WkNB 7aJN2bicssc 7aJFSL12bicssc 7aEDU2eflch04a371.829960732221 aSpencer, Margaret Beale.10aAfrican American educationh[electronic resource] ;bRace, community, inequality and achievement - a tribute to Edgar G. Epps /cMargaret Beale Spencer, Carla O'Connor; Edited by Walter Recharde Allen.  aBingley,bEmerald Group Publishing Limited,c2009.  a404 p. :bill.  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in education in diverse communities: Research policy and praxis ;vv. 2,x1479-358X  aEbook. PDF.  aEpublication rendering of: 9780762308293, 2002.0 aEditor's welcome. Acknowledgements. Foreword (E.W. Gordon). Introduction (W.R. Allen et al.). Elementary and Secondary School Experiences. Who will socialize African American students in contemporary public schools? (D.S. Pollard). African American female students: their stories about academic achievement (L.M. Pickens). Zero tolerance policies and African American students (R.D. Henderson, R.R. Verdugo). College Experiences. Another shade of brown: the integration of white students into all-black colleges and universities in the South, 1954-1960 (V.P. Franklin). Identity and Achievement: black ideology and the SAT in African American college students (J. Fleming). Expectations of campus racial climate and social adjustment among African American students (S.S. Smith, M.R. Moore). Examining the perceptions of minority undergraduate students participating in a university-based research program (H.T. Frierson, Jr., R.A. Zulli). The social utility scholarship: views of some African American scholars (A.A. Young, Jr.). Family and Socialization Experiences. Research evidence on seven key hypotheses about student achievement (R. Clark). The socialization of academic achievement and racial consciousness in a black community-based youth organization (T.R. Rone). Education for African Americans in the information age (C.B. Leggon). Time out of bound: high school completion and work preparation among urban, poor, unwed African American nonresident fathers (W.E. Johnson, Jr.) Health, Employment and Community Experiences. Structural racism and community health: a theory-driven model for identity intervention (M.B. Spencer et al.). Examining the career development behavior of inner city, special needs minority youth through the Philadelphia Start-on-Success Scholars Internship Model Demonstration Program (C.W. Ashford, J.Y. Youngblood II). Male contraceptive use: a preliminary examination of factors that influence African American males' condom use (R. Dixon-Reeves). Black attitudes toward church integration (C.H. Thornton, Jr.). Toward cultural pluralism and economic justice (B.R. Hare). Afterword (E.G. Epps). About the contributors.  aDocument  aConsiders African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago. This book adapts a holistic approach to examine the persistent challenges of deteriorating urban schools and poor educational outcomes for African American students.bThis volume considers African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago. The Chicago School Tradition, among other emphases, stressed the optimistic view that all children who do not have serious physical or emotional impairments can do well in school, if provided access to effective teachers, sufficient resources and adequate opportunities to learn. On the occasion of Professor Edgar G. Epps' retirement from the University of Chicago, as Marshall Field IV Professor of Urban Education, this volume includes contributions from several generations of scholars influenced by his work to celebrate his career and contributions to educational research, policy and practice. More broadly, the volume adopts a holistic approach to examine the persistent challenges of deteriorating urban schools and poor educational outcomes for African American students. The volume seeks to demonstrate how solutions may flow from educational research, theory, policy and practices conducted in the Chicago School Tradition.  aPDF: Adobe PDF. 7aEducation.2bicssc 7aEthnic minorities & multicultural studies.2bicssc 7aEducation.2eflch1 aO'Connor, Carla.1 aAllen, Walter Recharde.4 uwww.emeraldinsight.com/1479-358X/2zProduct website URL02627cam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230400026001480720016001740720015001900820016002051000029002212450176002502500020004262600055004463000032005013650098005333660075006315000016007065000052007225160013007745201315007875380020021026500052021226500022021747000020021968560061022169781849505123UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849505123 :cą70.00  a1849505128 :cą70.00  aUK-WkNBbengcUK-WkNB 7aJNK2bicssc 7aEDU2eflch04a371.2012221 aHunter, Richard C.,cDr.10aTeaching leaders to lead teachers.nv. 10h[electronic resource] ;bEducational administration in the era of constant crisis /cRichard C. Hunter; Edited by Saran Donahoo.  aIllustrated ed.  aBingley,bEmerald Group Publishing Limited,c2009.  a396 p. :b1 ill., stration.  a02b70.00cGBPd00hS 59.57 17.5 70.00 10.43jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB  aEbook. PDF.  aEpublication rendering of: 9780762314614, 2007.  aDocument  aExamines factors that affect the process of leading in learning environments. This book addresses some of the issues that affect school leadership by offering insights into the state of educational administration in the hope of demystifying some of the popular assumptions regarding what really takes place in the administration office.bIn the 21st century, the perceived crisis in how schools educate students significantly influences the decision of teachers to move into administrative positions as well as their ability to succeed once they take on these positions. Influenced by the media, the community and the teacher's lounge, many good educators are increasingly unwilling or simply unprepared to make the jump into school leadership and management. This book addresses some of the issues that affect school leadership by providing insights into the current state of educational administration in the hope of demystifying or dismissing some of the popular assumptions regarding what really takes place in the administration office. In doing so, this text examines topics related to the preparation and training of prospective administrators, factors that affect the process of leading in learning environments and perspectives on the state and structure of school leadership research and development.  aPDF: Adobe PDF. 7aOrganization & management of education.2bicssc 7aEducation.2eflch1 aDonahoo, Saran.4 uwww.emeraldinsight.com/1479-3660/10zProduct website URL03643cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820014002191000034002332450114002672600055003813000019004363650098004553660075005534400076006285000016007045000052007205050937007725160013017095201379017225380020031016500046031216500022031677000020031898560060032099781849503259UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849503259 :cą67.95  a1849503257 :cą67.95  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJNA2bicssc 7aEDU2eflch04a370.12221 aWiseman, Alexander W.,d1968-10aGlobal trends in educational policyh[electronic resource] /cAlexander W. Wiseman; Edited by David P. Baker.  aBingley,bEmerald Group Publishing Limited,c2009.  a328 p. :bill.  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on education and society ;vv. 6,x1479-3679  aEbook. PDF.  aEpublication rendering of: 9780762311750, 2005.0 aThe Worldwide Explosion of Internationalized Education Policy-- The History and Problems in the Making of Education Policy at the World Bank, 1960-2000-- Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries-- Education Decentralization in Africa: Great Expectations and Unfulfilled Promises-- Free Primary Education in Malawi: The Practice of Global Policy in Aid-Dependent States-- Re-Positioning Females in the International Educational Context: Theoretical Frameworks, Shared Policies and Future Directions-- Education on the Transnational Stage: A Shared Spotlight, A Pocket of Hope-- Globalization of Education and Stigma: A Senegalese Case Study-- Metatheory Analysis of Comparative, International, and Development Education (CIDE) Research-- Global Perspectives for Teacher Education-- The World Council of Comparative Education Societies: A Preliminary History.  aDocument  aHighlights the valuable role that educational policy plays in the development of education and society around the world. This work argues that the internationalization of educational policy has a wide and irreversible effect on schooling and society around the world.bThis volume of "International Perspectives on Education and Society" highlights the valuable role that educational policy plays in the development of education and society around the world. The role of policy in the development of education is crucial. Much rests on the decisions, support, and most of all resources that policymakers can either give or withhold in any given situation. The eleven chapters in this volume present persuasive arguments that the internationalization of educational policy has a wide and irreversible effect on schooling and society around the world. Indeed, educational policy is intricately woven into the development of societies. Chapters range from empirical investigations of educational policies impact on national schooling trends to narrative histories of policy-important multilateral organizations and professional societies. In addition to the editors, the contributors include Sheng Y. Cheng, Holger Daun, Diane G. Gal, Stephen P. Heyneman, W. James Jacob, Nancy O. Kendall, Veronica Martini, Mary Ann Maslak, Diane B. Napier, Jordan Naidoo, and David N. Wilson.  aPDF: Adobe PDF. 7aPhilosophy & theory of education.2bicssc 7aEducation.2eflch1 aBaker, David P.4 uwww.emeraldinsight.com/1479-3679/6zProduct website URL03813cam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820016002192450110002352600055003453000019004003650098004193660075005174400057005925000016006495000052006655160013007175202569007305380020032996500042033196500022033617000020033838560060034039781849500401UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849500401 :cą90.95  a1849500401 :cą90.95  a1479-3687  aUK-WkNBbengcUK-WkNB 7aJNT2bicssc 7aEDU2eflch04a371.10222210aSubject-specific instructional methods and activitiesh[electronic resource] /cEdited by Jere E. Brophy.  aBingley,bEmerald Group Publishing Limited,c2009.  a478 p. :bill.  a02b90.95cGBPd00hS 77.40 17.5 90.95 13.55jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in research on teaching ;vv. 8,x1479-3687  aEbook. PDF.  aEpublication rendering of: 9780762306152, 2001.  aDocument  aExplores the tension between the search for generic principles of good teaching that cut across school subjects and the belief that portrayals of best practices ought to be framed separately for each subject.bThis volume explores the tension between the search for generic principles of good teaching that cut across school subjects and the belief that portrayals of best practices ought to be framed separately for each subject. Its contributors all favor teaching in ways that encourage students to learn each subject with understanding of its big ideas, appreciation of its value, and acquisition of the disposition to apply it in their lives outside of school. They consider curricular, instructional, and assessment aspects of best practices that foster this kind of learning in fourteen school subjects, focusing on instructional methods and learning activities. In the introduction, Editor Jere Brophy presents twelve generic guidelines for good teaching that he believes represent current consensus about best practices that should be applicable to any school subject.  Then, leading scholars concerned with curriculum and instruction in particular school subjects (beginning reading, content area reading and literature studies, writing, number, geometry, biology, physics, chemistry, earth science, history, physical geography, cultural studies, citizenship education, and economics) synthesize current thinking about best practices in teaching their respective subjects, commenting on the applicability of generic principles but focusing on subject-special goals and methods. These state-of-the-field contributions take into account not only relatively formal research, but also the wisdom of practice as represented in standards documents, case studies of good teaching, and the methods and activities commonly recommended in subject-specific teacher education texts. The fourteen chapters examine best practices with a much closer lens than more conventional approaches that consider language arts, mathematics, science, and social studies teaching in general but do not focus on the strands that compose these four broad curricular areas.  In a final discussion chapter, Brophy draws from these chapters to reassess the applicability of generic guidelines across subjects and to identify commonalities and points of contention in what the authors have to say about instructional materials, content representations, discourse management, learning activities, assessment, technology, and other factors involved in teaching school subjects effectively.  aPDF: Adobe PDF. 7aTeaching skills & techniques.2bicssc 7aEducation.2eflch1 aBrophy, Jere E.4 uwww.emeraldinsight.com/1479-3687/8zProduct website URL05305cam  22004212a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720017002200720015002370820014002521000029002662450172002952600055004673000019005223650097005413660075006384400064007135000016007775000052007935052176008455160013030215201554030345380020045886500052046086500079046606500038047396500022047777000024047998560060048239781849503938UK-WkNB20100211000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849503938 :cą64.95  a1849503931 :cą64.95  a1479-3660  aUK-WkNBbengcUK-WkNB 7aJNK2bicssc 7aJNV2bicssc 7aJNLB2bicssc 7aEDU2eflch04a372.12221 aHunter, Richard C.,cDr.10aTechnology and educationh[electronic resource] ;bIssues in administration, policy and applications in K12 schools /cRichard C. Hunter; Edited by Sharon Y. Tettegah.  aBingley,bEmerald Group Publishing Limited,c2009.  a336 p. :bill.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in educational administration  ;vv. 8,x1479-3660  aEbook. PDF.  aEpublication rendering of: 9780762312801, 2006.0 aPart I: Technology, Schools, and Administration: Raising Awareness. Changing Schools with Technology: What Every School Should Know about Innovation. (D.M. Marcovitz). Cyber-Bullying and Schools in an Electronic Era. (S.Y. Tettegah, D. Betout, K. Taylor). Critical Support Framework for K-12 School and University Technology Partnerships. (L.C. Yamagata-Lynch, S. Smaldino). The Pasteurization of Education. (D. Williamson Shaffer, K.D. Squire). Teacher as Brand: Pursuing Professional Identities in a Digital Domain. (J.B. Keller, M.J. Stuve).-- Part II: Technology, Policy, and Philosophy: What all School Districts Should Know. Copyright, Technology, and Your Rights. (D.M. Marcovitz). Beyond the Digital Divide. (N.C. Burbules, T.A., Callister, Jr. C. Taaffe). Technology and Urban Youth: Emergent Issues Regarding Access. (D.G. Williams, T.L. Carr, N.S. Clifton). Acceptable Use Policies in School Districts: Myth or Reality? (K.R. Taylor, Eun Won Whang, S. Tettegah). Knowing and Getting What You Pay For: Administration, Technology, and Accountability in K-12 Schools. (S. Donahoo, M. Whitney). A Hermeneutic Approach towards Integrating Technology into Schools: Policy and Practice. (M.Y. Eryaman).-- Part III. Technology, Applications, and Practice: Actions and Strategies. Educational Digital Libraries: Platforms for Innovation and Equity. (M.A. Mardis, E.S. Hoffman). Integrating Squeak into a community: A Collaborative Effort. (B. Hug, G. Reese). Collaborative Learning Environments - Developing SMART Classrooms in Theory and in Practice. (B. Carter, T. Linder). Can We Talk? Communication Technologies, Social Informatics, and Systemic Change. (B. Monroe). Ubiquitous Computing: Rethinking Teaching, Learning and Technology Integration. (Karen Swan et al.). Digital Photo Journals: A Novel Approach to Addressing Early Childhood Technology Standards and Recommendations. (C. Carter Ching, X.C. Wang, Y. Kedem). Personal, Professional, Technical, and Institutional Factors Involved In Developing a Computer-Intensive English Curriculum. (J.A. Federmeier, R.T. Clift). Superintendent Leadership for Technology Integration in Public Education. (R.C. Hunter).  aDocument  aOffers a comprehensive presentation of different policies and practices of technology in K12 schools. This book presents the foundation of what schools should be concerned about involving various aspects of technology and its impact on school administration and teaching.bIn today's society where most students own MP3 players, engage in constant instant messaging and downloading from the Internet, more than ever school administrators and staff should be aware of issues in administration, policy, and applications. This book provides a comprehensive presentation of current policies and practices of technology in K12 schools. The first part of the book lays out the foundation of what schools should be concerned about involving various aspects of technology and its impact on school administration and teaching. The second part of the book introduces technology, policy and philosophical discussions on the use of technology in schools. The third section of the book provides an examination of technology of practical applications of technology currently used in schools. Sharon Tettegah holds faculty appointments in the Department of Curriculum and Instruction and Educational Psychology. She also has appointments with the National Center for Supercomputing Applications and the Beckman Institute at the University of Illinois, Urbana Champaign. Richard C.  Hunter is a faculty member, and former chair in the Department of Educational Organization and Leadership in the College of Education at the University of Illinois, Urbana Champaign.  aPDF: Adobe PDF. 7aOrganization & management of education.2bicssc 7aEducational equipment & technology, computer-aided learning (CAL).2bicssc 7aPrimary & middle schools.2bicssc 7aEducation.2eflch1 aTettegah, Sharon Y.4 uwww.emeraldinsight.com/1479-3660/8zProduct website URL04666cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720018001880720015002060820015002211000019002362450185002552600055004403000019004953650098005143660075006124400056006875000016007435000052007595051243008115160013020545201982020675380020040496500043040696500022041127000023041347000025041577000025041828560061042079781849501200UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501200 :cą69.95  a1849501203 :cą69.95  a0270-4013  aUK-WkNBbengcUK-WkNB 7aJNSG22bicssc 7aEDU2eflch04a371.942221 aWahlberg, Tim.10aAutistic spectrum disordersh[electronic resource] ;bEducational and clinical interventions /cTim Wahlberg, Festus E. Obiakor, Sandra A. Burkhardt; Edited by Anthony F. Rotatori.  aBingley,bEmerald Group Publishing Limited,c2009.  a316 p. :bill.  a02b69.95cGBPd00hS 59.53 17.5 69.95 10.42jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in special education  ;vv. 14,x0270-4013  aEbook. PDF.  aEpublication rendering of: 9780762308187, 2001.0 aTheoretical aspects-- cognitive theories and symptomology of autism, T. Wahlberg-- the control theory of autism, T. Wahlberg-- autism - neurological implications and the aging process, T. Wahlberg-- a case study in the dynamics of autism, T. Wahlberg, S. Jordan-- educational considerations-- preparing future teachers for students with autistic spectrum disorders, T.A. Mehring, M. Dow-- inservice training for educators for educators of individuals with autism, M. Dow, T.A Mehring-- developing appropriate curriculum for students with autistic spectrum disorders, J.P. Bakken, S.J. Bock-- language development and text comprehension in individuals with autism, T. Wahlberg-- autism - multicultural perspectives, T. Taylor Dyches et al-- clinical intervention considerations-- diagnosis and assessment of autistic spectrum disorders, J.A. Deisinger-- counselling issues for parents of children with autistic spectrum disorders, S. Burkhardt with contributions from M.E. Bucci-- counselling techniques for individuals with autistic spectrum disorders, M.R. Arthur et al-- the role of medication in the management of autistic spectrum disorders, M. Hoover-- interview with a high functioning adult with autism, T. Wahlberg, A.F. Rotatori.  aDocument  aDeals with the study of children and adults with Autistic Spectrum Disorders (ASD). This book provides theoretical, educational and clinical perspectives related to this disorder. It includes chapters on cognitive theories and symptomology of autism and neurological implications of autism to the ageing process.bThis work is concerned with the study of children and adults with Autistic Spectrum Disorders (ASD). The book provides theoretical, educational and clinical perspectives related to this disorder. The perspectives discussed are based upon past and present theories of autism, educational practices since the 1970s and recent clinical innovations. The term ASD recognizes that this is a very heterogeneous disorder that encompasses the classic autistic disorder and milder variants such as Asperger syndrome and pervasive developmental disorder not otherwise specified. Presently, there exists a growing need for information to understand the complex educational and mental health needs of individuals with ASD. The content of this book is directed at meeting this need. For example, Section I of this book provides the reader with information concerned with theoretical foundations on the disorder and includes chapters on cognitive theories and symptomology of autism and neurological implications of autism to the ageing process.  Section II provides the reader with educational best practices and includes chapters on pre-service and in-service training of teachers, successful curriculum innovations, and multicultural concerns. Section III of the book provides the reader with recent effective clinical practices and includes chapters on assessment, counselling techniques for individuals with ASD, a model of how to work with parents of children with ASD, psychotropic medication management concerns, and a comprehensive interview with an adult with ASD. The book also contains a new theoretical model to ASD which is entitled 'The Control Theory of Autism'.  aPDF: Adobe PDF. 7aTeaching of autistic students.2bicssc 7aEducation.2eflch1 aObiakor, Festus E.1 aBurkhardt, Sandra A.1 aRotatori, Anthony F.4 uwww.emeraldinsight.com/0270-4013/14zProduct website URL04196cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820020002191000018002392450201002572500020004582600055004783000019005333650098005523660075006504400056007255000016007815000052007975160013008495202790008625380020036526500042036726500022037147000025037368560061037619781849505307UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849505307 :cą89.00  a1849505306 :cą89.00  a1474-7863  aUK-WkNBbengcUK-WkNB 7aJNT2bicssc 7aEDU2eflch04a371.14409732221 aHattie, John.10aAssessing teachers for professional certificationh[electronic resource] ;bThe first decade of the National Board for Professional Teaching Standards /cJohn Hattie; Edited by Lawrence Ingvarson.  aIllustrated ed.  aBingley,bEmerald Group Publishing Limited,c2009.  a636 p. :bill.  a02b89.00cGBPd00hS 75.74 17.5 89.00 13.26jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in program evaluation ;vv. 11,x1474-7863  aEbook. PDF.  aEpublication rendering of: 9780762310555, 2004.  aDocument  aOffers some of the many lessons that the National Board for Professional Teaching Standards Board has learned about how to make a professional certification system for teachers manageable and affordable.bNothing is as fundamental to the quality of a school system as the quality of its teachers. For this reason many countries are seeking policies that meet the challenge of promoting quality teaching. The National Board for Professional Teaching Standards (NBPTS) in the USA is the most ambitious and successful attempt by any country to establish a certification system for recognizing and rewarding teachers who reach high professional standards. Established in 1987, the Boards mission has been driven by a simple principle; to place more value on accomplished teaching, we must learn how to evaluate teacher performance in ways that are valid, reliable and fair. By late 2007, over 60,000 teachers had become National Board Certified Teachers. As other countries place increasing importance on policies designed to attract, develop, and retain effective teachers there is growing interest in the extensive research and development work that has underpinned the Boards certification system and guided its implementation.  The main purpose of this book is to bring together, for international as well as non-specialist audiences, papers written by the key researchers involved in the development of National Board assessments between 1987 and 1997. One of the many reasons why the Boards work is noteworthy is the extent to which, at every stage of development, it has subjected its standards and certification process to critique by leading figures in educational measurement, as the chapters in this volume illustrate. As a result, the NBPTS has made a major contribution to international understanding about how to develop valid standards and reliable methods for assessing teacher performance that gain both professional and public esteem. The NBPTS provides an example of a well researched certification scheme for measuring teacher quality that can provide a service to governments and employers seeking a reliable indicator of teacher quality.  Standards are the gateway to greater professional self-direction, and a certification system is a means by which the teaching profession can build its own infrastructure for defining high quality teaching standards, promoting development toward those standards and providing recognition to those who meet them. This book also aims to provide some of the many lessons the Board has learned about how to make a professional certification system for teachers manageable and affordable, which is perhaps an even greater challenge. This is a special volume focussing on The National Board for Professional Teaching Standards (NBPTS).  aPDF: Adobe PDF. 7aTeaching skills & techniques.2bicssc 7aEducation.2eflch1 aIngvarson, Lawrence.4 uwww.emeraldinsight.com/1474-7863/11zProduct website URL03316cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002050820018002201000025002382450185002632600055004483000011005033650097005143660075006114400081006865000016007675000052007835050255008355160013010905201644011035380020027476500042027676500020028097000020028297000021028498560060028709781849504812UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849504812 :cą62.95  a1849504814 :cą62.95  a1479-3628  aUK-WkNBbengcUK-WkNB 7aJHBC2bicssc 7aSOC2eflch04a300.720412221 aA  kerlind, Gerlese.10aAutonomy in social science researchh[electronic resource] ;bThe view from United Kingdom and Australian universities /cGerlese Akerlind, Malcolm Tight; Edited by Carole Kayrooz.  aBingley,bEmerald Group Publishing Limited,c2009.  a244 p.  a02b62.95cGBPd00hS 53.57 17.5 62.95 9.38jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on higher education research  ;vv. 4,x1479-3628  aEbook. PDF.  aEpublication rendering of: 9780762314058, 2007.0 aTable of Contents Acknowledgements Introduction-- Section One: Autonomy and the Individual Researcher-- Section Two: Autonomy and the Cultures and Structures of University Research-- Section Three: Autonomy and the Motivation for Research Conclusion.  aDocument  aExamines how and why autonomy matters in contemporary social science research. This book considers how autonomy impacts upon the individual researcher, the cultures and value of the university, and research motivation and sponsorship.bThis book examines how and why autonomy matters in contemporary social science research. It considers how autonomy impacts upon the individual researcher, the cultures and value of the university, and research motivation and sponsorship. The authors provide a better understanding of the interplay between individual and institutional autonomy, the issues arising from this interplay, and the value of an independent academic sector to the external community. Successive chapters consider: the variation in social scientists understanding of academic freedom; the researchers view on academic autonomy and decision making; the influence of Hayek on thinking about freedom and markets; the idea of academic freedom in 14th century Oxford; the policy basis for academic freedom and autonomy in Australia; the extent to which autonomy can be seen in the career of one academic; the particular case of research into higher education itself; and, the impact of the research assessment exercise in the United Kingdom.  The book sheds light on a critically important but under-studied issue, seeking to offer a clarification of the meaning of academic freedom and autonomy, and the roles of institutional regulatory and managerial environments in supporting them. The authors include experts from the UK and Australia; chapters go in to autonomy within specific contexts (14th century Oxford, Australia, etc.).  aPDF: Adobe PDF. 7aSocial research & statistics.2bicssc 7aSociety.2eflch1 aTight, Malcolm.1 aKayrooz, Carole.4 uwww.emeraldinsight.com/1479-3628/4zProduct website URL02259cam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002050820015002202450108002352600055003433000011003983650097004093660075005064400056005815000016006375000052006535160013007055201023007185380020017416500042017616500020018037000025018238560061018489781846638916UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781846638916 :cą57.99  a1846638917 :cą57.99  a1474-7863  aUK-WkNBbengcUK-WkNB 7aJHBC2bicssc 7aSOC2eflch04a300.7222210aAccessh[electronic resource] ;bA zone of comprehension and intrusion /cEdited by Brinda Jegatheesan.  aBingley,bEmerald Group Publishing Limited,c2009.  a200 p.  a02b57.99cGBPd00hS 49.35 17.5 57.99 8.64jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in program evaluation ;vv. 12,x1474-7863  aEbook. PDF.  aEpublication rendering of: 9781846638909, 2008.  aDocument  aExamines the nature and seriousness of fieldworkers' problems of failure to gain access, achieve comprehension, and avoid intrusion. This volume focuses on different practices of personalistic studies, particularly in education, and the need for improved protection of participants.bThis volume of "Advances for Program Evaluation" examines the nature and seriousness of fieldworkers' problems of failure to gain access, achieve comprehension, and avoid intrusion. To do all three, fieldworkers' need understanding and respect of the people from whom they seek data as well as be consciously and critically aware of staging field relationships knotted with tensions of estrangement, involvement, familiarity and distance. In the nine chapters of this volume, the authors speak of access to human subjects data, dealing with methods and concerns about intrusion. Attention is given to past and current practices of personalistic studies, particularly in education, and the need for improved protection of participants.  aPDF: Adobe PDF. 7aSocial research & statistics.2bicssc 7aSociety.2eflch1 aJegatheesan, Brinda.4 uwww.emeraldinsight.com/1474-7863/12zProduct website URL04009cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820015002191000023002342450151002572600055004083000011004633650098004743660075005724400059006475000016007065000052007225051048007745160013018225201649018355380020034846500026035046500020035307000025035508560060035759781849502757UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502757 :cą71.95  a1849502757 :cą71.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHM2bicssc 7aSOC2eflch04a306.432221 aWalford, Geoffrey.10aEthnographies of education and cultural conflictsh[electronic resource] ;bStrategies and resolutions /cGeoffrey Walford; Edited by Bob Jeffrey.  aBingley,bEmerald Group Publishing Limited,c2009.  a280 p.  a02b71.95cGBPd00hS 61.23 17.5 71.95 10.72jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 9,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762311125, 2004.0 aPreface. Introduction. The Case for Partisan Research: Erving Goffman and Researching Social Inequalities. Should Ethnographers be Against Inequality? On Becker, Value Neutrality, and Researcher Partisanship. Ict and Educational (Dis)Advantage: Cultural Resources and the Digital Divide. Writing Inequalities: Literacy and Social Class in Three Primary Schools. Addressing Inequities: Lessons in Syncretism from Mexican American and Puerto Rican Children at Home and at School. 'I Don't Think She Knew I Couldn't Do It': Bangladeshi Pupils and Achievement in the Early Years of Schooling. Making It: Caribbean Children Transgressing Barriers and Inequality to Achieve Success. Naming and Dealing with Inequality: Immigrant Students Perspective of Unequal Spaces in the Classroom. Identity Formation of Female Students in a Predominantly Female, Multiethnic High School. The Risk Zone: Intersections of Identity and Literacy in a Multiage, Multilingual Classroom. Reducing Inequalities in Field Relations: Who Gets The Power? About the Authors.  aDocument  aContains articles that exemplify the conflicts, the coping strategies and resolutions adopted by those at the policy implementation interface. This book focuses on educational inequality, identity development and discusses methodological issues of partisanship in researching equality issues.bNational Curricular need to be interpreted in terms of the cultures and experience of learners and adjusted accordingly, for example a literacy and history curriculum needs to include perspectives relevant to the local culture. Teachers, learners, families and communities mediate, appropriate, subvert, and challenge the processes of policy implementation, curriculum engagement and pedagogic practices to make educational experiences more meaningful. These articles exemplify the conflicts, the coping strategies and resolutions adopted by those at the policy implementation interface. Examination of these processes using ethnographic methods identifies and characterises these tensions and provides research findings that can be used to construct lasting solutions that are commensurate with complex situations. The writers in this volume have carried out ethnographies that illuminate educational disjunctions, ambiguities and tensions, agency, strategic action and resolution. Their methodology enables them to show, in detail, how incongruencies arise, how contexts affect interactions, what kind of agency operates, and the circumstances leading to resolutions.  Six articles focus on educational inequality, three on identity development and we include three that discuss methodological issues of partisanship in researching equality issues.  aPDF: Adobe PDF. 7aAnthropology.2bicssc 7aSociety.2eflch1 aJeffrey, Bob,d1946-4 uwww.emeraldinsight.com/1529-210X/9zProduct website URL05597cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040820014002191000025002332450152002582600055004103000019004653650098004843660075005824400056006575000016007135000052007295051765007815160013025465202414025595380020049736500082049936500022050757000030050977000023051278560061051509781849501866UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501866 :cą72.95  a1849501866 :cą72.95  a0270-4013  aUK-WkNBbengcUK-WkNB 7aJNS2bicssc 7aEDU2eflch04a371.92221 aRotatori, Anthony F.10aEffective education for learners with exceptionalitiesh[electronic resource] /cAnthony F. Rotatori, Cheryl A. Utley; Edited by Festus E. Obiakor.  aBingley,bEmerald Group Publishing Limited,c2009.  a496 p. :bill.  a02b72.95cGBPd00hS 62.09 17.5 72.95 10.86jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in special education  ;vv. 15,x0270-4013  aEbook. PDF.  aEpublication rendering of: 9780762309757, 2003.0 aForeword (E.L. Meyen). Foundations of Special Education. Transforming the teaching-learning process in general and special education (F.E. Obiakor). The federal role in transforming general and special education (C.A. Utley, M. Simon). Transforming general and special education in urban schools (D. Ferguson et al.). Learners with Exceptionalities. Educating students with cognitive disablities (C.A. Utley, F.E. Obiakor). Students with learning disabilities (K.J. Mitchem, A. Richards). Restructuring service delivery for students with emotional and behavioral disorders (S. Hampton, E. Hess-Rice). Students with attention deficit/hyperactivity disorder (M. Montague). Guiding principles for the education of children and youth with severe and multiple disabilities (E. Rose et al.). Students with speech and language disorders (J.R. Wegner, K. Grosche). Students with autistic spectrum disorders (T. Wahlberg et al.). Students with hearing loss (D. Stryker, B. Luetke-Stahlman). Visual impairment (W. Sapp). Educating children and youth with serious medical conditions (J. Fleitas). Students with traumatic brain injury (J. Tyler, R.C. Savage). Students with gifts and talents (V.I. Daniels). Life Span Issues and Special Populations. Early childhood special education (V.C. Correa, H.A. Jones). Transitions to adulthood for youth with disabilities (M.E. Morningstar, K. Mutua). The myth of socioeconomic dissonance: working with the homeless students in special education contexts (L. Wilder, F.E. Obiakor). Family and school partnerships: building bridges in general and special education (J.A. Summers et al.). Multicultural learners with exceptionalities in general and special education settings (H. Grossman et al.). Summary comments (C.R. Greenwood).  aDocument  aIncludes information that helps teachers to teach children with exceptionalities more effectively. This book argues that effective education must facilitate the identification, evaluation, and placement and instructional programming for learners with exceptionalities.bThe use of the Internet to post information on teaching children with exceptionalities has led to problems for professionals who prefer such knowledge to be screened for accuracy. This volume includes useful, validated information that will help teachers to teach children with exceptionalities more effectively. The authors argue that effective education must facilitate the identification, evaluation, and placement and instructional programming for learners with exceptionalities. Based upon the school improvement and effective education literature and standards-based reform movement, schools must adopt principles of school effectiveness and offer classroom instruction that is based upon a clear assessment of the instructional needs of learners with exceptionalities and the implementation of interventions to maximize their potential and classroom performance. The book is designed to examine research from the disciplines of psychology, sociology, organizational theory, curriculum and instruction, and special education to address the critical issues related to the psychology of effective education for learners with exceptionalities.  Contributors address a broad range of topics for restructuring general and special education into a unified system of education. Issues of labeling, classification, and identification; a continuum of educational and service delivery alternatives; curriculum and instruction; assessment and evaluation; distribution of funding resources; responsibilities; rationales for the grouping; and tracking of students are discussed across categories of exceptionalities. Part I of this book is organized around current perspectives and paradigms reflecting the authors' professional knowledge base in special education and the unification of general and special education into a comprehensive service delivery system. Part II specifically addresses a range of issues and topics of effective education for learners with exceptionalities. Part III addresses a range of issues and topics of effective education for learners with exceptionalities across the life span and for special student populations.  aPDF: Adobe PDF. 7aTeaching of specific groups & persons with special educational needs.2bicssc 7aEducation.2eflch1 aUtley, Cheryl Anita Rose.1 aObiakor, Festus E.4 uwww.emeraldinsight.com/0270-4013/15zProduct website URL02921cam  22003492a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720015002051000018002202450141002382600055003793000011004343650098004453660075005434400076006185000016006945000052007105160013007625201593007755380020023686500076023886500022024647000024024868560061025109781848550957UK-WkNB20100209000000.0cu||||||||||||090807e200904uuxxk    gs|||||||0|0 eng|d  a9781848550957 :cą69.95  a1848550952 :cą69.95  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJNSV2bicssc 7aEDU2eflch1 aBaker, David.10aGender, equality and education from international and comparative perspectivesh[electronic resource] /cDavid Baker, Alexander Wiseman.  aBingley,bEmerald Group Publishing Limited,c2009.  a420 p.  a02b69.95cGBPd00hS 59.53 17.5 69.95 10.42jGBkxxkmPublisher data keyed manually2onix-pt  b20090424cIP 20090807jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on education & society  ;vv. 10,x1479-3679  aEbook. PDF.  aEpublication rendering of: 9781848550940, 2009.  aDocument  aMuch has been written about the global progress made toward gender parity in enrollment and curriculum in nations around the world. And there is much to tout in these areas. This title investigates the often controversial relationship between gender, equality and education from international and comparative perspectives.bThis volume of "International Perspectives on Education and Society" investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. Much has been written recently about the global progress made toward gender parity in enrollment and curriculum in nations around the world. And there is much to tout in these areas. Although gender parity is not yet the global norm, the expectation of gender equality increasingly is. Some have gone so far as to say that the global expansion of modern mass schooling has created a world culture of gender equality in education. Yet, while there have been many positive advances regarding girls' and women's education around the world, there are still significant differences that are institutionalized in the policies and administrative structures of national education systems. For example, some of the strongest evidence of gendered inequality in schooling is the fact that in many developing countries there are large proportions of school-age children who are not in school - many if not most of whom are girls.  The question this volume investigates is whether gender equality in education is really being achieved in schools around the world or not.  aPDF: Adobe PDF. 7aTeaching of students with English as a second language (TESOL).2bicssc 7aEducation.2eflch1 aWiseman, Alexander.4 uwww.emeraldinsight.com/1479-3679/10zProduct website URL03097cam  22003612a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720015001880720015002030820012002181000034002302450136002642600055004003000019004553650097004743660075005714400076006465000016007225000052007385160013007905201787008035380020025906500023026106500022026337000020026558560060026759781849505048UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849505048 :cą62.95  a1849505047 :cą62.95  a1479-3679  aUK-WkNBbengcUK-WkNB 7aJN2bicssc 7aEDU2eflch04a3702221 aWiseman, Alexander W.,d1968-10aEducation for allh[electronic resource] ;bGlobal promises, national challenges /cAlexander W. Wiseman; Edited by David P. Baker.  aBingley,bEmerald Group Publishing Limited,c2009.  a568 p. :bill.  a02b62.95cGBPd00hS 53.57 17.5 62.95 9.38jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aInternational perspectives on education and society ;vv. 8,x1479-3679  aEbook. PDF.  aEpublication rendering of: 9780762314416, 2007.  aDocument  aIdentifies and explains the struggle between the global promises and the national challenges. This volume includes chapters that range from critical syntheses of EFA policymaking or policy implementation to original comparative education research on the impact that EFA has had in specific nations or across clusters of nations.bSince the World Conference on Education for All (EFA) in Jomtien, Thailand in 1990, the push for modern mass schooling has become a primary focus of national education policymakers and researchers around the world. The EFA declaration that grew out of this conference served as a culmination of a century-long movement to transform existing national educational systems into the most comprehensive mass system of schooling ever devised. Comparative education researchers have been studying both the promises and the challenges surrounding EFA for decades, but in comparative education research literature there is still neither consensus on the impact that EFA has nor clearly identified global trends in either EFA policymaking or policy implementation. It seems that for every promise that EFA brings, there is an accompanying challenge. It is this struggle between the global promises and the national challenges that this volume of 'International Perspectives on Education and Society' seeks to identify and explain.  Chapters range from critical syntheses of EFA policymaking or policy implementation to original comparative education research on the impact that EFA has had in specific nations or across clusters of nations. It compares and contrasts the promises of EFA v. implementation of policy. The international contributions ensure global coverage of content. It is part of the "International Perspectives on Education and Society" series.  aPDF: Adobe PDF. 7aEducation.2bicssc 7aEducation.2eflch1 aBaker, David P.4 uwww.emeraldinsight.com/1479-3679/8zProduct website URL02724cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720016002040720015002200820018002352450166002532600055004193000011004743650101004853660078005864400054006645000016007185160013007345201332007475380020020796500043020996500060021426500045022026500022022477000023022697000020022927000026023129781849506441UK-WkNB20100209000000.0cu||||||||||||090907e200912uuxxk    |s|||||||0|0 eng|d  a9781849506441 :cą74.95  a1849506442 :cą74.95  a1479-3644  aUK-WkNBbengcUK-WkNB 7aJNM2bicssc 7aJNF2bicssc 7aEDU2eflch04a378.1982122210aBlack American males in higher educationh[electronic resource] ;bResearch, programs and academe /cEdited by Henry T. Frierson, James H. Wyche, Willie Pearson.  aBingley,bEmerald Group Publishing Limited,c2009.  a376 p.  a02b74.95cGBPd00hS 63.79 17.5 74.95 11.16jGBkxxkmEmerald Group Publishing Limited2onix-pt  b20091204cIP 20091204jGBkxxkmEmerald Group Publishing Limited2UK-WkNB 0aDiversity in higher education ;vv. 7,x1479-3644  aEbook. PDF.  aDocument  aPart of the "Emerald's Diversity in Higher Education" series, this volume presents discussions related to reports on research and theoretical views pertaining to Black males in higher education. It also includes discussions of intervention programs within or associated with institutions of higher education.bVolume 7 is the second of two volumes in "Emerald's Diversity in Higher Education" series that specifically address the state of Black American males in higher education today. In this volume, the contributing authors, who as in Volume 6, come from a wide range of institutions and disciplines, present rich discussions related to reports on research and theoretical views pertaining to Black males in higher education. Further, presented in this volume are significant discussions of intervention programs within or associated with institutions of higher education as well as discourses on critical perspectives regarding the situation for Black males in academe. Many of the topics discussed in the two volumes have often been overlooked regarding the level of importance, but the gravity of the situation has become increasingly apparent and Volume 7 looks to contribute to content that address this crucial educational and societal issue surrounding the circumstances of Black American males and higher education.  aPDF: Adobe PDF. 0aAfrican AmericansxEducation (Higher). 7aHigher & further education, tertiary education.2bicssc 7aEducational strategies & policy.2bicssc 7aEducation.2eflch1 aFrierson, Henry T.1 aWyche, James H.1 aPearson, Willie,cJr.03679cam  22003852a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720015002210820012002362450111002482600055003593000013004143650098004273660075005254400059006005000016006595000052006755050977007275160013017045201352017175380020030696500049030896500052031386500020031907000023032108560060032339781849502108UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849502108 :cą70.95  a1849502102 :cą70.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHMP2bicssc 7aJNK2bicssc 7aSOC2eflch04a37922210aInvestigating educational policy through ethnographyh[electronic resource] /cEdited by Geoffrey Walford.  aBingley,bEmerald Group Publishing Limited,c2009.  a264 p. :  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 8,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762310180, 2003.0 aThe politics, policy and ideology of school mathematics-- Educational 'success' and the standards agenda: hierarchical discourses in action-- ICT education policy: cultural lessons from families-- What can qualitative research contribute to emerging evidence on basic skills provision for offenders on probation supervision?-- Discovering the 'coaching self' through ethnography: coach as a committed volunteer-- Performativity and primary teacher relations-- Making it their own: patterns of reading and writing in a newly-literate Papua New Guinean community-- POG game practices, learning and ideology. Local markets and identity work-- Dealing with multilingualism in a Dutch primary school. An ethnographic study of the practice of teaching spelling to first and second language learners-- Linguistic space: an ethnographic study of gender in a Canadian ESL classroom-- Navigating the politics of identity: the struggle for cultural preservation in an ESOL classroom.  aDocument  aIllustrates the ability of ethnographic work to assist in understanding the effects of educational policies to gradually influence the policy discourse. This book includes topics such as the ideology of educational 'success', politics and school mathematics, ITC teaching, sports coaching, and basic skills provision for offenders.bWithin the United Kingdom questions about the relevance of educational research and its relationship to policy have recently been the center of a prolonged, public and sometimes acrimonious debate. The chapters in this book illustrate the ability of ethnographic work to assist in understanding the effects of educational policies to gradually influence the policy discourse. The book includes studies of policy initiatives at the local level that show the extent to which an intended change actually occurred in practice, others where actual change occurred, but there were unintended consequences as well as those planned by the policy, and others that illuminate the contradictions within the original policy itself. Chapters focus on a diversity of topics such as the ideology of educational 'success', politics and school mathematics, ITC teaching, sports coaching, basic skills provision for offenders, second language learning, ESOL teaching, primary teachers work, and the teaching of reading and spelling.  aPDF: Adobe PDF. 7aPhysical anthropology & ethnography.2bicssc 7aOrganization & management of education.2bicssc 7aSociety.2eflch1 aWalford, Geoffrey.4 uwww.emeraldinsight.com/1529-210X/8zProduct website URL02969cam  22004332a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720018002050720016002230720016002390720015002550820015002701000023002852450118003082600055004263000011004813650098004923660075005904400059006655000016007245000052007405160013007925201398008055380020022036500042022236500055022656500046023206500052023666500020024187000037024388560060024759781849501118UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849501118 :cą78.95  a1849501114 :cą78.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHBC2bicssc 7aJFSL12bicssc 7aJNA2bicssc 7aJNK2bicssc 7aSOC2eflch04a306.432221 aWalford, Geoffrey.10aCritical ethnography and educationh[electronic resource] /cGeoffrey Walford; Edited by Phil Francis Carspecken.  aBingley,bEmerald Group Publishing Limited,c2009.  a272 p.  a02b78.95cGBPd00hS 67.19 17.5 78.95 11.76jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 5,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762307975, 2001.  aDocument  aA collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. It covers such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing.bVolume five of this expanding series of books draws together a collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. Each chapter is based on a unique field project conducted in the Houston area which was planned and conducted by its particular author, but each chapter shares and exemplifies a common methodological theory. The Houston version of critical ethnography attempts to deal with some challenges from certain feminist and postmodern writers about the validity of qualitative research, and the authors argue that clear methods and standards exist for conducting qualitative studies such that well supported findings may be distinguished from highly questionable ones. Following an initial chapter by Carspecken which outlines the theory and methodology adopted, are seven case studies which cover such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing.  aPDF: Adobe PDF. 7aSocial research & statistics.2bicssc 7aEthnic minorities & multicultural studies.2bicssc 7aPhilosophy & theory of education.2bicssc 7aOrganization & management of education.2bicssc 7aSociety.2eflch1 aCarspecken, Phil Francis,d1951-4 uwww.emeraldinsight.com/1529-210X/5zProduct website URL03773cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720017002050720015002220820017002371000034002542450111002882600055003993000019004543650098004733660075005714400074006465000016007205000052007365051128007885160013019165201158019295380020030876500078031076500076031856500022032617000031032838560061033149781849502160UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849502160 :cą70.95  a1849502161 :cą70.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNSG2bicssc 7aJNSL2bicssc 7aEDU2eflch04a371.90432221 aMastropieri, Margo A.,d1951-10aIdentification and assessmenth[electronic resource] /cMargo A. Mastropieri; Edited by Thomas E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a256 p. :bill.  a02b70.95cGBPd00hS 60.38 17.5 70.95 10.57jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning and behavioral disabilities ;vv. 16,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9780762310296, 2003.0 aIssues in the identification of learning disabilities, T.E. Scruggs, M.A. Mastropieri-- starting at the beginning for learning disabilities identification - response to instruction, D.L. Speece et al-- identification of nonresponders - are the children "left behind" by early literacy intervention the "truly" reading disabled?, S. Al Otaiba-- the role of reading intervention research in the identification of children with reading difficulties - a meta-analysis of the literature funded by the NICHD, D.M. Necoechea, H. Lee Swanson-- current advances in assessment and intervention for children with learning disabilities, J.A. Naglieri-- individuals with mental retardation and a sensorimotor disorder - assessment of disability, G. Balboni, P. Ceccarani-- does IQ and reading level influence treatment outcomes? Implications for the definition of learning disabilities, H. Lee Swanson-- test anxiety, perceived competence, and academic achievement in secondary school students, D. Lucangeli, T.E. Scruggs-- the assessment of self-regulation in college students with and without academic difficulties, C. Cornoldi et al.  aDocument  aIdentification and assessment of learning and behavioural disabilities have long been issues of great concern. This book discusses several topics of relevance to the issue of identification and assessment of learning and behavioural disabilities. It is suitable for researchers in learning and behavioural disabilities.bIdentification and assessment of learning and behavioural disabilities have long been issues of great concern, and have become increasingly important in recent years. Identification and assessment issues determine how students are characterized as having disabilities, provide implications for treatment, and provide evidence for the success or failure of interventions. In this volume, several topics of relevance to the issue of identification and assessment of learning and behavioural disabilities are discussed by leading scholars, in reviews of recent relevant research, policy analyses, and new investigations with original data. This book is intended for interested professionals and practitioners; researchers in learning and behavioural disabilities; and, graduate students in psychology, education, and special education.  aPDF: Adobe PDF. 7aTeaching of students with specific learning difficulties / needs.2bicssc 7aTeaching of students with emotional & behavioural difficulties.2bicssc 7aEducation.2eflch1 aScruggs, Thomas E.,d1948-4 uwww.emeraldinsight.com/0735-004X/16zProduct website URL02735cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820017002361000015002532450159002682600055004273000011004823650098004933660075005914400055006665000016007215000052007375160013007895201315008025380020021176500048021376500027021856500036022127000014022487000015022628560060022779781849501019UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849501019 :cą73.95  a1849501017 :cą73.95  a1474-7863  aUK-WkNBbengcUK-WkNB 7aKJM2bicssc 7aJHBA2bicssc 7aBUS2eflch04a658.40132221 aBenson, A.10aVisions of qualityh[electronic resource] ;bHow evaluators define, understand, and represent program quality /cA. Benson, C. Lloyd; Edited by D.M. Hinn.  aBingley,bEmerald Group Publishing Limited,c2009.  a284 p.  a02b73.95cGBPd00hS 62.94 17.5 73.95 11.01jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in program evaluation ;vv. 7,x1474-7863  aEbook. PDF.  aEpublication rendering of: 9780762307715, 2001.  aDocument  aExplores the evaluation of programme quality. This volume discusses the theoretical concerns and practical issues that give rise to their particular conceptions of quality, the methodologies they employ to pursue an understanding of these conceptions, and the representational forms they employ to convey their understanding to stakeholders.bThe field of programme evaluation is shaped by an ever-increasing range of approaches each of which, to varying degrees, reflects evaluation's dual role as a theoretical endeavour and a form of socio-political inquiry. There is an array of approaches, each emphasizing different purposes and endorsing different methodologies to guide practice. Yet, no matter which goals are pursued and which methods are employed, all evaluation involves an effort to conceptualize, comprehend, and convey the quality of the programme. This volume brings together the work of certain evaluators to explore the evaluation of programme quality. Through conceptual descriptions and applied examples they discuss the theoretical concerns and practical issues that give rise to their particular conceptions of quality, the methodologies they employ to pursue an understanding of these conceptions, and the representational forms they employ to convey their understanding to stakeholders.  aPDF: Adobe PDF. 7aManagement & management techniques.2bicssc 7aSocial theory.2bicssc 7aBusiness and Management.2eflch1 aLloyd, C.1 aHinn, D.M.4 uwww.emeraldinsight.com/1474-7863/7zProduct website URL04919cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720017002040720015002210820016002361000034002522450124002862600055004103000011004653650097004763660075005734400074006485000016007225000052007385051615007905160013024055201911024185380020043296500036043496500022043856500022044077000031044298560061044609781849503532UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849503532 :cą64.95  a1849503532 :cą64.95  a0735-004X  aUK-WkNBbengcUK-WkNB 7aJNC2bicssc 7aJMRL2bicssc 7aEDU2eflch04a370.1522221 aMastropieri, Margo A.,d1951-10aCognition and learning in diverse settingsh[electronic resource] /cMargo A. Mastropieri; Edited by Thomas E. Scruggs.  aBingley,bEmerald Group Publishing Limited,c2009.  a304 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in learning and behavioral disabilities ;vv. 18,x0735-004X  aEbook. PDF.  aEpublication rendering of: 9780762312245, 2005.0 aWorking Memory and Reading Disabilities: A Selective Meta-Analysis of the Literature. (O. Jerman, H. Lee Swanson). Mathematical Vs Reading and Writing Disabilities in Deaf Children: A Pilot Study on the Development of Numerical Knowledge. (E. Genovese et al.). Instructional Support Employing Spatial Abilities: Using Complimentary Cognitive Pathways to Support Learning in Students with Achievement Deficits. (W.E. Gustashaw Iii, F.J. Brigham). High Incidence Disabilities: Placement Determinants and Implications for Instruction and Service Delivery. (S.A. Leftwich, M. Montague). Cognition and Learning in Inclusive High School Chemistry Classes. (M.A. Mastropieri, T.E. Scruggs, J.E. Graetz). Teacher-Student Relationships and Early School Adjustment. (P. Mantzicopoulos). Evaluation of Inclusion of Students with Disabilities: Integration of Different Methods. (G. Balboni, S. De Falco, P. Venuti). Establishing and Maintaining Collaborative Relationships Between Regular and Special Education Teachers in Middle School Social Studies Inclusive Classrooms. (C. Young Buckley). Education and Treatment of Calculation Abilities of Low-Achieving Students and Students with Dyscalculia: Whole Class and Individual Implementations. (D. Lucangeli, P. Tressoldi, C. De Candia). Inclusive Practices in Content Area Instruction: Addressing the Challenges of Co-Teaching. (Margo A. Mastropieri, Thomas E. Scruggs, Janet Graetz, And Nicole Conners). Misconceptions about History: Reflections on Teaching for Historical Understanding in an Inclusive Fifth-Grade Classroom. (R.P. Ferretti, C.D. Macarthur, C.M. Okolo).  aDocument  aConsiders the role of cognition in learning and behavioral disorders along with investigation of learning in diverse settings, including clinical, special class, and inclusive general education classrooms. This volume includes chapters on such cognitive processes as working memory, spatial learning, and cognition in mathematics.bEssential to the treatment of learning and behavioral disabilities is an understanding of the cognitive processes brought into play in educational contexts, how they contribute to problems in learning and behavior, and how these processes might be ameliorated. Equally important is a careful consideration of the setting in which learning takes place, and how it ameliorates, or contributes to, learning and behavioral disorders. In this volume, the role of cognition in learning and behavioral disorders is considered along with investigation of learning in diverse settings, including clinical, special class, and inclusive general education classrooms. In this volume are chapters on such cognitive processes as working memory, spatial learning, and cognition in mathematics. In addition, learning is examined within a variety of setting arrangements, and considers such topics as the context of teacher-student relationships, co-teaching arrangements in inclusive instruction, issues in educational placement, clinically-based interventions for dyscalculia, and collaborative teaching relationships in inclusive social studies teaching.  This volume includes contributions from internationally recognized experts in the field of learning and behavioral disabilities. The book is intended for interested professionals and practitioners; researchers in learning and behavioral disabilities; and graduate students in psychology, education, and special education, particularly those concerned with the issues of cognition and learning in a variety of instructional contexts.  aPDF: Adobe PDF. 7aEducational psychology.2bicssc 7aLearning.2bicssc 7aEducation.2eflch1 aScruggs, Thomas E.,d1948-4 uwww.emeraldinsight.com/0735-004X/18zProduct website URL04576cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720024001880720021002120720015002330820026002481000018002742450154002922600055004463000011005013650097005123660075006094400097006845000016007815000052007975050566008495160013014155202533014285380020039616500031039816500028040126500021040407000025040617000020040868560060041069781849501262UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849501262 :cą64.95  a1849501262 :cą64.95  a1479-358X  aUK-WkNBbengcUK-WkNB 7aKNXB2x1KBB2bicssc 7aJNx1KBB2bicssc 7aIND2eflch04a331.88113711009732221 aWolman, Paul.10aTeachers unions and education policyh[electronic resource] ;bRetrenchment or reform? /cPaul Wolman, Ronald D. Henderson; Edited by Wayne J. Urban.  aBingley,bEmerald Group Publishing Limited,c2009.  a302 p.  a02b64.95cGBPd00hS 55.28 17.5 64.95 9.67jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in education in diverse communities: Research policy and praxis ;vv. 3,x1479-358X  aEbook. PDF.  aEpublication rendering of: 9780762308286, 2004.0 aTeacher Unions: Continuity and Change. Paralysis or Possibility: What Do Teacher Unions and Collective Bargaining Bring? Teacher Unions: Outcomes and Reform Initiatives. The National Education Association?s New Bipartisanship. Teacher Politics. Teacher Unions and Higher Education: A Policy Impact Perspective. Innovative Local Teacher Unions: What Have They Accomplished? Teacher Union Support of Education Research and Development: Traditions and New Directions. Organizing around Quality: The Struggle to Organize Mind Workers. Toward International Advocacy.  aDocument  aThe American public has increasingly heard that teacher unions and quality education are contradictory terms and that unions are responsible for the failure of public schools. This book reviews the substantial contributions that teachers and their unions have made to the well being of their members and the education of students.bThe American public has increasingly heard that teacher unions and quality education are contradictory terms and that unions are responsible for the failure of public schools. Many critics of the unions would cheerfully channel public funds to largely nonunion private and parochial schools as free market alternatives. The present volume, edited by friends of the teacher unions and featuring contributions by prominent education scholars as well as union activists, has a far more positive perspective on the achievements and value of teacher unions and our public education system. The collection does not avoid critical examination of the teacher unions, however. Moreover, taken as a whole, it speaks to the need for continuing reform and renovation within the unions themselves, and it affirms a need for innovation and competition within public education as a way of enhancing its quality. Toward those ends, the volume first reviews the substantial contributions that teachers and their unions have made to the well being of their members and the education of students over more than a hundred years. It then explores collective bargaining as it affects reform and educational quality.  It continues by examining the real-world outcomes of education in unionized environments; taking an inside look at a turn toward bipartisanship in the NEAs political and lobbying activities; and analyzing the unions recent record in shaping education legislation and policy. The book also examines teacher union activities in higher education; the innovative work of local reform unions; union support for education research and development; and the shape of a teacher unionism specifically organized to promote educational quality. The volume concludes by tracing the development and current activities of international education associations as defenders in both the developed and developing countries of the teaching profession and of the rights of all children to a quality education. This book is no mere reverie on a heroic union past. It is instead an exploration of past and present as prologues to the manifold possibilities for enhancing the unions contributions to quality public education.  aPDF: Adobe PDF. 7aTrade unionszUSA.2bicssc 7aEducationzUSA.2bicssc 7aIndustry.2eflch1 aHenderson, Ronald D.1 aUrban, Wayne J.4 uwww.emeraldinsight.com/1479-358X/3zProduct website URL04084cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720016002210720015002370820018002521000023002702450121002932600055004143000011004693650098004803660075005784400059006535000016007125000052007285050948007805160013017285201678017415380020034196500049034396500046034886500060035346500020035948560060036149781849501668UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849501668 :cą67.95  a1849501661 :cą67.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHMP2bicssc 7aJNZ2bicssc 7aJNM2bicssc 7aSOC2eflch04a306.430722221 aWalford, Geoffrey.10aDoing a doctorate in educational ethnographyh[electronic resource] /cGeoffrey Walford; Edited by Geoffrey Walford.  aBingley,bEmerald Group Publishing Limited,c2009.  a224 p.  a02b67.95cGBPd00hS 57.83 17.5 67.95 10.12jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 7,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762309061, 2002.0 aIntroduction - the doctoral experience, G. Walford-- on the doctoral endeavour, G. Bhatti-- close encounters of the third kind - researching children's sexual cultures in the primary school, E. Renold-- learning on the job - micropolitics and identity work in teacher/doctoral student research, S. Benjamin-- jet-setting postgrad - ethnographic research in two countries, F. Vogt-- it's a white knuckle ride - reflections from the PhD experience, L. Pugsley-- Method in the messiness - experiencing the ethnographic PhD process, G. Troman-- pressures, problems and the PhD process - tales from the "training ground", A. Parker-- the novice researcher - expectation meets reality, K. Johannesen Brock-- alone in a crowd or going native? a doctoral student's experience, G. O'Toole-- the influences of personal biography on the doctoral research process, C. Hudson-- researching the ineffable - that which cannot be expressed in words, J. Lilly.  aDocument  aDoing a doctorate in education is always a challenging and difficult process. Doing a doctorate in education that is based upon ethnographic research is even more so. This title features a series of semi-autobiographical reflexive accounts of the process of doing a doctorate using educational ethnography.bDoing a doctorate in education is always a challenging and difficult process. Doing a doctorate in education that is based upon ethnographic research is even more so. This title draws together a series of semi-autobiographical reflexive accounts of the process of doing a doctorate using educational ethnography. The individual studies include research into school effectiveness, the experiences of Asian teenagers, sexual cultures in the primary school, mature students on Access courses, primary school management, the experiences of children with special educational needs, teachers' work intensification, the family and school experiences of Year 9 students and a Youth Training programme within English professional football. The range of topics shows how import ethnographic work has become in education. Most of the contributors are still at the early stage of their academic careers. Their writings have not yet attained 'classic' status - although some may be on the way to such status.  The doctoral process is still a vivid memory in their minds and they have been able to drawn upon their fieldnotes and recollections to construct accounts that shed light on their experience and help to demystify it. The book should be of value for those who are thinking of doing a doctorate, for others still struggling through the process and for their supervisors.  aPDF: Adobe PDF. 7aPhysical anthropology & ethnography.2bicssc 7aStudy & learning skills: general.2bicssc 7aHigher & further education, tertiary education.2bicssc 7aSociety.2eflch4 uwww.emeraldinsight.com/1529-210X/7zProduct website URL03907cam  22004092a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230400026001480720017001740720016001910720016002070720015002230820015002381000018002532450122002712600055003933000019004483650098004673660075005654400053006405000016006935000052007095051241007615160013020025201215020155380020032306500039032506500046032896500052033356500022033877000027034098560061034369781849501170UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849501170 :cą72.95  a1849501173 :cą72.95  aUK-WkNBbengcUK-WkNB 7aJNLA2bicssc 7aJMC2bicssc 7aJNK2bicssc 7aEDU2eflch04a372.212221 aBrown, Mac H.10aEarly education and care, and reconceptualizing playh[electronic resource] /cMac H. Brown; Edited by Stuart Reifel.  aBingley,bEmerald Group Publishing Limited,c2009.  a382 p. :bill.  a02b72.95cGBPd00hS 62.09 17.5 72.95 10.86jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aAdvances in early education & day care  ;vv. 11  aEbook. PDF.  aEpublication rendering of: 9780762308101, 2001.0 aIntroduction to volume 11: early childhood education and care, and reconceptualizing play, S. Reifel. Early Childhood Education and Care: Globalization and its discontents - early childhood education in a new world order, S. Lubeck et al-- Child care quality - a model for examining relevant variables, E.L. Essa, M.M. Burnham-- Professional development and the quality of child care - an assessment of Pennsylvania's child care training system, J. Iutcovich et al-- Professional caring as mothering, N. McBride, S. Grieshaber-- The thematic unit - old hat or new shoes?, C.S. White et al-- "Air is a kind of wind" - argumentation and the construction of knowledge, S. Dockett, B. Perry. Reconceptualizing Play: "We don't play that way at preschool" - the moral and ethical dimensions of controlling children's play, M.H. Brown, N.K. Freeman-- The dangerously radical concept of free play, D. Kuschner-- Play and diverse cultures - implications for early childhood education, J.L. Roopnarine, J.E. Johnson-- Under the lens - the play-literacy relationship in theory and practice, K.A. Roskos, J.F. Christie-- The play frame and the "fictional dream" - the bidirectional relationship between metaplay and story writing, J. Trawick-Smith.  aDocument  aAddresses two major areas of inquiry in the field of early childhood education and care. This book includes reviews on early childhood education and care and its conceptual bases. It explores programme curriculum and implementation, including theoretically driven programmes and programme evaluations.bThis volume addresses two major areas of inquiry in the field of early childhood education and care. The first section of the book includes scholarly reviews on early childhood education and care and its conceptual bases. Programme curriculum and implementation are explored, including theoretically driven programmes and programme evaluations. Traditional perspectives on early childhood outcomes are detailed, alongside comparative analyses of early childhood practice from an international perspective. Section two presents the first in a series on reconceptualizing play. Traditional views of play, as an abiding element of early childhood practice, are critiqued. Questions about conceptions of play are raised by historical, ethical, cross-cultural, narrative, and theoretical treatments of play practices. These views are designed to stimulate thought about our most basic ideas of play and children.  aPDF: Adobe PDF. 7aPre-school & kindergarten.2bicssc 7aChild & developmental psychology.2bicssc 7aOrganization & management of education.2bicssc 7aEducation.2eflch1 aReifel, Robert Stuart.4 uwww.emeraldinsight.com/0270-4021/11zProduct website URL03591cam  22003972a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720016001880720015002040720015002190820015002341000022002492450126002712600055003973000019004523650098004713660075005694400059006445000016007035000052007195051202007715160013019735201035019865380020030216500026030416500023030676500020030907000023031108560060031339781849500838UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxka   |s|||||||0|0 eng|d  a9781849500838 :cą75.95  a1849500835 :cą75.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHM2bicssc 7aJN2bicssc 7aSOC2eflch04a306.432221 aHudson, Caroline.10aGenders and sexualities in educational ethnographyh[electronic resource] /cCaroline Hudson; Edited by Geoffrey Walford.  aBingley,bEmerald Group Publishing Limited,c2009.  a244 p. :bill.  a02b75.95cGBPd00hS 64.64 17.5 75.95 11.31jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 3,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762307388, 2001.0 aFriends or foes? Interpersonal relations between girls in school (J. Holland et al.). Understanding heterosexualities: masculinities, embodiment and schooling (M.J. Kehily). Masculinities and English professional football: youth traineeship, sub-cultural expectation and gender identity (A. Parker). Football and relationships: gendered experiences of home? (C. Hudson). Being 'one of the lads': infant boys, masculinities and schooling (C. Skelton). First days in the field: gender and sexuality in an evangelical Christian school (G. Walford). Flirting from the threshold: escaping the gendered division of labour through sexual ambiguity - a case study of lesbian officers in the sea cadet corps (J. Raisborough). Schoolgirl frictions: young women, sex education and social experience (M.J. Kehily, A. Nayak). Troubling the auto/biography of the questioner: re/thinking rapport and the politics of social class in feminist participant observation (V. Hey). Opening the can of worms: gender and emotion in sensitive research (D. Carlyle). Does gender make a difference? A male researcher's reflexive account of gendered fieldwork relations in ethnographic work on stress in teaching (G. Troman).  aDocument  aStudy of the nature and construction of gender and sexuality has become a recognized and highly productive research area, and one that is highly suited to ethnographic methods. This work illustrates some of the work in this area and the power of ethnography to uncover the complex and contested processes of construction.bStudies of gender and education have been at the forefront of much ethnographic research for several decades, but the interest in sexualities and education is more recent. Indeed, to study sexualities and schooling is, almost in itself, a challenge to many common assumptions about children and what it is 'to be a child'. However, study of the nature and construction of gender and sexuality has now become a recognized and highly productive research area, and one that is highly suited to ethnographic methods. The new research presented in these chapters illustrates some of the range of recent work in the area and the power of ethnography to uncover the complex and contested processes of construction.  aPDF: Adobe PDF. 7aAnthropology.2bicssc 7aEducation.2bicssc 7aSociety.2eflch1 aWalford, Geoffrey.4 uwww.emeraldinsight.com/1529-210X/3zProduct website URL02858cam  22004212a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720015002210820012002361000024002482450181002722600055004533000011005083650097005193650122006163660078007383660078008164400097008945000016009915000052010075160013010595201102010725380020021746500064021946500045022586500022023037000027023257000024023528560060023769781848551855UK-WkNB20100219000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781848551855 :cą62.99  a1848551851 :cą62.99  a1479-358X  aUK-WkNBbengcUK-WkNB 7aJNKP2bicssc 7aJNF2bicssc 7aEDU2eflch04a3702221 aYeakey, Carol Camp.10aPower, voice and the public goodh[electronic resource] ;bSchooling and education in global societies /cCarol Camp Yeakey, Francis Musa Boakari; Edited by Rodney K.M. Hopson.  aBingley,bEmerald Group Publishing Limited,c2009.  a552 p.  a02b62.99cGBPd00hS 53.61 17.5 62.99 9.38jGBkxxkmPublisher data keyed manually2onix-pt  a02b99.95cUSDd00eLocal taxes may applyhZ 99.95 0.0 99.95 0.00jUSkxxumEmerald Group Publishing Limited2onix-pt  b20090101cIP 20100126jGBkxxkmEmerald Group Publishing Limited2UK-WkNB  b20090101cIP 20100219jUSkxxumEmerald Group Publishing Limited2UK-WkNB 0aAdvances in education in diverse communities: Research policy and praxis ;vv. 6,x1479-358X  aEbook. PDF.  aEpublication rendering of: 9781848551848, 2008.  aDocument  aFocuses on such themes as - attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good.bThree themes underpin the tripartite structure of "Power, Voice, and the Public Good", including attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good. A plethora of examples how education and schooling respond to and are driven by larger global networks, demands, and discourses are explored. Each chapter of the book consistently addresses ways of looking at the hope and promise of education and schooling in spite of the advent, realities, and complexities of their globalized societies.  aPDF: Adobe PDF. 7aSchool/community relations & school/home relations.2bicssc 7aEducational strategies & policy.2bicssc 7aEducation.2eflch1 aBoakari, Francis Musa.1 aHopson, Rodney K.M.4 uwww.emeraldinsight.com/1479-358X/6zProduct website URL02816cam  22003732a 45000010014000000030008000140050017000220070015000390080041000540200028000950200025001230220014001480400026001620720017001880720016002050720015002210820016002362450091002522600055003433000011003983650098004093660075005074400059005825000016006415000052006575160013007095201496007225380020022186500049022386500052022876500020023397000023023598560060023829781849500999UK-WkNB20100209000000.0cu||||||||||||090323e200901uuxxk    |s|||||||0|0 eng|d  a9781849500999 :cą78.95  a1849500991 :cą78.95  a1529-210X  aUK-WkNBbengcUK-WkNB 7aJHMP2bicssc 7aJNK2bicssc 7aSOC2eflch04a370.11722210aEthnography and education policyh[electronic resource] /cEdited by Geoffrey Walford.  aBingley,bEmerald Group Publishing Limited,c2009.  a288 p.  a02b78.95cGBPd00hS 67.19 17.5 78.95 11.76jGBkxxkmPublisher data keyed manually2onix-pt  b20090101cIP 20090323jGBkxxkmPublisher data keyed manually2UK-WkNB 0aStudies in educational ethnography ;vv. 4,x1529-210X  aEbook. PDF.  aEpublication rendering of: 9780762307685, 2001.  aDocument  aEmphasises the central place that ethnographic work should have in the formulation and evaluation of education policy. This book gives many examples of the ways that ethnography can trace the effects of particular policy developments and may be able to influence future policy debates.bThis book emphasises the central place that ethnographic work should have in the formulation and evaluation of education policy. Ethnographic studies contribute to a greater understanding of the process formulation, evaluation and critique. First, careful studies of policy initiatives at the local level can show the extent to which change actually occurs in practice. Second, ethnographic studies can investigate the unintended consequences as well as those planned by the policy. Third, ethnography can investigate the effects of policies in such a way that contradictions within the original policy itself are illuminated. As well as studying the effects and impact of policy, ethnography can also be useful in the formulation of new policies. The various chapters gathered together here give many examples of the ways that ethnography can trace the effects of particular policy developments and may be able to influence future policy debates.  The contributors and case studies relate to several countries including the United States, Italy, England, France, Sweden and Switzerland, showing not only that ethnographic research in education is now widespread, but also increasing relevance to policy.  aPDF: Adobe PDF. 7aPhysical anthropology & ethnography.2bicssc 7aOrganization & management of education.2bicssc 7aSociety.2eflch1 aWalford, Geoffrey.4 uwww.emeraldinsight.com/1529-210X/4zProduct website URL