Book Description
MORE answers to MORE questions than any other interviewing guide. Sell yourself with style and win the interview game! The most crucial part of your job search is knowing how to respond to the toughest interview questions ù because the best candidate doesn't necessarily get the job....the best interviewee does! In Best Answers to the 201 Most Frequently Asked Interview Questions, career expert Matthew J. DeLuca reveals the secret agenda behind every kind of question interviewers ask, and prepares you to answer them all. Never again be at loss for words when an interviewer hits you with an icebreaker...thought provoker...curve ball...stress tester...and even an illegal question that shouldnÆt be asked but needs an answer.
Customer Reviews:
Preparation, Preparation, Preparation..........2007-08-23
Well written, easy to use, practical guide to questions you are very likely to hear in your interview. While the claim to provide the "best answers" may be arguable, the questions were on target and the ideas for how one might answer them were excellent. This book is great for those who hire as well as for those who are seeking employment. Worth the investment.
I'm working!.......2007-02-11
I have been out of work for a little over a year, and all my previous employments were temp jobs so I needed to brush up on everything. After reading the reviews I decided to go with this book.
I have never regretted it since and have recommended it to close friends. I kid you not when I say that during my interview I ended up interviewing the interviewer. Before the interview I did what the book said and read up on the company and found out that they had won several awards which I later mentioned to her. Apparently none of the other candidates did their homework b/c she acted impressed over that. I asked questions concerning downsizing, why she chose to work there, how long has she worked for the company, her management style. She was very friendly and very talkative...ended up telling me about her daughter in college, her background (which I found out we were raised in the same country!), etc. Making sure not to discuss salary/benefits with her (something the book recommended and I stuck to until I met the VP who gave me what I asked for) And eventhough I had to be tested after speaking to her, I was confident enough to ask her questions during the test and be honest about things I didn't understand. She even showed me the tricks behind the test! Something the recruiter said was not done with anyone else. The only thing I wished I had done was my homework in salary negotiating. So for those of you out there, do your homework on salary and negotiating tips before the interview! Do get this book for you high school/college grad. It's easy to read, down-to-earth, and for today's job hunters.
Just Okay.......2007-01-28
There was some good information in this book. However, there's very little new infromation that's not available for free somewhere else. What's you're paying for is mainly the time it took the author to compile the infromation gathered from numerous places. Most people serious enough to buy a book like this probably won't have a problem finding work anyway.
Land your dream job!.......2006-11-24
I bought this book because I was told of pending layoffs due to selling a division of the company. I had been there almost 5 years, so I definitely needed to get a review on my Interviewing skills.
This book prepared me with questions that might be asked, possible answers and questions that cannot be asked. I especially liked Ch.10 "Stress Questions" These type questions really make you think about your career, where you've been and where you intend to go. Answers to these questions, I feel, enable you to elaborate on other questions that might be asked during an interview. It really is about the applicant as a whole and what you have to offer that company.
This book helped me land my dream job (seriously) and I hope it does the same for you!
A good book to review when looking for a job.......2006-11-21
If for nothing else the books forces you to review your work history and have every bit of information about your self available.
The numerous questions will help anyone become more familiar with one's self and be able to answer most any question without hesitation. This book does not have ALL the questions, but just reading through it and answering the ones present forces you to be aware of all your experience (good and bad). Now that you know your "work experience" you can turn it into a resume and better sell your self.
The book was a definite help for me.
Customer Reviews:
Definitive referenced work on experiential learning.......2006-10-21
Not everyone is interested in a referenced text. This is not your sit down and breeze through popular book on a topic. However, if you are interested in understanding the foundation of the field of learning through experience, you absolutely must read, no study, this reference. For those of us who are practitioners, understanding theory is critical and this reference provides the foundation for much of the current work in the learning field. I highly recommend. This book will not go out of date as experiential strategies are not a fade and will not go out of style.
An indispensible and seminal text!!.......2001-08-26
Kolb's "Experiential Learning" is a masterpiece. In it, he deftly synthesizes the strands of learning theory and psychological research that inform his 4 stage learning cycle. All committed "experiential educators" should consult this book in order more deeply to understand the deep and rich conceptual foundation(s) of our potent pedagogical practice. In his "Foreword" to the volume, Leadership guru Warren Bennis positively hyperventilates in applauding Kolb's achievement in this work. And for good reason! From thence comes Kolb's elegant & powerful "Learning Styles Inventory" (or LSI), among other things. Even if you're a cynic or skeptic re: the merit of experiential education, you would do well to peruse this tour-de-force in order better to appreciate what you may be missing.
Please pass the molasses.......2000-07-14
When one encounters the word " dialectic" while reading academic texts it should be as a clear signal as a fire to forest ranger that trouble is on the horizon. This statement may be a bit of an exaggeration but it would definitely be accurate to say that Kolb's Experiential Learning is no easy read. Of course, this does not diminish the value of the book, in spite of difficult passages. Ironically, this is the essence of the concept of "dialectic". Liberal doses of psychology are ladled throughout the book as the masters (Piaget, Jung, et. al) are consistently consulted to back up theory. Although not professing to have knowledge about psychology, it is clear that their work is essential to establish the interrelationship between cognition and experiential learning. Theory of learning and the opposing learning styles of apprehension and comprehension are explored. This book is clearly the cure for a stubborn case of insomnia. I can't say that the book is without merit, however, because it held some great information that will be useful now and in future applications when I have the chance to practice my current endeavors. Some passages even caused a sense of anticipation for the succeeding ones because there was a considerable amount of interesting information that I had not yet pondered. I would compare this book to putting molasses on pancakes on a winter day. It is thick and doesn't go down easily but great once you warm up to it
Book Description
What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.
- Includes clear, non-technical summaries of research on the subject of children as proficient readers.
- Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting.
- Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate.
In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency.
Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.
Customer Reviews:
Great Read.......2007-03-13
This an excellent book for reading specialist, Literacy Coaches or Title I teachers. It really explains how to detect the early signs of reading difficulties. GREAT BOOK!!
from a teacher.......2006-07-01
This book has helped me tremendously in redesigning my reading program. As a special education teacher I am always looking for new concepts when it comes to my struggling readers.
Excellent, research-based, trustworthy........2006-01-30
Dr. Richard Allington continues to provide a research-based perspective that goes beyond the quick fixes, commercial-for-profit programs, and the political rhetoric of the day. If you really want to understand reading and learn a variety of research-based strategies that can be used to enhance reading, this is the book for you. There are plenty of practical strategies for teachers as well as parents. However, if you are looking for simplistic fixes (more phonics, more tests, more homework), I would advise you to go to your conservative "think" tanks and listen to politicians who have never read a research study.
Explains concepts in an easy to understand manner.......2005-11-11
How beneficial you will find this book depends on your background. If you are a parent, teacher, or college student trying to learn about basic research on reading, then this book is for you. This book gave me a nice review, but if you are familiar with the original research, you may want to skip this as something you already know.
Allington presents education and cognitive psychology research in a way that is informative and makes it easy for anyone to understand. Due to my background in cognitive psychology, I've read a lot of the original research on which this book is based. I think Allington gives a good overview of other people's research, while still giving his own take on the information. He does not discredit research, but makes you aware of the limitations of some experimental designs. Reading research is a relatively new field, most of which has occurred in the last fifteen to twenty years. Some results may seem obvious now, but may not have been a decade ago. Also, even if you think something is true, you always have to test it using a good experimental design. Allington's summaries allow you to decide for yourself if you accept the experimental conclusions.
I also think Allington did a good job of making practical suggestions that incorporates the research, so you can use it in the classroom or at least make informed decisions. That is probably most people's purpose for reading this book-practical applications. I like that there is more and more of a collaboration between teachers and researchers. This book is a good steping stone to that end.
I hope Allington continues to upgrade this book and write more like it.
Immediately Useful in my Classroom.......2005-09-10
This book has helped me so much with the struggling readers in my 2nd grade classroom. It is user-friendly, and based on real-life teaching situations. Ideas for comprehension have improved my students understanding of the story by leaps and bounds. My classroom library is now organized and leveled, and much easier for the students to enjoy, and to find books at their levels. It also helped me realize which books needed to be removed for now. Some books look like they're an easy read, but the word usage can be up to 9th grade! This is the best teaching resource I have read in the last year!
Customer Reviews:
old book!.......2007-04-13
This book had been through the ringer! It was faded and worn on all edges. The packaging did little to prtect it, as well.
slow delivery.......2007-03-10
This book arrived new in excellent condition, but it took forever to arrive at my house. I started to wonder if I had done something wrong in the ordering process or if it was lost!
Good resource tool........2006-03-15
This item was very helpful, full of pertinent information and will remain in my professional book collection for continuing reference.
Book Description
Instructing Students Who Have Literacy Problems has long been valued because it covers both assessment and instructional strategies in a sound, research-based format. It reflects a balanced view of literacy instruction, comprehensively examining both word study and comprehension, and is the definitive research-based book in the field of assessment and diagnosis. Four complete chapters on literacy assessment detail timely information about formal and informal assessment procedures and make it an invaluable resource. This edition includes new English-language learner sections, more on No Child Left Behind and Reading First, information regarding special needs students, a segment on literacy coaches, and new fluency research and strategies sections.
Customer Reviews:
a great resource.......2007-06-08
This book is a great resource for anyone who teaches reading. It begins with an overview and has a lot of information regarding assessments and other areas of reading.
Book Description
Updated and reorganized to be even more useful, this popular book's twenty-nine chapters divided into six major sections once again provide busy pre-service and in-service reading teachers the essential tools they need—specific, concrete methods—for helping struggling readers become successful readers.
KEY TOPICS The authors' easy-to-read language effectively explains what to do in the diagnostic/remedial process; and twenty-four exceptionally thorough appendices offer hands-on tools for doing it. While individual instruction is clearly identified as the ideal, numerous strategies are also offered for both small- and large-group instruction. Emphasis is on direct instruction, motivational learning activities, and “practice, practice, practice.” For elementary school reading teachers.
Customer Reviews:
good, could of been wrapped.......2007-02-22
thought it would of been in a wrapper because it was new, but other than that it was a good purchase. A
Shanker reading inventory.......2007-01-12
This book was very helpful in diagnosis and remediating reading difficulties for students in my classroom.
Locating and Correcting Reading Difficulty.......2006-07-17
The book was filled with ideas and resources to use to correct and identify reading problems. It is a very good resource book to have on hand.
Idea Resource.......2006-03-03
This book is full of ideas for teachers and reading specialists looking for ways to help teach literacy. Even if you work with struggling readers everyday, it's nice to pick up this book, find the section describing the difficulties a particular student has, and get quick, helpful ideas. I used this text as a graduate student studying to become a reading specialist.
Excellent resource.......2004-01-27
This is an excellent resource for all educators. It is well laid out. Excellent index enables reader to locate specific info quickly. It contains useful appendices to be used as diagnostic and corrective tools. Includes, strategies, activities, and games. I highly recommend this book.
Customer Reviews:
Succinct and practical.......2007-10-18
The beauty of this volume is that it takes a vast quantity of research on how people learn and organizes it in a way which is readable, practical and accessible for educators. The authors distill the findings of numerous studies into three key principles of learning: (1) Teachers must work with student preconceptions and prior knowledge, (2) Teachers must teach in depth, providing multiple examples of the same concept and (3) Teachers must help students develop metacognitive skills so that they can take control of their own learning. These principles are developed and expanded with numerous references to research and practical illustrations. It should be noted that the book is predominantly about conceptual understanding and does not spend a lot of time on how we learn skills such as playing a musical instrument or learning a language. That said, it is an extremely important contribution to discussions of pedagogy and if the advice contained in the book is heeded by teachers, curriculum writers and policy makers, it has the potential to transform many shallow classroom practices into powerful tools that will enable students to develop deep understanding. The accelerating pace of change in the 21st century means that the ability to transfer skills to unfamiliar situations as well as the skills of lifelong learning have become more important than ever. The principles contained in this book will help us prepare students for a changing world.
How people learn.......2007-07-03
If you are going to be a teacher, this is a great book to read. Detailed and easy to read, it helps prepare you for what to expect and what will be expected of you as a teacher. It makes it easy to understand how children learn and what are the best teaching strategies to use to teach them as individuals.
How People Learn.......2007-03-08
My academic advisor at the University of Washington's iSchool suggested I read this along with "Team-Based Learning". I never thought I could get so excited about a book on learning from the National Research Council! Highly recommended to anyone with an interest in research regarding neural processes, teaching /learning, psychology, and the natural desire to learn.
Thank you to the authors and contributors for this book! I can hardly wait to see what they find out next!
Clear as mud.......2007-01-19
I am amazed at the high praise of this opauely written book. I find I have to read sentences over and over to figure out what the actual point of the sentence is. "Edu-talk" and a prolix writing style (by committee? a camel?) makes this anything but "reader-friendly." Good luck slogging through it.
Great knowledge base for those who want to know "how people learn".......2006-11-05
I'm currently a 1st year student in an ed psych doctoral program. This is the main textbk for a class called "Cognition, Instruction, and the Design of Learning Environments: Introduction to the Learning Sciences." It's written to be more reader-friendly, which is nice --- especially since we are also assigned plenty of other academic journal articles that can be harder to wrap your head around!
Great book. The authors are all reputatable folks in the field. It's the perfect starting point for someone like me!
Book Description
The third edition of Strategies for Reading Assessment and Instruction provides a wealth of complementary and practical ideas for teachers who need to assess and address students' reading achievement.
Each of the strategy-driven chapters moves from a set of theory-informed assessment tools to intervention strategies that will address students' reading needs. The indispensable IF-THEN charts present these strategies in an instantly applicable manner. Readers diagnose the specific problem their students are having, then immediately discover which of the chapter's strategies are most beneficial in assisting them.
Reading Specialists, Literacy Coaches, and General Inservice teachers.
Average customer rating:
- A summary is available.
- Academic Review Of Reading That Is Not Fun To Read
- Brilliant review
- The resource book on learning to read!
- Research?
|
Beginning to Read: Thinking and Learning about Print
Marilyn Jager Adams
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Unlocking Literacy: Effective Decoding & Spelling Instruction
ASIN: 0262510766 |
Book Description
Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
A Bradford Book
Customer Reviews:
A summary is available........2004-10-28
I have 30 years of experience as an educator in the area of indigenous education. This is a wonderful and exciting book for educators and researchers, who are used to the technical terminology and academic genre, but for teachers and parents, a 148-page summary of the book has been published, which is not an easy-reading style, but is beautifully written. Unfortunately it is out of print, but it is listed on Amazon.com, and sometimes it might be available used. This unabridged version was comissioned by the US government, to evaluate all of the research in beginning reading to the date when it was written. The author did a remarkable job of pulling it all together under one cover, and a brilliant job of evaluating and applying the research. Obviously there could be one or another research project since its publication which might invalidate some conclusion in the book. However, the major questions involved in teaching beginning reading have been thoroughly researched and there ARE definitive answers to the questions that are still being debated by teachers and parents ten and twenty years after the research was done. For example, this book (and its summary edition) tells you what kind of reading methods are most effective (there is no reason to continue to debate the phonics vs. whole language issue based on how you feel about them - see what research has proven to be most effective), what kind of preschool experience can still set the students apart even when they are graduating from high school, and other important facets of education which teachers and parents ignore to the detriment of their students.
Academic Review Of Reading That Is Not Fun To Read .......2004-07-31
This book contains gems: there is no question about that. The `reading-literacy' project was given solid funding by the government and Ms. Adams has done a superlative job of surveying the literature and coming up with reasonable conclusions.
That said, there is a problem. And the problem is that "Beginning to Read" was written for bureaucrats. The straightforward language we might expect from an educator and researcher is therefore made obscure, obtuse, and overly `officious'. [No doubt pleasing to the edu-crats.]
For example, (from page 413; the summary): "It is because of the process of comprehension consists of actively searching the overlap among words for syntactic and semantic coherence that reading depends so critically on the speed and automaticity of word recognition."
[Or, in other words, reading comprehension depends on speed and automatic word recognition so that the nascent reader can make use of syntax and semantics. ]
Not incomprehensible in it's original form, Adam's verbiage is awkward and somehow embarrassing for a book that is supposed to be about `reading' and `comprehension'.
Three Stars. A comprehensive survey of current and past literature, this book attempts--and in my opinion succeeds-- in reconciling the phonics versus whole language camps. However, expect a slog of it. [Unless of course you are an edu-crat in which case the officiousness will sound very convincing indeed-lol]
Anyone else interested in this topic but with less time might find the same information in a `tastier' format in the following books: Mem Fox's "Reading Magic"; and the slightly less digestible "Raising Lifelong Learners" by Lucy McCormick Calkins.
Brilliant review.......2000-10-25
This book offers a wealth of information about reading development. It is a terrific source, as well for the scientist, as for the interested layman. Although it is biased toward the Seidenberg and McClelland model, the wealth of empirical data is more than compensating. It is an heroic attemt to synthesize different viewpoints.
The resource book on learning to read!.......2000-06-10
This is the book that other books on teaching reading refers to. It provides all of the "who, what, where, when, why, and hows" of teaching reading to children. A must-buy if you're a teacher of reading or at all interested in the topic.
Research?.......1999-12-04
Recent eye movement research by Dr. Eric Paulson refutes most of the finding in this text.
Customer Reviews:
Helpful Resource.......2006-07-19
The book is a helpful resource, especially if you've used the QRI4, which was written by the authors of this text. Includes some useful charts, diagrams, and a booklist.
A must have for reading specialists!.......2005-09-11
This book is a great resource for specific strategies matched to your IRI results. It suggests practical strategies and intervention models to meet the needs of your struggling readers. Each chapter contains specific strategies for each component of an IRI. This is a great asset to include in your professional library for reading specialists and other professionals who administer IRIs and plan instruction based on those results.
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