Customer Reviews:
A great book, even when one's required to buy it.......2007-01-09
I had to buy this book for one of my university's special education credential classes, but the book's a definite keeper. I find that I learned more about what I need to know to do my job from this one textbook than from all my other textbooks combined. At least that's what it seems like most days!
Excellent Reference On Current Teaching Challenges.......2006-06-27
This was a text book for my now completed first education class, "The Diverse Classroom". We did not have to read the entire book, just Chapters 2, 3, 4, and 12, so I base my review on those chapers. This book is rich in detail on the challenges faced in contemporary classrooms. It is well written, and has very complete and thorough references. In addition to raising awareness of key issues, it provides many practical suggestions for application.
The other text book for the class was "Introduction to the Foundations of American Education" by James A. Johnson, et al. That book was not as good by comparison; it was much too preachy.
Perfect condition.......2005-09-16
The book I recieved was in perfect condition, packed well, and better than I expected.
Average customer rating:
- Educational administration textbook that can be understood
|
Educational Administration: Theory, Research, and Practice
Wayne K Hoy ,
Cecil G Miskel ,
Wayne Hoy , and
Cecil Miskel
Manufacturer: McGraw-Hill Humanities/Social Sciences/Languages
ProductGroup: Book
Binding: Paperback
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Similar Items:
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How to Say the Right Thing Every Time: Communicating Well With Students, Staff, Parents, and the Public
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Leadership Capacity for Lasting School Improvement
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The Right to Learn: A Blueprint for for Creating Schools that Work
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School Leadership and Administration: Important Concepts, Case Studies, and Simulations
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Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools
ASIN: 0072875682 |
Book Description
A leading text in its field, Educational Administration presents the most comprehensive synthesis available of theory and research in organizational behavior as it applies to the practice of Educational Administration. Each theoretical perspective presented concludes with an authentic case study that challenges students to apply their knowledge to an actual contemporary school problem.
Customer Reviews:
Educational administration textbook that can be understood.......2006-12-29
Professor required this textbook for Community College Leadership class. Could understand concepts and theories in plan English along with chapter endings with highlights of the chapter. Great index for looking up topics.
Book Description
As online courses proliferate, teachers increasingly realize that they have to connect with their students as they would in face-to-face classes. They have to provide true opportunities for inspirational and meaningful learning, rather than a sterile experience of clicking within a labyrinth of links.
With the specific purpose of switching emphasis from the technical issues of online teaching to the human implications of teaching and learning through the Internet, Tisha Bender draws on her extensive research, her training of online faculty, and her own online teaching experience, to create a fresh vision of online pedagogy. Discussion-Based Online Teaching to Enhance Student Learning consists of three parts:
Theory
Practice
Assessment
The author shows how she applies learning theories to online discussion-based courses. She presents a wealth of suggestions and techniques, illustrated by real examples, for stimulating and managing online discussion effectively, and for improving teaching practices. The book concludes with methods for assessing the efficacy of online courses.
This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that engages students and fosters their deep learning. This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid and face-to-face classes, and courses conducted entirely online.
Customer Reviews:
I only read it because I was required to........2007-06-27
This was a required reading for an online course I needed in order to teach onlne courses. The buzz-word in the course and in the book is "asynchronous collaboration" which translated means "group work when the group is never in the same place at the same time." A lot of educationists are vested in distance learning; they want to prove it is at least as good as, if not better, than classroom teaching. This book certainly falls into this mold. Every time the author sites a person or study that is critical of distance learning, he refutes it by citing his own opinion.
tips for on-line teaching.......2007-05-16
This book is really helpful with the on-line course I am currently taking. It points out the pros and cons of on-line learning and teaching, and gives information on on-line etiquette. Very helpful.
Good read for Online Instructors.......2007-05-13
I felt that this book gave concise and clear meanings and was quite a good read. I particularly like the innovative online teaching techniques and the aspects of online communications.
Best of it's subject.......2005-10-20
I am an instructional designer of online learning and in an effort to implement discussions in the courses I create, I ordered four books on discussion-based online learning. This book was by far the most comprehensive, balanced, and useful book of the four. While reading the book, I was immediately able to implement the strategies outlined in the book, and justify my reasons for implementing groups/discussions to the college instructors teaching the courses I create. I think that this book is valuable to anyone creating and supporting online learning: instructors, professors, instructional designers, trainers, and training managers. I even copied several pages of the book that justify online learning as a whole for my director.
Getting Beyond the Technology to Constructivist Learning.......2004-03-17
Dr. Bender offers a well balanced view of online discussion as a teaching tool in asynchronous education. Clear, concise, practical and well documented concepts and applications fill this easily read textbook. The last section of the book provides a wonderful overview of the hot buttons on assessment in the online environment. Regardless of whether you are already implementing online discussion or if you are just considering online discussion as a new tool to add to your arsenal, you will find helpful insight in this book.
Average customer rating:
- Has history been tampered with?
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
|
History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
Manufacturer: Mithec
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Similar Items:
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History: Fiction or Science? Chronology 2 (Chronology)
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History: Fiction or Science? Astronomical methods as applied to chronology. Ptolemy's Almagest. Chronology III
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They Cast No Shadows: A Collection of Essays on the Illuminati, Revisionist History, and Suppressed Technologies
ASIN: 2913621058 |
Book Description
Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.
Customer Reviews:
Has history been tampered with?.......2007-10-23
Watch Video Here: http://www.amazon.com/review/RAZQNMXM4M9CL Has history been tampered with? Yes, it has! Did events and eras such as the crucifixion of Jesus Christ, the Roman Empire , the Dark Ages, and the Renaissance, actually occur within a very different chronology from what we've been told? Yes, they certainly did!
The history of humankind is both drastically shorter and dramatically different than generally presumed.
Why is it so? On one hand, it was usual custom to justify the claims to title and land by age and ancestry, and on the other the court historians knew only too well how to please their masters. The so called universal classic world history is a pack of intricate lies for all events prior to the 16th century. World history as we learn it today was entirely fabricated in the 16th-18th centuries. It's likely that nobody told you before, but
there is not a single piece of firm written evidence or artefact that is reliably and independently dated prior to the 11th century.
Naturally, after what you've learned in school and university, you will not easily believe that the classical history of ancient Rome, Greece, Asia, Egypt, China, Japan, India, etc., is manifestly false.
You will point accusing finger to the pyramids in Egypt, to the Coliseum in Rome and Great Wall of China etc., and claim, aren't they really ancient, thousands of years ancient? Well, there is no valid scientific proof that they are older than 1000 years!
The oldest original written document that can be reliably dated belongs to the 11th century!
New research asserts that Homo sapiens invented writing (including hieroglyphics) only 1000 years ago. Once invented, writing skills were immediately and irreversibly put to the use of ruling powers and science.
The consensual chronology we live with was essentially crafted in the 16th century by the Jesuits.
The world history was compiled from contradictory mix of innumerable copies of ancient Latin and Greek manuscripts and other irrefutable proofs delivered by late mediaeval astronomers that were cemented by the authority of writings of the Church Fathers.
Early in life, we learn about ancient history. Children love the magical lessons of history - they are like fairy tales. Teachers recite breathtaking stories; very soon We learn by heart the names and deeds of brave warriors, wise philosophers, fabulous pharaohs, cunning high priests and greedy scribes.
We learn of gigantic pyramids and sinister castles, kings and queens, dukes and barons, powerful heroes and beautiful ladies, emaciated saints and low-life traitors.
Ancient history is based documents, manuscripts, printed books, paintings, monuments and artefacts - called primary sources.
The problem is that neither these ancient documents, nor events described therein can be irrefutably dated, moreover they contradict each other for the most part.
When a school textbook tells us that Genghis Khan in year X or Alexander in year Y, have each conquered half of the world, it means only that it is so said in some of the written sources.
There are no answers to simple questions:
When were these primary sources written?
Where and by whom were these sources found?
It is wrongly presumed that ancient and medieval chronicles, written by Genghis Khan's or Alexander the Great contemporaries and eyewitnesses, are readily available. Actually, only sources written hundreds or even thousands of years after the events are there, compiled mostly in the 16th 18th centuries, or even later.
As a rule, these sources suffered considerable multiple manipulations, falsifications and distortions by editing. At the same time,
innumerable originals of ancient documents under various pretexts were destroyed in Europe under various pretexts.
The names of persons and geographical sites often changed meaning and location during the course of the centuries.
Geographical locations became clearly defined on maps only with the advent of printing.
This made possible the circulation of identical copies of the same map for purposes of the military, navigation, education and governance tasks.
Historians from Oxford say: "hey, everybody knows that Julius Caesar lived in the first century B.C.
`Julius Caesar' statement is only a point of view as
there is simply no irrefutable documentary proof that Julius Caesar or any other great name of antiquity ever existed.
Better than that - extremely rare sources that can be reliably dated back to the 10th-14th centuries A D, do not show the polished picture of classical history.
They show a picture both contradictory and confusing.
All methods of dating of ancient sources and artefacts are erroneous:
Radio-carbon C14 method produces dating with exactitude of plus minus 1500 years, therefore it is too crude for dating of events in historical timeframe!
The Almagest tractate, which lies as corner stone contemporary chronology, compiled in the 2nd century A D by Ptolemy, the founding father of astronomy, contains astronomical data of 9th to 16th century!
The Bronze Age,that has supposedly began 5000 years ago. Bronze is made of 90% copper and 10% tin, but the technology for tin extraction dates back to 14th century A D!.
All eclipses contained in manuscripts, like Thucydides one, relating 'ancient' events have exclusively medieval dating. All horoscopes cut in stone or painted in Egyptian temples, like Dendera have exclusively early medieval dating solutions.
Not quite what you have learned in school? Open your eyes, and, you will find sufficient proof to reach step by step the inevitable conclusion that the classical chronology is false and therefore, that the history of ancient and medieval world universally accepted today, is also false. Have a fresh outlook on everything said or printed about "ancient" and "enigmatic" Roman, Greek and Egyptian, medieval as well as all other "lost and found" civilizations.
Antiquity and Dark Ages are phantoms invented in the 16th 18th and polished in 19th 20thcenturies. Human civilization is in fact barely 1000 years old!
This book will change your perception of History forever!
What if Ancient Rome, Greece and Egypt were invented during Renaissance?
What if The Old Testament was a rendition of events of the Middle Ages?
What if Jesus Christ was born in 1053 and crucified in 1086 AD?
Sounds Unbelievable?
Not after you've read "History: Fiction or Science?" by Anatoly Fomenko, the genius mathematician.
Armed with astronomy and computers Anatoly Fomenko turns History into a rocket science.
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
Book Description
Helps readers apply theory to practice through summary charts, open-ended questions and cases, structured exercises, self-inventories, and a variety of activities. The manual also contains a glossary for each of the theories, chapter quizzes for assessing the level of student mastery of basic concepts, and suggestions for working with a single case (Ruth) using each theory.
Customer Reviews:
excellent teaching tool.......2007-09-26
Corey has done an exceptional job of expounding upon the theories he includes in this text. There are biographical notes for the major "players" in the fields of psychotherapy, as well as the breakdown of each therapy into distinct examinations of basic theory, key concepts, techniques, roles of therapist, contributions to psychotherapy, and limitations of the theory in practical applications. This book is designed for student use both in its format and its clear, concise language. By way of definition between the theories, Corey includes a case study of "Stan" which each of the theories address through their own constructs in their various chapters. It is very good to see how each theory would approach "Stan" as a comparative basis.
Great Purchase.......2007-03-14
The item arrived in the exact condition and within the given time frame. Thank you very much.
Enlightening Subject and Theory.......2007-02-11
I am an avid fan of Gerald Corey's counseling work. He shows various comparisons, different situations and very clearly introduces methods to use. I use this for my class and my professor mentioned that they used the same book when she was getting her Bachelors degree.
Barb Thomas
Reviewing student manual for Corey's 7th edition.......2007-02-06
I am very please with this student manual. It's well rounded, with all the main points addresss, easy to read, and excellent review questions.
Good resource.......2006-02-25
this book really helps with understanding Corey's Theory and Practice of Counseling and Psychotherapy. This book is a great buy! You wont regret it.
Book Description
In this fully revised and expanded edition of a classic, Isabel L Beck and Margaret G. McKeown share their new findings on Questioning the Author, the approach that galvanized the research field to look at comprehension instruction in a new way. What’s the big idea? What is the author telling us now? That’s what the author says, but what does the author mean? By using queries such as these during reading, at strategic points in a text, students learn how to build meaning and consider and converse with an author’s ideas. These queries help focus discussions on important understandings. They also embolden struggling readers to work through the ideas in a text rather than skim over them. The book includes how-to’s on planning and orchestrating the Questioning the Author approach as well as a practical trouble-shooting guide based on classroom transcripts of 25 common challenges to discussion. For use with Grades 3–8.
Book Description
QAR, Question Answer Relationship, is a powerful, research-based approach for improving reading comprehension that has been helping students become better readers for more than 20 years. Now, QAR’s creator, Taffy Raphael and coauthors Kathy Au and Kathy Highfield, have written a comprehensive guide that reflects on two decades of classroom application and expands on the original thinking behind QAR. In this highly practical resource, they show how QAR provides a framework for organizing questioning activities and comprehension instruction, how it aligns with state standards and assessments, and how you can easily integrate it across all the content areas. With the unprecedented emphasis on reading comprehension, increased expectations for all students, and greater demands for teacher accountability, this in-depth resource is needed now more than ever. For use with Grades K-8.
Book Description
For the teacher who wishes to combine grammar teaching with a broadly communicative methodology, this is an invaluable resource. It contains a collection of imaginative and interesting grammar practice activities suitable for a wide range of levels and ages. Part one provides: * a detailed introduction to grammar teaching * guidelines for the design of activities * practical hints on effective classroom presentation. Part two contains: * almost 200 game-like activities for practising important or problematical aspects of English grammar, with detailed descriptions of procedure * sample texts and visuals which may be photocopied for immediate use.
Customer Reviews:
The resource book I use the most.......2007-07-18
I am constantly using and/or adapting exercises from this book for my classes. Like the previous reviewer, my only complaint is in the format. I wish it were larger and spiral bound, as my copy is getting very beat up from the copy machine! An essential in my resource library.
Great for teachers.......2007-07-10
This book has many activities that can be done. It's a great resource to have in the library of an ESL teacher!
Simple and Useful.......2007-05-07
Penny Ur's book "Grammar Practice Activities" is a neat little book with some simple, but very effective activities for a good range of grammar forms.
The activities can be used at a range of different levels, and cover everything from pair to group work. Some require some preparation, and they sometimes come with pictures and other materials. There are also some variations you can try for some, as well. They cover a wide range of grammatical forms, and that will keep the book useful for a long time. The activities are fairly focused on forms, and that means students will almost be forced to use the ones that you are practicing.
Perhaps the only problem I have found with the book is trying to photo copy some of the photos or pictures without damaging the spine too much. The small cover size means that the spine is pretty stressed when flattened out in a photocopier. If it is a heavily used book, you might want to keep a "master copy" of such materials to prolong the life of the book.
This book is simply a very useful, easy-to-use book. Ur has done a great job of presenting some nice activities that are easy to set-up, and very effective for the students. This is a wonderful little book that should be on any shelf.
A Helpful Resource.......2004-02-21
This book is packed full of useful grammar activities. They are easily classified according to grammar point and can be easily searched for use. I've used the activities numerous times, and there are a lot of great ideas in this book. The only thing that isn't so great is that the pictures have a late 70's or early 80's look, but it's not such a big problem since you can easily get pictures out of magazines or other such resources. Also, the English featured here is British English, so if you're teaching American English, you have to adjust some of the phrases or vocabulary. Other than that, it's great. Check it out.
A Must for Your ESL Library!.......2000-03-02
I borrowed a copy from my ESL instructor while student-teaching. It is FANTASTIC. I have found that the activities proposed in the book can also be modified to fit another activity -- or to even get my own creative juices flowing. There have been times when I felt overwhelmed by all the good examples and couldn't pick just one. It's easy to carry and pack -- don't leave home without it!
Average customer rating:
|
Teacher Supervision and Evaluation: Theory into Practice (Wiley/Jossey-Bass Education)
James, Jr. Nolan , and
Linda A. Hoover
Manufacturer: Wiley
ProductGroup: Book
Binding: Paperback
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ASIN: 0471715670 |
Book Description
Maximize teacher growth and enhance student learning
Longtime teachers, researchers, and consultants, Nolan and Hoover equip you with the knowledge and skills you need to transform teacher supervision and evaluation into a powerful vehicle for maximizing teacher growth and enhancing student learning.
Updated with new case material, school-based vignettes, and now available as a student-friendly priced paperback, this text treats supervision and evaluation as two separate but complementary functions. A variety of pedagogical features provide opportunities to deepen conceptual knowledge and sharpen supervisory skills.
Books:
- Effective Phrases for Performance Appraisals: A Guide to Successful Evaluations
- Elementary and Middle School Mathematics: Teaching Developmentally, Fifth Edition
- Employment Law for Business
- Engaging the Online Learner: Activities and Resources for Creative Instruction (Online Teaching and Learning Series (OTL))
- Essentials of Introductory and Intermediate Algebra for College Students (Blitzer Hardback Series)
- Evaluating Professional Development (1-Off)
- Everybody Is Different: A Book for Young People Who Have Brothers or Sisters With Autism
- Evidence-Based Reading Practices for Response to Intervention
- Exercises for the Whole Brain: Neuron-Builders to Stimulate and Entertain Your Visual, Math and Executive-Planning Skills (Brain Waves Books) (Brain Waves Books) (Brain Waves Books)
- Form Your Own Limited Liability Company 4th Edition
Books Index
Books Home
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