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Book
197 pages : illustrations ; 24 cm
  • Part 1: Evidence Informed Practice 1, Is Using Evidence to Inform Teaching Practice Rational? 2, Learning From Teachers' Perceptions of Research Use 3, The Vital Role of Trust and Relationships 4, The Power of Research Learning Communities Part 2: Evidence Informed Policy 5, The Limits of Evidence-Informed Policy Making 6, How Researchers can Better Inform Education Policy 7, Policy Learning Communities 8, Moving forward.
  • (source: Nielsen Book Data)9781787436411 20180122
The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
(source: Nielsen Book Data)9781787436411 20180122
Education Library (Cubberley)
Book
vii, 126 pages : illustrations ; 20 cm
  • Introduction: Why Merge Action Research and Professional Learning Communities? Part 1: What is Action Research? Description of Action Research Action Research vs. Educational Research What Action Research Is and Is Not Professional Benefits of Action Research The Process of Conducting Action Research The Process in Action - An Example Important Takeaways from Part 1 Part 2: Professional Learning Communities What is a Professional Learning Community? Characteristics of PLCs Shared Mission, Vision, Values, and Goals Collaborative Culture with a Focus on Learning Collective Inquiry into Best Practice and Current Reality Action Orientation: Learning by Doing Commitment to Continuous Improvement Orientation Focused on Results The Challenge of a Changing Culture Teaching and Assessing in a PLC Important Takeaways from Part 2 Part 3: The Action Research Model for Transformational Innovation What is the Action Research Model for Transformational Innovation? The Five Components of the Model Data-Driven Educational Decision Making Data, Data, and More Data Thinking Differently Collaboration Professional Reflection One Additional (Sub)Component... Implications of the Action Research Model for Transformational Innovation Important Takeaways from Part 3 Part 4: Putting It All Together: Action Research Communities TI-in-Ed + PLC = ARC Specifying the Purposes and Functioning of an ARC Roles for Teachers in ARCs Roles for Building Administrators in ARCs Roles for District Administrators in ARCs Important Takeaways from Part 4 Part 5: Where Do We Go From Here? Sustaining and Growing Your ARC Ways to Sustain ARCs Link Reform Efforts to Existing Practices Focus on "Why, " Then on "How" Align Actions with Words Be Flexible, but Firm Build a Coalition, But Don't Wait for Unanimity Expect Mistakes...and Learn from Them Learn by Doing, Not by Additional Training Short-Term Victories...and Celebrations Ways to Extend ARCs Integrating Technology Student Engagement Grant Funding Mini-Grants to ARC Participants Systems of Incentives Components of Personnel Evaluation Systems Action Research / Innovation Conferences Implementation of an ARC Represents a Process Important Takeaways from Part 5 Part 6: Using ARCs to Deepen Professional Learning and Improve Student Achievement Action Research Communities as Mechanisms for Professional Learning Action Research Communities as Mechanisms for Improving Student Achievement Important Takeaways from Part 6 References Appendix: Action Research Developmental Templates.
  • (source: Nielsen Book Data)9781138057951 20171023
Action Research Communities presents a new perspective on two current and proven educational practices: classroom-/school-based action research and professional learning communities. Implementation of one or the other of these practices often results in a variety of possible benefits for the teaching-learning process, for student achievement, and for overall school improvement. While these might seem to be separate, isolated practices, the author has taken the beneficial aspects of each practice and merged them into a cohesive and potentially powerful concept, coined "action research communities." Each of the two concepts or approaches (action research and professional learning communities) is presented and discussed in detail. Because they both focus on local-level improvement of educational practice and share several overlapping features, the two concepts are then merged into a single entity-action research communities, or ARCs. These professional learning communities, with action research at their core, hold an immense amount of power and potential when it comes to enhanced professional growth and development for educators, increased student achievement, school improvement, and educator empowerment. ARCs essentially capitalize on all the individualized benefits and strengths of action research and of professional learning communities, and merge them into a single educational concept and practice. ARCs have the potential to help educators everywhere experience: *a common and collective focus and vision; * sustained collaborative inquiry; *individualized, customizable-and meaningful-professional growth; and *true empowerment that comes with this form of collaborative, inquiry-based, and reflective practice. Practical guidance for the development and implementation of ARCs is also provided, by focusing on ways in which professional educators (teachers, administrators, support staff, etc.) can implement, sustain, and extend the impact of their respective action research communities. Specific roles for district administrators, building administrators, and teachers are presented and discussed in depth, as are ways that ARCs can be used both to deepen professional learning for educators and to improve student learning.
(source: Nielsen Book Data)9781138057951 20171023
Education Library (Cubberley)
Book
8 PDFs (viii, 173 pages) : color illustrations
  • Chapter 1. A brief history of concept maps
  • Chapter 2. The scientific revolution and its aftermath
  • Chapter 3. Verbal concept maps
  • Chapter 4. Tentative taxonomies
  • Chapter 5. Visual logic maps (vLms).
Concept mapping has often been acknowledged as an efficient instrument for aiding students in learning new information. Examining the impact this tool provides in STEM fields can help to create more effective teaching methods. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities highlights both the history and recent innovations of concept maps in learning environments. Featuring extensive coverage of relevant topics including object maps, verbal maps, and spatial maps, this publication is ideal for educators, academicians, students, professionals, and researchers interested in discovering new perspectives on the impact of concept mapping in educational settings.
(source: Nielsen Book Data)9781522521846 20171211
Book
27 PDFs (xxviii, 375 pages)
  • Chapter 1. "If not me, then who?": an integrated model of advocacy for early childhood teacher education
  • Chapter 2. Elementary teacher candidates' perspectives on the teaching and learning of English learners
  • Chapter 3. Using counterstories and reflective writing assignments to promote critical pace consciousness in an undergraduate teacher preparation course
  • Chapter 4. Advocacy and teacher mentoring
  • Chapter 5. Advocacy in early childhood teacher preparation
  • Chapter 7. Advocacy and risk: race, class, and the outsider
  • Chapter 8. Effectively managing bias in teacher preparation
  • Chapter 9. Teacher education advocacy for multiple perspectives and culturally sensitive teaching
  • Chapter 10. Managing bias in teacher preparation in higher education
  • Chapter 11. Teaching in an anti-deficit pedagogical mindset
  • Chapter 12. Unveilings through transformative pedagogy: striving for realization of Du Bois' educational paradigm
  • Chapter 13. Studying the African American narrative in English Composition classes
  • Chapter 14. Someone like me: the impact of African American male instructors on African American male student success
  • Chapter 15. School bullying and advocacy
  • Chapter 16. Investing in the future: developing education lifelong learning tracks
  • Chapter 17. Value statements in web pages of Turkish state universities: a basic classification.
Due to changes in funding and legislation, educating as a career has become unstable. It is imperative to establish a culture that values education in order to encourage pursuing and preserving the profession of teaching. Advocacy in Academia and the Role of Teacher Preparation Programs is an essential reference source for the latest scholarly research on the need of support for students and faculty by examining policy, student engagement, professorial activism, and integrated allied services. Featuring extensive coverage on a broad range of topics such as student success, specialty programs, and service learning, this publication is ideally designed for academicians, researchers, and practitioners seeking current research on issues of advocacy in education.
(source: Nielsen Book Data)9781522529064 20171211
Book
vi, 77 pages : illustrations ; 23 cm
  • Chapter 1: Introduction Chapter 2: Methods for Collecting Talk Chapter 3: Systemic Functional Linguistics Chapter 4: Positioning Theory Chapter 5: Interpersonal Behaviour Theory Chapter 6: Trust and Credibility Chapter 7: Reader Check.
  • (source: Nielsen Book Data)9781138087095 20180319
Analysing Talk in Educational Research is the go-to guide for all educational researchers collecting data in the form of talk. Offering practical and helpful approaches alongside explanations of relevant theories, it is a thorough yet concise guidebook providing all the advice necessary to effectively analyse talk data. Examining talk analysis through the lens of three theoretical approaches - Systemic Functional Linguistics, Positioning Theory and Interpersonal Behaviour Theory - the book offers detailed summaries and analyses of these theories and also covers topics including: How to begin collecting talk data The ethical issues surrounding collecting talk data Appropriate strategies for transcription and coding Checking for trustworthiness and credibility of talk data. Each chapter includes provocation exercises and illustrative examples, as well as links to websites and further reading suggestions to deepen understanding. Guiding readers from the necessary practical considerations required during data collection through to final evaluations, Analysing Talk in Educational Research is essential reading for graduate students and academic researchers completing studies involving talk and looking for a quick and helpful introduction to the rigorous methods with which to analyse their data.
(source: Nielsen Book Data)9781138087095 20180319
Education Library (Cubberley)
Book
xxiii, 178 pages : illustrations ; 24 cm
  • Foreword- Paula Polk Lillard Acknowledgments Introduction Chapter 1: The Problem, The Solution, and Our Goal Chapter 2: Create a Culture for Academic Respect and High Standards Chapter 3: Building a Caring and Supportive Community in the Classroom and Beyond Chapter 4: Create a Climate of Interpersonal Respect Chapter 5: Discover How Misbehavior Reveals Unmet Needs Chapter 6: Design Instruction to Create an Inclusive Environment for All Learners Chapter 7: Utilizing Real World Experiences to Enhance Learning Chapter 8: Practice What You Preach-Modeling Effects Real Change Bibliography About the Authors.
  • (source: Nielsen Book Data)9781475838015 20180326
The school accountability movement's focus solely on improving standardized test scores is dehumanizing. There is no standardized child. In the rush to quantify, evaluate, and ostensibly improve the American educational system, we have forgotten that education is complicated. Any attempt to distill it into a simplistic measure will fall short - and will compromise the nobility of the work. How can teachers continue to do the incredibly challenging work of effective education in an environment that can be downright damaging? We can save the soul of education by resisting the dehumanization of students. Teachers can shield children by embracing social-emotional learning, building trust, and displaying compassion. There is no quick-fix to creating a nurturing relationship. There is no single data point that can measure it. Teachers must commit to being present, paying attention, maintaining consistency, engaging in hard work, practicing humility, and working together. Angels and Superheroes provides specific, reproducible practices designed to help teachers cultivate trust and compassion, while managing the pressures of the testing movement. With time-proven theories and cutting-edge research, this book provides engaging examples, concrete strategies, and implementable resources to support teachers in bridging the divide between why they chose this career field - the children, and that which is currently being required of them - the test scores.
(source: Nielsen Book Data)9781475838015 20180326
Education Library (Cubberley)
Book
x, 228 pages : illustrations ; 28 cm
  • 1. Introduction 2. Activities and Strategies 3. Cognitive Interventions 4. Executive Functions 5. Memory 6. Visual Motor Skills 7. Academic Interventions 8. Emotional Functions 9. Development of IEPs 10. Working with the Family.
  • (source: Nielsen Book Data)9781138238961 20180122
Neuropsychological and psychological evaluations in school settings are often rich in detail about a child's cognitive, academic and emotional functions, and come with specific recommendations to support the child's performance in school. However, there is often a gap between the assessment results and the implementation of the recommendations, since learning specialists and teachers frequently do not have the means to both interpret and implement the recommendations. This manual presents clear and specific guidelines for school counselors and teachers to decode and put into practice evaluation findings. The book begins by describing various functional domains that are assessed in a neuropsychological evaluation, and then notes how to recognize behavior and learning styles impacted by difficulty in one of more of the domains. Furthermore, it outlines activities that could be used in the classroom or other environments to support a child's weaknesses, develop new skills, or appear to particular strengths. Finally, ready-to-use worksheets and activities are offered. This is an essential tool for school psychologists, special education teachers, and learning specialists and counselors.
(source: Nielsen Book Data)9781138238961 20180122
Education Library (Cubberley)
Book
1 online resource.
The Art of Teaching Online: How to Start and How to Succeed as an Online Instructor focuses on professionals who are not teachers, but who wish to enter the online education field as instructors in their disciplines. This book focuses mainly on how potential online instructors can create and maintain the human aspect of live, face-to-face education in an online course to successfully teach and instruct their students. Included are interviews with experienced online instructors who use their emotional intelligence skills and instruction skills (examples included) to teach their students successfully.Includes interviews with experienced instructors.
Book
xvi, 273 pages : illustrations ; 23 cm
  • Acknowledgements 1. Introduction Melisa Cahnmann-Taylor and Richard Siegesmund 2. Celebrating Monkey Business in Art Education and Research Madeleine Grumet 3. Putting Critical Public Pedagogy into Practice: Reorienting the Career Path of the Teacher-Artist-Scholar Yen Yen Woo 4. Art, Agency, and Inquiry: Making Connections Between New Materialism and Contemporary Pragmatism in Arts-Based Research Jerry Lee Rosiek 5. Wild Imagination, Radical Imagination, Politics and the practice of Arts-Based Educational Research (ABER) and Scholartistry Donald Blumenfeld-Jones 6. Being Pregnant as an International Ph.D. Student: A Poetic Autoethnography Kuo Zhang 7. What is an Artist-Teacher When Teaching Second Languages? Yohan Hwang 8. Ethnographic Activist Middle Grades Fiction: Reflections on Researching and Writing "Dear Mrs. Naidu" Mathangi Subramanian 9. Misperformance Ethnography Monica Prendergast and George Belliveau 10. "Songwriting as Ethnographic Practice", or "How Stories Humanize" Kristina Jacobsen 11. The End Run: Art and the Heart of the Matter Dana Walrath 12. Expanding Paradigms: Art as Performance and Performance as Communication in Politically Turbulent Times Petula Sik-Ying Ho, Hoi-Yan Chan, and Sui-Ting Kong 13. HAPPENINGS: Allan Kaprow's Experimental, Inquiry-Based Art Education Charles R. Garoian 14. Turning Towards: Materializing New Possibilities Through Curating Brooke Hofsess 15. The Abandoned School as an Anomalous Place of Learning: A Practice-led Approach to Doctoral Research Natalie LeBlanc 16. Thinking in Comics: An Emerging Process Nick Sousanis 17. For Art's Sake Stop Making Art Jorge Lucero 18. Finding the Progress in Work-in-Progress: Liz Lerman's Critical Response Process in Arts-Based Research John Borstel 19. A Researcher Prepares: The Art of Acting for the Qualitative Researcher Kathleen R. McGovern 20. Learning to Perceive: Teaching Scholartistry Richard Siegesmund 21. Four Guiding Principles for Arts-Based Research Practice Melisa Cahnmann-Taylor.
  • (source: Nielsen Book Data)9781138235199 20180122
Presenting readers with definitions and examples of arts-based educational research, this text identifies tensions, questions, and models in the field and provides guidance for both beginning and more experienced practice. As arts-based research grows in prominence and popularity across education and the social sciences, the barriers between empirical, institutional, and artistic research diminish and new opportunities emerge for discussion, consideration, and reflection. This book responds to an ever increasing, global need to understand and navigate this evolving domain of research. Featuring a diverse range of contributors, this text weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of excellence in theory and practice. New to the Second Edition: Additional focus on the historical and theoretical foundations of arts-based educational research to guide readers through development of the field since its inception. New voices and chapters on a variety of artistic genres, including established and emerging social science researchers and artists who act, sing, draw, and narrate findings. Extends and refines the concept of scholartistry, introduced in the first edition, to interrogate excellence in educational inquiry and artistic processes and products. Integrates and applies theoretical frameworks such as sociocultural theory, new materialsm, and critical pedagogy to create interdisciplinary connections. Expanded toolkit for scholartists to inspire creativity, questioning, and risk-taking in research and the arts.
(source: Nielsen Book Data)9781138235199 20180122
Education Library (Cubberley)
Book
xxi, 386 pages : illustrations ; 28 cm
  • List of Tables, Lists, Figures, and Exhibits List of Jargon Alerts Preface Acknowledgements About the Author Introduction Part I. Understanding Assessment 1. What is Assessment? 2. The Many Settings for Student Learning and Assessment 3. What are Effective Assessment Practices? Part II. Laying a Foundation for Assessment Success 4. Learning Goals: Articulating What You Most Want Students to Learn 5. Designing Curricula to Help Students Learn What s Important 6. How Will Your Student Learning Evidence Be Used? 7. Planning Assessments in Academic Programs 8. Planning Assessments in General Education, Co-Curricula, and Other Settings Part III. Building a Pervasive, Enduring Culture of Evidence and Betterment 9. Guiding and Coordinating Assessment Efforts 10. Helping Everyone Learn What to Do 11. Supporting Assessment Efforts 12. Keeping Assessment Cost-Effective 13. Collaborating on Assessment 14. Valuing Assessment and the People Who Contribute Part IV. the Assessment Toolbox 15. Designing Rubrics to Plan and Assess Assignments 16. Creating Effective Assignments 17. Writing Multiple Choice and Other Traditional Tests 18. Assembling Evidence of Student Learning into Portfolios 19. Selecting Published Instruments 20. Other Assessment Tools 21. Assessing the Hard-to-Assess Part V. Understanding and Using Evidence of Student Learning 22. Setting Appropriately Rigorous Standards and Targets 23. Summarizing and Storing Evidence of Student Learning 24. Analyzing Evidence of Student Learning 25. Sharing Evidence of Student Learning 26. Using Evidence of Student Learning to Inform Important Decisions References Index.
  • (source: Nielsen Book Data)9781119426936 20180306
Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.
(source: Nielsen Book Data)9781119426936 20180306
Education Library (Cubberley)
Book
219 pages ; 25 cm
Education Library (Cubberley)
Book
xv, 109 pages ; 24 cm
Education Library (Cubberley)
Book
x, 191 pages : illustrations ; 25 cm.
  • Acknowledgments Introduction: Where I Come From: Emotions, Race and the Border 1. Becoming `Illegal': Compassion, Multicultural Love and Resentment 2. Failing to Be(come) `Ideal': Multiculturalism, Whiteness and the Politics of Resentment 3. Think Before You Travel: Urban Violence, Risk Management and the Territorialisation of the Australian Public Space 4. `Is Australia Racist?': Interpretive Denial and the Politics of Anger 5. Feeling like an International Student: Racial Grief, Compassion and National Sentimentality Conclusion: Fantasies of Multiculturalism: Whiteness, Emotions and the Border Index.
  • (source: Nielsen Book Data)9781472480484 20171106
This book offers a comprehensive and critical analysis of the tropes employed in the categorization of international students living and studying in Australia. Establishing the position of migrant students as 'subjects of the border', the author employs various models of emotion in an analysis of the ways in which public debates on migration and education in Australia have problematised international students as objects of national compassion or resentment in relation to other national concerns at the time, such as the country's place in the Asia-Pacific region, the integrity of its borders and the relative competitiveness of its economy. Applying an innovative methodology, which combines the breath of a diachronic study with the depth afforded by the close analysis of a diverse range of case studies - including the protests staged by Indian international students against a spate of violent attacks, which led to their labelling as `soft targets' in national discourses - Australia's New Migrantsã constitutes an important contribution to our understanding of the ways in which emotions shape national collectives' orientation towards others. As such, it will appeal to scholars of sociology, cultural studies and education with interests in migration, race and emotion.
(source: Nielsen Book Data)9781472480484 20171106
Education Library (Cubberley)
Book
vii, 197 papers : illustrations ; 23 cm
Education Library (Cubberley)
Book
xv, 114 pages ; 28 cm.
  • Acknowledgments About the Authors Introduction Part 1 - Academic Talk Artifacts, Realia, and Props Consultation Trios Conversation Extenders Finish the Thought Flip the Brainstorm Jumbled Sentences Key Word Lists Say It with Your Hands Take a Stance-Change Your Hat Turn on the Captions Part II - Energizers Ball Toss How Many Can You Name? Imagine That Stand, Stretch, and Breathe Stand When... Strike A Pose Table Top Memory Telephone The "Or" Game Who's Missing? Part III - Feedback A-Z Brainstorm Anchors Audio/Video Examples Checklists Conferencing Course Evaluations Find and Fix Post-Test Review Quick Quiz Ticket In the Door Part IV - Questioning Focal Points Here's the Answer, Find the Question "I wonder..." Narrated Think Time Open and Closed Questions Powerful Images Questions Only Says Who? What If...? Who Am I? Part V - Technology Annotated Images Backchannels Camera Scavenger Hunt Choice Boards Clickers Without Clickers Collaborative Sticky Notes Collage Digital Whiteboards Explain Your Thinking QR Hunt Part VI - Vocabulary Act it Out Banned Words Big Word Alert Concentration Plus Illustrated Vocabulary Jump In Vocabulary Magnet Words Plus Two, Minus Two Word Jar Word of the Day Part VII - Writing Three-Two-One Alter the Audience Expand the Sentence Fast Writing One-Word Summary Response Journal The Week in Review What, So What? Write On Write, Talk, Revise Part VIII - Student Engagement Strategies that Don't Work Academic Decathlon Answer Hunt Anything with a "Robin" in it Copying Extended Lecture Gotcha! Name First Rhetorical Questions Who Wants To...? References.
  • (source: Nielsen Book Data)9781138714762 20171211
Drive boredom out of your classroom-and keep it out-with the student engagement strategies in this book. In the first Battling Boredom, bestselling author Bryan Harris offered strategies on beginning a lesson, ending a lesson, small group work, and large group work. Now in Battling Boredom Part 2, Harris teams up with technology integration expert and former teacher Lisa Bradshaw to provide additional strategies on new topics such as academic talk, feedback, writing, classroom technology, and more. You'll learn how to: * Increase the quality and effectiveness of feedback to boost student performance. * Engage students in meaningful reflection with writing prompts and exercises. * Reenergize a lethargic class using movement-based activities. * Integrate technology to create a more enriching classroom experience for students. * Encourage students to speak up, share their ideas, and talk about their learning. With this toolbox of instructional strategies, you'll have even more ways to end student boredom before it begins, resulting in class time that's more efficient, more educational, and loads more fun!.
(source: Nielsen Book Data)9781138714762 20171211
Education Library (Cubberley)
Book
xiv, 224 pages : illustrations ; 24 cm.
  • 1. The principles of strategic planning and management 2. Establishing a strategic planning framework for online education 3. Crafting a vision for online education (Where do you want to go) 4. The self-assessment and audit (Where are you now) 5. Creating a strategic plan 6. Implementation and assessment of the strategic plan 7. Building a sustainable planning process.
  • (source: Nielsen Book Data)9781138936195 20180306
Best Practices in Planning Strategically for Online Educational Programs is a step-by-step guide to developing strategic plans for creating and implementing online educational programs within higher education institutions. From conception to execution and assessment, the successful management of purposeful online educational programs in colleges and universities carries increasing importance and a unique set of requirements. This book enables administrators and faculty to: identify the opportunities and challenges presented by online education for institutions based on their histories, missions and market positions develop a roadmap for creating and implementing a strategic plan provide guidance for assessing the plan and insight into the iterative nature of planning. With computer networked-based technologies gaining ground in traditional private and public institutions, this critical volume is the first to apply the principles and practices associated with strategic planning specifically to online educational programs.
(source: Nielsen Book Data)9781138936195 20180306
Education Library (Cubberley)
Book
ix, 227 pages : illustrations ; 28 cm
Education Library (Cubberley)
Book
xx, 217 pages : illustrations ; 24 cm
  • Figures, Tables, and Exhibits vii Preface xi About the Authors xvii 1. The Fiscal Context and the Role of the Budget Manager 1 2. Primary Elements of the Budget: Revenue and Expenses 31 3. Understanding Budgets 61 4. Management of the Budget Cycle 95 5. Understanding Auxiliary and Capital Budgets 127 6. Problems and Pitfalls in Budget Management 149 7. Managing Budget Fluctuations 175 Glossary of Terms 203 Index 209.
  • (source: Nielsen Book Data)9781119287735 20180403
This book will help new administrators (department chairs, directors, deans) understand and become more proficient in their financial management role within the institution. Highly accessible, practitioners will be able to put the book's guidance to immediate use in their work. It is also grounded in the latest knowledge base and filled with examples from across all types of institutions, so that it makes an ideal text for a courses in graduate programs in higher education leadership and administration. Specifically, the book: provides an understanding of the basics of budgeting and fiscal management in higher education defines the elements of a budget, the budget cycle, and the steps for creating a budget suggests ways of avoiding common pitfalls and problems of managing budgets contains effective strategies for dealing with loss of resources includes end-of-chapter reflection questions and an expanded glossary of terms Written in plain language this volume provides practical approaches to many complex problems in fiscal management. This new edition of the book contains new information in every chapter reflecting both the most recent developments in higher education and feedback from readers of the earlier edition. The information on the current higher education financial environment has been updated, and the case studies have been revised. Readers will be introduced to Bowen's theory of resources and expenses as an important way to understand budgetary decision making in colleges and universities. Special attention is paid to the use of restricted funds, the budget implications of faculty appointments and the challenges caused by personnel policies for staff. In addition, greater attention is given to development and implementation of repair and replacement programs in auxiliary enterprises. The challenges that arise when budget problems are postponed are also discussed. The volume contains a number of suggestions for practitioners with new budgeting and fiscal responsibilities.
(source: Nielsen Book Data)9781119287735 20180403
Education Library (Cubberley)
Book
xiii, 177 pages : illustrations ; 25 cm.
  • AcknowledgmentsIntroduction Chapter 1: The Power, Promise, and Pitfalls of Executive Function Chapter 2: Attaining Conscious Control (#EF_ConsciousControl) Chapter 3: Moving From Compliance to Engagement (#EF_Engagement) Chapter 4: Mastering the Art of Collaboration (#EF_Collaboration) Chapter 5: Embracing Empowerment (#EF_Empowerment) Chapter 6: Developing Efficacy (#EF_Efficacy) Chapter 7: Demonstrating Leadership (#EF_Leadership) Chapter 8: Building Executive Function Through Teacher Facilitation Chapter 9: Not a Course, But a Culture Continuing the Conversation Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Appendix J Appendix K.
  • (source: Nielsen Book Data)9781138632035 20171227
Educators clamor to provide top-notch lessons and resources for students, but if students lack executive function, even the best materials won't produce the desired results. If students haven't developed the brain-based skills to focus, catch and correct errors, identify cause-and-effect relationships, and more, they can't make sense of lessons. Executive function is the missing link to student achievement. But how can you develop this in the classroom? In this new book, bestselling author Nancy Sulla has the answers. She explains how building executive function requires a combination of activities, structures, and teacher facilitation strategies aimed at six increasingly complex life skills that should be the goal of any school: conscious control, engagement, collaboration, empowerment, efficacy, and leadership. She also offers a variety of examples, activities, and structures fit for every grade level and subject area. With the book's practical strategies and tools, you will be inspired, armed, and ready to establish a clear framework for building executive function in all your students.
(source: Nielsen Book Data)9781138632035 20171227
Education Library (Cubberley)
Book
xxviii, 151 pages ; 24 cm
  • Table of Contents Foreword Preface Acknowledgements Introduction Setting the Stage Chapter 1: Vision: Finding Your School's Identity Chapter 2: Journey: Preparing for an Epic Blastoff Chapter 3: Buy-In: Strengthening Opportunities for Success through Engagement Chapter 4: Empowerment: Increasing Social Capital through Collaboration Chapter 5: Change: Creating A School Students Need and Want Chapter 6: Capacity: Building Structures for New Forms of Leadership Chapter 7: Execution: Implementing the Strategy Chapter 8: Sustainability: Going Beyond Tomorow Conclusion Afterword Bibliography About the Authors.
  • (source: Nielsen Book Data)9781475840582 20180416
The goal of Can Every School Succeed is to aid school leaders in the process of transforming today's schools. The book is based on principles that the authors have developed as school leaders through their experience in transforming low performing schools into high achieving schools. Many schools begin the transformation process only to fail because they do not identify and communicate the goals for change. As schools continue to struggle with the many complexities that they face, transformation is needed. In response to this, this book offers school leaders practical, transformation principles that will ensure the transformation process is simple, concise, and remains focused on creating the best learning environment for students.
(source: Nielsen Book Data)9781475840582 20180416
Education Library (Cubberley)