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Paperback. Zustand: Very Good. Even though diversity is currently conveyed as a ubiquitous principle within institutions of higher education, professionals of color still face issues such as discrimination, the glass ceiling, lack of mentoring, and limited access to career networks. Unfortunately, an open channel does not exist for professionals of color to express their frustrations and genuine concerns.The narratives in No Ways Tired present a powerful voice about the experiences of student affairs professionals of color in higher education, including intersecting identities such as race, class, and gender. Furthermore, the narratives are nuggets of personal truth that can serve as a lens for professionals of color who wish to develop strategies to succeed as they traverse their careers in higher education. Through the sharing of their visions of success, lessons learned, and cautionary tales, the authors openly offer insights about how they have created a way to survive and thrive within higher education in spite of challenges and distractions. They also articulate a vision where student affairs professionals of color can develop fully, be authentic, use their agency, and effectively contribute.This book includes recommendations for professionals of color at all levels within higher education and ways to construct opportunities to flourish. The ultimate goal for this book is to promote discussions regarding how professionals of color can be more proactive in developing strategies that are conducive to their professional and personal success as they navigate their higher education careers. …

Paperback. Zustand: Good. A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a new language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.…

Paperback. Zustand: Good. This book examines what equity means in a nation where the schools are becoming more diverse. The authors consider how well our educational reform policies, often framed in the language of equity and opportunity, measure up to the challenges of achieving equity in a diverse nation. While there is growing awareness of the increasing racial, ethnic, and socioeconomic diversity of the nation, there is little recognition of how these trends affect the schools, particularly in formerly homogeneous communities. At the same time, inequalities in student achievement between different racial, ethnic, and socioeconomic groups persist, even as educational policy has intensified the focus on the achievement gap. These two challenges make definitions of equity and opportunity as urban problems obsolete and call for a critical examination of educational policy and reform from an equity perspective. Central themes include the critical examination of how equity is conceived under the law and in policy, the experiences of minority students in suburban schools, and the impact of current reform policies and strategies for achieving greater educational opportunities for all students. This book is designed for graduate and undergraduate courses in educational policy and policy analysis, for policymakers interested in a critical examination of current reform policies and options, and educational leaders and administrators struggling with the implementation of reform mandates. From a policy perspective, it includes a survey of the evolution of educational policies and reforms since the 1960s and traces the mix of legal and legislative legacies that have informed educational policy and equity. It describes how trends in suburban diversification affect the schools, something that has largely escaped the attention of educational reformers. It provides school-based and non-school-based remedies for achieving equity in diversifying suburban communities and articulates alternatives to the current accountability for performance approach. It offers new and innovative analyses of current approaches to school reform, including an analysis of how accountability tests can create the illusion of reducing the achievement gap and an examination of the paradoxes of federally funded compensatory policies that incorporate market-based strategies. Novel approaches-such as social emotional learning and placed-based college access strategies-are examined through an equity lens.…

Paperback. Zustand: Good. A volume in Advances in Workplace Spirituality: Theory, Research, and Application Series Editor Louis W. (Jody) Fry, Texas A&M University - Central Texas INER PEACE-GLOBAL IMPACT describes underlying principles of Tibetan wisdom traditions relevant for successful leadership in the 21st century as well as Tibetan teachers whose entrepreneurial actions were critical to the development of Tibetan Buddhism in the West. With first-person narratives, personal stories, scholarly research, and commentaries by noted social scientists, this book is written for everyone who wants ideas to revitalize leadership. It is rich with vivid pictures of deep personal experience. Long-time Western Tibetan Buddhist practitioners describe how their practice has influenced them in fields as diverse as scientific research, social work, art, dance, and university teaching. The Dalai Lama is seen through the eyes of his long-time friend, eminent author Huston Smith, as well as through the experiences of Thupten Jinpa, his 25-year English translator. Sogyal Rinpoche shares his vision for transforming traditional ways of studying, while Lama Tharchin Rinpoche, a 10th generation Tibetan yogi, reflects on the challenges of teaching in a Western culture where perspectives differ so vastly from those of Tibet. With insights from Tibetan lamas and Western thought leaders including Peter Senge, Bill George, and Margaret Wheatley, this book creates new visions for leadership and the workplace.…

Paperback. Zustand: Good. No Small Lives: Handbook of North American Early Women Adult Educators, 1925-1950 contains the stories of 26 North American women who were active in the field of adult education sometime between the years of 1925 and 1950. Generally, women's contributions have been omitted from the field's histories. No Small Lives is designed to address this gap and restore women to their rightful place in the history of adult education in North America. The primary audience for this book is adult education professors and their graduate students. This book can be used in courses including history and sociology of adult education, the adult learner, courses specific to exploring women's contributions and activities. The secondary audience is the broader fields of women's studies, feminist history, sociology and psychology or those fields that include an examination of women in the early twentieth century. It could also be useful to those focusing on more specific topics such as gender and race studies, prejudice, marginalization, power, how women were sometimes portrayed as invisible or as central figures, and women in leadership and policy making.…

Paperback. Zustand: Very Good. Schools must ensure that children are granted the greatest opportunity for learning possible. This means not only developing students? academic capabilities, but providing support for their emotional, behavioral, and mental health needs as well. Readers will come away with: -An increased awareness of mental, emotional, and behavioral issues and their prevalence, -A clear understanding that meeting such needs is a matter of faith, residing at the heart of what Catholic schools do: bring human life to fullness, -A knowledge base concerning what Catholic schools currently do to meet student MEB needs and a deep immersion in the perceptions of current Catholic school leaders about how to do so better, and -An appreciation that only through strategic, data informed action can schools best support the children entrusted to their care. This book foregrounds the belief that student achievement, holistic student wellness, and overall school improvement will only be attained if mental, emotional, and behavioral health in Catholic schools is advanced and supported.…

Paperback. Zustand: Very Good. A volume in Contemporary Trends in Organization Development and Change Series Editors Therese F. Yaeger, Benedictine University and Peter F. Sorensen, Jr. Benedictine University Optimizing Talent is the must have book for every leader and manager looking to sustain the ultimate workforce. Linda and Paul show what works and what doesn't in talent initiatives to drive business outcomes. This book is a call to action to transform how you think about talent, how you develop and retain talent and how you measure the impact of talent initiatives on the bottom line.…

Paperback. Zustand: Very Good. Volume 17 Number 1 2016 The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full-length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.…

Paperback. Zustand: Very Good. In Canaries Reflect on the Mine: Dropouts' Stories of Schooling, Jeanne Cameron invites the reader to see schooling and early school leaving through the eyes of high school dropouts themselves. The transcendent desires revealed by this research - to be known and valued, to learn with purpose and autonomy - are spoken with poignant clarity by the young people who story these pages. This study offers a compelling and timely critique of the dominant, neoliberal discourse on schooling and early school leaving. It challenges conventional wisdom about dropouts, and shows how the experiences and needs of those who leave school early and those who persist to graduation are more similar than different. Collectively, these young people's stories evoke a canary-in-the-mine metaphor, one where the canaries exit and the miners remain. They implore us to see the dropout crisis as a symptom of the alienating and dehumanizing school practices advanced by No Child Left Behind and Race to the Top. More importantly, they offer a vision for schooling that lovingly embraces and extends all students' experiences, enriches their biographies, and celebrates and supports each of their talents and purposes with equal passion. Pre-service and in-service teachers, educational researchers and policy makers, administrators, and advocates for equitable and democratic schooling have much to learn from this book. Qualitative researchers will find a powerful model for working collaboratively with youth to represent their experiences and to craft solutions to the challenges they face. Students of sociology will discover a compelling illustration of C. Wright Mills' sociological imagination and his charge to take it big by drawing connections between individual biographies and the social and historical structures that frame lived experience. For professional social scientists, it embodies Mills' challenge to embrace the moral sensibilities required to understand and improve the human condition.…

Paperback. Zustand: Very Good. Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to distinguish between appropriate uses of distance education. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book was the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are rules of thumb, but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a distance is derived from Richard Clark's famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark's controversial work is discussed in the book, but is also fundamental to the book's advocacy for distance education - in other words, we authors did not make the claim that education delivered at a distance was inherently better than other ways people learn. Distance delivered instruction is not a magical approach that makes learners achieve more. The fourth theme of the book is equivalency theory. Here we presented the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face to face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive - that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.…

Paperback. Zustand: Very Good. A volume in Contemporary Trends in Organization Development and Change Series Editors Therese F. Yaeger, Benedictine University and Peter F. Sorensen, Jr. Benedictine University In a world saturated with the how tos of OD, there is a void of evidence-based resources for both organizational leaders and OD scholar-practitioners to use as a guide while navigating the complex and chaotic environment of healthcare. This handbook has been created to fill this space and provide a resource for this vital audience at a time of great change and greater potential in the healthcare arena. The handbook will focus on the critical nature of OD in healthcare and how it applies in this unique environment; examining its broad use from hospitals to corporate offices and from small systems to multinational corporations. The book will provide research-based, practical processes and methods, while sharing compelling cases of how the compassion and care associated with healthcare is wound tightly with the OD work it encompasses. The handbook will also offer a comprehensive look at the role OD plays in the critical issues and significant changes facing healthcare today. The handbook overall is a small part history and a small part predictions surrounding very practical and applicable uses of OD In healthcare. Through the sharing of engagement processes, revealing outcomes and connecting each concept to a living case of how OD has impacted the healthcare field, this handbook provides a unique resource for OD and HR professionals, healthcare executives, MHA students and the academic community.…

Paperback. Zustand: Good. A volume in Contemporary Trends in Organization Development and Change Series Editors Therese F. Yaeger, Benedictine University and Peter F. Sorensen, Jr. Benedictine University In a world saturated with the how tos of OD, there is a void of evidence-based resources for both organizational leaders and OD scholar-practitioners to use as a guide while navigating the complex and chaotic environment of healthcare. This handbook has been created to fill this space and provide a resource for this vital audience at a time of great change and greater potential in the healthcare arena. The handbook will focus on the critical nature of OD in healthcare and how it applies in this unique environment; examining its broad use from hospitals to corporate offices and from small systems to multinational corporations. The book will provide research-based, practical processes and methods, while sharing compelling cases of how the compassion and care associated with healthcare is wound tightly with the OD work it encompasses. The handbook will also offer a comprehensive look at the role OD plays in the critical issues and significant changes facing healthcare today. The handbook overall is a small part history and a small part predictions surrounding very practical and applicable uses of OD In healthcare. Through the sharing of engagement processes, revealing outcomes and connecting each concept to a living case of how OD has impacted the healthcare field, this handbook provides a unique resource for OD and HR professionals, healthcare executives, MHA students and the academic community.…

hardcover. Zustand: Fair.

Hardcover. Zustand: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Zustand: Very Good. This text integrates the core instructional leadership tasks of all principals: supervision, evaluation, and professional development. It is a practical, hands-on approach based on sound theory and research. The text provides both a conceptual frame and practical exercises that contemporary principals can use in their supervision, evaluation, and professional development activities. The models for these tasks are research-based and reflect the current realities that confront principals and others committed to improving instruction.…

Paperback. Zustand: very good. Very Good Copy. Customer Service Guaranteed.

Paperback. Zustand: Very Good. Focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives.

Paperback. Zustand: Good. Focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives.

Paperback. Zustand: Good. The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence - a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.…

Paperback. Zustand: Good. Through the lens of her own story of immigrating from Iran to the US and her experience leading diversity programs in health care and education, Dr Helen Fagan presents a challenging discussion of the research along with a frank, intimate look at the very hard work leaders must do at an individual level to overcome personal obstacles to inclusion.…

Paperback. Zustand: Very Good. Through the lens of her own story of immigrating from Iran to the US and her experience leading diversity programs in health care and education, Dr Helen Fagan presents a challenging discussion of the research along with a frank, intimate look at the very hard work leaders must do at an individual level to overcome personal obstacles to inclusion.…

Paperback. Zustand: Good. The book provides best practices from online educators who are engaged in online teaching and program development in Christian higher education. It also explores the distinct aspects of teaching and developing online courses and programs from a Christian perspective and within Christian higher education institutions. As such it is can serve as a ready resource for academic administrators and professors, novices and veterans at online program development and instruction.…

Paperback. Zustand: Good. A volume in Ethics in Practice Series Editors Robert A. Giacalone, Temple University and Carole L. Jurkiewicz, Louisiana State University Ethical business creates social value. That's the theme of this bold new volume, heralding and defending this rapidly-growing new conception of capitalism making its way into the mainstream. It provides clear and succinct guidelines for how to evaluate what counts as an ethical business as well as how and why ethical businesses tend to succeed better over the long term. The book is jargon-free and targeted primarily at thoughtleaders and academics in business and philosophy who will want to use it in their business ethics classes. Each chapter has been selected for its ability to engage a wide audience without oversimplifying the content. All twelve chapters are original and authored by leading business ethicists including William Shaw, Tony Simons, Duane Windsor, and Mark Schwartz. Each piece makes use of recent empirical evidence or ethical theory (or both) in order to present a detailed yet overarching picture of what ethical business looks like--and how to achieve it--in today's global environment. It is thus divided into three subsections: 1. The Role of Corporate Culture 2. A New For-Profit Paradigm 3. Making the Change Happen: Voluntary and Regulatory Examples Perhaps the book's greatest strength is its blending of cutting-edge philosophy, psychology, and management theory into a cohesive, provocative, and accessible format. Hence, it promises to launch a wide discussion of what exactly we should expect the moral duty of business to be.…

Paperback. Zustand: Very Good. Illustrates the state of multicultural education on college and university campuses. The volume provides thoughtful discourse on issues ranging from the racial and ethnic diversity of the student and faculty bodies, and important topics like disability issues, to different educational contexts such as community colleges, HBCUs and HSI institutions.…

Paperback. Zustand: Good. Illustrates the state of multicultural education on college and university campuses. The volume provides thoughtful discourse on issues ranging from the racial and ethnic diversity of the student and faculty bodies, and important topics like disability issues, to different educational contexts such as community colleges, HBCUs and HSI institutions.…

Paperback. Zustand: Good. The twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media. This volume seeks to examine the current Reading War in the context of the historical recurrence of public and political debates around student reading abilities and achievement.Grounded in a media fascination with the ?science of reading? and fueled by a rise in advocates for students with dyslexia, the current Reading War has resulted in some deeply troubling reading policy, grade retention and intensive phonics programs.This primer for parents, policy makers, and people who care confronts some of the most compelling but misunderstood aspects of teaching reading in the U.S. while also offering a way toward ending the Reading War in order to serve all students, regardless of their needs.…

Paperback. Zustand: Good. A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Edmund T. Hamann, University of Nebraska-Lincoln and Rodney Hopson, George Mason University For most of US history, most of America's Latino population has lived in nine states-California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora. Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a 'successful' undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the 'newish' Latino presence in the 41 U.S. states that have not long been the home to large, well-established Latino populations, but that now enroll 2.5 million Latino students in K-12 alone. …

Paperback. Zustand: Good. A volume in The Center for PAInT Series on Arts-integrated Education Series Editors Terry A. Osborn and Brianne L. Reck, University of South Florida Sarasota-Manatee Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation. This is especially significant at a time of cultural turmoil, educational reform, and inequities in public education. The book serves as a vehicle to unmask fear within current educational ethical deficiencies and revitalize hope for community members, teacher educators, pre-service, in-service teachers, and families in school communities. The recipients of these strategies are explicitly presented in order to build understanding of a compassionate paradigm shift in schools that envisions possibility and social imagination on behalf of our children in schools and our communities. The authors unabashedly place the arts and aesthetics at the core of the educational paradigm solution. The book lives its own message. Within each seed chapter, the authors practice authentically what they preach, offering a refreshing perspective to bring our schools back to life and instill hope in children's and educators' hearts and minds.…