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This classic text has been helping teachers better understand young children's behavior for over 6 decades. Now available in an updated seventh edition, this popular resource is designed to deepen pre- and inservice teachers' understanding of children (birth--age 8) as unique individuals within a developmental context. Observation notes recorded over time reveal patterns in children's behavior, as well as ways in which behaviors may change. To strengthen teachers' efforts to better understand children as individuals, the authors provide a timeless methodology for documenting young children's behavior as they actively engage in classroom life. They outline methods for recordkeeping that capture children's interactions and experiences in the classroom. Numerous examples of teachers' observations of children enrich this work and make it accessible, practical, and enjoyable to read. Book Features: (1) Provides early childhood educators with a guide for observing and recording as a way of better understanding children, while holding judgment in abeyance; (2) Examines the need for teachers to reflect on their own experiences, even as children, and how these may influence their reactions to children's interactions and behaviors; (3) Focuses on the centrality of family, community, and culture in children's lives, reflecting the diversity in contemporary early childhood classrooms; and (4) Explains the imperative for teachers to observe and record the behavior of young children as a means of interpreting their developmental capacities and abilities.

The Society for Information Technology and Teacher Education (SITE) 2024 International Conference brought together a diverse group of educators, researchers, and practitioners from around the world, in Las Vegas, Nevada, from March 25-29, 2024. SITE 2024 welcomed presenters and attendees from 30 countries and 470 institutions and organizations. The schedule was packed with more than 600 sessions, social events, and networking opportunities. These published proceedings represent the contributions of more than 800 international authors. The conference provided an excellent space for connecting with exciting ideas as well as the most dynamic and thoughtful thinkers and practitioners in the field. These proceedings contain 412 papers, including 5 award papers.

In recent years, mobility on demand (MOD) is gaining popularity among mobility consumers. This innovative concept is based on the principle that transportation is a commodity where modes have economic values that are distinguishable in terms of cost, journey time, wait time, number of con-nections, convenience, and other attributes. MOD enables consumers to access mobility, goods and services on demand by dispatching or using shared mobility, delivery services and public transportation solutions through an integrated and connected multi-modal network. This chapter describes the different services that have emerged in the MOD ecosystem and the core enablers of MOD, such as stakeholders, business models and technology. The chapter concludes with a discussion of how MOD and vehicle automation could impact cities and the transportation network and their energy use.

Carsharing provides members access to a fleet of autos for short-term use throughout the day, reducing the need for one or more personal vehicles. This chapter reviews key terms and definitions for carsharing, common carsharing business models, and existing impact studies. Next, the chapter discusses the commodification and aggregation of mobility services and the role of Mobility on Demand (MOD) and Mobility as a Service (MaaS) on carsharing. Finally, the chapter concludes with a discussion of how the convergence of electrification and automation is changing carsharing, leading to shared automated and electric vehicle (SAEV) fleets.

The college classroom is inevitably influenced by, and in turn influences, the world around it. In the United States, this means the complex topic of race can come into play in ways that are both explicit and implicit. "Teaching Race in Perilous Times" highlights and confronts the challenges of teaching race in the United States--from syllabus development and pedagogical strategies to accreditation and curricular reform. Across fifteen original essays, contributors draw on their experiences teaching in different institutional contexts and adopt various qualitative methods from their home disciplines to offer practical strategies for discussing race and racism with students while also reflecting on broader issues in higher education. Contributors examine how teachers can respond productively to emotionally charged contexts, recognize the roles and pressures that faculty assume as activists in the classroom, focus a timely lens on the shifting racial politics and economics of higher education, and call for a more historically sensitive reading of the pedagogies involved in teaching race. The volume offers a corrective to claims following the 2016 US presidential election that the current moment is unprecedented, highlighting the pivotal role of the classroom in contextualizing and responding to our perilous times.

Jonathan Cohen and Dorothy L. Espelage, two leading authorities in the fields of school climate and prevention science, have gathered experts from around the globe to highlight policy and practice recommendations for supporting children and adolescents to feel and be safe in school. Featuring analysis and commentaries from experts in public health, psychology, and school improvement, "Feeling Safe in School" addresses social, emotional, and intellectual aspects of safety as well as physical safety. The experts offer candid and unique insights into the way eleven different countries view and define what it means to feel safe in school, the types of goals and strategies that are being used to promote safety, and whether and how measures are being used to gauge progress. Interest in supporting the physical as well as the social and emotional safety of students as a prerequisite for learning and healthy development is now a global phenomenon. "Feeling Safe in School" adds to the understanding of the possibilities for increasing student safety by examining the experiences of other countries that are tackling this issue. This book contains the following chapters: (1) Feeling Safe and Being Safe: Individual and Systemic Considerations (Jonathan Cohen and Dorothy L. Espelage); (2) Australia's Approach to Addressing Bullying and Well-Being: A National Collective Response (Barbara A. Spears and Phillip T. Slee); (3) Creating Safe, Supportive, and Engaging K-12 Schools: Challenges and Opportunities in Canada (Claire Beaumont); (4) School Violence and Convivencia Escolar in Chile (Verónica López); (5) The Understanding, Current Situation, and Coping Strategies of School Bullying in China (Mao Yaqing); (6) Demo-Critical Classrooms: An Alternative to Promote Safe Schools in Colombia at a Postconflict Juncture (Sanjay K. Nanwani); (7) The French Policy to Understand and Address Violent, Mean, Bullying, and/or Disrespectful Behaviors in K-12 Schools (Eric Debarbieux); (8) The Israeli Model: A Centralized National and Local System Designed to Achieve Optimal School Climate Driven by Monitoring on Multiple Levels (Rami Benbenishty, Ron Avi Astor, Hanna Shadmi, Hagit Glickman, Einav Luke, David Ratner, Hila Segal-Zadvil, and Tal Raz); (9) Lights and Shadows of the Italian Context (Antonella Brighi); (10) Understanding and Addressing Mean, Bullying, and Hateful Behaviors in Japan (Mitsuru Taki); (11) Abusive Behavior in Swedish Schools: Setting Limits and Building Citizenship (Antoinette Hetzler); (12) Creating Safe, Supportive, and Engaging K-12 Schools in the United States (Jonathan Cohen and Dorothy L. Espelage); (13) Reflections on School Safety Interventions Across Cultures (Peter K. Smith); (14) Implementing Social and Emotional Innovations to Eliminate Bullying (Dean L. Fixsen, Karen A. Blase, and Monisa Aijaz); (15) The Integration of Learning and Well-Being as the Next Frontier in Whole-System Change (Michael Fullan and Santiago Rincón-Gallardo); (16) A World Focus on Keeping Children Safe (Grace Skrzypiec); and (17) Trends in Understandings, Policy, and Practice in Eleven Countries (America J. El Sheikh, Jonathan Cohen, and Dorothy L. Espelage).

How do market-driven reforms and the privatization of public education reshape the professional identities of teachers and school leaders? This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities. More than a critique of the state of education, this volume demonstrates how educators can build coalitions and advocate for policies and practices that respect their experience and knowledge and that support their students and communities. Book Features: (1) Offers a historical and political perspective to explain how corporate influences on our education system threaten democracy and social equality; (2) Places the experiences of public school educators within the context of other professionals, such as nurses, doctors, social workers, and police officers; (3) Draws on the authors' own experiences as former K-12 practitioners and university faculty; and (4) Examines current practices and policies with the potential to create a policy ecology in which a new democratic professional might thrive.

What if there was one strategy you could use to support students academically, socially, and emotionally? It exists--and it's simple, straightforward, and practical. In this results-focused resource, the authors dive deep into the what and how of structured SELf-questioning. Begin using this powerful academic and socioemotional approach in your own classroom to develop students into thriving thinkers who are confident, healthy, adaptive, and resilient. This book helps the reader: (1) Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both; (2) Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL); (3) Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level; (4) Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context; and (5) Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school. [Foreword written by Maurice J. Elias.]

How to keep food-poisoning bacteria out of your kitchen and off your plate.

The September 1998 topical bibliographies and analyses in this collection cover the latest ERIC literature on community colleges in eleven key areas: (1) access, diversity, and inclusion; (2) civil society; (3) teaching and learning; (4) faculty; (5) technology; (6) governance; (7) leadership; (8) finance; (9) market forces; (10) change; and (11) the future. The bibliographies are based on selections from an extensive search of community college literature that describes trends in eleven key areas during the past ten years. Critical analyses of literature and these trends highlight key issues and pose questions that community college leaders need to consider when estimating the feasibility and desirability of maintaining or shifting directions in the future. This collection aims to provide the resources and focus for further discussion of key issues. (AS)

This book provides a comprehensive overview of community college education in the United States, emphasizing trends affecting two-year colleges in the past decade. Chapter 1 identifies social forces contributing to the development and expansion of community colleges and the continuing changes in institutional purpose. Chapter 2 examines shifting patterns in student characteristics and goals, reasons for the predominance of part-time attendance, participation and achievement among minority students, attrition issues, and the most recent data on student transfer rates. Chapter 3 utilizes national data to illustrate differences between full- and part-time faculty and discusses issues related to tenure, salary, workload, faculty evaluation and preparation, moonlighting, and burnout. Chapter 4 reviews modifications in college management stemming from changes in institutional size, the advent of collective bargaining, reductions in available funds, and changes in governance and control. Chapter 5 describes funding patterns and their relationship to organizational shifts. Chapter 6 discusses the stability of the colleges' instructional forms and the use of instructional technology. Chapter 7 considers student personnel functions, including counseling, guidance, recruitment, retention, orientation, and extracurricular activities. Chapter 8 traces the rise of occupational education toward a central position in the curriculum. Chapter 9 focuses on remedial and developmental programs and addresses controversies surrounding student mainstreaming and restrictive programming. Chapter 10 examines adult and continuing education, lifelong learning, and community services. Chapters 11 and 12 examine curricular trends and controversies in the liberal arts and general education. Chapter 13 describes research efforts in and about community colleges, while chapter 14 addresses philosophical and practical questions regarding the transfer function and the colleges' role in enhancing progress toward higher degrees. Finally, chapter 15 offers projections for college demographics, organization, curriculum, instruction, and student services. Contains 45 pages of references. (MAB)

This collection of papers examines the controversy about the full inclusion movement for students with deafness. The collection begins with an introduction by Oscar P. Cohen which traces the history of education of deaf students, examines legal provisions used to justify full inclusion, and urges continuation of the continuum of special services. Other papers include: "Deaf Students and Full Inclusion: Who Wants To Be Excluded?" (Arthur N. Schildroth and Sue A. Hotto), which examines the demographics of deafness and educational placement; "The Potential Impact on Deaf Students of the Full Inclusion Movement" (Michael Stinson and Harry Lang), which considers the philosophy of inclusion and its social consequences on deaf children; "The Price of Dreams: Who Will Pay It?" (Claire Ramsey), which analyzes the relationship between full inclusion and American ideals and examines deaf student-hearing student interaction in mainstream settings; "An Interpreted Education: Inclusion or Exclusion?" (Elizabeth A. Winston), which addresses whether educational interpreting provides access or creates new unanticipated barriers; "Replacing Myths about Deafness" (Oscar P. Cohen), which dismantles certain myths that are believed by inclusion advocates; "Mainstreaming and Inclusion: A Deaf Perspective" (Rachel Stone), which discusses the importance of deaf peers, deaf role models, and deaf culture in deaf children's formative years; "Psychosocial Implications of Full Inclusion for Deaf Children and Adolescents" (Irene Leigh), which focuses on the dangers full inclusion would impose on deaf children's psychosocial development; "National Association of the Deaf Statement on Full Inclusion"; and "Statement on Full Inclusion" (I. King Jordan). (Most papers contain references.) (JDD)

This collection of essays focuses on the administration of contemporary community colleges, including chapters describing the staffing and functioning of major offices and pertinent issues affecting each area of work. The 25 chapters of the book are: (1) "The Challenging Environment: Context, Concepts, and Crises," by Arthur M. Cohen and Florence B. Brawer; (2) "Understanding Administrative Work," by Estela Mara Bensimon; (3) "Leadership Strategies," by Richard C. Richardson, Jr., and Mimi Wolverton; (4) "Effective Presidential Leadership: Twelve Areas of Focus," by George B. Vaughan; (5) "The Governing Board," by William E. Piland; (6) "The Community College and the State," by James D. Tschechtelin; (7) "How Presidents Influence Public Policy," by Judith S. Eaton; (8)"Management Perspectives at the State Level," by Earl Hale; (9) "The President's Office," by Daniel F. Moriarty; (10) "Business and Financial Administration," by Albert L. Lorenzo; (11) "The Personnel Office," by Barbara E. Janzen; (12) "Instructional Programs," by Martha J. Kanter; (13) "Articulation and Transfer," by Trudy H. Bers; (14) "Community and Industry Programs," by Geneva Waddell; (15) "Student Services," by Charles R. Dassance; (16) "Institutional Research," by John Losak; (17) "Campus Planning and Construction," by Dan Angel and James Brader; (18) "Budgeting and Resource Allocation," by Michael H. Parsons; (19) "The Administrator's Role in Staff Management," by Edwin E. Vineyard; (20) "Faculty Evaluation and Performance Appraisal," by Albert B. Smith and Jacquelyn A. Barber; (21) "Involving the Board in Personnel Management," by Hans A. Andrews; (22) "Managing Educational Operations," by Alfredo G. de los Santos, Jr., and Scott Finger; (23) "Building Relationships with the Community," by Billie Wright Dziech; (24) "Educational Planning and Assessment," by James C. Palmer; and (25) "Conclusion: The Future Context for Administration," by Cohen and Brawer. (AC)

In the introduction to this book, Lee Cohen notes that difficulties in allocating resources are as old as recorded history, and that just solutions must evolve and adapt with the changing society. The concluding statement that only with a full understanding of the divergent approaches to justice can intergenerational policies be forged leads to the papers which comprise the major portion of the book. The papers, which are organized under five sections providing historical, whole-life economic, sociological and anthropological, philosophical, and additional economic perspectives on justice across generations, are as follows: (1) "The View of Rabbinic Literature" (Wechsler); (2) "Age versus Youth in U.S. History: Do Depression-Era Patterns Presage Trends in the 1990s?" (Achenbaum); (3) "Measuring Intergenerational Equity" (Moon); (4) "Justice and Generational Accounting" (Kotlikoff); (5) "'Justice' across Generations (and Cohorts): Sociological Perspectives on the Life Course and Reciprocities over Time" (Bengtson and Murray); (6) "Cultural Frameworks and Values in Intergenerational Justice" (Rubinstein); (7) "Japan's Debates about an Aging Society: The Later Years in the Land of the Rising Sun" (Kelly); (8) "The Prudential Lifespan Account of Justice across Generations" (Daniels); (9) "Justice between Neighboring Generations" (McKerlie); (10) "Majority Vote and a Just Age for Greed" (Cohen); (11) "Expectations of Well-Being across and between Generations" (Hushbeck); and (12) "We Should Save More in Our Own Economic Interest" (Buchanan). In addition to the 12 major papers, discussions of the papers are included in each of the five sections. Closing remarks are provided by John Rother. (NB)

The nine papers in this book attempt to link recent changes in the education of children with exceptional needs with research findings and preferred instructional strategies. Considered are the characteristics of such children, accommodation of these students in regular classrooms, effective instructional strategies, legal requirements, and evaluation methods. Papers have the following titles and authors: "Classroom Management Strategies for Students with Behavior Disorders" (Raymond M. Glass); "Teaching Elementary School Children with Mild Special Needs in the Regular Classroom" (Charles M. Lyons); "Assessing Students with Special Needs: Current and Emerging Perspectives" (Libby G. Cohen); "Students with Mild Handicaps in Secondary Classrooms" (Jo Anna Spruill); "Mainstreaming the Child with a Visual Impairment" (Loraine J. Spenciner); "Students with Hearing Impairments" (Toni Rees); "Teaching Students with Severe Disabilities in the Regular Classroom" (Joanne W. Putnam); "Gifted Students in Regular Classrooms" (Susan B. Tarver and James A. Curry); and "Microcomputer Applications for Teaching Students with Exceptional Needs in the Regular Classroom" (Berttram Chiang). Papers are referenced. (DB)

Education Sector commissioned an earlier version of this collection of essays in conjunction with a March 2012 event "Getting to 2014: The Choices and Challenges Ahead." This updated version includes new essays and a revised introduction. The aim of these essays is to present ideas, elicit feedback, and encourage productive dialogue among policymakers, educators, and practitioners engaged in school reform. Essays included in this volume are: (1) Getting to 2014 (and Beyond): An Introduction (Anne Hyslop); (2) Getting Accountability and Implementation Right (Michael Cohen); (3) Doing It All: Raising Graduation Rates and Standards (Robert Balfanz); (4) The Missing Question: "What" College Are You Ready For? (Kevin Carey); (5) College and Career Success for Low-Income Youth (Joel Vargas); (6) Taking the Long-Term View on Teacher Evaluation (Bill Tucker); (7) Leaping Forward Without Holding Schools Back (Bryan C. Hassel and Emily Ayscue Hassel); (8) Whither Technology? (Douglas Levin and Geoffrey Fletcher); (9) Getting Results With Limited Resources (Allan Odden); and (10) As Fast as We Can, As Slow as We Must (Benjamin Boer). Individual essays contain notes. [For related publication, "Getting to 2014: The Choices and Challenges Ahead," see ED533416.]

Over the next few years, educators and policymakers have committed to implementing an array of challenging, but potentially transformative, reforms--reforms that could go beyond rearranging furniture to fundamentally restructuring and improving teaching and learning. Facing this much simultaneous change would be difficult even without the possibility that some of these changes may be in conflict--a proverbial iceberg in the path of reform. Collisions are more likely to happen when policymakers and educators plow full steam ahead, failing to look across the spectrum of reform and consider how each change affects the others. Thus, those overseeing these efforts must consider how multiple changes look when implemented together at the same time. If they don't, collisions could sink the opportunity to get school reform right. But if they do, they can anticipate challenges, make smart policy choices, and navigate the trade-offs that naturally follow. In this collection of essays, contributors discuss five of these dilemmas: (1) How do we successfully implement new accountability systems and interventions during the transition to new standards and assessments?; (2) How do we maintain the rigor of college- and career-ready standards without pushing more students out of the system?; (3) How do we adopt fair teacher evaluation systems based on student assessments when those assessments are set to change?; (4) How do we move toward more standardization while also promoting innovation?; and (5) How can we execute multiple, complex reforms in a time of limited resources? These are true dilemmas, without right-or-wrong answers. Thus, it is hoped that these essays provide a forum for provocative ideas: ideas that may not be particularly comfortable or comforting, but are nonetheless worthy of debate as policymakers, practitioners, and educators begin to tackle these challenges. Essays included in this volume are: (1) Getting Accountability and Implementation Right (Michael Cohen); (2) Doing It All: Raising Graduation Rates and Standards (Robert Balfanz); (3) Taking the Long-Term View on Teacher Evaluation (Bill Tucker); (4) Leaping Forward Without Holding Schools Back (Bryan C. Hassel and Emily Ayscue Hassel); and (5) Getting Results With Limited Resources (Allan Odden). Individual essays contain notes. [For related publication, "Getting to 2014 (and beyond): The Choices and Challenges Ahead. A Collection of Essays to Encourage Constructive Dialogue among Policymakers, Educators, and Practitioners Engaged in School Reform," see ED533415.]

Integrating infant mental health services into early education programs leads to better child outcomes and stronger parent-child relationships--the big question is how to do it appropriately and effectively. Clear answers are in this accessible textbook, created to prepare early childhood professionals and programs to weave best practices in mental health into their everyday work. Ideal for preservice university courses, in-service professional development, and program administrators, this introductory text combines the authoritative guidance of more than a dozen respected mental health and early childhood experts. Professionals will get a "primer on infant mental health", strengthening their knowledge of key issues such as screening and assessment, attachment, emotional dysregulation and aggression, risk and resilience, maternal depression, and children's exposure to trauma. With this highly readable introduction to key mental health principles, the next generation of early childhood professionals will fully understand the latest research and best practice--so they can support optimal caregiver-child relationships, enhance professional collaboration, and strengthen child development. This book is divided into two parts. Part I, Understanding Infant Mental Health: Development and Relationships by Susan Janko Summers, contains the following: (1) Understanding Infant Mental Health (Deborah Roderick & Rachel Chazan-Cohen); (2) The Challenging Child: Emotional Dysregulation and Aggression (Neena M. Malik); (3) Maternal Depression (Linda S. Beeber & Rachel Chazan-Cohen); (4) Finding Family Strengths in the Midst of Adversity: Using Risk and Resilience Models to Promote Mental Health (Colleen I. Monahan, Linda S. Beeber, & Brenda Jones Harden); (5) Exposure to Direct and Indirect Trauma (Meryl Yoches, Susan Janko Summers, Linda S. Beeber, Brenda Jones Harden, & Neena M. Malik); (6) Assessing Young Children's Social and Emotional Development (Jane Squires); and (7) Assessing Primary Caregiver Relationships (Neil W. Boris & Timothy F. Page). Part II, Supporting Infant Mental Health: Intervention Strategies and Organizational Supports by Susan Janko Summers, contains the following: (8) Promoting Infant Mental Health in Early Childhood Programs: Intervening with Parent-Child Dyads (Brenda Jones Harden & Melissa Duchene); (9) Intervening with Parents (Linda S. Beeber & Regina Canuso); (10) Infant Mental Health Consultation in Early Childhood Classrooms (Sherryl Scott Heller, Allison B. Boothe, Angela Walter Keyes, & Neena M. Malik); (11) Reflective Supervision (Sherryl Scott Heller); (12) Meeting the Mental Health Needs of Staff (Nicole Denmark & Brenda Jones Harden); (13) Organizational Readiness (Jamell White & Brenda Jones Harden); and (14) Evaluating Infant Mental Health Programs (Susan Janko Summer). An index is included. [Foreword by Hiram E. Fitzgerald.]

Developed by the Education Development Center and Bank Street College of Education, this professional development program shows general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all students, including those with disabilities. The Math for All learning experiences detailed in the corresponding facilitator's kit help teachers: (1) Assess students' strengths and needs; (2) Use multiple instructional strategies to teach specific math concepts; and (3) Tailor lessons based on individual students' strengths and needs to help them achieve high-quality learning outcomes in mathematics. This program emphasizes how the neurodevelopmental demands of a math lesson interact with individual students' strengths and needs. The authors provide step-by-step guidance for adapting materials, activities, and instructional strategies to make lessons accessible to all students. This participant book includes the handouts and reproducibles for the program. The corresponding kit includes a facilitator's guide and a corresponding DVD. A preface is included.

All adults need strong social skills to find and keep a job, establish relationships, and participate fully in adult life--but building these skills can be a special challenge for people with autism, Asperger syndrome, nonverbal learning disorder, social anxiety, and other disorders affecting social learning. Give them the essential support they need with this field-tested curriculum for high-functioning adults, designed to build a broad range of social skills through explicit instruction and coaching. Based on the highly acclaimed Social Skills Seminar at the University of Pennsylvania, this engaging, hands-on curriculum is an invaluable addition to college counseling programs, vocational rehabilitation groups, and any other program helping people with social learning disorders. The first program of its kind to target the social learning needs of young adults and adults, "Social Literacy": (1) Is proven effective; (2) Goes far beyond the basics; (3) Helps participants generalize skills; (4) Adapts to any program's needs; and (5) Targets the areas most critical to success. With this book-and-CD set, professionals will have everything they need to conduct a full 12 weeks of lessons. They'll get practical guidance on establishing a social learning course, strategies for recruiting and training social coaches, photocopiable handouts, and exercises that help participants understand and practice social skills, and a CD-ROM with more than 100 PowerPoint slides for instructional use. A highly effective way to teach critical social skills to high-functioning adults, this proven curriculum will prepare participants to successfully navigate the joys and challenges of adult life.

This book is a wonderful blending of methodologies. This juxtaposition of art and literature serves as an instrument for teachers to inspire their students to create, critique, compare and predict, all higher-level intellectual behaviors, while composing across symbol systems. The work contains detailed classroom transcripts of strategies that lend themselves to culturally responsive teaching while engaging students and developing in them the desire to learn. Following a foreword by Tonya Huber and a preface by Ruth A. Vinz, this book contains: (1) Opening Possibilities Through Transmediation (Mary Ann Reilly); (2) Global Multicultural Literature and the Read-Aloud and Writer's Workshop as a Site for Social Justice (Jane M. Gangi); (3) "Living in a Dream of Music": Fluency Through Choral Reading and Narrative Pantomime (Jane M. Gangi); (4) "Having More To Say": Developing Writing Fluency Through Collage (Mary Ann Reilly); (5) Recasting Text Through Reader's Theater and Story Dramatization (Jane M. Gangi); (6) Deepening Comprehension Through Storytelling (Jane M. Gangi); (7) Studying Writer's Craft in Three Middle School Classrooms: A Sociocultural Perspective (Mary Ann Reilly); (8) Finding the Right Words: Art Conversations and Poetry (Mary Ann Reilly); (9) Gaming the System (Rob Cohen); (10) Reforming the Road to Jericho: Using Multimodal Texts, Art Engagements, and Asynchronous Chats to Bridge Discourses (Mary Ann Reilly); and (11) Recommended Books on History, Culture, and Current Events for Deepening Literacy Learning (Jane M. Gangi).

Co-author of the popular titles "Booktalking Bonanza" and "The Early Literacy Kit", Betsy Diamant-Cohen brings together 18 examples of successful outreach partnerships that children's librarians and administrators can adapt to their own situations. Contributors from the U.S and Canada explain how they partnered with schools, community organizations, museums, businesses and other agencies to create novel experiences for children across the children's services spectrum (preschool through middle-school). Inside this volume readers will find: (1) Descriptions of innovative award-winning collaborations, such as The Read to Me Program (a family literacy project that evolved from a collaboration between an adult corrections facility and a public library); (2) Programming ideas perfect for enhancing community outreach; and (3) Inspiration to create and kick-start new initiatives. Filled with lively collaborative programming ideas, "Children's Services" will help readers reach out to their communities and to their constituents in new and exciting ways. This book contains six parts. Part I, "Community Organizations and Public Libraries", contains: (1) The Big Tree Library (Jan Johnson); (2) Crossing Cultural Borders: Serving Immigrant Families (Dorothy Stoltz, Susan Mitchell, Elena Hartley, and Jillian Dittrich); (3) Language Fun Storytime: Serving Children with Speech and Language (Tess Prendergast and Rhea Lazar); (4) Reaching Little Heights (Catherine Hakala-Ausperk); and (5) Thrive by Five Reading Readiness Initiative (Elizabeth M. Gray and Candelaria Mendoza). Part II, "Law Enforcement and Public Libraries", contains: (6) Inviting Police to Read at Your Library (Linda Schwartz); and (7) Children of Incarcerated Parents: Public Libraries Reaching Out (Shelley Quezada). Part III, "Academic Institutions and Public Libraries", contains: (8) ReadsinMA.org: Statewide Summer Reading Program Goes Online (Maureen Ambrosino); (9) BLAST School Outreach Program (Georgene DeFilippo); and (10) Braille That Stands Out in More Ways Than One (Deborah J. Margolis). Part IV, "Children's and Play Museums and Public Libraries", contains: (11) Party with Your Partners: Plan a Kids' Book Fest! (Starr LaTronica); (12) Borrow a Book... at the Museum (Carol Sandler); (13) Countdown to Kindergarten (Jeri Robinson and Krystal Beaulieu); and (14) Saving Money through Family Literacy Collaborations (Wendy Blackwell, Leslie Gelders, Pam Cote, and Kerri McLinn). Part V, "Cultural Institutions and Public Libraries", contains: (15) Small Libraries Help One Another in a Big Way (Leah Wagner); (16) SmartArt (Ellen Riordan and Emily Blumenthal); and (17) Teaching Storytelling to Youth: A Library, a School, and an Art Institute Collaborate (Cathy Lancaster and Brenda Harris). Part VI, "Businesses and Public Libraries", contains: (18) Science in the Summer (Margie Stern). An index is included.

This innovative and practical kit, put together by two well-known specialists in the field of early literacy, contains everything storytime presenters for children from birth to age five and their parents or caregivers need to spread the word about school readiness skills to adult caregivers. The kit includes: (1) An accessible handbook with a resource section; (2) 105 reusable tip cards with coordinated activities; and (3) A concise summary of important early literacy research. Ideal for program planners, this convenient resource will help you teach caregivers the developing standards by which school readiness can be achieved. Contents include: (1) Introduction; (2) Background; (3) School Readiness Domains; (4) Reaching Parents and Caregivers: Why and How; (5) The Tip Card Facts; (6) How to Use the Cards; (7) A Final Word; and (8) Resources.

The chapters in "Explorations in Second Language Reading" reveal the importance of reading in the classroom and how instructors can use reading as a bridge to improve learners' other linguistic and interpersonal skills. Most significantly, each author prompts us to rediscover how enjoyable ESOL reading can be and how it can increase learner motivation. Within this volume practitioners will find a wealth of activities and techniques for diverse classrooms: incorporating pre-, during-, and post-reading activities; constructing a themed reading curriculum; teaching texts from a culture different from that of the students; using online discussions, links, and class readings; selecting reading materials for English for academic purposes and English for specific purposes courses; using plays as interactive reading texts; and teaching the text "backwards." TESOL practitioners of all levels will find this volume beneficial whether they are planning a full curriculum, weeklong reading unit, or single-day integrated reading activity. This book contains 13 chapters. Chapters include: (1) Emphasizing Reading in the ESOL Classroom (Roger Cohen); (2) Purposeful Reading (Frank Noji, Shawn Ford, and Anthony Silva); (3) Building Reading Abilities With Graphic Organizers (Xiangying Jiang and William Grabe); (4) P4 + C: Cracking the Culture Code in "Story" (Jennifer Jabareen); (5) Reading the World in L1 and L2 (Sara Exposito and Alejandra Favela); (6) Making the Most of Literature Circles: Effective Literature Discussions for the EFL Classroom (Hadija Drummond); (7) Beggars Can Be Choosers! (Deepti Gupta); (8) Reading "Between the Lines" of Academic Texts (Shawna Shapiro); (9) Developing Pragmatic Competence for Critical Academic Reading (Roger Nunn); (10) Maximizing ESL Freshman Readers' Skills With Online Instruction (Reima Al-Jarf); (11) Designing Materials for EAP Students: A Balanced Approach to Reading (Esmat Babaii and Hasan Ansary); (12) The Play's the Thing: Using Drama for Pleasurable Reading and Genuine Communication (Natalie Hess); and (13) Teaching the Text Sdrawkcab: Moving Beyond Educational Fads (Margret M. Guntren). References and an index are included.

This is one of the first books to present a systematic treatment approach, grounded in cognitive-behavioral therapy, for traumatized children and their families. Provided is a comprehensive framework for assessing posttraumatic stress disorder, depression, anxiety, and other symptoms; developing a flexible, individualized treatment plan; and working collaboratively with children and parents to build core skills in such areas as affect regulation and safety. Specific guidance is offered for responding to different types of traumatic events, with an entire section devoted to grief-focused components. Also addressed are ways to tailor treatment to children's varying developmental levels and cultural backgrounds. The authors' approach has been nationally recognized as an exemplary evidence-based program. This book in divided into three parts. Part I, Trauma-Focused Cognitive-Behavioral Therapy, four chapters: (1) Chapter 1: The Impact of Trauma and Grief on Children and Families; (2) Chapter 2: Assessment Strategies for Traumatized Children; (3) Chapter 3: The TF-CBT Model: How It Works; and (4) Chapter 4: The Role of the TF-CBT Therapist. Part II, Trauma-Focused Components, contains an Introduction to the TF-CBT Components, followed by a numbered list of ten Trauma Focused Components. They appear as follows: Trauma-Focused Component (1) Psychoeducation; Trauma-Focused Component (2) Parenting Skills; Trauma-Focused Component (3) Relaxation; Trauma-Focused Component (4) Affective Expression and Modulation; Trauma-Focused Component (5) Cognitive Coping and Processing I: The Cognitive Triangle; Trauma-Focused Component (6) Trauma Narrative; Trauma-Focused Component (7) Cognitive Coping and Processing II: Processing the Traumatic Experience; Trauma-Focused Component (8) In Vivo Mastery of Trauma Reminders; Trauma-Focused Component (9) Conjoint Child-Parent Sessions; and Trauma-Focused Component (10) Enhancing Future Safety and Development. Part III, Grief-Focused Components, presents an Introduction to the Grief-Focused Components, and the five components appear in a numerical list as follows: Grief-Focused Component (1) Grief Psychoeducation; Grief-Focused Component (2) Grieving the Loss and Resolving Ambivalent Feelings about the Deceased: "What I Miss and What I Don't Miss"; Grief-Focused Component (3) Preserving Positive Memories of the Deceased; Grief-Focused Component (4) Redefining the Relationship with the Deceased and Committing to Present Relationships; and Grief-Focused Component (5) Conjoint Child-Parent Sessions, Treatment Review, and Closure. Appended are: (1) Handouts; (2) Resources; and (3) Additional Training. [This book was published by Guilford Publications.]

This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter. The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' "Principles and Standards for School Mathematics." The seminar is nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities. Following a foreword and preface, this book is divided into the following chapters: (1) Setting the Stage; (2) Seeing Teachers and Students as Sense-Makers; (3) Deepening One's Understanding of Subject Matter; (4) Creating Teaching Practices That Focus on Understandings; and (5) Conclusion.

This guide provides specific strategies for improving language and culture learning prior to spending time abroad. It begins with three surveys to help people recognize how they currently learn languages and culture. Section 1, "Culture-Learning Strategies," offers a pre-departure unit: "You as a Culturally Diverse Person"; "Understanding the Ways Cultures Can Differ in Values"; and "Understanding Yourself as a Member of a Culture or Cultures." It also includes an in-country unit: "Strategies for Social Relations--Interacting with Hosts"; "Adjusting"; "Strategies for Developing Intercultural Competence"; "Strategies for Making Cultural Inferences"; "Strategies for Keeping a Journal"; "Strategies for Intercultural Communication"; "Nonverbal Communication"; and "Preparing to Return Home." This section concludes with a post-study-abroad unit: "Continue the Learning." Section 2, "Language-Learning Strategies," includes chapters on "Listening"; "Learning Vocabulary"; "Speaking to Communicate"; "Reading for Comprehension"; "Writing"; and "Translation Strategies." (Sections contain references.) (SM)

This book discusses the causes and impact of global skill shortages, focusing on data from skill shortages measured in the period 1995-1998 in 19 developed and emerging economies. Chapter one contains a brief introduction. Chapter two is a review of theoretical literature on skill shortages, including static and dynamic shortages, efficiency wage theory, insider-outsider theory, labor mobility, path dependence, job vacancies, and measures of labor shortage. Chapter three discusses the forces that drive globalization and make economies interdependent, market and production globalization, and the need to look at occupational skill shortages globally. Chapter four summarizes studies on labor and skill shortages in 12 countries and Europe as a whole. Chapter five discusses in detail, the methodology of measuring skill shortages by occupation and country, the data used in the studies, and the results. Efforts are made to validate the methodology. Chapter six examines factors that can explain shortages and labor surpluses and analyzes the relationship between the shortage indicators and other indicators in the 19 countries analyzed. Chapter seven discusses how companies have coped with labor shortages. Chapter eight contains brief concluding remarks. The book also contains an appendix of data tables for all 19 countries, references for each chapter, and an index. (SLR)

The editors offer Six Promising Principles to guide successful practice by social work educators in international settings, including research, travel and study programs, technical assistance and training, and interdisciplinary efforts. These principles inform the content, which illuminates the specific role of U.S. social work educators in international efforts that stem, in part, from their academic positions. In addition to successes, the book also shares some of the difficulties and lessons learned by the authors during their international work.

Disputing the claim that improved student learning requires stronger academic standards and stiffer tests, the authors of this book contend that effective state reform depends on coherence in policy and practice, and opportunities for professional learning. It draws on a study of a program in California that worked to improve mathematics teaching and learning. The study showed that state policy had a constructive influence on math education in the elementary grades when there was a consistency among the tests and other policy instruments, the curricula, and other instruments of classroom practices, and when teachers had substantial opportunities to learn the practices proposed by the policy. When these conditions were met, students posted higher scores on state math tests. The book also shows that most teachers did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices that state policymakers proposed. The book further discusses the ways policy and practice can be linked in successful educational reform and why such linkage is difficult to achieve. It also offers suggestions to practitioners and policymakers seeking to improve education and to analysts seeking to understand it. (WFA)

The essays in this collection explore how educators can formalize the use of peer learning to encourage more effective learning in higher education. The chapters are: (1) "Introduction: Making the Move to Peer Learning" (David Boud); (2) "Designing Peer Learning" (Jane Sampson and Ruth Cohen); (3) "Strategies for Peer Learning: Some Examples" (Jane Sampson and Ruth Cohen); (4) "Implementing and Managing Peer Learning" (Ruth Cohen and Jane Sampson); (5) "Peer Learning and Assessment" (David Boud, Ruth Cohen, and Jane Sampson); (6) "Team-based Learning in Management Education" (Ray Gordon and Robert Connor); (7) "Project Management Teams; A Model of Best Practice in Design" (Jenny Toynbee Wilson); (8) "Peer Learning in Law: Using a Group Journal" (James Cooper); (9) "Autonomy, Uncertainty and Peer Learning in IT Project Work" (Brian Lederer and Richard Raban); (10) "Peer Learning Using Computer Supported Roleplay - Simulations" (Robert McLaughlan and Denise Kirkpatrick); (11) "Aligning Peer Assessment with Peer Learning for Large Classes: The Case of an Online Self and Peer Assessment System" (Mark Freeman and Jo McKenzie); and (12) "Conclusion: Challenges and New Directions" (David Boud). (SLD)

This book synthesizes current thinking about effective social and emotional education of young elementary school children. The book's chapters, by leading national experts, describe the range of programs and perspectives that can be used in elementary schools, focusing on concrete strategies and curricular-based programs that can be integrated into school life. The chapters are: (1) "Social and Emotional Education: Core Concepts and Practices" (Jonathan Cohen); (2) "Development in Context: Imagining the Child at Hand" (Barbara K. Eisold); (3) "School Climate and Social and Emotional Development in the Young Child" (Joy E. Fopiano and Norris M. Haynes); (4) "Helping Emotionally Vulnerable Children: Moving toward an Empathic Orientation in the Classroom" (Deborah Mugno and Donald Rosenblitt); (5) "Creating a Classroom Community Where Social Emotional Learning Thrives: The Case of the 'Cool Girls' List" (Ruth Charney and Roxann Kriete); (6) "Fostering Emotional Intelligence in the Classroom and School: Strategies from the Child Development Project" (Stefan Dasho, Catherine Lewis, and Marilyn Watson); (7) "Reach Out to Schools: A Social Competency Program" (Pamela Seigle); (8) "I Can Problem Solve (ICPS): A Cognitive Approach to the Prevention of Early High-Risk Behaviors" (Myrna B. Shure and Ann-Linn Glaser); (9) "PATHS in Your Classroom: Promoting Emotional Literacy and Alleviating Emotional Distress" (Carol A. Kusche and Mark T. Greenberg); (10) "Improving the Social and Intellectual Climate in Elementary Schools by Addressing Bully-Victim-Bystander Power Struggles" (Stuart W. Twemlow, Peter Fonagy, Frank C. Sacco, Martin L. Gies, and Debora Hess); (11) "Social and Emotional Learning: The Future Is Now" (Ronald J. Areglado); and (12) "Social and Emotional Literacy for All in the Twenty-First Century: A Challenge and a Necessity" (Jonathan Cohen). Each chapter contains references. (KB)

Amid unprecedented social, demographic, and economic changes, leaders must enhance performance and deliver desired results. The growing importance of managing the explosion in information requires attention to defining organizational missions and visions. The 37 chapters in this work are divided into 7 parts. Part 1, "On Leaders and Leadership," explores enduring principles of effective leadership strategies and traits in numerous settings. Part 2, "Leading Innovation and Transformation," provides insight into the challenging task of guiding organizational change. Part 3, "Leadership in the New Information Economy," examines the many changes that are transforming the way people work and the way wealth is generated. Part 4, "Competitive Strategy in a Global Economy," showcases effective strategic leadership in business, government, and nonprofit organizations worldwide. Part 5, "Leading for High Performance," explores the responsibility of organizations and leaders to achieve results, and provides suggestions for enhancing achievement. Part 6, "Building Great Teams," provides leaders with suggestions on how to better use personnel, the most important resource of organizations. Part 7, "Leadership Across the Sectors," highlights innovative leadership strategies used in public and social-sector organizations to build strong families, healthy children, and cohesive communities. (Contains as 9-page index.) (TEJ)

Because sleep disturbances are common in childhood, almost every parent will have to deal with a child's sleeptime problems at some point. This guide offers information on sleep in children from birth through adolescence. The book answers common questions from parents, and provides advice on preventing Sudden Infant Death Syndrome, getting infants to sleep through the night, and solving sleep-wake problems. The book also evaluates the pros and cons of popular but conflicting child-sleep advice so parents can make the best decisions for their families. Following an introduction, the chapters are: (1) "Understanding Sleep"; (2) "How Much Sleep Does My Child Need?"; (3) "The First Few Months"; (4) "Problems in Sleeping through the Night"; (5) "Controversies and Strategies"; (6)"Bedtime Routines and Rituals"; (7) "There's a Monster under the Bed: Dealing with Fears"; (8) "Nightmares, Sleep Terrors, and Partial Arousals"; (9) "Twins and More"; (10) "Solving Common Problems"; and (11) "Changes at Adolescence." Appended is a list of sleep treatment centers accredited by the American Sleep Disorders Association and a list of resources from the American Academy of Pediatrics. (KB)

Based on the view that social and emotional learning (SEL) needs to be an integral part of middle school education, this book provides an overview to social and emotional learning and the development of middle school students, presents a representative range of SEL programs and perspectives, and offers reflections on the current status of SEL and possible directions to take in creating and improving programs and perspectives. The chapters are: (1) "Social and Emotional Learning Past and Present: A Psychoeducational Dialogue" (Jonathan Cohen); (2) "The Meaning of Development in Middle School" (William Solodow); (3) "Why SEL Is the Better Way: The New Haven Social Development Program" (Timothy P. Shriver, Mary Schwab-Stone, and Karol DeFalco); (4) "Creating a Positive School Climate: Strategies for Fostering Self-Esteem, Motivation, and Resilience" (Robert B. Brooks); (5) "Social Decision Making and Problem Solving: Essential Skills for Interpersonal and Academic Success" (Maurice Elias and Linda Bruene Butler); (6) "The Development of Responsibility in Early Adolescence: Approaches to Social and Emotional Learning in the Middle School" (Ruth Charney, Linda Crawford, and Chip Wood); (7) "Social and Emotional Learning: A Psychoanalytically Informed Perspective" (Steven Marans and Jonathan Cohen); (8) "Waging Peace in Our Schools: Social and Emotional Learning through Conflict Resolution" (Janet Patti and Linda Lantieri); (9) "Social, Emotional, and Political Learning" (Peggy McIntosh and Emily Style); (10) "The Cognitive, Emotional, and Behavioral (CEB) Framework for Promoting Acceptance of Diversity" (Norris M. Haynes and Steven Marans); (11) "Successful Implementation of SEL Programs: Lessons from the Thinking Skills Movement" (Ronald S. Brandt); and (12) "Learning about Social and Emotional Learning: Current Themes and Future Directions" (Jonathan Cohen). Each chapter contains references. (KB)

In this autobiography, Lori Arviso Alvord describes her journey to become the first Navajo woman surgeon and her realization of the benefits of Navajo philosophy to the healing process. Raised on the Navajo reservation by a White mother and a Navajo father and grandmother, Alvord learned to walk in two worlds. Encouraged to get an education, she was accepted at Dartmouth, which has an historic mission to educate Native Americans and a strong Native community. A summer job as a medical research assistant led her eventually to Stanford Medical School, where Navajo cultural values and beliefs such as humble behavior and taboos about death presented obstacles to success. Aided by Stanford's commitment to increasing the number of women in its surgery program and by the mentorship of a Native surgeon, Alvord completed surgical training and returned home to work for the Indian Health Service. She quickly recognized the lack of understanding between Native patients and the mostly non-Native doctors. In addition, a number of incidents revealed how health and healing were affected by patient beliefs and by the emotions and attitudes of both patient and physician. The key lies in the Navajo philosophy of "walking in beauty," living a balanced and harmonious life connected to all the components of one's world. Alvord discusses her efforts to find that balance, both in her personal life and as a surgeon, and what such a philosophy could bring to Western medicine. (Contains a short bibliography and a Navajo glossary.) (SV)

In this collection of articles designed for the elementary school teacher there are capsule portraits of the 6-, 7-, 8-, 9-, and 10-year-old and an outline of a full program for a good school day. Also included are discussions on children's thinking and how it can be encouraged, creativity, the stages of the creative process and ways creativity can be fostered. Other articles focus on learning centers, open education, discipline, working with teaching aides, and the relationship between parents and school. A selected bibliography lists resources for teachers interested in reading about the topics in greater depth.(MS)