Early Childhood Development: A Multicultural Perspective
Early Childhood Development: A Multicultural Perspective, 6/e addresses both typical and atypical child development from birth through age eight. This text highlights the diversity of child development, preparing professionals to meet the unique needs of children from a wide variety of backgrounds. From reviews of Early Childhood Development: A Multicultural Perspective: “I believe that overall the textbook is unique in its multicultural approach. It is also very reader friendly and contains the information that is essential to understanding the development of children…[T]his text is one of the few that truly does focus on the early development years. Additionally, it is one of the only [texts] that has the multicultural emphasis.” -Keri Maxwell, West Virginia University “I use the text because it is the only one that I have found with a true multicultural focus throughout, not just a “multicultural” chapter at the end of the book…[The W]riting is excellent, especially helpful are the examples and vignettes…[The book] gives multiple examples of how content is applied; gives a review of important points; and gives application ideas at the end of each chapter. [A] strength [of Chapter 18] is looking at family issues (poverty, oppression, etc.) and going through the different age ranges covered in this book. That helped to integrate that knowledge about families and apply it across ages.” -Sandra Newcomb, University of Maryland, College Park “Excellent text…[T]he author has done an outstanding job of presenting key concepts in a readable, understandable, and relational way. Excellent Research into Practice [feature].” -Marilee Cosgrove, California State University, Fullerton
Brooks/Cole Empowerment Series: Foundations of Social Policy (with CourseMate Printed Access Card): Social Justice in Human Perspective 5th Edition
Reflecting the idea that social justice is a primary mission of the social work profession, this text provides a thorough grounding in policy analysis-with extensive coverage of policy practice and a unique emphasis on the broad issues and human dilemmas inherent in the pursuit of social justice. The book introduces several philosophical perspectives on what constitutes social justice, and identifies values and assumptions reflected in contemporary policy debates. FOUNDATIONS OF SOCIAL POLICY, Fifth Edition, part of the BROOKS/COLE EMPOWERMENT SERIES, integrates the core competencies and practice behaviors outlined in the 2008 Educational Policy and Accreditation Standards (EPAS) set by the Council on Social Work Education (CSWE). Numerous updates, on topics ranging from women in combat and elder abuse to the DOMA decision and movements against public employee unions, showcase the profound impact of current events on policy issues and social justice in the United States and internationally. This edition also includes access to CourseMate, which offers online interactive learning, study, and exam preparation tools that support the printed textbook.
About the Author
A native of California, Amanda S. Barusch completed her B.A. in Psychology at Reed College and her M.S.W. and Ph.D. in Social Welfare at the University of California, Berkeley. Her primary research and teaching interests are in the fields of social policy and aging. She has investigated topics ranging from interpersonal relations to international policy comparisons. She has published articles in leading North American journals and is the author or coauthor of seven books. Dr. Barusch joined the faculty at the University of Utah College of Social Work in 1985. She has served as Associate Dean for Research and Doctoral Studies (2003-2007) and Director of the Social Research Institute (1995-1998); and is now Associate Dean for Research. She serves as Editor-in-Chief of the Journal of Gerontological Social Work and is on the editorial board of the Journal of Poverty. She is a fellow in the Gerontological Society of America. Since June of 2007 she has also held an appointment as Professor of Gerontology at the University of Otago in Dunedin, New Zealand, where she continues to serve on a part-time basis.
One of the most widely read books in educational leadership, Educational Administration uses a systems perspective to synthesize the relevant theory and research on organizational behavior and focuses on understanding and applying theory to solve problems of practice. With each new edition, the latest research and theory are incorporated into the analysis of teaching, learning, and leading. Educational Administration helps future administrators understand the content and context of schools, remember key ideas and principles, and apply and practice those principles as they lead.
About the Author
Wayne K. Hoy, former chair of the department of educational administration, associate dean of academic affairs, and distinguished professor at Rutgers University, is now the Novice Fawcett Chair in Educational Administration at The Ohio State University. Professor Hoy received his B. A. from Lock Haven State College in 1959 and his D. Ed. from The Pennsylvania State University in 1965. His primary research interests are theory and research in administration, the sociology of organizations, and the social psychology of administration. In 1973, he received the Lindback Foundation Award for Distinguished Teaching from Rutgers University; in 1987, he was given the Alumni Award for Professional Research from the Graduate School of Education; in 1991, he received the Excellence in Education Award from The Pennsylvania State University; and in 1992, he was given the Meritorious Research Award from the Eastern Educational Research Association. He is past secretary-treasurer of the National Conference of Professors of Educational Administration (NCPEA) and is past president of the University Council for Educational Administration (UCEA). He currently serves on the editorial boards of the Educational Administration Quarterly, Journal of Educational Administration, the McGill Journal of Education, and the Journal of Research and Development in Education. Professor Hoy is coauthor with Professors D. J. Willower and T. L. Eidell of The School and Pupil Control Ideology (1967), with Patrick Forsyth of Effective Supervision: Theory into Practice (1986), and with John Tarter and Robert Kottkamp, Open Schools-Healthy Schools: Measuring Organizational Climate (1991). He has been described by the Australian Institute of Educational Administration as one of “the world’s most widely read authors in the field of Educational Administration.” Professor Hoy has written more than a hundred books, articles, chapters, and papers. His most recent books are Administrators Solving the Problems of Practice, (Allyn & Bacon, 1995) with C. J. Tarter; The Road to Open and Healthy Schools (Corwin, 1997) with C. J. Tarter; Quality Middle Schools (Corwin, 1998) with Dennis Sabo.
Since October 1988, Cecil G. Miskel has been dean of and a professor in the School of Education at the University of Michigan. He served the University of Utah as a professor and chairperson of the Department of Educational Administration from 1982 to 1983 and dean of the Graduate School of Education from 1983 to 1988. He holds a doctor of education degree from Oklahoma State University. In addition, to being a co-author of the five editions of Education Administration, he has published widely in a variety of scholarly journals.
Table of Contents
- Chapter 1: The School as a Social System
- Chapter 2: The Technical Core: Learning and Teaching
- Chapter 3: Structure in Schools
- Chapter 4: Individuals in Schools
- Chapter 5: Organizational Culture of Schools
- Chapter 6: Organizational Climate of Schools
- Chapter 7: Power and Politics in Schools
- Chapter 8: External Environments and Accountability of Schools
- Chapter 9: School Effectiveness
- Chapter 10: Decision Making in Schools
- Chapter 11: Shared Decision Making: Empowering Teachers
- Chapter 12: Communication in Schools
- Chapter 13: Leadership in Schools
- Chapter 14: One Last Time: A Review of the School as a Social System
A Collection of Cases for Educational Leadership
Classroom Management 4E empowers you to develop an individual classroom management plan that suits your professional philosophy and teaching style. It introduces the Lyford model, a framework that illustrates the many elements of successful classroom management. Using the Lyford model as a scaffold, the authors: – compare and contrast the main theories and models that currently inform practice in Australian classrooms; – explore key practices for creating positive learning environments that will engage students and reduce the chance of disruptions; and – discuss a range of intervention strategies to consider when faced with challenging student behaviours. As you work towards developing your own individual approach to classroom management, engaging stories from early-career teachers help you to apply the concepts to real-life situations. A new chapter on contemporary issues in classroom management keeps you up to date with a wide range of topics that impact upon today's learning environments.
Soo Tan’s APPLIED CALCULUS FOR THE MANAGERIAL, LIFE, AND SOCIAL SCIENCES, Ninth Edition balances applications, pedagogy, and technology to provide readers with the context they need to stay motivated and interested in the material. Accessible for majors and non-majors alike, the book uses an intuitive approach that introduces abstract concepts through examples drawn from common, real-life experiences and numerous fields of interest to which readers can relate. Insightful Portfolios highlight the careers of real people and discuss how they incorporate math into their daily professional activities. Numerous exercises ensure that readers have a solid understanding of concepts before advancing to the next topic. Algebra review notes, keyed to the review chapter Preliminaries, appear where and when readers need them. Available with InfoTrac Student Collections http://gocengage.com/infotrac.
About the Author
Soo T. Tan has published numerous papers in Optimal Control Theory and Numerical Analysis. He received his S.B. degree from Massachusetts Institute of Technology, his M.S. degree from the University of Wisconsin-Madison, and his Ph.D. from the University of California at Los Angeles. “One of the most important lessons I learned from my early experience teaching these courses is that many of the students come into these courses with some degree of apprehension. This awareness led to the intuitive approach I have adopted in all of my texts.”