The PhDictionary: A Glossary of Things You Don’t Know (but Should) about Doctoral and Faculty Life (Chicago Guides to Academic Life)
Navigating academia can seem like a voyage through a foreign land: strange cultural rules dictate everyday interactions, new vocabulary awaits at every turn, and the feeling of being an outsider is unshakable. For students considering doctoral programs and doctoral students considering faculty life, “The PhDictionary” is a lighthearted companion that illuminates the often opaque customs of academic life. With more than two decades as a doctoral student, college teacher, and administrator, Herb Childress has tripped over almost every possible misunderstood term, run up against every arcane practice, and developed strategies to deal with them all. He combines current data and personal stories into memorable definitions of 150 key phrases and concepts graduate students will need to know (or pretend to know) as they navigate their academic careers. From “ABD” to “white paper” and with “buyout,” “FERPA,” “gray literature, ” and “soft money” in between each entry contains a helpful definition and plenty of relevant advice. Wry and knowledgeable, Childress is the perfect guide for anyone hoping to scale the ivory tower.”
About the Author
Herb Childress is cofounder of the consulting firm Teleidoscope Group LLC. He has extensive professional experience as a teacher and administrator in higher education, most recently as dean of research and assessment at the Boston Architectural College. He is the author of “Landscapes of Betrayal, Landscapes of Joy: Curtisville in the Lives of Its Teenagers.” He lives in Middletown Springs, Vermont.
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This best-selling text provides comprehensive coverage of general teaching methods and models. The most balanced text in its field, Learning to Teach strikes a harmony by integrating researched-based practices with practical consideration and opportunity for real-world application. The text provides strong coverage of both teacher-centered and student-centered models. By covering all major teaching models plus the leadership of teaching, including planning, classroom management, assessment, motivation, and management of time and space, Learning to Teach helps future teachers master both the theory and application of successful teaching.
About the Author
Richard I. Arends is Professor of Educational Leadership and Dean Emeritus at Connecticut State University where he served as Dean of the School of Education and Interim Provost of Academic Affair from 1991-2004. Before going to Connecticut he was on the faculty and chair of the department of Curriculum and Instruction at the University of Maryland, College Park. Richard Arends received his Ph.D. from the University of Oregon where he was on the faculty from 1975 to 1983. A former elementary, middle school, and high school teacher, his special interests are teaching, teacher education, organization development and school improvement. He has worked widely with schools and universities throughout North America, in Jamaica, and in the Pacific Rim, including Australia, Samoa, Palau, and Saipan. Professor Arends has authored or contributed to over a dozen books on education including the Second Handbook or Organization Development in Schools, Systems Change Strategies in Education, Exploring Teaching, and Learning to Teach. The latter is now in its 8th edition and has been translated into several foreign languages. The recipient of numerous awards, he was selected in 1989 as the outstanding teacher educator in the state of Maryland and in 1990 received the Judith Ruskin Award for outstanding research in education given by the Association for Supervision and Curriculum Development (ASCD). From 1995-97 Professor Arends held the William Allen (Boeing) Endowed Chair Boeing in the School of Education at Seattle University. Currently, he is retired in Portland, Oregon where he pursues favorite projects and continues to write.
This practical text helps student teachers develop their confidence, understandings and skills so that they can effectively and authentically teach arts in primary and middle school classrooms. Delivering Authentic Arts Education outlines the true nature of arts education and its importance in the curriculum, emphasising the arts as forms of creative activity, meaning-making and expression in a cultural context. Written in the context of the Australian Curriculum: The Arts, this new edition makes it easy for students to connect to curriculum documents. Chapters discuss how to recognise and build on your existing artistic abilities and pedagogical skills, how to encourage children???s creativity, and the general principles of planning and assessment. It then examines the five arts areas: dance, drama, media arts, music and visual arts. The final part of the text contains sample learning activities and resources that demonstrate how to plan an effective lesson within a unit of inquiry. Practical tips, classroom ???snapshots???, example activities and ideas for programs show you the links between theory and practice so you can develop arts education experiences that are purposeful, stimulating and engaging for everyone.
Nelson Psychology VCE Units 3 & 4 Student Activity Manual has been completely revised to align with the VCAA VCE Psychology Study Design 2013 – 2016. The manual provides students with a range of engaging and practical activities that have been specifically designed to assist understanding, learning, revision and practice of the Key Knowledge and Key Skills detailed in the VCE Psychology Study Design. Activities help students further explore the concepts they are learning and assist in the consolidation of ideas. The activities and questions have been developed to provide students with valuable practice at answering VCE exam style questions. This manual can be used with any VCE Psychology textbook and many activities can be used as homework. Answers to activities are provided on NelsonNet.
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