Showing papers in "Education Review in 2008"

Last child in the woods : saving our children from nature-deficit disorder

Abstract: The children and nature movement is fueled by this fundamental idea: the child in nature is an endangered species, and the health of children and the health of the Earth are inseparable. Richard Louv, from the new edition In his landmark work "Last Child in the Woods, "Richard Louv brought together cutting-edge studies that pointed to direct exposure to nature as essential for a child s healthy physical and emotional development. Now this new edition updates the growing body of evidence linking the lack of nature in children s lives and the rise in obesity, attention disorders, and depression. Louv s message has galvanized an international back-to-nature campaign to Leave No Child Inside. His book will change the way you think about our future and the future of our children. [The] national movement to leave no child inside . . . has been the focus of Capitol Hill hearings, state legislative action, grass-roots projects, a U.S. Forest Service initiative to get more children into the woods and a national effort to promote a green hour in each day. . . . The increased activism has been partly inspired by a best-selling book, "Last Child in the Woods, " and its author, Richard Louv. "The Washington Post" "Last Child in the Woods, " which describes a generation so plugged into electronic diversions that it has lost its connection to the natural world, is helping drive a movement quickly flourishing across the nation. "The Nation s Health" This book is an absolute must-read for parents. "The Boston Globe" Now includesA Field Guide with 100 Practical Actions We Can Take Discussion Points for Book Groups, Classrooms, and Communities Additional Notes by the Author New and Updated Research from the U.S. and Abroad"

Effective Leadership Communication: A Guide for Department Chairs and Deans for Managing Difficult Situations and People.

Abstract: About the Authors. Introduction. PART I: ESTABLISHING A FOUNDATOIN FOR EFFECTIVE LEADERSHIP COMMUNICATION. 1. Using the Institutional Mission to Empower Performance. 2. Setting Precedents Carefully. 3. Sharing Decision-Making Criteria to Inform Requests. 4. Establishing Your Leadership Credibility. 5. Building Relationships. PART II: DEVELOPING A FAIR AND EFFECTIVE LEADERSHIP COMMUNICATION STYLE. 6. Managing Interpersonal Conflict. 7. Managing the Search Process. 8. Managing Performance Counseling. 9. Managing Faculty Morale, Changing Duties, and Shrinking Resources. 10. Managing Up and Out. PART III: USING LEADERSHIP COMMUNICATION TO MANAGE ESPECIALLY DIFFICULT PEOPLE. 11. Managing Personal Agendas. 12. Containing the Pot Stirrer/Troublemaker. 13. Working With the Prima Donna/Drama Queen. 14. Managing the Confrontation Junkie. 15. Engaging the Passive and Indifferent Soul. Annotated Bibliography. Index.

Effective Instruction for Struggling Readers, K-6.

Abstract: Featuring today's most respected leaders in the field of reading interventions, this book examines what we have learned from the research to help struggling readers in grades K - 6. Focusing on strategies that have been proven effective, the authors will help educators meet the demands placed on them to ensure that all students are making good progress toward becoming competent readers. Each chapter begins with a set of framing questions and ends with suggestions for action to foster discussion and help teachers translate research-based ideas into practice - perfect for teacher education courses and professional development workshops.This timely volume includes: an analysis of what is needed to help all students succeed in reading, especially struggling readers, students with special needs, and ELL students; practices to foster young students' success in learning to decode; instructional strategies to improve students' vocabulary and comprehension; and, school-wide practices to improve all students' reading in high-poverty, diverse schools.

It's Time for School! Building Quality ABA Educational Programs for Students with Autism Spectrum Disorders.

Abstract: Authors Leaf, McEachin and Taubman are psychologists with many decades of experience treating autism. The book draws extensively upon their own pioneering work during this past decade in developing an ABA classroom model that has been used in some of the largest school districts in the United States. In fact, the book reads as if it might be the training manual that Autism Partnership uses when it consults with a district.

Beyond Politics of School Size: An Essay Review

Abstract: This essay review is organized around three primary objectives. The first is to provide readers with a brief introduction on what has been empirically confirmed on the topic of small schools and to situate Gilberto Conchas and Louie Rodriguez's (2008) co-authored book within the literature by discussing their substantive contributions. The second is to offer readers ideas on where additional inquiries on school effectiveness should be directed to confront the challenges that lie ahead for urban students. Finally, Paulo Freire's work (1970) has inspired my approach to situate this review process in critical dialogue with the book co-author, and therefore I interview Louie Rodriguez to further elaborate on what schools must consider in order to bolster a culture for powerful teaching and learning to take place.

Raymond Williams and the Roots of Critical Cultural Studies in Education: An Essay Review.

Abstract: The growth of critical analyses of the relationship between knowledge and power in education over the last three-four decades has its roots not only in the United States, with the centuries' long struggles by oppressed groups to have their cultures, histories, and knowledge represented in \" official knowledge. \" It also owes a debt to specific people outside our borders. This is not an insignificant point. In a time of nativist impulses and a \" go it alone \" set of national and international policies, it actually is rather salutary for educators in the United States to recognize their intellectual debts to the efforts of people outside our borders. In critical education, there are clear examples of this in the ways the work of Paulo Freire is drawn upon—although unfortunately he is often used by the wielders of Paulo's name for legitimacy and as a set of political slogans that sometimes masks the lack of overt organic connections both with the realities of education on the ground and