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As classrooms are becoming more diverse, teachers are now faced with the responsibility of creating an inclusive classroom community. As such, researching classroom pedagogies and practices is an imperative step in curriculum planning. The "Handbook of Research on Classroom Diversity and Inclusive Education Practice" is an authoritative reference source for the latest scholarly research on ways to effectively teach all students and further refine and strengthen school-wide inclusive pedagogy, methods, and policies. Featuring extensive coverage on a number of topics such as special education, online learning, and English language learners, this publication is ideally designed for professionals, educators, and policy makers seeking current research on methods that ensure all students have equal access to curricular content and the chance for growth and success. Following a preface from the editors, chapters include: (1) Intersectionality and the Construction of Inclusive Schools (Amy J. Petersen); (2) The Foundation of Inclusion in Federal Legislation and Litigation (Mitchell L. Yell and Christine A. Christle); (3) Becoming a Culturally Competent Educational Leader (Denise K. Schares); (4) The Myth of Colorblindness: Helping Educators Recognize the Role of Race in the PreK-12th Grade Classrooms (Stephanie R. Logan); (5) Preparing Critical, Secondary Special Educators: An Inclusive, Disability Studies Approach (Danielle M. Cowley); (6) Cultivating Communities of Inclusive Practice: Professional Development for Educators--Research and Practice (Christina M. Curran and Becky Wilson Hawbaker); (7) Establishing a Student-Centered Environment to Support All Learners (James D. Basham, Skip Stahl, Tracey Hall, and Richard Allen Carter, Jr.); (8) Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students (June L. Preast, Nicky Bowman, and Chad A. Rose); (9) Differentiation Challenges in Inner City School (Tymika N. Wesley); (10) Designing and Implementing Inclusive STEM Activities for Early Childhood (Mary M. Donegan-Ritter and Betty Zan); (11) Characteristics and Instructional Strategies for Students With Mathematical Difficulties: In the Inclusive Classroom (Kathleen Hughes Pfannenstiel and Jennifer Sanders); (12) Universal Design for Learning: A Framework for Supporting Effective Literacy Instruction (Jodi Pilgrim and A. Kris Ward); (13) Inclusive Recreation as Part of the IEP Process (Amy M. Davison and Kathleen G. Scholl); (14) The Year of Teaching Inclusively: Building an Elementary Classroom for All Students (Amy J. Petersen, Caroline F. Elser, Mona Nassir Al Nassir, Jessica Stakey, and Karissa Everson); (15) Imagine the Possibilities: Drama in Inclusive Settings (Gretta Berghammer, Ashley Kramer, and Amy J. Petersen); (16) The Role of Bibliotherapy and Therapeutic Storytelling in Creating Inclusive Classroom Communities (Sanja Skocic Mihic, Kimberly Maich, Christina Belcher, Susan Perrow, Ana Barišic, and Nadia Novak Ramic); (17) Creating Inclusive Classroom: Innovative Practices by Chinese Banzhurens (Jiacheng Li, Yan Li, Ying Huang, Liujuan Huang, and Binyao Zheng); (18) Assessment in Inclusive Settings (Brittany L. Hott, Rebecca A. Dibbs, DeMarquis Hayes, and Lesli P. Raymond); and (19) Data System-Embedded Analysis Support's Implications for Latino Students and Diverse Classrooms (Jenny Grant Rankin). A compilation of references, information about the contributors, and an index are included.

This must-have study offers a definitive look at the state of school leadership in the United States. It provides a detailed picture of the men and women leading the nation's schools, based on a representative sample of school leaders nationwide. The American Association of School Administrators has conducted an authoritative "State of the Superintendency" report every decade since 1923. This report provides research on American school superintendents in 2010. Data were collected via an electronic survey from just under 1,900 superintendents across the United States. This report is a valuable resource for school leaders, aspiring school leaders, and those charged with preparing and supporting school leaders. It is essential reading for a range of audiences, including superintendents, aspiring superintendents, school board members, professors of education administration, superintendent search consultants, education researchers, and others looking for up-to-the-minute data on education leadership. Reported findings in the 2010 study include: (1) Personal characteristics; (2) Career development; (3) Professional education; (4) School-board relationships; and (5) Opinions on a broad range of professional, educational, political, and social issues.

Today's teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song. [Foreword by Thomas W. Bean.]

This comprehensive text helps prepare pre-service and in-service teachers to build and sustain family, school, and community partnerships that are vital to student success. Focusing on grades preK-8, and with a particular emphasis on diverse families and learners, this book helps teachers to overcome barriers, create action plans, and sustain partnerships over time. Key features of this book include: (1) Chapters provide a contemporary, culturally relevant approach that guides teachers to devise strategies that celebrate cultural, linguistic, and academic diversity; (2) Case studies present multiple perspectives from teachers, students, and community members. Readers are asked to reflect upon the cases, analyze real-life situations, and apply chapter content to each case; (3) "Notes from the Classroom" include personal observations and strategies from teachers that enhance the reader's experience; and (4) "How To" sections show how to develop an action plan or seek outside funding. Planning sheets are included to provide the sequence of specific steps. Contents of this book are: Part I: The Basics of Educational Partnerships: (1) The Importance of Educational Partnerships; (2) History of Educational Partnerships; (3) Meeting the Needs of All Children in the 21st Century; (4) The Makeup of Families Today: Culturally Relevant Strategies to Enhance Partnerships; Part II: Building Effective Partnerships: (5) Building Family-School Partnerships; (6) Schools and Community: Working Together and Respecting Diversity; (7) Partnering With Community Organizations and Resources; (8) Barriers to Partnerships; and Part III: Planning for and Sustaining Successful Partnerships: (9) Seeking and Sustaining Successful Partnerships; (10) Planning for Partnerships; (11) Implementing and Sustaining Successful Partnerships. This book also contains: Preface; Glossary; References; About the Author; and Index.

In this book, the authors explore the unique situation in Hong Kong, a tiny jurisdiction in which there is active protection for the freedom of expression despite the close proximity and relationship with mainland China. Hong Kong scholars and intellectuals assume the responsibility of public critics, but this is not without an element of crisis. The authors draw upon interviews with academics and university administrators and examine two historical incidents that led to a strengthening of academic freedom, as well as the legal and political ramifications affecting the present and future. This book will be of interest to East Asian scholars and academics in universities around the world where freedom of expression is threatened in this time of heightened security. Chapters in the book include: (1) Academic Freedom as a Concept; (2) Legitimacy Crises in Hong Kong; (3) Robert Chung Affair; (4) Article 23 and Protests; (5) Perception of Academic Freedom; (6) Practice of Academic Freedom; and (7) Preserving Academic Freedom.

Part one of this book on education and youth employment gives extensive data and information on the behavior and attitudes of youth in Sweden, explanations for rising unemployment in that country, the government's policies to combat youth unemployment, and a description of the Swedish educational system. The emergence of the permissive society in Sweden has brought growing participation in intellectual, physical, vocational, and citizenship activities as well as a rise of negative and destructive phenomena. At the same time, youth unemployment has risen as employment in the manufacturing industries and the private sectors of the economy has declined. Measures instituted to ameliorate the unemployment problem include granting government subsidies to employers who hire and train young workers, increasing and facilitating access to education, and increasing the capacity of the employment service to handle placement and counseling. Part two of the book comprises a brief discussion of youth unemployment in Denmark, including a profile of the typical unemployed youth, a description of some experimental Danish schools, and suggestions for the future. (Author/WD)

The relationship between reading and writing is explored in this book. Titles of the book's essays and their authors are as follows: (1) "What Is the Value of Connecting Reading and Writing?" by Robert J. Tierney and Margie Leys; (2) "Reflective Thought: The Connection between Reading and Writing" by June Cannell Birnbaum; (3) "Reading as a Writing Strategy: Two Case Studies" by Cynthia L. Selfe; (4) "The Writing/Reading Relationship: Becoming One's Own Best Reader" by Richard Beach and JoAnne Liebman-Kleine; (5) "Writing Plans as Strategies for Reading, Writing, and Revising" by Barbey Doughtery; (6) "Cognitive Stereoscopy and the Study of Language and Literature" by David Bleich; (7) "Social Foundations of Reading and Writing" by Deborah Brandt; (8) "Speech Acts and the Reader-Writer Transaction" by Dorothy Augustine and W. Ross Winterowd; (9) "Writing Based on Reading" by Marilyn S. Sternglass; (10) "How Do Users Read Computer Manuals? Some Protocol Contributions to Writer's Knowledge" by Patricia Sullivan and Linda Flower; (11) "Using Nonfiction Literature in the Composition Classroom" by Maxine Hairston; (12) "An Integrative Approach to Research: Theory and Practice" by Jill N. Burkland and Bruce T. Petersen; (13) "Combined Reading-Writing Instruction Using Technical and Scientific Texts" by Anne Eisenberg; (14) "Integrating the Acts of Reading and Writing about Literature: A Sequence of Assignments Based on James Joyce's 'Counterparts'" by Joseph J. Comprone; (15) "The Self and the Other in the Process of Composing: Implications for Integrating the Acts of Reading and Writing" by Katharine Ronald; and (16) "Reading and Writing as Liberal Arts" by Stephen N. Tchudi. A nine-page, annotated bibliography, compiled by Patricia L. Stock and Karen K. Wixson, concludes the volume. (HOD)

This book discusses ways that blocks can be used with young children to help them develop different intellectual, motor, and social skills. The book is divided into four sections organized by block type: (1) unit blocks; (2) hollow blocks; (3) table blocks; and (4) homemade blocks. Each section describes the block type, gives reasons for using the blocks, explains how to supervise block play, and suggests ways to use the blocks across the curriculum to promote various skills and concepts, including math and language skills. (LPP)

This publication by the National Science Foundation (NSF) is a compilation of pertinent statistical information on the education and training of scientists and engineers in the United States primarily during the period of 1950-1960. This publication is divided into three parts: (1) human resources data; (2) data that deal with the institutional aspects of training in the sciences; and (3) appendix tables. (Author/CP)

Creativity is a process of thinking and doing; adults can encourage this important life skill in young children by encouraging them to embrace new ways of looking at things. This guide, part of the "Seeds for Success" series, provides advice for parents for encouraging creativity in children in a variety of areas by means of nearly 100 simple activity ideas designed for use with 3- to 5-year-olds. Activities are offered in the following areas: (1) "Planting the Seeds of Creativity"; (2) "Creative Art Materials"; (3) "Creating with Natural Materials"; (4) "Creating with Familiar Materials"; (5) "Creativity in the Kitchen"; (6) "Creative Play"; (7) "Creative Storytelling"; (8) "Creative Block Play" and (9) "Creativity through Music and Dance." (EV)

To teach responsible behavior means to encourage children to be motivated from the inside and to follow rules that help themselves and others. This guide, part of the "Seeds for Success" series, provides advice for parents for creating in children an inner sense of responsibility by means of nearly 100 simple activity ideas designed for use with 3- to 5-year-olds. Activities are offered in the following areas: (1) "Cultivating Self-Discipline"; (2) "Nurturing a Work Ethic"; (3) "Nurturing Family Responsibility"; (4) "Dealing with Family Challenges"; (5) "Nurturing Community Responsibility"; (6) "Introducing Social Skills"; (7) "Nurturing Anti-Bias Attitudes"; and (8) "Cultivating Environmental Awareness." (EV)

Adults can encourage young children to assimilate and use information through inventing, creating, experimenting, and other activities. This guide, part of the "Seeds for Success" series, provides ideas for parents on being their children's first and most important teacher by means of nearly 100 simple activity ideas designed for use with 3- to 5-year-olds. Activities are offered in the following areas: (1) "Thinking Skill-Builders"; (2) "Discovering Similarities and Differences"; (3) "Understanding Relationships"; (4) "Putting Things in Order"; (5) "Giving Things Value"; and (6) "Thinking Skills in Action" (EV)

This guide, part of the "Seeds for Success" series, provides an opportunity for adults to reflect on how they communicate with and affect children. The guide offers practical advice for nurturing a child's feelings of being lovable and capable by means of nearly 100 simple activity ideas designed for use with 3- to 5-year-olds. Activities are offered in the following areas: (1) "Feeling Loved"; (2) "Being Healthy"; (3) "Being Positive about Me"; (4) "Being Friendly"; (5) "Feeling Capable"; (6) "Being Emotionally Secure"; (7) "Feeling OK about Being Imperfect"; and (8) "Being Family-Oriented." (EV)

Intended to help teachers put early childhood theories and information into daily lesson planning, this guide provides a system for organizing lesson objectives, methods, and materials in order to write effective lesson plans. Chapter 1 introduces the guidebook and covers a lesson planning system, developmentally appropriate practice, standards in the field, and self-study activities. Chapter 2 addresses child development knowledge and planning for young children, including planning for children's health and well-being. Chapter 3 addresses interest-based planning, and includes spontaneous curriculum planning, horizontal curriculum planning, and teachable moments. Chapter 4 addresses skill focused planning and includes guidance for planning and managing skill-focused activities. Chapter 5 addresses daily schedules and lesson plans, and includes time management techniques. Chapter 6, on "putting it together," includes a ten-step method of daily lesson planning. Chapter 7 addresses individualizing the lesson plan and includes screening instruments and methods of observation. Chapter 8 addresses the basic elements of the setting, and includes utilization of learning centers. Chapter 9 addresses "free choice," and includes how children learn and educational goals. Chapter 10 addresses priorities in early childhood lesson planning, such as literacy, discovery learning, and parental involvement. Chapter 11 addresses integrated activities, including simple and complex activities, and transferring information. Three appendices contain skill-focused activities, a self-assessment checklist, and resources for further reading. (SD)

The primary contribution of this book, is not its advocacy of a specific position but rather, its objective analysis of cogent topics. The content prompts individuals to consider governance in relation to quality education and to ponder alternative policy strategies that have yet to be fully evaluated. As a young doctoral student more than a few years ago, William Van Til, an eminent scholar and a mentor, reminded one of the editors almost daily that members of the education profession had a moral responsibility to address the most difficult questions about education and democracy. These enduring queries, he argued, extended to determining how this critical social service should be organized and controlled and to determining the appropriate roles for administrators and teachers. Those in the profession who fail to heed his advice by remaining indifferent to these philosophical dilemmas should consider Plato's long-standing warning: "One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors." This book begins with a foreword by Theodore Kowalski and contains the following chapters: (1) Superintendent-Board Relations: An Historical Overview of the Dynamics of Change and Sources of Conflict and Collaboration (Lars Bjork); (2) Personalization of Interest Groups and the Resulting Policy Nonsense: The Cobb County School Board's Evolution Debate (Darlene Opfer); (3) Towards a Reappraisal of Power to Better Understand the Challenges of the Contemporary Superintendent (Sheldon Watson and Margaret Grogan); (4) Political and Apolitical School Board and Superintendent Turnover: Revisiting Critical Variables in the Dissatisfaction Theory of American Democracy (Thomas L. Alsbury); (5) A PEERances Can Be Deceiving: Superintendents, School Boards and the Transformation of Intentions (Peggy Placier, Doug Hager and Angela Hull); (6) The School Board President and Superintendent: An Examination of Influence Through the Eyes of the Decision Makers (George J. Petersen and Barbara Morrow); (7) When Generals (or Colonels) Become Superintendents: Cultural Conflict, Community and Chaos (Bonnie Fusarelli); and (8) The Preparation of District Leaders: The Influence and Role of the University (Michelle D. Young). Conclusion and Summary are provided by Lance D. Fusarelli.

Various aspects of campus police work are described, including the actual duties of officers, staff selection and training, and the larger issues of law enforcement. The urban university police is the focus, and comparisons are made to the organization and activities of other urban police forces. Also considered is the local context for different types of police practices. To clarify the campus police bureaucracy, attention is directed to internal structure, line operations, relations among different staff, and evaluative and disciplinary processes. The jurisdiction and authority of campus police and the relationship of campus police and the community are additional concerns. Recruitment and selection procedures, orientation, on-the-job training, and academy training are described, along with the actual work that officers do on a daily basis, including foot and mobile patrol, criminal investigation, and traffic control. Also considered is the nature of the work, including danger as well as boredom, and patterns of solidarity among university officers. In addition to distinguishing the major types of crime (theft by taking, sex offenses, and criminal trespass), information is provided on where crimes occur, the volume of crime, and crime prevention. The way in which this study of campus police work was conducted is also explained. (SW)

This publication examines the influence of credit ratings on public debt financing and helps to resolve some of the developing controversy concerning this subject. It investigates the rating activities of the two private investment advisory firms--Moody's and Standard & Poor's--and the use of ratings by governmental borrowers, investors, investment bankers, and the regulatory bodies for banks and insurance companies. The behavior of these participants in the municipal market provides clear evidence that ratings significantly affect the cost of capital to public borrowers. The majority of the task force members believe that the rating agencies are doing a creditable job given their resources. To improve the structure of the rating system and its uses by the various market participants, the task force made a number of recommendations, such as additional disclosures of criteria used in determining ratings, more frequent review of outstanding issues, separate ratings for short-term debt, and cooperation with all market participants in improving the understanding of ratings and their importance in communicating essential financial information. The major recommendation is to establish a national data bank to accumulate local government statistics and financial information for dissemination to all market participants. (Author/DN)

This book is less a study of Japanese Americans per se than an analysis of the puzzle that they present to theorists of ethnic relations. What made them different? What gave them the strength to thrive on adversity? How must our theories of intergroup relations be amended to take account of this deviant case? After an introductory chapter, the exposition is in three parts--Oppression (Chapters 2-4), Success (Chapters 5 and 6), and Explanations (Chapters 7-10). It begins with the migrations to Hawaii and mainland United States and recounts the discriminations, sometimes basic or violent and sometimes petty, to which the immigrants were subjected. Rejected by their country of permanent residence and prevented from escaping altogether from their homeland's supervision most Issei nevertheless chose to ally themselves with America, which for their sons would be the land of promise it never was for them. How difficult this choice was no outsider can ever know, nor how empty the promise became in the spring of 1942. The following two chapters give evidence of various kinds demonstrating, respectively, the postwar progress of the Japanese and their low incidence of virtually every type of social pathology. In the concluding four chapters an effort is made to resolve the anomaly. (Author/JM)

Obviously, the many challenges involving climate and stratospheric change, pollutant transport and social changes are related. A number of other significant dependencies also naturally exist between the various aspects of environmental change parameters and human activities in arctic and alpine areas. The scope here is not to give a complete review of all single processes but to outline the level of interaction between the main contemporary challenges in environmental change, on the basis of the studies presented in the book. Both with respect to the physical processes as well as dealing with their biological impacts and the anthropogenic forcing factors, the changes related to the climate change processes, long range transported pollutants and UV radiation, can not be treated alone or independently but need to be analysed as multiple pressures of the high latitude and high altitude, arctic and alpine environments. [ABSTRACT FROM AUTHOR]

Gene amplifications and deletions frequently contribute to tumorigenesis. The characterization of DNA copy-number changes by Comparative Genomic Hybridization (CGH) has shown that these changes are not occurring randomly. As summarized in the previous chapter, recurring patterns of chromosomal abnormalities are specific for certain histo-types of tumors and are associated with the biological behavior of the tumor, e.g., metastasis formation. [ABSTRACT FROM AUTHOR]

Mutagenesis is an essential process in evolution, generating an array of genetically unique organisms from which natural selection selects the best-suited to the immediate environment. Compatible and favorable mutations quickly converge; because offspring may inherit distinct advantageous mutations from both parents, and thus dramatically increase their survival rate. Parental crossing results in the accumulation of advantageous mutations in offspring. Evolutionary adaptation has allowed organisms to progressively specialize, and colonize, even in the most extreme of habitats. [ABSTRACT FROM AUTHOR]