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An Introduction to Statistical Concepts: Third Edition
by Debbie L Hahs-Vaughn Richard G LomaxThis comprehensive, flexible text is used in both one- and two-semester courses to review introductory through intermediate statistics. Instructors select the topics that are most appropriate for their course. Its conceptual approach helps students more easily understand the concepts and interpret SPSS and research results. Key concepts are simply stated and occasionally reintroduced and related to one another for reinforcement. Numerous examples demonstrate their relevance. This edition features more explanation to increase understanding of the concepts. Only crucial equations are included.In addition to updating throughout, the new edition features: New co-author, Debbie L. Hahs-Vaughn, the 2007 recipient of the University of Central Florida's College of Education Excellence in Graduate Teaching Award. A new chapter on logistic regression models for today's more complex methodologies. More on computing confidence intervals and conducting power analyses using G*Power. Many more SPSS screenshots to assist with understanding how to navigate SPSS and annotated SPSS output to assist in the interpretation of results. Extended sections on how to write-up statistical results in APA format. New learning tools including chapter-opening vignettes, outlines, and a list of key concepts, many more examples, tables, and figures, boxes, and chapter summaries. More tables of assumptions and the effects of their violation including how to test them in SPSS. 33% new conceptual, computational, and all new interpretative problems. A website that features PowerPoint slides, answers to the even-numbered problems, and test items for instructors, and for students the chapter outlines, key concepts, and datasets that can be used in SPSS and other packages, and more. Each chapter begins with an outline, a list of key concepts, and a vignette related to those concepts. Realistic examples from education and the behavioral sciences illustrate those concepts. Each example examines the procedures and assumptions and provides instructions for how to run SPSS, including annotated output, and tips to develop an APA style write-up. Useful tables of assumptions and the effects of their violation are included, along with how to test assumptions in SPSS. 'Stop and Think' boxes provide helpful tips for better understanding the concepts. Each chapter includes computational, conceptual, and interpretive problems. The data sets used in the examples and problems are provided on the web. Answers to the odd-numbered problems are given in the book. The first five chapters review descriptive statistics including ways of representing data graphically, statistical measures, the normal distribution, and probability and sampling. The remainder of the text covers inferential statistics involving means, proportions, variances, and correlations, basic and advanced analysis of variance and regression models. Topics not dealt with in other texts such as robust methods, multiple comparison and nonparametric procedures, and advanced ANOVA and multiple and logistic regression models are also reviewed.Intended for one- or two-semester courses in statistics taught in education and/or the behavioral sciences at the graduate and/or advanced undergraduate level, knowledge of statistics is not a prerequisite. A rudimentary knowledge of algebra is required.
Improved Test Scores, Attitudes, and Behaviors in America's Schools: Supervisors' Success Stories
by Thomas C. DeBello Rita DunnEducation is a profession in which billions of federal dollars have been spent to reduce academic underachievement—particularly for minority children from poverty homes. Few funded programs have reduced failure on standardized achievement tests. Despite either repetition or innovation, most children who fail do not perform substantially better the next time around. On the other hand, practitioners who have used the Dunn and Dunn learning-styles approaches have reported statistically higher standardized achievement test scores among average, poorly achieving, and special education students.This book is based on the practical, diverse experiences of more than thirty different supervisors throughout the United States. Representing a variety of urban and suburban locations with diverse student populations, each supervisor was able to obtain significantly higher standardized achievement test scores for his or her student populations.
Critical Issues in Training Special Education Teachers: A Special Issue of exceptionality
by Laurie U. DeBettencourtFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Critical Issues in Training Special Education Teachers: A Special Issue of exceptionality
by Laurie U. DeBettencourtFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Reading Planet KS2: Festival Fun- Mercury/Brown (Rising Stars Reading Planet)
by Mio DebnamThere are thousands of different festivals around the world. Some festivals are based on religion or celebrate ancient traditions, while others are all about creativity and fun! Join Akari and Jun as they take you through a colourful calendar of fun and fascinating festivals from across the globe.Festivals and Celebrations is part of the Reading Planet Cosmos range of books from Hodder Education. Cosmos provides a vibrant collection of fiction and non-fiction books that will widen children's reading horizons. Reading Planet books have been carefully levelled to support children in becoming fluent and confident readers. Each book features useful notes and questions to support reading at home and develop comprehension skills. Reading age: 7-8 years
Bees!: Band 02b/red B (PDF) (Collins Big Cat Phonics For Letters And Sounds Ser.)
by Mio Debnam Collins Big CatCollins Big Cat Phonics for Letters and Sounds features exciting fiction and non-fiction decodable readers to enthuse and inspire children. They are fully aligned to Letters and Sounds Phases 1-6 and contain notes in the back. The Handbooks provide support in demonstration and modelling, monitoring comprehension and expanding vocabulary.Bees are an important part of our lives. Find out how they communicate with each other and what they do to keep cool on hot days in this photographic information book.Red B/ Band 2B offers emergent readers simple but varied text with familiar objects and actions, combined with simple story development and a satisfying conclusion.The focus sounds in this book are:/ee/ /oo/ /oo/ /er/ /or/ /ar/ /igh/ /air/Pages 14 and 15 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Reading notes within the book provide practical support for reading Big Cat Phonics for Letters and Sounds with children, including a list of all the sounds and words that the book will cover.
Big Cat Phonics for Little Wandle Letters and Sounds Revised – Age 7+ — ASA THE ROCK CUTTER: Phase 5 Set 1 (Big Cat)
by Mio Debnam Illustrated by Cosei Kawa Prepared for publication by Collins Big Cat
Collins Big Cat — MY NAME IS MIYA: (PDF)
by Mio Debnam Illustrated by Millie Liu Prepared for publication by Collins Big CatMiya is looking forward to the new year – she has great friends and exciting things planned … But things change both at home, where her beloved gran starts to lose her memory, and at school, when a new girl joins, which throws her into a whirlwind of uncertainty. Can her love for art, family and her friends help her? Pearl/Band 18 books offer fluent readers a complex, substantial text with challenging themes to facilitate sustained comprehension, bridging the gap between a reading programme and longer chapter books. Pages 78 and 79 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Ideas for reading in the back of the book provide practical support and stimulating activities.
Big Cat Phonics for Little Wandle Letters and Sounds Revised — TARO AND THE STAG BEETLE: Phase 5 Set 5 Stretch And Challenge (Big Cat)
by Mio Debnam Illustrated by Nathalia Takeyama Prepared for publication by Collins Big Cat
Collins Big Cat — Climate Change Heatwaves and Big Freezes: Band 11+/Lime Plus
by Mio Debnam Prepared for publication by Collins Big CatCollins Big Cat supports every primary child on their reading journey from phonics to fluency. Top authors and illustrators have created fiction and non-fiction books that children love to read. Book banded for guided and independent reading, there are reading notes in the back, comprehensive teaching and assessment support and ebooks available. Did you know that climate change isn’t just about scorching summers? It’s also about monster storms, freezing cold winters and changing weather patterns. All this extreme weather affects the balance of nature, and harms plants and animals. But should we do something to help? CAN we do something? Read and find out! Lime Plus/Band 11+ books provide challenging plots and vocabulary as well as opportunities to practise inference, prediction and reading stamina. Pages 46 and 47 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Ideas for reading in the back of the book provide practical support and stimulating activities. Mio thinks climate change is the biggest problem every living thing, including us humans, is facing. Global warming is slow moving (it’s been sneaking up on us for decades!) but it’s also really hard to slow it down… She wrote this book because we need everyone, ESPECIALLY smart, enthusiastic kids to sound the alarm and act now before it’s too late!
Collins Big Cat — Yuck: Disgusting things that are surprisingly useful: Band 11+/Lime Plus
by Mio Debnam Prepared for publication by Collins Big CatCollins Big Cat supports every primary child on their reading journey from phonics to fluency. Top authors and illustrators have created fiction and non-fiction books that children love to read. Book banded for guided and independent reading, there are reading notes in the back, comprehensive teaching and assessment support and ebooks available. People dislike bugs, such as mosquitoes, and think that germs and the human waste you leave in the toilet are disgusting. But did you know that they can actually have some surprising uses? Lime Plus/Band 11+ books provide challenging plots and vocabulary as well as opportunities to practise inference, prediction and reading stamina. Pages 46 and 47 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall. Ideas for reading in the back of the book provide practical support and stimulating activities. Mio enjoyed writing ‘Yuck!’ because she’s fond of finding and sharing unexpected and surprising facts. She’s particularly suited to writing about yucky things because she’s always loved swapping facts with her two kids that makes everyone go, ‘ewwww!” but also make them laugh and think!
His Truth is Marching On: African Americans Who Taught the Freedmen for the American Missionary Association, 1861-1877 (Routledge Library Editions: Education 1800-1926)
by Clara Merritt DeBoerThis title, first published in 1995, explores the history of the American Missionary Association (AMA) – an abolitionist group founded in New York in 1846, whose primary focus was to abolish slavery, to promote racial equality and Christian values and to educate African Americans. This title will be of interest to students of history and education.
His Truth is Marching On: African Americans Who Taught the Freedmen for the American Missionary Association, 1861-1877 (Routledge Library Editions: Education 1800-1926)
by Clara Merritt DeBoerThis title, first published in 1995, explores the history of the American Missionary Association (AMA) – an abolitionist group founded in New York in 1846, whose primary focus was to abolish slavery, to promote racial equality and Christian values and to educate African Americans. This title will be of interest to students of history and education.
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations
by Mark DeBoer Dmitri LeontjevThis volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.
The Professional Knowledge Base of Science Teaching
by Deborah Corrigan, Justin Dillon and Richard GunstoneOver the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as “evidence-based practice” have been tossed around in the attempt to “measure” such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King’s College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.
Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy
by Deborah Corrigan, Richard Gunstone and Alister JonesAssessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning.This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment). It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King’s College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued.Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.
Curriculum Provision for the Gifted and Talented in the Primary School: English, Maths, Science and ICT
by Eyre Deborah Lynne McClureThe authors of this book offer practical help to teachers in making day-to-day provision for the gifted and talented pupils in their classroom. Designed mainly for primary teacher, intending teachers and teacher trainers, the book draws together current findings in curriculum provision in the core subjects, links theory and practice in such a way that the readers can benefit from exemplar material, and allows them to adapt their own teaching to provide an inclusive curriculum for the gifted and talented children they teach.
EXCEPTIONAL MUSIC C: International Perspectives
by Deborah VanderLinde Blair and Kimberly A. McCordExceptional Music Pedagogy for Children with Exceptionalities offers readers in music education, music therapy, and music in special education communities a new, important, and globally-informed resource for effective music pedagogies. Volume editors Deborah VanderLinde Blair and Kimberly McCord have assembled here a diverse and international set of teachers and researchers. Each working outward from their own national perspectives, the chapter authors explore the histories of legislative initiatives, discuss the implementation of both mandates and teacher led creative strategies, and provide a vast array of pedagogical suggestions and scenarios that support teachers and communities who work with students with disabilities. Featuring chapters from a global set of education communities, the authors represent a wide range of pedagogical approaches for learners in a variety of contexts. This book is an important, expansive collection of practical expertise, and an invaluable resource to the special music education community across the globe.
The Simple Flute: From A-Z
by Michel DebostDrawing from his highly praised French work, Une simple flute, distinguished flutist and teacher Michel Debost has compiled a useful and imaginative introduction to playing the flute. This alphabetically arranged compendium of advice and insight covers essential topics such as breathing, articulation, and tone, but also explores "jawboning," "finger phrasing," "the little devils," and other quirky and vexing aspects of flute playing. Full of practical advice on technique and axioms that lend moral support during tough practice sessions, The Simple Flute will be a welcome addition to any serious or novice flutist's library. In addition, the book includes original exercises such as "Debost's Scale Game," making it an excellent resource for flute teachers. Debost concludes each essay with "In a nutshell" and "Please refer to" boxes that make the book easy to browse, dog-ear, and return to again and again. Offering concise, common-sense solutions for flutists of all levels, this book is an ideal reference guide on flute performance.
Developing Academics: The essential higher education handbook
by Shelda DebowskiAcademics work in a highly complex world where they must build integrative capabilities and outcomes as teachers, researchers and leaders. As they progress from novice to expert their evolving identities, methodologies and strategies need to be well-attuned to their own strengths and the sectoral expectations: a process that is greatly facilitated by the guidance of leaders and specialist developers. Developing Academics offers guidance to developers, senior leaders and academics on the principles and practices that support high-performing and adaptive academic communities. As the first work to explore the complex nature of academic capacity building, it offers comprehensive development principles, learning theories and specific strategies to support academic growth and development. Developing Academics explores academic capacity from a range of perspectives, including: What makes a high-performing, well-rounded academic? How can our academics be equipped to meet the demands of their current and future roles? What are the essential characteristics of an outstanding developer and development service? How can leaders support and guide high-performing academics who wish to excel? This book is divided into five parts. The first explores academic capacity building and the role developers, leaders and academics play. The second part offers comprehensive guidance to higher education developers, providing the theoretical grounding, methodologies and advanced professional techniques that support their service delivery. The third explores the academic development context, mapping the key capabilities that academics need to acquire as they progress from early career to senior roles across their various portfolios. The fourth explores strategies to evaluate and research the impact of higher education development on learners and their performance. In the final part, the design of higher education services and their interaction with university leaders is explored, illustrating the critical importance of building influence and impact across the university community. The positioning of higher education development as a discipline is also mapped. Developers, leaders and academics will find this handbook to be an essential resource for regular reference: full of useful insights, tips and strategies to help them increase their outcomes and impact. Readers are challenged to reflect on their own leadership and effectiveness throughout this work, as individuals and contributors to academic capacity building.
Developing Academics: The essential higher education handbook
by Shelda DebowskiAcademics work in a highly complex world where they must build integrative capabilities and outcomes as teachers, researchers and leaders. As they progress from novice to expert their evolving identities, methodologies and strategies need to be well-attuned to their own strengths and the sectoral expectations: a process that is greatly facilitated by the guidance of leaders and specialist developers. Developing Academics offers guidance to developers, senior leaders and academics on the principles and practices that support high-performing and adaptive academic communities. As the first work to explore the complex nature of academic capacity building, it offers comprehensive development principles, learning theories and specific strategies to support academic growth and development. Developing Academics explores academic capacity from a range of perspectives, including: What makes a high-performing, well-rounded academic? How can our academics be equipped to meet the demands of their current and future roles? What are the essential characteristics of an outstanding developer and development service? How can leaders support and guide high-performing academics who wish to excel? This book is divided into five parts. The first explores academic capacity building and the role developers, leaders and academics play. The second part offers comprehensive guidance to higher education developers, providing the theoretical grounding, methodologies and advanced professional techniques that support their service delivery. The third explores the academic development context, mapping the key capabilities that academics need to acquire as they progress from early career to senior roles across their various portfolios. The fourth explores strategies to evaluate and research the impact of higher education development on learners and their performance. In the final part, the design of higher education services and their interaction with university leaders is explored, illustrating the critical importance of building influence and impact across the university community. The positioning of higher education development as a discipline is also mapped. Developers, leaders and academics will find this handbook to be an essential resource for regular reference: full of useful insights, tips and strategies to help them increase their outcomes and impact. Readers are challenged to reflect on their own leadership and effectiveness throughout this work, as individuals and contributors to academic capacity building.
The New Academic: A Strategic Handbook (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Shelda Debowski"This is an accessible and insightful book about how to achieve a successful academic career. Wise and witty, easy-to-apply, it presents advice and guidance on teaching, research and networking … A much needed book."Dr Ming Cheng, Senior Research Fellow, the Centre for Learning and Teaching, University of Brighton, UK"All academic staff should get a copy of this book on day one as part of orientation! It is well written, practical and easy to read. I will use this book as a road map for my whole career."Dr Rhonda Clifford, Deputy Director, Division of Pharmacy, University of Western Australia, Australia"This is a book that is long overdue! While it will be particularly appealing to early career academic and should be recommended reading for all 'new academics', it will also have wider and broader appeal for all academic leaders and managers interested in building a culture of effective, engaged academics who can achieve their full career potential, and thereby contribute to the success of the institution.”Professor Lorraine Stefani, Director, Centre for Academic Development, University of Auckland, New Zealand"This is a timely and welcome guide to orient new academics to the complexity of higher education in the 21st century ... Dr. Debowski has a gift for clear thinking and concise and lively writing ... If I were to give one work to faculty members new to higher education, I would give them this work to help launch their academic careers."Deborah DeZure, Assistant Provost for Faculty and Organizational Development, Michigan State University, USA Are you looking to build a successful academic career? Written by an experienced author, this insightful handbook gives a comprehensive overview of academic work, from the starting point of seeking employment to moving into leadership roles.In today's competitive academic environment, you need to be able to operate strategically as a teacher, researcher and leader to establish yourself and progress. This book shows you how to take ownership of your career, build a strong support base and integrate regular evaluative and reflective practices to monitor the success of your career strategy. The book:Explains the broader higher education context and the way academics are assessed and evaluatedExplores the key support strategies that can be accessed, including mentors and sponsors Includes practical checklists and tips on academic practices, including grant seeking, publishing, teaching, networking and managing research projectsExamines critical issues such as dealing with difficult academic cultures and bullying
Resilience in Deaf Children: Adaptation Through Emerging Adulthood
by Debra H. Zand and Katherine J. PierceHistorically, the diagnosis of deafness in a child has been closely associated with profound disability, including such typical outcomes as unmet potential and a life of isolation. A major shift away from this negative view has led to improved prospects for deaf children.Resilience in Deaf Children emphasizes not only the capability of deaf individuals to withstand adversity, but also their positive adaptation through interactions with parents, peers, school, and community. In this engaging volume, leading researchers and professionals pay particular attention to such issues as attachment, self-concept, and social competence, which are crucial to the development of all young people. In addition, the volume offers strategies for family members, professionals, and others for promoting the well-being of deaf children and youth.Coverage includes:Attachment formation among deaf infants and their primary caregivers.Deaf parents as sources of positive development and resilience for deaf infants.Enhancing resilience to mental health disorders in deaf school children.Strength-based guidelines for improving the developmental environments of deaf children and youth.Community cultural wealth and deaf adolescents’ resilience.Self-efficacy in the management of anticipated work-family conflict as a resilience factor among young deaf adults.Resilience in Deaf Children is essential reading for researchers, clinicians, and graduate students in clinical child, school, and developmental psychology as well as for allied researchers and professionals in such disciplines as school counseling, occupational therapy, and social work.
Quandaries of School Leadership: Voices from Principals in the Field
by Debra J. Touchton, Mariela A. Rodríguez, Gary Ivory and Michele Acker-HocevarThis book provides insights into the everyday practices of school leaders as told through the real-life stories of principals. The editors and their contributors blend practice with theory, helping aspiring leaders to discover that school leadership is not simply putting prescribed solutions into action, but a constant encounter with quandaries that demand thinking, responding, and adjusting to the situations at hand. Readers build their capacities to view quandaries from multiple lenses, consider a variety of responses, and draw conclusions based on perspectives that may vary from those initially identified. The chapter authors encourage a sharper self-awareness of what scholars value and envision about education, encouraging them to think about how to navigate decision-making through a variety of theoretical frameworks and practices while balancing their own leadership platform development.