Bücher veröffentlicht von Emerald Publishing Inc

"In cooperation with GION, Institute for Educational Research, Faculty of Behavioural and Social Sciences, University of Groningen, the Netherlands."

Investigates important human resource management (HRM) issues within an international context. The papers in this volume provide insight into several HRM areas. This volume provides a good basis for understanding how HRM practices are affected by cross-cultural differences and provides insight into best HRM practices for the international organisation.

Sixteen teachers. Sixteen journeys. All on a quest to become outstandingteachers of writing. All taking different paths to acquire and hone those skillsthat make a teacher effective. From kindergarten to college, teachers are facedwith the daunting task of instilling the art of writing in their students. Fromcreative writing to research, the art of writing incorporates the writing process tocreate the inking of our thinking. These 16 teachers from across the nation havetraveled a long and arduous path to seek and to reach for the methods andstrategies that will make them successful writing teachers. This is their stories.

Sixteen teachers. Sixteen journeys. All on a quest to become outstandingteachers of writing. All taking different paths to acquire and hone those skillsthat make a teacher effective. From kindergarten to college, teachers are facedwith the daunting task of instilling the art of writing in their students. Fromcreative writing to research, the art of writing incorporates the writing process tocreate the inking of our thinking. These 16 teachers from across the nation havetraveled a long and arduous path to seek and to reach for the methods andstrategies that will make them successful writing teachers. This is their stories.

A volume in Research on Sociocultural Influences on Motivation and LearningSeries Editor: Dennis M. McInerney, The Hong Kong Institute of EducationIt is now nearly thirty years since sociocultural theories of learning created greatexcitement and debate amongst those concerned with learning in diverse contexts.Since that time significant advances have been made in sociocultural theory andresearch. Various sociocultural approaches to the understanding of learning (forexample, sociocultural psychology, sociocultural discourse, cultural historical activity theory) have been developedand consolidated and new challenges are currently being addressed. In the motivational arena socioculturalapproaches deriving from Vygotsky have only begun to emerge relatively recently. In this Volume we examineand evaluate the achievements of past sociocultural theory and research, and consider the future directions ofsociocultural theory and research in the domains of learning and motivation.

A volume in Research on Sociocultural Influences on Motivation and LearningSeries Editor: Dennis M. McInerney, The Hong Kong Institute of EducationIt is now nearly thirty years since sociocultural theories of learning created greatexcitement and debate amongst those concerned with learning in diverse contexts.Since that time significant advances have been made in sociocultural theory andresearch. Various sociocultural approaches to the understanding of learning (forexample, sociocultural psychology, sociocultural discourse, cultural historical activity theory) have been developedand consolidated and new challenges are currently being addressed. In the motivational arena socioculturalapproaches deriving from Vygotsky have only begun to emerge relatively recently. In this Volume we examineand evaluate the achievements of past sociocultural theory and research, and consider the future directions ofsociocultural theory and research in the domains of learning and motivation.

What and how to teach in the K16 classroom history has been a perennial and, at times, heated debate. Beginning as early as 1892, the question of what knowledge is of the most worth and what should be the central function of the history curriculum became a focus of many interested in education. It was felt that the teachers needed to move away from "e;traditional"e; methods of teaching history, such as rote memorization and the "e;dry and lifeless system of instruction by textbook,"e; and find new and engaging ways to "e;broaden and cultivate the mind."e; Unfortunately, these recommendations faced many critics and did not take hold in K16 classrooms at this time or, frankly, at any point since then. Even though we tend to have a nostalgic memory of earlier time periods and, in turn, the educational capabilities of the children from various times in our nation's past, the results from multiple studies examining the historical knowledge base of America's youth has remained fairly discouraging. Much of the lack of knowledge present stems from the manner in which history is traditionally taught. Ineffective instructional methods greatly impact the interest levels, or more frequently the distaste, generated for learning about historical content and, thus, the public's corresponding perception of the importance of history within K16 curricula. This book makes an effort at overcoming the persistent boredom and lack of historical knowledge present in our students, by focusing on ways in which history instruction can be improved.

A volume in Studies in the History of EducationSeries Editor: Karen L. Riley, Auburn University at MontgomeryThis book is designed to be used at a master's level for a degree in curriculum and instruction,teacher education or educational leadership. It could be used as a primary or a supplementarytext. The book is divided into three parts: The first section focuses on the contributions of notededucators to the field of education: Florence Stratemeyer, (Haberman and Corrigan) Hilda Taba(Barbara Stern), Alice Miel (Jennifer Deets), Booker T. Washington (Karen Riley), Ralph Tyler(Gerald Ponder and Dixie Massey) and John Dewey (William Schubert and Heidi Schubert).The authors of these chapters focused on contributions that were "less: known, but particularlyimportant in thinking about education. The second section of the book focuses on curriculummovements that were politically motivated and their impact on curriculum applications in the schools: Cold War/Sputnik (PeggyMoch), Civil Rights (William Ayers), Women's Rights (Susan Brown), Bilingual/multicultural education (Gloria Contreras and RonWilhelm), and the growing economic divide (William Watkins). The last section of the book provides perspectives on factors thataffected curriculum implementation as seen through the eyes of authors who have done considerable research in these areas: SocialJustice (William Gaudelli and Dennis Urban), Integrated Curriculum (Lynne Bailey), The Comprehensive High School (MarcellaKysilka), Technology in the Curriculum (Gretchen Schwarz and Janet Dunlop) and Inclusive Curriculum (Allison Dickey)The book could be used in Alternative Certification Programs as well as the chapters focus on issues that are common in the publicschool sector. The chapters are short and meaty and provide a thorough understanding of thepeople, politics and perspectives of the times.

Encompasses a wide range of topics addressing early childhood influences on gender and development of the whole child. For early childhood educators, this book aides in making visible and exploring the definition of what gender means in contemporary culture.

Edited by Henri Savall and Véronique Zardet,Institut de Socio-Economie des Entreprises et des OrganisationsA volume in Research in Management ConsultingSeries Editor Anthony F. Buono, Bentley UniversityThe impetus for this work emerged from Savall's belief that there is a doubleloopinteraction between social and economic factors in organizations, betweenbehaviors and structures, and between the quality of life in organizations and theireconomic performance. When managers underestimate this dynamic interaction, theresulting tension ultimately manifests in lowered performance and increased costs, whathe refers to as the "hidden costs" of organizational life. Only by delving into the depthsof these organizational dynamics can we hope to fully understand - and create the basis for improving - organizationalperformance.The Qualimetrics Approach presents a different and challenging way of thinking about analyzing organizations,one that draws together quantitative information, financial analysis and qualitative insights into organizational dynamics.As Savall and Zardet argue, to gain a true understanding of what is happening in organizations, intervener-researchers mustfocus on all three perspectives, as ignoring any one of them will lead to incomplete understandings. Their approachunderscores the importance of using qualitative data to validate quantitativedepictions ("the numbers") of organizational performance in understanding theconstruction of financial statements. The strength of Savall and Zardet's approach isthat it pushes us to go deeper, to fully understand the narratives underlying thenumbers and the social construction of our financial assessments.