martinetz charles (8 risultati)

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Paperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Paperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Paperback. Condizione: new. Paperback. Kindergarten through 12th grade education in the United States is in serious trouble. This is reflected in the number of students who do not graduate or take five or more years to do so. Further, we find that recent high school graduates cannot obtain employment because they lack the necessary skills and knowledge required in today's job environment. Many of these skills and knowledge should be taught in our schools. The sorry state of education in the U.S. is also reflected in the hundreds of articles appearing daily in newspapers, journals, and magazines that find fault with our education system. There are many reasons for the dismal state of education in the U.S. They have been well documented in the literature such as lack of student motivation, lack of parental involvement, lack of money, and so forth. This book is NOT about any of these reasons for poor education, as important as many of them are. The focus of this book is the State Mandated Tests that force teachers to teach, in many cases, outdated curricula so their students can pass the State Mandated Tests. Many educators have noted that our present curricula, for the most part, were developed in the early 1940's when jobs were mostly clerical, factory positions, and other jobs of this type. These jobs did not require critical thinking, leadership skills, high level decision making, creativity, and a whole myriad of skills and knowledge required in many of today's jobs. Teachers, principals, superintendents, school districts, etc., are measured on how many students pass the Sate Mandated Tests. This number results in the amount of state and federal funding that the schools receive. President Bush's "No Child Left Behind" and President Obama's "Race to the Top" have only exacerbated the problem. I have interviewed 100's of teachers who candidly admit they teach the test. And, more damagingly, there is irrefutable evidence that test scores are "manipulated" so students can pass the State Mandated Test. "Teaching the Test" is typically taught by the rote memory method. This consists of repetition and recitation of what is on the test until the information is memorized. Studies have shown that rote memory lasts about two weeks and is then forgotten. But this is only one of the problems with State Mandated Tests. These very tests, in many cases, focus on information that is useless in the development of students for the present work environment. Many of these examples are presented in the book, but at least two examples should prove the point. Global History and Geography, New York State Regent's Exam, January 29, 2010: 1.The Indus and Huang HE (Yellow) Rivers are both closely associated with: a.Border disputes b.Sacred biblical sites c.Cradles of early civilization d.Oil discoveries. 2.Which person is credited with saying "L etat, e est moi: (I am the state)? a.Louis XIV b.John Locke c.Karl Marx d.Queen Isabella My second focus of the book is on the curricula itself which are outdated and contain useless information. In the book, I propose methods for revising the present curricula. The remainder of the book deals with how teachers can teach Sate Mandated Test information, if they have no other choice. These chapters deal with models and methods of learning and teaching that provide teachers with tools to teach skills and knowledge at a higher level of comprehension than rote memory. This book is intended for parents who greatly care about their child's education, teachers who are frustrated with State Mandated Tests and legislators who are responsible for educational reform. If this book can get their attention, maybe we can start to have a serious discussion aimed at reforming education in the U.S. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Paperback. Condizione: new. Paperback. Many books are available that address experiential learning and team building. What is different about this book is that it gives, for each exercise, a very detailed description about how to debrief the exercise. Having trained numerous people in conducting experiential exercises, I have always noted that the debrief (the most important part of the exercises) is not done well, if at all. This book provides a detailed debrief in terms of What, So What, and Now What. The "What" is feedback to the group on what happened as the exercises was performed. The "So What" discusses the teams reaction to the exercise. The "Now What" discuses what the team has learned from the exercise and how to apply this learning back on the job. "Specific Points" is a discussion of team behavior that is particular to this exercise. For example, a specific point for an exercise may be to help a team appreciate that we are all alike in many ways and yet different in other ways. Thus these commonalities and differences should be appreciated and are what build powerful teams. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.