Elgar Advanced Introductions are stimulating and thoughtful introductions to major fields in the social sciences, business and law, expertly written by the world's leading scholars. Designed to be accessible yet rigorous, they offer concise and lucid surveys of the substantive and policy issues associated with discrete subject areas. This insightful Advanced Introduction provides a road map for building and maintaining a sustainable career. Delving into the meaning of a 'sustainable career', the book examines the factors that threaten a career's sustainability, such as economic turbulence, changes in organizational practices, and advances in technology, offering actions that can be taken to overcome these threats and strengthen the sustainability of careers. Key Features: Identifies the role of gender in building a sustainable career Introduces a new model of career sustainability, emphasizing the relevance of employees' home life in building a sustainable career Demonstrates how building a sustainable career is the shared responsibility of employees and their families, employers, and society Establishes that some groups in society are substantially more vulnerable than others and require additional or different resources to build and maintain a sustainable career This Advanced Introduction will be a valuable guide for scholars and advanced students of sustainable careers, human resource management, and organizational behavior. It will also be useful for practitioners and policy makers in these fields as well as individuals who want to build a more sustainable career.

In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals: Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content. The (until-now) unwritten rules for engagement that are essential for increasing student achievement. How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning. Steps you can take to create an exciting yet realistic implementation plan. Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.

Too often, students who fail a grade or a course receive remediation that ends up widening rather than closing achievement gaps. According to veteran classroom teacher and educational consultant Suzy Pepper Rollins, the true answer to supporting struggling students lies in acceleration. In Learning in the Fast Lane, she lays out a plan of action that teachers can use to immediately move underperforming students in the right direction and differentiate instruction for all learners-even those who excel academically. This essential guide identifies eight high-impact, research-based instructional approaches that will help you: Make standards and learning goals explicit to students. Increase students' vocabulary-a key to their academic success. Build students' motivation and self-efficacy so that they become active, optimistic participants in class. Provide rich, timely feedback that enables students to improve when it counts. Address skill and knowledge gaps within the context of new learning. Students deserve no less than the most effective strategies available. These hands-on, ready-to-implement practices will enable you to provide all students with compelling, rigorous, and engaging learning experiences.

Want to learn how you can stay employable and relevant for the rest of your working life? Want to enjoy feeling valued and fulfilled? In these unpredictable times, there is every reason for you to want to realise your skills and lifestyle choices to look forward to an adventurous and exciting future. Are you worth it? Of course you are! You are your greatest asset and investment. Welcome to Future Proofing Yourself. This book is for everyone. Reflecting on his own personal experiences and those of his family, friends and people that he has coached and mentored. David Yeabsley shares how at times we will all feel vulnerable in our working careers and worry about the future. We can feel lost and lacking in confidence. In Future Proof Yourself, David discusses how these feelings can be managed, encouraging you to discover how YOU can take control of situations and make the right choices for your future career and personal life. What could you expect from a life that you have Future Proofed? Well you can certainly look forward to having: - the ability to take control of your professional career - new skills and experiences - new people to network with - new learning opportunities It will also guide you to: - develop your confidence - create new ways of thinking - achieve the right balance in your life - enable you to stay relevant and employable for the rest of your working career Investment in yourself applies to all areas of your life, not just your career. Be careful though, following the Future Proof Yourself guidance you just might start living it and become the best version of yourself! Why should you make the effort? Well, if you don't look after yourself, who is going to do it for you? The author, David Yeabsley, has over 20 years' experience in coaching, mentoring, training and presenting.

A new concept on human diversity has emerged over the past 10 years that promises to revolutionize the way educators provide services to students with special needs: neurodiversity. Just as we celebrate diversity in nature and cultures, so too do we need to honor the diversity of brains among our students who learn, think, and behave differently. In Neurodiversity in the Classroom, best-selling author Thomas Armstrong argues that we should embrace the strengths of such neurodiverse students to help them and their neurotypical peers thrive in school and beyond. This innovative book focuses on five categories of special needs: learning disabilities, attention deficit hyperactivity disorder, autism, intellectual disabilities, and emotional and behavioral disorders. For each category, Armstrong provides an in-depth discussion of: The positive attributes associated with that category. Acclaimed neurodiverse adults who have excelled in their chosen fields. Computer programs and applications that allow students with special needs to overcome obstacles and achieve success. Rich networks of human resources both inside and outside of school that educators can draw upon to support the social and emotional lives of neurodiverse students. Innovative learning strategies that are tailored to each student's unique strengths. Future career paths for which a student's particular gifts might be a good fit. Modifications in the school environment that allow for seamless inclusion of neurodiverse students in the regular classroom. Timely information about how to integrate the strategies and assessments for each category with the Common Core State Standards. It's time that we focused on celebrating rather than pathologizing our students with special needs so that they can fully realize their potential in school and life. This practical and thought-provoking book will inspire teachers and administrators everywhere to make sure that all students with special needs get the support and strength-based instruction they deserve.

Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment-pre-assessment, formative assessment, and summative assessment-and to grading and report cards. Readers learn how differentiation can: Capture student interest and increase motivation. Clarify teachers' understanding about what is most important to teach. Enhance students' and teachers' belief in student learning capacity. Help teachers understand their students' individual similarities and differences so they can reach more students, more effectively. Throughout, Tomlinson and Moon emphasize the importance of maintaining a consistent focus on the essential knowledge, understandings, and skills that all students must acquire, no matter what their starting point. Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest, and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias. Grounded in research and the authors' teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential.

Many students arrive at school with unique mixtures of family histories, traumatic experiences, and special needs that test our skills and try our patience. In Hanging In: Strategies for Teaching the Students Who Challenge Us Most, veteran educator Jeffrey Benson shows educators the value of tenacity and building connections in teaching the students who most need our help. This essential guide includes Detailed portraits based on real-life students whose serious challenges inhibited their classroom experience-and how they eventually achieved success. Strategies for how to analyze students' challenges and develop individualized plans to help them discover a sense of comfort with learning-with in-depth examples of plans in action. Recommendations for teachers and support team on how to gain skills and support and not lose hope through the ups and downs of the work. Specific advice for administrators on constructing systems and procedures that give all our students the best chance for success. Just as teaching the students who challenge us is among our most frustrating experiences as educators, sticking with students until they finally ""get it"" is among our most rewarding. In Hanging In, you'll find the inspiration and field-tested ideas necessary to create a patient and supportive environment for even the most demanding cases in the classroom.

First published as "Tracks: The Cv" work directory in 1997, the tenth revised and updated edition is published in 2006. It gives information of over 130 professions in the UK, organised in eight booklets, from communications media to service industries. Titles include pathways in the arts, construction industry, financial services, health care, insurance, land and sea work, law, leisure and tourism, local government, manufacturing crafts, marketing, planning and public services. Qualifications are listed from GCSE and NVQ/BTEC to degree level. There are work descriptions and pay scales with interviews and advice from British chartered institutes and individuals established in the particular field. Designed in an easy to access format of a page per profession, the handbooks also include contacts for working in countries in the European Union, and a detailed index of internet recruitment sites for each sector. "Tracks 8" provides information about national and personal services which range from the armed forces to fire fighter, hairdressing and call centre work. The wide scope indicates the varied opportunities for individual development.

First published as "Tracks: the Cv" work directory in 1997, the tenth revised and updated edition is published in 2006. It gives information of over 130 professions in the UK, organised in eight booklets, from communications media to service industries. Titles include pathways in the arts, construction industry, financial services, health care, insurance, land and sea work, law, leisure and tourism, local government, manufacturing crafts, marketing, planning and public services. Qualifications are listed from GCSE and NVQ/BTEC to degree level. There are work descriptions and pay scales, with interviews and advice from British chartered institutes and individuals established in the particular field. Designed in an easy to access format of a page per profession, the handbooks also include contacts for working in countries in the European Union, and a detailed index of internet recruitment sites for each sector. "Tracks 5" documents career paths in law, government and administration, from barrister and solicitor to the police and prison service, and in civil and public office ranging from local government to international relations.

This stimulating and challenging book provides a guide to reflexivity and reflexive practice, explaining its relevance to research in management, organisation studies and the social sciences. Rooted in the latest research, case studies and the author's personal experience, the book builds a new perspective on reflexive practice involving bodily, emotional, rational and relational insights. Paul Hibbert draws on personal experience, using the examples of his doctoral research and an advanced collaborative research project as case studies, to demonstrate how reflexive practice plays out in a range of research contexts. Each chapter includes dialogue points to encourage the reader to form their own opinions in response to the author's point of view. Offering prospects for research that incorporates personal learning, growth and development, How to be a Reflexive Researcher also explores avenues of future research on reflexivity and reflexive practice. The book concludes that reflexive practice is not simply a research skill but is instead integral to the scholarly way of life. Providing a comprehensive treatment of reflexive practice, this book will be a useful guide for scholars and students of business and management and the social sciences more broadly, especially those with an interest in qualitative and interpretive research approaches.

First published as "Tracks: the Cv" work directory in 1997, the tenth revised and updated edition is published in 2006. It gives information of over 130 professions in the UK, organised in eight booklets from communications media to service industries. Titles include pathways in the arts, construction industry, financial services, health care, insurance, land and sea work, law, leisure and tourism, local government, manufacturing crafts, marketing, planning and public services. Qualifications are listed from GCSE and NVQ/BTEC to degree level. There are work descriptions and pay scales with interviews and advice from British chartered institutes and individuals established in the particular field. Designed in an easy to access format of a page per profession, the handbooks also include contacts for working in countries in the European Union and a detailed index of internet recruitment sites for each sector. "Tracks Directory 1" covers career paths in financial services, including retail and investment banking, insurance, accounting, auditing and the Inland Revenue.

To date, academics, practitioners and students in South Africa interested in career psychology have had to rely largely on textbooks from the US and Europe. However, politics, economics and prevailing social conditions have had a major influence on the nature, form and direction of this field in South Africa, and while many of these are excellent references, they understandably focus on issues relevant to their own environment. Career psychology in the South African context examines historical and state-of-the-art career practices in career psychology, particularly in relation to conditions in this country. Career psychology in the South African context provides descriptive and critical analyses of career theories and current thought on career development, referring to many published articles both in South Africa and abroad. It gives a South African perspective on the process of career choice, and considers which aspects of overseas practice can be applied locally and which aspects require further research. Additional chapters in this edition include life design, unemployment and the influence of poverty on career choice. Career psychology in the South African context is aimed at undergraduate and postgraduate students as well as career practitioners, psychologists, educationists and teacher-counsellors.

Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning-and significantly improve both teaching and learning.

A practical, step-by-step core research text that balances coverage of qualitative, quantitative and combined methods Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research offers a truly balanced, inclusive, and integrated overview of the processes involved in educational research. This text first examines the general steps in the research process and then details the procedures for conducting specific types of quantitative, qualitative, and mixed methods studies. Direct guidance on reading research is offered throughout the text, and features provide opportunities for practice. Throughout the 6th Edition, examples are now drawn from a broad range of fields, including program evaluation, multicultural research, counseling, school psychology, and learning and cognition. In addition, enhanced coverage incorporates the latest technology-based strategies and online tools, and more information about single-subject research methods.

Examining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with experience of work in both traditional and contemporary institutions utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics. Split across three chronological parts this book guides the reader through the phases of an academic's working life and the unique challenges encountered at each stage. For those entering academia key issues considered relate to career paths and motivations and transitions from industry to academia. During academia chapters study the understanding of external examiners, questions surrounding student supervision, work-life balance, use of technology and the trade off between teaching and research. Upon leaving academia concerns turn to the difficulties of working past retirement age and emeritus roles. Exploring how academics survive and thrive in the modern higher education arena, this analytical book will be a useful tool for new and established academics and policy makers working in higher education as well as for programme leaders in educational management. Contributors include: A. Agarwal, D. Anderton, K.E. Andreasen, M. Antoniadou, W. Chambers, C. Cook, M. Crowder, P. Cureton, E. Epaminonda, M. Gibson-Sweet, J. Haddock-Fraser, J. Jones, A. Karayiannis, H. Kogetsidis, P.D. Ktoridou, S.-J. Lennie, B. Longden, S. Marriott, M. Mouratidou, T. Proctor, A. Rasmussen, C. Rees, S.K. Rehbock, K. Rowlands, P.J. Sandiford, J. Stewart, S. Wells

HOW TO ENSURE YOUR PERSONAL IMPACT HELPS RATHER THAN HIJACKS YOUR CAREER Your 'personal brand' can be one of your greatest strengths in business, but if you fail to define and manage it effectively, it can also be one of your biggest weaknesses. This book will enable you to: * Define your personal brand in a meaningful way * Understand how to manage your image so that it aligns with your personal brand * Identify the six key factors which will help ensure you always look good * Avoid the most often seen 'image wreckers' at work * Understand the seven worst habits of unsuccessful personal brands * Maximise your personal impact through your non-verbal and verbal behaviour Everyone has a personal brand, so why not invest in yours now? -- "This comprehensive guide is full of down-to-earth, achievable advice and any professional who is serious about their career and wants to achieve their full potential should read it and act upon it. "I can promise you you'll see results straight away, although the lessons will last a lifetime." Julia Campion MFIC, Managing Director, First Impressions Image Consultancy Ltd.

It is an old cliche that leading and managing academics is like herding cats. This book challenges this myth and presents a way to deal with the many challenges of academic leadership, from managing departments, research groups and teams to managing tensions between research and teaching. The book is a practical and stimulating guide to different pathways to successful academic leadership, both in personal and organizational terms.

Now What? Is a reference book and guide offering practical advice to teenagers as they approach the key decisions regarding their futures, whether it be careers, university, apprenticeships or something else. The follow up to the No. 1 bestselling Amazon career guide, 'Is your school lying to you?' offers all new insights into the need for self reliance, adaptability and entrepreneurial spark to navigate and succeed in the new, post pandemic marketplace they'll be entering as adults. An honest, fresh and deliberately unacademic take on the evergreen issue of how best to advise teens on their choices free from bias and parental expectation. Now What? Challenges the myth that school will take care of this and empowers students to embrace their opportunities, achieve their goals and through self reliance, realise their ambitions.

Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning-and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms-examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim-and the thousands of students they met-as they provide a map for shifting the classroom dynamic from teaching to learning.

In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include: Persisting. Managing impulsivity. Listening with understanding and empathy. Thinking flexibly. Thinking about thinking (metacognition). Striving for accuracy. Questioning and posing problems. Applying past knowledge to new situations. Thinking and communicating with clarity and precision. Gathering data through all senses. Creating, imagining, innovating. Responding with wonderment and awe. Taking responsible risks. Finding humor. Thinking interdependently. Remaining open to continuous learning. This volume brings together-in a revised and expanded format-concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a ""thought-full"" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.

Project based learning (PBL) is gaining renewed attention with the current focus on college and career readiness and the performance-based emphases of Common Core State Standards, but only high-quality versions can deliver the beneficial outcomes that schools want for their students. It's not enough to just ""do projects."" Today's projects need to be rigorous, engaging, and in-depth, and they need to have student voice and choice built in. Such projects require careful planning and pedagogical skill. The authors-leaders at the respected Buck Institute for Education-take readers through the step-by-step process of how to create, implement, and assess PBL using a classroom-tested framework. Also included are chapters for school leaders on implementing PBL systemwide and the use of PBL in informal settings. Examples from all grade levels and content areas provide evidence of the powerful effects that PBL can have, including: Increased student motivation and preparation for college, careers, and citizenship. Better results on high-stakes tests. A more satisfying teaching experience. New ways for educators to communicate with parents, communities, and the wider world. By successfully implementing PBL, teachers can not only help students meet standards but also greatly improve their instruction and make school a more meaningful place for learning. Both practical and inspirational, this book is an essential guide to creating classrooms and schools where students-and teachers-excel.