Welcome to the exciting world of ground transportation! If you are interested in a starting career in commercial driving or at any level of the supply chain, you've come to the right book. So what exactly would you do on the job, day in and day out? What kinds of skills and educational background do you need to succeed? How much can you expect to make, and what are the pros and cons of these various fields? How can you figure out if this is the career for you? This book can help you answer these questions and more. Ground Transportation: A Practical Career Guide includes interviews with knowledgeable professionals in this stable, lucrative, and growing profession: General Transportation Manager Truck Driver Commercial Driving Instructor Moving Company Owner

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Es geht um die Frage, welche Aneignungsprozesse der deutschen Sprache sich bei Gefluchteten im jungen Erwachsenenalter rekonstruieren lassen. Der Beantwortung liegt eine soziokulturelle Auffassung von Sprachaneignung zugrunde, die den Lebens- und Lernkontext als konstitutiv fur den Spracherwerb erachtet. Datengrundlage sind biografisch-narrative Interviews mit Gefluchteten an Berufsschulen, die narrationsanalytisch ausgewertet wurden. Die Ergebnisse zeigen, dass die Aneignung des Deutschen eng mit weiteren biografischen Entwicklungen verknupft ist, wie dem Zugang zu beruflicher Bildung. Zudem wird deutlich, dass ein Leben vor dem Hintergrund von Flucht und Asyl Auswirkungen auf die Zweitsprachbiografie hat. Aus den Forschungserkenntnissen lassen sich Ansatze zur Unterstutzung von Sprachaneignungsprozessen bei Gefluchteten in der beruflichen Bildung und daruber hinaus ableiten.

Based on a collaboration dating back nearly a decade, the authors-a behavioural analyst and a child psychiatrist-reveal their systematic approach for deciphering causes and patterns of difficult behaviours and how to match them with proven strategies for getting students back on track to learn. The Behavior Code includes user-friendly worksheets and other helpful resources.

Written by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action. In the book, Nora Gordon and Carrie Conaway empower educators to address the federal Every Student Succeeds Act mandate that schools use evidence-based improvement strategies. Recommendations include utilizing existing research; generating evidence on the success of their own improvement efforts; and building an organizational culture of evidence use. The authors walk readers through the processes for determining whether research is relevant and convincing; explain useful statistical concepts; and show how to quickly search for and scan research studies for the necessary information. The book directs readers through case studies of typical scenarios including a superintendent trying to reduce chronic absenteeism; a middle school math department chair trying to improve student performance on exams; and a chief state school officer attempting to recruit teachers for rural schools. Common-Sense Evidence helps education leaders build capacity for evidence-based practice in their schools and districts.

Dieses Buch bietet eine umfangreiche Sammlung von Forschungs- und Praxisperspektiven rund um zentrale Themen im Bereich des arbeitsgestutzten Lernens (WBL). Auf Basis eines ausfuhrlichen Literaturuberblicks uber den aktuellen Forschungsstand zum Thema WBL in der beruflichen Bildung im globalen Kontext wurden Beitrage von anerkannten Forschern und Experten in der Berufsbildung aus der ganzen Welt zu zentralen Schlusselthemen ausgewahlt. Inspiriert von Forschungsergebnisse aus einer Vielzahl von aktuellen nationalen Projekten bietet das Buch neue Erkenntnisse uber foerderliche Faktoren fur das Lernen auf individueller Ebene sowie im Arbeitsumfeld. Die Papiere nehmen regionale und nationale Herausforderungen bei der Unterstutzung von WBL und bei der Entwicklung und Umsetzung von Curricula auf, die auf realen Arbeitsprozessen basieren. Sie werfen einen tieferen Blick auf die Rolle von Tutoren im WBL und zeigen neue Moeglichkeiten bei der UEbertragung und Anerkennung von Wissen, Fahigkeiten und Kompetenzen. Die Forschungsansatze, die in diesem Buch vorgestellt werden, sollen dabei unterstutzen, Berufsbildungsziele unabhangig von Region und Umfang zu erreichen.

The theory, research, and practice of communication planning The field of school and community communications is rapidly evolving and becoming more complex. Focusing on successfully implementing communication activities with both internal and external audiences, The School and Community Relations is a widely used resource for overcoming these emerging complexities. Drawing on theory and research, the text stresses the generation of communication outcomes that far surpass simple dissemination of information, proactively identifying and engaging the right audiences. The 12th Edition has been extensively updated with school communication expert interviews, video resources, communications tools, and more.

Youth spoken word poetry groups are on the rise in the United States, offering safe spaces for young people to write and perform. These diverse groups encourage members to share their lived experiences, decry injustices, and imagine a better future. At a time when students may find writing in school alienating and formulaic, composing in these poetry groups can be refreshingly relevant and exciting. Listen to the Poet investigates two Arizona spoken word poetry groups - a community group and a high school club - that are both part of the same youth organization. Exploring the writing lives and poetry of several members, Wendy R. Williams takes readers inside a writing workshop and poetry slam and reveals that schools have much to learn about writing, performance, community, and authorship from groups like these and from youth writers themselves.

Based on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success. While college enrollment rates for Chicana/o/x students have steadily increased over the last decade, this cohort still faces significant barriers to academic achievement, including minimal information about college and limited access to the kind of preparation and advising that will help them get there. As a result, Chicana/o/x students maintain stubbornly low four-year completion rates. Against this backdrop, Gilberto Q. Conchas and Nancy Acevedo address the mechanisms that shape the achievement, aspirations, and expectations of Chicana/o/x students who grew up in marginalized communities and unequal school contexts and share success stories about this growing population of students. Conchas and Acevedo elevate the voices of students at a research university and in the community college sector to reveal important issues and factors impacting and shaping the students' academic journeys. The college-age men and women in the narratives evince hope, resistance, and empowerment in the face of marginalization, anti-immigration sentiment, poverty, and an education system that too often reinforces deficit-minded stereotypes. The authors critique the educational policies and practices that systematically fail to champion Chicana/o/x success and examine the use of community cultural wealth that supports US-born and US immigrant students of Mexican descent to make their achievement possible. In so doing, the authors look toward the future by highlighting the actions that Chicana/o/x students take in creating bridges between K-12 to college and between their communities and higher education. The Chicana/o/x Dream helps define the heart and soul of tomorrow's America and elucidates how Chicana/o/x college students maintain hope, enact resistance, and succeed against injustice. The book offers a call to action to K-20 educators and administrators to develop better supports to foster the success of Mexican-descent students.

Am I My Brother's Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn from the experience. The ESI model, a precursor to President Obama's My Brother's Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother's Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.

Use a sociopolitical context to explore the meaning, necessity, and benefits of multicultural education Effective multicultural education must consider not just schooling, but also the larger social, economic, and political factors that affect students' success or failure in the classroom. Affirming Diversity: The Sociopolitical Context of Multicultural Education helps readers understand these pervasive influences by presenting extensive research and data on the sociopolitical nature of schools and society, information about different sociocultural groups, and a conceptual framework for examining multicultural education. Real-life cases and teaching stories dominate in this book that offers a first-hand look into the lives of students and educators from a variety of backgrounds. Additionally, tips for classroom activities and community actions offer aspiring teachers concrete suggestions to provide high-quality, inclusive education in spite of obstacles they may face. Throughout the 7th Edition, Nieto and Bode consider current policy, practice, and legislation issues while they outline a model of multicultural education that affirms diversity, encourages critical thinking, and leads to social justice and action.

Core Practices for Project-Based Learning offers a framework and essential set of strategies for successfully implementing project-based learning (PBL) in the classroom. Centering on teaching practice, this work moves beyond project planning to focus on the complex instructional demands of the student-centered PBL approach. Pam Grossman and her colleagues draw on their research with teachers, educational leaders, and curriculum designers to identify the instructional goals, practices, and mindsets that enable educators to effectively facilitate deep learning in PBL environments. The authors first define the four primary teaching goals of the PBL model: supporting subject-area learning, engaging students in authentic work, encouraging student collaboration and agency, and building an iterative culture where students are always prototyping, reflecting, and trying again. They then equip educators with ten key practices that serve these goals. These practices include methods to elicit higher-order thinking, engage students in disciplinary and interdisciplinary practice, and mentor student decision making. The authors guide educators from a clear starting place through a series of concrete, manageable steps that apply whether they are initiating PBL or working to improve the quality of existing PBL implementation. Extended case studies illustrate the use of the core practices in real-world situations. Core Practices for Project-Based Learning is an invaluable resource to help educators realize their instructional vision and create meaningful student experiences.

Using features such as case studies, exercises and points for reflection, this is an ideal introduction to managing the supervisory relationship for both trainee and supervisor. This second edition of the book formerly titled Counselling Supervision now covers new and contemporary areas of supervision such as ethical maturity, insights into supervision from neuroscience, the organisational demands from the various contexts in which supervision takes place. It widens the concept of supervision to include professions such as coaching, organisational development consulting, counselling and psychology.

The History of Modern Japanese Education is the first account in English of the construction of a national school system in Japan, as outlined in the 1872 document, the Gakusei. Divided into three parts tracing decades of change, the book begins by exploring the feudal background for the Gakusei during the Tokugawa era which produced the initial leaders of modern Japan. Next, Benjamin Duke traces the Ministry of Education's investigations of the 1870s to determine the best western model for Japan, including the decision to adopt American teaching methods. He then goes on to cover the eventual ""reverse course"" sparked by the Imperial Household protest that the western model overshadowed cherished Japanese traditions. Ultimately, the 1890 Imperial Rescript on Education integrated Confucian teachings of loyalty and filial piety with Imperial ideology, laying the moral basis for a western-style academic curriculum in the nation's schools.

Situational awareness is more complex than simply noticing what is happening around you. An emergency responder must capture clues and cues in the emergency environment, make sense of the information, and predict what will happen next. In Situational Awareness for Emergency Response, Richard Gasaway establishes the foundation of decision making and the role of situational awareness in high-risk public safety environments. He explains his original research on command decisions and the barriers that challenge a commander's situational awareness, and offers lessons learned and best practices that can assist responders in preventing or overcoming the situational awareness barriers. Situational Awareness for Emergency Response is an ideal resource for incident commanders, line personnel who make high-stress decisions, and students learning to develop and maintain situational awareness. Features and benefits: Realise how decisions are made in high-stress, high-consequence, and time-compressed situations Understand situational awareness and its role in making good and bad decisions Identify barriers that challenge a commander's situational awareness Improve your decision making with the lessons learned and recommended best practices Use the 25-point checklist as an incident evaluation tool to improve safety

Learning Paths is a down-to-earth practical resource that is filled with illustrative examples, methods, techniques, strategies, processes, and tools for making company-wide, real-time training possible. Created to be flexible, the Learning Path approach can be customized to fit your organization no matter what its type or size. Learning Paths is divided into three sections: The Learning Path Methodology: Walks the reader through the major steps and strategies needed for building Learning Paths. Doing the Right Training: Offers a wide-range of strategies, methods and techniques that can be targeted to the training within a Learning Path and tied to an organization s particular business needs. Do the Training Right: Shows how to ensure the training within a Learning Path is delivered in the most cost-effective manner and introduces methods for structuring training so that it transfers to the job easily and effectively.

This invaluable resource can help transform online courses into exciting, meaningful, and active e-learning experiences. "75 e-Learning Activities" is filled with scores of e-learning activities and games that offer trainers and instructors a handbook for creating interactive and engaging online courses. Much like the activities and games used in traditional classroom training, these e-learning activities can be used to increase interactivity, engage learners, accomplish learning objectives, develop online relationships, promote active learning, and create learning communities. With many examples available on the CD-ROM for easy online transfer, the activities can help elaborate on course content through the use of online technologies such as chat rooms, email, or discussion boards.

Trauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma-and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.

Mariska Ott zeigt am Beispiel des franzoesischen Berufsbildungssystems auf, inwiefern es moeglich ist, auf Basis von wirkungsorientierten Curricula (Outcome-Orientierung) verschiedene, aber gleichwertige Lernwege - darunter ein Verfahren zur Anerkennung von informell erworbenen Kompetenzen - zu etablieren. Diesbezuglich liegen in Frankreich bereits Erfahrungen vor, da sich die franzoesische Berufsbildung seit Mitte der 1980er Jahre sukzessive einem outcome-orientierten Paradigma angenahert hat. Frankreich hat damit eine Entwicklung antizipiert, wie sie derzeit auch auf europaischer Ebene - beispielsweise mit der Einfuhrung des Europaischen Qualifikationsrahmens - angestrebt wird. Insofern leistet die Auseinandersetzung mit dem Potenzial von outcome-orientierten Ansatzen im Hinblick auf eine Flexibilisierung des Berufsbildungssystems auch einen Beitrag zum aktuellen Diskurs uber die Europaisierung der Berufsbildung.