In this second edition of Improving Instruction Through Supervision, Evaluation, and Professional Development we've maintained the conceptual framework while updating sections to provide the most recent research on instructional strategies that have the most promise of helping all students learn. Modifications of the law resulting from the reauthorization of the 50-year-old Elementary and Secondary Education Act-Every Student Succeeds Act (ESSA) (2015)-and their implication for practice are embedded throughout this new edition. Updated data collection tools for classroom observations are also provided. We included a link to a website that contains all the observation tools in electronic format so that observers can have the opportunity to collect data on a tablet or laptop, save the observation data as a PDF file and e-mail those data to the teacher observed. This new edition recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers-tasks that are neither simple nor without conflict. The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of supervision, evaluation, and professional development. However, observing instruction, collecting data for reflection, and having conversations about teaching, are not the sole provinces of principals. Master teachers, teacher leaders, and teacher colleagues can also benefit from the supervisory sections of the book, especially the chapters on high-quality instruction, improving instruction, and the classroom data collecting tools. The book provides numerous tools specifically designed to collect a variety of data in classrooms to improve instruction. Embedded in each chapter are exercises to apply Theory into Practice by responding to a set of questions posed by the key issues of the chapter. After the explication and illustration of the key concepts and principles of the chapter, actual Instructional Leadership Challenges as described by a successful practicing principal for reflection and analysis.

This study examines feminist speculative fiction from the late twentieth and early twenty-first century, and finds within it a new vision for the future. Rejecting notions of postmodern utopia as exclusionary, Jennifer A. Wagner-Lawlor advances one defined in terms of hospitality, casting what she calls 'imaginative sympathy' as the foundation of utopian desire. Tracing these themes through the works of Atwood, Butler, Lessing and Winterson, as well as those of well-known Muslim feminists such as El Saadawi, Parsipur and Mernissi, Wagner-Lawlor balances literary analysis with innovative extensions of feminist philosophy to show how inclusionary utopian thinking can inform and promote political agency. Examining these contemporary fictions reveals the rewards of attending to a community that acknowledges difference, diversity and the imaginative potential of every human being.

In 2002 the multidisciplinary research project "Nasca: development and adaptation of archaeometric techniques for the investigation of cultural history" (Nasca: Entwicklung und Adaption archa..ometrischer Techniken zur Erforschung der Kulturgeschichte) started, funded by the German Federal Ministry of Education andResearch(Bundesministerium fu..r Bildung und Forschung, BMBF ) in its priority program "New scientific methods and technologies for the humanities" (Neue Naturwissenschaftliche Methoden und Technologien fu..r die Geisteswissenschaften, NTG). This new project continued and in a certain way fulfilled a lasting goal of the ministry to integrate different branches of scientific activities and to foster the transfer of expertise gained in natural sciences to the humanities and vice versa. Archaeometry, by definition the application of scientific methods in archaeological investigation, has been a major focus of the priority program since its beginnings in 1989. After funding numerous fruitful research projects that developed new archaeometric techniques mostly in bilateral cooperation, an even greater outcome was expected from a more multifaceted approach with the participation of various scientific disciplines around a well-defined, archaeological research topic. Furthermore, it was intended to establish a project outside the traditional research areas in central Europe or the Mediterranean. It was the great merit of the person formerly in charge of the BMBF priority program, Dr. Edgar Pusch, to develop these far-reaching perspectives and we are extremely grateful that after a rigorous screening our project among other interesting ones was selected for funding.

Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of "mother-tongue" literacy programs, the notion of literacy "relapse, " and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious instruction.

Dating the Quaternary, which covers approximately the last 2 million years, has experienced considerable progress over the past few decades. On the one hand, this resulted from the necessity to obtain a valid age concept for this period which had seen tremendous environmental changes and the advent of the genus Homo. On the other hand, instrumental improvements, such as the introduction of highly sensitive analytical techniques, gave rise to physical and chemical innovations in the field of dating. This rapid methodological development is still in full progress. The broad spectrum of chronometric methods applicable to young rocks and artifacts also becomes increasingly intricate to the specialist. Hence, it is my goal to present a comprehensive, state-of-the-art sum mary of these methods. This book is essentially designed as an aid for scientists who feel a demand for dating tasks falling into this period, i. e., Quaternary geologists and archaeologists in the broadest sense. Since it has been developed from a course of lectures for students of geological and archaeological sciences, held at the University of Heidelberg, it certainly shall serve as an introduction for students of these disciplines."

The Palgrave Handbook of Utopian and Dystopian Literatures celebrates a literary genre already over 500 years old. Specially commissioned essays from established and emerging international scholars reflect the vibrancy of utopian vision, and its resiliency as idea, genre, and critical mode. Covering politics, environment, geography, body and mind, and social organization, the volume surveys current research and maps new areas of study. The chapters include investigations of anarchism, biopolitics, and postcolonialism and study film, art, and literature. Each essay considers central questions and key primary works, evaluates the most recent research, and outlines contemporary debates. Literatures of Africa, Australia, China, Latin America, and the Middle East are discussed in this global, cross-disciplinary, and comprehensive volume.

When reconstructing the past, the archaeologist needs to take into account all kinds of relevant information. Where no written evidence is available, the natural sciences play an indispensable role. Troia is a remarkable site in this respect. The present Troia project, under the directorship of Manfred Korfmann, integrates various disciplines including geoarchaeology, archaeobotany, zooarchaeology, anthropology, geophysical prospection as well as chemical and technological studies of metal, stone and pottery. Hardly any other archaeological project is supported so intensely and on such a broad scale by archaeometric investigations as the international research group in Troia. In April 2001 an International Symposium was held in Heidelberg, Germany, with the aim of promoting scientific interaction and providing synopses of the various disciplines engaged in Troia. This volume contains most of the contributions presented at the symposium.

If our goal is to broaden and deepen students' awareness and understanding of mathematics, we advance the idea that engaging students with what we metaphorically call the personality of math. That is, we think that students who engage with the math's (1) human champions, (2) with its history and philosophy, and (3) with the nature of its problems and inferential challenges, are more likely to have a positive attitude toward math that will encourage greater learning.

If our goal is to broaden and deepen students' awareness and understanding of mathematics, we advance the idea that engaging students with what we metaphorically call the personality of math. That is, we think that students who engage with the math's (1) human champions, (2) with its history and philosophy, and (3) with the nature of its problems and inferential challenges, are more likely to have a positive attitude toward math that will encourage greater learning.

If our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are "math facts" that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to "build a student." However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatives of the different stakeholder groups to work together to accomplish the goal of building knowing students.

If our goal is Education for Knowing, as the title says, then we need to be guided by a conception of what knowing is. For example, we can all agree that there are "math facts" that students need to learn, and we can agree that there are general concepts and laws that students should be acquainted with. But is there more involved, perhaps something like nurturing in students a desire to probe deeper into the workings of thing? Or developing a capacity to explain why things work the way they do? Our conceptions of what genuine knowing is serve as guides to what we think the goal of education is, and they tell us how to "build a student." However, as it turns out, there are multiple conceptions of what knowing truly involves, and these conceptions tend to be different for different sets of education stakeholders such as parents and their children, school administrators, and educational researchers. Understanding this diversity of conceptions of knowing will make it easier for representatives of the different stakeholder groups to work together to accomplish the goal of building knowing students.

Every cell and organism faces the problem of spaces, made up of the two leaflets of the lipid generating a confined space in which metabolic bilayer. The importance of traffic and signaling across membranes is reflected by the estimate and anabolic reactions take place and at the same time allowing entry and exit of metabo that 20% of all genes in the human genome encode membrane proteins. A failure of any of lites, ions, proteins, and signals across its bor der. Evolution has solved the problem by these proteins may have dramatic con se generating lipid membranes that contain trans quences for ceH function. In recent years much porters, ion channels, and receptors. In eukary attention has been paid to diseases resulting otic cells, this problem is exacerbated by the from nonfunctional ion channels ("chan presence of multiple organelles, which are con nelopathies"). Not surprisingly, many of these fined spaces in their own right. Even the lipid diseases affect the excitability of cells. membrane consists of two relatively separate Transporter diseases (perhaps coined "carrier vi PREFACE diseases") are more related to metabolic dis Each chapter is concluded by a summary, and eases, Transporters are frequently found at the most chapters also contain an overview of the beginning or the end of metabolic pathways clinical features of a particular transporter and as a result can have similar effects to disease. a missing enzyme."

Learning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work-from its pre-colonial origins to the emergence of economics as the dominant discipline in the field-and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.

Learning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work-from its pre-colonial origins to the emergence of economics as the dominant discipline in the field-and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in middle and secondary school that make it possible to, at a moment's notice, take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in middle and secondary school that make it possible to, at a moment's notice, take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in grades 3 - 6 that make it possible for them, at a moment's notice, to take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

In the wake of initiatives such as No Child Left Behind and the use of high-stakes testing, the emphasis in schools has been on drill and practice for the test. Genuine understanding and critical thinking have been increasingly shortchanged. As a result, students have fewer opportunities to advance their insight into cognitive and emotional challenges, even though both teachers and parents recognize the importance of developing deliberative and reflective thinking skills. This book uniquely combines two things. First, it provides resources for classroom teachers in grades 3 - 6 that make it possible for them, at a moment's notice, to take advantage of a teachable moment by drawing students into productive intellectual discussions. Second, it gives the reader an overview of the rationale and the research base for engaging students in educational activities that are truly intellectual and that are not limited to training for testing success.

The management of organizational behavior is a critically important source of competitive advantage in today's organizations. Managers must be able to capitalize on employees' individual differences as jobs are designed, teams are formed, work is structured, and change is facilitated. This textbook, now in its third edition, provides its readers with the knowledge required to succeed as managers under these circumstances. In this book, John Wagner and John Hollenbeck make the key connection between theory and practice to help students excel as managers charged with the task of securing competitive advantage. They present students with a variety of helpful learning tools, including: * Coverage of the full spectrum of organizational behavior topics * Managerial models that are based in many instances on hundreds of research studies and decades of management practice - not the latest fad * Completely new introductory mini-cases and updated examples throughout the text to help students contextualize organizational behavior theory and understand its application in today's business world This ideal book for upper-level undergraduate and postgraduate students of organizational behavior is written to motivate exceptional student performance and contribute to their lasting managerial success. Online resources, including PowerPoint slides and test banks, round out this essential resource for instructors and students of organizational behavior.

'You have given a faithful portrait of a Thug's life, his ceremonies, and his acts' Often overshadowed by Kipling's Kim or Forster's A Passage to India, Philip Meadows Taylor's forgotten classic, Confessions of a Thug (1839), is nevertheless the most influential novel of early nineteenth-century British India. This was the first dramatic account to expose a European readership to the fantastic world of the murderous Thugs, or highway robbers, who strangled their victims and who have ever since been a stable of Western popular culture. Writing in the voice of a captured Thug, Taylor presents an Orientalist fantasy that is part picaresque adventure and part colonial exposé. Confessions of a Thug offers a unique glimpse of the colonial world in the making, revealing how the British imagined themselves to be omniscient and in complete control of their Indian subjects. This unique critical edition makes available a fascinating and significant work of Empire writing, in addition to excerpts from the original colonial texts that inspired Taylor's narrative.

Pedagogically rich, demographically inclusive, and culturally sensitive, Ethical Decision Making in School and District Administration exposes educational leaders to an interdisciplinary array of theories from the fields of education, economics, management, and moral philosophy (past and present). Authors Paul A. Wagner and Douglas J. Simpson demonstrate how understanding key concepts can dramatically improve management styles and protocols.

Key FeaturesContains numerous case studies that apply the book s concepts to relevant ethical issues faced by school administratorsReveals possibilities for thinking outside the box in terms of morally informed and effective leadership strategies aimed at securing organizational commitment and shared visionPresents multiple theories of ethics, demonstrating how they inform decision making and culture building in school districtsIncorporates a range of in-text learning aids, including figures that clarify and critique ideas, a complete glossary, and end-of-chapter activities and questions"

The field of Luminescence Dating has reached a level of maturity. Both research and applications from all fields of archaeological science, from archaeological materials to anthropology and geoarchaeology, now routinely employ luminescence dating. The advent of optically stimulated luminescence (OSL) techniques and the potential for exploring a spectrum of grain aliquots enhanced the applicability, accuracy and the precision of luminescence dating. The present contribution reviews the physical basis, mechanisms and methodological aspects of luminescence dating; discusses advances in instrumentations and facilities, improvements in analytical procedures, and statistical treatment of data along with some examples of applications across continents, covering all periods (Middle Palaeolithic to Medieval) and both Old and New World archaeology. They also include interdisciplinary applications that contribute to palaeo-landscape reconstruction.

An Application Science For Multi-Agent Systems addresses the complexity of choosing which multi-agent control technologies are appropriate for a given problem domain or a given application. Without such knowledge, when faced with a new application domain, agent developers must rely on past experience and intuition to determine whether a multi-agent system is the right approach, and if so, how to structure the agents, how to decompose the problem, and how to coordinate the activities of the agents, and so forth. This unique collection of contributions, written by leading international researchers in the agent community, provides valuable insight into the issues of deciding which technique to apply and when it is appropriate to use them. The contributions also discuss potential trade-offs or caveats involved with each decision. An Application Science For Multi-Agent Systems is an excellent reference for anyone involved in developing multi-agent systems.