Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Salesforce.com For Dummies Review

Salesforce.com For Dummies
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I purchased several copies of the book for my sales team whose technical proficiency was across the board. While all of the material is covered in the online help available from Salesforce.com, several team members felt much more comfortable with a book that they could hold. It is a great help in getting all of the team members to use the same nomenclature which is the first step in any sales "methodology" becoming effective.
Those wishing a deeper dive, should look at the author's other books targeted towards a more advanced and technical audience.

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The ideal introductory reference on salesforce.com—now fully updated throughout!
As the global leader in on-demand customer relationship management (CRM), salesforce.com helps companies all over the world manage their sales, marketing, and customer service and support operations. Written by two salesforce.com insiders, this straightforward introduction clearly explains how to organize contacts, log activities with contacts, schedule business appointments, use forecasting tools to predict upcoming sales, make accurate projects based on past performance, and more.
Walks you through the benefits and capabilities of the world's most popular customer relationship management (CRM) software—salesforce.com
Covers the latest enhancements to salesforce.com and explains how to choose the right edition of salesforce.com to suit your business needs
Details how to personalize your system, manage accounts, develop contacts, manage activities, track products, calculate forecasts, drive demand, utilize service and support, and more
Addresses extending salesforce.com beyond CRM as well as migrating and managing your data

Get started solving common sales, marketing, client, and customer service challenges with salesforce.com—and make your business a force to be reckoned with!

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Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation Review

Eats, Shoots and Leaves: The Zero Tolerance Approach to Punctuation
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Readers, check your reaction to the following sentence:
Lynne Truss, an English grammarian is bloody fed up with sloppy punctuation.
Does that sentence leave you feeling confused, irritated, or angry? Do you feel you have to second-guess the author of the sentence, forced to ascertain whether s/he was writing to Lynne Truss or about Ms. Truss?
But that sort of thing is almost the norm these days, on both sides of the Atlantic. Of course, we Americans have been struggling for years with FRESH DONUT'S DAILY and Your Server: "MILLY" -- not to mention the archy-and-mehitabel school of e-mail that neither capitalizes nor punctuates and reading through this kind of sentence really gets confusing i think it does at least do you too?
Turns out that even the British--including the elite "Oxbridge" inteligentsia--are wildly ignorant of punctuation's rules and standards. Lynne Truss, an English grammarian and author of EATS, SHOOTS & LEAVES, is bloody fed up with it! So she wrote this handy little book that is ever-so-correct but not condescending, sometimes savage but not silly, full of mission and totally without mush.
Think of Truss as punctuation's own Miss Manners, a combination of leather and lace, with maybe a bit more emphasis on the leather. (She advocates forming possees to paint out incorrect apostrophes in movie placards.) But her examples of bad punctuation serve a purpose: bad punctuation distorts meaning. EATS, SHOOTS & LEAVES includes numerous hilarious backfires of punctuation -- statements and missives that use the exact same words but convey totally opposite messages due to inappropriate punctuation.
Do commas go where they go for breathing, as the do-it-naturally school of non-grammar so many of us were exposed to would have it? Or were they for Medieval chanting or, more analytically, for grammar? Truss explains that it's a mish-mosh of all three, and proceeds to make useful sense of it all. Along the way she confesses she would have gladly borne the children of the 15th-Century Italian typographer who invented Italics and the forward-slash.
With its blend of high dudgeon and helpfulness, Truss steers the reader through the shoals of possession and apostrophes, quotations (British use is a bit differerent from North American, but only a bit, and she notes the difference), the useful if forlorn semicolon, the mighty colon, the bold and (mea culpa) overused dash and other interrupters like parenthesees and commas.
It's important to note that Truss, while something of a true believer, is a believer who lives in the 21st Century. She does not advocate turning back the clock to the 1906 version of Fowler's MODERN ENGLISH USAGE; she is not a snob; she does not overwhelm us with technical terms of grammar and punctuation for their own sake. Just good, common-sense English prescriptive lessons in grammar. People who know they don't know their stuff will learn the right stuff there. People who felt that "the rules" have somehow become archaic in the last thirty years will be happy to see that there are still rules, and while they have become more fluid and pragmatic, they haven't changed inordinately. "It's" still means "It is" and "Its" is still a possessive: "It's a wise publisher that knows its public," say.
Best of all, the teaching is conveyed with wit, bite, and in a snappy tome easy to carry and inexpensive. I'm a former English teacher and I couldn't help but learn and laugh. Highly recommended.
Oh, John Updike? He uses comma faults all that time, that's a sentence like this that splices main clauses together with a comma, maybe using semicolons or starting a new sentence would be better. For us mere mortals, though, standard punctuation fits the norm: once we become world-famous, then we can punctuate at will.

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New England Primer Review

New England Primer
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David Barton has done this country a great service by reprinting the 1777 A.D. edition of this beginners' textbook that was used by American students up until the early 1900's. This was the beginning textbook for students in all types of American schools: public, private, semiprivate, home, dame, parochial, etc. The foreward states:
"The New England Primer was one of the greatest books ever published. It went through innumerable editions; it reflected in a marvelous way the spirit of the age that produced it, and contributed, perhaps more than any other book except the Bible, to the molding of those sturdy generations that gave to America its liberty and its institutions."
The Founding Fathers of this country and other Americans learned to read from this little treasure. There is much that we can learn about them and the way they thought by examining its contents. The true study of history should incorporate the study of what motivated people to do the things they did. This reprint makes for great classroom discussion. It makes for an excellent addition to any American History class at all grade levels and all ages. It is pocket-size, and kids and adults love it. I highly recommend it!

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Confessions of a Former Bully Review

Confessions of a Former Bully
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Loved it.
Confessions of a Former Bully, honestly, should be read by every kid, and every teacher in grade school, and discussed at length. I am a former teacher and this is the most insightful book you will ever read on this topic. This is a book written by Katie, a former bully, about what she used to do/say to other kids to bully them. Her character arc from the beginning of the book until the end, what she learns about herself, what she learns about bullying and the impact it has on her and other kids, and how she changes her attitude and behaviors are perfect for class discussions. So many kids will see themselves, in different places, all over this book. Some might see themselves as bullies, others might see themselves as being bullied - or both, but it gives the kids insight, this incredible insight, as to who they are, and how their actions, positive and negative, impact others. Plus, Ludwig has put in Quick Facts about bullying, quotes from famous people, "what to do" types of advice, "tool belts" for dealing with bullies, and what good friends and bad friends look like. It's a story - but then there's all the practical stuff in there, too, about bullying. Can I say it this way? It's an awesome - excellent book.


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Cheating in School: What We Know and What We Can Do Review

Cheating in School: What We Know and What We Can Do
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"Cheating in School" is an outstanding book for those who are dedicated to and invested in the value of education. These authors have keenly articulated the problem of academic dishonesty that faces all levels of schooling. After clearly communicating the pervasiveness of cheating, the authors open the readers' eyes to the creative and surprising practices students use to cheat. With informed and practical solutions, the authors provide techniques for addressing the problem in both the short-term (immediate) and long-term. The solutions offered are not just a quick fix so parents, teachers, and administrators can turn a blind eye; rather, the authors provide a "call to action" giving insight into how to rally the community to create a culture of integrity. This very readable book provides the opportunity to engage in conversations that remind us that learning, not cheating, is at the heart of education.

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Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids Review

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids
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Each well-known separately in educational circles--McTighe as one of the developers of UbD and Tomlinson as the guru of differentiated instruction--they have come together to write a book that is an attempt to meld their philosophies. In that, they are at best partially successful.
Though I am a supporter of much of the work of both of these authors, I found little new here that hasn't been said better elsewhere. On top of that, I didn't really find this book to be a melding of their ideas. It was more an experience of two people explaining their own thing in alternate stretches of prose with only a modest attempt at linking them together.
For someone not familiar with either author's earlier work, this could be a valuable introduction. On the other hand, I would point a reader to their individual work before suggesting this one.

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Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need.Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum--even an elegant one--to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning.In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners.Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.

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Experience And Education Review

Experience And Education
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Dewey is considered "America's only Philosopher" par exellence, but he wrote so much that is hard to get to the core of his philosophy. In any event, whether you want to understand Dewey's philosophical center or simply get a quick, concise overview of progressive, experience-based educational theory, this would be the book to start with. However, you might want to check out _John Dewey: The Later Works, 1938-1939_, edited by Jo A. Boydston. It not only contains "Experience and Education," but also "Freedom and Culture," "Theory of Valuation," and a handful of other essays. Not only does this volume give you more of Dewey, but Boydston puts the works in historical and philosophical context. This book [is available] in both cloth or paperback editions.

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The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students (Bccb Blue Ribbon Nonfiction Book Award (Awards)) Review

The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students (Bccb Blue Ribbon Nonfiction Book Award (Awards))
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In 1832, Prudence Crandall ran a private girls' boarding academy in Canterbury, a small Connecticut town located between Hartford and Providence, R.I. When a young African-American girl asked if she could attend Prudence's school, the teacher gladly took her in - much to the chagrin of local residents. In spite of their protests, Prudence went one step farther. Seeing that the educational need was a much larger one, she started a school just for "young Ladies and little Misses of color" in 1833, beginning with an enrollment of six girls from around New England. Even in a Northern state filled with abolitionists and anti-slavery supporters, this action was met with abhorence and eventual hostility. In retaliation, the legislature passed the Connecticut Black Law, which made it illegal to run a school for "colored persons who are not inhabitants of this State." Prudence was arrested and taken to court. She had powerful men on her side -- William Lloyd Garrison, Samuel May, and Arthur Tappan - and eventually, she was found innocent and the law was judged to be unconstitutional. But after the school was repeatedly vandalized, Prudence decided to close it in 1834. She married and moved out of the area, ending up in Kansas.
Her story could easily have ended there. Fifty years after she closed her school, the town of Canterbury and the state of Connecticut decided to apologize to Prudence. The Black Law had already been struck down in 1838. Now in 1886, the legislature granted her a pension of $400 a year to make up for the losses she suffered in the 1830s. Of course, the payment to her still didn't put an end to segregated schooling, but it was a step in the right direction. Prudence Crandall died in Elk Falls, Kansas, in 1890.
Suzanne Jurmain has done us a service by bringing Prudence Crandall's story to light and to life. Her re-telling makes for an interesting and easy read; and yet, it's the kind of real-life tale that makes one cringe at the behavior of one's fellow Americans, even those who are long, long gone. Jurmain concludes the book with a brief and necessary history of American civil rights since that time. The name of Prudence Crandall shouldn't slip through the cracks of our American history volumes. She should be as honored and as well-known as Rosa Parks.

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A Trail of Memories: The Quotations Of Louis L'Amour Review

A Trail of Memories: The Quotations Of Louis L'Amour
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as prolific a writer as louis l'amour was, there are all kinds of great quotes, but with as many books and stories as the man has, they can be tough to look up. so it's great that his daughter compiled this collection. i had to only give it four stars for 2 reasons: 1-you'll find no quotes from his single poetry collection or from interviews; 2-when you write as much as l'amour did, you are going to end up repeating yourself. that's understandable, but when editing a collection of quotes, you can leave out quotes that simply say the same thing in just about the same words.

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For decades, generations of readers have shared their favorite passages of favorite Louis L'Amour novels and short stories: parents with their children, neighbors with their friends, executives with their staff and clergy with their congregations. They pass around dog-eared copies of the books, underlined and yellowing, recalling words that echoes in their readers' hearts and minds long after the last page was turned. Now, many of these selections have been collected in a remarkable volume representing some of the richest ore of the L'Amour lode: voices that heralded the settling of the frontier, of the man and women whose spirit and soul shaped our nation. In these words, Louis L'Amour describes the American experience, bringing our heritage to life, in ways no other author has.No L'Amour reader has a more unique perspective on his work than Angelique, his only daughter. In an extraordinary feat for every Louis L'Amour fan, and in loving appreciation of her father, she has compiled A Trail of Memories: The Quotations of Louis L'Amour, drawn from her father's best-loved works of fiction, including the Sackett novels, Last of the Breed, The Walking Drum and nearly two dozen others."By reading his words, each reader has met a part of my father," she writes in her introduction. "Each hero has a bit of Dad's experience that makes him who he is. With Lanso, it is all those boxing matches as Dad grew up. With Barnabas Sackett, it is the sailor and explorer in my father...I think that this collection of quotations from my father's books reveals much of what makes Dad who he is, for these words are the heart and soul of what he believes, and what he wants to leave behind."Angelique has selected nearly a thousand of her favorite, most powerful and poignant L'Amour quotations--arranged by category and annotated with the book in which it appears--on more than a score of universal subjects such as: Love, Friendship and Loyalty; Family and Home; Honor, the Law and Justice; the Frontier; Women; and Men and Bravery. One such example from Sackett's Land: "He never knew when he was whipped--so he never was."A wonderful gift from a daughter to her father--and from Angelique L'Amour to her father's readers--A Trail of Memories: The Quotations of Louis L'Amour will be a cherished keepsake of words to enjoy, and words to live by.

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No Excuses : Lessons from 21 High-Performing, High-Poverty Schools Review

No Excuses : Lessons from 21 High-Performing, High-Poverty Schools
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If there's any book that works like a coach in a locker room giving a half-time pep talk, this is it. The tone is inspirational and invigorating and Carter identifies several important points that educators need to tune into in order to be better teachers. Yet....
Yet there is something bothering me. For all the important emphasis on teacher and administrator improvement (a priori knowledge in recent educational debates), there is a heavy reliance on standards. Listen: No teacher is opposed to standards. It would be tantamount to saying I am against breathing. But just what those standards are and who sets them and who measures them--that is the debate.
Maybe it is the emphasis that Carter places on the importance of Direct Instruction as an instructional method that bothers me. DI has been widely advocated in educational certification programs as the standard modus operendi for classrooms instruction and it relies heavily on behavoralistic methods of learning: skill and drill, frequent assessments, highly scripted teacher stimuli and highly structure student response. Carter says that we have built too much into studying how children learn and forgotten to teach them. While this is catchy, I disagree: we must be cognizant of our students abilities when instructing them. It reminds me of one of my favorite teacher jokes. Did you hear about the teacher that went home and taught his dog how to whistle? ....No? She didn't learn, but he taught him.
But I still endorse this book. The 21 different schools are important for someone looking for other schools that have gone ahead with reform programs and that may be beneficial.

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Too many educators make excuses for the failure of mostpublic schools to teach low-income children. But across the nationdozens of high-performing principals have identified those effectivepractices that allow all children to excel regardless of incomelevel. In this new report, Samuel Casey Carter, a Bradley Fellow atThe Heritage Foundation, examines the common practices of twenty oneprincipals of low-income schools who set the standard for highachievement. The lessons uncovered in these case-studies provide aninvaluable resource for anyone interested in providing increasededucational opportunities for low-income children.

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Radical Equations: Civil Rights from Mississippi to the Algebra Project Review

Radical Equations: Civil Rights from Mississippi to the Algebra Project
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Robert Moses, whose life traces the best aspects of the civil rights movement, always grasped the relationship of organizing for justice and good teaching. This accessible book addresses much more than math education, but equity, justice, and democracy-and shows how they fit together quite nicely. It's a book for both theoreticians and practitioners, demonstrating the unity of ideas and social practice in a classroom where the goal is to struggle for what is true. Robert Moses' main message is, I think, "What you do counts." Makes double good sense in a math classroom.

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The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning Review

The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning
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For whatever it's worth, I just received my PhD in Educational Neuropsychology and have been looking closely to see what's recently been published in this nascent field. One key statement in my dissertation was a comment by a neuroscientist that teachers spend all day trying to change the brain while knowing practically nothing about it. Enter James Zull's excellent book.
There's not much available on brain-based learning, educational neuropsychology, neuroeducation--or whatever one chooses to call it--and what there is just doesn't quite cut it for educators--many of whom have at least some degree of technophobia. Neuroscience feels especially daunting and inaccessible to most educators. This book, on the other hand, leads teachers gently by the hand into what was formerly scary territory in a warm, non-threatening way.
After each neural function is described, Dr. Zull, (who I'm guessing wrote the book while on sabbatical at Harvard--specifically at their Center for the Mind, Brain, and Education), immediately discusses the implications that particular function has for teaching and learning. To his credit, he never loses sight of his primary audience--teachers.
The other excellent tactic he uses which is quite novel is to relate neuroscience findings to learning theory--specifically Kolb's. If anyone knows of any other neuroscientist who's done this, please leave a comment as I'd certainly like to know. This is currently a huge gap between neuroscience, cognitive psych, and education.
My only concern is that Dr. Zull may have sacrificed a bit of clarity in the effort to make a dense scientific subject accessible for a non-scientific (primarily) audience. I'd like to see some reviews of the book by other neuroscientists--many of whom are teachers (if in higher ed), themselves. Can we really talk meaningfully about the frontal and rear cortex? I've never heard that division before and would feel more secure with an explanation of which structures compose the front and rear and why this division can be made. Perhaps he's right but I'd like more evidence that this is not as overly simplistic as the "right-brain" and "left brain" divisions that so many non-scientists have glommed onto.
I am submitting an outline for a course in "brain-based learning" at a university and will propose using this book as the primary text. It's that good!

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Learning from Lincoln: Leadership Practices for School Success Review

Learning from Lincoln: Leadership Practices for School Success
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There is little dispute to Abraham Lincoln's importance as president, but what can he teach educational leaders? "Learning from Lincoln: Leadership Practices for School Success" is a discussion of academic leadership as Harvey Alvy & Pam Robbins use the model of our sixteenth president and what his career as president can show as examples of good leadership. From clarity of ideas, staying steadfast and focused, and many more principles, "Learning from Lincoln" is a fine read and a solidly recommended one for educational studies collections.


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