A synthesis of classic and modern neurobehavioral literature dealing with the principles by which complex, purposive, and intelligent behavior is generated, this book features:  * papers by C.S. Sherrington, E. von Holst, D.M. Wilson, G. Fraenkel, H. Mittelstaedt, and P. Weiss  * clear descriptions of three types of elementary units of behavior -- the reflex, the oscillator, and the servomechanism  * a review of the diverse manifestations of hierarchical structure in the neural mechanisms underlying coordinated action.  This volume has proven to be of great value to psychologists, neurobiologists, and philosophers interested in the problem of action and how it may be approached in light of modern neurobehavioral research. It has been designed for use as a supplemental text in courses in physiological psychology, neurobiology and behavior, and those courses in cognitive and developmental psychology that place particular emphasis on understanding how complex behavior patterns are implemented.

The organization of action: A new synthesis

Health, Fitness & Dieting

C. R. Gallistel

Psychology & Counseling

Lawrence Erlbaum Associates, Publishers

This unique volume returns in its second edition, revised and updated with the latest advances in problem solving research. It is designed to provide readers with skills that will make them better problem solvers and to give up-to-date information about the psychology of problem solving. Professor Hayes provides students and professionals with practical, tested methods of defining, representing, and solving problems. Each discussion of the important aspects of human problem solving is supported by the most current research on the psychology problem solving. The Complete Problem Solver, Second Edition features: *Valuable learning strategies; *Decision making methods; *Discussions of the nature of creativity and invention, and *A new chapter on writing. The Complete Problem Solver utilizes numerous examples, diagrams, illustrations, and charts to help any reader become better at problem solving. See the order form for the answer to the problem below.

The Complete Problem Solver, Second Edition

Hayes, John R. R.

Parenting & Relationships

This study of Edgewood Academy--a private, elite college preparatory high school--examines what moral choices look like when they are made by the participants in an exceptionally wealthy school, and what the very existence of a privileged school indicates about American society. It extends Peshkin's ongoing exploration of U.S. high schools and their communities, each focused in a different sociocultural setting. In this particular inquiry, he began with two central questions: * What is a school like whose students enter with a determined disposition to attend college, and all of whom are selected on the promise they display for college success? * What can be learned from studying Edgewood Academy that transcends the particular case of this school? The volume opens with a description of how moral choices look when they are made by the participants in an exceedingly wealthy school. There is a general picture of the Academy, a discussion of the processes the school uses to insure the quality of its students and educators, and an overview of teachers and students that reveals what is commendable about each group. These chapters clarify what a school of ample financial means and wise leadership can do. Peshkin goes on to reflect briefly on privilege and concludes with a discussion of what the very existence of a privileged school indicates about American society. Schools, he suggests, are about much more than what goes on inside them--they mirror what is and is not at stake for their particular constituents--and function similarly for the nation. Edgewood Academy's host community is not a village, town, church, or tribe, as in Peshkin's previous studies. It is a community created by shared aspirations for high-level academic attainment and its associated benefits. Affluence and towering academic achievement are the two most relevant factors. In this book, advantage occupies center stage. The school's excellence is documented not to extol its success, but, rather, to call attention to what is available for its students that is not available for most American children. The focus, ultimately, is on educational justice as illuminated by the advantage of Academy students--that is, on justice denied, not because anyone or any group or agency consciously, planfully sets out to do injustice to other children, but because injustice happens as the artifact of imagined limitations of resources and means. Peshkin's purpose is not to detail the particulars of how educational justice is denied to the many, but to portray and examine the meaning of a privileged school where educational justice prevails for the few.

Permissible Advantage? The Moral Consequences of Elite Schooling (Sociocultural, Political, and Historical Studies in Education)

Politics & Social Sciences

Peshkin, Alan

Philosophy

Teachers and administrators who understand the "politics" in schools can operate more successfully to facilitate change. This text teaches educators to identify and influence common social patterns that affect their work in school organizations. It combines literature from educational leadership and foundations of education to provide a comprehensive introduction to organizational theories related to schooling. A particularly notable feature is that in addition to traditional bureaucratic and political approaches, there is a substantial focus on recent critical and feminist theories. Extensive use of narrative vignettes makes the theories accessible for prospective and practicing teachers. Practice cases and exercises assist students in applying the theories to their own organization settings. Assuming little prior knowledge of theories about school organizations, this volume is intended as a text for introductory graduate courses, as well as for advanced undergraduate courses, and groups such as site-based management teams and district professional development committees.

Organizational Literacy for Educators (Topics in Educational Leadership)

Business & Money

Kruse, Sharon D.

Earle, Jason

Management & Leadership

As the average age of the population rises, mental health professionals have become increasingly aware of the critical importance of personality in mediating successful adaptation in later life. Personality disorders were once thought to "age out," and accordingly to have an inconsequential impact on the lives of the elderly. But recent clinical experience and studies underscore not only the prevalence of personality disorders in older people, but the pivotal roles they play in the onset, course, and treatment outcomes of other emotional and cognitive problems and physical problems as well. Clearly, mental health professionals must further develop research methods, assessment techniques, and intervention strategies targeting these disorders; and they must more effectively integrate what is being learned from advances in research and theory into clinical practice. Inspired by these needs, the editors have brought together a distinguished group of behavioral scientists and clinicians dedicated to understanding the interaction of personality and aging. Offering a rich array of theoretical perspectives (intrapsychic, interpersonal, neuropsychological, and systems), they summarize the empirical literature, present phenomenological case reports, and review psychodynamic, cognitive-behavioral, and pharmacological treatment approaches. This comprehensive state-of-the-art guide will be welcomed by all those who must confront the complexity and the challenge of working with this population.

Personality Disorders in Older Adults: Emerging Issues in Diagnosis and Treatment (Personality and Clinical Psychology)

Mental Health

Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.

Self-Regulated Learning and Academic Achievement

Ethical Issues for ESL Faculty: Social Justice in Practice

This book explicitly addresses ethical dilemmas and issues that post-secondary ESL faculty commonly encounter and examines them in the framework of social justice concerns. Ethics is defined broadly, to include responsibilities and obligations to students inside and outside the classroom, as well to colleagues, educational institutions, the TESL profession, and society as a whole. Scenarios in each chapter provide realistic and compelling situations for reflection and discussion. The authors then set out the issues raised, relate them to the classroom environment, and offer opportunities to examine them in a variety of contexts and to consider possible solutions to the dilemmas. Issues include testing, plagiarism, technology, social and political issues affecting students and the classroom, gift-giving, curriculum decisions, disruptive students, institutional constraints, academic freedom, gender, class, and power. Busy classroom instructors will find this book accessible, thought-provoking, and relevant to their daily work situations. It is not intended as a theoretical treatment of ethics and social justice in ESL, nor does it propose that ESL faculty teach morals or ethics to students. Rather, it is designed as a concise, practical introduction to ethical practice for both new and experienced ESL faculty in post-secondary teaching situations in the United States, for others interested in the ESL classroom, and as a text for TESL classes and seminars. Ethical Issues for ESL Faculty: *maps new territory in the field--ethical issues in TESL, particularly as encountered by post-secondary classroom teachers, are not often discussed in ESL publications; *makes the complex issues of ethics in the context of social justice accessible to TESL practitioners; and *includes useful resources, such as additional scenarios for discussion, an extensive reference list, and selected ethics-related Web sites.

Hafernik, Johnnie Johnson

Vandrick, Stephanie

Messerschmitt, Dorothy S.

Sociology

This book explicitly addresses ethical dilemmas and issues that post-secondary ESL faculty commonly encounter and examines them in the framework of social justice concerns. Ethics is defined broadly, to include responsibilities and obligations to students inside and outside the classroom, as well to colleagues, educational institutions, the TESL profession, and society as a whole.   Scenarios in each chapter provide realistic and compelling situations for reflection and discussion. The authors then set out the issues raised, relate them to the classroom environment, and offer opportunities to examine them in a variety of contexts and to consider possible solutions to the dilemmas. Issues include testing, plagiarism, technology, social and political issues affecting students and the classroom, gift-giving, curriculum decisions, disruptive students, institutional constraints, academic freedom, gender, class, and power.   Busy classroom instructors will find this book accessible, thought-provoking, and relevant to their daily work situations. It is not intended as a theoretical treatment of ethics and social justice in ESL, nor does it propose that ESL faculty teach morals or ethics to students. Rather, it is designed as a concise, practical introduction to ethical practice for both new and experienced ESL faculty in post-secondary teaching situations in the United States, for others interested in the ESL classroom, and as a text for TESL classes and seminars.   Ethical Issues for ESL Faculty: *maps new territory in the field--ethical issues in TESL, particularly as encountered by post-secondary classroom teachers, are not often discussed in ESL publications;  *makes the complex issues of ethics in the context of social justice accessible to TESL practitioners; and  *includes useful resources, such as additional scenarios for discussion, an extensive reference list, and selected ethics-related Web sites.

Sociocultural Contexts of Language and Literacy, Second Edition engages prospective and in-service teachers in learning about linguistically and culturally diverse students, and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in current research and theory that integrate sociocultural and constructivist concepts and perspectives and provide a framework teachers can use to develop strategies for teaching reading, writing, and thinking to diverse students. The focus on English literacy development does not imply advocacy for "English only" or ESL as the primary mode of literacy instruction. Rather, the authors take the position that learners need to develop literacy in their native language and that the concepts and skills learned in developing the native language create a foundation of strength from which students can develop English literacy. Part I introduces relevant research and language learning theories. Part II provides research reviews and information about literacy learning within specific culturally and linguistically diverse communities. The chapters in Part III challenge the reader to view the multiple social, intellectual, cultural, and language differences children bring to the classroom as an opportunity for learning and building on the diversity among students. Activities and suggested readings at the end of each chapter involve readers in reflection, observation, meaning making, and the construction of application processes for their new understandings. New in the Second Edition: *updated research and theory on multilingual and second language literacy; *a focus on the interpretation of these research findings to make them useful for teachers and teacher educators in understanding and articulating the research bases for literacy practices; *attention to current intensely debated issues, such as standards, the phonics movement, and high-stakes testing; and *new activities and suggested readings.

Sociocultural Contexts of Language and Literacy

Reference

Words, Language & Grammar

News and the Net

News and the Net examines the growth of news provision on the Internet and its implications for news presentation, journalism practice, news consumers, and the business of running news organizations. Much of the focus is placed on the migration of newspapers onto the Internet, but references are also made to the establishment of news Web sites by other news organizations, including broadcasters and news agencies. The book examines the growth of online technology as a source of information and entertainment for media consumers. It considers how this development can be framed within models of communication and comments, on the apparent shortage of new models to explain the use, role, effectiveness, and impact of online communications. In addition, this volume looks at the early history of electronic news delivery, involving technologies that predate the Internet.

Computers & Technology

Gunter, Barrie

Web Development & Design

See the best price to sell, buy or rent books by the Lawrence Erlbaum Associates, Publishers publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Lawrence Erlbaum Associates, Publishers

See the best price to sell, buy or rent books by the Lawrence Erlbaum Associates, Publishers publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

The organization of action: A new synthesis

The Complete Problem Solver, Second Edition

Permissible Advantage? The Moral Consequences of Elite Schooling (Sociocultural, Political, and Historical Studies in Education)

Organizational Literacy for Educators (Topics in Educational Leadership)

Personality Disorders in Older Adults: Emerging Issues in Diagnosis and Treatment (Personality and Clinical Psychology)

Self-Regulated Learning and Academic Achievement

Ethical Issues for ESL Faculty: Social Justice in Practice

Ethical Issues for ESL Faculty: Social Justice in Practice

Sociocultural Contexts of Language and Literacy

News and the Net