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Books on the topic 'Research for Better Schools, inc'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

F, Soltis Jonas, ed. Perspectives on learning. 5th ed. New York: Teachers College Press, 2009.

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F, Soltis Jonas, ed. Perspectives on learning. New York: Teachers College, Columbia University, 1985.

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F, Soltis Jonas, ed. Perspectives on learning. 4th ed. New York: Teachers College Press, 2004.

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F, Soltis Jonas, ed. Perspectives on learning. 3rd ed. New York: Teachers College Press, 1998.

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5

F, Soltis Jonas, ed. Perspectives on learning. 3rd ed. New York: Teachers College Press, 1998.

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6

M, Mohr Marian, ed. Teacher research for better schools. New York: Teachers College Press, 2004.

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7

1941-, Lomax Pamela, ed. Managing better schools and colleges: The action research way. Clevedon [England]: Multilingual Matters, 1991.

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8

Office, General Accounting. Pesticides: Better data can improve the usefulness of EPA's benefit assessments : report to the chairman, Subcommittee on Health and the Environment, Committee on Energy and Commerce, House of Representatives. Washington, D.C: GAO, 1991.

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9

McNaughton, S. Designing better schools for culturally and linguistically diverse children: A science of performance model for research. New York, NY: Routledge, 2011.

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10

Edward, Cumming Christopher, and Moray House College of Education., eds. Becoming a better teacher: Professional staff development in Scottish secondary schools : the report of an S.E.D. funded research project1985. Edinburgh: Moray House College of Education, 1985.

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11

Pavlov, Sergey. Astronomy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1148996.

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The textbook presents almost all sections of modern astronomy: a historical overview, the basics of practical astronomy, the laws of motion of celestial bodies, the structure of the Solar system, methods of astronomical research, basic information about the Sun, stars, planets, galaxies and the Universe as a whole. To work with the textbook, you need knowledge of the main sections of mathematics, physics and chemistry in the volume of the high school course. At the end of the paragraphs, there is a list of questions for better assimilation of the material, as well as tasks focused on preparing for the Unified State Exam in physics. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of the 11th grade, students of secondary special educational institutions and anyone interested in the problems of modern astronomy.
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12

Office, General Accounting. Department of Energy: Savings from deactivating facilities can be better estimated : report to the Chairman, Subcommittee on Military Procurement, Committee on National Security, House of Representatives. Washington, D.C: U.S. General Accounting Office, 1995.

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13

Office, General Accounting. Energy management: Better federal oversight of territories' oil overcharge funds needed : report to the Chairman, Committee on Energy and Natural Resources, U.S. Senate. Washington, D.C: The Office, 1992.

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14

Rogers, Courtney, Betsy Sanford, Mary Ann Nocerino, and Marion Maclean. Teacher Research for Better Schools (Practitioner Inquiry Series, 29). Teachers College Press, 2003.

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15

Rogers, Courtney, Betsy Sanford, Mary Ann Nocerino, Marion Maclean, and Sheila Clawson. Teacher Research for Better Schools (Practitioner Inquiry Series, 29). Teachers College Press, 2003.

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16

Timperley, Helen, and Judy Parr. Weaving Evidence, Inquiry and Standards to Build Better Schools. NZCER Press, 2010.

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17

Kochanek, Julie Reed. Building Trust for Better Schools: Research-Based Practices. Corwin Press, 2005.

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18

Kochanek, Julie Reed. Building Trust for Better Schools: Research-Based Practices. Corwin Press, 2014.

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19

Building Trust for Better Schools: Research-Based Practices. Corwin Press, 2005.

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20

Crash course: Imagining a better future for public education. New York: Riverhead Books, 2005.

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21

RANGANATHAN, VINAY, and E. ESWARA REDDY. A STUDY ON LEADERSHIP STYLES OF PRINCIPALS AND ORGANIZATIONAL COMMITMENT OF TEACHERS IN SECONDARY SCHOOLS OF BENGALURU CITY. Jupiter Publications Consortium, 2023. http://dx.doi.org/10.47715/jpc.b.978-93-91303-72-3.

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The problem statement of the study was to compare the educational leadership behaviours of government and private school principals in Bengaluru city and to understand the organizational commitment of teachers in relation to demographic variables. The objectives were i) to study perceptions of secondary school teachers on the leadership styles of their Principals ii) to compare the differences in leadership attributes between government and private school principals in select schools of Bengaluru city iii) to study the influence of demographic variables on the organizational commitment of the teachers iv) to provide valuable suggestions to policy makers on building a successful institution to get better results The sample of the study was drawn using random sampling technique from 56 schools and consisted of 384 teachers: 107 teachers from government and 277 teachers from private high schools in Bengaluru city (urban district). The theoretical backdrop of the research was based on transactional and transformational leadership theories. Modified versions of the multifactor leadership and the organizational commitment questionnaire was used for the study. Statistical analysis using mean, standard deviation, independent samples ‘t’ tests, one-way ANOVA and confirmatory factor analysis was used for analysis of data. The major findings of the study were that i) differences on certain attributes were observed in both transactional and transformational leadership styles between government and private school principals. ii) ‘Critical thinking’ and ‘participative’ were the styles of leadership practiced in government schools. iii) ‘Micromanagement’ and ‘charismatic’ were the styles of leadership practiced in private schools iv) personal variables like gender and age were found to have significant impact on organizational commitment of teachers iv) academic variables like experience and educational qualifications were found to have significant impact on organizational commitment of teachers. Separate leadership models for both government and private schools were developed by the researcher highlighting important attributes that lead to the growth and the success of an organization. The study has also provided principals with an overview on what factors affected the teacher’s commitment in their schools and how they could effectively modify their leadership style to improve efficiency in teaching and learning. Suggestions are provided separately for policy makers in the government and for private managements on approaches to improve effective leadership in government and private schools In conclusion, experience of these principals, journey into their administration and the way in which they have articulated their role over the years has given valuable insights for the future generation. There is no doubt that transformational leadership is the right way forward in Indian educational administration and implications of this research must reach beyond Bengaluru to enable teachers and Principals across the country to work together to build a strong society for the citizens of tomorrow.
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22

Levesque, Roger J. R. Lessons from the Law and Empirical Research Addressing School Segregation and Diversity. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190633639.003.0006.

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This chapter presents the overall conclusion that emerges from the book, which is that empirical findings may play a role in shaping legal responses to segregation and diversity in schools, but the bulk of current research increasingly becomes irrelevant. The legal system and researchers appear to be moving in opposite directions in what they identify as problematic and what to do about it. This chapter sorts through the lessons learned about the legal system’s evaluation of empirical research. It highlights the problematic nature of legal approaches, which now focus on remaining neutral/color-blind with regard to racial disparities. It then details how the legal system can better benefit from research that addresses racial and ethnic disparities.
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23

Lomax, Pamela. Managing Better Schools and Colleges: The Action Research Way (Bera Dialogues). Multilingual Matters Limited, 1991.

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24

Modern pathfinders: Creating better research guides. Association of College and Research Libraries, a division of the American Library Association, 2015.

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25

Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.001.0001.

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Students change schools for a variety of reasons, and some students change more often than others -- a reality that can leave them feeling emotionally disconnected and often academically at risk. Welcoming Practices summarizes the research on school transition and makes a case for why schools need to do a better job of welcoming new children and families and following up with them over time. Arriving at a moment in history in which schools are increasing attention on students' social and emotional development, this book captures the innovative practices that some institutions are using to connect with new students and provides practical strategies that all schools can use to make both students and parents feel a part of the school and community. The book discusses how to use technology to improve families' experiences in their new schools, provides strategies appropriate at the school and district levels, and gives schools suggestions for practices that are best suited for younger students as well as for those at middle and high school levels.
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26

Getting By Or Getting Better Applying Effective Schools Research To Todays Issues. Solution Tree, 2008.

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27

Lomax, Pamela. Managing Better Schools and Colleges: The Action Research Way (Bera Dialogues, No 5). Multilingual Matters Limited, 1991.

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28

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children: A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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29

Designing Better Schools for Culturally and Linguistically Diverse Children: A Science of Performance Model for Research. Routledge, 2011.

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30

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children: A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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31

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children: A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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32

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children: A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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33

Sykes, Judith Anne. Conducting Action Research to Evaluate Your School Library. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798400630187.

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How should teacher librarians or instructional leaders engage in action research to improve their school library and benefit students' learning? This book provides the answers. Teacher librarians need to get directly involved with the research process in the learning commons in order to create actions and strategies that will enhance student learning—and benefit their own professional development as well as demonstrate accountability through their action research efforts. This book provides practical tips and work spaces for educators at the local, state, and national levels, clearly modeling and explaining the process and the tools for conducting action research in a school library setting that will identify the program's strengths and weaknesses. The author coalesces current expert opinions on the topic of action research in the school library environment and highlighting what other teacher librarians in the field have identified as the pros and cons of using the process. Readers are directed to focus on mitigating the "cons" through the use of specific working pages and templates and by initially exploring "five favorite" links, thereby encouraging those who are new to action research to try what might otherwise seem a daunting process. School principals K–12 who read this book will be better equipped to support their teacher librarians and teachers in this important professional process.
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34

Whiting, Jacquelyn. Student-Centered Learning by Design. Libraries Unlimited, 2021. http://dx.doi.org/10.5040/9798216020561.

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Current research is pushing schools to adopt more student-centered approaches to the classroom experience, and educators—librarians and classroom teachers alike—are being challenged to revise their curricula and instruction to be student-centered, personalized, and differentiated. This book empowers librarians, teachers, and administrators to be empathic problem-solvers and decision-makers. By reframing the challenges that members of a learning community face as opportunities to better meet teaching and learning needs, readers will find that adoption of a mindset focused on users—namely, design thinking—elevates and creates opportunities for innovating pedagogy. Moreover, it can enhance school culture as well as build channels of communication among various stakeholders in schools and districts. When educators of any subject or discipline apply design thinking skills to their curriculum implementation, authentic student-centered learning experiences become the core of the learning experience. The case studies shared in this book provide examples of student-centered approaches being used in elementary, middle, and high schools, so that readers have many models on which to base their work and from which to build confidence in shifting their pedagogy to keep the student at the center of teaching and learning decisions.
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35

Dow, Mirah J., ed. School Libraries Matter. ABC-CLIO, LLC, 2013. http://dx.doi.org/10.5040/9798216011224.

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As school districts across the United States increasingly question the need for trained librarians, this collection of research-based evidence helps make the case for a state-licensed librarian in every school. While serving on the AASL legislation committee, Mirah Dow recognized the urgent need to utilize research-based evidence to prove school librarians are much more than an educational luxury. This collection is the result. It brings together school library research studies and findings from the past decade and draws connections to how they can be applied to situations and questions that occur in practice. Taken as a whole, the research underscores that state-licensed, school librarians are a necessity for 21st-century students. Chapters center on important research studies from the past decade that examine data and locate school libraries within operational contexts. Methodologies are explained and findings summarized, while notes clarify practical applications for school librarians. Because each chapter includes a connection to broad realms of theoretical influence in the social sciences, the work will also be relevant to educators and public policymakers, arming them to better communicate research-based links between investments in school libraries and student learning outcomes.
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36

Knoors, Harry, Annet de Klerk, and Marc Marschark. Mind the Gap! Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0026.

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Research is continually adding to the evidence base for successful education of deaf students, but improved education does not automatically follow from well-conducted research. It requires a combination of the talents of individual students, proper support from parents, and adequate instruction by teachers. Research will have an impact only if it enhances the effectiveness of teaching practices and student learning. While early intervention generally leads to better development of deaf and hard-of-hearing students, for some learners, better may not be good enough. Those students need specific interventions. The fact that many teachers of deaf students in regular and special schools seem to ignore available and relevant research evidence points to a considerable gap between research and practice. This chapter summarizes relevant research and discusses what actions can be taken to close the gap between research and practice. We conclude that professional development is a key factor.
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37

Luckenbill, W. Bernard, and Barbara Froling Immroth. Health Information in a Changing World. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798400662423.

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This holistic guide explains how school librarians and teachers can successfully integrate relevant health concepts and life skills throughout the curriculum for students K through 12. In the United States, convenience food and soft drink-based diets, increasingly sedentary lifestyles, and obesity have become common in youth culture. The importance of health education merits integration throughout school curricula; unfortunately, research shows that many teachers do not feel prepared to teach health issues within their subject areas. This book will encourage all librarians and teachers—no matter their specific area of instruction—to include health lessons in their teaching. Health Information in a Changing World: Practical Approaches for Teachers, Schools, and School Librarians provides a complete action plan for librarians and teachers who want to provide better health information to students and their caregivers. It contains an extensive discussion of teaching health within curriculum areas such as literature, history and biography, art, science and mathematics, industrial technology, and agriculture. Tips on accessing and evaluating health information in print and electronic media are presented, as well as practical suggestions for effective instructional methods, including ideas on conducting demonstrations, field trips, speaker programs, and online distance education. New findings regarding teaching effectiveness assessment are also presented.
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38

Hatt, Beth. The Denial of Competence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190676087.003.0010.

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The legacy of the social construction of race, class, and gender within the social construction of smartness and identity in US schools are synthesized utilizing meta-ethnography. The study examines ethnographies of smartness and identity while also exploring what meta-ethnography has to offer for qualitative research. The analyses demonstrate that race, class, and gender are key factors in how student identities of ability or smartness are constructed within schools. The meta-ethnography reveals a better understanding of the daily, sociocultural processes in schools that contribute to the denial of competence to students across race, class, and gender. Major themes include epistemologies of schooling, learning as the production of identity, and teacher power in shaping student identities. The results are significant in that new insights are revealed into how gender, class, and racial identities develop within the daily practices of classrooms about notions of ability.
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39

Sinclair, Alan, and Tam Baillie. Early human relations set the foundation for adult health and working life. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0009.

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Investing in early years is close to magic, without being magic. The United Nations has given greater prominence to the early years through a General Comment on the Convention on the Rights of the Child. Health research is gravitating to a view that adult physical and mental conditions have their origins in the womb and the earliest months and years of life. More than any other skills, employers want people who can talk, listen, and work with others: attributes that are largely picked up before school. Economists have demonstrated that the best return on investment in ‘education’ is in supporting parents and children, in the years before school. While evidence, analysis, and experience, which we review, points in one direction, it leads to three questions. Where are we now in child well-being and supporting parents and their very young children? Why are we not doing better? What can be done?
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40

Krashen, Stephen D. Free Voluntary Reading. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400653810.

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An eye-opening look at the latest research findings about the success of free voluntary reading in developing high levels of literacy. Free voluntary reading looks better and more powerful than ever. Stephen D. Krashen, PhD, is an advocate for free voluntary reading in schools and has published many journal articles on the subject. Free Voluntary Reading: Power 2010 collects the last ten years of his extensive work and reconsiders all aspects of this important debate in light of the latest findings. The book provides an accessible examination of topics, such as free voluntary reading's value in language and literary acquisition domestically and worldwide, recent developments in support of free voluntary reading, whether rewards-based programs benefit the development of lifelong reading, the value of phonics in reading instruction, and trends in literacy in the United States.
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41

Cowan, Richard. Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.67.

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Why should young children learn mathematics? What mathematics should be in the curriculum and how should it be taught? Why do children differ so much in their mastery of primary school mathematics? What are the factors responsible for the production and maintenance of number difficulties? These questions continue to elicit strongly held and divergent views. Although discussion and empirical research can contribute much they are unlikely to settle them. Discussions of these questions provide a context for appreciating the chapters in this section. Improving how we understand mathematical development and how we can provide better support to young mathematics learners are worthwhile aspirations. These chapters outline very promising approaches.
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42

Luttrell, Wendy. Children Framing Childhoods. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447352853.001.0001.

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Urban educational research, practice, and policy is preoccupied with problems, brokenness, stigma, and blame. As a result, too many people are unable to recognize the capacities and desires of children and youth growing up in working-class communities. This book offers an alternative angle of vision—animated by young people's own photographs, videos, and perspectives over time. It shows how a racially, ethnically, and linguistically diverse community of young people in Worcester, Massachusetts, used cameras at different ages to capture and value the centrality of care in their lives, homes, and classrooms. The book's layered analysis of the young people's images and narratives boldly refutes biased assumptions about working-class childhoods and re-envisions schools as inclusive, imaginative, and “careful” spaces. The book challenges us to see differently and, thus, set our sights on a better future.
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43

Newton, David E. LGBT Youth Issues Today. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400678547.

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The increasing numbers of LGBT teenagers who choose to live their lives as "out" youth face unique issues within their schools, families, and communities. This book provides information that will help LGBT youth overcome their challenges and give non-LGBT youth a better understanding of sexual identities different from their own. While all youth are likely to face traumatic or stressful situations in their transition to adulthood, lesbian, gay, bisexual, or transgendered (LGBT) youth face significant and specific challenges in their lives—a result of living in a society that has yet to accept or be comfortable with the idea of same-sex or other "non-heterosexual" attraction, especially among young people. LGBT Youth Issues Today: A Reference Handbook presents historical background on the topic, provides an up-to-date examination of the issues of concern to LGBT youth, and offers in-depth information and resources for further research. In addition to providing frank, accessible information about the problems, controversies, and solutions facing today's LGBT teenagers, the work contains a chapter of essays from informed individuals regarding same-sex relationships among youth, voicing the experiences and opinions of activists, social workers, psychologists, educators, parents of LGBT youth, and LGBT youth themselves. Also included is a chapter profiling about 20 individuals and organizations that have been involved in discussions about gay and lesbian youth, such as Tony Perkins, Kevin Jennings, Robert Parlin, the GLBT National Help Center, It Gets Better, Gay Lesbian Straight Educational Network (GLSEN), Family Pride Coalition, Out Scouts, Family Research Council, and the National Organization for Marriage (NOM).
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44

Brown, Christopher C. Harnessing the Power of Google. ABC-CLIO, LLC, 2017. http://dx.doi.org/10.5040/9798400661877.

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This informative and practical book teaches how to get better and faster results from Internet searches and methods for maximizing the potential of the world’s most popular search engine. Mastering Internet research skills is a must for today’s information professionals and LIS students, as well as for educators and all high school and college students. But without specific instruction in how to conduct online research, people are destined to waste time in their Internet queries or to come up emptyhanded when the information they’re seeking is, in fact, available. Harnessing the Power of Google: What Every Researcher Should Know offers simple strategies that streamline research and improve anyone's search results. It will specifically benefit information professionals, students, and academic researchers in disciplines like international studies, political science, and statistical research. Illustrated with helpful screen shots, this handbook will be an often-consulted desk reference and can serve as a workshop guide or supplementary reading in courses on online research skills. The book starts with a review of general guidelines for searching that covers topics like the difference between primary and secondary sources, determining authority, citing sources, indexing, and ranking before addressing Google’s power-searching features, such as the ability to search by top-level Internet domain or file type. The book describes the history of information access over the past century, culminating in today’s digital information archives and how Google now augments—not replaces—what libraries provide. The three Google interfaces that together comprise a powerful toolkit are covered in detail: Google Web for finding primary source materials; Google Scholar for full text searching of scholarly, peer-reviewed material; and Google Books for searching the full text of a very high percentage of books.
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45

Alfano, Mark, LaTasha Holden, and Andrew Conway. Intelligence, Race, and Psychological Testing. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.2.

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Philosophers have in recent decades neglected the state of the art on the psychology of intelligence tests as related to racial difference. A major theoretical issue is the measurement invariance of intelligence tests, the fact that blacks, Latinos, women, poor people, and other marginalized groups perform worse than average on a variety of different intelligence tests. But the skepticism now surrounding measurement invariance includes the importance of stereotype threat or the correlation of decreased performance level after test takers are exposed to stereotypes about themselves. Recent research suggests that people’s conceptions of intelligence influence how their own intelligence is expressed. In a study when high school students were informed that intelligence is not an essential or racially determined property, higher grades and better performance in core courses resulted.
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46

Mayisela, Tabisa, Shanali C. Govender, and Cheryl Ann Hodgkinson-Williams. Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425.

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This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
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47

Peter, Christina R., Russell B. Toomey, Justin E. Heinze, and Stacey S. Horn. Positive Development During Emerging Adulthood for Queer Populations. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0052.

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This chapter focuses on salient internal and external supports and challenges situated within a broader lifespan development framework for queer (e.g., queer, lesbian, gay, bisexual) emerging adults (EAs). The authors review indicators of, and disparities in, well-being, as well as the role of romantic and sexual partners, parents, family, and peer support in promoting healthy development. Challenges to positive development for queer EAs such as school harassment, lack of health-supporting education, and discriminatory laws and employment practices are reviewed alongside recent advances in rights. Research and practice recommendations for how to further improve educational and legal contexts to support the well-being of queer EAs are discussed. The developmentally situated and positive view of queer EA thriving taken in this chapter allows for the appraisal of experiences and opportunities to better support, and combat barriers to, healthy development for queer populations.
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48

Lukenbill, W. Bernard. Biography in the Lives of Youth. Libraries Unlimited, 2006. http://dx.doi.org/10.5040/9798400619113.

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Research from psychology and sociology has demonstrated that biography is assuming a powerful role in the sociological and psychological well being of youth. Biographies present role models, and define acceptable behaviors, social expectations, and values. They also demonstrate what is rewarded in society and what is less valued. This book considers selection and programming issues important, but goes beyond that and seeks to relate biography for youth within the larger arena of scholarship and research in terms of its literary, social, and cultural impact and importance. Lukenbill's overall goal is to help librarians, teachers, and youth workers better understand the power of biography, and ways it can be used. The book contrasts the influences of our current celebrity-and-media-driven culture with the role librarians, teachers, and parents can play in the positive development of youth. The use of biography in the school is presented as a fundamental tool of instruction, emphasizing its important role as a vehicle for cultural and information literacy dissemination. The use of biography in the public library centers on its use in programming and its potential for promoting cultural literacy, positive self-identification and healthy recreation. Major topics covered by the book include: biography in life and in learning; biography as used both in school library media center, the public library, and the classroom; biography as literature; biography as contemporary commentary; biography for the very young; biography as it affects attitudes and behaviors; and biography as social dialogue. The book's approach is at once theoretical and practical
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49

Kelly, Evelyn B. The 101 Most Unusual Diseases and Disorders. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400605475.

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This book explores serious diseases and disorders that most readers have never heard of, ranging from genetic, infectious, and environmental diseases to autoimmune, idiopathic, and mental disorders. Despite centuries of scientific study and medical research, there are still many human diseases and disorders that remain difficult to manage or are incurable. Some of these maladies are extremely rare, yet, together, they affect a substantial number of people. The 101 Most Unusual Diseases and Disorders examines seldom-seen illnesses, providing high school and college students with an excellent resource for research as well as supplying fascinating reading for general readers interested in diseases and medical science. This book provides clear, easy-to-understand, and scientifically grounded information on the vast number of unusual medical conditions that have been recorded, covering five kinds of diseases and disorders: genetic, infectious, environmental, mental, and ""other,"" which constitutes diseases of autoimmune and unknown origin. Examples of the medical conditions addressed include autoimmune encephalitis, Ebola, kleptomania, Morgellons syndrome, orthorexia, pneumoconiosis, and Prader-Willi syndrome. Selected case studies enable readers to better empathize with the experiences of those who have these disorders and how these afflictions have affected their lives.
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Bull, Stephen. Encyclopedia of Military Technology and Innovation. www.greenwood.com, 2004. http://dx.doi.org/10.5040/9798400686030.

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From the Abrams M1 tank to the zeppelin, this essential reference details the invention and evolution of nearly 600 of the most important advances in military technology from prehistory to the present. International in scope, it covers weapons, ammunition, defenses, land vehicles, aircraft, ships, detection, stealth, gear, supplies, weapons of mass destruction, and much more. Whether researching such cutting-edge technologies as the B-2 Stealth Bomber, Patriot Missile, and the Roborat project or such historical topics as forts, Molotov cocktails, or the U-2, Encyclopedia of Military Technology and Innovation is a must-have reference. Warfare and national defense have provided a strong stimulus for technological advances throughout history. This reference provides students and researchers from high school through college, scholars, and the general public essential information, historical perspective, and scientific context to understand better the development, capabilities, and uses of major military technologies. Fifty illustrations, helpful cross-references, a bibliography, and an index help users navigate this reference and supplement their research.
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