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A Middling Sense of Achievement is divided into three sections, dealing with the gates in and out of the journey of consciousness and all of the trails, windows, floors, and mountains in between. If you look hard enough, you might even find something you didn't know you were looking for.
Middle Grades Research: Exemplary Studies Linking Theory to Practice is the first and only book to present what is perhaps the most thoroughly scrutinized group of studies focusing on middle grades education issues ever assembled. Each research project undertaken by the contributing authors herein resulted in the publication of a scholarly paper. As a collection, the ten studies featured in this book are the crème de la crème of submissions to the Middle Grades Research Journal between August 2006 and December 2008. They are the ten highest peer reviewed manuscripts examined by members of the MGRJ Review Board - each having undergone careful "blinded" examination by three or more experts in the sub-specialty area addressed by the research study conducted. In addition, each study serves to exemplify how sound, practical research findings can be linked to classroom practice in middle grades classrooms. Middle Grades Research: Exemplary Studies Linking Theory to Practice is a must read for university professors and a useful tool for middle grades educators across all subject areas and school settings. Professors who teach middle grades courses, at both the undergraduate and graduate levels, will find the book to be a superb supplemental / accelerated readings text. Every college-level middle grades education course should make this book an integral part of class discussions. The book is also an excellent professional development study group resource for middle grades principals and classroom teachers across all subject areas. School level “Professional Learning Communities” (PLCs) will find that Dr. Hough’s book stimulates scholarly thought, promotes discussion, and demonstrates how educational theory can and should impact teaching and learning.
This practical, user-friendly resource provides a step-by-step process for restructuring blocks of learning time to improve student-teacher relationships and promote more positive learning experiences.
This seminal work focuses on human development from middle childhood to middle adulthood, through analysis of the research findings of the groundbreaking Jyväskylä Longitudinal Study of Personality and Social Development (JYLS). The JYLS project, which began in 1968, has generated extensive publications over many years but this is the first comprehensive summary that presents the conceptual framework, the research design and methodology, and the findings. The study looks at the development over time of issues related to personality, identity, health, anti-social behavior, and well-being and is unparalleled in its duration, intensity, comprehensiveness and psychological richness. The thorough synthesis of this study illustrates that there are different paths to adulthood and that human development cannot be described in average terms. The 42-year perspective that the JYLS provides shows the developmental consequences of children’s differences in socioemotional behavior over time, and the great significance of children’s positive socioemotional behavior for their further development until middle age. Not only will the book be an invaluable tool for those considering research methods and analysis on large datasets, it is ideal reading for students on lifespan courses and researchers methodologically interested in longitudinal research.
This second edition enhances the "five big ideas" for raising reading achievement with seven cognitive strategies and more than twenty "teaching for learning" tips for daily instruction.
Report on a social research field study, conducted in the Tokyo urban area between 1958 and 1960, on the emergence to middle class status of the nonmanual worker and his family in Japan - covers family budget and income, the role of educational level and the examination system, child care practices, living conditions, the social status of women, the impact of social change, etc. Bibliography pp. 301 to 305 and statistical tables.
The scientists of the twelfth century were daring, original, inventive, and above all determined to discover purely rational explanations of natural phenomena. Their intense interest in the natural world for its own sake, their habits of precise observation, and the high value they place on man as a rational being portend a new age in the history of scientific thought. This book offers a comprehensive sampling of medieval scientific thought in the context of an historical narrative.
Understanding the senses is indispensable for comprehending the Middle Ages because both a theoretical and a practical involvement with the senses played a central role in the development of ideology and cultural practice in this period. For the long medieval millennium, the senses were not limited to the five we think of: speech, for example, was categorized among the senses of the mouth. And sight and hearing were not always the dominant senses: for the medical profession, taste was more decisive. Nor were the senses only passive receptors: they were understood to play an active role in the process of perception and were also a vital element in the formation of each individual's moral identity. From the development of specifically urban or commercial sensations to the sensory regimes of holiness, from the senses as indicators of social status revealed in food to the Scholastic analysis of perception, this volume demonstrates the importance of sensory experience and its manifold interpretations in the Middle Ages. A Cultural History of the Senses in the Middle Ages presents essays on the following topics: the social life of the senses; urban sensations; the senses in the marketplace; the senses in religion; the senses in philosophy and science; medicine and the senses; the senses in literature; art and the senses; and sensory media.
"A departure at right angles to thinking in the modern Western world. An important, original work, that should get the widest possible hearing" (Iain McGilchrist, author of The Master and his Emissary) Middle Way Philosophy is not about compromise, but about the avoidance of dogma and the integration of conflicting assumptions. To rely on experience as our guide, we need to avoid the interpretation of experience through unnecessary dogmas. Drawing on a range of influences in Buddhist practice, Western philosophy and psychology, Middle Way Philosophy questions alike the assumptions of scientific naturalism, religious revelation and political absolutism, trying to separate what addresses experience in these doctrines from what is merely assumed. This Omnibus edition of Middle Way Philosophy includes all four of the volumes previously published separately: 1. The Path of Objectivity, 2. The Integration of Desire, 3. The Integration of Meaning, and 4. The Integration of Belief.
This classic study on the sociology of Japan remains the only in-depth treatment of the Japanese middle class. Now in a fiftieth-anniversary edition that includes a new foreword by William W. Kelly, this seminal work paints a rich and complex picture of the life of the salaryman and his family. Tracing the rapid postwar economic growth that led to hiring large numbers of workers who were provided lifelong employment, the authors show how this phenomenon led to a new class that set the dominant pattern of social life that influenced even those who could not share it, a pattern that remains fundamental to Japanese society today.
