Great Books

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." -Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." -Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." -Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." -From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

Written by acclaimed school reform advocate Phillip C. Schlechty, Leading for Learning offers educators the framework, tools, and processes they need to transform their schools from bureaucracies into dynamic learning organizations. Schlechty explains how to move beyond some of the deeply ingrained and negative conceptions of schooling that guide so much of their practice. He shows educators how they can take advantage of new learning technologies by increasing their organization's capacity to support continuous innovation. "Clearly not for the fainthearted, Schlechty's engrossing appraisal of American education calls for a bold, truly fundamental transformation of how we run our public schools. Some books are thought-provoking; this one is action-provoking." —W. James Popham, professor emeritus, UCLA "Dr. Schlechty has once again written an insightful book that educational leaders can use as a road map in transforming our schools into learning organizations designed to serve twenty-first century students." —Dr. Randy Bridges, superintendent, Alamance-Burlington School System, NC "Because education is ultimately a community responsibility, Schlechty's proposal to shift school systems from bureaucracies to learning organizations can open doors to citizens who are frustrated by the bureaucracy in their efforts to reclaim their role in education. This book is as much for them as it is for professional educators." —David Mathews, president, Kettering Foundation "Anyone in a school leadership position—from the board room to the classroom—should read this engaging and thought-provoking book. It's a must?-read for all immersed in or contemplating the transformation of public education." — Claudia Mansfield Sutton, chief communications and marketing officer, American Association of School Administrators

This book contains L. Ron Hubbard's breakthrough study methods written in picture and word form so that children 6 and up can understand it. Designed for parents and teachers to help children recognize commonly found barriers to learning, this book also gives the practical knowledge to overcoming these barriers which every child experiences. The result is a child who can read, understand and apply any subject he is studying, and when he can do this he can think for himself and he has strong self-esteem. Learning How To Learn is like having a teacher there whenever a child needs help. *Also applicable to English as a Second Language programs.

In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders-supervisors, principals, and teachers-with practical guidance and thoughtful insight to help them succeed as they work with teachers to improve classroom teaching and learning. In a straightforward and easy-to-read manner, Glickman discusses Structures of classroom assistance--clinical supervision, peer coaching, critical friends, and action research groups; Formats for observations--frameworks for teaching, open-ended questionnaires, samples of student work, and student achievement on high-stakes tests; and Approaches to working directly with teachers--directive, collaborative, and nondirective. Scenarios that describe interactions with teachers of diverse backgrounds and skill levels bring the various approaches to life. The author also provides useful information on summative and formative evaluation of teachers. In addition to forms and examples that readers can duplicate or adapt to their own situation, the book includes an extensive list of resources on the topics of looking at student work, professional development and instructional leadership, and educators' ethnic, cultural, and personal diversity. Leadership for Learning goes beyond the basics of supervision to place the work of instructional leadership within the context of whole-school improvement. Drawing on his years of experience in working with schools in varied settings, Glickman offers both advice and inspiration to instructional leaders who strive toward the ultimate goal of providing the best possible classroom experience for every student.

Maybe your wall is only one-brick thick because of a hurt you experienced as a teenager. Or maybe your wall is concrete-slab thick because of the pain of a divorce or broken promise. Either way, you have decided not to trust-even God. This book speaks to the heart of your relationships and provides the tools to demolish the wall. Deep down you know that the wall you-ve built also keeps out the One who can restore you. Through true-life stories and God-s Word you will learn: How to regain your emotional, physical, and spiritual well-being. Steps to rebuild relationships. 5 keys to regaining trust. 3 barriers to completely trusting God. What went wrong and how to fix it. Choose to empower yourself by Learning How to Trust-Again!

For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behavior change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.

By now the story has become music-industry lore--part cautionary tale, part barometer of the times. When alt-country-cum-experimental rock indie heroes Wilco turned in their 4th album (Yankee Hotel Foxtrot) to its label, Reprise, a division of Warner, fans looked forward to the release of another challenging, genre-bending departure from their previous work. The band hoped to build on their previous, modest sales and critical acclaim but was instead asked to compromise its artistic integrity for what the Reprise record execs promised would be "radio-friendly" success -- and higher record sales. When Wilco wouldn't give, they found themselves without a label. The ultimate irony? Nonesuch, another division of Warner, bought the record for three times the money and the album debuted at 13 on the Billboard charts, posting its strongest sales to date. Already the subject of I Am Trying to Break Your Heart, a music documentary released to glowing reviews at the L.A. Film Festival, Wilco is the band that critics have called both "the greatest band you've never heard" and "the greatest band of its generation." But its reputation is growing. Since the band's humble inception in southern Illinois over ten years ago, it has built a national following of underground followers—more reliant on word-of-mouth recommendations, the indie club scene, and free internet downloads. But their story is not just one of the David-and-Goliath struggle against corporate influence on musicians, it is also a compelling, intimate look at making music and the difficult but wonderful collaborative process of being in a band.

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students' daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no "right" answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing. Robert Delisle details the PBL process, the teacher's role in problem-based learning, and important background information about the history of PBL. The book describes a variety of PBL lessons, including problems, a chart for organizing student research, and information about assessment.

The Six Disciplines of Breakthrough Learning presents an innovative approach that accelerates the transfer and application of corporate learning. The Six Disciplines provides the definitive road map and tools for optimizing the business impact of leadership and management training, sales, quality, performance improvement, and individual development programs. This important book presents the theories and techniques behind the approach and includes expert advice for bridging the “learning-doing” gap. The authors’ recommendations are illustrated with dozens of real-life examples from successful companies on the cutting edge of results-driven educational performance.

In response to the many inquiries he has received about the Sufi tradition, leading Sufi expert Idries Shah presents a clarifying series of questions and answers that illustrates how traditional Sufi concepts can resolve our social, psychological, and spiritual problems. This is the ideal introduction to Sufi wisdom.