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Medium 9781475824025

Book Reviews Endless Referrals: Network Your Everyday Contacts Into Sales, by Bob Burg

Rowman & Littlefield Publishers ePub

(New York: McGraw-Hill, 2006), 286 pp., index

Educators are beginning to understand that education has customers for its services, just like any professional service. With the advent of charter schools, for-profit schools, and more homeschoolers, it has become increasingly clear that traditional schools are only one option in the marketplace. Customers for these services must be identified and cultivated in ways familiar to sales personnel in other fields.

The starting point for any salesperson is having an inventory of quality names as potential customers. Having an endless supply of these names is golden. The value of one’s inventory is based on networking and referrals. Educators are starting to realize that continuing or increasing student enrollments are often based on referrals.

The endless referral system is built upon the basic principle that “all things being equal, people will do business with and refer business to those people they know, like and trust” (p. xiii). Since it is virtually impossible to know everyone who might be a potential customer, networks become important. Fortunately, nearly everyone knows 250 people as part of a personal network. The aim is to create a network of “personal walking ambassadors,” who refer others to your services or school.

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Medium 9781475813371

Considerations for 21st-Century Disciplinary Policy and Practice

Rowman & Littlefield Publishers ePub

Joshua M. Englehart

Considerations for 21st-Century Disciplinary Policy and Practice

ABSTRACT: While the conceiving of 21st-century schools has rightly included much discussion on curriculum and instruction, changing demands and conditions also present necessary changes in the way that student behavior is managed. A review of the literature on student discipline over the past decade reveals three particular issues that warrant attention in the context of adapting to changes among and around the students we serve: bullying and harassment, the discipline gap (the disparity in disciplinary consequences between White and non-White students), and zero-tolerance policy (the use of strict predetermined consequences in response to offenses regardless of the circumstances surrounding the event). For each issue, central concerns are discussed along with implications for policy and practice. To conclude, two common themes that run through these issues are described—namely, the importance of context and the need for student-centered approaches.

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Medium 9781475816198


International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Professor and Director, Office for Needs Assessment and Planning

The Florida State University, Tallahassee, FL 32306-2022

The past, present, and future of education documents the relentless shift

Education’s past could be fairly characterized by good intentions. Improvement has long been the rallying cry, but instead we have gotten innovation without positive consequences. In the last decade we have seen rolling focuses in classrooms and teaching from segregation to desegregation, from the three Rs to the reform in curriculum that emphasized choice over substance, from a sole focus on “in seat” hours to flexible scheduling and team teaching, from diversity concepts to voluntary resegregation, from tests to testing to assessment to portfolios, from behaviorism to cognitivism to Constructivism to pragmatism, from narrow presentation of facts to the widening of our performance improvement horizons, from a splintered focus on individual performers to literally adding value to the entire world. Education has moved from a preoccupational focus on “how” to now also include “what results to achieve” and an additional concern for “why” improved performance at all can and should emerge.

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Medium 9781475812039

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs




ABSTRACT: The purpose of this study was to investigate the professional experiences of foreign-born faculty members serving in U.S. educational leadership preparation programs, utilizing a cultural approach to discern their lived experiences related to professional life. Cultural values were explored as reflected in professional life experiences. The information, gathered through the phenomenological approach, was used to analyze the influence of national background on the professional experiences of foreign-born faculty in educational leadership preparation programs.

A rapid demographic shift is occurring in American society. The ethnic and racial composition of the U.S. population has been changing substantially over the past four decades (Suarez-Orozco, 2007). In 1970, 9.6 million foreign-born individuals lived in the United States, making up only 4.7% of the population. However, by 2009, 36.7 million foreign-born individuals lived in the country, composing 12.2% of the population (U.S. Census Bureau, 2009). As the United States is being transformed by continuing levels of immigration, the American education system is undergoing change and transformation as well (Stromquist, 2007). Altbach (2006) identified the essential shifts in the cultural, ethnic, and racial diversity of the population, and these are reflected in the diverse student and faculty bodies in higher education in stitutions. Universities desire to attract increasing numbers of foreign-born faculty for the richness that they offer to the learning community.

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Medium 9781442229198


Pro Ecclesia Rowman & Littlefield Publishers PDF






Maura Hearden

The French ecumenical Dombes Group observed, “the Virgin Mary . . . is perhaps the point at which all the underlying confessional differences, especially in soteriology, anthropology, ecclesiology, and hermeneutics, become most clear.”2 Hers is the story of the way in which God has chosen to save mankind. It concretizes the aforementioned doctrines resulting in a uniquely powerful immediacy of understanding. For this reason, post-Reformation Christianity has often regarded the mother of our Lord as a symbol of that which divides us and a potentially inflammatory topic for those engaged in ecumenical dialogue. Such a state of affairs can be nothing less than tragic for all who desire a common Christian household, a household that must surely include the woman from whom the Son drew his humanity.

Fortunately, nearly a century of intra-Christian dialogue has chipped away at the walls that divide us and laid the groundwork for some significant progress in the area of Mariology. The most obvious signs of progress can be found in laudable dialogue efforts focusing specifically on “Marian” topics, each resulting in varying degrees of agreement.3

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