Tough Boris

Author: Mem Fox
Publisher: Houghton Mifflin Harcourt
ISBN: 9780152896126
Format: PDF
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Boris von der Borch's image as a mean, greedy, bossy, tough-as-nails pirate is seriously threatened when a young boy sneaks onto Boris's ship.

The Book of Bad Ideas

Author: Laura Huliska-Beith
Publisher: Little, Brown Books for Young Readers
ISBN: 0316055883
Format: PDF, ePub
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This text is a compilation of bad ideas, such as rollerblading with your dog even though he was kicked out of obedience school and giving everyone a closer look at your ant farm by taking the lid off.

Informing with the Case Method

Author: T. Grandon Gill
Publisher: Informing Science
ISBN: 1932886443
Format: PDF, ePub
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There are a number of marvelous books that address the topic of the case method. If you are interested in facilitating cases, you can look to the classic book Teaching and the Case Method by Louis Barnes, C. Roland Christensen and Abby Hansen (1994). The collection of essays on the subject, Education for Judgment: The Artistry of Discussion Leadership by C. Roland Christensen, David Garvin and Ann Sweet (1991) is a wonderful and inspiring read as well. If your interest is case-based research, it would be nearly impossible to find a more authoritative source than Robert Yin’s (2009, 4th Edition) Case Study Research: Design and Methods, which (at last count) has been cited nearly 29,000 times, according to Google Scholar. There is even a new entry to the field, William Ellet’s (2007) The Case Study Handbook: How to Read, Discuss, and Write Persuasively about Cases that is specifically aimed at the student. At first glance, then, the topic of case studies in education and research seems to be pretty well covered. Do we really need another book on the subject? I write this book believing the answer is yes. While I have great affection for the classics, there are a number of issues facing most business faculty—not to mention faculty members from disciplines outside of business—that these books simply do not address. In writing this book, my intention is to offer some thoughts on some of these. Paradoxically, these omissions arise from the very fact that the authors of the classics are undisputed masters of their craft. Why this is a problem should become clear as I identify the three areas of focus for this book. The first issue that I feel must be considered is using the case method with a novice audience. Consider the following. When I was enrolled in the MBA program at Harvard Business School (HBS) in the early 1980s, the curriculum consisted of nearly 900 case discussion (15 per week) and—perhaps—as many as 20 class periods given over to lecture-style presentations. When I teach a case-method graduate course at my own institution, on the other hand, I am constrained to 11 case discussions (a 12 week semester). As it happens, I am also the only course in the entire program that employs pedagogy reasonably faithful to the case method, as it is normally defined. The math is very simple. By the last day of my semester, my students have as much experience discussing cases as I did on Thursday afternoon of the first week of my two year MBA program at HBS. With the exception of faculty teaching at those rare institutions that have chosen to widely adopt the case method, the situation I face is commonplace. The second concern that existing books raise for me is their tendency to focus on isolated topics. Specifically, case facilitation, case writing and case research are treated as separable activities. I would argue that these three aspects of the case method—which I define quite broadly—are inseparable. For institutions that wish to achieve the full set of benefits provided by the case method, all three activities must be pursued in parallel. Perhaps this is why so few institutions have achieved success through the case method. In this book, I will argue that achieving such integration is precisely why those rare institutions have been so successful. Once you start believing that the case method can be a key to institutional success, how you get there becomes a real challenge. At leading institutions featuring the case method, such as HBS, the philosophy is largely learned through a period of apprenticeship. For example, I did not encounter any of the references mentioned in the first paragraph—excepting Yin—at any time during my 5 year doctorate at HBS. Instead, I went out and wrote cases, facilitated discussions and did research under the guidance of faculty members who were masters of the craft. How can someone without the benefit of such an experience acquire such mastery? While I cannot offer any promises in this regard, I will at least provide some examples and easy-to-follow checklists that may be of service to individuals getting started.

New Learning

Author: Robert-Jan Simons
Publisher: Springer Science & Business Media
ISBN: 0306476142
Format: PDF, Kindle
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This book brings together research and theory about `New Learning', the term we use for new learning outcomes, new kinds of learning processes and new instructional methods that are both wanted by society and stressed in psychological theory in many countries at present. It describes and illustrates the differences as well as the modern versions of the traditional innovative ideas.

Typescript of the Second Origin

Author: Manuel de Pedrolo
Publisher: Wesleyan University Press
ISBN: 0819577774
Format: PDF, ePub
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The first English translation of a Catalan science fiction masterpiece

The Really Really Really Big Dinosaur

Author: Richard Byrne
Publisher: OUP Oxford
ISBN: 9780192757647
Format: PDF, ePub, Mobi
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Finlay (a little dinosaur) is sat on a grassy mound, counting jelly beans to share with his friend. A big dinosaur comes along demanding the sweets. He is rude, a bit of a show-off, and doesn't believe Finlay has a friend. As the book progresses we see that the 'grassy mound' is in fact, Finlay's friend, the really, really, really big dinosaur!

Social Literacies

Author: Brian V. Street
Publisher: Routledge
ISBN: 1317894405
Format: PDF, Mobi
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Social Literacies develops new and critical approaches to the understanding of literacy in an international perspective. It represents part of the current trend towards a broader consideration of literacy as social practices, and as its title suggests, it focuses on the social nature of reading and writing and the multiple character of literacy practices.