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This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. The first chapter describes differences in types of problems, individual differences among problem-solvers, as well as the domain and context within which a problem is being solved. Part one describes six kinds of problems and the methods required to solve them. Part two goes beyond traditional discussions of case design and introduces six different purposes or functions of cases, the building blocks of problem-solving learning environments. It also describes methods for constructing cases to support problem solving. Part three introduces a number of cognitive skills required for studying cases and solving problems. Finally, Part four describes several methods for assessing problem solving. Key features includes: Teaching Focus – The book is not merely a review of research. It also provides specific research-based advice on how to design problem-solving learning environments. Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments. Part two introduces six different functions of cases and also describes the parameters of a case. Chapter Integration – Key theories and concepts are addressed across chapters and links to other chapters are made explicit. The idea is to show how different kinds of problems, cases, skills, and assessments are integrated. Author expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years. This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool. 1. How Does Problem Solving Vary? Part I. Problem-Specific Design Models 2. Solving Story Problems 3. Decision Making 4. Troubleshooting/Diagnosis 5. Strategic Performance 6. Policy Analysis 7. Design Problem Solving Part II. Cases: The Building Blocks Problem-Solving Learning Environments 8. Cases as Problems to Solve 9. Cases as Worked Examples of Well-Structured Problems 10. Case Studies: Examples of Ill-Structured Problems 11. Cases as Analogues 12. Cases as Prior Experiences 13. Cases as Alternative Perspectives 14. Cases as Simulations Part III. Cognitive Skills in Problem-Solving 15. Defining the Problem: Problem Schemas 16. Analogically Comparing Problems 17. Understanding Causal Relationships in Problems 18. Questions for Scaffolding Problem Solving 19. Modeling Problems 20. Arguing to Learn to Solve Problems 21. Metacognitive Regulation of Problem Solving Part IV. Assessing Problem Solving 22. Assessing Problem Solving David H. Jonassen is Curators’ Professor in the School of Information Science and Learning Technologies at the University of Missouri.

Conflict Management is an easy-to-read and high-powered tool for understanding and managing conflict situations.Conflict can spiral out of control, but if you understand how the spiral works you may be able to prevent it from even beginning.

The Handbook of International Crisis Communication Research articulates a broader understanding of crisis communication, discussing the theoretical, methodological, and practical implications of domestic and transnational crises, featuring the work of global scholars from a range of sub-disciplines and related fields.

Is your library vulnerable to challenges arising from difficult patrons, censorship, budget issues, natural disasters, or disgruntled staff? Almost daily, libraries tread the line to limit the scope of problems and complaints so they don’t expand into full-blown crises.

This handbook provides sophisticated models for the study and analysis of activities involving the transportation of hazardous materials: risk assessment, shipment and route planning, decisions on location and emergency planning for terrorist attacks.

Your school must be prepared to face problems that range from name calling and bullying to extortion, rape, and homicide. Decrease the chances of tragedy and learn how to respond most effectively! This essential handbook explores the causes of school violence, presents state-of-the-art information on preventing school violence, and arms you with practical interventions to use when violent incidents occur. You'll also learn about the best Internet sites on school violence issues. This book—prepared by the editor of the Journal of School Violence—can help you decrease the chances of tragedy. It will also show you how to respond effectively when violence does occur. Part I: Causes of School Violence focuses on the ways that connectedness and identification with academics influence school violence. This section presents a framework for creating developmental interventions as well as a chapter examining the concept of “bonding to school,” with two interesting scenarios to consider. Part II: Prevention of School Violence examines the effectiveness of interventions in use today and brings you important information on threat assessment, peer mediation, and weapons reduction. You'll also find an insightful chapter on the value of developing empathy and good communication with youth who are gang members. Part III: Interventions in Cases of School Violence provides you with effective strategies to address the consequences of crisis events and takes an incisive look at crisis events themselves, what they are, how they progress, and what you may encounter in their aftermath. In addition, you get an invaluable inside look at crisis intervention and support services in the aftermath of the 2001 Santana High School shootings in San Diego, California. With your purchase of this essential handbook, you'll also be kept up to date by the author's new Internet forum—a space where scholars and practitioners from around the world come together to create new strategies for school violence prevention and intervention and develop new online and print publications that address school violence. “When I was like 11, I was hanging out. I used to go to a middle school. It was for bad people, only bad people go there. It's a school just for bad people that had gotten kicked out of school. And I had got kicked out of my school cause they found me with a gun.” The Handbook of School Violence brings together many voices—those of violent youngsters and the helpers who provide the care they need—those of students who feel no connection with their families or with their work at school—those of the professionals who strive to prevent these students from acting on their feelings of alienation in violent ways—and those of scholars who create theory and research, laying the foundation for prevention and intervention. Add this book to your collection, and you'll benefit from the contributions of this rich chorus of voices. And through the Internet forum, the chorus can add a new voice—yours. Visit the Handbook of School Violence Web site at http://genesislight.com/hsv%20files/about.html About the Editor Contributors Preface Features of the Handbook The Handbook and the Internet Some Thoughts About the Contributors to the Handbook Concluding Comments Part I: Causes of School Violence Chapter 1. Connectedness and School Violence: A Framework for Developmental Interventions Connectedness Developmental Trends in Connectedness to Friends, School, and Family Disconnection and Violence Interventions: What to Do? Developmental Interventions for the Prevention of Youth Violence Dyadic Approaches to Violence Prevention Conclusion Chapter 2. Identification with Academics and Violence in Schools Risk Factors for School Violence What Is Identification with Academics? A Comprehensive Model Evidence for the Link Between Identification with Academics and Academic Outcomes Types of Violence in School Preventing School Violence Conclusions, Caveats, and Future Directions Part II: Prevention of School Violence Chapter 3. School Violence in Children and Adolescents: A Meta-Analysis of the Effectiveness of Current Interventions Introduction Method Findings Discussion Conclusion Chapter 4. Student Threat Assessment What Is Threat Assessment? How Does Threat Assessment Differ from Profiling? How Does Threat Assessment Differ from Zero Tolerance? How Can Threat Assessment Work in Schools? Directions for Future Research Recommendations for Student Threat Assessment Chapter 5. Peer Mediation Introduction History Programs Program Setup and Operation Developmental Program Considerations Research Conclusion Chapter 6. Lessons from the Field: Balancing Comprehensiveness and Feasibility in Peer Mediation Programs Introduction Literature Review Method Results Discussion Appendix A: Questionnaire—Middle School Peer Mediation Programs Currently Coordinated by School Counselors Appendix B: Interview Instrument—The Real and the Ideal in Middle School Peer Mediation Programs Appendix C: North Carolina State University Informed Consent Form Appendix D: Letter of Attestation Chapter 7. Because No One Ever Asked: Understanding Youth Gangs As a Primary Step in Violence Prevention Risk Factors From Violent Homes to Violent Streets School Discussion Conclusion Chapter 8. Weapons in Schools Introduction Incidence and Prevalence of Weapons in Schools Demographic and Contextual Predictors of Weapons Offenders Where Do Juveniles Obtain Their Weapons? What Weapons Do Juveniles Prefer? Protection or Aggression: Theoretical Predictors of Weapons Possession Differential Association Theory Programs and Policies to Combat Weapons in Schools Conclusion and Policy Implications Part III: Interventions in Cases of School Violence Chapter 9. Characteristics and Consequences of Crisis Events: A Primer for the School Psychologist What Is a Crisis? Situations That May Require School Crisis Intervention The Effects of Crises: Reasons for Providing School Crisis Intervention Concluding Comments Chapter 10. School Crisis Interventions: Strategies for Addressing the Consequences of Crisis Events Chronology of Crisis Intervention Specific Crisis Interventions Multicomponent Crisis Intervention Appendix: Summaries

What does the job of paraprofessional really entail? This insider's guide answers the urgent questions paraprofessionals have as they navigate their complex, and essential, role in the inclusive classroom.