Books about Invitational from Amazon.com

Intervention is the action taken by family, friends, and concerned others to actively assist someone to change an unacceptable behavior. Invitational Intervention: ARISE, is a three-level method designed to work with families and friends to get a resistant substance abusing loved one started in treatment. In addition to working with substance abuse, Invitational Intervention addresses other problem areas such as eating disorders, Internet addiction, sexual addiction, compulsive gambling, medical treatment non-compliance, and nicotine dependence. Invitational Intervention encourages concerned other members of the support system to pick up the telephone and reach out to a trained ARISE Interventionist for guidance in achieving successful treatment engagement. A NIDA-funded ARISE study resulted in 83% successful treatment engagement with an average of less than 90 minutes of professional time expended because the majority of the effort was undertaken by the substance abuser's concerned others and support system. This book provides a practical step-by-step guide for clinicians who are interested in learning about Invitational Intervention and the ARISE method..
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This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society; re-examining these notions in an increasingly interconnected global context; re-considering the ways that civic education is researched and practiced; and taking stock of where we are currently through use of an historical understanding of civic education.

There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and participatory citizenship, students in social studies classrooms are often found participating in passive tasks (e.g., quiz and test-taking, worksheet completion, listening to lectures) rather than engaging critically with the curriculum. Civic Education for Diverse Citizens in Global Times, directed at students, researchers and practitioners of social studies education, seeks to engage this divide by offering a collection of work that puts practice at the center of research and theory..
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This book will be of interest to anyone of any age who likes good problems Pre-calculus background is presumed

Over the years perhaps the most popular of the MAA problem books have been the high school contest books, covering the yearly American High School Mathematics Examinations (AHSME) that began in 1950, co-sponsored from the start by the MAA. Book V also includes the first six years of the American Invitational Mathematics Examination (AIME) which was developed as an intermediate step between the AHSME and the USA Mathematical Olympiad (USAMO). The AIME has a unique answer format--all answers are integers between 0 and 999. The editors of this volume, George Berzsenyi and Stephen B. Maurer, were respectively the chairs of the AIME and the AHSME. In addition to a thorough index, they have added material to Contest Problem Book V not included in Contest Books I–IV, such as: a comprehensive worldwide guide to other problem materials, additional solutions to selected problems, and information on the development and history of the AHSME, AIME, and USAMO tests..
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This volume revisits, problematizes, and expands the meaning of quality in the context of adult basic education Covering a wide range of relevant topics, it includes contributors from the realms of both policy and practice and encompasses both the major instructional areas-reading, writing, and mathematics-as well as larger issues of literacy, learning, and adulthood. Each chapter focuses on what improving quality in the field might look like through the particular lens of the author's work. As a whole, the broad scope of topics and ideas addressed will raise the level of discussion, knowledge, and practice regarding quality in adult basic education.
 
In this book, the term adult basic education refers to the broad range of services for adults who wish to improve their literacy and language skills, including beginning and intermediate writing, writing and numeracy, preGED, GED/Adult Secondary Education, and ESL instruction that takes place in a range of contexts including schools, community-based programs, and workplace development programs. The volume is organized around three themes:
*Accountability, Standards, and the Use of Documentation and Research;
*Program Structures and Instruction; and
*Rethinking Our Assumptions and Concepts.
 
Coming at a time of increasing pressure to standardize, to be accountable, and to improve outcomes, and when calls for evidence-based practice are fueling stakeholders' interest in the relationship between research and practice at all levels of the system, Toward Defining and Improving Quality in Adult Basic Education is particularly timely for scholars, graduate students, and professionals in the field of adult basic education..
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This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors well known for their contributions to research on technology learning environments. Two themes are central: the use of technology as a scaffold for learning, and the use of technology to promote argumentation and reasoning. Collaboration among peers is a key element in both of these strands. These foci highlight, respectively, a key element in the design of technology-based learning environments and a key outcome that can result from online instruction/learning. As a whole, the volume addresses some of the core issues in using technology to support collaborative learning, reasoning, and argumentation..
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The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment.

Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated.

The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed.

This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.
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