Though the title may sound a bit cheesy, The Five Dysfunctions of a Team was a pretty good book. No wonder it was on the NY Times Best Seller list for so long! I actually decided to read the book for an internship, but I found it very useful for other team situations in my life. I recommended the book to a coworker recently. She found a copy at our library — an illustrated manga version!

The details for the book in our library are below. It is essentially a book about the five main dysfunctions of a team (trust, conflict, commitment, accountability, results) in story form. This allows the reader to more easily apply the dysfunctions in a practical way. A description from Amazon is pasted below. Check it out!

Title: The five dysfunctions of a team: an illustrated leadership fable

Author: Patrick Lencioni; illustrated by Kensuke Okabayashi

Call #: HD66 .L456 2008

Imprint: Singapore : John Wiley & Sons (Asia), 2008

Edition: Manga ed

In The Five Dysfunctions of a Team Patrick Lencioni once again offers a leadership fable that is as enthralling and instructive as his first two best-selling books, The Five Temptations of a CEO and The Four Obsessions of an Extraordinary Executive. This time, he turns his keen intellect and storytelling power to the fascinating, complex world of teams.

Kathryn Petersen, Decision Tech’s CEO, faces the ultimate leadership crisis: Uniting a team in such disarray that it threatens to bring down the entire company. Will she succeed? Will she be fired? Will the company fail? Lencioni’s utterly gripping tale serves as a timeless reminder that leadership requires as much courage as it does insight.

Throughout the story, Lencioni reveals the five dysfunctions which go to the very heart of why teams even the best ones-often struggle. He outlines a powerful model and actionable steps that can be used to overcome these common hurdles and build a cohesive, effective team. Just as with his other books, Lencioni has written a compelling fable with a powerful yet deceptively simple message for all those who strive to be exceptional team leaders.

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Title:

Authors: Yvonne S. Freeman, David E. Freeman & Sandra Mercuri

Publisher: Heinemann

Call Number: PE1128.A2 F744 2002

From the Publisher:

Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap. Three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners. For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners.

About the Authors:

Dr. Sandra Mercuri is an Assistant Professor at the University of Texas, Brownsville. She has over 18 years of experience in teaching in Argentina and the United States in K-12 schools and at the college level. She teaches courses in bilingual education and biliteracy and is working on research on the development of academic language across the content areas, the role of language in the development of scientific literacy and the effect of long-term professional development for teachers of English learners. She provides training for teachers nationwide and presents at national and international conferences on issues of second language acquisition and bilingualism, dual language education, teacher training and ESL strategies.

Yvonne S. Freeman is a professor of bilingual education in the Department of Language, Literacy, and Intercultural Studies of the College of Education at the University of Texas – Brownsville. Yvonne and David Freeman are Heinemann Professional Development Providers and Yvonne is the coauthor or coeditor (with David E. Freeman) of ten Heinemann books.

David E. Freeman is a professor of Reading and ESL in the Department of Language, Literacy, and Intercultural Studies of the College of Education at the University of Texas – Brownsville. David and Yvonne Freeman are Heinemann Professional Development Providers.

On the Web:

Amazon

Barnes & Noble

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Title:

Authors: Diane Reay, Gill Crozier, David James

Publisher: Palgrave Macmillan

Call Number: HT690.G7 R43 2011

From the Publisher:

Decades of neo-liberal reforms have established a market in secondary schooling, where ‘choice’ and ‘diversity’ are expected to drive up standards and maximize individual responsibility. This is known to favour middle class people. But what of those middle classes deliberately choosing ordinary and even ‘low performing’ secondary schools for their children? What are their motives, and how do they experience the choice? What is it like for the young people themselves? Where do they end up? And what does all this show us about contemporary white middle class identity and its formation? This groundbreaking study offers some answers to these questions. Based on detailed fieldwork with parents and children, it examines ‘against-the-grain’ school choices, looking in particular at family history, locality, the nature of ‘choice’ itself and associated anxieties, relationships to other ethnic groups and to whiteness, and the implications for democracy. The book highlights an inescapable acquisitiveness but also more hopeful dimensions of contemporary white middle class identity.

About the Authors:

DIANE REAY Professor of Education at the University of Cambridge, UK. She is executive editor of the British Journal of Sociology of Education and on the editorial boards of Gender and Education, The Journal of Education Policy and Sociology. Her most recent publications include Activating Participation: Parents and Teachers Working Towards Partnership (co-edited with Gill Crozier).

GILL CROZIER Professor of Education and Assistant Dean Research, School of Education, Roehampton University, UK and UK director of the Comenius project on Teacher In-service Training for Roma Inclusion. Her previous publications include Parents and Schools: Partners or Protagonists? and Activating Participation: Parents and Teachers Working Towards Partnership (co-edited with Diane Reay).

DAVID JAMES Professor of Education at the University of the West of England, Bristol, UK and co-director of the Bristol Centre for Research in Lifelong Learning and Education (BRILLE). His previous publications include the co-authored books Bourdieu and Education, The Creative Professional and Improving Learning Cultures in Further Education.

On the Web:

Amazon

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Title:

Editors: William H. Schmidt, Sigrid Blömeke, Maria Teresa Tatto, et al.

Publisher: Teachers College Press

Call Number: QA10.5 .S36 2011

From the Publisher:

Based on a major international teacher education research project—the Mathematics Teaching in the 21st Century Study (MT21)—this book investigates the pre-service preparation of middle school mathematics teachers in the United States, South Korea, Taiwan, Germany, Bulgaria, and Mexico. The study was funded by the National Science Foundation and the participating countries.

William Schmidt (co-author of the influential TIMSS study on student test results in science and math) and Maria Teresa Tatto (director of the Teacher Education and Development study or TEDS-M) led a collaborative team of international researchers in this study. Using the results of more than 2,500 surveys, the authors examine the differential contribution of the six countries’ teacher-education models to the knowledge, skills, and dispositions of their future mathematics teachers. Case studies and detailed analysis of the teacher education curriculum across the participating countries provide rich contextual information to explain the survey findings.

This study is the first to examine the resource allocation and economic support in teacher education vis-à-vis other mathematics-related professions, and shows that differential investment patterns are consistent with the level of teaching knowledge found in each country’s new teachers. The book includes a chapter on policy implications, with a special focus on teacher preparation in the United States.

About the Editors:

William H. Schmidt is a University Distinguished Professor in the Department of Counseling, Educational Psychology and Special Education at Michigan State University.
Sigrid Blömeke is a Professor of Instructional Research at the Humboldt University of Berlin in Germany.
Maria Teresa Tatto is an Associate Professor in the College of Education at Michigan State University and president of the Comparative and International Education Society in the United States (CIES).

On the Web:

Amazon

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Title:

Editor: Pascal Franq

Publisher: Information Science Reference

Call Number: ZA3075 .C665 2011

From the Publisher:

Since the dawn of the 21st Century the invention of Web 2.0 has enabled people from all backgrounds to contribute content on the Internet. In doing so, the Internet has become more of a social platform, thus establishing a growing need for innovative social software and the organization of collaborative interest communities.

Collaborative Search and Communities of Interest: Trends in Knowledge Sharing and Assessment provides a comprehensive collection of knowledge from experts within the Information and Knowledge Management field. Outlining various concepts from an application and technical stand point and providing insight on the various dimensions (sociological, psychological, technical, etc.) of social Internet collaboration. This book provides solutions to the detection of interest communities, as well as the study of how tools and knowledge sharing impact the environment where they are used.

About the Editor:

Professor Pascal Franq is a science collaborator at beams

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Editor: Charles H. Zeanah, Jr.

Publisher: Guilford

Call Number: RJ502.5 .H36 2005

From the Publisher:

Widely regarded as the standard reference in the field, this state-of-the-art handbook offers a comprehensive analysis of developmental, clinical, and social aspects of mental health from birth to the preschool years. Leading authorities explore models of development; biological, family, and sociocultural risk and protective factors; and frequently encountered disorders and disabilities. Evidence-based approaches to assessment and treatment are presented, with an emphasis on ways to support strong parent–child relationships. The volume reviews the well-documented benefits of early intervention and prevention and describes applications in mental health, primary care, childcare, and child welfare settings. The chapter on psychopharmacology has been updated for the paperback edition.

About the Editor:

Charles H. Zeanah, Jr, M.D. is a professor of psychiatry at Tulane University.

On the Web:

Amazon

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Title:

Editor: Phillip Barnes

Publisher: Routledge

Call Number: BV1471.3 .D43 2011

From the Publisher:

“What are the key debates in Religious Education teaching today? Debates in Religious Education explores the major issues all RE teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. This accessible book tackles established and contemporary issues enabling you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Taking account of recent controversy, and challenging assumptions about the place of religion in education, expert contributors cover key topics such as: – Effective pedagogy in RE teaching – Exploring thinking skills and truth claims – The relationship of science and religion in the classroom – The place of school worship in contemporary society – The role of RE in spiritual and moral development – Diversity in the RE classroom. With its combination of expert opinion and fresh insight, Debates in Religious Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development and Masters level study”

About the Editor:

On the Web:

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Title:

Editors: Miguel E. Gallardo & Brian W. McNeill

Publisher: Brunner-Routledge

Call Number: RC455.4.E8 I72 2009

From the Publisher:

About the Editors:

Miguel E. Gallardo, PsyD: Associate Professor of Psychology at Pepperdine University’s Graduate School of Education and Psychology, where he teaches courses on multicultural and social justice, intimate partner violence and professional practice issues.

Brian McNeill is a professor in the Department of Educational Leadership and Counseling Psychology at Washington State University.

On the Web:

Amazon

Title:

Author: Thom Hudson

Publisher: Oxford University Press, 2007

Call Number: P53.75 .H83 2007

From the Publisher:

This book examines a variety of approaches from classrooms and research that are used for teaching reading, and explores teaching methods focused on strategies.

About the Author:

Thom Hudson, Professor of Second Language Studies at the University of Hawai’i, and co-editor of the electronic journal Reading in a Foreign Language, received his BS degree in sociology at the University of California at Berkeley, and his MA degree in TESOL and Ph.D. in Applied Linguistics at the University of California at Los Angeles. He has been on the SLS faculty at the University of Hawai’i at Manoa since 1989.

His research has concentrated on second language reading, second language testing, English for Specific Purposes, and Program development. He has had a long term interest in criterion-referenced testing in particular. He is also currently interested in computer and web-based testing. His research has appeared in the journals Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, Language Testing, Annual Review of Applied Linguistics, and Language and Communication. He is author of the text Reading in a Second Language, published in 2007 by Oxford University Press. He has co-authored Developing Prototypic Measures of Cross-Cultural Pragmatics, with E. Detmer & J.D. Brown, Designing Second Language Performance Assessments, with J. Norris, JD Brown, and J. Yoshioka, and An Investigation of Second Language Task-Based Performance Assessments, with JD Brown, J. Norris, and W. Bonk, and Criterion-Referenced Language Testing, with JD Brown. Additionally, he co-edited A Focus on Language Test Development with JD Brown. He also has chapters in several books.

Around the Web:

ELT Journal

TESL-EJ

EA Journal

Title:

Author: Hal Foster

Publisher: Fantagraphics, 2009

Call Number: PN6728.P7 F64 2009g

From the Publisher:

The most gorgeous adventure comic strip of all time, the on-going Prince Valiant Sunday-only comic strip ran for 35 years under its creator, Hal Foster. Foster limned epic swordfights and some of the most beautiful human beings ever to appear in comics. And he matched his nonpareil visual sense with the narrative instincts of a born storyteller. Prince Valiant has previously been widely available only in re-colored, now-out-of print editions (which fetch collectors’ prices). Thanks to advances in production technology and newly available original proof sheets, this new series is the first to feature restored artwork that captures every delicate line and chromatic nuance of Foster’s masterpiece. Comic strip aficionados will be ecstatic, and younger readers who enjoy classic adventure will be bowled over. Book One also has a rare, in-depth Foster interview.

“Medieval swordplay and adventure have never been as glorious as in Foster’s Sunday-only comic strip. This edition has been reproduced from pristine printer’s proofs to give the gorgeous artwork its crispest version ever…. Prince Valiant is one of the best-drawn comics ever, and this new edition does ample justice to its achievement.” – Publishers Weekly (Starred Review)

About the Author:

Harold (“Hal”) Rudolf Foster was born in Halifax, Nova Scotia in 1892 and passed away in his adopted home of Chicago in 1982.

Around the Web:

Prince Valiant at Fantagraphics

Hal Foster on Wikipedia

Prince Valiant on Wikipedia

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