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The definitive playbook for driving impact as a middle manager Leading from the Middle: A Playbook for Managers to Influence Up, Down, and Across the Organization delivers an insightful and practical guide for the backbone of an organization: those who have a boss and are a boss and must lead from the messy middle. Accomplished author and former P&G executive Scott Mautz walks readers through the unique challenges facing these managers, and the mindset and skillset necessary for managing up and down and influencing what happens across the organization. You’ll learn the winning mindset of the best middle managers, how to develop the most important skills necessary for managing from the middle, how to create your personal Middle Action Plan (MAP), and effectively influence: Up the chain of command, to your boss and those above them Down, to your direct reports and teams who report to you Laterally, to peers and teams you have no formal authority over Anyone in an organization who reports to someone and has someone reporting to them must lead from the middle. They are the most important group in an organization and have a unique opportunity to drive impact. Leading from the Middle explains how.
In order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility.
The Middle School Writing Toolkit addresses the 5 major writing genres that middle-school students are expected to master - reports, persuasive essays, how-to (procedural) essays, narratives, and literary responses - and provides 57 mini-lessons and more than 200 workstation tasks to start English teachers well on their way to creating a successful writing program in the classroom.
The first survey of the classic twentieth-century houses that defined American Midwestern modernism. Famed as the birthplace of that icon of twentieth-century architecture, the skyscraper, Chicago also cultivated a more humble but no less consequential form of modernism--the private residence. Modern in the Middle: Chicago Houses 1929-75 explores the substantial yet overlooked role that Chicago and its suburbs played in the development of the modern single-family house in the twentieth century. In a city often associated with the outsize reputations of Frank Lloyd Wright and Ludwig Mies van der Rohe, the examples discussed in this generously illustrated book expand and enrich the story of the region's built environment. Authors Susan Benjamin and Michelangelo Sabatino survey dozens of influential houses by architects whose contributions are ripe for reappraisal, such as Paul Schweikher, Harry Weese, Keck & Keck, and William Pereira. From the bold, early example of the "Battledeck House" by Henry Dubin (1930) to John Vinci and Lawrence Kenny's gem the Freeark House (1975), the generation-spanning residences discussed here reveal how these architects contended with climate and natural setting while negotiating the dominant influences of Wright and Mies. They also reveal how residential clients--typically middle-class professionals, progressive in their thinking--helped to trailblaze modern architecture in America. Though reflecting different approaches to site, space, structure, and materials, the examples in Modern in the Middle reveal an abundance of astonishing houses that have never been collected into one study--until now.
Today, there is a tremendous mismatch between the available housing stock in the US and the housing options that people want and need. The post-WWII, auto-centric, single-family-development model no longer meets the needs of residents. Urban areas in the US are experiencing dramatically shifting household and cultural demographics and a growing demand for walkable urban living. Missing Middle Housing, a term coined by Daniel Parolek, describes the walkable, desirable, yet attainable housing that many people across the country are struggling to find. Missing Middle Housing types—such as duplexes, fourplexes, and bungalow courts—can provide options along a spectrum of affordability. In Missing Middle Housing, Parolek, an architect and urban designer, illustrates the power of these housing types to meet today’s diverse housing needs. With the benefit of beautiful full-color graphics, Parolek goes into depth about the benefits and qualities of Missing Middle Housing. The book demonstrates why more developers should be building Missing Middle Housing and defines the barriers cities need to remove to enable it to be built. Case studies of built projects show what is possible, from the Prairie Queen Neighborhood in Omaha, Nebraska to the Sonoma Wildfire Cottages, in California. A chapter from urban scholar Arthur C. Nelson uses data analysis to highlight the urgency to deliver Missing Middle Housing. Parolek proves that density is too blunt of an instrument to effectively regulate for twenty-first-century housing needs. Complete industries and systems will have to be rethought to help deliver the broad range of Missing Middle Housing needed to meet the demand, as this book shows. Whether you are a planner, architect, builder, or city leader, Missing Middle Housing will help you think differently about how to address housing needs for today’s communities.
This book echoes and enhances the generative, dialogic, knowledge-building process that took place at the AMLE 2021 conference, reflecting the way in which middle-level researchers work collaboratively and draw ideas and inspiration for their studies from prior research and accounts of practice, as well as their own experiences in the field. Each of the five sections features a recent study presented at the roundtable session at the 2021 AMLE conference, accompanied by two companion pieces offering different perspectives on the work. In the latter, the authors enrich and extend the original research by incorporating feedback from the conference session discussions, revisiting their findings and conclusions, considering alternative approaches to further research, and proposing new or clarified implications for practice. Addressing themes across theoretical frameworks and diversity of research design, and with topics ranging from music education to teacher agency and the productive struggle, the volume crucially presents and discusses recent innovations in the field with a view to prompting future research questions and deeper inquiry. As such, it will benefit researchers, doctoral students, and academics in the fields of middle level education, educational research, and specifically research methods in education. Those interested in teaching and learning, and adolescent development more broadly will also benefit from this volume.
This landmark text integrates diverse perspectives on how humans understand others’ minds (or ‘theory of mind’) beyond early childhood into middle childhood and adolescence. It explores how the neural, cognitive, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind, and how theory of mind helps children navigate their lives. Drawing on cutting-edge research from leading international experts, this book provides a survey and analysis of the current state and future direction of the field. It is organized around three themes relating to the key issues in contemporary research. The first part focuses on the biological and cognitive bases of theory of mind in middle childhood and adolescence. The second part goes on to explore the social predictors and consequences, considering how theory of mind is shaped by social experiences and, in turn, impacts children’s social lives in middle childhood and adolescence. Finally, the third part focuses on theory of mind in the context of neurodiversity, disability, and youth mental health in middle childhood and adolescence. Offering in-depth understanding for all students and scholars of developmental and cognitive psychology, neuroscience, clinical psychology and psychiatry, and education, this valuable text also identifies an agenda for future scholarship on this exciting topic.
This volume, the ninth volume in the Handbook of Research in Middle Level Education, is a compilation of research studies focusing on the use and implementation of common planning time (CPT) in middle level schools. All of the studies were part of the Middle Level Education Research SIG’s National Middle Grades Research Project (NMGRP) on Common Planning Time, which provides additional evidence about teachers’ understandings, experiences, the benefits and barriers about CPT. Since all researchers participating in the SIG-sponsored project utilized the same data collection protocols and followed the same protocols, the overall data collection was systematic and is highly reliable. Five research questions were generated to guide the development of the data collection protocols. While the authors were encouraged to use their data to address these project-level questions, they were not required to do so. The project consisted of both qualitative and quantitative data collection. Phase I (qualitative) consisted of observations of CPT meetings and structured interviews with teachers. Phase II (quantitative) was comprised of an online teacher survey. Within the chapters of this volume, a variety of relevant and meaningful research questions are examined utilizing both qualitative and quantitative methodologies.
"This book is unique because of the focus on longitudinal studies and international perspectives . . . There is no other book like it . . . This book will be useful both as an advanced undergraduate or graduate course text and as a resource for scholars." - Rosemary Blieszner, Virginia Polytechnic Institute and State University "A very strong volume . . . [T]his book will clearly be a ′must-have′ for scholars interested in midlife." - Michael Marsiske, University of Florida "Midlife is no longer an ′uncharted territory′ in human development. A group of outstanding researchers from different countries focuses on this peak period in the life span . . . Various views, including historical, cultural, and socio-structural perspectives, are adopted . . . [C]omprehensive reviews of studies on almost all relevant domains of human development . . . are given and provide a colorful picture of what midlife in these days may be all about." - Sigrun-Heide Filipp, University of Trier, Germany Middle adulthood is a critical period of the life course. How we develop in middle age–the central period of our lives–can influence how well we cope in our later years. Middle Adulthood: A Lifespan Perspective explores these issues by bringing together a distinguished group of international contributors associated with a range of prestigious longitudinal studies. Key Features: Presents a much-needed longitudinal, lifespan perspective on middle age Provides a multicultural perspective to determine universal normative patterns of midlife development Addresses a broad scope of topics, including historical perspectives on the emergence of middle age as a normative developmental period in the life course, change and stability in personality, and cognitive development and decline Middle Adulthood is designed for scholars, researchers, and practitioners in the field of adult development and aging. It is an excellent text for advanced undergraduate and graduate students studying midlife development in the departments of Developmental Psychology, Human Development and Family Studies, Gerontology, Family Diversity, and Health.