The Cambridge Handbook Of Meeting Science

This first volume to analyze the science of meetings offers a unique perspective on an integral part of contemporary work life. More than just a tool for improving individual and organizational effectiveness and well-being, meetings provide a window into the very essence of organizations and employees' experiences with the organization. The average employee attends at least three meetings per week and managers spend the majority of their time in meetings. Meetings can raise individuals, teams, and organizations to tremendous levels of achievement. However, they can also undermine effectiveness and well-being. The Cambridge Handbook of Meeting Science assembles leading authors in industrial and organizational psychology, management, marketing, organizational behavior, anthropology, sociology, and communication to explore the meeting itself, including pre-meeting activities and post-meeting activities. It provides a comprehensive overview of research in the field and will serve as an invaluable starting point for scholars who seek to understand and improve meetings.

In pre-publication, the authors were listed as editors.

Preface -- Setting the meeting stage -- So many meetings and so much frustration -- Get rid of meetings? no, solve meetings through science -- Evidence-based strategies for leaders -- The image in the mirror is likely wrong -- Meet for 48 minutes -- Agendas are a hollow crutch -- The bigger, the badder -- Don't get too comfortable in that chair -- Deflate negative energy from the start -- No more talking! -- The folly of the remote call-in meeting -- Putting it all together -- Epilogue: trying to get ahead of the science' using science -- Tool: meeting quality self-assessment -- Tool: sample engagement survey and 360 feedback questions on meetings -- Tool: good meeting facilitation checklist -- Tool: huddle implementation checklist -- Tool: agenda template -- Tool: guide to taking good meeting minutes/notes -- Tool: expectations assessment -- Acknowledgments -- References -- Index

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

Digital and online learning is more prevalent than ever, making multimedia learning a primary objective for many instructors. The Cambridge Handbook of Multimedia Learning examines cutting-edge research to guide creative teaching methods in online classrooms and training. Recognized as the field's major reference work, this research-based handbook helps define and shape this area of study. This third edition provides the latest progress report from the world's leading multimedia researchers, with forty-six chapters on how to help people learn from words and pictures, particularly in computer-based environments. The chapters demonstrate what works best and establishes optimized practices. It systematically examines well-researched principles of effective multimedia instruction and pinpoints exactly why certain practices succeed by isolating the boundary conditions. The volume is founded upon research findings in learning theory, giving it an informed perspective in explaining precisely how effective teaching practices achieve their goals or fail to engage.

In writing this book I discovered that everyone I talked to had his or her own theory about meetings, and yet there is no theory of meetings in the research literature. This makes writing about this subject both excit ing and hazardous. It is always exciting to examine the significance of something that has been ignored, but it is hazardous to write about something that everyone already thinks they understand. Without re course to the legitimacy of a research tradition, readers are likely to evaluate this study based on their own theory. I have tried to take this into account by discussing what might be referred to as American folk theory about meetings (see particularly Chapter 3), and also by juxtapos ing my own research in an American organization with research in traditional or non-Western societies as conducted by anthropologists. This juxtaposition throws into relief some of the important differences as well as similarities in views of meetings as well as the form of meetings across cultures. It is also the only way that I know to examine how and when one's cultural context is affecting one's theoretical constructions. If this book is successful, it will challenge what I believe is the most common interpretation of meetings found in American society, that is, that meetings are a blank-slate phenomenon useful as a tool for such functions as making decisions, solving problems, and resolving con flicts, but having no impact on behavior in and of themselves.

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.

This handbook presents an indispensable compilation of fundamental facts and figures about the Earth. It brings together reliable physical, chemical, biological and historical data in a series of 145 easy to read tables, supplemented by maps, charts and color plates. Eleven sections cover topics spanning the Earth's geosphere, hydrosphere, atmosphere and biosphere, with one section focusing on other bodies in the Solar System. Full references for the original data sources are provided to enable users to access further detail, and the appendix provides practical information on units and conversion factors. Compact and easy to use, this handy book provides a time-saving first point of reference for researchers, students and practitioners in the Earth and Environmental Sciences. It allows scientists easy access to basic information on topics outside their specialization, and is also a convenient resource for non-scientists such as economists, policy makers and journalists.