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53,600 | Title: Thinking Through Quality Questioning: Deepening Student Engagement, Content: nan |
53,601 | Title: Using Data to Improve Learning for All: A Collaborative Inquiry Approach, Content: "This book will take you along paths forged by data trailblazers toward deeper understandings of the needs of students. The lessons learned will help you blaze your own trail."(Page Keeley, President 2008-08-18)"This book shows that educators who use data to engage in collaborative inquiry and take necessary action can make all the difference. If you want to increase commitment to and build a shared vision for equity and learning in your school, make the collaborative inquiry approach one of your essential tools."(Susan Mundry, Deputy Director, Learning Innovations 2008-08-22) |
53,602 | Title: Elements of Grading: A Guide to Effective Practice, Content: For most teachers, grading students is a gunky game an enterprise ruled more by whim than rigor. Yet, in this exciting new book, Doug Reeves shows educators how they can make grading accurate, fair, specific, and timely. If, as he contends, grading is feedback, then the grade Reeves earns for this volume is a glistening A-plus! --James Popham, Professor Emeritus, University of California at Los AngelesIn this beautiful book, Doug Reeves, one of the most respected leaders of school reform in the nation, takes the topic of grading and opens it up for us, bringing his insight to assessment, feedback, standards, competition, record keeping, conferring . . . and above all, teaching itself. I read this book as a mother of high school boys and am thankful that he understands the devastation that haphazard grading policies can wreck on students' lives. I read it as a leader of school reform and am overjoyed to be given a lever with which to lift the level of student work. Above all, I read it as a teacher, looking for and finding ways to do the most good that I can for my students. Authoritative, based on mountains of data and eminent good sense, Elements of Grading is accessible not only to read but to implement, and yet it can have world-changing consequences. You will not want to miss this one. --Lucy Calkins, Director of the Reading and Writing Project, Teachers College, Columbia University |
53,603 | Title: Falling in Love with Close Reading: Lessons for Analyzing Texts--and Life, Content: Christopher Lehman is an international speaker, education consultant, and New York Times best-selling author. His books include: Pathways to the Common Core with Lucy Calkins and Mary Ehrenworth; Falling In Love with Close Reading with Kate Roberts; Energize Research Reading and Writing; and A Quick Guide to Reviving Disengaged Writers. His articles and interviews have appeared in many publications and popular blogs including Voices in the Middle; SmartBrief; EdWeek; Choice Literacy; and Talks with Teachers. Chris has been a middle school teacher; a high-school teacher; a literacy coach; and, for seven years, a staff developer with the Teachers College Reading and Writing Project at Columbia University. Working with schools around the world as an independent consultant and frequent keynote speaker, he supports educators, coaches, and administrators in developing rigorous and passionate literacy instruction across content areas. A graduate of UW-Madison, Chris went on to receive his M.A. in Teaching at NYU and his Ed.M. in Education Leadership at Teachers College, Columbia University. In addition to consulting and writing, he serves as an educational advisor to the National Center for Families Learning in Washington, D.C., and as a project advisor on a joint NCTE/NCLE national education collaboration initiative. Follow Chris online! Twitter: @iChrisLehman Pinterest: /ChrisLehmanEdu Blog: ChristopherLehman.comGrowing up, Kate Roberts swore to never become a writer or a teacher. She became both and is very grateful that fate did not listen. Kate is coauthor (with Christopher Lehman) of Falling in Love with Close Reading. It is informed by her experiences as a middle school language arts teacher in Brooklyn, as a literacy coach, and, currently, as a staff developer with the Teachers College Reading and Writing Project. Her work with students across the country has led her to believe that all kids can be insightful, academic thinkers when the work is demystified, broken down, and made engaging. To this end, she has worked nationally and internationally to help teachers, schools, and districts develop and implement strong teaching practices and curriculum. Kate is the author of two produced plays, one undiscovered young adult novel, and coauthor of the blog "indent" (kateandmaggie.com). She lives in the same Brooklyn neighborhood she taught in so that she can keep tabs on her old students. Follow Kate online. Twitter: @TeachKate Pinterest: /IndentBlog Blog: KateAndMaggie.com |
53,604 | Title: "School Administrator's Complete Letter Book, Second Edition (Book & CD-ROM)", Content: The School Administrator's Complete Letter Book with CD-ROM,Second Edition offers a comprehensive selection of model letters and memos for a wide variety of educational purposes and situations. This book and its accompanying CD contain a gold mine of tested, usable letters and other communiqué some of which can be used practically word-for-word from the book, while others can be adapted to your specific needs.The book's letters and memos represent the contributions of more than 60 outstanding school administrators throughout the United States— including superintendents, principals, supervisors, guidance counselors, and others— all of them with well-earned reputations for solid, professional communication.Many types of letters are included— letters addressed to parents, teachers, students, teacher applicants, other school administrators, businesspeople, and the community at large. In addition, this handy resource is clearly organized, designed for easy use, and filled with the best letters of the best communicators in modern American education. The CD-ROM makes the letters easy to modify to fit your own situations."The School Administrator's Complete Letter Book with CD-ROMis a necessary bag of tricks for any administrator. As such, I have long suggested to emerging administrators that they keep a copy nearby for ready reference."—Judith H. Kohlbach, vice president, EducareUSA"School administrators at every level will benefit fromThe SchoolAdministrator's Complete Letter Book with CD-ROM.In the face of ever- increasing job complexity, the tools in this book provide school leaders with tools to bettercommunicate with diverse constituencies."—Dr. Gerald N. Tirozzi, executive director, National Association of Secondary School Principals"Tomlinson's compilation is a fine source of well-written letters that address the issues facing anyone in a position of educational leadership."—Johnie Grace, founder, Cornerstone Christian School, Columbiana, Alabama"Using Tomlinson's book has been a real timesaver. The materials are well crafted and address real issues."—Patrick Spagnoletti, superintendent, Belvidere School District, Belvidere, New Jersey"The School Administrator's Complete Letter Bookis filled with highly practical and useful examples of professional correspondence that are immediately applicable to current, everyday situations."—Willard Adams Ruliffson, former director, Southern Aroostook Vocational School, Aroostook County, Maine"The first edition of this book has been a solid resource for school principals and other elementary and secondary school administrators for nearly two decades. The second edition, with a hundred or so new letters and a CD-ROM, will surely add to its popularity."—Brian J. Doherty, principal, Newton High School, Newton, New Jersey |
53,605 | Title: Evidence Based Coaching Handbook: Putting Best Practices to Work for Your Clients, Content: The first reference to bring scientifically proven approaches to the practice of personal and executive coachingThe Evidence Based Coaching Handbook applies recent behavioral science research to executive and personal coaching, bringing multiple disciplines to bear on why and how coaching works. A groundbreaking resource for this burgeoning profession, this text presents several different coaching approaches along with the empirical and theoretical knowledge base supporting each.Recognizing the special character of coaching—that the coaching process is non-medical, collaborative, and highly contextual—the authors lay out an evidence-based coaching model that allows practitioners to integrate their own expertise and the needs of their individual clients with the best current knowledge. This gives coaches the ability to better understand and optimize their own coaching interventions, while not having to conform to a single, rigidly defined practice standard.The Evidence Based Coaching Handbook looks at various approaches and applies each to the same two case studies, demonstrating through this practical comparison the methods, assumptions, and concepts at work in the different approaches. The coverage includes:An overview: a contextual model of coaching approachesSystems and complexity theoryThe behavioral perspectiveThe humanistic perspectiveCognitive coachingAdult development theoryAn integrative, goal-focused approachPsychoanalytically informed coachingPositive psychologyAn adult learning approachAn adventure-based frameworkCulture and coaching |
53,606 | Title: Executive Coaching with Backbone and Heart: A Systems Approach to Engaging Leaders with Their Challenges, Content: Executive Coaching with Backbone and HeartCoaching high-powered executives requires something extra. Executive coaches must become partners whose emotional investment in business outcomes equals that of their clients. They must have the strength and courage to facean organizational leader in a time of crisis and speak the unvarnished truth. They must be a force to be reckoned with. They have to have backbone and heart.When it was first published in 2000, Mary Beth O'Neill's book Executive Coaching with Backbone and Heart helped to define the field of coaching at the senior and executive level. This second edition of O'Neill's groundbreaking book shares the secrets of O'Neill's success and details the techniques she's developed and refined over the course of her exceptional career. This edition has been thoroughly revised and expanded to includeThree Key Factors methodology for setting up client goals and the measures for those goalsIinformation about how to involve the client's boss in the coaching contractMore extensive material on live action coachingCommentary on the use of assessment tools and instrumentsA method to work with clients on the systemic patterns they want to changeAn entirely new chapter devoted solely?to calculating the ROI of coaching work with the clientAnd more illustrative storiesO'Neill teaches coaches how to deal with clients in terms of the "force fields" they create and react to, that is, the political and emotional climates within organizations that can ensnare both executive and coach and make for faulty decision making. O'Neill reinforces her observations on coach self-management and her systems perspective with a sound four-phase methodology for implementing both, a methodology that covers contracting, planning, live action intervening, and debriefing.Executive Coaching with Backbone and Heart is written for anyone, no matter what their discipline or background, who is interested in helping leaders work through their dilemmas so they can transform their learning directly into results for their organizations. |
53,607 | Title: Brief Coaching for Lasting Solutions (Norton Professional Books), Content: I wholeheartedly recommend this book, which…is surprisingly free of jargon and filled with real-life examples and practical wisdoms. --The International Journal of Mentoring and Coaching, Paul BarberI wish every coach in the personal-growth industry adopted the solution-focused, efficient-coaching principles presented in this book. --OfSpirit.com Magazine, Recommended Book |
53,608 | Title: The Handbook of Knowledge-Based Coaching: From Theory to Practice, Content: There are books on the theory of coaching, and there are books on how to coach. This book fills the gap between the two.InThe Handbook of Knowledge-Based Coaching, a stellar international panel of more than twenty practitioners offer an overview of the major theoretical models and sources of knowledge that have contributed to current coaching practice. For each theory and knowledge area there are specific examples of how it might effectively be applied in a coaching engagement and recommended resources for further study.Drawing on a wide range of academic disciplines, including psychology, adult learning, conflict management, communication, organizational development, and leadership, this book establishes the intellectual underpinnings of the profession. It also identifies alternative sources of wisdom, such as spiritual traditions and the self-help and human potential movements, and covers a range of specialized approaches, from narrative and somatic coaching to coaching for sustainability, to create a rounded picture of coaching's origins and practices.Along the way, it explores the challenges and possibilities of the contemporary work environment with all its pressure, structural complexity, and diversity, and the range of strategies available to the coach.Whether you are an aspiring coach exploring the field, an experienced practitioner eager to expand your knowledge, or a leader, manager, or HR professional seeking to understand the scope and value of coaching, you will findThe Handbook of Knowledge-Based Coachingan essential resource and an inspiring read. |
53,609 | Title: Team Coaching with the Solution Circle (Solutions Focus at Work), Content: Insightful in approach, resourceful in ideas, practical in application, this excellent book meets the needs of both the experienced coach and the manager looking for practical steps.' - Shaun Lincoln, Director of Coaching and Mentoring, Centre for Excellence in Leadership 'You will be amazed how this simple yet profound approach can help you help teams achieve their goals in ways that are not only effective but fun at the same time.' - Ben Furman, author of Solution Talk and inventor of the Reteaming method 'The SolutionCircle is a simple, powerful and practical way of working with teams. In just one half-day coaching session, a Board of Directors achieved a huge amount of visible progress.' - Rob Rave, The Solutions Game |
53,610 | Title: Beautiful Child, Content: Hayden has chronicled experiences from her long career as a special education teacher in several books, including One Child and The Tiger's Child. Successes in this difficult and often frustrating field can be few and hard-won, which Hayden deftly illustrates while simultaneously offering hope and joy in small victories. This time she brings to life the story of a scruffy seven-year-old, Venus, who is so unresponsive that Hayden searches for signs of deafness, brain damage or mental retardation. Familiar with Venus's siblings, other teachers warn Hayden not to expect much from Venus. Yet the author is relentless in her attempt to diagnose the cause of Venus's "almost catatonic" state, which is punctuated by occasional violent outbursts. Suspecting "elective mutism," a refusal to talk "for psychological reasons," Hayden persists in trying to draw Venus out. Her patient dedication finally pays off when the girl shows an interest in She-Ra, Princess of Power comic books. From there, a story of domestic abuse, removal to foster care and a slow emergence from silent isolation unfolds. However, Venus is not the only fascinating character here. Hayden sets Venus's bittersweet and complex story against the backdrop of other students, including one boy with a very high IQ but behavioral problems, another with Tourette's syndrome and a girl who inexplicably spouts sophisticated poetry and talks to her hand. In this first-person narrative, Hayden also shares her own thoughts, worries and strained relationship with a mismatched classroom aide, creating a rich tapestry of the dynamics of a group of special needs youngsters and the adults who try to help them.Copyright 2002 Cahners Business Information, Inc.--This text refers to an out of print or unavailable edition of this title. |
53,611 | Title: Writing Measurable IEP Goals and Objectives, Content: An excellent job of detailing how to document the PLOP, Objectives and Goals that comply with the IDEA laws. --Readers Preference Reviews, June 2003 |
53,612 | Title: Qualitative Data Analysis: A Methods Sourcebook, Content: "This book is a wonderful, valuable and truly important contribution to the field of qualitative research. Saldana has updated, innovated and altogether advanced the insights and wisdom of practice of Miles and Huberman in such a way as to amplify the value of their work while making it even more usable and inspiring to researchers concerned with engaging in rigorous, reflective, systematic and reliable empirical research. This book adds great value to the field of qualitative research and I will use it in all of my methods courses with great enthusiasm and appreciation. Thank you for your hard work, I am grateful!" (Sharon Ravitch)"I definitely plan to adopt this edition when it becomes available. In recent years, this has been a text I encourage student to use as a reference. The new edition will be a required textbook for my Advanced Qualitative Research course." (Mary Madden)“The new material is well integrated, it still has the Miles and Huberman content, but the presentation strategy adds new material and “softens” the quantitative edge of the Second Edition. I think the section on coding (Chapter 4) is an excellent presentation and surpasses similar material in Saldaña’s previous book. This book continues to be the best basic sourcebook available." (James H. Banning 2013-03-15)"Yes, this is a much improved 3rd edition and I know my students will find it extremely valuable as a handbook, instructional guide, and day-to-day resource in their qualitative analysis activities." (Carolyn Garcia) |
53,613 | Title: Teaching Students with Learning Problems (8th Edition), Content: EXCELLENT text that provides clear, realistic answers to questions. For me, this text is the resource I need for my methods classes. It is so reader friendly, both general educators and special educators can use its wealth of information. DiAnna Garner, Virginia Commonwealth University All the topics are relevant to preservice and veteran teachers. All the areas are vital to students in the field of special education and can be used as a reference tool throughout their teaching careers.Jacques Singleton, University of Memphis |
53,614 | Title: Classroom Assessment, Content: Michael Russell is Associate Professor of Education at Boston College’s Lynch School of Education where he directs the Technology and Assessment Study Collaborative. His research and teaching interests lay at the intersection of assessment and technology. He teaches classroom assessment for pre-service students and courses that focus on issues in testing, assessment, and evaluation to graduate students. He has conducted several studies that focus on the use of computer-based technologies to increase test validity. These research issues include computers and writing, computer-based test accommodations for students with special needs, developing diagnostic tests for teachers to use in the classroom, and improving the instructional utility of large-scale tests. He is author of Technology and Assessment: the Tale of Two Interpretations.Peter W. Airasian is Professor of Education at Boston College, where he is Chair of the Educational Research, Measurement, and Evaluation Program. His main teaching responsibilities are instructing pre- and in-service teachers in classroom assessment strategies. He received his Ph.D. from the University of Chicago, with a concentration in testing, evaluation, and assessment. He is a former high school chemistry and biology teacher. He has authored numerous books on assessment, including of Minimal Competency Testing (1979), School Effectiveness: A Reassessment of the Evidence (1980), The Effects of Standardized Testing (1982), Teacher Evaluation Toolkit (1997), Assessment in the Classroom (1997 and 2000), and Classroom Assessment (1991, 1994, 1997, and 2001)). He is a past Chair of the American Educational Research Association’s Special Interest Group on Classroom Assessment. Currently, he is continuing his study of the role of assessments in classrooms and examining issues related to the evaluation of teachers. |
53,615 | Title: Talk and Work It Out (Learning to Get Along®), Content: nan |
53,616 | Title: Kids, Parents, and Power Struggles: Winning for a Lifetime, Content: Kids, parents, and power struggles--the inseparable triad of family life. What if you could avoid Machiavellian peacekeeping maneuverings and instead turn difficult situations with your child into jumping-off points to having a better and more productive relationship? Mary Sheedy Kurcinka's new book gives a concise, practical, and often humorous account of how to achieve this turnaround. Kurcinka doesn't promise miracle cures or overnight success, but by building on Daniel Goleman's groundbreaking work inEmotional Intelligence, she offers creative techniques for using power struggles as pathways to better understanding within any family. Drawing on her clinical experience with numerous real-life families, Kurcinka builds up an image of the parent as an "emotion coach," whose role is to build a strong, connected "team" by understanding the players' strengths and weaknesses and showing by instruction and example how best to play the game. The techniques she outlines are useful for children of any age--in fact, the younger, the better--and are based on firm guidelines and mutual respect. In sections such as "Bringing Down the Intensity," "Enforcing Your Standards," and "Teaching Life's Essential Skills," Kurcinka addresses the causes of power struggles rather than just the symptoms, so that families can reduce the pain of repeated conflict. By the end of the book, any parent should feel confident in applying the principles.--Katherine Ferguson--This text refers to an out of print or unavailable edition of this title. |
53,617 | Title: Discipline Without Distress: 135 tools for raising caring, responsible children without time-out, spanking, punishment or bribery, Content: Offers a wealth of ideas and suggestions for raising children without the use of punishment of any kind. --Linda Adams, President and CEO of Parent Effectiveness TrainingThe world is in desperate need of gentle, caring discipline techniques. Judy Arnall has created a wonderful, nurturing guide that all parents can benefit from. --Elizabeth Pantley, Author of The No-Cry Series Solution booksJudy's book is packed with solid information on child discipline from an attachment theory perspective. I particularly appreciated the focus on prevention of misbehaviour. The breakdown of typical development by age and stage and how that impacts discipline is particularly helpful. There are good solid tips for parents of children of all ages. --Kathy Lynn, Author and President of Parenting Today |
53,618 | Title: When I Feel Angry (Way I Feel Books), Content: PreSchool-Grade 2-Through simple language, a young rabbit relates the things that make her angry and the positive ways in which she can deal with her emotions. The situations are realistic and will strike a familiar chord with most children-being ridiculed on the playground, having to stop a favorite activity to do a chore, not being able to get a drawing right, losing a ball game. Although the narrator may want to lash out, she knows that "feeling like I want to is not the same as doing it." She describes several ways to react that won't hurt anyone, such as removing herself from the situation, engaging in physical activity, or talking things over with an adult. While the text reads at times like a loosely veiled lesson ("I can take deep breaths and blow the air out, hard, to send the anger out of me"), the message hits home. Featuring a cast of animals dressed as people, Cote's vibrant paintings skillfully convey the feelings of the characters and add significantly to the child appeal. Outdoor and indoor scenes alike are filled with eye-catching textures, colorful patterns, and interesting details. Use this with Molly Bang's When Sophie Gets Angry (Scholastic, 1999), which packs much more of an emotional punch, to create a balanced approach to the topic.Joy Fleishhacker, formerly at School Library JournalCopyright 2000 Reed Business Information, Inc. |
53,619 | Title: Practicing Positive Psychology Coaching: Assessment, Activities and Strategies for Success, Content: Discover proven strategies for applyingpositive psychology within your coaching practiceWritten by Robert Biswas-Diener, a respected researcher, psychologist, life and organizational coach, and expert in positive psychology, Practicing Positive Psychology Coaching presents a wide range of practical interventions and tools you can put to use right away in your coaching practice.Each intervention is clearly outlined and, where appropriate, illustrated by case studies from organizational and life coaching. Providing unique assessments that can be used to evaluate client resources and goals, this practical guide introduces tools unique to this book that every professional can use in their practice, including:Findings from new research on goal commitment strategies, motivation, growth-mindset theory, and goal revisionA decision tree for working specifically with Snyder's Hope Theory in the coaching contextAn easy-to-use assessment of "positive diagnosis," which measures client strengths, values, positive orientation toward the future, and satisfactionMeasures of self-esteem, optimism, happiness, personal strengths, motivation, and creativityGuidance for leading clients through organizational and common life transitions including layoffs, leadership changes, university graduation, middle age, and retirementFilled with reflective exercises for use in your own personal and professional development, Practicing Positive Psychology Coaching also includes guidance and recommendations for marketing a positive psychology coaching practice. |
53,620 | Title: The Relationship Cure: A 5 Step Guide to Strengthening Your Marriage, Family, and Friendships, Content: "John Gottman is our leading explorer of the inner world of relationships. InThe Relationship Cure, he has found gold once again. This book shows how the simplest, nearly invisible gestures of care and attention hold the key to successful relationships with those we love and work with."-- William J. Doherty, Ph.D., author ofTake Back Your Marriage: Sticking Together in a World That Pulls Us Apart"This is the best book on relationships I have ever read -- a truly impressive tour-de-force. John Gottman has discovered the Rosetta Stone of relationships. He has decoded the subtle secrets contained in our moment-to-moment communications. By introducing the simple yet amazingly powerful concept of the "bid," he provides a remarkable set of tools for relationship repair. By the middle of the second chapter you're likely to say to yourself, "Oh, so that's what's happening in my relationship with my partner (or colleague, boss, or sister), and now I know what to do about it."-- Daniel B. Wile, Ph.D.,author ofAfter the Fight: Using Your Disagreements to Build a Stronger Relationship"The Relationship Cureis another in John Gottman's superb series of books on improving intimate relationships. What distinguishes Gottman's writing from that of other self-help books is that it is based on research findings from his extensive studies. When he says his five steps will help you build better connections with the people you care about, you know that they have been demonstrated to work."-- E. Mavis Hetherington, Ph.D., professor of psychology, University of Virginia"The Relationship Cureis both profound and practical, based on decades of research and clinical experience. The rich array of self-exploration exercises and guidelines offers a life-changing program for creating more rewarding emotional connections with friends, colleagues, and life partners."-- Shirley P. Glass, ABPP, author ofTreating the Trauma of Infidelity"The Relationship Cureis engaging and imaginative. The deceptively simple but powerful concept of the 'emotional bid' reveals ways in which we can connect with significant others in our lives."-- Andrew Christensen, Ph.D., coauthor ofReconcilable Differences"I always expect to learn something from John Gottman, and I have never been disappointed.The Relationship Cureis original, insightful, and immensely helpful. I love the concept of emotional bids. Gottman not only helps the reader recognize how he or she may be short circuiting connection and communication, he gives them very good practical advice, as well as examples of wrong and right ways to deal with even the most aggressive or passive partner interaction."-- Pepper Schwartz, Profesor of Sociology, the University of Washington, Seattle and author ofEverything You Know About Love and Sex is WrongFrom the Hardcover edition. |
53,621 | Title: Happier: Learn the Secrets to Daily Joy and Lasting Fulfillment, Content: Though everyone wants to be happier, how many of us can actually define what that means? In his class, "Positive Psychology," one of the most popular courses at Harvard University, Ben-Shahar teaches that happiness isn't as elusive a concept as people think, and can actually be learned; he commits the fundamentals of his course to paper in this primer on getting happy, which he defines as a combination of pleasure (short-term happiness) and meaning (long-term). Divided into three parts, "What is Happiness?", "Happiness Applied" and "Meditations on Happiness," Ben-Shahar provides insight and exercises, prodding reflection in readers ("Do you accept negative emotions as natural?" "Do you see your work as a job, a career, or a calling?") while explicating the relationships among happiness, motivation and goals. Though it sounds simple, Ben-Shahar insists on keen self-awareness and purposeful action to overcome entrenched patterns of despondency and/or disbelief. For answer-seekers, this is definitely a good start.Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. |
53,622 | Title: "The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind", Content: Advance praise forThe Whole-Brain Child“Siegel and Bryson reveal that an integrated brain with parts that cooperate in a coordinated and balanced manner creates a better understanding of self, stronger relationships, and success in school, among other benefits. With illustrations, charts, and even a handy ‘Refrigerator Sheet,’ the authors have made every effort to make brain science parent-friendly.”—Publishers Weekly “Daniel Siegel and Tina Payne Bryson have created a masterful, reader-friendly guide to helping children grow their emotional intelligence. This brilliant method transforms everyday interactions into valuable brain-shaping moments. Anyone who cares for children—or who loves a child—should readThe Whole-Brain Child.”—Daniel Goleman, author ofEmotional Intelligence “Fears? Fights? Frustrations? Help is here! Daniel Siegel and Tina Payne Bryson turn leading brain science into simple, smart—and effective—solutions to your child's struggles.”—Harvey Karp, M.D., bestselling author ofThe Happiest Baby on the BlockandThe Happiest Toddler on the Block “This erudite, tender, and funny book is filled with fresh ideas based on the latest neuroscience research. I urge all parents who want kind, happy, and emotionally healthy kids to readThe Whole-Brain Child. I wish I had read it when my kids were young, but no one knew then what Siegel and Bryson share with us in an immensely practical way. This is my new baby gift.”—Mary Pipher, Ph.D., author ofReviving OpheliaandThe Shelter of Each Other “The Whole-Brain Childis chock-full of strategies for raising happy, resilient children. It offers powerful tools for helping children develop the emotional intelligence they will need to be successful in the world. Parents will learn ways to feel more connected to their children and more satisfied in their role as a parent. Most of all,The Whole-Brain Childhelps parents teach kids about how their brain actually works, giving even very young children the self-understanding that can lead them to make good choices and, ultimately, to lead meaningful and joyful lives.”—Christine Carter, Ph.D., author ofRaising Happiness “In their dynamic and readable new book, Daniel Siegel and Tina Payne Bryson sweep aside the old models of ‘good’ and ‘bad’ parenting to offer a scientific focus: the impact of parenting on brain development. Parents will certainly recognize themselves in the lively ‘aha’ anecdotes that fill these pages. More important, they will see how everyday empathy and insight can help a child to integrate his or her experience and develop a more resilient brain.”—Michael Thompson, Ph.D., co-author of the bestsellingRaising CainFrom the Hardcover edition. |
53,623 | Title: Making Hope Happen: Create the Future You Want for Yourself and Others, Content: “Hope is the most undervalued state of mind in the world. This book demystifies hope and makes it a much-needed secret weapon for all leaders at all levels.” (Jim Clifton, CEO, Gallup)“Shane Lopez, the world’s preeminent expert on hope, shares his expertise and wisdom on what hope is, how to create more of it in your life, and how to teach it to others, with the aim of meeting your goals, leading a happier, more flourishing life, and making the world a better place.” (Sonja Lyubomirsky, author of The How of Happiness)"Making Hope Happeninstantly draws you in. With intriguing stories and important insights on every page, this book not only illustrates the power of hope, but the simple steps we can all take to get more of it in our lives." (Sian Beilock, author of Choke: What The Secrets Of The Brain Reveal About Getting It Right When You Have To)"Finally, a book that shines a light on one of the most powerful, and most misunderstood, emotional forces in our lives.Making Hope Happenis a smart and incisive look at the scientific and practical aspects of building visions of the future we can believe in and work toward." (Daniel H. Pink, author of Drive and A Whole New Mind)"A clear and powerful introduction to the scientific study of hope by the leading researcher on this vital topic,Making Hope Happenis full of useful strategies for getting our future under control. A pleasure to read, and a treasure to save for those bleak days when defeat stares us in the face." (Mihaly Csikszentmihalyi, author of Flow: The Psychology of Optimal Experience)“The world’s leading expert on the psychology of hopeshows us people who have succeeded because they had hope and how we can create it in our own lives to help ourselves and our world.” (Ed Diener, author of Happiness: Unlocking the Mysteries of Psychological Wealth)“There's no pill or supplement that can reverse aging. In fact, most of what explains longevity is not for sale--purpose, faith, and the hope. This book--from one of the nation's most renowned well-being researchers--explores the power of hope and shows us where to find it." (Dan Buettner, National Geographic Fellow & author of The Blue Zones: Lessons for Living Longer from the People Who’ve Lived the Longest)“Thoughtful and pragmatic, Lopez’s work will inspire readers to take control of their future, choose hope, and choose life.” (Publishers Weekly) |
53,624 | Title: The Co-Teaching Book of Lists, Content: Practical strategies for teachers who share classroom teaching responsibilitiesIn the co-taught classroom, general and spe-cial educators share planning, presentation, evaluation, and classroom-management responsibilities. The Co-Teaching Book of Lists is designed for teachers and administrators who want to develop a collaborative co-teaching model that reaches all students, regardless of their learning needs. Filled with classroom-tested and down-to-earth ideas, techniques, and advice, this hands-on resource makes the co-teaching experience a success for teachers and students alike.Written by educator and popular teacher trainer Katherine Perez, The Co-Teaching Book of Lists gives educators a user-friendly reference that answers the myriad questions and concerns about the co-taught classroom. Research-based and practical, the book covers a wealth of ideas and suggestions that teachers can use to create their own winning co-teaching model.The Co-Teaching Book of Lists:Reveals the roles and responsibilities of co-teachersExplores how to set up the classroomShows how to establish the classroom climateExplains how to create effective accommo-dations and modifications for studentsDemonstrates how to create goal-setting standardsIllustrates how to effectively negotiate conflictsAddresses scheduling issues"What a terrific toolkit this book represents! Both special educators and general educators will find a comprehensive collection of effective resources and techniques that make a difference in the classroom. The Co-Teaching Book of Lists belongs on EVERY teacher's bookshelf."—from the foreword by Harry K. Wong, bestselling author of The First Days of School |
53,625 | Title: How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, Content: nan |
53,626 | Title: The Daily Disciplines of Leadership: How to Improve Student Achievement, Staff Motivation, and Personal Organization, Content: "Reeves covers the daily disciplines a leader must exercise." (The School Administrator, 10/03)--This text refers to theUnboundedition. |
53,627 | Title: A Place Called School : Twentieth Anniversary Edition, Content: nan |
53,628 | Title: "The Principal's Guide to Curriculum Leadership", Content: "This handbook synthesizes the best of educational research in an easily accessible format. Educators will find it an effective roadmap for leading their schools to organizational excellence, effective instruction, and optimum student achievement."(Brenda P. Dean, Assistant Superintendent 2010-06-17)"I absolutely recommend this book! It is NOT a book you will keep on the shelf!"(Debra Paradowski, Associate Principal 2010-06-17)"A very important book for school site administrators at all levels because it clearly makes the case for the school principal to be THE instructional and curricular leader of his or her school site. School principals who embrace this CAN and WILL make the difference for students!"(Marianne L. Lescher, Principal 2010-06-17)"I recommend this book as required reading for all the principals and assistant principals in my district (over 100). I got a lot out of this book as our district faces many of the same issues as The Childers School."(Sean Beggin, Assistant Principal 2010-06-17) |
53,629 | Title: Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners (Updated Anniversary Edition), Content: nan |
53,630 | Title: Teaching Reading in Middle School: 2nd Edition: A Strategic Approach to Teaching Reading That Improves Comprehension and Thinking, Content: Laura Robb is the author of several best-selling professional books and resources, including Differentiating Reading Instruction, Teaching Reading in Middle School, and Teaching Reading: A Differentiated Approach. A teacher and consultant with more than 40 years experience in the classroom, she currently leads in-service workshops in diverse settings all over the country, writes extensively, and presents regularly at literacy conferences. She lives in Winchester, Virginia. |
53,631 | Title: Advancing Co-Teaching Practices: Strategies for Success, Content: Sonya Kunkel has been a co-teacher, professional developer and co-teaching researcher for the past 28 years. Her ideas are practical, easy to implement and concentrate on practices that raise student scores. |
53,632 | Title: Learning Resources Mystery Hat, Content: Mystery Hat Play into students' curiosity. Insert tactile objects to feel, writing topics to select, mental math problems-endless possibilities! Large and durable with a "no-peak" opening. Activity Guide included. Measures 71/2"H x 6" in diameter. LER 6225 $17.99 |
53,633 | Title: Getting Started: The Reading-Writing Workshop, Grades 4-8, Content: Linda Ellis is coauthor of the Heinemann title Getting Started (2007). Currently Associate Professor of Literacy at Sam Houston State University, she has taught in ethnically rich and diverse settings throughout Texas for twenty-three years as a remedial reading and language arts teacher, a language arts program director, and a language arts consultant. She is past president of the Texas Association for the Improvement of Reading and has been active in several local councils of the International Reading Association and the National Council of Teachers of English.Jamie Marsh is coauthor of the Heinemann title Getting Started (2007). Currently a doctoral student at the University of Virginia's Curry School of Education, she has taught intermediate and middle school English/Language Arts in California and Texas as well as undergraduate literacy methods at Sam Houston State University. |
53,634 | Title: Styles and Strategies for Teaching High School Mathematics: 21 Techniques for Differentiating Instruction and Assessment, Content: "Every mathematics teacher who reads this book will learn new instructional strategies that he or she can easily implement in any classroom. Each strategy is clearly explained with step-by-step instructions. After implementing a few, I couldn't wait to try additional strategies and share them with other teachers."(Kristin Smetana, Mathematics Department Chair 2010-04-08)"The strategies in this book help mathematics teachers differentiate their classroom instruction. The tips and samples show how these strategies can be used with any level of content, from pre-algebra to calculus."(Linda Kasal Fusco, Mathematics and Science Education Consultant 2010-04-12)"For years, math teachers have complained that none of the examples they are shown in workshops have to do with math. This book is a rich response to that. All the examples are about math, and not just basic math. There are examples and how-to ideas for advanced topics. These strategies help any style of learner understand math."(Jody L Hoch, K-12 Director of Mathematics 2010-04-12)"As a lifelong educator I highly recommend this book as a tool to improve student performance. Its practical approach to teaching mathematics can be easily implemented in the high school classroom. Educators will find these strategies, which are matched to student learning styles, to be a recipe for success."(Elizabeth Fannin, Educational Consultant 2010-04-12)"I started reading chapters and couldn't stop! I was very impressed. The procedures given in this book will help to maximize the delivery of instruction by adding specific steps to direct instruction."(Kelly DerzI, Math Specialist 2010-05-12) |
53,635 | Title: Comprehensive Reading Inventory: Measuring Reading Development in Regular and Special Education Classrooms, Content: Dr. Robert B. Cooter, Jr.holds the position Distinguished Professor of Urban Literacy Research at The University of Memphis. In March of 2006, Robert Cooter and Dr. J. Helen Perkins, also of The University of Memphis, were selected by the International Reading Association to be the next editors ofThe Reading Teacher, the largest literacy education journal in the world. His primary research focus pertains to research-based reading instruction for children living at the poverty level. Professor Cooter foundedThe Memphis Literacy Academy, an outreach program in Memphis City Schools dedicated to raising the expertise and of hundreds of inner-city teachers of reading, and is also co-principal investigator for theMemphis Striving Readers Program(grades 6-9 content areas), a $16 million middle school literacy research project in Memphis City Schools funded under a major grant by the U.S. Department of Education for 2006-2011. Dr. Cooter formerly served as the first “Reading Czar” (associate superintendent) for the Dallas Independent School District (TX) and engineered the district’s highly acclaimedDallas Reading Planinvolving the training of approximately 3,000 teachers in “comprehensive literacy instruction.” In March of 1998, Cooter was recognized as a “Texas State Champion for Reading” by then-Governor George W. Bush and First Lady Laura Bush as a result of the successes of the Dallas initiative. Cooter has authored or co-authored nearly 100 journal articles and some 19 books in reading education. His books include the best-sellingTeaching Children to Read: Putting the Pieces Together(Merrill/Prentice Hall), an evidence-based reading (SBRR) text currently used at over 200 universities;Strategies for Reading Assessment and Instruction: Helping Every Child Succeed(Merrill/Prentice Hall) which is at present the top text in reading assessment in the U.S.,Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, & Saints(Lawrence Erlbaum Associates),The Flynt/Cooter Reading Inventory for the Classroom(Merrill/Prentice-Hall), andThe Comprehensive Reading Inventory(Merrill/Prentice Hall), a new norm-referenced reading assessment tool to be published in fall 2006. A native of Nashville, Tennessee, Bob lives in Memphis with his wife, Dr. Kathleen Spencer Cooter, a popular Special Education and school leadership professor, author, and researcher at The University of Memphis. |
53,636 | Title: Assessing Mathematical Proficiency (Mathematical Sciences Research Institute Publications), Content: "Anyone interested in the current state of assessment in mathematics education will find this book relevant."Scott A. Fellows, Mathematics Teacher"The book... is though provoking. The authors succeed in showing the complexity of the problem of assessing mathematical proficiency and the difference, sometimes dramatic, in the perception of this issue by various stakeholders. The majority of them convincingly argue in favor of tasks and procedures that would go beyond simple computational or operational abilities."Alex Kozulin, American Journal of Psychology |
53,637 | Title: Real World Algebra, Content: "If you've been asked by students the inevitable question, 'When will we use this?' this book is for you." --Arlie Willems, Associate Professor of Education, Mount Mercy College"Students realize that mathematics is more than basic facts and memorized procedures. This book uses the world as its stage." --Cheryl Werner, Teacher of talented and gifted |
53,638 | Title: Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning, Content: George Hillocks, Jr. is Professor Emeritus, departments of Education and English Language and Literature, The University of Chicago. He and his MAT students have taught writing in Chicago schools for over twenty-five years. In 1997 he won the NCTE David H. Russell award for Distinguished Research in the Teaching of English for the book Teaching Writing as Reflective Practice. In 2004 he received NCTE's Distinguished Service Award. George Hillocks was named the recipient of the 2010 Distinguished Lifetime Researcher Award given by the National Conference on Research in Language and Literacy. George's book Narrative Writing has also just been named the winner of the Richard Meade Award, given by the National Council of Teacher's of English. In 2011, he won NCTE's James R. Squire Award: a special honor given to an NCTE member who has had a transforming influence and has made a lasting intellectual contribution to the profession. |
53,639 | Title: Notice and Note: Strategies for Close Reading, Content: This is the missing link. While the Common Core State Standards require students to read complex texts, read closely, and answer text-dependent questions, nothing shows us how to help students do all that during independent reading nothing until Notice and Note came along. Kylene and Bob show us how we can attend to the demands of the CCSS and support engaged, attentive, independent readers.---Darl Kiernan,PhD., literacy trainer, Northwest Regional Professional Development, NVNotice and Note will help you foster rigorous reading and high-level thinking while honoring your students need to interact with what they read. Kylene and Bob forge connections between new academic standards and decades of reading research through commonsense strategies that encourage collaboration and engaged reading. This book is well worth noticing and noting.---Donalyn Miller,author of The Book Whisperer and a grade 4 teacher, Ft. Worth, TXBob and Kylene shared these lessons in my class of eighth graders. When my students began to notice the signposts and ask the accompanying anchor questions, navigating a text became possible even for my struggling readers, and the text became something they not only deeply understood but also enjoyed.---Jennifer Ochoa,middle school teacher, MS 324, New York City, NYAs Kylene and Bob taught their Notice and Note lessons at Chicago Shakespeare, I watched a room of teachers get curious, slightly anxious, and then completely enthusiastic about these new avenues for approaching literacy in their urban classrooms. Kylene and Bob understand research and real classrooms, which is why their work continues to be essential.---Marilyn Halperin,Director of Education, Chicago Shakespeare Theater, ILAs Bob and Kylene taught their Notice and Note lessons I watched our students become engaged and excited about reading. Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would have otherwise been discarded as too hard. Don t buy just one of these books buy one for every teacher in your building!----Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OHTeaching students to respond to complex texts is a critical aspect of implementing the Common Core State Standards. When I use Notice and Note lessons in my professional development sessions, teachers invariably go deeper into long familiar texts. These strategies awaken our critical eye and direct us to explore text elements that we might otherwise ignore. Notice and Note strategies will improve how your students analyze and respond to any text.----Patsy Dunton, ELA Specialist, Maine DOEAs Bob and Kylene taught their Notice and Note lessons I watched our students become engaged and excited about reading. Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would have otherwise been discarded as too hard. Don t buy just one of these books buy one for every teacher in your building!--Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OHTeaching students to respond to complex texts is a critical aspect of implementing the Common Core State Standards. When I use Notice and Note lessons in my professional development sessions, teachers invariably go deeper into long familiar texts. These strategies awaken our critical eye and direct us to explore text elements that we might otherwise ignore. Notice and Note strategies will improve how your students analyze and respond to any text.----Patsy Dunton, ELA Specialist, Maine DOEAs Bob and Kylene taught their Notice and Note lessons I watched our students become engaged and excited about reading. Students scoured the text to find support for their thinking, and struggling readers succeeded with texts that would have otherwise been discarded as too hard. Don t buy just one of these books buy one for every teacher in your building!--Margaret Ruppert, literacy specialist, Akron Public Schools, Akron, OH |
53,640 | Title: Leading School Turnaround: How Successful Leaders Transform Low-Performing Schools, Content: 'well crafted...they expose the reader to interesting, practical, powerful, and insightful strategies' The Business of Teaching |
53,641 | Title: Getting Started: Reculturing Schools to Become Professional Learning Communities, Content: Robert Eaker, Ed.D., is the former executive vice president and provost at Middle Tennessee State University and former fellow with the National Center for Effective Schools Research and Development. Dr. Eaker has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement. Dr. Eaker and Dr. Richard DuFour co-authored Creating the New American School: A Principal s Guide to School Improvement, Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement, and Whatever It Takes: How Professional Learning Communities Respond When Kids Don t Learn (co-authored with Rebecca DuFour and Gayle Karhanek). Dr. Eaker is also co-editor of On Common Ground: The Power of Professional Learning Communities, a collection of essays by leading educational authors and consultants. Dr. Eaker has spoken at numerous national meetings held by the National Association of Secondary School Principals, Association for Supervision and Curriculum Development, and National Center for Effective Schools Research and Development. He was also chosen by Phi Delta Kappa for the People in Educational Evaluation and Research interview series. He regularly consults with school districts throughout the nation regarding school improvement issues with content that is grounded in current research and that also addresses the concerns and problems of contemporary school practitioners. Dr. Richard P. DuFour was a public school educator for 34 years, serving as a teacher, principal, and superintendent. He served as the principal of Adlai E. Stevenson High School in Lincolnshire, Illinois, from 1983 1991 and as superintendent of the district from 1991 2002. During his tenure, Stevenson became what the United States Department of Education has described as the most recognized and celebrated school in America. Dr. DuFour is the author of eight books and more than 40 professional articles, and for almost a decade, a quarterly column for the Journal of Staff Development. He was the lead consultant and author for the ASCD s seven-part video series on principalship, and is the author of two other videos, How to Build a Professional Learning Community and Through New Eyes: Examining the Culture of Your School. He was the first principal in Illinois to receive the Distinguished Educator award, the state s highest honor as both principal and superintendent; was named one of the top 100 school administrators in North America by Executive Educator magazine; was presented the Distinguished Scholar Practitioner award from the University of Illinois; and was the 2004 recipient of the National Staff Development Council s Distinguished Service award. He consults with school districts, state departments of education, and professional organizations throughout North America on strategies for improving schools. Rebecca B. DuFour has served as a teacher, school administrator, and central office coordinator. As a former elementary principal, she helped her school earn state and national recognition as a model professional learning community. She was the lead consultant and is the featured principal in the 2003 Video Journal of Education program, Elementary Principals as Leaders of Learning, and is one of the featured principals in the 2001 production, Leadership in an Age of Standards and High Stakes. Becky is co-author of Learning by Doing: A Handbook for Professional Learning Communities at Work, and Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn. She is also co-editor of On Common Ground: The Power of Professional Learning Communities. |
53,642 | Title: As Good As It Gets: What School Reform Brought to Austin, Content: Cuban is always great--and this is a marvelously level-headed and gripping account of a school reform process we know all too well, told with sympathy for everyone involved. Reminding us how uncertain our certainties often are, Cuban prods, provokes, and teaches. (Deborah Meier, author ofMany Children Left Behind: How No Child Left Behind is Damaging Our Children and Our Schools)As Good As It Getsis a gem that only Larry Cuban could write. A personal, provocative rumination on Pat Forgione's decorated, decade-long tenure in Austin, it draws on both Cuban's "been-there" savvy and his scholarly acumen. With a title intended as a wry observation rather than a celebratory one, Cuban explores both what Austin has done right and why it has so far to go. Studded with smart observations regarding history, race, politics, leadership, and accountability, this is a book that will long echo with those seeking to reform American education. (Frederick M. Hess, Director of Education Policy Studies at the American Enterprise Institute) |
53,643 | Title: Cage-Busting Leadership (Educational Innovations), Content: [if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]In Cage-Busting Leadership, Rick Hess challenges our educational leaders to take on the laws, rules, and regulations that prevent them from implementing true transformational changes to our educational systems. Citing many examples of leaders who have busted out of the cage, Hess illustrates the tough decisions that can be made to provide the quality education that we seek for our students. Cage-Busting Leadership is not for the faint of heart. --Dan Domenech, executive director, American Association of School AdministratorsCage-Busting Leadership should be required reading for every school leader in America. Our schools need people who understand how to break down barriers, enabling good teachers to do great work and students from all backgrounds to learn and thrive. 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mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} </style> <![endif][if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]Impassioned leaders throughout our education system are frustrated by routine and a lack of support. In many cases they are ill-equipped for their crucial work. Rick Hess is a trailblazing scholar who explores a path forward to help leaders break the status quo. --Michael F. Bennet, Colorado senator, and former superintendent, Denver Public SchoolsThis is not just a how-to manual--it is a why-not manifesto. If you can’t lead by fighting for the rights of youth, then you should not lead. This book both affirms this credo and indicates many ways in which to achieve this obligation. --John E. Deasy, superintendent, LAUSDRick Hess raises the bar by challenging leaders to aim for specific education reforms, and he eliminates the most common excuses for mediocre systems by proving that most barriers can and have been overcome already. --Elizabeth Celania-Fagen, superintendent, Douglas County School District[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves /> <w:TrackFormatting /> <w:PunctuationKerning /> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF /> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>JA</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> <w:DontGrowAutofit /> <w:SplitPgBreakAndParaMark /> 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53,644 | Title: "Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave", Content: Teacherpreneursmakes a simple, well-grounded claim: For the students of today and tomorrow to meet 21st-century learning standards, teachers must be transformative leaders. We need a bold new brand of teacher leadership that will create opportunities for teachers to cultivate and share their knowledge and expertise. Enter the teacherpreneur.This book follows eight teacherpreneurs, observing their journeys toward becoming teacher leaders whose work is defined not by administrative procedures, but by their knowledge of students and drive to influence policies and practices. These personal narratives tell us much about innovative teachers who lead in bold ways but do not leave their classrooms.Teacherpreneursshows how teachers can be connected, readied, and mobilized to drive the transformation of their profession.Praise forTeacherpreneurs"Filled with rich narratives and research, this book is a must-read for teachers, administrators, and researchers, as well as education policy leaders who must invest in teaching to build the profession-wide expertise that our students need and deserve."—Linda Darling-Hammond, Charles Ducommun Professor of Education, Stanford University, California"Our best teachers want to remain teachers, but they also want to help develop colleagues, write curriculum, and have a voice in shaping educational policy at the local, state, and national level. Empowering our most effective teachers to take on broader roles should be a goal of every district seeking reform."—MaryEllen Elia, superintendent, Hillsborough County Public Schools, Florida"Teacherpreneursenvisions a new renaissance for the teaching profession, where the roles of practitioner and leader are synonymous. It is at times poignant, in realistically considering this sacred profession's past and present. But, it is also genuinely powerful, personal—and, most importantly, relentlessly hopeful."—Jason E. Glass, superintendent, Eagle County Schools, Colorado |
53,645 | Title: Leverage Leadership: A Practical Guide to Building Exceptional Schools, Content: For too long and for too many children our education system has not worked. Yet in the face of these struggles, there are principals, superintendents, and coaches who have built extraordinary schools—not just once, but multiple times. What sets these leaders apart?Leverage Leadershipdemonstrates that exceptional school leaders succeed because of how they use their time: what they do, and how and when they do it. By consistently using seven core principles or "levers," each minute of their day is leveraged to maximal results. Armed with this insight, this practical guide offers the tools and systems needed to replicate these leaders' success:Drive as much teacher development in a year as most schools do in 20 (instructional levers—Chapters 1-4)Build the habits of mind and heart that can shape a strong school culture (cultural levers—Chapters 5-6)With 30 videos of top-tier leaders in action along with full professional development materials, ready-to-use rubrics, and calendars, Leverage Leadership brings great schools to you—and allows you to create one yourself."Leverage Leadershipoffers a clear, detailed blueprint that will give both emerging and veteran leaders new tools for success. When it comes to school leadership, we've all been looking for guidance: now we have it."—Jean-Claude Brizard, chief executive officer, Chicago Public Schools"Bambrick-Santoyo shows that the 'miracles' of great school leadership aren't really miracles at all. Instead, they're the results of precise actions that will dramatically improve any school's instruction and culture, creating extraordinary results for all."—Jean S. Desravines, chief executive officer, New Leaders"Bambrick-Santoyo illuminates the actions and systems used by the best school leaders in the country, and then he shows you how to make them yours. If you are a school leader, or want to become one, then this is the most important book you can own. Read it and use it!"—Mark Murphy, executive director, Vision Network |
53,646 | Title: The Knowledge Deficit, Content: The notion of learning how to learn is a shibboleth in America's schools, but it distorts reading instruction, contends this provocative manifesto. Education theorist Hirsch decries a dominant "Romantic" pedagogy that disparages factual knowledge and emphasizes reading comprehension "strategies"—summarizing, identifying themes, drawing inferences—that children can deploy on any text. Such formal skills, he argues, are easily acquired; what kids really need is a broad background knowledge of history, science and culture to help them assimilate new vocabulary and understand more advanced readings. "Process-oriented" methods that apply reading comprehension drills to "vapid" texts waste time and slow kids' progress, Hirsch contends, and should be replaced with a more traditional, "knowledge-oriented" academic approach with a rich factual content. Hirsch repeats the call for a standard curriculum based on a canon of general knowledge (he touts his own core knowledge sequence as a model) made in his bestsellingCultural Literacy. That work drew fire from multiculturalists who accused Hirsch of promoting dead-white-male worship, but here he grounds his case in the latest cognitive-science research (with a healthy dose of common sense). Fluently written and accessible to teachers and parents alike, the book presents a challenge to reigning educational orthodoxies.(Apr. 24)Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. |
53,647 | Title: Action Research: Improving Schools and Empowering Educators, Content: "The conversational tone of this book takes a “scary” research course and makes it accessible—even enjoyable for educators!"(Dr. Susan Gebhard)"I adopted and used this book this Fall 2010 semester. Mertler is an outstanding author/researcher. The on-line actvities and materials are outstanding. I will use it again."(Dr Lillian Castaneda)"Comprehensive, yet cleanly written so that teachers and beginning administrators can immediately begin implementing an Action Research model for their schools. The additional web materials were extremely helpful and fun to use."(Dr Carol Webb)Needed step-by-step guide for an Independent Study Course. Student is purchasing book. Also, I personally know the author and respect his work! -(Dr Marjori Krebs) |
53,648 | Title: Under-Resourced Learners: 8 Strategies to Boost Student Achievement, Content: Ruby K. Payne, Ph.D. is founder of aha! Process and an author, speaker, publisher, and career educator. Recognized internationally for A Framework for Understanding Poverty, her foundational book and workshop, Dr. Payne has helped students and adults of all economic backgrounds achieve academic, professional, and personal success. As an expert on the mindsets of economic classes and overcoming the hurdles of poverty, she has trained hundreds of thousands of professionals who work with people from poverty, from educators and school administrators to community, church, and business leaders. She has presented to groups in every state in the U.S. and more than 10 countries. |
53,649 | Title: The Ten-Minute Inservice: 40 Quick Training Sessions that Build Teacher Effectiveness, Content: "Todd Whitaker and Annette Breaux offer concise, practical suggestions for reinforcing effective teaching practices.The Ten-Minute Inserviceis a powerful resource for school leaders who want to make the most of every opportunity to promote growth and improve school climate."—Justin Baeder, director, The Principal Center"An integral piece of building teacher capacity is the transformation of faculty meetings, from a time for sitting and listening to an opportunity for reflecting and learning. Whitaker and Breaux demonstrate how simply that can be done with quick, easily implemented inservice activities that focus on the fundamentals of teaching."—John G. Gabriel, principal, John Champe High School, Loudoun County, Virginia; coauthor,Dealing with the Tough Stuff |
53,650 | Title: Transformative Assessment, Content: If you’re at all skeptical that “formative assessment” is just another buzzword, then here’s a book that will change the way you think about the role that formative assessment can play in transforming education into a more powerful and positive process. Renowned expert W. James Popham clarifies what formative assessment really is, why it’s right for your school or classroom, and how to use this approach to improve teaching, learning, classroom climate, teacher professional development, and school performance. Whether you’re already using formative assessments, just considering them, or wondering why the ones you’re using aren’t working, this foundational guide gives you a clear pathway and steps to using formative assessments the right way. |
53,651 | Title: Designing and Teaching Learning Goals and Objectives: Classroom Strategies That Work, Content: In Designing and Teaching Learning Goals and Objectives, Robert Marzano brilliantly translates goal-setting research into thought-provoking and doable professional practice. In chapter two, he makes important distinctions between goals and assignments and shows readers how to translate general standards statements into specific learning goals. As a result, educators can (1) become much more precise about what they want their students to know and be able to do and (2) be better able to effectively communicate these specific learning goals to their students.In chapter three, Dr. Marzano provides both the rationale and process for developing student learning goals at four different levels of difficulty the very essence of differentiation to assist educators in better meeting the diverse learning needs of all their students: By designing goals at different difficulty levels, the teacher can ensure that each student is challenged without being overwhelmed. Educators need to know before planning instruction the level of thinking difficulty a particular learning goal represents so they can design a matching set of aligned instruction, learning tasks, and assessments that will provide credible evidence as to whether students have achieved the targeted goal and at what degree of proficiency. Such alignment will enable teachers to more accurately diagnose specific student learning needs and modify their instruction accordingly. --Larry Ainsworth, author of Power Standards and Unwrapping the Standards, coauthor of Common Formative Assessments, Five Easy Steps to a Balanced Math Program, and Student-Generated RubricsWith a penetrating research perspective, Marzano and his team provide classroom teachers and school administrators with a fresh look at a timeless problem: How do we create meaningful goals and objectives that actually make a difference for our learners? To the prospective reader, open this book and find specific methods to enliven your curriculum, focus your instructional approach, and to actively engage your learners. I believe Designing and Teaching Learning Goals and Objectives: Classroom Strategies That Work is destined to become an education classic. --Dr. Heidi Hayes Jacobs, executive director of the Curriculum Mapping Institute |
53,652 | Title: The Art of Coaching: Effective Strategies for School Transformation, Content: The Art of Coachingoffers all the tools necessary for professionals who coach educators. It demystifies the process of coaching with easy-to-apply, immediately actionable ideas. Elena Aguilar offers a model for transformational coaching designed for new and veteran coaches, teacher leaders, mentors, principals, and other administrators.This comprehensive research and practice-based guide covers how to create a coaching vision, build trust, listen well, ask powerful questions, and develop a work plan. It also addresses coaching conversations and describes dozens of coaching activities to develop an educator's practice.The Art of Coachinghighlights common challenges followed by creative solutions. It's filled with numerous practical tools: rubrics, cheat sheets, and coaching sentence stems. The concluding section on professional development is geared for coaches and those who supervise them. The website, www.elenaaguilar.com, provides a wealth of additional tools and tips.Praise forThe Art of Coaching"This book challenges coaches to be fully intentional—with equal doses of care and rigor."—Lynda Tredway, Independent Leadership Coach, Washington D.C. and former coordinator, Principal Leadership Institute, U.C. Berkeley"Elena Aguilar knows how to foster the bravery and humility teachers must have to transform their practices. Her methods will help coaches become the trusted, supportive forces we need in our teaching lives."—Ariel Sacks, teacher leader and education writer, Brooklyn, New York"To produce drastic gains in the academic achievement levels of our students we need the strongest, most prepared teachers.The Art of Coachingprovides concrete, actionable steps to move teachers along the continuum of excellence to meet this challenge head on."—Heather Lechner, turnaround school leader, New Orleans, Louisiana"In this book, Aguilar masterfully covers the theory of coaching and offers much wise and practical advice brought to life through engaging stories from her experience."—Elizabeth R. Simons, PhD, school coach, Berkeley, California |
53,653 | Title: Working With Difficult and Resistant Staff, Content: John and Sheila Eller have put together one of the most practical books for school administrators. They accurately describe characters with which all principals have dealt. From their descriptions you can tell they both have run into people like these in their schools such as the Underminer, Contrarian, On-the-Job Retiree, Resident Experts, and Unelected Representatives. For each category, they provide in-depth explanations of the behavior, example scenarios, and strategies for the administrator and other staff to deal effectively with them. The text is clear and easy to read you can take a type to read in a few minutes between meetings. The Ellers based their strategies and suggestions in the research as well as their own extensive experience. I am going to add this book to the reading list for my principal preparation program. This book would have saved me countless hours of confusion, discomfort, and angst. I heartily recommend it for the administrator in training as well as the experienced administrator. These fresh approaches to some very old problems are a gift to working administrators. --Walt Mallory, Assistant Professor in Educational Leadership, Virginia Tech, Blacksburg, VirginiaThis should be required reading for all principals! We know that successful principals build the capacity of their staff and they do that by understanding sources of resistance and proactively responding to head off potential problems. The exercises, real life stories, and templates in this book will enable principals to identify, confront, manage, and lead difficult people to get on board and build the capacity of their school community. --Fred Storti, Executive Director of MESPA, St. Paul, MinnesotaWorking with Difficult and Resistant Staff is a comprehensive guide for identifying the behavior and actions of resistant staff. Understanding and dealing effectively with the behavior and actions can be a useful by-product of this guide when used to build a collaborative work environment. --Gerald N. Tirozzi, Executive Director, National Association of Secondary School Principals, Reston, Virginia |
53,654 | Title: Rigor Is NOT a Four-Letter Word, Content: "Blackburn makes an important point that the Common Core is as much about how you teach as what you teach. The numerous examples provide teachers with useful 'take-aways' which can be immediately transferred to the classroom."--Patricia Conner, Ed.D., District Test Coordinator, Berryville Public Schools, AR |
53,655 | Title: Administrators Solving the Problems of Practice: Decision-Making Concepts, Cases, and Consequences (3rd Edition), Content: Administrators Solving the Problems of Practice: Decision-Making Concepts, Cases and Consequences, 3/eWayne K. Hoy, Ohio State UniversityC. John Tarter, University of AlabamaISBN-10: 0205508014 Tested in hundreds of classrooms, this text with cases, is a student favorite that brings eight classical models of decision making to life, creating useful tools in developing strategies to solve real-life problems. New to this edition:• A contingency model of decision making is developed to guide readers to appropriately match decision strategies with the specific problem at hand (Ch. 5). • Nine common traps of decision making are revealed and suggestions for avoiding and escaping from these traps are offered (Ch 2). •Two dozen new studies on decision-making strategies are added to the analyses throughout the text. •New, contemporary cases throughout the text provide readers with the opportunity to learn from and deal with the most current issues in schools, such as violence, curriculum issues, participative management, sexual harassment, and accountability. Here’s what you colleagues are saying about this edition:“This book helps me to locate my course just where I most like to teach: at the intersection between theory and practice”-Megan Tschannen-Moran, College of William and Mary “The cases in [this] text are well-organized, sequential and timely. To that end, they relate to the veteran administrator as well as the novice practitioner.”-Page Smith, University of Texas at San Antonio |
53,656 | Title: Teaching on the Education Frontier: Instructional Strategies for Online and Blended Classrooms Grades 5-12, Content: Teaching on theEducation FrontierAn important and innovative new resource,Teaching on the Education Frontieris a comprehensive guide to the rapidly growing field of online and blended teaching for grades 5-12. Kristin Kipp, an award-winning online educator, incorporates lessons from her own online teaching experience as well as insights and tips from colleagues across the field. The author includes step-by-step guidance on facilitating your online class, including:recommendations for creating a syllabus, organizing your course, setting the pacing, and accessing student datastrategies for building relationships with virtual students and keeping them engagedadvice on how to be involved in online discussions and how to deepen the learning with quality posts and promptsan introduction to teaching synchronous sessions and webinarsadvice for providing in-depth, meaningful feedback to students and ideas for making yourself available as an instructorguidance on ways to achieve a positive work-life balance while working from home or on a flexible scheduleTeaching on the Education Frontiergoes to the very heart of what it takes to be an effective teacher using today's online and blended learning tools and strategies.Praise forTeaching on the Education Frontier"This is a must read for any teacher considering teaching online. From writing a course, to building relationships, hosting discussions and differentiating instruction, Kipp describes teacher options and proven strategies."—Tom Vander Ark, author,Get Smart"Teaching on the Education Frontieraddresses the questions that we hear teachers across the country asking. They want to know how they can adapt their instructional approaches to 21st century education; this book answers their questions, and is the ideal resource for the beginning or intermediate blended learning teacher."—John Watson, founder, Evergreen Education Group"Teaching on the Education Frontierprovides an easy-to-use, 'how-to' field guide of tested practices. It is a great resource to draw upon to hone your skills or create your own bag of tips and tricks."—Julie Young, president and CEO, Florida Virtual School |
53,657 | Title: iPearl mCover Hard Shell Case with FREE keyboard cover for Model A1278 13-inch Regular display Aluminum Unibody MacBook Pro - BLUE, Content: iPearl mCover® Collection for  MacBooksTo celebrate iPearl mCover Cases for 13.3" Apple MacBook Pro A1278 model reaching300,000 shipped units, we are selling 30,000 units at promotional LOW price to show our sincerest appreciation!Product Highlights:+ Designed to fit perfectly with the13.3" MacBook Pro with Regular Display, model A1278(part number MB466LL/A or MB467LL/A or MB990LL/A or MB991LL/A or MC374LL/A or MC375LL/A orMC700LL/A or MC724LL/A or MD313LL/A or MD314LL/A or MD101LL/A or MD102LL/A, etc.)+ Made of High-Quality High-Strength DOW polycarbonate plastic+ Built-inergonomically designed foldable feetto let you type more comfortably. It also helps your MacBook Pro to stay cool+ Rubber feet on the front side to prevent from slipping on smooth surface+ No interference with Open/Close of MacBook and access to all ports(USB,ThunderBolt,DVD,SD Card,Power,Audio,etc)+ The MacBook Pro's original heat ventilation grill is NOT blocked. Extra slots on the bottom cover were built in for better heat dissipation all the time+Multiple vibrant popular colorsavailable!+ Made under license of US Patent 7,643,274This case is NOT compatible with:— 13" A1425 / A1502 MacBook Pro with Retina display.— 13" white MacBook, 15.4" MacBook Pro and 11.6"/13.3" MacBook Air.iPearl Inc is proud of being an"A"-Rating BBB Accredited Businesswith18,000+ reviews and 99%+ positive feedbacks.iPearl offers protective cases for ALL Current MacBook | ChromeBook models and selected popular PC laptops, protecting850,000+ Mac | PC | Chromebook laptops and 150,000+ iPad | iPad Mini | Kindle | Nook readersaround the world.(Updated on 3/10/2014) |
53,658 | Title: A Guide to Online Course Design: Strategies for Student Success, Content: A Guide to Online Course Designoffers faculty and professional staff a practical and easy-to-follow model for creating exceptional online courses that focuses on quality standards in instructional design, transparency in learning outcomes, and learner persistence. A comprehensive resource, the book includes effective, research-based instructional strategies to motivate online learners and help them become more self-directed.A Guide to Online Course Designemphasizes quality standards and removing barriers to learners’ persistence, which ensures online courses meet the needs of online learners as well as distance education initiatives.“All faculty members and course designers, regardless of experience level, content background, or technology skills, can benefit from applying the approaches defined in this book. The authors have imparted a wealth of knowledge that can improve the quality of any online class and I highly recommend this book for all those involved with online learning.”- Anton G. Camarota, faculty, University of Denver“Anyone involved in developing online courses should read this book! Packed with great insights and the research to back them up, Stavredes and Herder guide readers with practical information that will support online course development.”- Brenda Boyd, director of professional development and consulting, Quality Matters Program“The blend of theory and application makesA Guide to Online Course Designand indispensable resource for any professional seeking to create high quality, outcomes-based learning experiences. I loved the action steps that close each chapter, as they lead the reader through the entire process of course design from analysis to implementation.”- Kathe Kacheroski, dean of curriculum and instruction, Rasmussen College |
53,659 | Title: Lighting Their Fires: Raising Extraordinary Children in a Mixed-up, Muddled-up, Shook-up World, Content: In his follow-up to Teach Like Your Hair's on Fire, elementary school teacher Esquith focuses on financially disadvantaged but scholastically ambitious fifth-graders from Hobart Elementary School, located in the middle of a critically poor Los Angeles neighborhood. Directed primarily at parents, educators and administrators, this volume offers anecdotes and suggestions for inspiring and encouraging each child to live up to his or her tremendous promise. Framed by the story of a Dodgers baseball game to which he brings a small group of students, Esquith notes the values of his students in contrast to many of the adult ticket-holders: punctuality, focus, confidence, selflessness, humility, and others. He then probes the meaning of each value, like the way being on time reflects a belief in control over one's destiny, as well as a sense of responsibility. Celebrating his young students' everyday accomplishments, Esquith outlines the struggles and stakes that face them all, while making teaching (and learning) look easy.Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. |
53,660 | Title: The Will to Lead, the Skill to Teach: Transforming Schools at Every Level, Content: Muhammad and Hollie write from experience. Both have led the transformation of traditional schools into exemplary schools by demonstrating the will to challenge the prevailing culture and by helping their staffs develop the skills to better meet student needs. I urge educators to embrace the ideas they present for changing their practices and to work together collaboratively to develop and implement the powerful instructional strategies offered in this book. --Richard DuFour, Author and Education ConsultantWith uncommon candor and clarity, Muhammad and Hollie challenge us as educators to examine our underlying beliefs, accept responsibility for building a school culture that ensures adult and student learning, and employ the practical and proven instructional practices needed to achieve these goals. I implore every educator, from classroom teachers to policymakers, to read this book and act on its compelling, common-sense recommendations. --Mike Mattos, Educator and AuthorThe Will to Lead, the Skill to Teach puts into words, backed by facts, what some of us in education have intuitively felt for a very long while: positive motivation to make a difference in children s lives combined with the tools for effective instruction is absolutely essential to improve the quality of our children s education. This book does not stop with research it outlines specific techniques teachers can use in their classrooms and schools. Muhammad and Hollie have produced a beautiful combination of theory into practice that should be in the hands of every educator. --Bob Howe, Executive Director, Michigan Elementary & Middle School Principals Association |
53,661 | Title: Bridging the English Learner Achievement Gap: Essential Lessons for School Leaders, Content: Ray Garciais professor and chair of the Department of Educational Leadership at California State University East Bay. |
53,662 | Title: Failure Is Not an Option(TM): Six Principles That Guide Student Achievement in High-Performing Schools, Content: "Failure Is Not an Optionis a deeply passionate call to arms, combined with the wherewithal to take systematic, continuous, and effective action. A must read for all those interested in reform because it is simultaneously inspiring and practical."(From the Foreword by Michael Fullan )"It puts students first as a moral issue and then examines all the systems and processes that need to be in place to help them. The six principles are excellently articulated, the key literature is identified, and the book is full of strategic and usable implications. This is a practical, well formatted book that is intellectually solid, emotionally inspiring, and practically accessible."(Andy Hargreaves, Thomas More Brennan Chair in Education )"Both inspirational and eminently practical,Failure Is Not an Optioncan serve as a handbook for both strategic planning and classroom-by-classroom reworking. Any administrator who truly wishes to change his or her school can use this book as a manual from which to design every aspect of the change process."(Robert W. Cole, Educational writer and consultant )"This book speaks to the spark of caring, generosity, and greatness in every child and provides caring adults with ideas and tools to unleash this potential. It leaves no part of the child behind, and leaves no adult on the sidelines."(Maurice J. Elias, Professor of Psychology )"Failure is Not An Optionis an impressive introduction to enhancing student performance which directly addresses transforming theory into practice and illustrating diverse applications with case studies and vignettes."(Midwest Book Review, October 2004 )"The book's relatively quick and easy read helps the already busy school leader gain valuable information in a short amount of time. The appendices provide forms, summaries, and examples that can be used to spur discussions at staff meetings as well as help direct the change process."(Principal Navigator, January 2007 )"A deeply passionate call to arms, combined with the wherewithal to take systematic, continuous, and effective action. Both inspirational and highly practical, this book can serve as a handbook for both strategic planning and classroom-by-classroom reworking."(School Planet, February 2008 ) |
53,663 | Title: Educational Administration: Theory, Research, and Practice, Content: Wayne K. Hoy, former chair of the department of educational administration, associate dean of academic affairs, and distinguished professor at Rutgers University, is now the Novice Fawcett Chair in Educational Administration at The Ohio State University. Professor Hoy received his B. A. from Lock Haven State College in 1959 and his D. Ed. from The Pennsylvania State University in 1965. His primary research interests are theory and research in administration, the sociology of organizations, and the social psychology of administration. In 1973, he received the Lindback Foundation Award for Distinguished Teaching from Rutgers University; in 1987, he was given the Alumni Award for Professional Research from the Graduate School of Education; in 1991, he received the Excellence in Education Award from The Pennsylvania State University; and in 1992, he was given the Meritorious Research Award from the Eastern Educational Research Association. He is past secretary-treasurer of the National Conference of Professors of Educational Administration (NCPEA) and is past president of the University Council for Educational Administration (UCEA). He currently serves on the editorial boards of the Educational Administration Quarterly, Journal of Educational Administration, the McGill Journal of Education, and the Journal of Research and Development in Education. Professor Hoy is coauthor with Professors D. J. Willower and T. L. Eidell of The School and Pupil Control Ideology (1967), with Patrick Forsyth of Effective Supervision: Theory into Practice (1986), and with John Tarter and Robert Kottkamp, Open Schools-Healthy Schools: Measuring Organizational Climate (1991). He has been described by the Australian Institute of Educational Administration as one of "the world's most widely read authors in the field of Educational Administration." Professor Hoy has written more than a hundred books, articles, chapters, and papers. His most recent books are Administrators Solving the Problems of Practice, (Allyn & Bacon, 1995) with C. J. Tarter; The Road to Open and Healthy Schools (Corwin, 1997) with C. J. Tarter; Quality Middle Schools (Corwin, 1998) with Dennis Sabo.Since October 1988, Cecil G. Miskel has been dean of and a professor in the School of Education at the University of Michigan. He served the University of Utah as a professor and chairperson of the Department of Educational Administration from 1982 to 1983 and dean of the Graduate School of Education from 1983 to 1988. He holds a doctor of education degree from Oklahoma State University. In addition, to being a co-author of the five editions of Education Administration, he has published widely in a variety of scholarly journals. |
53,664 | Title: The Power of SMART Goals: Using Goals to Improve Student Learning, Content: Jan O Neill, M.S., is a former teacher who became one of the pioneers in applying quality principles system-wide in municipal and state governments and health care. Anne Conzemuis, M.S., is a former school psychologist and executive assistant to the Wisconsin State Superintendent and has spent many years working in quality improvement in the public and private sectors. Both authors are cofounders of Quality Leadership by Design, LLC, based in Madison, Wisconsin, and co-authors of The Handbook for SMART School Teams. |
53,665 | Title: 20 Literacy Strategies to Meet the Common Core: Increasing Rigor in Middle & High School Classrooms, Content: Whose responsibility is it to provide consistent, explicit instruction in literacy? Recent research could not be clearer: every teacher must do so, no matter what subject or grade level. The writers of the Common Core State Standards agree. Allyson Burnett and Elaine McEwan-Adkins have compiled an essential literacy toolbox for today's conscientious educator. Each strategy is clear, simple, easy to follow, and rooted in current literacy research. Each strategy is applicable across multiple texts in multiple subject areas. What is most impressive is that each strategy balances the unique demands of reading comprehension, writing clarity, and metacognition. This toolbox has been invaluable in my own planning, and I cannot recommend it highly enough. --Christopher D. Schmidt, Secondary English Teacher, Dallas, TXTeaching literacy and strategic thinking skills to students must be the responsibility of a school's entire faculty.20 Literacy Strategies to Meet the Common Corenow provides every teacher, regardless of content area, a practical, focused set of tools to prepare his or students not only to become critical thinkers but also to become independent learners. --Raymond Lowery, Principal, Global Paradigm School, Cairo, Egypt20 Literacy Strategies to Meet the Common Coredemystifies the academic rigor demanded of the Common Core State Standards. The authors present immediately usable strategies founded on evidence-based practices and detailed graphic organizers that will relieve teachers of the burden of marrying the intent of the standards with the reality of the materials typically available in schools. Whether used in the lesson preparation or during professional development activities, this guide virtually guarantees success in making the transition away from random standards to the Common Core. --Beth Madison, Principal, Robert Gray Middle School, Portland, Oregon |
53,666 | Title: Leaving College: Rethinking the Causes and Cures of Student Attrition, Content: The College Board recently released its annual summary of college enrollment statistics, which shows that approximately 58 percent of graduating high school seniors attend some type of post-secondary institution. Of this number, roughly 55 percent will drop out before completing a degree program. Tinto, professor of sociology and education at Syracuse University, focuses on what can be done to reverse the trend. He emphasizes concern for the education of the student and full integration of the student in the social and intellectual life of the institution. This perceptive, well-researched book does an exceptional job of blending theory with practical suggestions and makes an important contribution to the literature of higher education. Highly recommended. Richard H. Quay, Miami Univ. Libs., Oxford, OhioCopyright 1987 Reed Business Information, Inc.--This text refers to an out of print or unavailable edition of this title. |
53,667 | Title: Counseling 21st Century Students for Optimal College and Career Readiness: A 9th-12th Grade Curriculum, Content: "With a strong theoretical base, this book is a practical guide and text that I enthusiastically recommend for school counseling graduate programs,and is a valuable resource for school counselors, college applicants, and parents."-A. Scott McGowan, PhD, Senior Professor of Education, Long Island University; Member, Governing Council of the American Counseling Association"This resource is a great read and does a wonderful job mixing the factual knowledge necessary to advise students in the college preparation process with examples of how to put the knowledge and theory into place. The examples, tables,and helpful hints are fabulous."-Robert Bardwell, MEd, School Counselor, Monson High School; Past President, New England Association for College Admission Counseling and the Massachusetts School Counselors Association"This excellent book is essential for professional school counselors in high schools. The authors provide practical and readily usable activities in a sequential, psychologically grounded curriculum that facilitates career development in our complex, rapidly changing, technological world."-John S. Pellitteri, PhD, Associate Professor and Program Director, Graduate Program in Counseling, Queens College, City University of New York |
53,668 | Title: The Last Holiday Concert, Content: Grade 4-7–Sixth-grader Hart Evans's least-favorite class is chorus, where uptight Mr. Meinert makes them sing boring songs. When Hart shoots a couple of rubber bands at the teacher, the man overreacts and is angry when the smooth-talking boy gets off relatively unscathed. Although the class is not told, readers learn that Mr. Meinert will lose his job after January 1 because of budget cuts. When the students act up the next day, he snaps and decides to place the responsibility for the holiday concert in their hands. This sets in motion a series of events that leaves Hart running the show with the teacher watching, learning, and eventually helping out. The plot unfolds to encompass control issues, democratic procedures, and an end product that wows the crowd. Clements is a master at taking elements of relatively common school situations and turning them into masterful stories with truly engaging characters. Foreshadowing provides glimpses of the program during the chapters leading up to the conclusion, but the climactic description of the event will leave youngsters teeming with emotion. The book's accessible language and quick pace will also appeal to reluctant readers.–Debbie Whitbeck, West Ottawa Public Schools, Holland, MICopyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.--This text refers to an out of print or unavailable edition of this title. |
53,669 | Title: Seeing Patients: Unconscious Bias in Health Care, Content: When White attended Stanford in the late '50s he was one of four students of color. A recommendation letter written by a mentor then included "this is a pale, colored boy" to avoid misunderstanding. Now White recounts his ground-breaking life in an engaging, matter-of-fact manner. Eight of the 12 chapters tell his amazing story, from his birth in 1936 in a segregated Memphis (his trailblazing father, a doctor, died when White was only eight), to a 1967 tour of Vietnam wherein White worked in a leprosarium, to a fellowship at a biomechanics lab in Sweden, to his appointment to head a new orthopedic academic program at Harvard. A chance encounter with a woman who felt doctors judged her by her full-body tattoo led White to consider disparities in health care. Challenges exist on both sides of the stethoscope, White argues, noting that the uncertainty felt by many African-American patients over how they will be perceived also impacts the medical encounter; the burden for alleviating racial and other disparities (such as those based in age, gender, and sexual orientation) falls on the medical and educational communities. Accessible, thought-provoking, and valuable. 17 halftones.(c) Copyright PWxyz, LLC. All rights reserved. |
53,670 | Title: "Educating Esmé: Diary of a Teacher's First Year", Content: Esmé Raji Codell has written a funny, hip diary filled with one-liners and unadorned thoughts that speak volumes about the raw, emotional life of a first-year teacher. Like Ally McBeal in the classroom, the miniskirted and idealistic Codell sometimes fantasizes her career is a musical. Her inner-city Chicago elementary school fades to black as the lunch lady strikes an arabesque or a struggling student performs the dance of the dying swan, all set to her interior soundtrack. (Tina Turner's "Funkier Than a Mosquita's Tweeter" echoes whenever her idea-stealing, dimwitted principal harangues her.) She's a rash, petite, white lady who roller-skates through the halls and insists that her fifth-graders call her "Madame Esmé." But it's not all fun and games: she introduces us to children who fling their desks and apologize in tears, and at one point, after reporting a disruptive student to her mother, who subsequently thrashes the young girl, she dry heaves into her classroom's trash can.Codell's 24-year-old voice is loud and clear ("Serious gross out," she writes after the scorned principal hugs her), though, on the principle that kids say the darnedest things, she often simply repeats their comments for comic effect. She's got sass, maybe too much self-confidence at times, and though there's no deep introspection inEducating Esmé, you'll be convinced her 10-year-old charges emerge the better for knowing her.--Jodi Mailander Farrell--This text refers to an out of print or unavailable edition of this title. |
53,671 | Title: "Ms. Moffett's First Year: Becoming a Teacher in America", Content: When schools chancellor Harold Levy challenged his fellow New Yorkers to "Take [their] next business trip on a big yellow bus" by becoming teachers in the public schools, Donna Moffett, a hardworking legal secretary looking for a way to make a difference, was one of the first to sign on. This unforgettable account of her first year as a first-grade teacher in an underperforming Brooklyn school brings Moffett, her students and her struggles to life. Goodnough's even-handed examination reaches beyond Room 218 in Flatbush's P.S. 92, however: some of the book's most striking pages cover the inspired but hasty inception of the New York City Teaching Fellows program, designed in the spring of 2000 to recruit professionals from other careers to work in the city's most troubled schools. After intense but unavoidably inadequate training in that program, Moffett is given her own classroom full of frustrating, endearing six-year-olds—sullen Curtis, unresponsive Melissa—and charged with teaching them to read, do math and simply behave. With a keen journalist's eye, Goodnough, a formerNew York Timeseducation reporter who originally wrote about Moffett for the Metro section (she's now the paper's Miami bureau chief), follows Moffett as she copes with difficult students, ineffective standardized curricula, passive parents, a resentful administration and a host of other problems. This is noDangerous Minds: the story Goodnough tells is far too complicated for a happy ending, though Moffett does experience success. Rather, it stands as a vital portrait of a dedicated, imperfect woman struggling in an inefficient and underfunded system.Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.--This text refers to an out of print or unavailable edition of this title. |
53,672 | Title: Agendas and Instability in American Politics (American Politics and Political Economy Series), Content: nan |
53,673 | Title: Assessing Reading Multiple Measures, 2nd Edition, Content: Linda Diamond is the chief executive officer of CORE; a national speaker on literacy, leadership, assessment, and Response to Intervention; a former school principal and director of instruction; author of the Teaching Reading Sourcebook and Vocabulary Handbook and author of numerous professional articles.B.J. Thorsnes is an educational consultant, Senior Editor for the Consortium on Reading Excellence, former classroom teacher and graduate level special education literacy and assessment instructor. B.J. is a national speaker on Literacy, Response to Intervention, and special education issues, and a writer and consultant with textbook publishers. |
53,674 | Title: Systematic Instruction of Functioal Skills for Students and Adults With Disabilities, Content: Recently, I spent some time in a high school classroom for students with moderate to intensive disabilities. Daily instruction in the classroom consisted of presenting these high schoolers with significantly modified curricula grounded in traditional, grade-level State Standards. The teacher and assistants were attempting to expose students to content that same-age peers were accessing; however, staff had been questioning the appropriateness and relevance of this content for the students and wondered how this content would affect student performance and independence post-graduation. This scenario seems to be a fairly representative occurrence in high schools throughout the country as teachers attempt to balance state standards with more pertinent and functional curriculums as warranted for particular learners. The staff in this classroom could have tremendously benefitted from reading Systematic Instruction of Functional Skills for Students and Adults with Disabilities. The book is inundated with practical strategies to facilitate evidence-based instructional methodology for learners across a range of ages and needs. Throughout the book, the ten chapters are organized with key point questions to systematically preview chapter content. Faculty could use these questions as a formative assessment for students in higher education when beginning coverage of the chapters. The key point questions are followed by relevant and interesting case studies that provide practical examples of best practices for service providers. Both the questions and case studies could easily facilitate and shape guided discussions in a higher education classroom.The first chapter addresses critical features of community-referenced functional curriculm, such as age appropriateness, simulation and in vivo instruction, and quality of life outcomes. The chapter discusses how to select curricular skill domains to ensure their practical utility, an incredibly important consideration when designing programming for individuals with disabilities. The authors address the philosophical underpinnings of systematic instruction with a focus on skill acquisition that will be useful for students in both their immediate and future environments. Chapter two provides an overview of how to assess and analyze skills to include task analysis, chains of behavior, methods for collecting direct observation data, and generalization of learned behaviors. The content included in chapter two is applicable to any type of service provider or researcher interested in how to break a task into components, accurately define target behaviors, and collect data to guide instructional decision making. As is consistent throughout the book, the chapter concludes with best practice recommendations, discussion questions, and activitysuggestions. In a higher education environment, this format would be ideal to provide a summary and elicit practice opportunities to reinforce learned content. Additionally, future research issues are included that could provide a foundation for those interested in extending the literature on the topic areas.Chapter three focuses on teaching skills to students with disabilities with specific insight into problem solving for students having difficulty with learning steps of tasks. The chapter addresses seminal programming considerations such as prompt fading and reinforcement, Further, the authors carefully address the difference between cues and corrections, verbiage that is often used interchangeably and inaccurately out in the field. The why, where, what, and how of functional academics is covered in chapter four and teaching employment skills is covered at length in chapter five. Numerous tables are embedded throughout as a reference guide with quick and helpful tips for applied practitioners. In addition, the tables could be used in the higher education setting. . --Adapted Physical Activity Quarterly--This text refers to theHardcoveredition. |
53,675 | Title: Children with Disabilities: Reading and Writing the Four-Blocks® Way, Grades 1 - 3 (Four-Blocks Literacy Model), Content: nan |
53,676 | Title: The Short Bus: A Journey Beyond Normal, Content: Adult/High School–Many kids with physical, mental, and learning disabilities have ridden the short bus to special-education classes, signaling that they were different, singled out, not normal. Mooney was one of those short bus children who hated school because he was dyslexic and couldn't read until he was 12. In 2003, a few years after he graduated from Brown University, he cowrote a book on learning disabilities and began a career of public speaking on the subject. Then he set out on a journey. He bought an old short bus and traveled from Los Angeles to Maine to Washington and back to L.A., stopping to visit with various people who were also not normal. Along the way, he confronted his own preconceptions and assumptions about people with autism, Down syndrome, deafness and blindness, ADHD, and other so-called disabilities. In this book, he deals with the question of What is normal? This is a story about a young man coming to accept himself, but also a cautionary tale about what happens in schools, in the workplace, and in society when people fail to recognize that everyone is normal, just in different ways. Mooney is an engaging writer with a sense of humor about his own failings, and his story is an entertaining and enlightening one.–Sarah Flowers, Santa Clara County Library, CACopyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.--This text refers to an out of print or unavailable edition of this title. |
53,677 | Title: Lemons to Lemonade: Resolving Problems in Meetings, Workshops, and PLCs, Content: "ReadingLemons to Lemonadeis like having an expert at your side for every human occasion. Brilliantly to the point, Garmston and Zimmerman anticipate and deal with every issue imaginable when it comes to working with groups. Cycling in and out of principles and practical solutions (including providing sample responses) the authors have provided a succinct and comprehensive guide for becoming experts at working with people in all situations."(Michael Fullan, OC Professor Emeritus)"Garmston and Zimmerman have written a book that is the perfect blending of theory and research with very practical, user-ready techniques for facilitating meetings AND for dealing with specific challenges. In particular, I appreciated the focus on reflection, the notion of the levels of expertise, and the many concrete examples of specific facilitating challenges. I would LOVE to see this kind of training offered for administrators!"(David Chojnacki, Executive Director 2013-01-22)"Given that there is continuing turnover in educational leadership, it seems critical that effective practices be revived and renewed in order to sustain their impact. This book addresses that need not by simply reintegrating, but by refining and amplifying effective practices. More importantly the purpose of this book is to further the effectiveness of those 'being led,' and the interventions offer clear and powerful guidance for leaders wishing to amplify collective thinking power of a group."(Mark Cary, Retired Principal)"This book's major strengths include: its focus on an area that needs much support, its use of cognitive coaching as the basis for strategies and techniques, and the focus on strategies and minimizing theoretical ideas."(Dr. John F. Eller, Professor)"Before I opened this book, I tried to predict what I would find based on the authors’ prior writings. Here’s what I thought: The book will offer sage yet practical advice in response to common challenges faced by school leaders. It will offer specific and transferable processes and strategies to enhance individual and collective performance. It will be enjoyable to read.Indeed, that is just what I found. I predict that you will too!"(Jay McTighe, Educational Consultant)"I thought this was great! I got so many good ideas to help me become a better facilitator."(Robbie Schranz, Literacy Coach)"Anyone who is in the position of facilitating team meetings will findLemons to Lemonade: Resolving Problems in Meetings, Workshops, and PLCs, an incredibly useful resource. Authors Robert J. Garmston (co-founder of the Center for Cognitive Coaching) and Diane P. Zimmerman (a teacher, principal, superintendent and leadership trainer) share strategies and protocols for managing 'the unexpected occurrences that crop up when groups of people work together.' They seek to help readers use these events 'to build group cohesion, productivity, and learning.' The strategies shared inLemons to Lemonadehelp facilitators understand the needs of particular groups and address specific group dynamics in order to ensure collaborative efforts are fruitful and enjoyable for participants."(Lyn Hilt, Elementary Instructional Technology Integrator/Coach) |
53,678 | Title: "Kidwatching: Documenting Children's Literacy Development", Content: Yetta Goodman is credited with popularizing the concept of kidwatching. She is Regents Professor at the University of Arizona College of Education's Division of Language, Reading, and Culture. A book of her writings, Notes from A Kidwatcher: Selected Writings of Yetta M. Goodman, was edited by Sandra Wilde and published by Heinemann in 1996. She was recently awarded an honorary doctorate from Hofstra University.Gretchen Owocki powerfully demonstrates the importance of bringing meaningful instruction to not only traditional reading-instruction topics like comprehension, but also to contemporary issues such as Common Core and RTI. In the bestselling titles The Common Core Reading Book, 6-8; The Common Core Lesson Book, K-5; The Common Core Writing Book, K-5; and The RTI Daily Planning Book, she masterfully breaks down instructional issues and strategies into manageable chunks that help teachers differentiate instruction, meet curricular goals, and improve as practitioners. For more than 15 years, she has helped teachers find researched-based practices that improve learning by letting students experience curriculum as part of their own development. In other Heinemann titles such as Comprehension; Make Way for Literacy; and Time for Literacy Centers, she shares teaching that engages students through authentic, meaningful tasks and challenges them to grow as readers and writers. A professor at Saginaw Valley State University, Gretchen is a Heinemann Professional Development Services provider. » Read Gretchen's article "Setting a Course to Maximize the Potential of CCSS" in the Heinemann PD Journal. |
53,679 | Title: When Teaching Gets Tough: Smart Ways to Reclaim Your Game, Content: Allen Mendler is an educator and school psychologist and the author of Connecting with Students and co-author of Discipline with Dignity, 3rd edition. |
53,680 | Title: Common Core Mathematics in a PLC at Work: High School, Content: Your assignment: implement the Common Core standards. This book helps you accept the enormity of the challenge, and turn it into opportunities for faculty collaboration that will impact your students. This source provides in-depth background, focused preparation, and professional development tools to support the shift to collaboration. Resources prepare your team for instructional shifts needed to develop students' mathematical practices, implementation of core mathematics, and formative assessments to inform teacher and student decisions daily. The authors give us a team-equity strategy where interventions cannot be optional, which is a useful view of RTI. This will be a well-worn source. I know I will return to it over and over again. --Henry S. Kepner Jr., Professor, Mathematics Education, University of Wisconsin-Milwaukee; Past President, National Council of Teachers of MathematicsThe Common Core State Standards are a wakeup call for the mathematics education community. Successful implementation of the new content standards, especially the Mathematical Practices, will require teachers to examine their current instructional practices.Common Core Mathematics in a PLC at Work, High Schoolis a powerful and practical tool that will help guide us as we negotiate the necessary changes and begin the process of building mathematically proficient students. --John W. Staley, Coordinator, Secondary Mathematics, Baltimore County Public SchoolsThe only way to realize the potential of the Common Core Standards is through deep and sustained professional collaboration. This team of superstar authors has deftly combined elements of the most effective math classrooms with powerful collaborative strategies. Their grounded advice can help real communities of educators transform their classrooms into places where every student learns the kind of mathematics we've been advocating for more than two decades. This is not a quick fix, but a road map for lasting change. --Cathy Seeley, Senior Fellow, Charles A. Dana Center, University of Texas at Austin; Past President, National Council of Teachers of Mathematics |
53,681 | Title: No More "Look Up the List" Vocabulary Instruction (Not This But That), Content: Nell K. Duke, Ed.D., is a professor of language, literacy, and culture and faculty associate in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator on projects funded by the Institute of Education Sciences, the National Science Foundation, and the Spencer Foundation. Duke is the recipient of the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award. She is author and co-author of numerous journal articles and book chapters as well as the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5; and her most recent book, Reading and Writing Genre with Purpose in K - 8 Classrooms. She is also editor of The Research-Informed Classroom book series and co-editor of the book Literacy Research Methodologies. Duke teaches preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. She has served as author and consultant on a number of educational programs, including Buzz About IT, iOpeners, National Geographic Science K-2 and the DLM Express. Duke also has a strong interest in improving the quality of educational research training in the U.S. Nell is currently overseeing IRA's Literacy Research Panel blog, which you can follow here: http://www.reading.org/general/Publications/blog/LRPCharlene Cobb is coauthor of the Heinemann title No More Look Up the List Vocabulary Instruction, part of the Not This, But That series edited by Nell K. Duke and Ellin Oliver Keene. She is Assistant Superintendent for Teaching and Learning in East Maine School District 63, in Des Plaines, Illinois. She has worked in the area of literacy for over twenty years as a teacher, reading specialist, professor, and consultant. Charlene has worked nationally with schools and districts to support literacy programs and is particularly interested in the literacy development of linguistically diverse learners and struggling readers. She has contributed several articles to the International Reading Association journal, The Reading Teacher and has coauthored two books on the topics of literacy and vocabulary.Camille Blachowicz is coauthor of the Heinemann title No More Look Up the List Vocabulary Instruction, part of the Not This, But That series edited by Nell K. Duke and Ellin Oliver Keene. Camille is Professor Emeritus at National Louis University where she is Codirector of The Reading Leadership Institute, a professional learning network of literacy staff developers. She is also Co-Principal investigator of the Multifaceted Comprehensive Vocabulary Instruction Program. She has researched, written, and presented extensively on the topic of vocabulary instruction which is the subject of three of her books. Camille was a Fulbright and Spencer Fellow and editor of the Journal of Reading Behavior. She was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association and is a member of the Reading Hall of Fame.Ellin is author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding, To Understand: New Horizons in Reading Comprehension, co-author of Comprehension Going Forward and of Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd edition as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals. Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for 4 years. Ellin currently serves as Director of Research and Development for the PEBC, as senior advisor to Heinemann Professional Development and works with schools and districts throughout the country and abroad. Ellin Oliver Keene is a Heinemann Professional Development provider. She presents Heinemann One-Day Workshops, Live Webinars, and all forms of On-Site PD. She is most sought after for her long-term professional development residencies in partnership with Heinemann Professional Development. For an overview of the Keene Residency » |
53,682 | Title: Understanding and Evaluating Educational Research (4th Edition), Content: For courses in Research Methods in Education.Understanding and Evaluating Research, fourth edition, is a market leading textbook appropriate for all courses in educational research. A reader, this text contains quantitativeandqualitative educational research articles from a variety of professional journals. With each article is a sample article analysis and exercises that help students become better consumers of research. The fourth edition is greatly enhanced by the inclusion of new articles, advance organizers, annotations to explain different sections, revised discussion of research typology, and an appendix with answer to evaluation criteria questions. Those features together with the two mixed-method studies, revised and expanded discussion of qualitative methods, more emphasis given to randomized designs, revision of research typology, and updated articles make this a must have book for understanding and evaluating research. NEW! Revision of research typology discussed in the first chapter Readers gain useful insight on how to classify research studies, and present criteria by which all educational research should be judged. NEW! Addition of a chapter on Mixed-Method Designs (Chapter 5), and two mixed-method studies.NEW! Revised and expanded discussion of qualitative methods and designs. Includes characteristics of mixed-method designs and the criteria for how this type of research should be evaluated.NEW!Eight new articles on descriptive quantitative non-experimental designs.NEW! The most current, relevant articles included from a wide variety of journals and of varied reading levels. Selected articles have been published within the past five years, representing a diverse range of topics found in education (e.g., educational administration, counseling, special education, curriculum, adult education, early childhood education). |
53,683 | Title: Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning, Content: "The essence of good teaching is in this book. It's a potent reminder of what it means when teachers teach whole human beings—their minds, hearts, and souls. Erickson helps us recall what all great teachers know: quality teaching is about building young lives."(Carol Ann Tomlinson, Professor, University of Virginia 2007-07-19)"Erickson sets the standard for concept-based curriculum. Her work offers a theoretically rich and eminently practical approach for constructing curriculum around rich, transferable concepts. The third edition extends this seminal work for the benefit of educators and their students."(Jay McTighe, Educational Consultant, McTighe and Associates 2007-07-19)"Shows us the value of teaching to transferable ideas, and emphasizes deep understanding versus shallow coverage of material. Erickson guides educators in designing a high-quality curriculum organized around the essential concepts and ideas of each discipline. This book a must-read for preservice and inservice teachers and administrators at all levels."(Lois Lanning, Assistant Superintendent 2007-07-19)"Erickson's work is a gift for teachers striving to prepare students for the exciting challenges of the twenty-first century. The concepts of teaching for global citizenship in today's world come alive with Erickson's clear, practical, and inspiring guidance."(Irene Davy, Director 2007-10-23) |
53,684 | Title: The Essentials of Science and Literacy: A Guide for Teachers, Content: Karen Worth is nationally known for her work in the science-literacy connection and science for young students. She is the lead author for Science & Literacy, Heinemann's groundbreaking professional development program. She is a Senior Research Scientist at Education Development Center, Inc. She also teaches in the School of Education and Child Life at Wheelock College. Karen has been a consultant for many organizations, including public television, on science for pre-K through elementary school. She was also a member of the development team for the National Science Education Standards.Jeff Winokur is nationally known for his work in the science-literacy connection and science for young children. He is part of the author team for Science & Literacy, Heinemann's groundbreaking professional development program. He works in science education at both the Education Development Center and Wheelock College, specializing in early childhood and elementary student learning. He has worked in the field for more than 30 years teaching children, conducting science professional development programs, and teaching pre-service and in-service courses in the teaching of science to children.Sally Crissman is nationally known for her work in the science-literacy connection and science for young students. She is part of the author team for Science & Literacy, Heinemann's groundbreaking professional development program. She is She is a Senior Science Educator at TERC after a long career as a science teacher and leader of professional development institutes. Sally has been a consultant for many organizations, including public television, on a wide variety of topics including science programs for children, and professional development for teachers.Martha Heller-Winokur is a former elementary school teacher and literacy coach in Boston, Massachusetts, who now works as a staff developer and literacy consultant at the Center for Applied Child Development at Tufts University. She is also a literacy specialist in Needham, Massachusetts. Martha provides professional development, in-class coaching, leadership training, and ongoing support to schools as they implement and sustain effective literacy instruction. She is also working on a National Science Foundation - funded project with Education Development Center, Inc., that helps teachers make connections between science and literacy.Martha E. Davis Martha Davis is part of the nationally known author team for Science & Literacy, a groundbreaking professional development program on the science-literacy connection. She is a curriculum and Instructional Design Associate at the Center for Science Education at EDC where she has been involved with the K-12 Science Curriculum Dissemination Center among other projects. Martha spent seven years as a science program specialist in the Needham Public Schools in Massachusetts and was a research assistant for many years at Harvard Project Zero. |
53,685 | Title: Ready-to-Use English Workshop Activities for Grades 6-12: 180 Daily Lessons Integrating Literature, Writing & Grammar Skills, Content: “Mary Ellen Ledbetter has done it again! This book is full of fun and creative ideas that will take students to that higher cognitive level all teachers strive to provide. Using her own unique style, she has once again created activities teachers will enjoy using everyday.”--Dr. Janet Coleman, executive director of instructional services, Castleberry ISD |
53,686 | Title: Rigorous Reading: 5 Access Points for Comprehending Complex Texts (Corwin Literacy), Content: "One would think that the first place to look when wanting information about the Common Core State Standards would be, well, the Common Core State Standards. The fact is, though, Doug Fisher and Nancy Frey are quickly becoming the go-to folks for information on teaching these standards. They've proven this again inRigorous Reading. This is certainly a book to be added to your collection of books that attend to the demands of the CCSS." (Kylene Beers, Ed.D.)"WithRigorous ReadingDoug Fisher and Nancy Frey have provided literacy educators who are committed to successfully raising the bar with solutions that make sense. The book is masterfully developed with an extensive reach across many grade levels in terms of defining what it means to provide intentional instruction and teaching text complexity. The five access points are discussed pragmatically with evidence of a solid research base deftly woven throughout the book. This is the most practical book I have come across in terms of providing teachers with the knowledge base and assistance many are seeking to improve their instruction with regard to complex texts."(Steven L. Layne, Ed.D., Professor of Literacy Education)"InRigorous Reading: 5 Access Points for Helping Students Comprehend Complex Texts, Fisher and Frey help teachers understand how to bring vigor to rigor. They teach us how to help students understand more from their complex texts -- greater understanding that will help to bring life and energy to each student's reading. Rooted in solid research, this is book is a must-read for those grappling with how to translate the recommendations and mandates around text complexity from the Common Core into instructional practices."(Jennifer Serravallo author of Teaching Reading in Small Groups and Conferring with Readers)"In a time when nearly every state has adopted the Common Core State Standards (CCSS), we need resources that show us how to support students in developing their full literacy potential. In this very practical and insightful book, Fisher and Frey examine how CCSS conceptions of text complexity are causing us to shift some of our ideas about reading instruction.Rigorous Readingis an important resource that will help teachers align reading instruction with the CCSS in powerful ways."(Linda B. Gambrell, Professor)“This is a bold book. . . . Its genius, and its unique contribution, is in bringing the balance and the centeredness to this new game in town—the Common Core."(P. David Pearson, Professor of the Graduate School of Education) |
53,687 | Title: Common Core Standards For Parents For Dummies, Content: nan |
53,688 | Title: "Common Core Mathematics in a PLC at Work, Leader's Guide (Common Core Mathematics in a Pla at Work)", Content: Leaders orchestrate. They conduct change. The Common Core State Standards for mathematics represent a historic challenge and opportunity for school leaders. Tim Kanold and Matt Larson'sCommon Core Mathematics in a PLC at Work, Leader's Guidesets the stage for your school or district's transition toward a sustainable implementation of the Common Core. Leaders who carefully and critically read this book will be ready to move toward a more focused orchestration of their elementary, middle school, or high school PLC CCSS transition. If you are a principal, supervisor, or mathematics curriculum leader of any stripe, this book is a must-read! --Francis (Skip) Fennell, L. Stanley Bowslbey Professor, Education and Graduate and Professional Studies; Project Director, Elementary Mathematics Specialists and Teacher Leaders Project (ems&tl;), McDaniel CollegeIt goes without saying that the effective implementation of the Common Core State Standards for mathematics will require strong and informed leadership. But the key questions are ''What kind of leadership?'' and ''Leadership that does exactly what and how?'' This example-laden book by two highly experienced mathematics education leaders and change agents provides cogent and helpful answers to these questions. From a full set of tools to a slew of ''questions to ask,'' this practical Leader's Guide is required reading as we develop and empower collaborative teams to navigate the paradigm shifts called for by the vision of finally making mathematics work forallstudents. --Steven Leinwand, Principal Research Analyst, American Institutes for ResearchInCommon Core Mathematics in a PLC at Work, Leader's Guide, the authors have given guidance, practical suggestions, and leadership focus for effective teacher professional development needed to change current paradigms regarding mathematics teaching, learning, collaboration, intervention, and assessment. Leaders can immediately apply the tools and suggestions provided as well as download usable products to balance PLC communication, cooperation, coordination, and collaboration. This book has captured the disciplined steps needed to make Common Core mathematics a priority in PLC work. --Suzanne Mitchell, President, National Council of Supervisors of MathematicsIt goes without saying that the effective implementation of the Common Core State Standards for mathematics will require strong and informed leadership. But the key questions are ''What kind of leadership?'' and ''Leadership that does exactly what and how?'' This example-laden book by two highly experienced mathematics education leaders and change agents provides cogent and helpful answers to these questions. From a full set of tools to a slew of ''questions to ask,'' this practical Leader's Guide is required reading as we develop and empower collaborative teams to navigate the paradigm shifts called for by the vision of finally making mathematics work forallstudents. --Steven Leinwand, Principal Research Analyst, American Institutes for ResearchInCommon Core Mathematics in a PLC at Work, Leader's Guide, the authors have given guidance, practical suggestions, and leadership focus for effective teacher professional development needed to change current paradigms regarding mathematics teaching, learning, collaboration, intervention, and assessment. Leaders can immediately apply the tools and suggestions provided as well as download usable products to balance PLC communication, cooperation, coordination, and collaboration. This book has captured the disciplined steps needed to make Common Core mathematics a priority in PLC work. --Suzanne Mitchell, President, National Council of Supervisors of Mathematics |
53,689 | Title: 100 Words Every Fourth Grader Should Know, Content: The Editors of the American Heritage Dictionaries are a team of professional lexicographers with advanced degrees in various scholarly fields. The editors familiarize themselves with the vocabulary in specific subject areas, collect materials on new developments and usage, and work with expert consultants to ensure that our publications are accurate and up-to-date. |
53,690 | Title: Letters to a Young Brother: Manifest Your Destiny, Content: Inspired by Rainer Maria Rilke'sLetters to a Young Poet, Harper, a young black actor and graduate of Brown University and Harvard Law School, offers similar inspiration to young men clamoring for advice and encouragement at a time when popular culture offers little positive direction. Interspersed throughout are e-mail inquiries from young men and Harper's responses and those of other celebrities, including Nas, Venus Williams, and Barack Obama. He devotes separate chapters to school and work, sex, and life aspirations, tackling such issues as single parenthood, sexually transmitted diseases, the allure of materialism, and the power of words and faith. Harper offers his personal story: a young man brought up by a demanding father, who developed a relationship with his mother only as he grew older. He views the youth of today as an evolved species, like the latest model car, with improvements that come from the experiences of those who came before. Although aimed at young black men, this book, with its contemporary language and approach, should have appeal for youth of both sexes and all races.Vernon FordCopyright © American Library Association. All rights reserved--This text refers to an out of print or unavailable edition of this title. |
53,691 | Title: Rigorous Curriculum Design: How to Create Curricular Units of Study that Align Standards, Instruction, and Assessment, Content: Rigorous Curriculum Design should be a required course in EVERY teacher education program in the country. Without it educators will never see the whole picture that makes up their professional career.(Gary L. Sacket, Aurora Learning Community Association, Fairview, Oklahoma2010) |
53,692 | Title: "Other People's Children: Cultural Conflict in the Classroom", Content: nan |
53,693 | Title: Multiple Intelligences: New Horizons in Theory and Practice, Content: nan |
53,694 | Title: Formative Assessment and Standards-Based Grading: Classroom Strategies That Work, Content: Robert Marzano cuts to the heart of assessment and grading in this essential book. Although there is a mountain of research on the impact of feedback on student learning, teacher feedback is impotent unless it is accurate, timely, and designed to improve performance. With compelling evidence and practical exercises, this book builds a necessary bridge from theory to practice. Readers will learn that schools are confronted with a stark choice between two alternatives. The common choice is the continued pursuit of manufactured formative assessments that fail to inform instruction and grading policies that deliver distorted evaluations of student performance. The more challenging choice a choice that must be learned rather than purchased is proposed in these pages. The second choice requires reflection, practice, and deep understanding. If teachers and school leaders respond to Marzano s challenge, then the benefits for student learning, teaching excellence, and professional satisfaction will be deep and lasting. --Douglas B. Reeves, chairman, The Leadership and Learning Center, Salem, MassachusettsOnce again, Bob Marzano has brought world-class clarity and analysis to two profoundly important factors that affect student learning: formative assessment and grading. His findings and the practical actions he recommends are vital if we truly intend to educate ever-larger proportions of students. --Mike Schmoker, author and consultant, Flagstaff, ArizonaIn my work with educators and leaders across North America, the books of Robert Marzano are continually cited as being guiding models that schools are following to improve instructional practices and student learning. Formative Assessment and Standards-Based Grading is likely to join the ranks as one of those comprehensive masterworks that educators return to again and again for meticulously researched, high-impact assessment and grading practices that are fully explained and richly illustrated with relevant examples across multiple grades and content areas. There are so many important sentences, explanations, examples, quotes, supporting research, and practical exercises in this book that readers are likely to use up an entire box of highlighters trying to capture them all! Every educator and leader, new and experienced, who wants to expand his or her own assessment and grading literacy needs to move this book to the top of the must read stack. --Larry Ainsworth, executive director of professional development, The Leadership and Learning Center, Englewood, ColoradoOnce again, Bob Marzano has brought world-class clarity and analysis to two profoundly important factors that affect student learning: formative assessment and grading. His findings and the practical actions he recommends are vital if we truly intend to educate ever-larger proportions of students. --Mike Schmoker, author and consultant, Flagstaff, ArizonaIn my work with educators and leaders across North America, the books of Robert Marzano are continually cited as being guiding models that schools are following to improve instructional practices and student learning. Formative Assessment and Standards-Based Grading is likely to join the ranks as one of those comprehensive masterworks that educators return to again and again for meticulously researched, high-impact assessment and grading practices that are fully explained and richly illustrated with relevant examples across multiple grades and content areas. There are so many important sentences, explanations, examples, quotes, supporting research, and practical exercises in this book that readers are likely to use up an entire box of highlighters trying to capture them all! Every educator and leader, new and experienced, who wants to expand his or her own assessment and grading literacy needs to move this book to the top of the must read stack. --Larry Ainsworth, executive director of professional development, The Leadership and Learning Center, Englewood, Colorado |
53,695 | Title: Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge, Content: Stratosphereis truly the best thing I have read on technology and education.Andy Hargreaves, Thomas More Brennan Chair, Lynch School of Education, Boston CollegeThis is an incredibly timely book. It marks the future for education, for transforming learning modes and methods for everyone. Michael Fullan is once again leading the way for educators, with his construct of thestratosphereas an integrating and liberating force with technology and pedagogy as global partners in revisioning schools.David Booth, Professor Emeritus, Ontario Institute for Studies in Education, University of TorontoBeautifully and brilliantly written, deserving of the titleStratosphere. Full of deep insights, clarity, and humor. Michael Fullan has written a truly “must-read” for those who care about and seek to deepen their understanding of exciting and new possible worlds. Th is is one great book with uniquely innovative ideas.John Bransford, Shauna C. Larson Endowed Chair in Learning Sciences, University of WashingtonStratosphereis a must-read for anyone interested in the future of education. Fullan’s earlier works have made him an icon in the fi eld of education, but this is the best stuff he has ever written. InStratosphere, he merges his expertise in the processes of educational change with a deep understanding of the new technologies to present a powerful plan for rethinking and reinventing education in America.Brendan Kelly, Professor Emeritus, Mathematics, University of Toronto |
53,696 | Title: Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition, Content: In 2001,Classroom Instruction That Worksasked a few simple questions and inspired more than a million teachers to refine their approach to teaching. What works in education? How do we know? How can educational research find its way into the classroom? How can we apply it to help individual students? This all-new, completely revised second edition of that classic text draws on the research and developments of the following decade to reanalyze and reevaluate the teaching strategies that have the most positive effect on student learning: • Setting objectives and providing feedback• Reinforcing effort and providing recognition• Cooperative learning• Cues, questions, and advance organizers• Nonlinguistic representations• Summarizing and note taking• Assigning homework and providing practice• Identifying similarities and differences• Generating and testing hypotheses These strategies are organized and presented within a framework that is geared toward instructional planning, which highlights the point thatallof the strategies are effective and should be used to complement one another. Each strategy is supported with recommended classroom practices, examples of the strategy in use, tips for teaching, and information about using the strategy with today’s learners. Whether you are coming to this book for the first time or are a veritable expert in the nine strategies, this second edition will help you develop your instructional approach, broaden your influence as a teacher, and enhance the learning potential of all your students. We haven’t reinvented the wheel. We’ve taken classroom instruction that works and made it thrive.--This text refers to an alternatePaperbackedition. |
53,697 | Title: The Big Book of Reproducible Graphic Organizers: 50 Great Templates to Help Kids Get More Out of Reading, Writing, Social Studies and More, Content: Jennifer JacobsonandDottie Raymondare teacher-writers with a passion for graphic organizers. |
53,698 | Title: The Geography Book: Activities for Exploring, Mapping, and Enjoying Your World, Content: Grades 3-6--This well-organized title explores basic concepts in a clear and interesting fashion. It discusses a number of different types of maps and will serve as a great tool for demonstrating a variety of geographic concepts (landforms, bodies of water, weather, and climate). Each two- to three-page chapter addresses a different topic ("The Magnetic Poles," "Weather Maps," "The Continents") and includes an activity or experiment that will allow readers to extend their understanding through concrete application. A list of necessary materials and step-by-step instructions for each activity are provided. Sidebars provide additional information. Clear black-and-white illustrations support the text and activities and the glossary is comprehensive. This title will provide support to geography lessons and suggestions for science-fair experiments.Robyn Ryan Vandenbroek, Elgin Court Public School, St. Thomas, Ontario, CanadaCopyright 2002 Cahners Business Information, Inc. |
53,699 | Title: "Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain", Content: "Turn the page and begin your journey down a path that may help revolutionize your instructional practices or that may support the effectiveness of the practices that you are currently using. At any rate, in many classrooms the fun has gone out of teaching and learning. Put it back while simultaneously growing dendrites!"(From the Introduction 2009-12-03) |
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