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53,700 | Title: Energizing Brain Breaks, Content: "We useEnergizing Brain Breaksin our teacher workshops so they will use them with their students. They enjoy the break and activity as much as their students do!"(Sue and Randy Pippen, Educational Consultants 2012-12-12)"This book is AWESOME!!! I feel that every teacher should have one in their classroom. Not only does it give the students a quick break, but they get excited about them. It also has so many choices: whole group, individual, partner, and small group. No matter the age, any student can perform most breaks."(Kathleen Richards, 5th Grade Teacher 2012-12-12)"Energizing Brain Breaksis an excellent resource for quick, simple, and challenging activities that students can do to activate their brain for more optimal learning. Many of the activities were developed by students, for students and really engage the adolescent brain. This is the resource that teachers need to get their students moving in learning."(Jean Blaydes, Educational Consultant/Speaker 2012-12-12)“Energizing Brain Breaksis a great teaching tool. I use it daily with my kids. They LOVE the short activities and get so excited. One of their favorites is 'Gotcha.'"(Judy Sterling, 2nd Grade Teacher 2012-12-12)“Physical movement and academic learning should not be separated. Research shows that physical movement and exercise are beneficial for the brain and learning. Dave Sladkey regularly incorporates movement in his high school math lessons, which helps to make his classroom a vibrant learning atmosphere. I strongly encourage every classroom teacher to use this book as a resource to transform your classroom into a place where students are alert and ready to learn at their full potential!”(Bill Wiesbrook, Principal 2012-12-12)“Dave's book is a terrific way to refocus and energize your students in the classroom. I have used his brain breaks in all kinds of settings and every time people smile, laugh, and have fun. This is a must have in any teacher's classroom and in any administrator's meeting!”(Scott Miller, High School Math Teacher/Instructional Coordinator 2012-12-12)"I have witnessed the effect of brain breaks in the classroom. After a simple minute or two, students become re-energized and re-engaged in the learning process. Thank you Dave Sladkey for creating a book that simplifies the process of selecting them and understanding them.”(Paul Zientarski, Founder 2012-12-12)“I have successfully used Brain Breaks with my school staff and these strategies also have the potential to enhance students’ learning by breaking the lesson into bite-sized chunks, and then turbo-charging the next part of the lesson. On reflection, this important strategy is rarely taught to preservice teachers and it is an area of teaching that can imperil not only the efficacy of the lesson but the teachers’ status in their classrooms.”(Neil MacNeill, Headmaster) |
53,701 | Title: Differentiating Instruction with Menus for the Inclusive Classroom: Social Studies (Grades 6-8), Content: After teaching science for more than 15 years, both overseas and in the U.S., Laurie E. Westphal now works as an independent gifted education and science consultant nationwide. She enjoys developing and presenting staff development on differentiation for various districts and conferences, working with teachers to assist them in planning and developing lessons to meet the needs of their advanced students. She is the author of the Differentiating Instruction with Menus series and Hands-On Physical Science. |
53,702 | Title: ""It's Being Done": Academic Success in Unexpected Schools", Content: "Every American must read this book. It demonstrates unequivocally that an unyielding belief in the ability of all children regardless of background to excel at the highest levels combined with a relentless commitment to excellent instruction can radically transform public education in this nation. If every school in America adopted the lessons of It s Being Done, then the achievement gap in my view, the greatest injustice facing our nation would be relegated to the history books." --Jason Kamras, 2005 National Teacher of the Year"Can a good school enable disadvantaged children to catch up? Some say, No, we must change society first. This scrupulous and humane book shows that a good school can make a decisive difference in giving every child a chance to achieve the American Dream. Karin Chenoweth is to be warmly thanked for showing in detail how some schools and their devoted staffs have refuted the idea that demography is fate." --E. D. Hirsch, Jr., Professor Emeritus, University of Virginia"'It s Being Done' is a refreshingly honest and thoughtful analysis of American K-12 education. It comes at a time when so many people are asking if it is possible not to leave children behind, especially children who are poor and of color. Chenoweth s research carefully documents important examples of academic achievement among these children in a variety of challenging circumstances. She identifies the many characteristics of successful schools, including setting high expectations for students, data-driven instruction, the wise use of school time, ongoing professional development of teachers, and comprehensive leadership teams made up of principals, teachers, parents, and community members. It s Being Done will contribute significantly to the national conversation on the education of our children. Perhaps more important, it will give us reason to hope." --Freeman A. Hrabowski, III, President, University of Maryland, Baltimore County |
53,703 | Title: Assessment for Educational Leaders, Content: MyLabSchool — Where the classroom comes to life!Watch real classrooms in action in the MLS VideoLab.Study for the PRAXIS exam using our video cases and practice test!Prepare for your first (or next!) job interview with the MLS Career Center.Learn how to write effective research papers with Research Navigator.Contact your local Allyn & Bacon sales representative for more information about this great tool or for the Valuepack ISBN. |
53,704 | Title: Coaching Classroom Instruction (Classroom Strategies), Content: Drawing upon a vast array of studies on teacher behaviors that are shown to produce growth in student achievement, Marzano and his colleagues describe a developmental approach to coaching and consulting intended to calibrate and encourage integration of forty-one research-based teaching strategies into classroom instruction. --Arthur L. Costa and Robert J. Garmston, Professors Emeritii, California State University, and Cofounders of Center for Cognitive CoachingThis text is supported by the authors' thorough understanding of coaching and learning theory as well as their practical ideas about how theory can be applied in practice.The authors draw on evidence about coaching to create a wealth of strategies for teachers to use in the classroom, while being supported through coaching, alongside a developmental scale to evaluate their practice.Coach behaviors are analyzed in detail, particularly the interpersonal skills needed to conduct a reflective dialogue with their coachee. Using this book will enable a teacher coach to model the reflective learning dialogue process for trainee or experienced teachers to follow. --Anne Brockbank, Director, Brockbank McGill Associates, LondonThis book will help educators raise their awareness of critical elements that impact the effectiveness of classroom instruction. Regardless of one's coaching model, awareness of these elements will contribute positively to the design-thinking process. --Bob and Megan Tschannen-Moran, coauthorsEvocative Coaching, cofounders Center for School Transformation schooltransformation.comThis text is supported by the authors' thorough understanding of coaching and learning theory as well as their practical ideas about how theory can be applied in practice.The authors draw on evidence about coaching to create a wealth of strategies for teachers to use in the classroom, while being supported through coaching, alongside a developmental scale to evaluate their practice.Coach behaviors are analyzed in detail, particularly the interpersonal skills needed to conduct a reflective dialogue with their coachee. Using this book will enable a teacher coach to model the reflective learning dialogue process for trainee or experienced teachers to follow. --Anne Brockbank, Director, Brockbank McGill Associates, LondonThis book will help educators raise their awareness of critical elements that impact the effectiveness of classroom instruction. Regardless of one's coaching model, awareness of these elements will contribute positively to the design-thinking process. --Bob and Megan Tschannen-Moran, coauthorsEvocative Coaching, cofounders Center for School Transformation schooltransformation.com |
53,705 | Title: Staying with Conflict: A Strategic Approach to Ongoing Disputes, Content: “I picked up Bernard Mayer’s new book last spring, and here is the bottom line: its impact on my practice was instant…What is more, the impact has been enduring. It has changed how I think about and talk about the work I do….”— Sheila Heen inNegotiation Journal,January 2010 |
53,706 | Title: * Social Rules for Kids-The Top 100 Social Rules Kids Need to Succeed, Content: Susan Diamond, MA, CCC, is a licensed speech-language pathologist with a private practice in Alameda, California. She provides diagnosis and treatment of language delays and disorders and specializes in social language skills. Sue has more than 25 years experience in the field and is the author of Language Lessons in the Classroom and co-author of Webs for Language. She has been on TV as an expert on social skills and has produced a DVD, Diamond Social Skills. Sue has conducted workshops for therapists and teachers and has spoken at numerous conferences. Her passion is pragmatic language and helping people gain success in communication. When Sue is not working, she enjoys reading, gardening, and doing yoga. She also loves spending time with her husband and son, whose encouragement, love, and humor keep her smiling. |
53,707 | Title: Language Function: An Introduction to Pragmatic Assessment and Intervention for Higher Order Thinking and Better Literacy, Content: Literacy teaching tends to take a structural approach to language, focusing on auditory products or skills such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual concepts, and that there is a cultural and linguistic mismatch between auditory teaching methods and the way students think and learn. This has important implications for all educators including those who work with students with neurogenic disabilities, such as autism spectrum disorders and ADHD.In her new book, Dr. Ellyn Lucas Arwood outlines a revolutionary four-tiered model of how a learner acquires language, and suggests ways to impose visual language functions onto an auditory language like English in order to improve learning for both neurotypical learners and those with neurogenic disabilities. Dr. Arwood provides tried-and-tested intervention strategies that work with all levels of ability, giving readers the knowledge and confidence to teach learners to become more literate in a way that raises learners' abilities to think and problem solve.This book takes a fresh look at how language and literacy interact, and will be of interest to educators and special educators, speech and language pathologists, and other professionals who support language learning and development.'The book is well-illustrated with case studies and is full of practical ideas for intervention, as well as handling complicated theory in an accessible way... Thinking about the way language functions is crucial to successful learning and visual language function is emphasised over the traditional auditory function of language as key to this success. A fresh approach, worth reading.'- bulletin |
53,708 | Title: Comic Strip Conversations, Content: Carol Gray has over twenty years of experience educating students with Autism Spectrum Disorders (ASD). Carol initiated the use of Social Stories in 1991 and has written numerous articles, chapters, and books on the subject. She is a sought-after speaker in the United States and abroad. Carol is the director of The Gray Center for Social Learning and Understanding, a non-profit organization that serves people with ASD, and currently works privately with students, parents, and professionals in a variety of educational and vocational settings. |
53,709 | Title: Emotional and Behavioral Disorders: Theory and Practice (5th Edition), Content: “In all, the authors have produced an excellent introductory text that provides an excellent introductory text that provides a knowledge base for beginning teachers.” —Sarup R. Mathur, Arizona State University |
53,710 | Title: Sensory Perceptual Issues in Autism and Asperger Syndrome: Different Sensory Experiences - Different Perceptual Worlds, Content: The ability to perceive accurately stimuli in the environment is basic to many areas of academic, communicative and social functioning. Although people with autism live in the same physical world and deal with the same `raw material' their perceptual world turns out strikingly different from that of non-autistic people. It is widely reported that autistic people have `unusual' sensory perceptual experiences that may involve hypo- and hypersensitivity, fluctuation between different `volumes' of perception and difficulty interpreting a sense.In this book, Olga Bogdashina attempts to define the role of sensory perceptual problems in autism identified by autistic individuals themselves. Often ignored by many professionals, this is one of the main problems highlighted by autistic individuals. This book singles out possible patterns of sensory experiences in autism and the cognitive differences caused by them. The final chapters are devoted to assessment and intervention issues with practical recommendations for selecting appropriate methods and techniques to eliminate the problems and enhance the strengths.Sensory Perceptual Issues in Autism and Asperger Syndrome is vital to teachers and other professionals working with autistic individuals to fully comprehend sensory perceptual differences in autism. This book will help readers select appropriate methods for dealing with autistic individuals. In addition, parents of autistic individuals and autistic individual themselves will find the information will enable them to initiate relevant strategies and environmental changes to facilitate more effective learning.'What's great about her 2003 book Sensory Perceptual Issues in Autism and Asperger Syndrome is that as well as summing up the psysiology of sensory problems, she helps parents and professionals to decipher the exact nature of perceptual difficulties through observing a child's behaviour. This is practical, helpful, clear and concise, if you suspect sensory issues are a factor in your child's condition, I'd recommend a read.'- Aukids Magazine'Sensory Perceptual Issues in Autism and Asperger Syndrome enables teachers and other professionals, parents and people with autism themselves to fully comprehend sensory perceptual differences in autism.'- Adolescence'Bogdashina presents a very convincing argument that many of the behavioural patterns seen in people with Autism and Asperger Syndrome have a different sensory perceptual experience than people without these conditions. The experiences may involve hyper- or hyposensitivity, fluctuation between different "volumes" of perception or difficulty interpreting a sense. Any, and frequently several, sensory modalities are affected in an individual. This book is easily understood by both parents and professionals. It is well referenced. The Table of Contents and the Subject and Author Indexes are easy to use. This book may be a good place to start learning about the altered sensory experience of people with Autism or Asperger Syndrome.'- The Journal of the Canadian Academy of Child and Adolescent Psychiatry'Examples of experiences from autistic people provide a useful insight into the range and variability of these experiences and a stark reminder of the pervasive nature of autism. As a clinician, this book has helped to reinforce the need to look at behaviours from an 'autistic perspective' and pick up on 'the clues' with reference to sensory perceptual difficulties and has been extremely valuable to me for my role within an autism diagnostic team. I would recommend this book to all occupational therapists working within the field of autism.'- Napot Journal'This is a great book. There are so many books on the market where experts presume to know better than autistic people themselves and disregard autistic peoples own accounts of what it feels like to be autistic, but this one breaks that mould. It is not only packed with factual information about how the brain and the senses work, it explores the autistic experience with an open and enquiring mind, while still tying all this in with conventional explanations of autism and results from existing studies. This book has a great potential to be useful, not just to parents and autistic people themselves who are looking for information and understanding, but to educators and service providers, whom it could inspire and advise. Interesting and accessible, I sat down today and read it the whole way through. Highly recommended.'- Asperger Information.net'It is refreshing to read a book that focuses on the wider aspects of autism rather than just the language, social and communication needs of the child/adult.' - Bulletin'This would be useful in a multidisciplinary team approach to autism spectrum disorder provision.'- Speech & Language Therapy in Practice |
53,711 | Title: 40 Reading Intervention Strategies for K-6 Students: Research-Based Support for RTI, Content: This book is perfect for teachers who are looking for more information on teaching the key elements of literacy and supporting students literacy needs. McEwan-Adkins provides key research background on each element and then offers teachers detailed strategies to support students. --Diane Barone, foundation professor of literacy studies, University of Nevada, Reno, NVAligned with current literacy research, this resource provides teachers with a wide range of specific suggestions for grade-appropriate interventions matched to an identified area of need. Busy educators will appreciate the clear and concise explanations and sample lessons for the 40 interventions designed to accelerate student progress. --Lois Lanning, assistant superintendent of schools, Pomperaug Regional School District 15, Middlebury, CTAligned with current literacy research, this resource provides teachers with a wide range of specific suggestions for grade-appropriate interventions matched to an identified area of need. Busy educators will appreciate the clear and concise explanations and sample lessons for the 40 interventions designed to accelerate student progress. --Lois Lanning, assistant superintendent of schools, Pomperaug Regional School District 15, Middlebury, CT |
53,712 | Title: Literacy Achievement and Diversity: Keys to Success for Students, Teachers, and Schools (Multicultural Education Series), Content: Kathryn H. Au is chief executive officer of SchoolRise, LLC in Honolulu Hawaii and past-president of the International Reading Association. |
53,713 | Title: Comprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop, Content: Maria Nichols is a literacy staff developer working in urban elementary schools in the San Diego City Schools. Prior to becoming a staff developer, she was a classroom teacher for fifteen years, including three years of demonstration teaching and professional development work at the district's Literacy Professional Development Center. Nichols is a National Board Certified(tm) Teacher and received the Distinguished Elementary Educator Award from the San Diego chapter of Phi Delta Kappa, 2002. |
53,714 | Title: Earth Science (13th Edition), Content: Fred LutgensandEd Tarbuckhave been good friends and colleagues since 1970. Between them, they have more than 57 years of experience teaching geology to undergraduates, and both have been recognized with awards as excellent and inspiring professors. They share a special interest in introducing geology to beginning students and a belief in the value of field experiences for students of all levels. Lutgens and Tarbuck published their first college text, Earth Science, in 1976. That book, winner of the McGuffy Award from the Text and Academic Authors Association, is now going into its tenth edition. In 1983, as the first edition of Earth was being prepared, gifted geology illustratorDennis Tasajoined the author team. Since then the three have collaborated on more than twenty projects. Not only do Tarbuck, Lutgens, and Tasa work well together creatively; they also enjoy spending time in the Sangre de Cristo Mountains near Tasa’s New Mexico studio. Tarbuck enjoys downhill skiing in Colorado, fly fishing near his childhood home in Northern Minnesota, and spending time in the Cascades. Lutgens is an avid runner, and when he can make the time, truly enjoys hiking the canyons of the Colorado Plateau. Although Lutgens and Tarbuck think alike on many issues, they don’t agree on everything. Lutgens is devoted to jazz and classical music, whereas Tarbuck prefers pop artists or a good country station. |
53,715 | Title: The Writing Thief: Using Mentor Texts to Teach the Craft of Writing, Content: Ruth Culham, Ed.D., is the president of the Culham Writing Company and former Unit Manager of the Assessment Program at Education Northwest in Portland, Oregon, USA. Ruth was English Teacher of the Year in Montana, the highlight of her 19-year teaching career. She holds specialty degrees in Library Science and Elementary, Middle, and Secondary English Education.As a pioneering researcher in writing assessment and instruction, Ruth creates and conducts teacher workshops to provide professional development at local, district, and state levels. At state and national conferences she's a featured speaker on using traits of writing, designing effective writing instruction, and reading to teach writing, and other related topics.Ruth is the recognized expert in the traits of writing field and author of over 40 teaching resources published by Scholastic, including6+1 Traits of Writing: The Complete Guide, Grades 3 and Up; 6+1 Traits of Writing: The Complete Guide for the Primary Grades;andTraits of Writing: The Complete Guide for Middle School, winner of the 2011 Teacher's Choice award. (Not surprising, however, since middle school is her true love.) As the author ofTraits Writing: The Complete Writing Program for Grades K-8(2012), she has launched a writing revolution.Traits Writingis the culmination of 40 years of educational experience, research, practice, and passion. |
53,716 | Title: Paragraphs for Middle School: A Sentence-Composing Approach, Content: Don Killgallon is the originator of the sentence-composing approach and author of numerous sentence-composing worktexts. He is the author or coauthor of Paragraphs for Middle School (2013), Paragraphs for High School (2012), Grammar for College Writing (2010), Story Grammar for Elementary School (2008), Grammar for High School (2007), Grammar for Middle School (2006), Sentence Composing for Elementary School (2000), Sentence Composing for High School (1998), Sentence Composing for College (1998), Sentence Composing for Middle School (1997), and Daily Sentence Composing (Great Source). He's a veteran teacher of secondary English, a former specialist in middle and high school education for the state of Maryland, and currently a teacher of writing at the University of Maryland, Baltimore County.Jenny Killgallon is coauthor of Paragraphs for Middle School (2013), Paragraphs for High School (2012), Grammar for College Writing (2010), Story Grammar for Elementary School (2008), Grammar for High School (2007), Grammar for Middle School (2006), Sentence Composing for Elementary School (2000), and Daily Sentence Composing (Great Source). She is a veteran teacher of secondary English, and former writing specialist for the state of Maryland. She currently teaches ninth-grade English at Maryvale Preparatory School in Brooklandville, Maryland. |
53,717 | Title: Whitman Illuminated: Song of Myself, Content: nan |
53,718 | Title: This is Just to Say: Poems of Apology and Forgiveness, Content: Sidman (Song of the Waterboatman and Other Pond Poems) explains, via an introduction from one of the book's sixth-grade characters, that the poems contained in this often humorous and touching anthology were inspired by the title poem of apology, which was penned by William Carlos Williams. The student in Mrs. Merz's class who introduces the book explains that some of the students received answers to their "sorry" poems. One pair of poems shares a spread and addresses a dodge ball exchange ("Sorry/ Reubs,/ for belting you/ as hard/ as I could/ in dodge ball/ I'd like/ to say/ I wouldn't/ do it again/ but I'd/ be lying"). But for most entries, unfortunately, in order to read the call-and-response in succession, readers must awkwardly flip from the first half of the book ("Apologies") to the second ("Responses"). Yet the poems successfully navigate the complicated terrain for those who seek forgiveness. In one especially moving poem, "The Black Spot," Alyssa tells her sister Carrie that the black spot of lead on Carrie's arm makes manifest the "nugget of darkness" within Alyssa that propelled her to injure her sibling (Carrie's response conveys her enduring anger at Alyssa). Zagarenski's (Mites to Mastodons) inventive mixed-media illustrations brim with items found in a classroom: a dictionary entry on "apology," for instance, becomes part of a student's clothing, and white hole reinforcements resemble a character's stolen doughnuts. But the book's odd organization seems a missed opportunity to tie the well-wrought, corresponding poems together and reinforce the complex relationships between the characters. Ages 9-12.(Apr.)Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. |
53,719 | Title: Formative Assessment: Making It Happen in the Classroom, Content: "A group of teachers and I were fortunate enough to work with Margaret Heritage on implementing formative assessment in our middle school. This book is the next best thing to that firsthand experience! Like us, the reader will experience many 'a-ha' moments that can be used immediately with students in the classroom to improve teaching and learning. Heritage clearly defines the process of formative assessment and uses real classroom applications to turn theory into practice. The reflection questions at the end of each chapter make this book an easy resource to implement in collaboration with colleagues, as well as a tool for self-assessment."(Amanda Whitehead, Principal 2010-02-02)"This book provides a clear explanation of the what, how, and why of formative assessment. The approach is refreshingly common sense and practical, while at the same time grounded in theory and research. Heritage firmly situates formative assessment in the context of rich instruction, reflective practice, and a process for improving student learning."(Eric W. Hart, Associate Professor 2010-02-05)"The most important and unique aspect of this book is the focus on feedback as part of the formative assessment process. It is important that teachers are giving feedback beyond grading, but few books offer suggestions on how to create common understanding of feedback at a building level. This book focuses on a purposeful feedback process that should be present in every aspect of instruction. It provides a template for truly understanding what formative assessment looks, sounds, and feels like."(Douglas Wheeler, Principal 2010-02-05)"Throughout the book, Heritage weaves together the broad picture of formative assessment and the supporting research with a detailed look at various aspects of formative assessment as it plays out in instruction. She not only discusses each aspect in detail, she also provides examples embedded in everyday classroom contexts to help the reader see the connection between the material and the reader's practice."(Susan Janssen, Senior Research Associate 2010-02-08)"In an era of unrelenting summative assessment, this book provides educators with the knowledge of how to use assessment to help students learn. Formative assessment has changed the culture of my classroom. This book provides a straightforward approach to uncovering what my students know, what they still need to learn, and how to use assessment as a tool for learning instead of a tool for evaluating."(Shawn Morgan, Math Instructional Support Teacher 2010-02-04) |
53,720 | Title: Breakthrough, Content: "A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating.""A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating."(Grant Wiggins, President 2006-02-06)"Breakthrough has the potential to make a significant contribution to our thinking in education. The call for personalization of teaching and learning is bold. It’s in our basements, and bringing it to the ground level is essential. The timing of the book is excellent." (Carol Ann Tomlinson, Professor, University of Virginia 2006-01-20)“Those interested in finding the link between general school reform initiatives and specific strategies that will actually impact classroom practice will cherishBreakthrough. Fullan, Hill, and Crévola present a model that allows teachers to provide precise instructional strategies to specific students who need timely support in order to master specific skills—without falling victim to the ‘prescription trap.’ Their critical pathways concept provides teachers with a powerful framework for integrating pre-assessment, instructional focus, formative assessment, data analysis, and job-embedded professional development to deliver the precision teaching that leads to continuous improvement. Furthermore, they make a compelling case that this model is not only desirable, but also imminently feasible.”(Richard DuFour, Educational Consultant 2006-01-20)"This is a timely and thought-provoking book. Fullan, Hill, and Crévola address the complexity of teaching and leading, and offer a compelling way forward that focuses on learning for all students through personalization, precision teaching, and professional learning for educators. By connecting assessment with learning, leading with teaching and learning, and classrooms instruction with district and government roles and responsibilities, the authors present an integrated approach that promises to ‘breakthrough’ the sterile standardization that plagues contemporary education."(Dean Fink, Professor, OISE/University of Toronto 2006-01-20)"Breakthroughpoints the way to a new definition of effectiveness-one grounded in a powerful theory of action that brings together personalization, precision, and professional learning in new ways. Practical pathways are provided to help the readers apply this theory of action to their own circumstances. Before making any changes, read this book first!"(Thomas A. Sergiovanni, Lillian Radford Professor of Education, Trinity University 2006-01-20)"Thanks for a provocative and conceptually rich piece. I enjoyed it and got a great deal out ofit."(David T. Conley, Professor, University of Oregon 2006-01-20)"An outstanding book for educators to transform classroom practice and learning strategies. It builds important perspectives on personalizing learning that will inform current practice. Highly recommended." (Brent Davies,Professor, University of Hull, UK 2006-01-20)"Breakthroughis one of those few books that demonstrably understands the importance of personalizing learning and the need to mobilize the whole system towards this goal. Fullan, Hill, and Crévola provide a clear specification of what is required for a learner led curriculum and what it means to work from the classroom out. Their articulation of how assessment leads instruction and is integrated into curriculum design is exemplary." (David Hopkins, HSBC iNet Chair of Internat’l Leadership, Institute of Education, University of London 2006-01-20)"Breakthroughtackles several very thorny problems: how to nurture high quality classroom instruction on a large scale, and how to do so by building on existing professional know-how. Solutions developed in the book warrant careful study by all those with an interest in educational reform."(Kenneth Leithwood, Professor, OISE/University of Toronto 2006-01-20)"Breakthroughexplores interesting possibilities for us to radically individualize classroom instruction - and gives convincing reasons why. I especially like the concept of ‘critical pathways’ as a way of organizing learning."(Mike Schmoker, Educational Consultant 2006-01-20)"An ambitious and timely book,Breakthroughis a critical read for those genuinely interested in school reform. Fullan, Hill, and Crévola get to the heart of the matter-improving instruction based on evidence!" (James Spillane, Olin Professor in Learning and Organization, Northwestern University 2006-01-20)"From cover to cover, the information provided in this book allows readers to think about the past and be hopeful about the future of education reform and practice." (Constance Ellison, Associate Professor of Educational Psychology 2007-02-16)"The authors provide a sound alternative to the lock-step approach that is currently in vogue in many educational settings. Their focus on internal accountability is consistent with student-centered approaches to education." (Sam Evans, Dean of the College of Education and Behavioral Sciences 2007-02-16)"Anyone with an interest in educational reform or instructional improvement would benefit from reading this book, reflecting on the ideas presented, and engaging in conversation with others concerning its implication for 21st-century schools." (PsycCRITIQUES, January 2007 2007-02-20)"Breakthroughis exactly the kind of information that educators need to take any reform movement from 'good idea' to 'best practice.' "(Principal Navigator, September 2006 2007-04-10)“Interesting, easy to read, and filled with educational insights. This book has much to commend it.”(Journal of Educational Change, August 2007, Vol. 8(3) 2008-02-15) |
53,721 | Title: Developing Teacher Leaders: How Teacher Leadership Enhances School Success, Content: "I have used this book to teach educational leadership, and I recommend it highly to principals, professional learning specialists, and teacher leaders alike."(Jennifer York-Barr, Associate Professor 2008-04-11)"Case studies and vignettes are used effectively to demonstrate authentic applications of the authors’ theoretical perspective in diverse school settings. This research will empower principals and teachers."(Deborah Bambino, National School Reform Faculty 2008-04-11)"This book contributes to the literature on teacher leadership with a particular focus on schoolwide excellence in teaching, learning, and assessment. The exercises are filled with solid and practical but generative ideas."(Richard Ackerman, Professor 2008-04-11) |
53,722 | Title: Cultures Built to Last: Systemic Plcs at Work, Content: DuFour and Fullan lay out, in a clear and compelling way, what needs to be done to move from isolated and transient pockets of excellence to excellence at the system level to achieve excellent outcomes not only for students, but to continue to improve to meet future challenges.Dylan Wiliam, Education Consultant and Author ofEmbedded Formative AssessmentandInside the Black BoxIn this deeply practical and grounded book, DuFour and Fullan make whole-system reform seem possible. They describe how to make the systemic become the local in every school so system goals become people goals. This book is a must-read.Helen Timperley, Professor of Education, The University of Auckland"DuFour and Fullan make a bold call to every member of the school community to align their behavior with the business of educating children. Random acts of proficiency will not transform education. It is unacceptable to leave implementation to chance.- --Anthony Muhammad, PLC Associate and Author ofTransforming School CultureandThe Will to Lead, the Skill to Teach |
53,723 | Title: Everyday Teacher Leadership: Taking Action Where You Are, Content: Written by noted educational leadership expert Michelle Collay, Everyday Teacher Leadership offers the strategies and tools teacher leaders need to improve their practice and assume new leadership roles within their schools. Step-by-step, Collay outlines the everyday acts of teacher leadership and reveals what it takes to lead effectively through collaboration. Designed as a hands-on resource, the book includes activities in each chapter that are teacher-tested and can be used by individuals, teams, or larger groups. In addition, the book offers useful suggestions for leading change beyond the classroom.Praise for Everyday Teacher Leadership"Dr. Collay's years of experience as a classroom teacher and education professor benefits all teachers as she presents specific ideas about how teachers' life experiences influence their instruction, and how they can use this renewed recognition to teach with integrity every day. Everyday Teacher Leadership is essential reading for those new to the profession or veterans looking to enhance their practices. It shows us the way as we continue the perennial quest to understand the nature of learning and the social construction of knowledge."—Dan Fleming, teacher, Emery Secondary School, Emeryville, California"Teachers-in-training, veteran teachers, administrators, superintendents, policy-makers and anyone who values the art of teaching and the genuine integrity of the teacher would benefit from this book. Professor Collay's insights, humor, and expertise make this an essential read for those of us in the education field." —Vera Jacobson, history teacher, Carlmont High School, Belmont, California"Everyday Teacher Leadership is a must read for administrators, instructors, and educators . . .past, present, and future! Collay delivers an empowering call to change, explaining how educators can fundamentally improve their working environments, bring the focus back to student learning, reform educational relationships, and re-establish the importance of 'leadership' in the American education system." —Carl Menge, curriculum designer, WIlliamsburg, Virginia |
53,724 | Title: Content Area Reading: Literacy and Learning Across the Curriculum (11th Edition), Content: "This text is a well-organized introduction to many of the major components of content area literacy. It cites important research literature to support its pedagogical claims and viewpoints, and provides a large number of resources for both instructors and students." -Wolfram Verlaan,TexasA&M University, Corpus Christi"Comprehensive and user-friendly. It does a good job of showing how to teach literacy in all the content areas. Students will enjoy the practical applications and teachers will enjoy having information in one place." -Dr. Virginia S. Loh, San Diego State University"...exemplary in content and in practicality for teachers who teach middle and high school." -Suzanne Gary Brians, The University of Texas at Tyler |
53,725 | Title: Word Crafting: Teaching Spelling, Grades K-6, Content: “Finally, here is the groundbreaking spelling book all teachers have been waiting for - a sensible, comprehensive, research-based approach to word study that includes exploration, strategies, classroom-based assessment, and fabulous teaching ideas - all based on learning how to determine each students level of spelling development and craft appropriate instruction. An exceptional resource!”–Regie Routman“In this delightful and incredibly informative little volume, Cindy Marten crafts for teachers and administrators the art of helping students learn how to craft words themselves. Few educators are able to explain and demonstrate this craft as well as Marten. She provides moment-to-moment classroom assessment and instructional vignettes grounded in a developmental model; significantly, she situates this crafting of words in the realities of school, district, state, and national mandates and politics. Her description of one districts journey towards a meaningful and effective curriculum is insightful, encouraging, and instructive. Throughout, Cindy Martens voice is one with which dedicated and thoughtful teachers will resonate.”–Shane Templeton |
53,726 | Title: Preventing Misguided Reading: New Strategies for Guided Reading Teachers, Content: “Burkins and Croft offer a refreshingly honest and insightful accounting of working through their 'tricky parts,’ while providing practical ideas that teachers everywhere can carry into their own guided reading instruction.”(Tina Favors, Second-Grade Teacher)“Rather than being a prescriptive how-to, this book encourages teachers to thoughtfully examine their guided reading instruction. Burkins and Croft strike the perfect balance between the theoretical and the practical, providing teachers with useful strategies that support students’ growth as readers while challenging teachers to examine their beliefs about guided reading.”(Allison Niedzwiecki, Kindergarten Teacher)"A practical, accessible, and concise resource for teachers and literacy coaches. The concrete, thoroughly explained examples are presented with clear and specific directives for implementation. It’s refreshing to see the book’s emphasis on including comprehension instruction in early literacy programs. Preventing Misguided Reading fills a valuable need by providing K-2 teachers with a strong, yet concise overview of useful instructional strategies for small-group literacy instruction."(Maryann Mraz, Author of The Literacy Coach’s Companion, PreK–3)"There are a lot of confusions about how much should be included in a guided reading lesson and where it fits in with other elements of literacy instruction. Many teachers are working hard to refine their practice, and will appreciate this easy-to-access resource."(Lois A. Lanning, Assistant Superintendent of Schools, Pomperaug Regional School District, CT)"This is a very empowering book, helping open teachers’ eyes to the research-supported fact that they are indeed the most important factor in student learning. I LOVE that it focuses on the teacher as a professional!"(Amy Broemmel, Associate Professor)"Jan Miller Burkins helps reestablish balance amidst the current focus on reading levels. Her emphasis on teaching for independence, and the need for more independence in guided reading, really struck a chord with me. I will tell my fellow literacy coordinators that they need to read this book!"(Charlie Otting, Literacy Coordinator) |
53,727 | Title: Deconstructing Penguins: Parents, Kids, and the Bond of Reading, Content: Starred Review. The benefits of learning to understand rich, layered narratives extend "far beyond the scope of fiction," say the authors, who lead a renowned book group for children and their parents at their small town library and who have written several other books on the subject of reading (Warmly Inscribed, etc.). Competing against Superbowl Sunday and countless other activities, their first attempt at a reading group was stacked against the odds. But because of their unusual ability to make reading fun and meaningful, their program has become a standard for parent-child reading groups around the country. This book, meant as a guide for those who want to set up their own reading clubs, offers a fantastic reading list beginning with Mr. Popper's Penguins for second graders and ending with The Time Machine for fifth graders. Many of the actual library sessions are discussed in detail, demonstrating the authors' terrific techniques for helping kids and parents see and debate the layers underlying the story, plot, characterizations, point of view and themes. "The highlight of almost any discussion is the discovery of what the author has implanted at the core of the book," they say. A distinguished work full of humor and wisdom, their book suggests that by encouraging children to read and talk about the mystery of complex, substantial books, parents and teachers can greatly expand young peoples' worlds and ultimately their life choices. As a lesson in how to enrich child-parent relationships, this book is great.Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. |
53,728 | Title: What Research Has to Say About Vocabulary Instruction, Content: "A strong and continually growing oral and reading vocabulary is a fundamental component for the development and expansion of reading ability and sophistication at all levels." - Alan E. Farstrup & S. Jay Samuels, from the Introduction" |
53,729 | Title: Understanding Language: A Basic Course in Linguistics, Content: nan |
53,730 | Title: CSET Social Science Exam Secrets Study Guide: CSET Test Review for the California Subject Examinations for Teachers (Mometrix Secrets Study Guides), Content: A CSET Study Guide Unlike Any OtherIf you'd like to get the CSET score you deserve, to quit worrying about whether your score on the CSET is "good enough," and to beat the test taking game, then this might be the most important message you read this year.Our comprehensive study guide for the CSET is written by our CSET experts, who painstakingly researched the topics and the concepts that you need to know to do your best on the CSET. Our original research into the California Subject Examinations for Teachers (CSET), offered by the California Commission on Teacher Credentialing (CTC) and National Evaluation Systems (NES), reveals the specific content areas and the essential skills that are critical for you to know on the CSET. We've taken the information and developed a study guide that is guaranteed to help you be successful on the CSET.Regardless of which CSET test you have to take- you have come to the right place. Here you will find everything you need to know in order to be successful and get your certification.Now, we know you may be skeptical, so let us give you three good reasons we can back up what we claim:The Three Reasons To Believe What We SayThe First Reason:Our company's name is Mometrix Test Preparation, and we have a team of standardized test researchers who have worked on developing our study guide for the CSET. The standards for who gets to work on the team are very strict- we demand the best for our customers, and only those who met our exacting standards made the cut. The dedicated research staff have years of combined experience in mastering the content and skills necessary to succeed on the toughest exams.The Second Reason:Some academic studies have revealed that test takers do not really benefit from the traditional test preparation process. But we knew there had to be a solution- if test takers were not doing well on the CSET despite high intelligence, there had to be a set of secret keys to the test that would open the door of success for these test takers.We believe we have succeeded in finding the secret keys of the exam. What we found was surprising, and in some casesridiculously simpleonce explained to the average test taker.We put the findings together in a thorough, concise study guide that we believe allows any test taker, at any skill level, toimprove his or her results dramaticallywith aminimum of effort.The Third Reason:We created the product in part because we were frustrated by the options available to test takers who really wanted to do well on the CSET.A common approach is to TEACH the material, instead of TEACHING THE TEST. That's not necessarily good enough for the CSET- you have to know how to apply the knowledge. Most test takers already have a general knowledge of the material that will be covered on the exam.One reason some test takers do well on the day of the test is that they have made the critical connection between the material they learned and how to use the material to succeed on the CSET.Our guide addresses the difference between merely knowing the material and knowing how to use the material toperform on test day.You're going to save time, money, and aggravation. You'll learn to avoid the mistakes and the bad strategies that you've been vulnerable to. --Just for starters, here are some ways our product can help your score on the CSET...The Exclusive Test Taking TechniquesExplains how the CSET time limits are the #1 enemy of most test takers, and what you can do about it- You avoid falling into the many "time traps" built into the test, giving you an immeasurable advantage over those who go into the test unawareShows you super speed methods to get through the questions you know with ease- Saving you time so you concentrate on the hardest questions without rushingGet quick, customized help for the questions you have- just send us a quick email and we'll get back to you promptly with the answer.Keys to questions that "give away" the wrong (or right) answers- You get credit for some of the questions without really even knowing anything about themDetails the EXACT STUDY PLAN for the CSET that we believe gives the most results in the least time- No matter if you're studying for a week or a month, you won't waste the precious study time you have on useless activitiesOur researchers are more than just academic theoreticians who understand the technical nature of standardized tests, but are also experts on test taking itself- they reveal the exact skills and the information you'll need to perform under pressure during the test.A systematic analysis and the best breakdown into "plain language" of how to deconstruct and master complex problems- You turn the problems that most of the test takers will stumble over to your advantageLearn why, when, and how to guess to your advantage. Many test takers use exactly the wrong strategy, but you can avoid the pitfalls with the help of our standardized test expertsThe secret keys that "gives away" the right answer a lot of the time- You know the special "flags" and the specific "giveaways" to look forIncludes instructions detailing the best way for you to get started with your preparation efforts so you can begin the path of improving your scores immediatelyThe most efficient and accurate method for picking the right answer- You won't be scratching your head trying to read the mind of the test question writer, but will instead know exactly what to look for to pick the best answerOur quick problem solving method for difficult problems- You speed right through these notorious time-wastersCourteous, unlimited customer service is 100% free- if you need the product emailed to a different address, lose the product, or have any other difficulty- the help you need is just a short email away and our representatives are active 7 days a week helping customersThe research of our team of test experts is 100% independent and originalOur exclusive "calibration strategy" to help you never go too fast OR too slow when answering even the toughest questionsThe 5-step process we've developed, what we call the "phased" approach, concerning the use of the various study aids and practice testsHow the problem of procrastination can kill your chance of success, and the most important thing you can do about itHow to know when you've studied as much as you need to for the exam- and the reason why we think some people should spend LESS time studying for the testThe Top 20 things you should take care of within 24 hours of taking the test- use the list we provide as a checklist to make sure you've taken care of the "little things" in addition to studying hardHow to predict the right answer before you see the answer choices- and how to prevent the wrong answers from "polluting" your mind and tempting you into a trap designed by the test writers --Why answers that "sound" correct are often the very ones that are wrong- and how to tell the difference between the right answer and the many clever-sounding traps set for you by the test writersHow to use our brainstorming method to get "inside the question" and reveal the hard-to-find clues and some of the subtle things you didn't realize you knewDo you know what a "hedge phrase" is? Learn why looking for the key "weasel words" in the question can help identify the correct answerWhy "new information" in the answer choices almost always means that the answer choice is wrong- and the way to avoid this trick planted by the clever test writersLearn to avoid this time-draining mistake on the test - why the technical terms you don't know can be a major stumbling block and waste precious time, and the way that you can work around themThe secret to using the contextual clues in the questions and the answer choices to make important distinctions between the right and the wrong answer choicesThe two situations where you should NOT check your answers thoroughlyHow to avoid careless mistakes by using the quick "double check" system. It will more than pay for itself relative to the time it will take youTest writers will often quote directly from the question in an answer- learn whether this is something you should trust or avoidWhy "extreme statements" in the answer choices are dead giveaways for wrong answers- find out how to detect the subtle differences between reasonable answers and the answers that are almost always wrongLearn how to group your answer choices into "families" that often narrows down the pool of correct answers- this is a quick way to immediately eliminate one or two of the answer choices and increase your odds of getting the question rightNow, you're probably wondering how and why we can do all the things we claim.Let us explain.Before we go any further, let us clarify whatCSET Secretsis not. It is not a stale rehash of all of the things you have already learned in the past.CSET Secretsis our exclusive collection of the tips and the information that we have specially selected to give you the best results on the CSET for the least time spent studying. It's written in everyday language and is easy to use.We cover the5 essential skillsnecessary to do well on the CSET, plus acomprehensive reviewcovering your specific CSET test.Don't take our word for it. Listen to what our customers say about other Mometrix test preparation products.I purchased the Secrets file, and I just wanted to let you know that I got a 99% on my test. I just want to thank you again, and hope you have continued success in your ventures. Sincerely, Paul L.My name is Chris. I used the Secrets study guide for five days. The study guide made the test so easy to understand. Like you said this program is worth 100's of dollars. To me 1,000's!! THANKS, Chris G.I just had to thank you guys for the test prep! I bought the guide as a last minute prep, I mean maybe 5 hours before the test. Like I said, I had ZERO preparation! I was nervous about the test let alone receiving the score I needed. I read the guide through only once before test time and needless to say, the only way I passed was thanks to your refresher!! BrianI heard about your website from a friend. I am enrolled in a review course, and in hindsight, I wish I wouldn't have taken my review course and instead spent a fraction of the money on your program. Thank you! Zac L.You get at least 10 times your money's worth!--When you consider what's at stake with the exam, we believe the value of our study guide gives you at least ten times your money's worth. |
53,731 | Title: Making Content Comprehensible for English Learners: The SIOP Model (4th Edition), Content: "I'll never teach the old way again."-Teacher, Little Rock School District "SIOP®helps teachers plan and deliver quality instruction for all students. Bottom line, there is no other professional development that provides teachers with a complete model for instruction."-Dr. Katharine Garcia, Alief ISD, Houston, TX "We started SIOP®in 2003 and our state math proficiency went from 39% for our ELL sub group to 75%. In reading it went from 29% to 72%, so we attribute a lot of that to our SIOP®model."-Patricia Smiley, Director of Instruction, Emporia, Kansas "An effective teacher is effective whether they have a gifted child, an ELL child or an at risk child. So I do believe that the key is effective teachers and effective teachers come from effective training."-Diane Hart, K-12 Supervisor, Cobb County Georgia "I see SIOP®working for all kids. Its basic good practice, so I think it applies to all classrooms, all situations, small group, large group, everything."-Jane McCoy, Instructional Coach Emporia, Kansas "With SIOP®, teachers learn to write language objectives to match content regardless of the curriculum area."- Dr. Karen Broadnax, Director ESL/Multilingual Services |
53,732 | Title: CSET: English Preparing for the California Subject Examination for English Teachers: A complete content review for: Subtests I, II, III & IV, Content: Jane Thielemann-Downs is a Professor of Education in the Department of Urban Education at the University of Houston-Downtown. She teaches courses in Reading / Language Arts and Educational Psychology and has been a member of the faculty for 21 years. Dr. Thielemann-Downs is certified to teach in Texas and in California. |
53,733 | Title: To Teach: The Journey of a Teacher 3rd Edition, Content: William Ayers is a school reform activist and Distinguished Professor and Senior University Scholar at the University of Illinois at Chicago. |
53,734 | Title: Pencils Down: Rethinking High Stakes Testing and Accountability in Public Schools, Content: Finally we have a book that demystifies and challenges the madness of the almighty testing craze! At a time when the most vulnerable students are further victimized and made to feel even more marginal, Wayne Au and Melissa Bollow Tempel have compiled a document that should be read by anyone who thinks there is something fundamentally wrong with the current emphasis on testing over quality education. --David Stovall, associate professor, Educational Policy Studies and African-American Studies, University of Illinois at ChicagoHere, in one place, is a collection that looks at standardized testing and its alternatives in exactly the ways useful to teachers, parents, and teachers of teachers! What an enormous contribution to us all. It can change what you do at your school tomorrow. --Debbie Meier, author ofThe Power of Their Ideasand Save Our Schools steering committee memberWayne Au and Melissa Bollow Tempel bring to us a complete exposure of the damages of high-stakes testing and sensible suggestions of alternatives with compelling stories, insightful analyses, and clear action plans. This book is a wake-up call, a must read for everyone concerned about our children s education. --Yong Zhao, presidential chair and associate dean, College of Education, University of Oregon, and author ofCatching Up or Leading the Way: American Education in the Age of GlobalizationNo questions asked, Pencils Down is one of the most comprehensive, scholarly (and yet eminently readable) take-downs of the nation's testing craze ever produced. Combining a just-right mix of quantitative analysis, with the compelling personal narratives of educators trying to reach children in ways a test can never measure, this volume is a must read for teachers, administrators, parents and policy makers. --Tim Wise, author, White Like Me: Reflections on Race from a Privileged Son, and Dear White America: Letter to a New MinorityWayne Au and Melissa Bollow Tempel bring to us a complete exposure of the damages of high-stakes testing and sensible suggestions of alternatives with compelling stories, insightful analyses, and clear action plans. This book is a wake-up call, a must read for everyone concerned about our children s education. --Yong Zhao, presidential chair and associate dean, College of Education, University of Oregon, and author ofCatching Up or Leading the Way: American Education in the Age of Globalization |
53,735 | Title: Kagan Cooperative Learning, Content: Teachers, teacher educators, staff developers, and administrators will find this an invaluable resource for taking the step from enthusiasm about cooperative learning in theory to implementing cooperative learning in the classroom. --Robert Slavin, Johns Hopkins UniversityTeachers and interested educators will find this book to be an absolute must for their libraries. --David Johnson, University of Minnesota --David Johnson, University of MinnesotaTeachers and interested educators will find this book to be an absolute must for their libraries. --David Johnson, University of MinnesotaTeachers and interested educators will find this book to be an absolute must for their libraries. --David Johnson, University of MinnesotaTeachers and interested educators will find this book to be an absolute must for their libraries. --David Johnson, University of MinnesotaTeachers and interested educators will find this book to be an absolute must for their libraries. --David Johnson, University of Minnesota |
53,736 | Title: Curriculum: Foundations, Principles, and Issues (6th Edition) (The Allyn & Bacon Educational Leadership), Content: Curriculum: Foundations, Principles, and Issues, 6/epresents a comprehensive, thoroughly balanced overview of the entire field of curriculum—principles, foundations, issues, and procedures for conceptualizing, developing, implementing, and evaluating curriculum. The authors use an approach that encourages readers to consider choices and formulate their own views on curriculum. As In previous editions, the text thoroughly explores the historical, philosophical, psychological, and social context for the field; addresses the curriculum process and issues that influence it; and encourages readers to consider how new thinking impacts curriculum deliberations, development, and implementation. See clearly the meaning of the research and insights into the curriculum processthrough the text’s “Curriculum Tips.” Become oriented to the main ideasat the beginning of each chapter through helpful Focusing Questions. See how learning becomes more meaningfulthrough overview tables and summaries of the major concepts and principles discussed in each chapter. Prepare for today’s standards-based curriculum environmentin the Curriculum Development chapter (Ch.7), which integrates aims, goals, ad objectives. Follow the curriculum process from start to finishin Part II, Principles of Curriculum that covers Curriculum Design, Curriculum Develop, Curriculum Implementation, and Curriculum Evaluation in that order. The Sixth Edition of Ornstein and Hunkins’ widely popular text has been revised and updated to include balanced coverage of the latest issues, research, and thinking in national and global education and curriculum, including: · A new chapter on International Education(Ch. 10) examines curriculum and education in six countries: Finland, Turkey, Australia, China, Brazil, and the Republic of South Africa · This edition includes a major discussion oninternational testing. · The Historical chapter hasnew information on Charles Eliot and William Harris. · All chapters have been revised and updated, including major revisions to Social Foundations (50% new material). |
53,737 | Title: Critical Issues in Education: Dialogues and Dialectics, Content: Jack L. Nelson a professor of education at Rutgers, obtained his doctorate from the University of Southern California. He is experienced teacher in schools at the elementary, secondary, undergraduate, and graduate levels; his university teaching experience includes California State University, Los Angeles; the State University of New York at Buffalo; San Jose State University; and Cambridge University. Nelson has been a visiting scholar at the University of California, Berkeley; Stanford University, University of Colorado; and Curtin University and the University of Sydney in Australia. Critical Issues in Education is his sixteenth book; he has also published about 150 articles and reviews. He is listed in Who’s Who in America and Contemporary Authors.Stuart B. Palonsky is professor of education and director of the Honors College at the University of Missouri-Columbia. A former public school teacher in New York and New Jersey, Palonsky earned his doctorate at Michigan State University. His publications include 900 Shows a Year, an ethnographic study of high school teaching from a classroom teacher’s perspective. In addition, Palonsky has published numerous articles and reviews in educational and social science journals, and has presented scholarly and professional papers on educational issues at national association conferences. |
53,738 | Title: Effective Questioning Strategies in the Classroom: A Step-by-Step Approach to Engaged Thinking and Learning, K-8, Content: Esther Fuscois an associate professor and Chair of the Department of Teaching, Literacy and Leadership at Hofstra University, Hempstead, New York. |
53,739 | Title: Vocabulary Games for the Classroom, Content: Children, and adults, love to play games. Games are not only entertaining, they can also be highly educational. In this book Lindsay Carleton and Robert Marzano present detailed descriptions and instructions for a baker's dozen of engaging games for building and reinforcing students' academic vocabulary. Word study is no longer something to be dreaded. With these games students, and teachers, will surely want to make word study a regular part of their school day! --Tim Rasinski, professor of literacy education, Kent State University |
53,740 | Title: Mosaic of Thought, Second Edition: The Power of Comprehension Strategy Instruction, Content: 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 »An internationally-known speaker, workshop leader, and consultant, Susan Zimmermann is coauthor of educational bestsellers Mosaic of Thought (1997 and 2007 2nd edition), 7 Keys to Comprehension, and Comprehension Going Forward (2011), books that are changing the way reading is taught in classrooms throughout America. She cofounded and served as the Executive Director of the Denver-based Public Education and Business Coalition, an organization that has spearheaded ground-breaking comprehension work. During her time there, she initiated numerous programs to improve the quality of public schools, including the Reading Project, which provides many of the examples in Mosaic of Thought and 7 Keys. Susan is also the author of Keeping Katherine; Writing to Heal the Soul, winner of the Colorado Book Award; and Grief Dancers, finalist for the Colorado Book Award and winner of the Exceptional Parent symbol of excellence for its "profound contribution to human understanding and dignity." These wise and inspiring books grew out of Susan's personal experience raising her profoundly handicapped daughter Katherine who had Rett syndrome. Currently a full-time speaker, writer, and education consultant, Susan has given hundreds of workshops, keynotes, and summer institutes in nearly every state and throughout Canada. She has worked with international schools in Mexico, the Philippines, Romania, Japan, Vietnam, and Indonesia. Visit her Heinemann Speakers page for more information. A lover of the wilderness and believer in the transformative power of the outdoors, she has been a trustee of the Colorado Outward Bound School and served as the board chair of The Women's Wilderness Institute, an organization that provides wilderness learning experiences for adolescent girls and women. Susan is a graduate of Yale Law School and mother of four. She lives in the foothills west of Denver. For more information on Susan Zimmermann visit her Web site at www.susanzimmermann.com. |
53,741 | Title: Metaphysics: Constructing a World View (Contours of Christian Philosophy), Content: William Hasker (Ph.D., University of Edinburgh) is professor emeritus of philosophy at Huntington College in Huntington, Indiana. His books includeMetaphysics: Constructing a World View; God, Time, and Knowledge; Reason and Religious Belief(with Michael Peterson, David Basinger and Bruce Reichenbach);The Openness of God(with Clark Pinnock, Richard Rice, John Sanders and David Basinger);Philosophy of Religion: Selected Readings(edited with Michael Peterson, David Basinger and Bruce Reichenbach);The Emergent Self; Middle Knowledge: Theory and Applications(edited with David Basinger and Eef Dekker) andProvidence, Evil and the Openness of God. |
53,742 | Title: Teaching and Learning Through Multiple Intelligences (3rd Edition), Content: Not every student learns in the same way!Teaching and Learning Through Multiple Intelligencesis an outstanding resource that offers expert analysis of Dr. Howard Gardner's “Theory of Multiple Intelligences”—and the knowledge to extend this theory to effective classroom practice.Every teacher can develop students' eight intelligences and teach basic skills through multiple modes. Ready-to-use assessment tools and lesson plans make this book a unique starting point and reference guide. The intelligences are defined throughout, and the authors provide a checklist for identifying them, suggest environmental considerations, and offer related teaching strategies.“An excellent survey of multiple intelligences from the perspective of the educator. The book is chock full of valuable classroom exercises, resources, materials for assessment, and ideas for interdisciplinary units. It also contains a full discussion of the newly discovered naturalist intelligence, along with many timely instructional suggestions.”Dr. Howard Gardner,Author ofFrames of Mind: The Theory of Multiple Intelligences |
53,743 | Title: A Casebook for Exploring Diversity (4th Edition), Content: With the increasing diversity in today’s schools,A Casebook for Exploring Diversityis an excellent supplemental text for pre-service teachers in multicultural, inclusive, or urban education courses, as well as for in-service teachers and participants in professional development workshops. Its37real-life case studies represent scenarios that could occur in any school–urban, suburban, or rural–and at any grade level. They address the topics of gender, ethnicity, race, socioeconomic status, religion, special needs, sexual orientation, language, and ageism. Each case study, followed by questions and activities, will help you develop important social and cross-cultural skills, better understand your students, and broaden your understanding of diversity issues in a classroom setting. New to This EditionNEW!Definition and discussion of multicultural education and thetheoretical orientationundergirding the authors’ case approach appears in Chapter One.Revised introductionsnow highlight the research and/or best practices relevant to chapter cases and the work of prominent multicultural scholars.Newcases added under topics: sexual orientation, exceptionality, and religion.Additional topics, includingtransgendered students, autism, teen pregnancy, hip hop culture, atheism, and students of mixed race,have beenembedded within cases.Expanded set of guidelines included for analyzing the cases.Expanded glossary of terms and conceptscovers thirty additional terms commonly used in discussions of case issues.Revision ofQuestions for ReflectionandActivities for Extending Thinkingsections throughout the book.Updated bibliographiespresent many current print and electronic resources. |
53,744 | Title: Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th Edition) (Words Their Way Series), Content: |
53,745 | Title: Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching (3rd Edition), Content: “I have had many students each term tell me that this is the most readable and practical textbook they have ever read. . . .[Essentials] is something that [Ormrod] wrote after considering her students’ needs! This comes out in the writing style but in a way that also maintains the rigor of the content and uses the most recent understandings in the field.”Mark J. SzymanskiPacificUniversity “This text creates an integrated and engaging narrative that adeptly weaves theories and concepts of learning, motivation, and development into classroom teaching. . . .Not only is the text a pleasure to read, but it is also a pleasure to teach using this text. . . .This format is sensitive to the length of semesters, and frees instructors from rushing from one chapter to the next or covering multiple chapters in a single week. As such, instructors have greater flexibility to explore the topics with students.”Cecil RobinsonThe University of Alabama “Other texts present information that is often bogged down with dry descriptions of research and abstract concepts. Ormrod has an outstanding ability to make content accessible to and interesting for undergraduate students. . . .Also, examples and suggestions are clearly related to chapter content and helpful for tying content to actual classroom practice. We recommend that students keep this textbook because it will be a useful reference for them when they actually begin teaching.”Rhoda CummingsUniversityof Nevada, Reno |
53,746 | Title: Reading and Learning to Read (8th Edition), Content: In this highly popular guide, pre-service and in-service teachers are expertly prepared for today’s ever-changing literacy classroom. The book’s comprehensive approach to teaching reading and writing continues its emphasis on research-based practices, integrating technology, accommodating the needs of diverse and struggling learners, recognizing legislative influences, and standards for reading professionals, while updating readers with new strategies that reflect alternative, best-practices reading methodologies. Taking its dedication to struggling learners one step further, the book include features that show teachers how to better understand and use Response to Intervention (RTI), what is the role of reading coaches, and how they can assist teachers as they master teaching skills that will help all children succeed. Incorporates theInternational Reading Association 2010Standards for Reading Professionals. Includes a newActivating Your Schemafeatureat the beginning of each chapter to engage readers in reflective thinking. Presents Response to Intervention (RTI) Boxesthat exemplify the concept of RTI and related issues and implications for struggling readers. Includes Classroom Management Iconsthroughout the text to help readers identify with classroom management within the context of the chapter’s content and focus, rather than covering in a separate chapter. Student Voices boxesin each chapter include interviews with students that focus on what students think and have to say about the topics discussed in that chapter. |
53,747 | Title: Transforming Learning with New Technologies (2nd Edition), Content: [if gte mso 9]> <xml> Normal 0 false false false MicrosoftInternetExplorer4 </xml> <![endif]Also from Robert W. Maloy, Ruth-Ellen Verock-O'Loughlin, Sharon A. Edwards and Beverly Woolf: 013159611X - Transforming Learning with New Technologies, 1/e - ©2011[if gte mso 9]> <xml> </xml> <![endif][if gte mso 10]> <![endif] |
53,748 | Title: Fred Jones Tools for Teaching, Content: Tools for Teaching is a training program between two covers. It describes the skills of classroom management in practical, down-to-earth terms that makes sense to practicing teachers. It walks you through skill performance so clearly that you can practice with a colleague by reading out loud from the book. Tools for Teaching deals with the entire range of management situations that define the life of a teacher in the classroom - kids who disrupt, kids who sit helplessly with their hands raised, kids who say, "I'm not doing this." More importantly, the book focuses on prevention using lessons learned from highly effective teachers. These "natural' teachers do not work themselves to death. They do not become burned out. Tools for Teaching brings the skills of our most gifted colleagues to light so that they can be understood and mastered by all.One of the most common questions that I am asked after a workshop is, "Where were you twenty years ago?" Another common question is, "Why don't they teach us this stuff in college?" The skills described in Tools for Teaching are literally the tools of the profession - your job description. The language, illustrations and format make "Tools" easily accessible. And, the heavy paper and sewn binding ensure that the book with hold up to years of hard use. |
53,749 | Title: Bilingual and ESL Classrooms: Teaching in Multicultural Contexts, Content: Carlos J. Ovando is Professor of Education and Advisor, Initiative of the Americas, Office of the Vice President for University School Partnerships & College of Education, Office of the Dean, Arizona State University (ASU). Dr. Ovando has also served as Associate Dean for Teacher Education and Director for the Division of Curriculum and Instruction. Prior to joining the faculty and administration at Arizona State University, he served as chair of the Department of Curriculum and Instruction at Indiana University, Bloomington and also served as director of the Bilingual Education Program. He received his Ph.D. in Curriculum and Instruction and International Comparative Education from Indiana University. A former high school Spanish teacher, his research, teaching, and service focus on factors that contribute to the academic achievement of language minority students and ethnically diverse groups. He has served as guest editor of two special issues of Educational Research Quarterly, and contributed to the first and second editions of the Handbook of Research on Multicultural Education. In addition, he has published in the following venues: Educational Researcher, Peabody Journal of Education, Bilingual Research Journal, Phi Delta Kappan, Educational Leadership, Kappan Delta Pi Record, World Yearbook 2003: Language Education (Kogan Page/Thompson), and the Harvard Educational Review. His books include: (with Virginia P. Collier and Mary Carol Combs) Bilingual and ESL Classrooms: Teaching in Multicultural Contexts, 3/e (McGraw-Hill, 2003); (with Peter McLaren) The Politics of Multiculturalism and Bilingual Education: Teachers and Students Caught in the Cross Fire (McGraw-Hill, 2000) and (with Colleen Larson) The Color of Bureaucracy: The Politics of Equity in Multicultural School Communities (Thompson/Wadsworth, 2001). Professor Ovando has given presentations in Canada, Costa Rica, Cuba, Egypt, England, Guam, Mexico, Nicaragua, The Netherlands, The Philippines, Spain, and The United States. He has been a professor of education at Indiana University, Oregon State University, the University of Alaska, Anchorage, and the University of Southern California. He has also been a visiting scholar at the Universidad Nacional de Costa Rica (Instituto de Estudios Latinoamericanos) and the University of Washington, Seattle. He has worked with Chicanos, Mexican Nationals, Athabascan Indians, Asian Americans, Pacific Islanders, African Americans, Southwestern Indians, Chamorros, Costa Ricans, and Nicaraguans. He is the recipient of two Teaching Excellence Recognition Awards from the School of Education at Indiana University. He has served as a Discipline Peer Review Committee member for the Fulbright Specialists Program as well as on the selection committee for the Fulbright Teacher Exchange Program. He serves on the Editorial Board of the American Educational Research Journal (AERJ). Born in Nicaragua, Carlos Ovando immigrated to the United States in his pre-adolescent years and has therefore experienced first-hand many of the academic, sociocultural, and emotional issues, which confront language minority students in the United States. He is a naturalized citizen of the United States.Mary Carol Combs is an adjunct associate professor in the Department of Language, Reading and Culture, where she teaches undergraduate and graduate courses in bilingual and multicultural education, American Indian bilingual education, English as a Second Language methodologies, and multicultural education. In addition, she is a research scientist at the Bureau of Applied Research in Anthropology (BARA), University of Arizona, where she is conducting a study on the 1C, and Americanization program implemented in Tucson Unified School District from 1919 - 1965. Dr. Combs, academic interests include bilingual education policy and law, language planning, indigenous language revitalization and development, and bilingual and ESL teacher preparation. She is a former director of the English Plus Information Clearinghouse, a national clearinghouse on language rights and public policy based in Washington, DC, and she remains active in national networks concerned with policy developments in bilingual education. Dr. Combs received her Ph.D. in Language, Reading and Culture from the University of Arizona (1995), an M.A. in Applied Linguistics from Georgetown University (1983), and a B.A in German from the University of Michigan (1978). |
53,750 | Title: Explicit Instruction: Effective and Efficient Teaching (What Works for Special-Needs Learners), Content: nan |
53,751 | Title: Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms, Content: nan |
53,752 | Title: 120 Content Strategies for English Language Learners: Teaching for Academic Success in Secondary School (2nd Edition) (Teaching Strategies Series), Content: 'This user friendly text can be used as a guide for new teachers who are looking to gain understanding of language and content learning as well as seasoned teachers who want to expand their repertoire of useful strategies." ~Jennifer Stengel-Mohr, Queens College, Flushing, NY "I found this book to be an excellent guide for novices and veteran teachers alike. The ideas are written in clear and understandable language. The strategies and techniques are explained in a away that makes teachers comfortable enough to attempt them with confidence." ~ Timothy A. Rodriguez, The Ohio State University at Lima, Lima, OH |
53,753 | Title: Transforming School Culture: How to Overcome Staff Division, Content: Anthony Muhammad, PhD, is one of the most sought-after educational consultants in North America. As a practitioner for nearly 20 years, Dr. Muhammad has served as a middle school teacher, an assistant principal, a middle school principal, and a high school principal. His tenure as a practitioner has earned him several awards as both a teacher and a principal. His most notable accomplishment came as principal at Levey Middle School in Southfield, Michigan, a National School of Excellence, where student proficiency on state assessments more than doubled in five years. Muhammad and the staff at Levey used the Professional Learning Communities at Work model of school improvement, and the school has been recognized in several videos and articles as a model high-performing PLC. As a researcher, Dr. Muhammad has published articles in several publications in both the United States and Canada. He is a contributing author toThe Collaborative Administrator: Working Together as a Professional Learning Community(2008). |
53,754 | Title: The Principal: Three Keys to Maximizing Impact, Content: “This revealing and powerful book comes just in time, as we launch the biggest education reform in the past fifty years. It should be required reading not only for principals, but perhaps even more importantly for those who support and lead them.”—Laura Schwalm, CaEdPartners; former superintendent, Garden Grove, California“After decades of studying, working with, and enhancing the lot of principals . . . Fullan’s conclusion? Principals are needed now more than ever, and he’s smack on target. He doesn’t mince words, yet instills hope and confidence. Simply great . . . this book should be on every leader’s desk. Another bull’s-eye!”—Willam Parrett, director, Center for School Improvement and Policy Studies, Boise State University, Idaho“I just readThe Principaland I am on fire and in love. I couldn't put it down! Fullan's uniquely succinct brilliance for soaring above the noise and clutter that bogs us down is incredibly energizing and inspiring.”—Alice Thomas, president and CEO, Center for Development and Learning, Metairie, Louisiana |
53,755 | Title: Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement, Content: Great new insights from two experts committed to making moral purpose come alive in practice. Dufour and Marzano are deep, practical, and thorough. They call for collaboration that is not optional; rather, leaders are compelled to learn and be successful. Classroom, school, district, and state leaders now have the insights and tools to work effectively together on an agenda that gets more urgent every day. A great book. --Michael Fullan, Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto; Special Advisor to the Premier and Minister of Education in OntarioFinally we have a book that gives strategic thinkers the blueprint for implementing PLCs up and down the levels of authority and levels of influence in a whole school system. Sustainable change requires pressing the key levers of influence at the same time, and knowing how they interact with one another. This book gives crystal clarity to what PLCs really are and how to get them; but on the way, it becomes a brilliant tract and hands-on guide for systemic change and the subtleties of leadership. --Jonathon Saphier, founder and chairman emeritus of Teachers21, founder and president of Research for Better TeachingIf you would like to influence the next generation of teachers, leaders, and students, then prepare to study, debate, and reflect on every sentence in this book. Whether you are a policymaker, superintendent, principal, or teacher-leader, turn each page preparing to be challenged by this compelling leadership manifesto. With ample evidence and decades of personal experience, the authors will challenge you to avoid pointless debates, confront essential challenges, and take bold risks. This book does not provide a 'feel good'; prescription, but rather challenges every leader, parent, teacher, and student. We can either settle for mediocrity or follow the evidence and reach for the stars. --Douglas B. Reeves, founder of The Leadership and Learning CenterFinally we have a book that gives strategic thinkers the blueprint for implementing PLCs up and down the levels of authority and levels of influence in a whole school system. Sustainable change requires pressing the key levers of influence at the same time, and knowing how they interact with one another. This book gives crystal clarity to what PLCs really are and how to get them; but on the way, it becomes a brilliant tract and hands-on guide for systemic change and the subtleties of leadership. --Jonathon Saphier, founder and chairman emeritus of Teachers21, founder and president of Research for Better TeachingIf you would like to influence the next generation of teachers, leaders, and students, then prepare to study, debate, and reflect on every sentence in this book. Whether you are a policymaker, superintendent, principal, or teacher-leader, turn each page preparing to be challenged by this compelling leadership manifesto. With ample evidence and decades of personal experience, the authors will challenge you to avoid pointless debates, confront essential challenges, and take bold risks. This book does not provide a 'feel good'; prescription, but rather challenges every leader, parent, teacher, and student. We can either settle for mediocrity or follow the evidence and reach for the stars. --Douglas B. Reeves, founder of The Leadership and Learning CenterFinally we have a book that gives strategic thinkers the blueprint for implementing PLCs up and down the levels of authority and levels of influence in a whole school system. Sustainable change requires pressing the key levers of influence at the same time, and knowing how they interact with one another. This book gives crystal clarity to what PLCs really are and how to get them; but on the way, it becomes a brilliant tract and hands-on guide for systemic change and t --Douglas B. Reeves, founder of The Leadership and Learning CenterFinally we have a book that gives strategic thinkers the blueprint for implementing PLCs up and down the levels of authority and levels of influence in a whole school system. Sustainable change requires pressing the key levers of influence at the same time, and knowing how they interact with one another. This book gives crystal clarity to what PLCs really are and how to get them; but on the way, it becomes a brilliant tract and hands-on guide for systemic change and the subtleties of leadership. --Jonathon Saphier, founder and chairman emeritus of Teachers21, founder and president of Research for Better TeachingIf you would like to influence the next generation of teachers, leaders, and students, then prepare to study, debate, and reflect on every sentence in this book. Whether you are a policymaker, superintendent, principal, or teacher-leader, turn each page preparing to be challenged by this compelling leadership manifesto. With ample evidence and decades of personal experience, the authors will challenge you to avoid pointless debates, confront essential challenges, and take bold risks. This book does not provide a 'feel good'; prescription, but rather challenges every leader, parent, teacher, and student. We can either settle for mediocrity or follow the evidence and reach for the stars. --Douglas B. Reeves, founder of The Leadership and Learning Center |
53,756 | Title: The Literature Review: A Step-by-Step Guide for Students (SAGE Study Skills Series), Content: 'The Literature Review is a clearly written and easily accessible self-guided introduction packed with detailed examples. It's especially useful for budding researchers unfamiliar with crafting literature reviews that support strong theory development and empirical testing. I recommend it to every first-year doctoral student' -Michael R. HymanDistinguished Achievement Professor, New Mexico State University |
53,757 | Title: Informal Reading Inventory: Preprimer to Twelfth Grade, Content: SECTION ONE. Background Information. What Is an IRI? What Can an IRI Tell Teachers? What Are Flexible Ways to Use an IRI? How Do IRIs Fit into Literature-Based Programs? Who Needs to Take This Informal Reading Inventory? When Should the Inventory Be Administered? How Long Does the Inventory Take to Administer? Who Can Administer the Inventory? Selected References. SECTION TWO. Instructions for Use. How Is the Inventory Administered? How Is the Inventory Scored and Interpreted? What Are Some Frequently Asked Questions About the IRI? A Case Study in Scoring and Interpretation. Key to Symbols on Passages. Selected References. Placement Word Lists. Student Word List 1. Teacher Word List 1. Student Word List 2. Teacher Word List 2. Graded Passages. Student Booklet Form A. Passages PP to 12. Teacher Booklet Form A. Passages and Questions PP to 12. Summary of Quantitative Analysis. Summary of Qualitative Analysis. Worksheet for Word Recognition Miscue Tally Chart. Worksheet for Qualitative Analysis of Uncorrected Miscues in Context. Student Booklet Form B. Passages PP to 12. Teacher Booklet Form B. Passages and Questions PP to 12. Summary of Quantitative Analysis. Summary of Qualitative Analysis. Worksheet for Word Recognition Miscue Tally Chart. Worksheet for Qualitative Analysis of Uncorrected Miscues in Context. Student Booklet Form C. Passages PP to 12. Teacher Booklet Form C. Passages and Questions PP to 12. Summary of Quantitative Analysis. Summary of Qualitative Analysis. Worksheet for Word Recognition Miscue Tally Chart. Worksheet for Qualitative Analysis of Uncorrected Miscues in Context. Student Booklet Form D. Passages PP to 12. Teacher Booklet Form D. Passages and Questions PP to 12. Summary of Quantitative Analysis. Summary of Qualitative Analysis. Worksheet for Word Recognition Miscue Tally Chart. Worksheet for Qualitative Analysis of Uncorrected Miscues in Context. Appendix A. Choosing Books to Develop and Support Children's Reading Proficiency. Considerations in Using the Lists. Books Appropriate for Each Reading Level in the IRI. Appendix B. How the Inventory Was Constructed. Constructing the Word Lists. Constructing the Passages. Development of Sections One and Two and Appendix A. |
53,758 | Title: Science Stories: Science Methods for Elementary and Middle School Teachers, Content: "SCIENCE STORIES by Janice Koch is different from any other science methods textbook on the market because it provides an unrivaled user-friendly format.""The text is perfect for teaching the essentials of what makes good science education." |
53,759 | Title: Teaching Reading in the 21st Century (with Assessment and Instruction Booklet) (3rd Edition), Content: The Third Edition ofTeaching Reading in the 21st CenturyContinues to Garner Praise:“Teaching Reading in the 21st Century is outstanding in its comprehensive coverage of the theoretical foundations and research base underlying good practices in reading instruction, and its fair and even-minded treatment of controversial topics. ”Professor Ian A.E. Wilkinson,The Ohio State University“The chapters of Teaching Reading in the 21st Century conclude with excellent Extending Learning activities. The text is written at a good level for my students. The authors 'voice' makes the text extremely readable and friendly. ”Professor Barbara C. Palmer,Florida State University“ Teaching Reading in the 21st Century is definitely written with the student in mind. Students can focus clearly on the concepts without getting 'bogged down' by overly complex sentence structure and vocabulary. ”Professor Nina L. Rynberg,Lake Superior State UniversityNew to This Edition:New “Strategies for the Classroom” features provide prospective teachers with practical, ready-to-use activities and sample lessons for teaching critical concepts.Easily accessible information in the margins important to English Language Learners, technology links that reinforce literacy, and assessment strategies.A New Assessments and Lesson Plans Booklet contains ready-to-use assessment instruments and lesson plans—packaged for free!Your AuthorsMichael F. Gravesis Professor of Literacy Education and the Guy Bond Fellow in Reading at the University of Minnesota. He received his PhD in Education from Stanford University and his BA and MA in English from California State University at Long Beach. Prior to receiving his PhD, he taught English and reading at the junior and senior high school level in Long Beach and Fountain Valley, California. His research interests and areas of expertise include vocabulary development, comprehension instruction, and strategy instruction. He is the author of numerous articles and books on reading, including A Word Is a Word, Scaffolding Reading Experiences, Scaffolding Reading Experiences for English Language Learners, Reading and Learning in Content Areas, and The First R: Every Child's Right to Read. He has also served as editor of The Journal of Reading Behavior and as associate editor of Research in the Teaching of English.Connie Juelis Professor of Education and Director of the Jeanne Chall Reading Lab in the Graduate School of Education at Harvard University. She received her PhD in Educational Psychology, her MA in Curriculum and Instruction, and her BA in Spanish from Stanford University. Prior to receiving her PhD, she taught at the primary grade level in Redwood City, California. Her research centers on literacy acquisition. She conducts longitudinal research designed to test models of literacy development which take into account both children's cognitive profiles and classroom instruction. She is the author of numerous articles and books, including Learning to Read and Write in One Elementary School, which details one of her well-known longitudinal studies of early reading. She has served as associate editor of Reading Research Quarterly, received the Oscar Causey Research Award from the National Reading Conference, and is a member of the International Reading Association's Reading Hall of Fame.Bonnie Gravesis a full-time education writer and author of thirteen children's books. She received her BA in English and Elementary Education at California State University at Long Beach, and has taken advanced work at the University of Minnesota. A former elementary school teacher, she has taught in second through seventh-grade classrooms in California, Colorado, and Minnesota and is the author of a host of educational materials, books, and articles on teaching reading. Her major area of expertise is in making literature enticing and accessible to beginning and middle-grade readers. Since the publication of her first children's book, The Best, Worst Day, in 1996, Graves has spoken about her work and the craft of writing to educators and to groups of children around the country. Her most recent children's books are Taking Care of Trouble, and California Condor: Flying Free. |
53,760 | Title: "Collateral Damage: How High-Stakes Testing Corrupts America's Schools", Content: "Collateral Damage delivers a healthy dose of hard truth. It should be required reading for policymakers and concerned citizens." --Jeannie Oakes, Presidential Professor and Director, UCLA Institute for Democracy, Education, and Access (IDEA)"The cumulative impact of the accounts Nichols and Berliner lay out before us is staggering. They punch it home: The moral impact of NCLB may be as dangerous as its educational effects." --Deborah Meier, Senior Scholar, New York University"This savage assault on high-stakes testing in education arrives with a clear concern about those most harmed by high-stakes tests students and teachers. Nichols and Berliner provide a carefully reasoned analysis laced with frightening accounts drawn from public schools. Not merely another pummeling of No Child Left Behind, this is a readable evisceration of the premise that our schools can be evaluated with a single indicator. If you care about public schooling, this is required reading." --W. James Popham, Professor Emeritus, UCLA |
53,761 | Title: Ekwall/Shanker Reading Inventory (6th Edition), Content: “Ekwall/Shanker is more than just a reading inventory. It contains many other assessments for assessing reading. A reading specialist, classroom teacher, resource teacher or school psychologists have a wealth of reading assessments in one book.”– Catherine Shiel, Stevenson University “Truthfully, I do not know of any real competition for this product. This book has so many worthwhile and useful assessments in one organized text. From what I can see, there are not really many other comprehensive assessment products like this book so far.”– Ilene Heller, Sanford Middle School, Seminole County, FL |
53,762 | Title: Kindergarten Literacy: Matching Assessment and Instruction in Kindergarten (Teaching Resources), Content: ‘‘I believe we have underestimated the power of kindergarten to change the developmental trajectory of children. . . . ’’ ‘‘I believe that we need to teach kindergartners to read and write. . . .’’ ‘‘I believe that equipping kindergarten teachers with reliable literacy assessments is the single most powerful tool for ensuring that all children become literate, for we have to know what children know in order to teach them what they need. . . .’’ Anne McGill-Franzen arrived at these conclusions after many years of research in kindergartens—and many moments of amazement as she watched what kindergarten children can do. And so she made it her mission to provide teachers with easy-to-use assessment tools and guidance on how to use the results to, in the words of educator Marie Clay, "teach to children’s strengths." With this book, McGill-Franzen promotes a new vision of kindergarten as a place where children can—and should—move beyond pretend reading and writing. And she gives teachers the background and support they need to step into their new roles as literacy instructors. |
53,763 | Title: Essentials of Evidence-Based Academic Interventions, Content: Quickly acquire the knowledge and skills you need to confidently apply evidence-based interventions in academic settingsWith the current focus on Response to Intervention (RTI) and evidence-based instruction in both general and special education, assessment professionals and educators alike require greater knowledge of effective instruction and intervention techniques. Written by two experts in academic assessment and intervention, Essentials of Evidence-Based Academic Interventions is an easy-to-use reference containing clear descriptions of research-based interventions for the academic areas of reading, writing, and math for professionals who work directly with children struggling in these areas.Like all the volumes in theEssentials of Psychological Assessment series, each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as "Test Yourself" questions to help you gauge and reinforce your grasp of the information covered.Essentials of Evidence-Based Academic Interventionsputs at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions in the areas of phonological awareness and beginning reading phonics, phonics and sight word instruction, reading fluency, vocabulary and reading comprehension, spelling, handwriting and written expression, basic math skills, and math problem-solving. General principles of effective instruction and the relevance of cognitive abilities to academic interventions are also included.The authors also wrote (with Richard W. Woodcock)Essentials of WJ III Tests of Achievement Assessment, published by Wiley.Other titles in theEssentials of Psychological Assessment series:Essentials of Assessment Report WritingEssentials of WISC®-IV AssessmentEssentials of Cross-Battery Assessment, Second EditionEssentials of WJ III Tests of Achievement AssessmentEssentials of WJ III Cognitive Abilities AssessmentEssentials of Stanford-Binet Intelligence Scales (SB5) AssessmentEssentials of School Neuropsychological AssessmentEssentials of Processing AssessmentEssentials of Creativity AssessmentEssentials of DAS-II® Assessment |
53,764 | Title: An Essential History of Current Reading Practices, Content: Dr. Mary Jo Fresch is a Professor in the School of Teaching and Learning at The Ohio State University at Marion. She holds a BS in elementary education, an MS in Reading Supervision/Specialist, and a PhD in Language, Literacy, and Culture. Her teaching experiences include 3rd grade, adult literacy, and pre-service teachers’ literacy and children’s literature methods courses. She previously taught at the University of Akron, University of Nebraska (Lincoln) and The Royal Melbourne Institute and Deakin University (both in Melbourne, Australia). She presents nationally and internationally. Her articles appear in Language Arts, Journal of Literacy Research, The Reading Teacher, Reading and Writing Quarterly and Reading Psychology. She co-authored several books for teachers (Scholastic, NCTE, and upcoming with Shell Education) and a classroom series, Spelling for Writers (Great Source). |
53,765 | Title: What Every Middle School Teacher Should Know, Second Edition, Content: A former teacher and coach at the middle and high school levels, Dave Brown is coathor of What Every Middle School Teacher Should Know, Second Edition (Heinemann, 2007) and the author of Becoming a Successful Urban Teacher (Heinemann, 2002). He is a former middle school teacher with years of experience teaching and coaching sixth through eighth graders. He regularly conducts research with middle-level teachers and young adolescents as a professor at West Chester University of Pennsylvania and provides in-service sessions nationally on young-adolescent development, appropriate middle-level design, and culturally responsive teaching.Trudy Knowles is the coauthor of What Every Middle School Teacher Should Know, Second Edition (Heinemann, 2007) and the author of The Kids Behind the Label: An Inside Look at ADHD for Classroom Teachers (Heinemann, 2006). She is a professor in the education department at Westfield State College in Westfield, Massachusetts and provides workshops throughout the country on ways to help all students become successful in school. Her research and writing focus on democratic teaching and ways to give students a voice in their own learning. |
53,766 | Title: Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12, Content: Gayle Gregoryis an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment.She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease.She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests.Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities.She is the author and co-author of numerous publications for teachers and administrators.Gayle believes in life long learning for herself and others. Lin Kuzmich, of KCS, Inc., is an educational consultant, professor, and author from Loveland, CO. She served the Thompson School District in several roles as the assistant superintendent, executive director of secondary and elementary instruction, director of professional development, and a building principal. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade she has been involved in staff development through several universities and the Tointon Institute for Educational Change. Kuzmich is an adjunct professor at both Colorado State University and University of Northern Colorado. She is a senior consultant for the International Center for Leadership in Education, has provided training and consulting to school districts around the country, and has presented at numerous national conferences. |
53,767 | Title: Teaching in the Secondary School (7th Edition), Content: Teaching in the Secondary School, Seventh Editionencourages readers to become reflective practitioners who constantly learn from their experiences. This thoroughly updated and revised text equips teachers with the tools they need to succeed in the day-to-day classroom environment, and rise to the challenges facing today’s secondary school students and educators. This text provides practical coverage of critical issues such as diversity, differentiated instruction, cooperative learning, direct instruction, higher-level thinking, assessment, planning, classroom management, legal issues, and career-long professional development for today’s secondary teachers. New to this Edition: New information on education reform proposals, such as Race To The Top and Breaking Ranks, and the changing role of secondary teachers. (Chs. 1 & 2)Theassessment chapter is completely revisedwith information on diagnostic, formative, and summative assessments, and a new emphasis on planning assessment prior to planning instruction, outlined in the “Backward Design” model. (Chs. 6 & 7)Anew section on writing across the curriculumanswers the call for an increase in integrating literacy across the curriculum in all secondary classes. (Ch. 12)Significantly current information on bullying, cyber-bullying, school violence, and drug abuse, including legal issues and school responsibility alerts teachers to the serious misbehaviors that exist in today’s schools and one of the most common and pressing concerns of new teachers. (Chs. 13 & 14)Information on the tremendous opportunities the internet provides for professional development purposes, such as usingwebinars, podcasts, and e-workshops. (Ch. 15) |
53,768 | Title: Special Education: Contemporary Perspectives for School Professionals (3rd Edition), Content: Prepare with the Power of Classroom Practice.• Take Practice Tests for each chapter of your text.– Completion of each practice test generates a study plan that is unique to you.– The study plan links to text excerpts activities with feedback, and videos and other media that can help you master concepts covered in your text.• Complete Assignments and Activities to apply text content to real classroom situations.• Authentic classroom video shows real teachers and students interacting, and helps prepare you for the classroom.• Explore the Building Teaching Skills and Dispositions exercises to practice and strengthen the skills that are essential to teaching.• Case studies offer real-life perspectives on common issues and challenges faced in the classroom.• Authentic student and teacher classroom artifacts provide you with the actual types of materials encountered every day by teachers.To order this book WITH MyEducationLab, use either ISBN:ISBN-13: 9780131381216ISBN-10: 0131381210 |
53,769 | Title: Locating and Correcting Reading Difficulties (10th Edition), Content: In this widely popular reading diagnosis and intervention handbook, beginning and experienced teachers alike find the assessment resources and tools they need to document a child’s strengths and areas of need–and get effective instructional strategies to teach skills that are missing. The book is organized around the sub-skills of reading–phonemic awareness and letter recognition, decoding skills of sight words, phonics, structural analysis, use of context clues, and dictionary use–and fits well with most major reading programs currently in use. Each chapter is packed with ready-to-use lesson ideas and assessments and each presents a definition of the reading skill covered, followed by a section on assessing the skill, a section on teaching the skill, and a section on how the skill might impact English Language Learners. Using this resource, teachers are able to:Define each of the sub-skillsKnow how to observe the development of the skillDo quick assessments of the skill where appropriateDo in-depth assessments when needed 15 Appendices give teachers access to material to supplement their instruction of the subskills of reading. The teacher can find lists of books appropriate for providing instruction to emergent readers, lists of basic sight words in sentences, phonograms and words that contain the phonogram, lists of prefixes and suffixes, and more in the Appendices. Outstanding features of this new edition include:Assessments pulled into the chapterscovering the appropriate sub-skillCoverage ofdifferent levels of assessment–observation, quick, and in-depthThree or morenew teaching ideasin each major sub-skills reading chapterNew checklistsfor keeping track of the sub-skill development of each student |
53,770 | Title: Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now? (3rd Edition) (Response to Intervention), Content: Intervention Strategies to Follow Informal Reading Inventory Assessment: So What Do I Do Now?, 3/eJoAnne Schudt Caldwell and Lauren Leslie This one-of-a-kind book identifies practical reading intervention strategies based on students' informal reading inventory results. Today teachers need valid research-based measures for reading improvement, assessments to determine students' reading abilities, and intervention strategies to guide students back on track. To help teachers connect students' performance and evaluation to instruction, best-selling authors JoAnne Caldwell and Lauren Leslie outline practical intervention strategies that are aligned with any informal reading inventory. Targeting the latest research, the Third Edition includes new student case studies, more writing applications, a focus on teaching with classroom materials, and a new PDToolkit (available either with the book or alone). New! Improvements to this edition to include:More on the use of classroom materials and textbooks in an intervention lesson—see Chapter 1.More on teaching academic vocabulary—see Chapter 8 and the PDToolkit.A greater focus on improving sentence comprehension—see Chapter 12.Sections devoted toApplication to AdolescentsandApplication to ELLs—see Chapter 1 and Chapters 5–12.Sections devoted to Response to Intervention—see Chapter 1 and Chapters 5–12.The latest information on intervention research and literacy practices—see Chapters 1, 3, 4, 5, 6, 7, 8, 9, 10, 11. JoAnne Schudt Caldwellis the co-author/author of seven titles includingThe Qualitative Reading Inventory-5andReading Problems: Assessment and Teaching Strategiesboth published by Allyn & Bacon. She received her Ph.D. in Educational Psychology from Marquette University and is Professor Emerita at Cardinal Stritch University. In 1996 she received the Outstanding Service Award from the Wisconsin State Reading Association, as well as the Wisconsin Teacher Educator of the Year Award in 1997 and the Achievement Award from Marquette University School of Education in 2005. Lauren Lesliereceived her Ph.D. in Educational Psychology from the University of Iowa and is currently Emeritus Professor at Marquette University where she served as the director of the Hartman Literacy Center for many years. She has published over 25 research articles, and she is the co-author of theQualitative Reading Inventory-5. She received the Albert J. Harris Award from International Reading Association (2001) for article written with L. Allen, “Factors that predict success in an early literacy intervention program.” She also received the Mary Neville Bielefeld Award for Career Achievement for her contributions to teaching, research and service, particularly the mentoring of women faculty and students. |
53,771 | Title: From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School (3rd Edition) (Professional Development Guide Series), Content: Full of practical advice and even the newest teacher will be able to implement a thoughtful, sensible, and engaging reading program. This text represents the BEST of advice for beginning reading instruction. I wholeheartedly believe that From Phonics to Fluency should be required reading for EVERY reading teacher from kindergarten to 5thgrade. This text is easy to read, chock-full of brilliant advice, and eminently doable for every teacher. - Judy Mazur, 5thGrade Teacher, Buena Vista Elementary School, Walnut Creek, CA Dr. Rasinski and Dr. Padak know the hearts and minds of today’s classroom teachers because they do something few reading researchers do—they still work with children. - Tracy Hendrix, Academic Coach, Carnesville Elementary School, Carnesville, GA |
53,772 | Title: Literacy Assessment & Intervention for Classroom Teachers, Content: I am really excited about the inclusion of motivation and self-efficacy. Many times we as university professors look over the obvious, like motivation, but we must remember it is not always obvious to inexperienced preservice teachers. . . . . The suggestions for motivating children to read will be a section that university candidates may look back on after graduation, when they have their own classrooms and need ideas. --Jerilou Moore, University of MississippiThe attention to second language learners is one of this text's strengths. I particularly like that these learners and appropriate instructional strategies are provided in each chapter. --Jacqueline Peck, University of AkronIn one of my other courses where my students learn to do textbook evaluations, I brought in all the textbook options we were considering for this course, and allowed my students . . . to give their input into the decision. DeVries' book overwhelmingly won the approval of my students. Some of them who will not be taking the Assessment class asked if they could purchase the book anyway, wanting it for a teacher resource. That speaks very highly of this textbook, as students rarely get excited about purchasing textbooks that are not mandatory! --DiAnn McDown, University of Central Oklahoma |
53,773 | Title: From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning, Content: “Bringing together several of his always-provocative essays to describe his vision for the future of education, Marc Prensky offers several insights that are sure to spark a conversation and force you to question your convictions about education. Perhaps the most important one is that we should listen to the students themselves and use their insights to inform us in how we can help them succeed.”(Michael Horn, Co-Author of Disrupting Class and Executive Director 2011-12-15)"In a set of thought-provoking essays, Marc Prensky shows that the digital age is poised to disrupt learning. He provides a glimpse of a digital future few might imagine."(Eric Mazur, Balkanski Professor of Physics and of Applied Physics and Area Dean of Applied Physics 2011-12-13)“Marc Prensky's phrase "digital natives" has entered the international lexicon, and he continues to offer insightful and even startling commentary as we move ever deeper into the heart of an exciting new cultural era."(Lawrence Lipsitz, Editor 2011-12-13)"In this fine collection of essays, Marc Prensky does what few education thinkers today seem willing or able to do: engage in breakthrough thinking about teaching and learning while also honoring teachers, students, and their futures!"(David Engle, former Superintendent and Principal, Educational Leader 2011-12-13)undefinedundefinedundefined"Marc Prensky has been a thought leader for this generation of forward-thinking educators. This collection of essays will push you, inspire you and challenge your beliefs about what students can do."(Chris Lehmann, Founding Principal 2011-12-15)"The author's first-person experiences as an educator directing these young 'digital natives' with the wisdom of an experienced educator makes this rich with examples pulled from classroom interactions."(Midwest Book Review, April 2012 2012-05-04)"My 6 year old son really opened my eyes to the truth in your writings. My son is very bright, but he claims he hates school and he fights me at home when I try to get him to read or practice his writing. But he LOVES games! Some days he would come home from school and ask to go online and have me find a website for him that they used at school. These games got him to practice the skills I wanted him to but in a way that engaged him."(Emily, Teacher 2012-08-10)"This collection of essays is a must read for all 21st century educators."(Library Media Reivew, Vol 21 #2. October 2012) |
53,774 | Title: Essentials of Specific Learning Disability Identification, Content: DAWN P. FLANAGAN, PhD, is Professor of Psychology and Director of the School Psychology Training Programs at St. John's University in Jamaica, New York, and Clinical Assistant Professor at the Yale Child Study Center, School of Medicine. She is the coauthor of several popular books in the Essentials series, includingEssentials of WISC-IV Assessment, Second Edition, published by Wiley.VINCENT C. ALFONSO, PhD, is Professor and Associate Dean for Academic Affairs in the Graduate School of Education at Fordham University, New York, New York. He is coauthor with Dawn Flanagan ofEssentials of Cross-Battery AssessmentandThe Achievement Test Desk Reference: A Guide to Learning Disability Identification, now both in their second editions and published by Wiley. |
53,775 | Title: Strategies for Teaching Learners with Special Needs (9th Edition), Content: The goal of this book is to present proven approaches to both curriculum development and general teaching methods which, when used in tandem, will foster educational success in students with special needs. Although retaining many principles, practices and instructional strategies that have been field tested and proven successful through five previous editions, the Sixth Edition has been significantly revised to reflect many contemporary themes in education.--This text refers to an out of print or unavailable edition of this title. |
53,776 | Title: Validated Practices for Teaching Students with Diverse Needs and Abilities (2nd Edition), Content: Validated Practices for Teaching Students with Diverse Needs and Abilities, 2/eBy Susan Peterson Miller Dedicated toevidence-based practices,as opposed to opinion-based practices, this methods text is focused on helping to bridge the gap between research and practice. Once again, it encompasses aless is more approachby limiting content to validated practices, offering a more thorough description than found in other methods texts. Centered onmodels of effective teaching practices,the organization of the text reflects the sequential process involved in effective teaching and learning. With content grounded inoverarching themesthat reflect accurate understandings of current school contexts, as well as clear emphasis on both diversity and technology integration and applications, Miller’s text provides in-depth coverage of validated methods that may be applied to teaching across all the content areas. Special features of the second edition include:Validation Boxeshighlight the research and field tests that support the use of the various practices described in the book and allow both instructors and students to access readily available references to conduct further research on topics of great interest.NEW! Three content area chapters have been added: Providing Instruction in Mathematics(Chapter 6),Providing Instruction in Reading(Chapter 7), andProviding Instruction in Handwriting, Spelling, and Written Expression(Chapter 8). All three chapters are framed around state-of-the-art and evidence-based practices supported at the national, state, and local levels.NEW! Updated to reflect the latest amendments to IDEA and its Final Regulations. You’ll find in Chapters 1, 3, and 10 the pertinent information on definitions for all disability categories, positive behavioral support, functional behavioral assessments, behavioral intervention plans, and assistive technology. |
53,777 | Title: Language Arts: Patterns of Practice (8th Edition), Content: It offers a comprehensive set of instructional strategies and also offers very solid explanations and examples of how to plan and implement instruction. The text also offers practical best practices for differentiating instruction. My students are unanimously positive semester after semester.Eileen Kaiser, Northerstern Illinois University This textbook has it all! I have found this book to include all the topics, tools, and resources needed for preservice language arts teachers.Vernelle Tyler, Webster University Tompkins's text is widely recognized as the industry standard for this methods course.Elaine Pierce Chakonas, Northeastern Illinois University The activities Tompkins suggests are sound in the pedagogy employed. She offers methods that are not only rooted in sound research, but have been proven to be effective classroom practices.Kenneth Homes, Webster University |
53,778 | Title: On the Case: Approaches to Language and Literacy Research (An NCRLL Volume) (Language and Literacy Series), Content: "A gem of a book....It is as if the authors are holding a conversation with the reader, clearly talking through concepts and issues that regularly trip up the most seasoned researcher. This highly engaging book has something for everyone." - Sharan Merriam, University of Georgia "The pages practically turn themselves.... This book focuses on case study but it will certainly become a critical piece that helps all researchers better understand purpose and process in their work. One cannot help but be drawn to the ideas within this book." -Susi Long, University of South Carolina "An ideal text for any class that addresses methodology and qualitative research. I found myself having regular 'ah-hah!' moments." - Tamara Glupczynski, doctoral student, Teachers College, Columbia University |
53,779 | Title: "Hidden Gems: Naming and Teaching from the Brilliance in Every Student's Writing", Content: Katherine Bomer, author of Hidden Gems and Starting with What Students Do Best, is one of the field's most gifted writers as well as one of its most gifted teachers of writing. In more than two decades of teaching and consulting, she has used her writers' eye to focus on how craft isn't just an instructional goal but an instructional tool that allows writers to go grow well beyond the range of most publically available assessments. An internationally known consultant and frequent keynote speaker, Katherine began her consulting career with the Teachers College Reading and Writing Project. In addition to Writing a Life, she is the coauthor of the Heinemann title For a Better World (with Randy Bomer) and delivers on-site PD through Heinemann Professional Development Services. A published poet and essayist, Katherine is also coauthor (with Lucy Calkins) of A Writer's Shelf. She began over fifteen years ago as a professional developer with the Teachers College Reading and Writing Project. A classroom teacher for ten years, she now works with teachers in elementary and middle schools throughout the country. As a frequent speaker at conferences and institutes, she combines a teacher's practical advice, a writer's love of language, and a powerful plea for social justice. EC0111 |
53,780 | Title: Differentiated Reading Instruction in Grades 4 and 5: Strategies and Resources, Content: nan |
53,781 | Title: "Essentials of Children's Literature (7th Edition)", Content: A MESSAGE FROM KATHY SHORT Children’s books have always been my passion. I was the kid who read under the covers long into the night to finish a book and who pulled a book surreptitiously from my desk to read when the teacher wasn’t watching. Books were more than a way to occupy my time; they provided me with a sense of possibility for my life. Literature expanded my life spaces by taking me outside the boundaries of my life to other places, times and ways of living. The hope and imagination that I gained from books encouraged me to dream and to look beyond my immediate world and so transformed my future. My involvement in this textbook grows out of my belief that connecting children with books opens minds and opens the world. My hope is that the adults in children’s lives will experience the transformative power of story and bring their passion as readers into their work with children. To do this, they need to experience lots of books and develop an internal sense of what makes a book memorable for a child, as well as read about the field of children’s literature. This textbook provides the essential knowledge that teachers and librarians need to understand about the field of children’s literature along with the resources to encourage them to read children’s books themselves. By keeping the information concise and to the point, students are able to get the information they need and still have time to read many children’s books so that the power of story comes alive in their lives and they can, in turn, bring that passion for reading into children’s lives. I had used earlier editions of this textbook in my own teaching of children’s literature because of this balance of genre information and literary issues with a wealth of resources for locating significant books and authors, all within a concise and easily accessible textbook. Carol and Carl approach literature in such a thoughtful and respectful manner and use the conciseness of the text to make careful selections of the content and to prioritize the most significant issues and books. Academics can frequently be quite verbose and so I appreciated finding a textbook that was so concise and yet substantive in its content. This textbook is brief without a loss of content, current to reflect the most recent literature, and far less expensive than many other textbooks on the market. I was excited to become part of the team that was producing the textbook I found most effective in my own teaching. Working on this edition of the textbook forced me to focus my own thinking and writing. I could bring my passion for connecting books with children, particularly in the teaching strategies chapter, where I could share my work with strategies for engaging kids in thoughtful talk around books. The teaching strategies chapter introduces a curricular framework for thinking about how to encourage students to read widely for personal purposes, read strategically to learn about literary forms and structures, and read deeply to think about life. Often teaching strategies are just a list of activites; our focus is conceptualizing the process of engaging children with literature. My background in curriculum, inquiry and reader response and my many experiences working in schools provide a new frame for this chapter. Much of my work has focused on children’s talk about multicultural and international literature as a way to build intercultural understanding. Books take children beyond information about other cultures by immersing them in story worlds to gain insights into how people live, think, and feel in other times and places. My research on cultural authenticity and work with children responding to these books in schools provided the basis for revising the chapter on literture for a diverse society. The issues raised in this chapter weave through all of the other genre chapters in the book, which each have many examples of literature reflecting diverse cultures. This chapter brings multicultural and international issues to the forefront, rather than separating these books or treating them as a special category of literature. The balance of highlighting important issues of cultural authenticity and critical literacy while integrating multicultural literature throughout the chapters effectively promotes deeper understandings about diversity within literature. My work on various award committees, as a journal editor, and in leadership positions in professional organizations has put me in contact with many authors and illustrators. In particular, my relationship with Rafael Lopez led to the stunning cover for our 7thedition of the book, as well as reflects my commitment to issues of diversity as connected to literature. My ultimate goal for this textbook is that it serves as an invitation for students to become immersed as readers in children’s books as well as to develop the ability to stand back and evaluate the literary effectiveness of those books. A literate person is not just someone who can and does read extensively, but is also someone who thinks critically about that reading. A literate reader combines passion with knowledge and this delicate balance is at the heart of this textbook. --This text refers to an out of print or unavailable edition of this title. |
53,782 | Title: Turnaround Leadership, Content: "...offers strategies that are action oriented and focused on capacity building for the future." (Journal of Educational Change, 8:287-289)Higher education policy makers, researchers, practitioners, and scholars can benefit greatly from this book. It can serve to inspire leadership for those who believe that teaching and learning is the key to continuous improvement in higher education. Furthermore, the book should appeal to constituents of higher education due to the emphasis placed on evidence-based inquiry, data-driven decision-making, and explicit guidelines for turnaround leadership. Turnaround Leadership for Higher Education is a must-read for all leaders who want universities to be exciting and vibrant learning places for students and faculty alike.—Anthony H. Normore |
53,783 | Title: "What's Worth Fighting for in the Principalship?, Second Edition", Content: Michael Fullan is Special Education Adviser to the Premier of Ontario, and to the Minister of Education. He is Professor Emeritus at the Ontario Institute for Studies in Education, University of Toronto. |
53,784 | Title: Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools, Content: Dr. E. Alana James, received her Ed.D. in educational leadership from Teachers College in 2005. Since then she has helped over 30 doctoral candidates in either educational leadership or business move through the process on to graduation. Working primarily as supervisor for a number of online for profit universities, but also sometimes in the role of committee member, she identified the key places and challenges that created extra stress and, unfortunately, sometimes breakdown. This book and her work developing DoctoralNet.com is in reaction to those difficulties and will, with adoption, increase graduation rates for those working towards a PhD or other type of doctoral degree. You can follow DoctoralNet on twitter, facebook or Google +.Dr James also specializes in action research and has used that transformative process throughout the development of the techniques and strategies outlined herein. Information about her other books can be found on the website for Sage Publishing.A believer in the doctoral process as a rite of passage that releases the greatest potential in life, she reinvented her own life to move half way around the world from where she began. Living in Ireland with her partner, their two dogs and a cat she authors nonfiction work on health and wellness on her personal website at ealanajames.com where you can connect with her as a writer, a consultant or speaker. |
53,785 | Title: Creating Literacy Instruction for All Students (8th Edition), Content: With its thorough discussion of Common Core State Standards and Response to Intervention and their implications for classroom teachers . . . its strong emphasis on helping struggling readers and writers and English language learners . . . its incisive look at distinguished author Tom Gunning’s extensive, hands-on work with helping all students become college and career ready . . . and its thorough coverage of how to construct and implement highly effective early reading, word attack, comprehension, and writing programs,Creating Literacy Instruction for All Studentshas become a well-respected, best-selling, widely-used resource in the field. Aspiring and practicing professionals alike get the help they need to become highly effective teachers who can accomplish the most for their students by applying the book’s numerous research-based teaching strategies, lesson plans, and step-by-step guidance for teaching reading and writing. Now made even more effective and useful in the new Eighth Edition! NEW!A focus on Common Core State Standardswith suggestions for implementation and expanded discussions of reading and writing strategies and readability measurement advocated by Common Core Standards. NEW!An emphasis on effective steps for implementingResponse to Intervention. NEW!A highly useful gradedAcademic Word List, especially adapted for use with elementary and middle school students. NEW!Step-by-step instructions for helping struggling readersincluding coverage of three powerful new research-based teaching techniques: indexing, mystery passages, and WIRC thinksheets. NEW! Landmark researchthat describes and highlights today’s most effective literacy instructional practices, and provides information on the average percentile gains achieved when these practices are instituted. |
53,786 | Title: Characteristics of and Strategies for Teaching Students with Mild Disabilities (6th Edition), Content: This book describes thecharacteristicsof students with mild disabilities while clearly explainingthe best teaching practicesfor inclusive education, behavior management and social skill instruction. In this completely up-to-date resource the authors provide strategies for of modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities, and emotional disturbance. Highlights of the New Edition:Book has beenre-organized to present the overview of mild disabilities earlier in the book(now chapter 2). This chapter includes new information on Asperger’s Syndrome, pervasive developmental delay and non-verbal learning disabilities, as well as expanded information on ADHD.Response To Intervention (RTI). New information on RTI and how it creates opportunities for general education reading specialists to establish preventive reading programs for at-risk students. Included is specific scientifically based reading strategies identified by the National Institute for Literacy (Chapter 5).New information on using technologywith students with mild disabilities.A new feature occurs in every chapter called“Speedbumps.” Speedbumps break up lengthy sections of text with concise comments, humor or questions to keep reader interest. There are approximately 10 speedbumps interspersed throughout each chapter.Includes discussion of new guidelines established by the American Association on Intellectual and Developmental Disabilities foridentification of students with mild intellectual disabilities. Throughout the text new terminology--"students with mild intellectual disabilities"--is used insted of the term "mild mental retardation." |
53,787 | Title: The World Is a Text: Writing, Reading, and Thinking About Culture and its Contexts, Content: Writing, Reading, and Thinking About Culture and Its ContextsThe new cultural studies reader is devoted to teaching you how to "read" all kinds of texts.Its comprehensive and inclusive approach focuses on the relationship between reading traditional works (short stories and poems) and less traditional ones (movies, the Internet, television, etc.), as well as encourages you to read the everyday world around you. |
53,788 | Title: Explaining Reading, Second Edition: A Resource for Teaching Concepts, Skills, and Strategies (Solving Problems in the Teaching of Literacy), Content: nan |
53,789 | Title: Elementary Mathematics Pedagogical Content Knowledge: Powerful Ideas for Teachers, Content: SchwartzPowerful Ideas in Elementary Mathematics: Pedagogical Content Knowledge for Teachers, 1/eISBN: 0205493750 “This book would be a great tool for helping [today’s future elementary teachers] acquire a ‘gut level’ understanding of mathematics concepts.” - Hester Lewellen, Baldwin-Wallace College, OH “Thewriting in this text is very clear and would easily be understood by the intended audience. The real-world examples put the various math concepts into a context that iseasily understood. The vignettes at the beginning of each chapter are interesting and they get the reader to begin thinking about the math concepts that will follow. Each of the chapters seem to build on one another and the author often refers back to activities and concepts from previous chapters which ismeaningful to the readerbecause it lets the reader know that the information they are learning builds their conceptual understanding of other mathematical concepts. “ - Melany L. Rish, University of South Carolina, Aiken Organized around five key concepts or “powerful ideas” in mathematics, this text presents elementary mathematics content in a concise and nonthreatening manner for teachers. Designed to sharpen teachers’ mathematics pedagogical content knowledge, the friendly writing style and vignettes relate math concepts to “real life” situations so that they may better present the content to their students. The five “powerful ideas” (composition, decomposition, relationships, representation, and context) provide an organizing framework and highlight the interconnections between mathematics topics. In addition, the text thoroughly integrates discussion of the five NCTM process strands. Features:Icons highlighting theNCTM process standardsappear throughout the book to indicate where the text relates to each of these.Practice exercises and activitiesand their explanations reinforce math concepts presented in the text and provide an opportunity for reflection and practice.Concise, conversational chaptersand opening vignettes present math contents simply enough for even the most math-anxious pre-service teachers. |
53,790 | Title: Super 6 Comprehension Strategies: 35 Lessons and More for Reading Success, Content: Lori Oczkus is a literacy coach, author, and popular speaker across the United States. |
53,791 | Title: "RTI With Differentiated Instruction, Grades K-5: A Classroom Teacher's Guide", Content: "The information is both timely and necessary for educators. It provides them with scaffolded scenarios of Response to Intervention and Differentiated Instruction at the classroom level. There is great opportunity for self-reflection and discourse, as well as guiding questions that assist in action planning, ensuring that effective instructional practice is taking place, providing students the opportunity to achieve at their greatest potential!"(Shelby Robertson, Associate Director of Mathematics 2011-01-21)"This resource for elementary teachers provides an excellent framework for differentiation within their classrooms. The author's descriptions, examples, and scenarios clearly detail necessary information for teachers to use while demystifying complex legislation and mandates."(Mary E. Little, Associate Professor 2011-01-20)"This book has many graphic presentations and charts that can be quickly absorbed and adapted for an individual student’s needs. The questions at the end of each chapter are concrete, and lend themselves easily to group discussion. Elementary teachers can use this book confidently as a guide in the journey toward the implementation of RTI and Differentiated Instruction."(Ronda Gregg, Director of Special Services 2011-02-03)"Shows how to adapt assessments, curriculum and instruction to student abilities, discussing connections between the RTI and DI model and how to adapt ideals for classroom systems. Like Jodi O'Meara's companion book,RTI With Differentiated Instruction K-5, an outstanding, recommended survey."(James A. Cox, Editor-in-Chief 2011-11-18) |
53,792 | Title: Differentiated Reading Instruction: Strategies for the Primary Grades, Content: nan |
53,793 | Title: Creating Environments for Learning: Birth to Age Eight (2nd Edition), Content: The Second Edition of Julie Bullard’sCreating Environments for Learning: Birth to Age Eightis a powerful resource for today’s early childhood professionals that helps students learn the basic information on environments and curriculum, and see environmental and curricular possibilities in practice–-developmental and learning theories, current research, curriculum standards and outcomes, children’s interests and their motivation to play, children’s diversity, assessment of learning, and evaluation of the environment. It also contains a wealth of practical ideas and tips, lists of materials, and engaging vignettes and examples from the author’s vast classroom experience. This new edition enhances students’ understanding of curriculum by improving upon how curriculum is developed, and by teaching how to advocate and/or design a play-based curriculum, preparing them to use the latest research knowledge as they do so. Still organized by chapters on centers, this text helps pre-service and practicing teachers learn to create, maintain, and enrich indoor and outdoor learning environments to support children’s development from birth to age 8. This is a must-have book for any college course or program that wants its teachers to know how to intentionally set up engaging and appropriately challenging early childhood learning environments and to understand the evidence and reasons for why they’re doing it. Pearson congratulates Dr. Julie Bullard on being awarded the 2011 Carnegie Professor of the Year for Montana. Also from Julie Bullard: 0136101038 - Creating Environments for Learning: Birth to Age Eight (with MyEducationLab), 1/e - ©2010 |
53,794 | Title: Comprehensive Urban Education, Content: This text presents a compassionate view of teaching in an urban setting with practical suggestions, recommendations, and examples for powerful and effective teaching aimed at improving student academic performance.Each chapter explores major considerations related to educating students of diverse cultures typical of urban classroom settings. Preservice teachers are able to better understand the complex social, academic, emotional, and economic factors that define today’s urban classrooms. The needs of urban schools–-their students, teachers, community supporters, and stakeholders–-are identified and various strategies are explored.The authors' combined experiences represent over a half-century of dedication to improvements in diverse classrooms that ensure best practices for effective instruction. Dr. Patricia Kopetz, Associate Professor of Graduate Studies Education, is an experienced teacher and university professor and administrator. Dr. Anthony Lease, is presently an Associate Dean and is an experienced teacher, principal, school superintendent, and university instructor/administrator. Dr. Bonnie Warren-Kring, Assistant Professor of Teacher Education, is an experienced teacher and university Urban Education Director. All are active in Urban Education research and instruction at The University of Tennessee at Chattanooga. |
53,795 | Title: "The Literacy Coach's Survival Guide: Essential Questions And Practical Answers", Content: ''Highly recommended. Filled with authentic challenges, thoughtful alternatives, and great specifics.'' --NCTE Selects |
53,796 | Title: What Really Matters in Response to Intervention: Research-based Designs, Content: “The information provided in the text would be useful for anyone who wants to improve their students’ reading skills. All schools are looking at ways to improve their school’s report card from the state. Reading is a big part of that report card.” --Diana L. Carr, Elgin Junior High School, Green Camp, OH |
53,797 | Title: Creating Writers: 6 Traits, Process, Workshop, and Literature (6th Edition) (Creating 6-Trait Revisers and Editors Series), Content: The text itself is well-written, and in my opinion Spandel does not waste words. As I read through the book, I found myself hanging on to her every word. - Jane Feber, Retired Language Arts Teacher, Jacksonville, FL Spandel’s style is full of voice and verve. Her style is always clear and engaging. Her organization is superb, leading us through the 6 traits in a logical and thought-provoking fashion. She speaks directly to teachers with expertise we find believable. She gives us confidence to improve our craft. This book is frequently helpful to me as a classroom teacher. Writing lessons in our classrooms look different every year, every day. Our lessons depend on the needs of our individual students. I am always looking toCWfor new ways to help my kiddos become joyful writers. I so appreciate Spandel’s warm and inviting style–she speaks to me.- Judy Mazur, 5thGrade Teacher, Buena Vista Elementary School, Walnut Creek, CA Spandel provides more than just theory or just strategies; rather, she combines both theory and practice within aflexible frameworkthat my candidates can use to approach writing instruction in a structured – but not prescribed – manner. Spandel’s approach helps my students see ways to synthesize literature, reading, and writing instruction in a meaningful fashion.- Kristina J. Doubet, Professor, Department of Middle and Secondary Education, James Madison University, Harrisonburg, VA |
53,798 | Title: Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension, Content: Well-organized, thoughtful, and provides a comprehensive framework to aid any teacher in effectively teaching to state standards and Reading First. --Education Librarian |
53,799 | Title: Common Core English Language Arts in a PLC at Work, Grades K-2, Content: Change has come to the English language arts in the form of Common Core State Standards. Change can be good if it is implemented by knowledgeable professionals who have a deep understanding of the nature, intent, and instructional methods that underlay the standards. My colleagues in literacy Doug Fisher and Nancy Frey have integrated the standards with the work of professional learning communities in order to create a vehicle for making the language arts standards come to life in schools and classrooms. This is a book that will make a positive difference in the literacy lives of students and teachers. --Timothy V. Rasinski, Professor of Reading Education, Kent State UniversityThis book on the Common Core State Standards for K 2 is a must-read for educators, supervisors, and coaches who work at these grade levels. The authors provide a rationale for the importance of the standards and give practical suggestions for implementation. Doug Fisher and Nancy Frey are outstanding academics in the field of literacy today. --Lesley Mandel Morrow, Professor of Literacy, Rutgers the State University of New Jersey; coeditor ofTeaching With the Common Core Standards for English Language Arts, PreK 2This is an essential guide for K-2 teachers and literacy leaders. Fisher and Frey masterfully capture the changes in English language arts standards as a result of the Common Core. They offer timely and collaborative recommendations for effectively responding to those changes in ways that strengthen professional learning communities. --Maryann Mraz, Associate Professor, University of North Carolina at CharlotteThis book on the Common Core State Standards for K 2 is a must-read for educators, supervisors, and coaches who work at these grade levels. The authors provide a rationale for the importance of the standards and give practical suggestions for implementation. Doug Fisher and Nancy Frey are outstanding academics in the field of literacy today. --Lesley Mandel Morrow, Professor of Literacy, Rutgers the State University of New Jersey; coeditor ofTeaching With the Common Core Standards for English Language Arts, PreK 2This is an essential guide for K-2 teachers and literacy leaders. Fisher and Frey masterfully capture the changes in English language arts standards as a result of the Common Core. They offer timely and collaborative recommendations for effectively responding to those changes in ways that strengthen professional learning communities. --Maryann Mraz, Associate Professor, University of North Carolina at CharlotteThis book on the Common Core State Standards for K 2 is a must-read for educators, supervisors, and coaches who work at these grade levels. The authors provide a rationale for the importance of the standards and give practical suggestions for implementation. Doug Fisher and Nancy Frey are outstanding academics in the field of literacy today. --Lesley Mandel Morrow, Professor of Literacy, Rutgers the State University of New Jersey; coeditor ofTeaching With the Common Core Standards for English Language Arts, PreK 2This is an essential guide for K-2 teachers and literacy leaders. Fisher and Frey masterfully capture the changes in English language arts standards as a result of the Common Core. They offer timely and collaborative recommendations for effectively responding to those changes in ways that strengthen professional learning communities. --Maryann Mraz, Associate Professor, University of North Carolina at CharlotteThis book on the Common Core State Standards for K 2 is a must-read for educators, supervisors, and coaches who work at these grade levels. The authors provide a rationale for the importance of the standards and give practical suggestions for implementation. Doug Fisher and Nancy Frey are outstanding acade --Maryann Mraz, Associate Professor, University of North Carolina at CharlotteThis book on the Common Core State Standards for K 2 is a must-read for educators, supervisors, and coaches who work at these grade levels. The authors provide a rationale for the importance of the standards and give practical suggestions for implementation. Doug Fisher and Nancy Frey are outstanding academics in the field of literacy today. --Lesley Mandel Morrow, Professor of Literacy, Rutgers the State University of New Jersey; coeditor ofTeaching With the Common Core Standards for English Language Arts, PreK 2This is an essential guide for K-2 teachers and literacy leaders. Fisher and Frey masterfully capture the changes in English language arts standards as a result of the Common Core. They offer timely and collaborative recommendations for effectively responding to those changes in ways that strengthen professional learning communities. --Maryann Mraz, Associate Professor, University of North Carolina at Charlotte |
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