A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League Author: Suskind, Ron ISBN: 0-7679-0126-6 LCCN: Dewey: Number:

Paperback Broadway

Amazon.com Ron Suskind won the Pulitzer Prize for feature writing in 1995 for his stories on Cedric Jennings, a talented black teenager struggling to succeed in one of the worst public high schools in Washington, D.C. Suskind has expanded those features into a full-length nonfiction narrative, following Jennings beyond his high-school graduation to Brown University, and in the tradition of Leon Dash's Rosa Lee and Alex Kotlowitz's There Are No Children Here, delivers a compelling story on the struggles of inner-city life in modern America. While it appears to have a happy ending (with Jennings earning a B average in his sophomore year), A Hope in the Unseen is not without a few caveats (at times, Jennings feels profoundly alienated from his white peers). Trite as it may sound to say, this book teaches a lesson about the virtue of perseverance, and it's definitely worth reading. --John J. Miller --This text refers to an out of print or unavailable edition of this title. From School Library Journal YA-Cedric Jennings is the illegitimate son of an off-and-on drug dealer/ex-con and a hardworking, badly paid mother; it is her single-minded vision to have the boy escape the mean ghetto streets unscathed. Cedric has listened to her and is, as the book opens, an A student at a run-down, dispirited Washington, DC, high school, where he treads a thin line between being tagged a nerd and being beaten by gang leaders. Suskind, a Wall Street Journal reporter, follows the African-American youth through his last two years of high school and freshman year at Brown University. Inspirational sermons at a Pentecostal church, guidance from his mother, a love of black music and singing, and a refuge in the logic of math combine with the young man's determination and faith in the future to keep him focused on his goal of a topflight college education. Despite many low moments and setbacks, Jennings's story is one of triumph within both cultures, black and white, which together and separately put tremendous obstacles in his path out of the inner city. It is a privilege and an inspiration for readers to accompany Cedric on part of his long, difficult journey to maturity. His journey continues at this moment, since he is now a senior at Brown this fall. YAs of any background will be introduced to new worlds here. Judy McAloon, Potomac Library, Prince William County, VA Copyright 1998 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

The Hero's Journey: How Educators Can Transform Schools and Improve Learning Author: Brown, John L. Moffett, Cerylle A. Moffett, Cerylle A. Moffett, Cerylle A. ISBN: 0-87120-344-8 LCCN: 99006342 Dewey: 371.2/00973 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description This is a book about hope. It affirms the power of personal and collective responsibility to enact heroic changes in our schools. Through a shared vision, purpose, and inquiry--and using the collective wisdom of myth, legend, and metaphor from around the world--we can find the inspiration and courage to face the challenges inherent in transforming schools into authentic learning organizations. As the heroes of legend leave the safety of their homes to face dragons and serpents in their quest for treasure and enlightenment, so do modern educators face new practices and confront the barriers to change in education. The authors show how heroic educators can triumph in their journey--and achieve excellence for students. Like both Arthurian and Jedi Knights, the Native American hero Black Elk, and Dorothy in The Wizard of Oz, heroic educators face six stages on their journey: - innocence lost; - chaos and complexity; - the heroic quest; - gurus and alliances; - trials, tests, and initiations; and - insight and transformation. Finally, the heroic educator returns "home" and begins the journey again, with a renewed vision and an enlarged heart, to create a caring community for learners of all ages.

Guiding School Improvement With Action Research Author: Sagor, Richard ISBN: 0-87120-375-8 LCCN: 00008206 Dewey: 371.2/07/0973 21 Number:

Paperback Association for Supervision & Curriculum Deve

Internet Bookwatch Guiding School Improvement With Action Research presents a seven-step process for improving teaching and learning in classrooms at all grade levels. Using practical examples, and featuring research tools, and easy-to-follow "implementation strategies", educator Richard Sagor guides the readers through the process from start to finish, describing how action research can enhance a teacher's professional standing and efficacy while succeeding in settings characterized by an increasingly diverse student population. Guiding School Improvement With Action Research is highly recommended for students of education, novice and practicing classroom teachers, school administrators, school board members, education policy makers, and non-specialist general readers with an interest in educational practices and standards.

Paperback Learning Publications

Bibliography: p. [133] Includes index.

Great Performances: Creating Classroom-Based Assessment Tasks Author: Lewin, Larry Shoemaker, Betty Jean Shoemaker, Betty Jean Schoemaker, Betty Jean ISBN: 0-87120-339-1 LCCN: 98040133 Dewey: 371.3 21 Number:

Paperback Assn for Supervision & Curriculum

Book Description "What grade did you give me?"students often ask teachers, as if teachers randomly assign grades. Too many students do not understand the concept of connecting grades to an earned academic performance. Improving students' understanding of what their teachers expect them to do, how well they should be able to do it, and how they should go about accomplishing it is what this book is all about. The authors lead readers on their own personal journey, sharing what they've learned about developing and effectively assessing powerful performance tasks--ranging from short and specific to lengthy and substantive. Their focus is on the practical, the doable. You can learn from their successes as well as their mistakes. The authors discuss a four-step approach for teaching students how to acquire content knowledge--labeled "Info In"--and examine four "Info Out" modes through which students can make their content understanding explicit for evaluation purposes. Great Performances is filled with highly motivating examples of student projects as well as effective assessment tools that teachers can adapt for their own classrooms. Teaching to and assessing with performance tasks result in understanding--the type of understanding students will need in the world, where they will be expected to produce "Great Performances."

Great Grouping Strategies Author: Wrubel, Ronit M. ISBN: 0-439-30467-9 LCCN: Dewey: Number:

Paperback Teaching Resources

Book Description Dozens of Ways to Flexibly Group Your Students for Maximum Learning Across the Curriculum Grouping for Results! During fourteen years of teaching, Ronit Wrubel has assembled practical, clever, kid-friendly ideas for grouping students to enable them to get the most out of their learning. From describing how the right partnerships can facilitate friendships among shy children to demonstrating how an effective cooperative learning group really functions or what to do when a group placement isn't working, this book will enliven and maximize students' learning. About the Author Ronit Wrubel is a teacher in New York City.

Graduation by Exhibition: Assessing Genuine Achievement Author: Smith, Sidney McDonald, Joseph P. (Editor) Turner, Dorothy (Contributor) Finney, Marian Barton, Eileen ISBN: 0-87120-204-2 LCCN: 92046613 Dewey: 373.73 20 Number:

Paperback Association for Supervision & Curriculum Deve

Includes bibliographical references (p. 61-62).

Paperback Christopher-Gordon Pub

Good Morning Class I Love You Author: Wright, Esther Winch, Bradley L. ISBN: 0-915190-58-3 LCCN: 88082076 Dewey: Number:

Paperback Jalmar Press

Book Description This inspiring book contains thought-provoking quotes and questions about teaching from the heart. Helps love become an integral part of the learning that goes on in every classroom. Great for new teachers and for experienced teachers who sometimes become frustrated by the system. Use this book to begin and end your day. Greet your students every day with, "Good Morning Class-I Love You." Staff.

Getting to Got It! Helping Struggling Students Learn How to Learn Author: Garner, Betty K. ISBN: 1-4166-0608-4 LCCN: 2007028931 Dewey: 370.15/23 22 Number:

Paperback Association for Supervision & Curriculum Development

From the Publisher It's one of the great mysteries of teaching: Why do some students "get it" and some students don't? In this book, Betty K. Garner focuses on why students struggle and what teachers can do to help them become self-directed learners. Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures?the mental processes necessary to connect new information with prior knowledge; organize information into patterns and relationships; formulate rules that make information processing automatic, fast, and predictable; and abstract generalizable principles that allow them to transfer and apply learning. Each chapter focuses on a key cognitive structure and uses real-life accounts to illustrate how learners construct meaning by using recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking. The author's simple techniques stress reflective awareness and visualization. It's by helping students to be conscious of what their senses are telling them, encouraging them to visualize the information for processing, and then prompting them to ask questions and figure out solutions on their own that teachers can best help students develop the tools they need to • Gather, organize, and make sense of information, • Become cognitively engaged and internally motivated to achieve, and • Experience learning as a dynamic process of creating and changing. Suggestions for using these techniques in daily classroom practice, advice on lesson planning for cognitive engagement, andguidelines for conducting reflective research expand this book's practical applications. Use it not only to help struggling students break through hidden barriers but to empower all students with tools that will last a lifetime. Synopsis It's one of the great mysteries of teaching: Why do some students "get it" and some students don't? In this book, Betty K. Garner focuses on why students struggle and what teachers can do to help them become self-directed learners. Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures?the mental processes necessary to connect new information with prior knowledge; organize information into patterns and relationships; formulate rules that make information processing automatic, fast, and predictable; and abstract generalizable principles that allow them to transfer and apply learning. Each chapter focuses on a key cognitive structure and uses real-life accounts to illustrate how learners construct meaning by using recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking. The author's simple techniques stress reflective awareness and visualization. It's by helping students to be conscious of what their senses are telling them, encouraging them to visualize the information for processing, and then prompting them to ask questions and figure out solutions on their own that teachers can best help students develop the tools they need to • Gather, organize, and make sense of information, • Become cognitively engaged and internally motivated to achieve, and • Experience learning as a dynamic process of creating and changing. Suggestions for using these techniques in daily classroom practice, advice on lesson planning for cognitive engagement, andguidelines for conducting reflective research expand this book's practical applications. Use it not only to help struggling students break through hidden barriers but to empower all students with tools that will last a lifetime.

Getting Results With Curriculum Mapping Author: Jacobs, Heidi Hayes (Editor) ISBN: 0-87120-999-3 LCCN: 2004016184 Dewey: 375/.001 22 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description Curriculum maps are among the simplest yet most effective tools for improving teaching and learning. Because they require people to draw explicit connections between content, skills, and assessment measures, these maps help ensure that all aspects of a lesson are aligned not only with each other, but also with mandated standards and tests. In Getting Results with Curriculum Mapping, Heidi Hayes Jacobs and her coauthors offer a wide range of perspectives on how to get the most out of the curriculum mapping process in districts and schools. In addition to detailed examples of maps from schools across the United States, the authors offer concrete advice on such critical issues as * Preparing educators to implement mapping procedures, * Using software to create unique mapping databases, * Integrating decision-making structures and staff development initiatives through mapping, * Helping school communities adjust to new curriculum review processes, and * Making mapping an integral part of literacy training. Teachers, administrators, staff developers, and policymakers alike will find this book an essential guide to curriculum mapping and a vital resource for spearheading school improvement efforts. Heidi Hayes Jacobs is the author of Mapping the Big Picture: Integrating Curriculum and Assessment, K-12 and Interdisciplinary Curriculum: Design and Implementation. She is based in Rye, New York. Download Description Curriculum maps are among the simplest yet most effective tools for improving teaching and learning. Because they require people to draw explicit connections between content, skills, and assessment measures, these maps help ensure that all aspects of a lesson are aligned not only with each other, but also with mandated standards and tests. In Getting Results with Curriculum Mapping, Heidi Hayes Jacobs and her coauthors offer a wide range of perspectives on how to get the most out of the curriculum mapping process in districts and schools. In addition to detailed examples of maps from schools across the United States, the authors offer concrete advice on such critical issues as . Preparing educators to implement mapping procedures, . Using software to create unique mapping databases, . Integrating decision-making structures and staff development initiatives through mapping, . Helping school communities adjust to new curriculum review processes, and . Making mapping an integral part of literacy training. Teachers, administrators, staff developers, and policymakers alike will find this book an essential guide to curriculum mapping and a vital resource for spearheading school improvement efforts. Heidi Hayes Jacobs is the author of Mapping the Big Picture: Integrating Curriculum and Assessment, K-12 and Interdisciplinary Curriculum: Design and Implementation. She is based in Rye, New York.

Future Edge Author: Barker, Joel A. BARKER, JOEL A ISBN: 0-688-10936-5 LCCN: 91027583 Dewey: 658.4/0355 20 Number:

Hardcover William Morrow

Includes bibliographical references (p. 219-228) and index. Three keys to the future -- Watching for the future -- The importance of anticipation -- Defining a paradigm -- When do new paradigms appear? -- Who changes the paradigm? -- Who are the paradigm pioneers? -- What is paradigm effect? -- Twenty-two examples more or less -- The most important paradigm shift of the Twentieth Century -- Going back to zero -- Key characteristics of paradigms -- Managers, leaders, and paradigms -- Shifts for the 1990s--a Barker's dozen -- And so it goes.

From Standards to Success: A Guide for School Leaders Author: O'shea, Mark R. ISBN: 1-4166-0207-0 LCCN: 2005009481 Dewey: 379.1/58 22 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description In this era of accountability and high-stakes testing, school leaders must find more sophisticated ways to help all students succeed. But how can districts make adequate yearly progress without a coherent system for addressing state standards? In From Standards to Success, education professor Mark R. O'Shea introduces the Standards Achievement Planning Cycle (SAPC), a comprehensive protocol for meeting the standards. To illustrate his multi-layered approach, O'Shea takes readers to a fictional school as it prepares to install the SAPC. We meet the superintendent, who organizes the district for curriculum reform; the principal, who supervises standards-based instruction; and the teachers, who collaboratively plan lessons and evaluate their students' work. From teacher observation to student assessment, O'Shea offers innovative strategies to help school leaders * identify and analyze which standards are most important * select appropriate curriculum materials and resources * provide instructional planning time for teachers * create a benchmark-testing program * design effective professional development Checklists at the end of each chapter highlight best practices, and sample lessons show how to plan curriculum that enables students to meet state standards. The result is a thorough and sensible guide to realizing the promise of standards-based education. Mark R. O'Shea is a professor of education at California State University-Monterey Bay. He is the founder and executive director of the Institute for the Achievement of Academic Standards. Download Description In this era of accountability and high-stakes testing, school leaders must find more sophisticated ways to help all students succeed. But how can districts make adequate yearly progress without a coherent system for addressing state standards? In From Standards to Success, education professor Mark R. O'Shea introduces the Standards Achievement Planning Cycle (SAPC), a comprehensive protocol for meeting the standards. To illustrate his multi-layered approach, O'Shea takes readers to a fictional school as it prepares to install the SAPC. We meet the superintendent, who organizes the district for curriculum reform; the principal, who supervises standards-based instruction; and the teachers, who collaboratively plan lessons and evaluate their students' work. From teacher observation to student assessment, O'Shea offers innovative strategies to help school leaders * identify and analyze which standards are most important * select appropriate curriculum materials and resources * provide instructional planning time for teachers * create a benchmark-testing program * design effective professional development Checklists at the end of each chapter highlight best practices, and sample lessons show how to plan curriculum that enables students to meet state standards. The result is a thorough and sensible guide to realizing the promise of standards-based education. Mark R. O'Shea is a professor of education at California State University-Monterey Bay. He is the founder and executive director of the Institute for the Achievement of Academic Standards.

Fred Jones Tools for Teaching Author: Jones, Fredric H. Jones, Brian (Illustrator) ISBN: 0-9650263-0-2 LCCN: 2001269322 Dewey: 371.102 21 Number:

Paperback Fredric H. Jones & Associates

Product Description In Tools for Teaching, Dr. Jones describes the skills by which exceptional teachers make the classroom a place of success and enjoyment for both themselves and their students. Tools for Teaching integrates the management of discipline, instruction and motivation into a system that allows you to reduce the stress of teaching by preventing most management headaches. Dr. Jones helps you reduce student disruptions, backtalk, helpless handraising and dawdling while helping you increase responsible behavior, motivation and independent learning. These skills are made accessable by practical, down-to-earth language and many examples and illustrations that provide the next best thing to attending one of Dr. Jones' workshops. From the Author 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.

Paperback Basic Books

About the Author Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in education. In 2000, he was awarded a Guggenheim Fellowship. He lives in Cambridge, Massachusetts.

Fish! A Remarkable Way to Boost Morale and Improve Results Author: Lundin, Stephen C. Paul, Harry Christensen, John Paul, Harry Christensen, John ISBN: 0-7868-6602-0 LCCN: 99049306 Dewey: 658.3/14 21 Number:

Hardcover Hyperion

Amazon.com Here's another management parable that draws its lesson from an unlikely source--this time it's the fun-loving fishmongers at Seattle's Pike Place Market. In Fish! the heroine, Mary Jane Ramirez, recently widowed and mother of two, is asked to engineer a turnaround of her company's troubled operations department, a group that authors Stephen Lundin, Harry Paul, and John Christensen describe as a "toxic energy dump." Most reasonable heads would cut their losses and move on. Why bother with this bunch of losers? But the authors don't make it so easy for Mary Jane. Instead, she's left to sort out this mess with the help of head fishmonger Lonnie. Based on a bestselling corporate education video, Fish! aims to help employees find their way to a fun and happy workplace. While some may find the story line and prescriptions--such as "Choose Your Attitude," "Make Their Day," and "Be Present"--downright corny, others will find a good dose of worthwhile motivational management techniques. If you loved Who Moved My Cheese? then you'll find much to like here. And don't worry about Mary Jane and kids. Fish! has a happy ending for everyone. --Harry C. Edwards From AudioFile Do you work in a "toxic energy dump"? Do you or your employees seem stuck in the doldrums all the time? Well then, FISH! is for you. Mallory Kasdan enthusiastically and energetically reads this tale of a manager of a department in which everyone has lost ambition, energy, and helpfulness. Through Kasdan's passionate narration, we learn how the Pike Place Fish Market--with their secrets for success and improved attitude--helps the manager encourage her staff to be involved and conscientious about what they do. FISH's philosophy will help people in any business regain their energy and passion for their lives and work. M.B.K. 2002 Audie Award Finalist © AudioFile 2002, Portland, Maine-- Copyright © AudioFile, Portland, Maine --This text refers to the Audio CD edition.

A First-Year Teacher's Guidebook for Success: A Step-By-Step Educational Recipe Book from September to June Author: Williamson, Bonnie Thornton, Sandy ISBN: 0-937899-08-9 LCCN: Dewey: 371.1 20 Number:

Paperback Dynamic Teaching Company

Includes bibliographical references (p. 214) and index.

The First Six Weeks of School Author: Denton, Paula Kriete, Roxann Kriete, Roxann ISBN: 1-892989-04-2 LCCN: 00100105 Dewey: 372.1102 21 Number:

Paperback Northeast Foundation for Children

New Teacher magazine, Spring 2001 "Top-Notch Book" Product Description Learn how to structure the first six weeks of school to lay the groundwork for a productive year of learning. Discover how taking the time to build a solid foundation in the early weeks of school can pay off all year long in increased student motivation, cooperation, responsibility, and self-control. This comprehensive guidebook for K-6 teachers features: Daily plans for the first three weeks and commentary about these plans at three grade levels: primary (K-2), middle (3-4), and upper (5-6) Detailed guidelines for: -Building community -Creating rules and teaching routines -Introducing engaging curriculum -Fostering autonomy -Integrating social and academic learning -Establishing high expectations for learning and behavior An extensive collection of games, activities, greetings, songs, read-alouds, and resources especially useful during the early weeks of school

The First Days of School: How to Be an Effective Teacher Author: Wong, Harry K. Wong, Rosemary Tripi ISBN: 0-9629360-0-6 LCCN: Dewey: Number:

Paperback Harry K. Wong Publications

Product Description Over 3 million copies have been sold of the preeminent book on classroom management and teaching for lesson achievement. The book walks a teacher, either novice or veteran, through the most effective ways to begin a school year and continue to become an effective teacher. This is the most basic book on how to teach. Every teacher and administrator needs to have a copy. The book is used in thousands of school districts, in over 65 countries, and in over 1000 college classrooms. It works and it s inspiring. Included in this 3rd edition is a free 38 minute Enhanced CD, Never Cease to Learn. This bonus CD features Harry Wong with a special introduction by Rosemary Wong. The motivational message delivered is one all educators must hear and see. --This text refers to the Paperback edition.

The First Amendment in Schools: A Guide from the First Amendment Center Author: Haynes, Charles C. Chaltain, Sam Ferguson, John Hudson Jr., David L. Thomas, Oliver ISBN: 0-87120-777-X LCCN: 2003002637 Dewey: 342.73/085 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description What are the First Amendment rights? How do you resolve questions about the rights of students, educators, and parents in a school setting? The First Amendment to the U.S. Constitution protects the most basic and cherished rights of society-religion, speech, press, petition, and assembly. Anyone who wants to know more about those freedoms in the context of schools will find The First Amendment in Schools a rich resource for study and application. The book includes * An explanation of the origins of the First Amendment * A concise, chronological history of 50 legal cases, including many landmark decisions, involving the First Amendment in public schools * Answers to frequently asked questions about the practice of the First Amendment in schools, covering specific issues of religious liberty, free speech, and press as they affect school prayer, use of school facilities, dress and speech codes, student press, book selection, and curriculum * General information on First Amendment expression and practice in schools * Information on more than 60 educational and advocacy programs and organizations for First Amendment resources * A profile of First Amendment Schools This book provides a civic and legal framework for giving all members of the school community-students, parents, teachers, administrators, and community members-a real voice in shaping the life of the school.

The Fifth Discipline: The Art & Practice of the Learning Organization Author: Senge, Peter M. ISBN: 0-385-26095-4 LCCN: Dewey: Number:

Paperback Doubleday Business

Amazon.com Peter Senge, founder of the Center for Organizational Learning at MIT's Sloan School of Management, experienced an epiphany while meditating one morning back in the fall of 1987. That was the day he first saw the possibilities of a "learning organization" that used "systems thinking" as the primary tenet of a revolutionary management philosophy. He advanced the concept into this primer, originally released in 1990, written for those interested in integrating his philosophy into their corporate culture. The Fifth Discipline has turned many readers into true believers; it remains the ideal introduction to Senge's carefully integrated corporate framework, which is structured around "personal mastery," "mental models," "shared vision," and "team learning." Using ideas that originate in fields from science to spirituality, Senge explains why the learning organization matters, provides an unvarnished summary of his management principals, offers some basic tools for practicing it, and shows what it's like to operate under this system. The book's concepts remain stimulating and relevant as ever. --Howard Rothman From Publishers Weekly A director at MIT's Sloan School, Senge here proposes the "systems thinking" method to help a corporation to become a "learning organization," one that integrates at all personnel levels indifferently related company functions (sales, product design, etc.) to "expand the ability to produce." He describes requisite disciplines, of which systems-thinking is the fifth. Others include "personal mastery" of one's capacities and "team learning" through group discussion of individual objectives and problems. Employees and managers are also encouraged to examine together their often negative perceptions or "mental models" of company people and procedures. The text is esoteric and flavored with terms like "recontextualized rationality," but the book should help inventory-addled retailers whom the author cites as unaware of their customers' desire for quality. Macmillan Book Clubs selection. Copyright 1990 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

A Field Guide to Using Visual Tools Author: Hyerle, David ISBN: 0-87120-367-7 LCCN: 00008213 Dewey: 370.15/2 21 Number:

Paperback Association for Supervision&Curriculum Deve

Internet Book Watch - Internet Book Watch A Field Guide To Using Visual Tools is a superb introduction to the practical applications of visual tools such as brainstorming webs, task-specific organizers, and thinking-process maps as part of the education curriculum process. Chapters include: The Mapping Metaphor; The Networking Brain and Mind; Webs of Creativity; The Organizing Mind; Thinking-Process Patterns; Thinking Maps for Reading Minds; and Change Patters. The text is enhanced with appendices on "Thinking Maps Test Scores Summary" and "Reading Comprehension Using Thinking Maps by Marjann Ball". A bibliography, Resources For Visual Tools, Index, and "About the Author" round out this practical, idea generating, highly recommended classroom education development resource.

Paperback JF's Publishing

Product Description A hands-on educator's guide to improve students' eye tracking and vision perception.

Expanding Student Assessment Author: Perrone, Vito (Editor) Jervis, Kathe Chittenden, Edward ISBN: 0-87120-182-8 LCCN: 91018470 Dewey: 371.2/6/0973 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description The means of assessment most commonly employed in schools today are not only an inaccurate gauge of student achievement, but can be detrimental to student learning. In this collection of essays, education professionals of all stripes take a stand against standardized testing and in defense of classroom practice as the most accurate indicator of student knowledge.

The Evolving Multicultural Classroom Author: Reissman, Rose ISBN: 0-87120-233-6 LCCN: 94025103 Dewey: 370.19/6/0973 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description This book is a comprehensive guide to infusing multicultural education into the classroom. The author, Rose Reissman, relates many of her experiences as an inner-city, middle school language arts teacher and teacher educator in an engaging, concrete way. The book shows how teachers can actively involve their students in projects that promote academic excellence and cultural understanding, involve multiple intelligences, and benefit the community. Section I presents activities to introduce teachers, students, and parents to the concepts of multicultural education. Section II focuses on three areas of the curriculum--language arts, social studies, and the arts. Reissman relates how many teaching strategies and student projects (many involving technology) evolved from an original activity, through student interest and exploration of topics and themes in newspapers, works of literature, current events, community resources, and students' backgrounds. Section III provides resources, including detailed outlines of activities a nd strategies, that encourage teachers to put together their own program and solicit parent input. An index is included.

Paperback Scholastic

Enhancing Student Achievement: A Framework for School Improvement Author: Danielson, Charlotte ISBN: 0-87120-691-9 LCCN: 2002013156 Dewey: 371.2 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description Educators devoted to school reform focus all too often on the isolated components of K-12 education--this is the essential premise of this powerful new book. If we are truly committed to improving our schools, the author contends, then we must focus on the interdependence of variables that affect student learning, both inside and outside the classroom. The book is divided into three distinct parts. In Part 1, Danielson introduces the Four Circles Model to define the criteria for successful school improvement: Everything educators do to help their students learn must be based on what educators want (school, district, or state goals), believe (values and principles), and know (educational research). In Part 2, the author provides a framework for improving schools--including curriculum, team planning, and policies and practices affecting students--and connects every concept to the criteria presented in Part 1. She also provides a handy rubric at the end of each chapter, both as a summary of main points and as a tool for educators to gauge the needs of their school. Part 3 offers readers guidelines on how best to implement the framework using action planning. Brimming with perceptive advice and thought-provoking arguments, this book is both a wake-up call and a roadmap to success for those determined to provide students with the best education possible. Download Description Educators devoted to school reform focus all too often on the isolated components of K-12 education--this is the essential premise of this powerful new book. If we are truly committed to improving our schools, the author contends, then we must focus on the interdependence of variables that affect student learning, both inside and outside the classroom. The book is divided into three distinct parts. In Part 1, Danielson introduces the Four Circles Model to define the criteria for successful school improvement: Everything educators do to help their students learn must be based on what educators want (school, district, or state goals), believe (values and principles), and know (educational research). In Part 2, the author provides a framework for improving schools--including curriculum, team planning, and policies and practices affecting students--and connects every concept to the criteria presented in Part 1. She also provides a handy rubric at the end of each chapter, both as a summary of main points and as a tool for educators to gauge the needs of their school. Part 3 offers readers guidelines on how best to implement the framework using action planning. Brimming with perceptive advice and thought-provoking arguments, this book is both a wake-up call and a roadmap to success for those determined to provide students with the best education possible.

Enhancing Professional Practice: A Framework for Teaching Author: Danielson, Charlotte Jones, Frances Faircloth ISBN: 0-87120-269-7 LCCN: 96025256 Dewey: 371.1/02 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description The framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessments criteria developed by Educational Testing Service. This framework identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Those responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. In this framework, the complex activity of teaching is divided into 22 components clustered into four domains of teaching responsibility: planning and preparation, classroom environment, instruction, and professional responsibilities. Although the components are distinct, they are also related to one another: A teacher's planning and preparation affect instruction, and all these are affected by the reflection on practice that accompanies a unit and lesson. The framework of professional practice is designed to meet the needs of novice teachers, who are concerned with day-to-day survival; experienced teachers, who want to improve their effectiveness and help their colleagues do so as well; and highly accomplished teachers, who want to move toward advanced certification and serve as a resource to less-experienced colleagues.

Enhancing Professional Practice Author: Danielson, Charlotte ISBN: 1-4166-0517-7 LCCN: 2006030286 Dewey: 371.1/02 22 Number:

Paperback Association for Supervision & Curriculum Development

From the Publisher About the Author: Charlotte Danielson is is a program administrator for Educational Testing Service (ETS) in Princeton, New Jersey. She has taught at all levels, from kindergarten through college; worked as a consultant on curriculum planning, performance assessment, and professional development for numerous schools and school districts in the United States and overseas; and designed materials and training programs for ASCD, ETS, and the National Board for Professional Teaching Standards. In addition to authoring Enhancing Professional Practice: A Framework for Teaching, Danielson developed an ASCD Professional Inquiry Kit, Teaching for Understanding. Her work has encouraged assessment in the service of learning by both teachers and students. Synopsis About the Author: Charlotte Danielson is is a program administrator for Educational Testing Service (ETS) in Princeton, New Jersey. She has taught at all levels, from kindergarten through college; worked as a consultant on curriculum planning, performance assessment, and professional development for numerous schools and school districts in the United States and overseas; and designed materials and training programs for ASCD, ETS, and the National Board for Professional Teaching Standards. In addition to authoring Enhancing Professional Practice: A Framework for Teaching, Danielson developed an ASCD Professional Inquiry Kit, Teaching for Understanding. Her work has encouraged assessment in the service of learning by both teachers and students.

English Teacher's Guide to Performance Tasks & Rubrics: Middle School Author: Benjamin, Amy ISBN: 1-883001-98-6 LCCN: 00022349 Dewey: 428/.0071/2 21 Number:

Paperback Eye on Education

From the Publisher This book provides step-by-step procedures, student hand-outs, and samples of student work. Synopsis This book provides step-by-step procedures, student hand-outs, and samples of student work.

Emotional Intelligence: Why It Can Matter More Than IQ Author: Goleman, Daniel Goleman Goleman, Daniel ISBN: 0-553-37506-7 LCCN: Dewey: Number:

Paperback Bantam

Amazon.com There was a time when IQ was considered the leading determinant of success. In this fascinating book, based on brain and behavioral research, Daniel Goleman argues that our IQ-idolizing view of intelligence is far too narrow. Instead, Goleman makes the case for "emotional intelligence" being the strongest indicator of human success. He defines emotional intelligence in terms of self-awareness, altruism, personal motivation, empathy, and the ability to love and be loved by friends, partners, and family members. People who possess high emotional intelligence are the people who truly succeed in work as well as play, building flourishing careers and lasting, meaningful relationships. Because emotional intelligence isn't fixed at birth, Goleman outlines how adults as well as parents of young children can sow the seeds. From Publishers Weekly New York Times science writer Goleman argues that our emotions play a much greater role in thought, decision making and individual success than is commonly acknowledged. He defines "emotional intelligence"?a trait not measured by IQ tests?as a set of skills, including control of one's impulses, self-motivation, empathy and social competence in interpersonal relationships. Although his highly accessible survey of research into cognitive and emotional development may not convince readers that this grab bag of faculties comprise a clearly recognizable, well-defined aptitude, his report is nevertheless an intriguing and practical guide to emotional mastery. In marriage, emotional intelligence means listening well and being able to calm down. In the workplace, it manifests when bosses give subordinates constructive feedback regarding their performance. Goleman also looks at pilot programs in schools from New York City to Oakland, Calif., where kids are taught conflict resolution, impulse control and social skills. Copyright 1995 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

The Eleven Commandments of Good Teaching: Creating Classrooms Where Teachers Can Teach Author: Gill, Vickie Lent, James R. ISBN: 0-7619-7810-0 LCCN: 00012371 Dewey: 371.102 21 Number:

Paperback Corwin Press

Review "Full of tactics and techniques, this straightforward and interesting book is loaded with good examples drawn from Gills own trials and errors." (James Lent ) Review "Full of tactics and techniques, this straightforward and interesting book is loaded with good examples drawn from Gill's own trials and errors."

Effective Teaching Strategies That Accommodate Diverse Learners Author: Carnine, Douglas W. Kameenui, Edward J. (Editor) Carnine, Douglas (Editor) ISBN: 0-13-382185-4 LCCN: 97012048 Dewey: 371.102 21 Number:

Textbook Binding Prentice Hall

Product Description This popular book investigates the teaching, instruction and curricula required to meet the needs of diverse learners who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs. It provides a summary of the characteristics of students with diverse learning and curricular needs as well as an essential examination of current issues in education. It also introduces six key principles to direct teachers through the design of instruction and curriculum to ensure that diverse learners succeed in the classroom. Characteristics of Students with Diverse Learning and Curricular Needs; Effective Strategies for Teaching Beginning Reading; Effective Strategies for Teaching Writing; Effective Strategies for Teaching Mathematics; Effective Strategies for Teaching Science; Effective Strategies for Teaching Social Studies; Modulating Instruction for English-language Learners; Contextual Issues and Their Influence on Curricular Change. For teachers of diverse learners. --This text refers to an out of print or unavailable edition of this title. From the Back Cover This book examines the teaching, instruction, and curricula required to meet the needs of diverse students, who by virtue of their experiential, cultural, socioeconomic, linguistic, and physiological backgrounds, challenge traditional curriculum and instructional programs. The book provides a critical examination of the pedagogical and curricular requirements in schools over the last five years. Based on these analyses, recommendations for teaching reading, writing, mathematics, science, social studies, and also teaching language minority students are given to ensure diverse learners succeed in the classroom.

Hardcover Addison-Wesley

Includes index.

The Educators Guide to Preventing and Solving Discipline Problems Author: Boynton, Mark Boynton, Christine ISBN: 1-4166-0237-2 LCCN: 2005024033 Dewey: 371.102/4 22 Number:

Paperback ASCD

Download Description What can you do to keep students from fighting in the hallways and acting out in class? When they break the rules, what disciplinary actions can you take to help students behave themselves in the future? You'll find the answers to these questions and many more in this comprehensive, research-based guide to developing a schoolwide discipline system. Preventing discipline problems usually requires less energy than coping with problems after they occur, and a day without discipline problems is certainly more enjoyable for teachers and students alike! With this in mind, Mark and Christine Boynton present a wide variety of prevention strategies that any teacher can use, including advice about their relative appropriateness in different settings and circumstances. Of course, even the most successful preventive measures sometimes can't stop a student from disrupting a lesson or picking on classmates. In those situations, it is crucial to know which interventions are effective and which are counterproductive. This book will help you learn the most appropriate reactions to (and consequences for) student misbehavior, as well as specific strategies for handling oppositional defiant disorder, attention deficit hyperactivity disorder, and anger management issues in students. You'll also find ideas for exploring your school's philosophical beliefs concerning discipline, promoting positive teacher-student relations, and establishing clearly defined parameters of acceptable classroom behavior. Whether you're a K-12 teacher or a school principal, The Educator's Guide to Preventing and Solving Discipline Problems will change the way you approach discipline in your school-for the better! Mark and Christine Boynton, both former teachers and principals, are currently educational consultants specializing in discipline issues. They live in Gig Harbor, Washington.

Educational Evaluation Author: Popham, W. James ISBN: 0-205-14217-6 LCCN: 92013806 Dewey: 379.1/54 20 Number:

Hardcover Allyn & Bacon

Booknews New edition of a text comprising 17 detailed chapters on the theories and models of educational evaluation as well as the various techniques of gathering data, sampling, measuring the hard-to-measure, analyzing and evaluating results, and understanding the issues. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Paperback Starsong Publications

Education on the Edge of Possibility Author: Caine, Renate Nummela Caine, Geoffrey ISBN: 0-87120-282-4 LCCN: 97004604 Dewey: 370/.973 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description What happens when learning theory meets the reality of the classroom? In this book, you'll find out what happened when Renate and Geoffrey Caine took their theory of learning, which is based on a wholistic interpretation of brain research, and strived to bring it to life in two schools. The Caines' work represents a new way of looking at learning and change. Forming the foundation are brain/mind learning principles that describe how the brain, mind, and body work together. The book details the Caines' work in the schools, reports the results, and introduces surprising conclusions about how educators will have to think and function to succeed in the 21st century. The Caines believe that society as a whole is poised on the edge of chaos--and possibility. Education is being pulled into that turbulence, and educators have an opportunity to participate in influencing its direction. By incorporating traditional and brain-based approaches to instruction, the authors offer the means--education on the edge of possibility.

Education in a New Era Author: Brandt, Ronald S. (Editor) ISBN: 0-87120-363-4 LCCN: Dewey: Number:

Paperback Association for Supervision & Curriculum Deve

Book Description This book looks back to look ahead. Its purpose is to divine what may happen--as well as what should happen--in the education of children and youth, after thoughtfully reviewing what has happened so far. The authors, chosen for their expertise in the topics they write about, highlight a few 20th century ideas, events, or developments. Then, after considering the elements of experience that seem most enduring, they try to envision what educators can expect in the years ahead. They address the areas of governance, equity, teaching and teacher development, instruction, curriculum, assessment, the science of learning, technology, and progressive education. For example, the 21st century will likely see new instructional models that attempt to integrate three areas of knowledge: experimental research on instruction, what is known from cognitive psychology about the nature of learning, and what can be gleaned from the research on brain functioning. Greater depth and less superficial coverage will probably characterize the millennial curriculum. We can expect to see network tools and digital devices that are designed specifically for education through alliances of researchers, practitioners, and commercial partners. Yearbook Editor Ron Brandt was formerly Executive Editor of Educational Leadership and other ASCD publications. Now an independent author and consultant, he writes a monthly column for the American Association of School Administrators and is currently completing a book on school reform. He is the author of the ASCD book "Powerful Learning."

Education and Public Health: Natural Partners in Learning for Life Author: Smith, Jenny Curricul, Association for Supervision and ISBN: 0-87120-826-1 LCCN: 2005276833 Dewey: 613.071 22 Number:

Paperback Association for Supervision & Curriculum Deve

Download Description Discover how to engage students in meaningful learning and advance the goals of your curriculum through a community-based public health partnership project. This book takes you to innovative projects in diverse communities around the United States to explore how schools and public health agencies work together to improve student achievement, behavior, and health. Learn the keys to successful projects and the best ways to integrate health education into the curriculum.

Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners Author: Cole, Robert W. Resea, ASCD Improving Student Achievement Cole, Robert W. (Editor) ISBN: 0-87120-237-9 LCCN: 95007075 Dewey: 371.3 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description This book is the culmination of the work of ASCD's Urban Middle Grades Network, Advisory Panel on Improving Student Achievement, and Improving Student Achievement Research Panel. The book is grounded in the belief that differences in student achievement are often the result of differences in the quality of instruction; if we can improve the quality of instruction, we can improve the performance of students. "Educating Everybody's Children" offers a wide-ranging assortment of instructional strategies whose effectiveness has been gleaned from extensive review of both basic and applied research. One author discusses strategies that work across the curriculum, while others discuss strategies specific to reading, writing, mathematics, and oral communication. Every strategy includes classroom examples and a list of the research studies that support it. The authors also alert educators to barriers to good instruction. Designed to promote reflection and discussion among the entire learning community, this volume also serves as a practical guide to developing a sound school program that meets the needs of students from diverse cultural, ethnic, linguistic, and socioeconomic backgrounds. It is a resource that educators will find themselves turning to again and again.

Edspeak: A Glossary of Education Terms, Phases, Buzzwords, Jargon Author: Ravitch, Diane ISBN: 1-4166-0575-4 LCCN: Dewey: Number:

Paperback ASCD

From the Publisher Have you ever heard of Suggestopedia? Do you know what a gallery walk is? How about the difference between a stem and a foil? Maybe you don't think it's necessary to know these education terms. Diane Ravitch thinks otherwise. Education, like most professions, has its own unique vocabulary that is often unfamiliar to outsiders. But unlike those of other professions, Ravitch contends, the language of education must be clear and intelligible to all. Because education in large part determines the future of our society, economy, and culture, it's crucial that education issues be understood by the general public. And to understand the issues, we need to understand the specialized language used in the field. In this book, Ravitch demystifies the often-obscure and ever-changing lingo of the education field. With more than 500 entries, EdSpeak translates what Ravitch refers to as the "strange tongue" of pedagogese into plain English, adding historical context and lively commentary along the way. This glossary will serve as a valuable resource both for veteran educators who need to stay abreast of newly emerging terminology and for newcomers to the profession-be they teachers, administrators, parents, students, or just citizens who care about what happens in the classroom. Synopsis Have you ever heard of Suggestopedia? Do you know what a gallery walk is? How about the difference between a stem and a foil? Maybe you don't think it's necessary to know these education terms. Diane Ravitch thinks otherwise. Education, like most professions, has its own unique vocabulary that is often unfamiliar to outsiders. But unlike those of other professions, Ravitch contends, the language of education must be clear and intelligible to all. Because education in large part determines the future of our society, economy, and culture, it's crucial that education issues be understood by the general public. And to understand the issues, we need to understand the specialized language used in the field. In this book, Ravitch demystifies the often-obscure and ever-changing lingo of the education field. With more than 500 entries, EdSpeak translates what Ravitch refers to as the "strange tongue" of pedagogese into plain English, adding historical context and lively commentary along the way. This glossary will serve as a valuable resource both for veteran educators who need to stay abreast of newly emerging terminology and for newcomers to the profession-be they teachers, administrators, parents, students, or just citizens who care about what happens in the classroom.

Doing What Scientists Do: Children Learn to Investigate Their World Author: Doris, Ellen ISBN: 0-435-08309-0 LCCN: 90048126 Dewey: 372.3/5044/0973 20 Number:

Paperback Heinemann

Product Description Teachers and administrators wanting to make elementary science programs work will find out how in these pages. This book translates the theory of "discovery science" into a method that teachers can use. It shows: how to begin and how to keep going how to organize space and materials how to manage the classroom in a way that encourages focus and interest how to inspire curiosity and help satisfy it Rich with examples of children's work and classroom dialogue, this is a practical book, meant to help teachers implement its ideas. About the Author A graduate of Cornell University, Ellen Doris has taught science in a variety of settings, including schools, museums, and outdoor programs. She currently teaches in the Greenfield Center School and conducts workshops nationally for the Northeast Foundation for Children.

Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities Author: Bucher, Richard D. ISBN: 0-13-080338-3 LCCN: 99042489 Dewey: 331.13/3 21 Number:

Paperback Prentice Hall

Book Description Focusing on personal growth and empowerment, this engaging study helps readers develop the ability to understand, respect, and value diversity, and demonstrates how opening one's mind to the views of other peoples and cultures is central to a satisfying and successful life-both personally and professionally. Offers current, thorough, and deeply insightful discussions on diversity and workplace issues-what they are, their significance, and their relevance to the reader; discusses concepts such as teamwork, conflict management, racism, prejudice, and communication in a clear and concise fashion; and zeroes in on the relationship between an employee's success in the workplace and his/her ability to develop flexibility in their thinking so that they can positively and effectively deal with a variety of diversity issues. Integrates many real-life experiences and perspectives throughout, encourages journal-writing, and promotes understanding with many interactive exercises, including those developed for Internet use. For teacher training education courses, staff/professional development workshops, professionals in business management and human relations, or for anyone who wants a self-reflective and proactive guide to understanding today's issues of diversity. Book Info Provides a thoughtful, well researched treatise on a wide range of diversity concepts and issues in everyday life. Presents a number of anecdotal situations to illustrate key diversity concepts. Softcover. DLC: Diversity in the workplace.

Discovering and Exploring Habits of Mind Author: Costa, Arthur L. (Editor) Kallick, Bena (Editor) ISBN: 0-87120-368-5 LCCN: 99050943 Dewey: 155.4/13 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description In this book, noted educators Arthur L. Costa and Bena Kallick define and describe 16 types of intelligent behavior that they call "habits of mind." These habits of mind can aid both students and adults in school and in everyday life as they encounter problems, dilemmas, and enigmas, the resolutions of which are not immediately apparent. The habits are rooted in a modern view of intelligence that casts off traditional abilities-centered theories. Costa and Kallick maintain that a critical attribute of intelligence is not only having information but also knowing how to act on it. The habits of mind that contribute to this intelligence are: - Persisting - Managing impulsivity - Listening with understanding and empathy - Thinking flexibly - Thinking about thinking (metacognition) - Striving for accuracy - Questioning and posing problems - Applying past knowledge to new situations - Thinking and communicating with clarity and precision - Gathering data through all senses - Creating, imagining, innovating - Responding with wonderment and awe - Taking responsible risks - Finding humor - Thinking interdependently - Remaining open to continuous learning "Discovering and Exploring Habits of Mind" is the first of a four-book series. Subsequent volumes will explore instructional strategies for teaching the habits at school and at home; assessment of the habits; and descriptions from schools, teachers, and administrators about how they have incorporated the habits of mind into their work. Other contributors to Book 1 are Shari Tishman and Marian Leibowitz. David Perkins's Series Foreword introduces the four-book series, Habits of Mind: A Developmental Series.

Discipline With Dignity Author: Curwin, Richard L. Mendler, Allen N. ISBN: 0-87120-154-2 LCCN: 88039922 Dewey: 371.1/024 19 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description Educators know that we must have safe schools. Teaching and reinforcing responsible human behavior is the core of "Discipline with Dignity." How do you achieve discipline and positive behaviors in a classroom or school? This book offers specific ways to involve students in defining classroom procedures, rules, and consequences based on values or principles compatible with learning. Curwin and Mendler identify strategies for working with children who are physically aggressive and explode without provocation. The basic strategies include prevention, action, and resolution; the authors expand on those ideas and share examples and practical applications for educators. Curwin and Mendler explain the principles and related strategies that are as applicable to the problems faced in inner-city schools as they are rural and suburban schools. Current educational initiatives that improve both achievement and behavior, including cooperative learning, multiple intelligences, constructivism, inclusion, and brain-based learning, are all compatible with "Discipline with Dignity" and attest to the continuing relevance of the strategies involved. More than 10 years after the initial publication of "Discipline with Dignity," Curwin and Mendler have added a new introduction in which they reflect on why and how their approach to discipline works in today's society. Treating students and educators with dignity will never go out of fashion. --This text refers to the Paperback edition.

Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9 Author: Tomlinson, Carol Ann Eidson, Caroline Cunningham Eidson, Caroline Cunningham ISBN: 0-87120-655-2 LCCN: 2002151115 Dewey: 373.19 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description This book is the first in a new series from Carol Ann Tomlinson and Caroline Cunningham Eidson exploring how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the middle grades, but applicable at all levels, Differentiation in Practice, Grades 5-9 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Included are * Annotated lesson plans for differentiated units in social studies, language arts, science, mathematics, and world/foreign language. * Samples of differentiated worksheets, product assignments, rubrics, and homework handouts. * An overview of the essential elements of differentiated instruction and guidelines for using the book as a learning tool. * An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, negotiated criteria, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners. Download Description This book is the first in a new series from Carol Ann Tomlinson and Caroline Cunningham Eidson exploring how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the middle grades, but applicable at all levels, Differentiation in Practice, Grades 5-9 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Included are * Annotated lesson plans for differentiated units in social studies, language arts, science, mathematics, and world/foreign language. * Samples of differentiated worksheets, product assignments, rubrics, and homework handouts. * An overview of the essential elements of differentiated instruction and guidelines for using the book as a learning tool. * An extended glossary and recommended readings for further exploration of key ideas and strategies. Each unit highlights underlying standards, delineates learning goals, and takes you step by step through the instructional process. Unit developers provide running commentary on their use of flexible grouping and pacing, tiered assignments and assessments, negotiated criteria, and numerous other strategies. The models and insight presented will inform your own differentiation efforts and help you meet the challenge of mixed-ability classrooms with academically responsive curriculum appropriate for all learners.

Differentiated Instructional Strategies: One Size Doesn't Fit All Author: Gregory, Gayle H. Chapman, Carolyn Chapman, Carolyn ISBN: 0-7619-4551-2 LCCN: 2001005120 Dewey: 371.39/4 21 Number:

Paperback Corwin Press

Review Differentiated Instructional Strategies: One Size Doesnt Fit All provides information about strategies that will enable teachers to plan strategically so they can meet the needs of the wide variety of students in todays highly diverse classroom. Presented in an easy-to-use format, practical techniques and processes are shared that can be used to plan and adjust learning based on pre-assessment of individual students knowledge, skills, experience, preferences, and needs. ("Gifted Child Today," January 2003 January 2003 ) My principals use Differentiated Instructional Strategies to design appropriate strategies for evaluating whether the needs of all learners have been met. (Linda S. Tafel, Professor ) A teacher-friendly guide to differentiating instruction based on sound theory and best practice. (Joanne Quinn, Director of Continuing Education ) A practical, persuasive, and useful guide. Differentiated Instructional Strategies is highly recommended reading for classroom educators and a seminal contribution to teacher education supplemental reading lists and academic reference collections. (Midwest Book Review ) [The book] is highly recommended reading for classroom educators and a seminal contribution to Teacher Education supplemental reading lists and academic reference collections. (Wisconsin Bookwatch ) Review "Differentiated Instructional Strategies: One Size Doesn't Fit All provides information about strategies that will enable teachers to plan strategically so they can meet the needs of the wide variety of students in today's highly diverse classroom. Presented in an easy-to-use format, practical techniques and processes are shared that can be used to plan and adjust learning based on pre-assessment of individual students' knowledge, skills, experience, preferences, and needs." --This text refers to the Hardcover edition.

The Differentiated Classroom: Responding to the Needs of All Learners Author: Tomlinson, Carol Ann ISBN: 0-87120-342-1 LCCN: 99006162 Dewey: 371.39/4 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description It's an age-old challenge: How can teachers divide their time, resources, and efforts to effectively instruct students of diverse backgrounds and interests, as well as skill and readiness levels? The Differentiated Classroom: Responding to the Needs of All Learners offers a powerful, practical solution. Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it's so important to today's children. Yet she offers much more than theory, filling the pages with real-life examples of teachers and students using-and benefitting from-differentiated instruction. At the core of the book, three chapters describe actual lessons, units, and classrooms with differentiated instruction in action. Tomlinson looks at elementary and secondary classrooms in nearly all subject areas to show how real teachers turn the challenge of differentiation into a reality. Her insightful analysis of how, what, and why teachers differentiate lays the groundwork for you to bring differentiation to your own classroom. Tomlinson's commonsense, classroom-tested advice speaks to experienced and novice teachers as well as educational leaders who want to foster differentiation in their schools. Using a "think versus sink approach," Tomlinson guides all readers through small changes, then even larger ones, until differentiation becomes a way of life that enriches both teachers and students.

A Different Kind of Classroom: Teaching With Dimensions of Learning Author: Marzano, Robert J. Marshall, Stephanie P. ISBN: 0-87120-192-5 LCCN: 92009069 Dewey: 371.1/02 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description In this book, Robert J. Marzano describes the Dimensions of Learning program, a comprehensive K-12 instructional framework that teachers can use to improve the way they plan instruction, design curriculum, and assess student performance. Based on the best of what researchers have found out about how children learn, Dimensions of Learning provides teachers with the tools for building a truly learning-centered approach to schooling.

Developing More Curious Minds Author: Barell, John ISBN: 0-87120-719-2 LCCN: 2002151117 Dewey: 371.39 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description After the September 11 attacks on the World Trade Center and Pentagon, many people questioned why no one had anticipated the terrorists' acts, even when events and intelligence seemed to point toward them. John Barell wonders if the attacks speak to a greater societal problem of complacency. He believes many students have become too passive in their learning, accepting information and "facts" as presented in textbooks, classes, and the media. Drawing on anecdotes from educators and his own life, Barell describes practical strategies to spur students' ability and willingness to pose and answer their own questions. Antarctica expeditions, outer space discoveries, dinosaur fossils, literature, and more help define the importance of developing an inquisitive mind, using such practices as * Maintaining journals on field trips, * Using questioning frames and models when reading texts, * Engaging in critical thinking and problem-based learning, and * Integrating inquiry into curriculum development and the classroom culture. To become habits of mind, students' daily curiosities must be nurtured and supported. Barell draws a vivid map to guide readers to "an intelligent revolution" in which schools can become places where educators and students imagine and work together to become active citizens in their society. Download Description After the September 11 attacks on the World Trade Center and Pentagon, many people questioned why no one had anticipated the terrorists' acts, even when events and intelligence seemed to point toward them. John Barell wonders if the attacks speak to a greater societal problem of complacency. He believes many students have become too passive in their learning, accepting information and "facts" as presented in textbooks, classes, and the media. Drawing on anecdotes from educators and his own life, Barell describes practical strategies to spur students' ability and willingness to pose and answer their own questions. Antarctica expeditions, outer space discoveries, dinosaur fossils, literature, and more help define the importance of developing an inquisitive mind, using such practices as * Maintaining journals on field trips, * Using questioning frames and models when reading texts, * Engaging in critical thinking and problem-based learning, and * Integrating inquiry into curriculum development and the classroom culture. To become habits of mind, students' daily curiosities must be nurtured and supported. Barell draws a vivid map to guide readers to "an intelligent revolution" in which schools can become places where educators and students imagine and work together to become active citizens in their society.

Paperback Assn for Supervision & Curriculum

Book Description Why teach thinking skills? What are the best strategies for teaching thinking in the classroom? What roles can technology play in the development of such expertise? And how can we assess a student's mastery of thinking skills? The 3rd edition of Developing Minds: A Resource Book for Teaching Thinking explores these questions and many more. Editor Arthur L. Costa has assembled an impressive array of authors and substantial new content reflecting changes in the education environment since the Revised Edition of this book appeared in 1991. Developing Minds explores how the teaching of thinking is evolving as we strive to better understand how the brain learns, effectively use technology in the classroom, and focus on assessment of student achievement. This book helps to forge a common vision among the education community--teachers, administrators, librarians, staff developers, teacher educators, school board members, and parents--of what characterizes effective and creative thinkers and problem solvers. The goal of Developing Minds is to foster a world filled with classrooms, schools, and communities that are more thoughtful places. --This text refers to the Paperback edition.

Developing Grading and Reporting Systems for Student Learning Author: Guskey, Thomas R. Bailey, Jane M. ISBN: 0-8039-6854-X LCCN: 00011400 Dewey: 371.27/2 21 Number:

Paperback Corwin Press

Product Description Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years. Here is the first serious look at the issue, written to provide all those involved  especially teachers  with a coherent and thoughtful framework. Guskey and Bailey offer four pillars of successful grading and reporting systems: Communication is the primary goal of grading and reporting Grading and reporting are integral parts of the instructional process Good reporting is based on good evidence Creating change in grading and reporting requires creating a multi-faceted reporting system Written to help readers develop a deeper and more reflective understanding of the various aspects of the subject, Thomas Guskey and Jane Baileys work brings organization and clarity to a murky and disagreement-filled topic. Here is a practical and essential guide for teachers, administrators or anyone concerned with understanding and implementing best practices in grading and reporting systems. About the Author Thomas R. Guskey is Distinguished Service Professor of Educational Measurement and Evaluation at Georgetown College in Georgetown, Kentucky. He has been a teacher at all levels, served as an administrator in Chicago public schools, and has worked in the area of professional development for more than 20 years. Guskey has written widely and is a regular presenter at the annual conference of the National Staff Development Council.

Developing Academic Thinking Skills in Grades 6-12: A Handbook of Multiple Intelligence Activities Author: Zwiers, Jeff ISBN: 0-87207-557-5 LCCN: 2004013771 Dewey: 370.15/2 22 Number:

Paperback International Reading Association

School Library Journal This title will help teachers design activities that develop the cognitive skills of students. Book Description Many classroom tasks and texts require additional cognitive skills beyond the reading strategies usually described in the literature on content area reading. This book will help you design effective activities and assessments that foster the academic thinking skills and academic language your students need to understand challenging content area concepts taught in school. The chapters are organized into three parts. Part I explains the importance of developing academic thinking skills and the key role that academic language plays in this development. Part I also discusses the key components of assessment and instruction as they relate to the development of academic thinking. Part II contains the activities, grouped into chapters by 12 thinking skills: * Analyzing * Comparing * Categorizing and Classifying * Identifying Cause and Effect * Problem Solving * Persuading * Empathizing * Synthesizing * Interpreting * Evaluating * Communicating * Applying Each skill-based chapter describes an academic thinking skill, offers a list of academic language terms related to the skill, and provides activities that you can use to strengthen students' use of the skill. All the activities tap into students' multiple intelligences; four intelligences, in particular, are emphasized-interpersonal, visual, kinesthetic, and musical-because of their proven effectiveness in how children learn. Part III provides reproducible blackline masters that complement the activities in Part II. The appendixes offer additional multiple intelligence activities, a list of possible questions and controversial topics for use in classroom discussions and in several of the book's activities, and familiar songs for designing music-based activities. If you have students who struggle with abstract concepts, academic language, and complex reading and writing tasks, this handbook is for you.

Developing a Quality Curriculum Author: Glatthorn, Allan A. ISBN: 0-87120-234-4 LCCN: 94022689 Dewey: 375/.001 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description In the face of increasing demands for school reform, educational leaders are looking anew at the core elements of the instructional program, including, of course, the curriculum. "Developing a Quality Curriculum" is a guide to both understanding and practicing sound curriculum development. Allan Glatthorn draws upon research and his experience with more than 100 school systems to lay out the steps of a quality curriculum development process, from "Organizing and Planning for Curriculum Work" to "Conducting a Curriculum Audit to Ensure Quality." He emphasizes that this is a collaborative process involving district leaders, school administrators, teachers, students, and parents. Shared leadership and responsibility are essential, and all involved must be committed to a focus on student learning and an emphasis on quality. With its comprehensive, step-by-step approach, "Developing a Quality Curriculum" is an indispensable resource for school systems struggling to balance the recommendations of state frameworks, classroom teachers, and others without losing sight of the real objective: improving student learning. From the Publisher Title of related interest from Waveland Press: Henson, Curriculum Planning: Integrating Multiculturalism, Constructivism, and Education Reform, Second Edition (ISBN 1577663306). --This text refers to the Paperback edition.

Developing a Character Education Program: One School District's Experience Author: Huffman, Henry A. ISBN: 0-87120-236-0 LCCN: 94036454 Dewey: 370.11/4/097419 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description From the Foreword by Tom Lickona, author of "Educating for Character": Henry Huffman's "Developing a Character Education Program: One School District's Experience" is a timely and much-needed contribution. Huffman offers a comprehensive concept of character, what he calls "a morality of the head, the heart, and the hand." He describes an all-embracing approach to character education, one that pays scrupulous attention to the moral impact of everything a school district does and one that sees school board members, administrators, faculty, classified staff, parents, and students as all having key roles in developing a districtwide ethos that supports the core ethical values at every opportunity. The distinctive value of this cogent, lucid monograph is that it addresses the nuts-and-bolts questions most on the minds of school practitioners: How to get character education started? How to get consensus about the core values? How to get all the relevant constituencies on board and keep everyone informed? How to keep controversies about matters such as outcome-based education from sabotaging the character effort? Huffman answers these questions chiefly by telling the story of his own district's ongoing character education effort in Mt. Lebanon, Pennsylvania, and by drawing "lessons learned" from that experience. He speaks with special credibility because he has been the hands-on leader of his district's effort. This in-the-trenches experience enables him to report with authority and humility on what worked and where mistakes of commission and omission were made. I know of no other resource in the character education literature that provides such a rich picture of a district's planning and implementation process.

Designing Personalized Learning for Every Student Author: Ferguson, Dianne L. (Editor) Ralph, Ginevra (Editor) Meyer, Gwen (Editor) Lester, Jackie (Editor) Droege, Cleo (Editor) Guojonsdottir, Hafdis (Editor) ISBN: 0-87120-520-3 LCCN: 2001005809 Dewey: 371.39/4 21 Number:

Paperback Association for Supervision & Curriculum Deve

Includes bibliographical references and index.

Democratic Schools Author: Apple, Michael W. (Editor) Beane, James A. (Editor) ISBN: 0-87120-241-7 LCCN: 95007784 Dewey: 370.11/5 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description In "Democratic Schools," you'll see how educators in four communities in the United States have committed themselves to preparing students for the democratic way of life. Editors Michael Apple and James Beane have gathered here narratives written by those intimately involved in each school reform effort. These stories of change attest to the power of people working together to overcome difficulties and achieve common goals in creative ways. At a time when the viability of public schools is being questioned by many, the schools in this book--Central Park East Secondary School, the Rindge School of Technical Arts, Marquette Middle School, and La Escuela Fratney--remind us that public schools play an important role in laying a firm foundation for our future as a democratic society. Being themselves living models of democratic principles in action, these schools help young people comprehend the meaning of active citizenship and teach them the knowledge and skills they need to sustain and enrich our democracy.

Deciding What to Teach and Test: Developing, Aligning, and Auditing the Curriculum Author: English, Fenwick W. ISBN: 0-8039-6019-0 LCCN: 92006583 Dewey: 375/.001 20 Number:

Paperback Corwin Press

Review "First published in 1992 and now released as the millennium edition, this book is 'for school administrators and teachers who want fast, accurate, and easy-to-use answers' to curriculum questions. It would also be an excellent text for teacher education students just beginning to study curriculum." --This text refers to the Hardcover edition. Product Description Learn to align the three version of every curriculum - formal, informal, and hidden - by matching tests, textbooks, and curriculum into an integrated whole.

The Culture of Education Author: Bruner, Jerome ISBN: 0-674-17952-8 LCCN: 95046844 Dewey: 370.15 20 Number:

Hardcover Harvard University Press

From Booklist Thomas Gradgrind--Dickens' fact-worshiping pedagogue--would applaud contemporary educators teaching students how, computerlike, to process information. But Bruner holds his applause, for he recognizes that true education must help students find meaning within a cultural context much larger than the computer center. Bruner scours the research reports of pioneering psychologists to explain the significance of that cultural context, yet he insists that everyone--not just the researcher--shares responsibility for defining the social and political meanings that educators reinforce. Bruner identifies the wise educator as the one who helps students piece together authentic narratives about themselves and their society. Such narratives give students poise, yet do not hide the ambiguities that must be confronted in a complex modern world. Teachers looking for tidy formulas for immediate use in the classroom will close this book disappointed. But among readers serious about educational philosophy, Bruner's study will earn high praise. Bryce Christensen From Kirkus Reviews This original consideration of the link between education and culture lives up to the Bruner standard of insightful, provocative, and essentially hopeful discourse. Bruner (Actual Mind, Possible Worlds, 1986, etc.), the doyen of cognitive psychology, has two ends in mind in this volume of essays: One concerns education in the narrow sense, and possible remedies for its current plight. The second addresses the larger theme of how we as individuals come to identify ourselves in a particular culture, a process that leads Bruner to the interesting conclusion that the future of psychology lies in a marriage to anthropology. As always, Bruner argues that learning is situated in a context, which for human beings involves the shared symbols of a community, its traditions and toolkit, passed on from generation to generation and constituting the larger culture. Bruner traces the evolution of the study of mind from schools of psychology and philosophy that have variously emphasized mind as information processor, mind as instrumental actor, mind as brain evolved from primate/hominid biology, and mind as a developing organ. How we construe mind influences pedagogy, from the concept that sees information flowing from teacher to fill the (passive) brains of the young to the cultural-psychological perspective Bruner now espouses. In a long first essay he outlines a series of tenets, ranging from the need to foster self-esteem in children to the importance of the narrative mode by which children come to recognize themselves and find a place in the culture. The essays that follow enlarge on these themes with telling commentary on contemporary society. The last chapter spells out why Bruner feels that if psychology is to better understand human nature and the human condition it must master the interplay between biology and culture. No doubt this will elicit ``yes, but's'' and ``no way'' from assorted academic fiefdoms, but the general reader may well find this an exhilarating notion well supported by this wonderfully argued work. -- Copyright ©1996, Kirkus Associates, LP. All rights reserved.

Creating Your Future: Personal Strategic Planning for Professionals Author: Morrisey, George L. ISBN: 1-881052-06-0 LCCN: 92019057 Dewey: 650.1 20 Number:

Paperback Berrett-Koehler Publishers

Brian Tracy, author of The Psychology of Success Perhaps the most important book on personal and professional goal setting and goal achieving ever put into print. Anyone who follows the simple, practical, step-by-step plan laid out in these pages will save themselves years of hard work. Judith Briles, author of Woman to Woman and The Confidence Factor Any professional, or aspiring professional, needs this book. It's a no-nonsense approach to a strategic career life plan. Buy it...and don't loan it out!

Creating Learning Experiences: The Role of Instructional Theory and Research Author: Joyce, Bruce R. Calhoun, Emily E. ISBN: 0-87120-272-7 LCCN: 96035606 Dewey: 371.39 20 Number:

Paperback Association for Supervision&Curriculum Deve

Book Description Teachers make no more important decisions than those that create learning experiences for students. Those decisions shape the learning strategies, social interaction, and content that will be brought to the students. Bruce Joyce and Emily Calhoun discuss the models of teaching that teachers can draw from as they create learning environments. The authors organize the models, discuss their uses, examine the research that has tested the models, and provide scenarios that illustrate how such models can be used in real classrooms. Some models are designed to accomplish specific objectives, such as teaching students to form and attain concepts; some have generic applications that adapt to a range of learning styles and curriculum areas. School faculties can use the models to reshape a school's curriculum and instructional program, while the study of a single model can help teachers become reflective action researchers in their classrooms.

Creating Curriculum: Teachers and Students as a Community of Learners Author: Burke, Carolyn Short, Kathy Gnagey Short, Kathy G. ISBN: 0-435-08590-5 LCCN: 91015145 Dewey: 375/.00973 20 Number:

Paperback Heinemann

Review A powerful book which blends theory and practice, and challenges learners to support each other in defining and making curricular changes.Teachers Networking Product Description A powerful book which blends theory and practice, and challenges learners to support each other in defining and making curricular changes. - Teachers Networking In practice curriculum has historically been a hierarchy of skills and sequence models imposed on teachers and students. This has been frustrating for teachers, because it directed them to spend time covering specific topics rather than addressing the more meaningful and overall point of education: learning. Moreover, it has left the teacher with few decisions about what should happen in the classroom and it has entirely omitted the students. This book is a true primer--a work to be read in preparation for further discussion of curriculum. The aim is to help teachers define some terms and consider the purposes of a curriculum so that the goal of effective learning is not lost.

Creating an Inclusive School Author: Villa, Richard A. (Editor) Thousand, Jacqueline S. (Editor) ISBN: 0-87120-251-4 LCCN: 95032532 Dewey: 371.9/046 20 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description This book is a comprehensive resource on inclusive schooling--defined as including children and youth with disabilities in general education classroom. Experts and practitioners discuss the foundation of inclusion and describe promising practices in K-12 schools. Contributors show how schools can provide a "least restricted environment" for students with disabilities through inclusive schooling, using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. "Voices of Inclusion" tell personal stories about people with disabilities and the educators and parents who work with them. The book also addresses how to manage change in education and how to adapt curriculum in an inclusive classroom, answers frequently asked questions, and lists extensive resources for educators.

Creating An Inclusive School Author: Villa, Richard A. (Editor) Thousand, Jacqueline S. (Editor) ISBN: 1-4166-0049-3 LCCN: 2004023185 Dewey: 371.9/046 22 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices. The authors examine the prevailing myths and the most frequently asked questions about inclusive education, and they provide an extensive list of resources. Woven through the book are the personal stories of people with disabilities and the educators and parents who work with them. As their voices make clear, inclusion is more than an educational buzzword; inclusion is a way of life, based on the belief that each individual is valued and belongs. Richard A. Villa, Ed.D., has worked with thousands of teachers and administrators to develop and implement instructional support systems for educating all students within general education settings. Jacqueline S. Thousand, Ph.D., is a professor in the College of Education at California State University, San Marcos, where she coordinates the college's special education credential and masters programs.

The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life Author: Palmer, Parker J. ISBN: 0-7879-1058-9 LCCN: 97021161 Dewey: 371.102 21 Number:

Hardcover Jossey-Bass

Amazon.com As a spiritually inspirational book for teachers, The Courage to Teach is one of the best. The premise is concise and unarguable: good teaching comes from the identity and the integrity of the teacher. Teachers are encouraged to turn their inquiring minds inward--developing a deeper understanding of what it means to fulfill the spiritual calling of teaching. Good teachers share one trait, says author Parker Palmer, they are able to weave a complex web of connections among themselves, their subjects, and their students, so that students can learn to weave a world for themselves. The connections made by good teachers are held not in their methods but in their hearts--the place where intellect and emotion and spirit and will converge in the human self. --Gail Hudson From Library Journal Palmer (To Know as We Are Known, HarperCollins, 1993) is a senior adviser at the Fetzer Institute and has taught at Beloit College and Georgetown University. He discusses the inner life of the dedicated teacher and how that life shapes teaching and learning. According to Palmer, "Teaching, like any truly human activity, emerges from one's inwardness, for better or worse." In this book, he explores the inner landscape of the teaching self, and to understand that landscape more fully, he discusses three important paths that must be taken?intellectual, emotional, and spiritual. Recommended for all teachers, this book would be a valuable addition to professional and teacher education collections.?Barbara S. Meagher, Central Connecticut State Univ., New Britain Copyright 1998 Reed Business Information, Inc.

Cooperative Learning & Mathematics Grades K-8 Author: Andrini, Beth Teachers, Resources for ISBN: 1-879097-04-4 LCCN: Dewey: Number:

Paperback Kagan Cooperative Learning

Spiral-bound Resources for Teachers

Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 2nd edition Author: Kendall, John S. Marzano, Robert J. ISBN: 0-87120-301-4 LCCN: 97037866 Dewey: 379.1/58 21 Number:

Paperback McRel

Book Description Are you familiar with the education standards developed by the National Council of Teachers of Mathematics? The science standards developed by the National Research Council? The science "literacy goals" proposed by the American Association for the Advancement of Science? In Content Knowledge you'll find information on all the major subject areas, organized to allow you and others in your school or district to quickly and easily explore the variety of education standards and benchmarks in use today. The authors have consulted 116 national and state-level documents that address standards and benchmarks. By putting all the standards in a clear, consistent format, they have streamlined the process of developing standards-based curriculum and instruction in K-12 mathematics, science, history, language arts, the arts, technology, civics, economics, foreign languages, health, physical education, behavioral studies, and life skills. In each subject, you'll find clear and succinct summaries of standards and benchmarks at various grade levels, K-12. Benchmarks are keyed to three broad categories of knowledge (procedural, declarative, or contextual knowledge), making it easy to identify targets for learning at every level. There are more than 250 standards and 3,900 benchmarks in all. Whether used as a resource for creating new standards or as a reference for validating existing standards, Content Knowledge is an indispensable resource for every school.

Conscious discipline Author: Bailey, Rebecca Anne Bailey, Becky A. A. ISBN: 1-889609-11-0 LCCN: 99066610 Dewey: Number:

Unknown Binding Loving Guidance

Product Description Learn a complete classroom management system and emotional intelligence program based on safety, connection, and problem solving. Seven basic skills for brain smart classroom management from Dr. Becky Bailey. Paperback, 236 pages.

Conflict Resolution Activities That Work! Author: Hollenbeck, Kathleen M. ISBN: 0-439-11113-7 LCCN: Dewey: Number:

Paperback Scholastic

Book Description Dozens of Easy & Effective Reading, Writing & Role-Playing Activities That Give Kids the Skills They Need to Get Along With One Another Builds Kindness & Cooperation! Help kids listen, communicate, cooperate & respect one another with quick, engaging activities, reproducibles, a play, a game & more. About the Author Kathleen M. Hollenbeck has written several picture books for children and numerous curriculum and resource materials for teachers. She is the author of Exploring Our World: Neighborhoods and Communities, Fresh & Fun: Thanksgiving, and Teaching With Favorite Leo Lionni Books (Scholastic Teaching Resources). Kathleen lives in Coventry, RI with her husband and three children.

Paperback Longman Pub Group

Includes bibliographical references and index.

A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms Author: Marzano, Robert J. Kendall, John S. ISBN: 0-87120-277-8 LCCN: 96036835 Dewey: 379.158/0973 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description What are standards? Who sets them? How can educators and students be held accountable? This guide to standards-based schooling answers all these questions and more while providing many essential tools for standards-based education: - examples of performance tasks and rubrics for assessing students on achievement of standards - suggestions for how to track student progress in meeting and exceeding standards - sample report cards showing how to report student progress on achieving standards All advice and recommendations are drawn from standards-based efforts that have taken place in hundreds of schools.

Collaborative Analysis of Student Work: Improving Teaching and Learning Author: Langer, Georgea M. Colton, Amy B. Goff, Loretta S. ISBN: 0-87120-784-2 LCCN: 2003011032 Dewey: 371.26/4 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description When teachers get together and apply their combined knowledge and experience to the challenges of teaching and learning, amazing things can happen. In this book, you'll find out how to set up collaborative analysis of student work in your school. Developed and refined with more than 100 elementary and secondary teachers, this adaptable system combines the best of action research, study groups, standards-based learning, student assessment, teacher reflection, and portfolio assessment. The authors guide you through each component with concrete, detailed descriptions and authentic examples. You'll learn * ideas for setting up effective study groups * strategies for documenting students' progress toward learning standards * methods for reflecting on professional growth * ways to share the benefits with colleagues and students. This system of professional inquiry challenges you to examine your beliefs about what students can do and helps you identify which teaching methods are working most successfully. You and your colleagues can acquire deeper insight into the link between your instruction and each student's learning-and enhance your ability to help every student succeed. Download Description When teachers get together and apply their combined knowledge and experience to the challenges of teaching and learning, amazing things can happen. In this book, you'll find out how to set up collaborative analysis of student work in your school. Developed and refined with more than 100 elementary and secondary teachers, this adaptable system combines the best of action research, study groups, standards-based learning, student assessment, teacher reflection, and portfolio assessment. The authors guide you through each component with concrete, detailed descriptions and authentic examples. You'll learn * ideas for setting up effective study groups * strategies for documenting students' progress toward learning standards * methods for reflecting on professional growth * ways to share the benefits with colleagues and students. This system of professional inquiry challenges you to examine your beliefs about what students can do and helps you identify which teaching methods are working most successfully. You and your colleagues can acquire deeper insight into the link between your instruction and each student's learning-and enhance your ability to help every student succeed.

Collaboration for Diverse Learners: Viewpoints and Practices Author: Risko, Victoria J. (Editor) Bromley, Karen (Editor) IRA (Editor) Staff, IRA ISBN: 0-87207-283-5 LCCN: 00011158 Dewey: 372.6 21 Number:

Paperback Lawrence Erlbaum

Product Description Educators often feel frustrated by their school's lack of comprehensive programs to address the needs of diverse learners. Many noted literacy experts believe that school programs for diverse learners will remain ineffectual until instruction involves teachers, specialists, administrators, and families in collaborative decision making, mediation, negotiation, and respect for differences. Collaboration for Diverse Learners brings together several expert perspectives on achieving effective collaboration to accelerate the literacy development of diverse learners. You will find in this important volume many resources to guide your own decision making and development of successful collaboration programs: in-depth analyses of collaborative efforts, multiple ways to think about collaboration and its implementation, and examples of collaborative projects that are successfully in place in schools throughout the United States. You'll be especially inspired by the first-hand stories of educators, children, and families who present the possibilities for partnerships that advance the learning of all students. Published by International Reading Association

Classroom Strategies For Helping At-Risk Students Author: Snow, David R. Barley, Zoe A. Lauer, Patricia A. ISBN: 1-4166-0202-X LCCN: 2004028823 Dewey: 371.93 22 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description Classroom Strategies for Helping At-Risk Students is essential reading for busy teachers who want to use high-quality research to guide their practice. It synthesizes the results of 118 studies of students at risk of failure and identifies six general strategies proven to be positive interventions. The book describes each strategy, analyzes the research, and offers implications for deciding how to use the strategies. A discussion guide helps readers directly connect the research to their own classrooms. Whether you're a new or experienced teacher, this authoritative book will deepen your understanding of effective teaching methods and help you work more successfully with low-performing students. Download Description Classroom Strategies for Helping At-Risk Students is essential reading for busy teachers who want to use high-quality research to guide their practice. It synthesizes the results of 118 studies of students at risk of failure and identifies six general strategies proven to be positive interventions. The book describes each strategy, analyzes the research, and offers implications for deciding how to use the strategies. A discussion guide helps readers directly connect the research to their own classrooms. Whether you're a new or experienced teacher, this authoritative book will deepen your understanding of effective teaching methods and help you work more successfully with low-performing students.

Classroom of Choice Author: Erwin, Jonathan ISBN: 0-87120-829-6 LCCN: 2004001824 Dewey: 371.102/4 22 Number:

Paperback Association for Supervision & Curriculum Development

From the Publisher Teachers everywhere face the daily challenge of engaging students whose knowledge, skills, needs, and temperaments vary greatly. How does a teacher establish a learning environment that supports the class as a whole while meeting the particular needs of individual students? Teacher Jonathan C. Erwin believes the answer lies in offering real opportunities to students rather than throwing up the obstacles inherent to traditional discipline and motivation techniques. At the heart of his approach are the five basic human needs of William Glasser's Choice Theory: survival and security, love and belonging, power through cooperation and competency, freedom, and fun. By understanding and attending to these needs, teachers can customize and manage a classroom environment where students learn to motivate and monitor themselves. Drawing on theories and practices from experts in a variety of learning techniques, Erwin explores each of the five basic needs to create nearly 200 adaptable strategies for teaching and classroom management at any grade level. Readers will find dozens of ideas for helping students make positive changes, including * Improving their work habits, * Connecting curriculum with individual interests, * Opening lines of communication with teachers and other students, * Boosting self-worth through accomplishment, and * Supporting their classmates in cooperative work. Erwin ties everything together in a unit guide that allows teachers to develop a classroom profile based on the needs of individual students. The guide can be used with any district planning approach or curriculum. For teachers seeking a win-win situation in managing their classrooms, The Classroom of Choice is an excellent aid in creating a learning environment where students and teachers approach each day with energy and enthusiasm. Synopsis Teachers everywhere face the daily challenge of engaging students whose knowledge, skills, needs, and temperaments vary greatly. How does a teacher establish a learning environment that supports the class as a whole while meeting the particular needs of individual students? Teacher Jonathan C. Erwin believes the answer lies in offering real opportunities to students rather than throwing up the obstacles inherent to traditional discipline and motivation techniques. At the heart of his approach are the five basic human needs of William Glasser's Choice Theory: survival and security, love and belonging, power through cooperation and competency, freedom, and fun. By understanding and attending to these needs, teachers can customize and manage a classroom environment where students learn to motivate and monitor themselves. Drawing on theories and practices from experts in a variety of learning techniques, Erwin explores each of the five basic needs to create nearly 200 adaptable strategies for teaching and classroom management at any grade level. Readers will find dozens of ideas for helping students make positive changes, including * Improving their work habits, * Connecting curriculum with individual interests, * Opening lines of communication with teachers and other students, * Boosting self-worth through accomplishment, and * Supporting their classmates in cooperative work. Erwin ties everything together in a unit guide that allows teachers to develop a classroom profile based on the needs of individual students. The guide can be used with any district planning approach or curriculum. For teachers seeking a win-win situation in managing their classrooms, The Classroom of Choice is an excellent aid in creating a learning environment where students and teachers approach each day with energy and enthusiasm.

Classroom Management That Works: Research-Based Strategies for Every Teacher Author: Marzano, Robert J. Marzano, Jana S. Pickering, Debra J. ISBN: 0-87120-793-1 LCCN: 2003013237 Dewey: 371.102/4 21 Number:

Paperback Association for Supervision & Curriculum Deve

Book Description How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management? In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of "Action Steps"--specific strategies that educators can use to ? Get the classroom management effort off to a good start, ? Establish effective rules and procedures, ? Implement appropriate disciplinary interventions, ? Foster productive student-teacher relationships, ? Develop a positive "mental set," ? Help students contribute to a positive learning environment, and ? Activate schoolwide measures for effective classroom management. Marzano and his coauthors Jana S. Marzano and Debra Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records. With student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement. Download Description How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management? In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of "Action Steps"--specific strategies that educators can use to . Get the classroom management effort off to a good start, . Establish effective rules and procedures, . Implement appropriate disciplinary interventions, . Foster productive student-teacher relationships, . Develop a positive "mental set," . Help students contribute to a positive learning environment, and . Activate schoolwide measures for effective classroom management. Marzano and his coauthors Jana S. Marzano and Debra Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records. With student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement.