You Know You're a Teacher if . . .

You Know You're a Teacher if . . .
Author: Forsten, Char Grant, Jim Hollas, Betty Pitter, Phyllis

ISBN: 1-884548-43-1
LCCN: 2002727550
Dewey:
Number:

Category: Education
User Rating: 5.0 Stars
Pages: 38

Paperback Crystal Springs Books

Book Description You Know You're a Teacher If ... that creative side of you recognizes ordinary, everyday objects as extraordinary teaching tools. So roll up your sleeves, open the book, and, along with your students, get ready to laugh, learn, and discover!

You Can Use to Improve REsults

You Can Use to Improve REsults
Author: Kathleen Cotton

ISBN:
LCCN:
Dewey:
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Category:
User Rating:
Pages: 0

Spiral-bound ASCD

Yardsticks: Children in the Classroom Ages 4-14 : A Resource for Parents and Teachers

Yardsticks: Children in the Classroom Ages 4-14 : A Resource for Parents and Teachers
Author: Wood, Chip

ISBN: 0-9618636-4-1
LCCN: 96070570
Dewey: 305.231 21
Number:

Category: Education
User Rating: 5.0 Stars
Pages: 204

Paperback Northeast Foundation for Children

Seth Rockmuller, President, Alliance for Parental Involvement in Education Wood's warm appreciation of children and his fascination with the ways in which they grow are evident and help to make this a most useful book to anyone interested in child development--in or out of the classroom. David Snyder, Principal, Allentown, PA The best single resource on developmental stages that I have found. I always have this book nearby and give copies to teachers, paraprofessionals, and parents. I have ordered dozens of Yardsticks, and I keep running out!

Working Together: Reading and Writing in Inclusive Classrooms

Working Together: Reading and Writing in Inclusive Classrooms
Author: Scala, Marilyn C.

ISBN: 0-87207-298-3
LCCN: 2001004905
Dewey: 371.9/046 21
Number:

Category: Teaching of those with special educational needs
User Rating: 5.0 Stars
Pages: 184

Paperback International Reading Association

Product Description Step into the pages of this book and learn how students with disabilities benefit from reading and writing in general education classrooms where literacy is a personal, academic, and social event in which children are immersed all day. You'll read about children with disabilities who learn to listen, speak, read, and write across curriculum areas using fiction, nonfiction, and poetry. And you'll learn about teachers who work though continual reflection and problem-solving as they design instructional strategies that lead to their students' success. Drawing from her extensive background in both inclusive and “resource room” special education, Scala describes literacy learning activities in the inclusive classroom. She advocates using a balanced approach that structures these activities in a variety of formats to ensure that children are continually challenged and successful. The book is organized according to the four aspects of a balanced literacy approach to reading and writing: read-alouds, independent reading, shared reading, and guided reading and writing. You'll also find a helpful list of recommended reading resources in the appendix. In a narrative style that is personal and engaging, Scala encourages educators at all levels-whether you're a first-year novice or an experienced special education professional-to create your own inclusive classroom that incorporates the participation, friendship, and interaction of students with disabilities in a general education setting. You will discover that, although there is no one right way to implement inclusion, the collaboration of students working in groups with general education teachers and specialists who co-teach is key to success.

Why Didn't I Learn This in College?

Why Didn't I Learn This in College?
Author: Rutherford, Paula

ISBN: 0-9663336-1-6
LCCN: 2002092073
Dewey:
Number:

Category: Education / Teaching
User Rating: 3.5 Stars
Pages: 330

Paperback Just Ask Publications

Nancy Wesorick, Induction Coach, St. Vrain Public Schools Colorado August 1, 2002 This book is a valuable resource for new teachers in developing best practices in a standards based classroom. Book Description Because participants in our workshop series, Instruction for All Students, often ask, "Why didn't we learn this in college?" that question provided the inspiration for the title of this new book for teachers new to the classroom. This title is in no way meant to condemn those who direct our collegiate experiences. The realities are that we may well have studied these topics and earned a good grade on a test over the theoretical aspects of this information but had no classroom teaching experiences on which to hook the information, that we took an alternative approach to entering the profession, that our focus was elsewhere at the time or perhaps, in fact, it was not taught. Whatever the case may be, teachers new to the classroom clearly need support and a repertoire of effective teaching strategies during their first years of classroom work. Why Didn't I Learn This in College? is based on the constructs that: + the best management program is a good instructional program, + if the end we have in mind is student learning, we do not want to concentrate on control and compliance but rather on building learning centered environments, and + we need efficient and effective organizational systems for ourselves, our students, and our classroom.

Why Am I Doing This?: Purposeful Teaching Through Portfolio Assessment

Why Am I Doing This?: Purposeful Teaching Through Portfolio Assessment
Author: Martin-Kniep, Giselle Cunningham, Diane Project, Hudson Valley Portfolio Assessment Feige, Diana Muxworthy

ISBN: 0-325-00010-7
LCCN: 97051793
Dewey: 371.27 21
Number:

Category: Examinations & assessment
User Rating: 3.0 Stars
Pages: 208

Paperback Heinemann

Review After completing the book, readers will be more interested in alternative assessments, especially more authentic forms of assessment, and may begin to add depth and quality to their own outcomes assessment.Reading Teacher Product Description After completing the book, readers will be more interested in alternative assessments, especially more authentic forms of assessment, and may begin to add depth and quality to their own outcomes assessment. - Reading Teacher This book is a testament to the process of professional development inherent in the creation and use of alternative assessment. It offers demonstrable proof that when teachers engage in sustained inquiry, reflection, and communication about assessment, they can discover and define their own professionalism and refine their art of teaching. Why Am I Doing This? is based upon Giselle Martin Kniep's work with over one hundred teachers in the Hudson Valley Portfolio Assessment Project. Under her direction, these teachers spent three years learning about, experimenting with, and reflecting on their use of assessment and its relationship to student achievement. Martin-Kniep reveals what she learned from the program, describing key assumptions and design components that drive not only powerful assessment experiences, but also changes in teachers' practices. Then eight program participants speak for themselves. They chart their own professional odysseys, focusing on changes in their own thinking and practice. Although Why Am I Doing This? includes lots of practical ideas on the design and use of alternative assessment and showcases many examples of best practice, its overriding purpose is to document a change process. As such, it will have special appeal to readers who want to implement or study the impact of alternative assessment as well as those who participate in professional development experiences focusing on conditions that support teaching and learning.

What's Worth Fighting for Out There?

What's Worth Fighting for Out There?
Author: Hargreaves, Andy Fullan, Michael Fullan, Michael Fullan, Michael

ISBN: 0-8077-3752-6
LCCN: 98139860
Dewey:
Number:

Category: Educational Reform
User Rating: 3.5 Stars
Pages: 136

Paperback Teachers College Press

From the Publisher This final book in the What's Worth Fighting For? trilogy concludes that the relationship between those in the school and those outside it must be fundamentally reframed. In a world of growing complexity and rapid change, if educators are going to bring about significant improvements in teaching and learning within schools, they must forge strong, open, and interactive connections with communities beyond them. To do this, the authors urge teachers and principals to go "wider" by developing new relationships with parents, employers, universities, technology, and the broader profession. At the same time, educators must also go "deeper" into the heart of their own practice by rediscovering the passion and moral purpose that make teaching and learning exciting and effective. As in the other two books in this series, the authors provide guidelines for teachers and principals to help them expand and improve their thinking and practice, and to show policy makers and communities what they can do and why they should do it for the sake of the future of children and society. Synopsis This final book in the What's Worth Fighting For? trilogy concludes that the relationship between those in the school and those outside it must be fundamentally reframed. In a world of growing complexity and rapid change, if educators are going to bring about significant improvements in teaching and learning within schools, they must forge strong, open, and interactive connections with communities beyond them. To do this, the authors urge teachers and principals to go "wider" by developing new relationships with parents, employers, universities, technology, and the broader profession. At the same time, educators must also go "deeper" into the heart of their own practice by rediscovering the passion and moral purpose that make teaching and learning exciting and effective. As in the other two books in this series, the authors provide guidelines for teachers and principals to help them expand and improve their thinking and practice, and to show policy makers and communities what they can do and why they should do it for the sake of the future of children and society.

What Works in Schools: Translating Research into Action

What Works in Schools: Translating Research into Action
Author: Marzano, Robert J.

ISBN: 0-87120-717-6
LCCN: 2002015522
Dewey: 371.2/001 21
Number:

Category: Teaching of specific groups
User Rating: 5.0 Stars
Pages: 219

Paperback Association for Supervision & Curriculum Deve

Book Description What Works in Schools: Translating Research into Action Any school in the United States can operate at advanced levels of effectiveness-if it is willing to implement what is known about effective schooling. "If we follow the guidance offered from 35 years of research," says author Robert J. Marzano, "we can enter an era of unprecedented effectiveness for the public practice of education." In What Works in Schools: Translating Research into Action, Marzano synthesizes that research to provide clear and unequalled insight into the nature of schooling. Marzano defines the factors affecting student achievement and offers compelling answers to once-elusive questions: * How can schools set academic goals that do not underestimate student potential? * How critical are staff collegiality and professional development? * Do all students have equal opportunity to learn given current curriculum requirements? * Supplemental versus required content-is there room for redefinition? * What types of parental and community involvement make a real difference? * What instructional strategies really work? * What influence can an individual teacher have on students? * How can teachers manage classrooms that promote positive student-and-teacher relationships? * How can teachers structure their curricula to better sequence and pace content? * Can teachers really overcome a student's negative home environment? * How does an understanding of motivation theories help students and teachers overcome learning obstacles? * What specific learning strategies can enhance learned intelligence and background knowledge? In each chapter, Marzano recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data. Schools can and do affect student achievement. In his latest work, Marzano leads the way in establishing positive approaches that can make the long-held dream of effective public education a reality. Download Description Any school in the United States can operate at advanced levels of effectiveness-if it is willing to implement what is known about effective schooling. "If we follow the guidance offered from 35 years of research," says author Robert J. Marzano, "we can enter an era of unprecedented effectiveness for the public practice of education." In What Works in Schools: Translating Research into Action, Marzano synthesizes that research to provide clear and unequalled insight into the nature of schooling. Marzano defines the factors affecting student achievement and offers compelling answers to once-elusive questions: . How can schools set academic goals that do not underestimate student potential? . How critical are staff collegiality and professional development? . Do all students have equal opportunity to learn, given current curriculum requirements? . Supplemental versus required content-is there room for redefinition? . What types of parental and community involvement make a real difference? . What instructional strategies really work? . What influence can an individual teacher have (as separate from the influence of the overall school)? . How can teachers manage classrooms that promote positive student-and-teacher relationships? . How can teachers structure their curricula to better sequence and pace content? . Can teachers really overcome a student's negative home environment? . How does an understanding of motivation theories help students and teachers overcome learning obstacles? . What specific learning strategies can enhance learned intelligence and background knowledge? In each chapter, Marzano recommends specific-and attainable-action steps to implement successful strategies culled from the wealth of research data. Schools can and do affect student achievement. In his latest work, Marzano leads the way in establishing positive approaches that can make the long-held dream of effective public education a reality.

What to Look for in a Classroom: ...and Other Essays

What to Look for in a Classroom: ...and Other Essays
Author: Kohn, Alfie

ISBN: 0-7879-4453-X
LCCN: 98025426
Dewey: 371.1 21
Number:

Category: Teaching skills & techniques
User Rating: 4.5 Stars
Pages: 304

Hardcover Jossey-Bass

Amazon.com Full of ideas and impossible to pigeonhole, Alfie Kohn has become an essential ingredient in educational debates, and his previous books--including No Contest: The Case Against Competition and Punished by Rewards--are a reliable barometer of his wit, pugnacity, and general contrariness. This is a collection of (mostly) previously published essays, but Kohn writes so well that these pieces remain fresh, vivid, and challenging. Few people will agree with him about everything, and many will be left with steam coming out of their ears. Kohn pulls no punches: the cases for school uniforms and School Choice programs are beneath his contempt; well-off white liberal parents are so routinely obsessed with competitive advantage ("the segregation of the gifted and talented") that their actions amount to a more polite form of racism; most critics of television are hysterics who don't know the research and haven't thought hard about what they are saying. A taste of his combat-ready style: "There is no national organization called Rich Parents Against School Reform, in part because there doesn't need to be." Kohn is essential reading, however, on the destructiveness of grading, the foolishness of mainstream ideas about motivation, and a score of other topics--especially if you disagree with him. --Richard Farr From Publishers Weekly Renowned educator Kohn delivers an important, comprehensive collection of essays built around one central message: respect children and allow them to learn. Within these 19 pieces he discusses a variety of popular concepts. Character education, he dares announce, is usually designed "to drill students in specific behaviors rather than to engage them in deep, critical reflection about certain ways of being." Kohn abhors behavior modification of any kind, and such accepted tenets as star charts for acceptable behavior or pizza parties to entice readers are logically deflated in his attack on the whole range of extrinsic rewards. In his essay "Students Don't 'Work'AThey Learn," he urges us to encourage intrinsic motivation through the passion for knowledge. "In factory-like schools, you will often hear words like performance and achievement, rarely words like discovery or exploration or curiosity." In contrast, Kohn insists, "a learning-oriented classroom is more likely to be characterized by the thoughtful exploration of complicated issues than by a curriculum based on memorizing right answers." At the conclusion of his title essay, which ends the collection, he offers a simple chart about classroom appearance that could in itself arm parents in America with enough information to change the course of their child's education. Kohn's message, if heeded, could inspire a productive revolution in America's fatigued regime of public education. Copyright 1998 Reed Business Information, Inc.

What Teachers Do When No One is Looking

What Teachers Do When No One is Looking
Author: Grant, Jim Richardson, Irv Belfiori, Patrick (Illustrator)

ISBN: 1-884548-17-2
LCCN: 98143085
Dewey:
Number:

Category: General
User Rating: 3.0 Stars
Pages: 12

Paperback Crystal Springs Books

Book Description This book is about dedicated teachers who unselfishly give their time, money and talents to make a difference for children. You won't find a better gift for your student teachers or a helpful colleague. The humorous, full-color illustrations point out all those "extra things" educators to "when no one is looking."

What Successful Teachers Do: 91 Research-Based Classroom Strategies for New and Veteran Teachers

What Successful Teachers Do: 91 Research-Based Classroom Strategies for New and Veteran Teachers
Author: Glasgow, Neal A. Hicks, Cathy D. Hicks, Neal A.

ISBN: 0-7619-4574-1
LCCN: 2002011244
Dewey: 371.102 21
Number:

Category: Teaching skills & techniques
User Rating: 4.5 Stars
Pages: 232

Paperback Corwin Press

Review "All teachers will benefit from these strategies, especially new teachers who will rely on the research to back up these commonsense techniques that they will utilize throughout their career in education." (Laura Whitten, EMAP/BTSA Director ) "No matter where you are in your teaching career, this book will take you places you have been, will be, and wish to be. I have found some strategies that I cant wait to try!" (Stephen Sroka, Adjunct Assistant Professor ) Review "No matter where you are in your teaching career, this book will take you places you have been, will be, and wish to be. I have found some strategies that I can't wait to try!"

Well Said, Well Spoken: 736 Quotable Quotes for Educators

Well Said, Well Spoken: 736 Quotable Quotes for Educators
Author: Ramsey, Robert D.

ISBN: 0-7619-7770-8
LCCN: 00012373
Dewey: 082 21
Number:

Category: Reference
User Rating: 5.0 Stars
Pages: 168

Paperback Corwin Press

Review "An excellent gift book for anyone who works in the area of education, and highly enjoyable to simply browse through again and again." (The Midwest Book Review, January 2001 ) Review "An excellent gift book for anyone who works in the area of education, and highly enjoyable to simply browse through again and again."

Visual Tools for Constructing Knowledge

Visual Tools for Constructing Knowledge
Author: Hyerle, David

ISBN: 0-87120-266-2
LCCN: 96020381
Dewey: 370.15/2 20
Number:

Category: Educational Psychology
User Rating: 2.0 Stars
Pages: 139

Paperback Association for Supervision & Curriculum Deve

Book Description Three types of visual tools can help K-12 students and teachers construct knowledge, organize information, and communicate their learning with others: brainstorming webs, task-specific organizers, and thinking-process maps. This book explains WHAT visual tools are, WHY we should use them, and HOW to get the most out of these tools. David Hyerle provides sample lessons, assessments, and "portraits" of visual tools in action. He emphasizes interdisciplinary and collaborative uses of such graphic organizers, as well as technological approaches that facilitate the creation of visual tools and construction of learning projects. He discusses the use of visual tools such as "Thinking Maps" within the framework of constructivism as a paradigm for learning; cooperative learning; and the integration of teaching, learning, and assessing using visual tools. The book discusses "concept mapping" and the "feedback loops" of systems thinking, and shows how schools can foster lifelong learning among students and teachers.

Visual Literacy: Learn to See, See to Learn

Visual Literacy: Learn to See, See to Learn
Author: Burmark, Lynell

ISBN: 0-87120-640-4
LCCN: 2001008367
Dewey: 370.15/23 21
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 115

Paperback Association for Supervision & Curriculum Deve

Book Description The signs are everywhere--for those who can read them. Because of television, advertising, and the Internet, the primary literacy of the 21st century will be visual. It's no longer enough to read and write text. Our students must learn to process both words and pictures. They must be able to move gracefully and fluently between text and images, between literal and figurative worlds. This practical book examines the effect on education of a primarily visual world. Author Lynell Burmark provides guidance on many topics, including: A definition and history of visual literacy The uses of different typefaces and fonts The effect of color Using visuals to welcome students A new approach to presentations Combining real and virtual worlds Teaching visual literacy can enhance student learning in K-12 classrooms and also improve students' options in the workplace. From print materials to computer-based presentations and the myriad graphical sites on the World Wide Web, an image-rich curriculum can reach more students and teach them more quickly and meaningfully than traditional written student reports and text-based, verbal instruction ever could. Visual Literacy offers a wealth of practical tips and strategies for powerful, effective presentations--by both teachers and students. This book invites educators and students to examine new vistas with a critical eye, as they learn to see and see to learn.

Understanding by Design: Professional Development Workbook

Understanding by Design: Professional Development Workbook
Author: McTighe, Jay Wiggins, Grant

ISBN: 0-87120-855-5
LCCN:
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Category: Professional Development
User Rating: 5.0 Stars
Pages: 295

Paperback Association for Supervision & Curriculum Deve

Book Description Understanding by Design Professional Development Workbook extends the ideas presented in Understanding by Design (UbD) by focusing on professional development and the practical matters of curriculum design. The Workbook is a guide for Understanding by Design workshops and undergraduate and graduate courses, as well as further independent exploration. It provides a valuable resource to educators in developing curricula and assessments with a focus on developing and deepening students' understanding of important ideas. The Workbook contains the following materials to support your professional development and application of the ideas within Understanding by Design: Design Templates--planning organizers based on the three stages of backward design for use in developing a unit or course. One-, two-, and six-page versions of the UbD templates are provided. Design Standards--criteria for reviewing curricular designs as a means of continuous improvement. The UbD standards guide self-assessment and peer reviews, whereby colleagues provide feedback and guidance on each other's designs. Exercises and Process Tools--thought-provoking workshop activities for developing and deepening participants' understanding of the key ideas of UbD. A set of review and reflection tools is included. Design Tools--a variety of graphic organizers and worksheets are included to assist designers in each stage of backward design. Samples--multiple examples from diverse subject areas and levels illustrate the various elements of understanding-based designs. Glossary--definitions of key terms. Preservice and inservice teachers, college professors, school-based administrators, curriculum directors, subject-matter specialists, staff developers, and personnel involved in assessment and evaluation can benefit from these practical and proven ideas and resources.

The Understanding by Design Handbook

The Understanding by Design Handbook
Author: McTighe, Jay Wiggins, Grant P. Wiggins, Grant

ISBN: 0-87120-340-5
LCCN: 00265276
Dewey:
Number:

Category: Curricula
User Rating: 5.0 Stars
Pages: 287

Spiral-bound Association for Supervision & Curriculum Deve

Book Description What is understanding, and how does it differ from knowing? How will we know that students truly understand and can apply their knowledge in meaningful ways? How might we design our courses and units to emphasize understanding and "uncoverage" rather than "coverage"? These are questions that The Understanding by Design Handbook guides users in answering. The handbook is the companion book to Understanding by Design (ASCD, 1998). Understanding by Design provides the conceptual foundation for a theory of understanding that is based on six facets of understanding. The handbook offers the practical side: a unit planning template, worksheets, exercises, design tools, design standards and tests, and a peer review process for learning and applying the ideas in Understanding by Design. Following the logic of the authors' backward design approach, handbook materials show users how to plan curriculum, assessment, and instruction. The handbook was developed to assist educators interested in designing units and courses of study that focus on developing and deepening students' understanding. It is also intended to serve as a resource for undergraduate and graduate-level coursework and in-service professional development. Various users, including teachers (elementary through graduate levels), school-based administrators, curriculum directors, subject matter specialists, staff developers, and assessment-evaluation personnel, will benefit from these practical and proven ideas and resources.

Understanding by Design

Understanding by Design
Author: Wiggins, Grant McTighe, Jay

ISBN: 0-87120-313-8
LCCN: 98025513
Dewey: 375/.001 21
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 201

Paperback Association for Supervision & Curriculum Development

Book Description What is understanding and how does it differ from knowing? What do we want students to understand and be able to do? What enduring knowledge is worth understanding? How will we know that students truly understand and can apply knowledge in a meaningful way? How can we design our courses and units to emphasize understanding and "uncoverage" rather than "coverage"? Understanding by Design explores these questions and provides practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. Authors Wiggins and McTighe propose a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, practical framework for designing curriculum, assessment, and instruction. Beyond its theories, Understanding by Design offers practical design tools, including criteria for selecting "big ideas" worthy of deep understanding, strategies for framing units of study around essential questions, a continuum of assessment methods for determining the degree to which students understand, and the WHERE framework, which enhances student engagement and "rethinking." The book concludes with a unit design template and standards to support quality control at the local level. Understanding by Design will help educators enhance their understanding of understanding, so that the curriculum and assessments they design truly focus on enhancing the understanding of their students. Download Description What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, Understanding by Design, Expanded 2nd Edition, offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.

The Unauthorized Teacher's Survival Guide

The Unauthorized Teacher's Survival Guide
Author: Warner, Jack Bryan, Clyde Bryan, Clyde

ISBN: 1-57112-068-8
LCCN: 94025315
Dewey: 371.3 20
Number:

Category: Administration - General
User Rating: 4.0 Stars
Pages: 178

Paperback Park Avenue Productions

Giselle Fleming, MBA; Work InSight Outreach Liaison, Williams Career Development Center @ Cleveland Sight Center "Extremely helpful and comprehensive; a great tool for new teachers, as well as a resource for experienced teachers." --This text refers to the Paperback edition. Pat Greenan, ICE Coordinator and President of the IICCA, Harrison High School, West Lafayette, IN "Something that every teacher, no matter what level of teaching, should own!" --This text refers to the Paperback edition.

The Truth About Testing: An Educator's Call to Action

The Truth About Testing: An Educator's Call to Action
Author: Popham, W. James

ISBN: 0-87120-523-8
LCCN: 2001004701
Dewey: 371.26/013 21
Number:

Category: Testing & Measurement
User Rating: 5.0 Stars
Pages: 167

Paperback Association for Supervision & Curriculum Deve

Book Description With public and political demand for educational accountability never higher, educators are under enormous pressure to raise students' scores on standardized achievement tests. Policymakers are backing large-scale, high-stakes testing programs as the best way to determine which schools are failing and which schools are succeeding, and the only way to ensure the quality of students' schooling. Nonsense, says distinguished educator and author W. James Popham. In The Truth About Testing: An Educator's Call to Action, Popham explores both the absurdity and the serious destructive consequences of today's testing programs. He uses actual items drawn from current standardized achievement tests to show what these tests really measure and why they should never be used to evaluate school quality or teacher ability. But, Popham insists, there's a way out of this measurement mess. And it's up to educators to take the first steps. Throughout this commonsense and conversational resource, the author appeals to educators to build their own assessment literacy, spread the word about harmful testing, and reexamine how they use test data in the classroom. He provides advice for distinguishing between sound and unsound large-scale tests, guidelines to help teachers maximize the instructional benefits properly constructed classroom tests can bring, and evidence-gathering strategies for teachers and administrators trying to survive and thrive in an accountability-driven environment. The book closes with a series of action items for educators interested in ending the score-boosting game, halting the erosion of educational quality, and establishing the kind of testing that can improve student learning. Download Description With public and political demand for educational accountability never higher, educators are under enormous pressure to raise students' scores on standardized achievement tests. Policymakers are backing large-scale, high-stakes testing programs as the best way to determine which schools are failing and which schools are succeeding, and the only way to ensure the quality of students' schooling. Nonsense, says distinguished educator and author W. James Popham. In The Truth About Testing: An Educator's Call to Action, Popham explores both the absurdity and the serious destructive consequences of today's testing programs. He uses actual items drawn from current standardized achievement tests to show what these tests really measure and why they should never be used to evaluate school quality or teacher ability. But, Popham insists, there's a way out of this measurement mess. And it's up to educators to take the first steps. Throughout this commonsense and conversational resource, the author appeals to educators to build their own assessment literacy, spread the word about harmful testing, and reexamine how they use test data in the classroom. He provides * Advice for distinguishing between sound and unsound large-scale tests. * Evidence-gathering strategies for teachers and administrators trying to survive and thrive in an accountability-driven environment. The book closes with a series of action items for educators interested in ending the score-boosting game, halting the erosion of educational quality, and establishing the kind of testing that can improve student learning.

Tribes, a Process for Social Development and Cooperative Learning

Tribes, a Process for Social Development and Cooperative Learning
Author: Gibbs, Jeanne Bennett, Shennin

ISBN: 0-932762-08-5
LCCN: 86072796
Dewey: 370.15/23 19
Number:

Category: Learning, Psychology of
User Rating: 5.0 Stars
Pages: 248

Paperback Centersource Systems Llc

"A new revised version of Tribes, a process for peer involvement, first published in 1978 by Center-Source Publications"--T.p. verso. Bibliography: p. 239-242. Includes indexes.

Transforming Classroom Grading

Transforming Classroom Grading
Author: Marzano, Robert J.

ISBN: 0-87120-383-9
LCCN: 00009790
Dewey: 371.27/2 21
Number:

Category: Administration - General
User Rating: 3.5 Stars
Pages: 147

Paperback Association for Supervision & Curriculum Deve

Book Description Grading can be an invaluable tool for pinpointing strengths and weaknesses in students' understanding, provide a shared language for discussing learning, and help improve student performance over time. Unfortunately, current practices in classroom grading, such as the use of overall letter grades or percentage scores, are not amenable to this type of specific feedback. In fact, they do little more than label learning at periodic intervals. The antiquated grading system in use today has little or no research to support its continuation and is highly ineffective. Transforming Classroom Grading presents viable alternatives. It is about designing grading systems that are both precise and efficient. Robert Marzano provides educators with a thorough grounding in grading research and theory. After clarifying the basic purposes of grades, he discusses what should be included in them, how to use a rubric-based approach to assessment and reporting, how to compute final topic scores and final grades, and how technology can streamline the grading process. He also addresses seven types of assessment, which, when coordinated, can provide a comprehensive view of student understanding and skill. Finally, he suggests alternatives to report cards with overall grades and ways to phase in their use. The changes that Marzano recommends will require persistent--even courageous--educators, but those who systematically implement them will fundamentally change the way teachers, students, and parents think about and use grading. This book provides explicit guidance for those teachers, schools, and districts ready for true change.

Training Teachers: A Harvest of Theory and Practice

Training Teachers: A Harvest of Theory and Practice
Author: Carter, Margie Curtis, Deb Jones, Elizabeth

ISBN: 0-934140-82-0
LCCN: 94038144
Dewey: 370/.71 20
Number:

Category: Training of
User Rating: 3.0 Stars
Pages: 288

Paperback Redleaf Press

Sharon Griffin, Ph.D., Coordinator of Early Childhood Education, Univ. of South Carolina Beaufort More Than Counting fills a void in the early childhood field. Most of the math "idea" books currently available present many activities which fail to advance children's thinking in mathematics. This book gets at the heart of the matter, showing dozens of ways to encourage children to construct a rich understanding of number, thus providing the solid foundation needed for more advanced number concepts. Ann Pelo, child care teacher, Hilltop Children's Center Working with these trainers as mentors, my time with children is now based on watching, listening and asking myself questions...Without this change in my approach, I would have burned out long before now. This kind of teaching nurtures me as well as the kids.

Tools for Learning: A Guide to Teaching Study Skills

Tools for Learning: A Guide to Teaching Study Skills
Author: Gall, M.D. Gall, Joyce P. Jacobsen, Dennis R. Bullock, Terry L.

ISBN: 0-87120-170-4
LCCN: 90036146
Dewey: 371.3/028/1 20
Number:

Category: Specific Teaching Methods
User Rating: 3.0 Stars
Pages: 209

Paperback Assn for Supervision & Curriculum

Book Description If students are to absorb what they are taught, they must first be aware of the necessary methods by which they may do so; in other words, they must "learn to learn." As cognitive psychology research has shown, it is just as important for a student to learn how to process information as it is for an instructor to know how to teach. This book offers a wealth of advice on teaching study skills to K-12 students, including detailed guidelines on how best to teach such invaluable skills as proper test preparation, paper writing, and time- and stress-management.

Time to Teach, Time to Learn: Changing the Pace of School

Time to Teach, Time to Learn: Changing the Pace of School
Author: Wood, Chip Wrenn, Peter

ISBN: 1-892989-01-8
LCCN: 99022171
Dewey: 371.102 21
Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 336

Paperback Northeast Foundation for Children

Susan Ohanian, author of "One Size Fits Few: The Folly of Education Standards" ... both a cautionary volume about inappropriate and artificial standards... and a celebration of the wonders and possibilities of teaching children. Book Description This profound and gentle book will help you rethink the way you use time in the classroom. Chip Wood confronts the epidemic of busyness in our nation's K-8 schools. He shows how changing the way we use time can transform our schools from "fact factories" into democratic communities of learning.

Thinking Is the Key: Questioning Makes the Difference

Thinking Is the Key: Questioning Makes the Difference
Author: Johnson, Nancy L.

ISBN: 1-880505-01-0
LCCN:
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Category: Cognitive Psychology
User Rating: 5.0 Stars
Pages: 96

Paperback Pieces of Learning

Testing for Learning

Testing for Learning
Author: Mitchell, Ruth

ISBN: 0-02-921465-3
LCCN: 91027896
Dewey: 371.2/6 20
Number:

Category: Examinations & assessment
User Rating: 5.0 Stars
Pages: 222

Hardcover Free Press

From Library Journal Critics of multiple-choice tests have acquired some media attention recently, especially since a Virginia doctor, John J. Cannell, published a pamphlet on nationally normed elementary achievement testing and "how all 50 states are above the national average." Here Mitchell, associate director of the Council for Basic Education, accuses mechanically scored multiple-choice tests of trivializing teaching and learning. Instead of thinking and producing, she asserts, students learn to passively regurgitate capsules of information. The author wishes to give the authority for assessing student performance back to teachers. Despite a weak argument defending the cost of performance assessment against standardized tests, her ideas are well thought out and convincingly presented. For general education collections. - Arla Lindgren, St. John's Univ., Jamaica, N.Y. Copyright 1991 Reed Business Information, Inc.

Teaching With the Brain in Mind

Teaching With the Brain in Mind
Author: Jensen, Eric

ISBN: 0-87120-299-9
LCCN: 97045424
Dewey: 370.15/23 21
Number:

Category: Teaching skills & techniques
User Rating: 4.5 Stars
Pages: 133

Paperback Association for Supervision & Curriculum Deve

Book Description Every year, millions of parents trust that the professionals who teach their children know something about the brain and processes of learning. But most schools of education offer psychology, not neurology, courses. At best, these psychology courses provide indirect information about the brain and how children actually learn. Teaching with the Brain in Mind fills this gap with the latest practical, easy-to-understand research on learning and the brain. Consider important questions such as - Biologically, can you truly expect to get and hold students' attention for long periods of time? - How has research on rewards been misinterpreted? - Do students actually "forget" what we teach them, or do we ask them to recall information in the wrong way? - What are the surprising benefits for learning across the board when students participate in some sort of physical education or movement? Teaching with the Brain in Mind balances the research and theory of the brain with successful tips and techniques for using that information in classrooms. From its primer on brain biology to in-depth discussions of emotion, memory, and recall, Teaching with the Brain in Mind is an invaluable tool for any educator looking to better reach students through truly brain-compatible teaching and learning. Download Description Every year, millions of parents trust that the professionals who teach their children know something about the brain and processes of learning. But most schools of education offer psychology, not neurology, courses. At best, these psychology courses provide indirect information about the brain and how children actually learn. Teaching with the Brain in Mind fills this gap with the latest practical, easy-to-understand research on learning and the brain. Consider important questions such as * Biologically, can you truly expect to get and hold students' attention for long periods of time? * Is there really such a thing as an "unmotivated student"? * How has research on rewards been misinterpreted? * Do students actually "forget" what we teach them, or do we ask them to recall information in the wrong way? * What are the surprising benefits for learning across the board when students participate in some sort of physical education or movement? Teaching with the Brain in Mind balances the research and theory of the brain with successful tips and techniques for using that information in classrooms. From its primer on brain biology to in-depth discussions of emotion, memory, and recall, Teaching with the Brain in Mind is an invaluable tool for any educator looking to better reach students through truly brain-compatible teaching and learning.

Teaching Tools for the 21st Century

Teaching Tools for the 21st Century
Author: Coil, Carolyn

ISBN: 1-880505-55-X
LCCN:
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Category: Teaching Methods & Materials - General
User Rating: 4.5 Stars
Pages: 184

Paperback Pieces of Learning

Teaching to the Brain's Natural Learning Systems

Teaching to the Brain's Natural Learning Systems
Author: Given, Barbara K.

ISBN: 0-87120-569-6
LCCN: 2002001331
Dewey: 370.15/23 21
Number:

Category: Memory improvement & thinking techniques
User Rating: 5.0 Stars
Pages: 163

Paperback Association for Supervision & Curriculum Deve

Book Description Although the brain is the most complex entity in the universe, it can be studied broadly as well as in great detail by focusing on five of its major systems: emotional, social, cognitive, physical, and reflective. In Teaching to the Brain's Natural Learning Systems, Barbara K. Given has cautiously investigated brain structures and functions of these five systems and applied findings from neurobiology to education without making leaps of judgment or unfounded claims. Thus, this is the first book that translates neuroscience into an educational framework for lesson planning and teaching. The framework can serve as a mental model for an ongoing assessment of youngsters' basic human needs to be themselves, to belong, to know, to do, and to experiment and explore. It can also help teachers assess the roles they play (mentor/model, collaborator, facilitator, coach, and talent scout) and the personal/professional qualities they bring to the classroom (passion, vision, intention, action, and reflection). This is a practical book for educators based on current neurobiological insights into learning. Download Description What do we know about the brain's day-to-day functions? What does neuroscience tell us about how we learn? How can we make sense of the complex interconnections of billions of neurons in the human brain? Just as educators divide many subjects into parts, goals, and learning objectives, we can begin to understand the workings of the human brain by focusing on five learning systems: emotional, social, cognitive, physical, and reflective. In Teaching to the Brain's Natural Learning Systems, Barbara K. Given has investigated brain structures and functions of these five systems and applied findings from neurobiology to education without making leaps of judgment or unfounded claims. In this book, she translates neuroscience into an educational framework for lesson planning, teaching, and assessment. Educators can use details from each chapter to add to their repertoire of teaching strategies and instructional approaches. For example, understanding the five learning systems promotes effective, ongoing assessment of youngsters' basic human needs to belong, to know, to do, to reflect, and to be one's self. In addition, each chapter can help teachers' understand the roles they play (mentor/model, collaborator, facilitator, coach, and talent scout) and the personal/professional qualities they bring to the classroom (passion, vision, intention, action, and reflection). This is a practical book for educators based on current neurobiological insights into learning. Barbara K. Given is an associate professor in the Graduate School of Education and the director of the Adolescent Learning Research Center, Krasnow Institute for Advanced Studies, at George Mason University, Fairfax, Virginia.

The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom

The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom
Author: Stigler, James W. Hiebert, James Hiebert, James

ISBN: 0-684-85274-8
LCCN: 99027270
Dewey: 510/.71 21
Number:

Category: Central government policies
User Rating: 4.0 Stars
Pages: 224

Hardcover Free Press

Amazon.com In a time when educators and politicians in the United States are fumbling for a fix--from vouchers to smaller class sizes--for ailing public schools, it's refreshing to read the more sophisticated take on what can be done to improve American education found in The Teaching Gap, a straightforward analysis of approaches towards teaching around the world. James W. Stigler, a UCLA psychology professor, and James Hiebert, an education professor at the University of Delaware, argue that America's culture of teaching needs to be changed before we see any real change in student achievement--and they're not simply talking about higher pay and more respect. The bulk of The Teaching Gap examines the cultural differences among teaching methods, with detailed accounts of video observations of eighth-grade math teachers that were part of the Third International Mathematics and Science Study, or TIMSS (which Stigler directed). American teachers in the videos tend to emphasize terms and procedures, thinking of math as a set of tedious skills. They try to interest students with praise and real-life problems. In contrast, Japanese teachers are more likely to emphasize ideas, expecting the concepts alone to stir students' natural curiosity. They weave together lessons that have a distinct beginning, middle, and end. Teachers in the other countries are more likely to share lessons on what works in the classroom and receive more sophisticated training, the authors found. Only seven out of 41 nations scored lower than the U.S. in TIMSS, placing American eighth-graders with those from Cyprus, Portugal, South Africa, Kuwait, Iran, and Colombia. Without falling into teacher-bashing mode, Stigler and Hiebert insist that reform efforts need to originate with teachers, not university researchers. They call for overhauling the teaching profession with stricter requirements, better peer review, and more demanding academic standards, as well as improved interaction between teachers. Their detailed examination of the study's video observations gets to the heart of the matter and should be worthwhile reading for educators, policymakers, and anyone interested in the condition of today's education system. --Jodi Mailander Farrell From Publishers Weekly Offering a detailed comparison of the educational methods of Germany, Japan and the U.S., the authors dissect the information gleaned from a pioneering effort to videotape instruction in a representative sample of 231 eighth-grade math classrooms in the three countries, as a part of the Third International Mathematics and Science Study (TIMSS). Stigler, a professor of psychology at UCLA, and Hiebert, a professor of education at the University of Delaware, found that, overall, the international samples emphasize weaknesses in the American educational process that may not be overcome by reducing class size or adding school choice and vouchers, more technology or charter schools. Only seven countries out of the 41 nations surveyed in the TIMSS study scored lower than the U.S.: Cyprus, Portugal, South Africa, Kuwait, Iran and Colombia. Using simple graphs and sample data, they reveal that Japanese teachers stress understanding and thinking while German and American teachers emphasize skills. Despite a wealth of complex information, the book never lapses into academic jargon or trite conclusions. Especially illuminating are the recommendations in its final chapters, which call for overhauling the teaching profession with higher status, greater pay, stricter certification requirements, more accountability, better peer review and more demanding academic standards. For anyone interested in the quality of American education, this impressive book is a critical resource. (Aug.) Copyright 1999 Reed Business Information, Inc.

Teaching for Success

Teaching for Success
Author: Grant, Jim (Editor)

ISBN: 1-884548-02-4
LCCN:
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Category: Teaching Methods & Materials - General
User Rating:
Pages: 336

Paperback Society for Developmental Education

Teaching Effective Classroom Routines and Classroom Coaches

Teaching Effective Classroom Routines and Classroom Coaches
Author: Witt, Joseph C. (Editor) Fleur, Lynn LA Naquin, Gale Gilbertson, Donna LaFleur, Lynn (Editor)

ISBN: 1-57035-162-7
LCCN: 00708507
Dewey:
Number:

Category: Classroom Management
User Rating: 5.0 Stars
Pages: 267

Spiral-bound Sopris West

Edited by Francelia Sevin and Beverly Rokes. Text layout and design by Tracy Katzenberger. Photography by Lynn LaFleur. Includes bibliographical references (p. 265-267).

Teaching Cooperation Skills

Teaching Cooperation Skills
Author: Pat Huggins and Petra Hansen

ISBN:
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Category:
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Pages: 0

Paperback

ASSIST Affective Skills Squentially Introduced and Systematically Taught

Teaching Children to Care: Management in the Responsive Classroom

Teaching Children to Care: Management in the Responsive Classroom
Author: Charney, Ruth

ISBN: 0-9618636-1-7
LCCN: 91068573
Dewey: 372.11/024/0973 20
Number:

Category: Elementary
User Rating: 4.0 Stars
Pages: 304

Paperback Northeast Foundation for Children

Deborah Meier, McArthur Fellow, Principal, Central Park East Secondary School, New York, NY Teaching Children to Care abounds with the best sort of recipes and anecdotes. There is never a moment of doubt about the credibility of the settings or the possibility of translating these ideas into one's own settings. It's rare that this kind of attention to classroom management sounds so respectful to kids and compatible with a reflective and intellectually-focused classroom! When I finished it, I lay awake trying to imagine how it could be translated into work with adolescents at Central Park East Secondary School. I was that excited! Maurice R. Sykes, Director, Early Childhood Programs, Washington DC Public Schools I believe this book is a major breakthrough in the field of education...It provides a theoretical framework for elementary teaching and specific guidelines and techniques to put that theory into practice...It has profound implications for all teachers and systems, but especially for urban education. It shows how to organize classrooms, develop appropriate curricula, and most importantly, develop social competence...This book is what educators across the country are looking for.

Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8

Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8
Author: Charney, Ruth Charney, Ruth Sidney

ISBN: 1-892989-08-5
LCCN: 2002101113
Dewey: 371.102/4 21
Number:

Category: Nonfiction / Education
User Rating: 5.0 Stars
Pages: 448

Paperback Northeast Foundation for Children

Nel Noddings, Stanford University Using Charney's positive approach to classroom management will make the whole school day go better. Daniel Goleman, author of "Emotional Intelligence" "...offers educators a practical guide to one of the most effective social and emotional learning programs I know of."

A Teacher's Guide to Working with Paraeducators and Other Classroom Aides

A Teacher's Guide to Working with Paraeducators and Other Classroom Aides
Author: Morgan, Jill Ashbaker, Betty Y.

ISBN: 0-87120-505-X
LCCN: 00011679
Dewey: 371.14/124 21
Number:

Category: Teaching Methods & Materials - Classroom Planning
User Rating: 5.0 Stars
Pages: 102

Paperback Association for Supervision & Curriculum Deve

Book Description Paraeducators also known as teacher aides, teaching assistants, and instructional assistants are playing an increasingly important role in schools. Most teachers, however, have never been trained to work effectively with other adults in their classrooms. In A Teacher's Guide to Working with Paraeducators and Other Classroom Aides, Jill Morgan and Betty Y. Ashbaker provide straightforward advice and focused activities that can help forge a productive working relationship between teachers and paraeducators. The authors cover key topics related to working with and supervising paraeducators, including how to assign responsibilities, communicate, monitor quality of work, provide on-the-job training, and create a feedback loop. Tips from practicing teachers explain ways to find the time to effectively supervise paraeducators. The authors discuss how the supervisory techniques involved in working with paraeducators are similar to and different from those that teachers use with students. The authors give concise suggestions for translating the information to the your classroom; fill-in-the-blank forms outline self-directed steps for improving in select areas. As both a practical workbook and a thoughtful reflection of the authors' experiences in working with teachers and paraeducators, this book is an indispensable resource for any teacher who wants to create a successful instructional team. Download Description Paraeducators-also known as teacher aides, teaching assistants, and instructional assistants-are playing an increasingly important role in schools. Most teachers, however, have never been trained to work effectively with other adults in their classrooms. In A Teacher's Guide to Working with Paraeducators and Other Classroom Aides, Jill Morgan and Betty Y. Ashbaker provide straightforward advice and focused activities that can help forge productive working relationships between teachers and paraeducators. The authors cover key topics related to working with and supervising paraeducators, including how to assign responsibilities, communicate, monitor quality of work, provide on-the-job training, and create a feedback loop. Tips from practicing teachers explain ways to find the time to effectively supervise paraeducators. The authors discuss how the supervisory techniques involved in working with paraeducators are similar to-and different from-those that teachers use with students. The authors give concise suggestions for translating the information to your classroom; fill-in-the-blank forms outline self-directed steps for improving in select areas. As both a practical workbook and a thoughtful reflection of the authors'experiences in working with teachers and paraeducators, this book is an indispensable resource for any teacher who wants to create a successful instructional team.

A Teacher's Guide to Performance-Based Learning and Assessment

A Teacher's Guide to Performance-Based Learning and Assessment
Author: Wagenen, Linda Van Lewbet, Samuel Waterbury-Wyatt, Stacey Shaw, Susan Pelietier, Kelly Larkins, Beth

ISBN: 0-87120-261-1
LCCN: 96009979
Dewey: 371.2/7 20
Number:

Category: Teaching Methods & Materials - General
User Rating: 3.0 Stars
Pages: 294

Paperback Association for Supervision & Curriculum Deve

Book Description This book describes a Connecticut school district's approach to teaching and learning that balances basic instruction with performance-based learning and assessment, using tools such as performance tasks, benchmarks, assessment lists, rubrics, and portfolios. Both literal understanding and application are important: Tasks are engaging and are well connected to the content, process skills, and work habits of the K 12 curriculum in many subject areas. Analytical assessment tools foster teacher dialogue, improve communication with students, encourage self-assessment, and help parents support learning. Student performance in the district has improved, as measured by standardized achievement tests, district measures, and the regionwide student portfolio. The authors have included 138 exhibits of performance tasks, assessment lists, rubrics, and samples of student work; 39 figures; a glossary; and 2 indexes.

Synergetic Classroom: Joyful Teaching and Gentle Discipline

Synergetic Classroom: Joyful Teaching and Gentle Discipline
Author: Charles, C. M.

ISBN: 0-321-04912-8
LCCN: 99034542
Dewey: 371.102/4 21
Number:

Category: Teaching skills & techniques
User Rating: 5.0 Stars
Pages: 184

Paperback Allyn & Bacon

Review "The Synergetic Classroom is an excellent synthesis of several well-developed models of classroom management, and holds throughout to a core tenet that good teaching and good classroom management are two sides of the same coin."-Frank Howe, Longwood College "As a teacher who has incorporated many of the synergetic approaches...I discovered that there were some areas where I had lost sight of the big picture. This book helped to put me back on track."-Sandra Rothstein, Edgemont School District (NY) From the Inside Flap The quality of public education in the United States and other countries of the West seems to be in slow but steady decline. Despite the vigorous efforts of educators, students now complete secondary school having learned less, on average, than they did decades ago. Universities regularly provide remedial courses to bring high school graduates up to standards formerly expected. Discipline problems at all levels of school have increased progressively, as has student apathy toward learning. Students still say they believe education is important but almost 50 percent of secondary students complain that school offers them little. They criticize lessons as boring and irrelevant to their lives. They say teachers are uninspiring and the curriculum out of touch with real life. Many of them say that, all in all, they get so little out of school they don't see any point in trying to learn. Millions upon millions of dollars have been plowed into education in an attempt to reverse the decline. Teacher training has been overhauled. Magnet schools have been established in the performing arts, science and mathematics, physical education, and other specialties in hopes of motivating students. Early education programs have been put in place everywhere to give students a better start. Mentor teacher programs and in-service education intended to improve teaching have become standard in all school systems. But the results of these efforts have been disappointing. While pockets of true excellence shine here and there, the overall picture is dim. As education worsens, fingers of blame are pointed in all directions. Choose your target: Societal values are in disarray. The family has broken down. Parents no longer support teachers and education. TV and home computers are more interesting than school. Violence rather than humane behavior is the major focus of the media. Drugs are making students mindless. Intimidating others has become the way to establish one's place in the world. Teacher training doesn't prepare teachers realistically. Tenure has removed teacher motivation to excel. Classes are too large. There are too many administrators. The curriculum is too watered down. The books students read, if they read at all, are insipid. There aren't enough computers in classrooms. Students' lives are too easy, too pampered. Students' lives are too difficult in this complex and demanding world. Too little money is spent on education. Too much money is spent on education. And so on. All of these factors may be playing a part in dragging education down. Certainly some of them are. Teachers feel powerless. They don't see how they can do anything to correct a hedonistic society, the disintegrating family, the rampage of drugs, the appalling apathy of students, or the lack of support from parents. They can't make students behave or try to learn, but when students fail their classes and show disdain for education, teachers get the blame. It makes them want to throw in the towel. Yet some teachers are notably successful. Their students learn, enjoy school, and appreciate education. Some of the graduates from public schools are among the most astute we have ever produced. What is going right for those teachers and students that is going wrong else where? Do their schools have more money? Do they have better facilities? Do those teachers know something the rest of us don't? Money and facilities don't have much to do with their good fortune, but yes, the teachers do seem to know someth

Surviving Your First Year of Teaching : Guidelines for Success

Surviving Your First Year of Teaching : Guidelines for Success
Author: Kellough, Richard D. Stollenwerk, Debra A.

ISBN: 0-13-973835-5
LCCN: 99175750
Dewey: 371.102 21
Number:

Category: Nonfiction : Education : Pedagogy
User Rating: 4.0 Stars
Pages: 93

Paperback Prentice Hall

Includes bibliographical references (p. 87-88) and index.

Succeeding with Difficult Students: New Strategies for Reaching Your Most Challenging Students

Succeeding with Difficult Students: New Strategies for Reaching Your Most Challenging Students
Author: Canter, Lee Canter, Marlene

ISBN: 0-939007-52-5
LCCN:
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Category: Counseling - Vocational Guidance
User Rating: 5.0 Stars
Pages: 255

Paperback Canter & Associates

Product Description Practical strategies for developing positive relationships and rebuilding the broken trusts that have caused the fissures between at-risk students and the school community. For K-12 teachers. About the Author Lee Canter has earned national recognition and acclaim as an author and trainer of teachers on the topic of behavior management and parent involvement. As co-founder of Canter & Associates, Mr. Canter developed several premier educational programs, including "Assertive Discipline," "Succeeding with Difficult Students," and "Parents on Your Side." His books have sold over 1.5 million copies. --This text refers to the Perfect Paperback edition.

Succeeding with Difficult Students Workbook

Succeeding with Difficult Students Workbook
Author: Canter, Lee Shank, Marcia

ISBN: 0-939007-53-3
LCCN:
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Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 144

Paperback Canter & Associates

Product Description Create individualized profiles for guiding your most challenging students toward better behavior. All the reproducibles and guidelines you need to develop and implement the Succeeding with Difficult Students program. --This text refers to the Paperback edition. About the Author Lee Canter has earned national recognition and acclaim as an author and trainer of teachers on the topic of behavior management and parent involvement. As co-founder of Canter & Associates, Mr. Canter developed several premier educational programs, including "Assertive Discipline," "Succeeding with Difficult Students," and "Parents on Your Side." His books have sold over 1.5 million copies. --This text refers to the Paperback edition.

Succeeding in the Secondary Classroom: Strategies for Middle and High School Teachers

Succeeding in the Secondary Classroom: Strategies for Middle and High School Teachers
Author: Arnold, Harriett

ISBN: 0-8039-6795-0
LCCN: 00010001
Dewey: 373.1102 21
Number:

Category: Teacher training
User Rating: 4.5 Stars
Pages: 144

Paperback Corwin Press

Review "Practical, hands-on strategies to guide beginning teachers through their initial teaching experience. A roadmap to a successful journey." (Michael Johnson ) "Provides the practical support that new teachers need to help them succeedand at the same time provides the theoretical support that all teachers need to help them become truly professional educators." (Marion McDowell ) Review "Provides the practical support that new teachers need to help them succeed...and at the same time provides the theoretical support that all teachers need to help them become truly professional educators."

Student-Involved Classroom Assessment

Student-Involved Classroom Assessment
Author: Stiggins, Richard J. Stiggins, Richard J. Student-centered classroom

ISBN: 0-13-022537-1
LCCN: 00055395
Dewey: 371.26 21
Number:

Category: Examinations & assessment
User Rating: 3.0 Stars
Pages: 531

Paperback Prentice Hall

From the Back Cover SPECIAL FEATURES Emphasizes what teachers need to know to manage day-to-day classroom assessment effectively and efficiently. Focuses on student well-being in assessment contexts, placing emphasis on student self-assessment. Offers practical guidelines on how to construct all types of assessments. Provides a unique explanation of how to match achievement targets to assessment methods. Emphasizes time- and energy-savings ideas for teachers. Clearly relates the concepts in the book to traditional notions of validity and reliability. Ancillaries that accompany Student-Involved Classroom Assessment, 3rd Edition, include An instructor's guide A companion website A companion workbook Together, the workbook, main text, instructor's guide, and website create an integrated product that provides concepts and practice opportunities, which are ideal for moving educators toward real understanding of classroom assessment for both documenting and enhancing student learning.

The Soul of Education: Helping Students Find Connection, Compassion, and Character at School

The Soul of Education: Helping Students Find Connection, Compassion, and Character at School
Author: Kessler, Rachael

ISBN: 0-87120-373-1
LCCN: 99050911
Dewey: 373.17/82 21
Number:

Category: Philosophy of education
User Rating: 5.0 Stars
Pages: 181

Paperback Association for Supervision & Curriculum Deve

Dan Goleman, author of Emotional Intelligence The Soul of Education offers an inspiring, hopeful, and much-needed antidote to the malaise that afflicts too many children . . . a practical, inclusive, and sensitive guide for helping young people connect with their spiritual yearnings. Marian Wright Edelman, president, The Children's Defense Fund Kessler celebrates the diversity of beliefs in our free country. . . . But she wisely understands the spiritual emptiness of our times and knows that we ignore the souls of our children at their peril, and ours. Children need encouragement and guidance in struggling with the deeper meaning and purpose of life in a society that glorifies the material over the spiritual.

SMART START

SMART START
Author: Barth, Patte Mitchell, Ruth

ISBN: 1-55591-909-X
LCCN:
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Category: Primary / junior schools
User Rating:
Pages: 184

Paperback Fulcrum Publishing Inc.

Product Description The authors argue for an elementary school that is hospitable and active---a community of scholars in which "some are teachers but all are learners." They define the shape and content of an ideal elementary education, and they provide specific goals, including a statement of what telve-year-olds should know and be able to accomplish. A checklist will help parents, teachers, and legislators monitor the quality of their local schools.

Smart Schools:

Smart Schools:
Author: Perkins, David N.

ISBN: 0-02-925215-6
LCCN: 92013763
Dewey: 370.15/2 20
Number:

Category: USA
User Rating: 4.5 Stars
Pages: 225

Hardcover Free Pr

From Publishers Weekly A curriculum based on vague notions of cultural literacy won't work for the same reasons that rote learning doesn't--because people accumulate knowledge through understanding, argues Harvard cognitive learning theoretician Perkins, who here plumbs the essences of learning, understanding and knowledge. Summoning recent pedagogical research, he addresses teachers, setting forth fresh goals and showing how to help students apply new knowledge beyond the classroom. Thinking leads to knowledge, as do effort and the right mental images, Perkins stresses. He offers the novel idea (to which many may object) that teachers need larger and fewer classes so they will have more time to build their own knowledge base. And teachers shouldn't have to cover every fact in a textbook, either, he adds. Instead, he contends that they should expend more effort helping students learn their "metacurriculum," which is how they learn. This is an enjoyable read, peppered with interesting examples. Copyright 1992 Reed Business Information, Inc. From Library Journal Perkins, best known for his work in cognitive development ( The Mind's Best Work , LJ 11/1/81. o.p.), does not believe that inner-city poverty and social problems constitute the essence of the challenge to schools. Children are poorly educated and lack motivation because they are not intellectually stimulated. Learning is a consequence of thinking, Perkins reiterates. Illiteracy is not the problem, inertia is. Instead of knowledge-centered schools, he recommends "smart schools," where students learn to think, integrate the knowledge they acquire, and use it. The author combines contemporary psychological advances with the ideas of progressive educators, especially John Dewey. He also joins their current counterparts Mortimer Adler and Theodore Sizer in their call for a humanistic approach to education. Smart Schools reflects all the best of past thinking in education with new insights into the psychology of learning and intellectual development. Recommended for most education collections. - Arla Lindgren, St. John's Univ., Jamaica, New York Copyright 1992 Reed Business Information, Inc.

Smart Moves: Why Learning Is Not All in Your Head

Smart Moves: Why Learning Is Not All in Your Head
Author: Hannaford, Carla

ISBN: 0-915556-27-8
LCCN: 95032775
Dewey: 612.8 20
Number:

Category: Behavioural theory (Behaviourism)
User Rating: 4.5 Stars
Pages: 237

Paperback Great River Books

Book Description Neurophysiologist and educator Dr. Carla Hannaford brings the latest insights from scientific research to questions that affect learners of all ages. Examining the body's role in learning, from infancy through adulthood she presents the mounting scientific evidence that movement is crucial to learning. Dr. Hannaford offers clear alternatives and remedies that people can put into practice right away to make a real difference in their ability to learn. She advocates more enlightened educational practices for homes and schools including: a more holistic view of each learner; less emphasis on rote learning; more experiential, active instruction; less labeling of learning disabilities; more physical movement; more personal expression through arts, sports and music; less prescribing of Ritalin and other drugs whose long term effects are not even known. * This is the revised and enlarged second edition of a very popular book that has sold over 100,000 copies. * Includes recent research on the brain and a new emphasis on the importance of the emotional environment for learning. * It begins with a new foreword by well known scientist Candace Pert whose work on neuropeptides has revolutionized our view of the mind/body connection. --This text refers to the Paperback edition.

The Skillful Teacher: Building Your Teaching Skills

The Skillful Teacher: Building Your Teaching Skills
Author: Saphier, Jon Gower, Robert Gower, Robert Gower, Robert

ISBN: 1-886822-06-9
LCCN: 96072496
Dewey: 371.102 21
Number:

Category: Learning
User Rating: 5.0 Stars
Pages: 598

Paperback Research for Better Teaching

Book Description This book has become a standard text in many teaching courses. Designed for both the novice and the experienced educator, The Skillful Teacher is a unique synthesis of the Knowledge Base on Teaching with powerful repertoires for matching teaching strategies to student needs. Designed as a practical guide for practitioners working to broaden their teaching skills, the book focuses on 17 critical areas of classroom performance. Numerous examples illustrate teaching approaches, and chapter-by-chapter bibliographies provide additional sources for further research. This expanded fifth edition includes new chapters on Assessment, Expectations, Classroom Climate, The Importance of Teacher Beliefs, and Conditions for Teacher Learning. About the Author Jon Saphier is the Founder and Executive Director of Research for Better Teaching, Inc., an organization dedicated to the professionalization of teaching. Dr. Saphier is a recognized consultant on supervision, evaluation, staff development, and school culture and has authored six books and numerous articles on those topics. Bob Gower is presently Professor of Education in the Graduate School of Education at the University of Massachusetts at Lowell, where he is an advisor in the doctoral program Leadership in Schooling. Dr. Gower is actively involved in long-term, school-based staff development projects in a number of Boston area schools. Mary H. DeGarmo, Illustrator Beverly Miller, Editor

Seven Kinds of Smart: Identifying and Developing Your Many Intelligences

Seven Kinds of Smart: Identifying and Developing Your Many Intelligences
Author: Armstrong, Thomas

ISBN: 0-452-26819-2
LCCN: 92021353
Dewey: 153.9 20
Number:

Category: Advice on careers & achieving success
User Rating: 4.5 Stars
Pages: 261

Paperback Plume

Book Description Revised and Updated with Information on 2 New Kinds of Smart Based on psychologist Howard Gardner's pioneering theory of "multiple intelligences," the original edition of 7 Kinds of Smart identified seven distinct ways of being smart, including "word smart," "music smart," "logic smart," and "people smart." Now, with the addition of two new kinds of smart--"naturalist" and "existential"--7 Kinds of Smart offers even more interesting information about how the human psyche functions. Complete with checklists for determining one's strongest and weakest intelligences, exercises, practical tips for developing each type of smart, a revised bibliography for further reading, and a guide to related Internet sites, this book continues to be an essential resource, offering cutting-edge research for general consumption. "At last, thanks to Thomas Armstrong, we have a book that introduces the theory of multiple intelligences to the general public. As an extra dividend, it helps people to discover and unleash their own intellectual strengths."--Howard Gardner, Ph.D., author of Frames of Mind --This text refers to the Paperback edition. About the Author Thomas Armstrong, Ph.D., is the author of seven books, including The Myth of the A.D.D. Child (Plume), In Their Own Way, and Awakening Your Child's Natural Genius. A former special- education teacher, he has written frequently on parenting and education issues for publications such as Ladies' Home Journal and Family Circle. He lives in Sonoma County, California. --This text refers to the Paperback edition.

Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance

Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance
Author: Arter, Judith A. McTighe, Jay Arter, Judith

ISBN: 0-7619-7575-6
LCCN: 00009504
Dewey: 371.27/0973 21
Number:

Category: Examinations & assessment
User Rating: 3.0 Stars
Pages: 208

Paperback Corwin Press

Product Description A practical guide to more effective assessment for improved student learning Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities. Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals: Clarify the targets of instruction, especially for hard-to-define problem solving Provide valid and reliable assessment of student learning Improve student motivation and achievement by helping students understand the nature of quality for performances and products Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt. Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.

Schools Without Failure

Schools Without Failure
Author: Glasser, William

ISBN: 0-06-090421-6
LCCN:
Dewey:
Number:

Category: Education
User Rating: 5.0 Stars
Pages: 256

Paperback Harper Paperbacks

--Alexander Bassin,Psychology Today "[His recommendations will] shake up educators." Product Description The author of the bestselling Reality Therapy offers daring recommendations to "shake up educators" (Alexander Bassin).

The Schools We Need: And Why We Don't Have Them

The Schools We Need: And Why We Don't Have Them
Author: Hirsch Jr., E.D. Hirsch, E.D.

ISBN: 0-385-49524-2
LCCN:
Dewey:
Number:

Category: Education
User Rating: 4.5 Stars
Pages: 336

Paperback Anchor

Amazon.com Everyone wonders why American schools have gone bad. E.D. Hirsch, author of Cultural Literacy, offers a compelling explanation. Schools do a lousy job of transmitting "core knowledge" to their students, he says. To improve, they must abandon all of their feel-good theories about "critical thinking" and work harder to endow kids with intellectual capital at an early age. It may sound like common sense, but this important book shows why so many educators appear to have lost theirs. --This text refers to an out of print or unavailable edition of this title. From Publishers Weekly Bestselling author Hirsch (Cultural Literacy) argues that American education, kindergarten through high school, has been undermined by a deep contempt for factual knowledge and an addiction to fads such as "project-oriented" instruction, "relevant" topics, "child-centered" activities and building students' self-esteem. In a damning, highly provocative, full-scale assault on today's educational establishment, this University of Virginia English professor calls for a return to a so-called traditional approach emphasizing drill, verbal practice, memorization and interactive classroom instruction. Hirsch, who advocates a grade-by-grade core curriculum, buttresses his pragmatic tack with cognitive-psychology research and international comparative studies of classroom practice. An enjoyable 30-page glossary demystifies educators' slogans, pet phrases and jargon. A rigorous polemic. Copyright 1996 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

Schooling for Life: Reclaiming the Essence of Learning

Schooling for Life: Reclaiming the Essence of Learning
Author: Brooks, Jacqueline Grennon

ISBN: 0-87120-658-7
LCCN: 2002005826
Dewey: 370.15/23 21
Number:

Category: Educational Psychology
User Rating: 5.0 Stars
Pages: 160

Paperback Association for Supervision & Curriculum Deve

From Library Journal Brooks (director, Science Education Program, SUNY at Stony Brook) here offers a glimpse of the potential for instruction in our public schools if only we as a society can look beyond testing and state standards. Brooks draws on her own childhood experiences, some entertaining but all illustrative, and her own and her colleagues' classroom teaching experiences to demonstrate that teaching can go beyond meeting state mandates and instill a love of learning. The book contains many practical exercises to stimulate further thought on how such instruction can be adapted to today's classrooms. Like David Thornburg in The New Basics, Brooks advocates bringing real life back into the classroom by presenting students with an actual problem and asking them to solve it, using knowledge and tools across disciplines. Brooks's inspiring book should be required reading for students embarking on a career in education, veteran teachers, and legislators. Recommended for academic and large public libraries and education collections. Mark Alan Williams, Library of Congress Copyright 2002 Reed Business Information, Inc. Book Description Too many students experience school as a place to put in time . . . and view their lives within school walls as distinctly different from their lives at home and in their community. Too many educators seem to share that point of view and focus more on lists of standards than the students they are supposed to serve. This book is about how we might blur the distinctions between "school life" and "real life," between learning and teaching, between learning well and living well. It's for anyone who has ever asked -When did we decide test scores were more important than understanding? -When did we accept the image of teachers as mere implementers of state curricula? -When did we accept the idea that schools are places where no one has to think too hard? This book is a rallying cry to our true educational mission. It's an assertion that we can have the schools we really want if we're bold enough to look beyond the myths of what a good school is, and instead, work to facilitate intellectual, ethical, and aesthetic growth in our students and ourselves. Author Jacqueline Grennon Brooks goes inside the classroom to share the experiences of teachers, parents, and students and to present contrasting examples of schooling that honors the complexity of learning and life and schooling that ignores it. It's a journey that will inspire the reexamination of practices and the revitalization of schools.

School's Out

School's Out
Author: Perelman, Lewis J.

ISBN: 0-380-71748-4
LCCN:
Dewey:
Number:

Category: General
User Rating: 4.5 Stars
Pages: 368

Paperback Avon Books

From Publishers Weekly In this stimulating brief for technology-based "hyper-learning," Perelman argues that school systems, classrooms and teachers have become obsolete. Copyright 1993 Reed Business Information, Inc.

Savage Inequalities: Children in America's Schools

Savage Inequalities: Children in America's Schools
Author: Kozol, Jonathan

ISBN: 0-06-097499-0
LCCN: 92052636
Dewey: 371.96/7 20
Number:

Category: Education
User Rating: 4.5 Stars
Pages: 262

Paperback Harper Perennial

From Publishers Weekly Kozol believes that children from poor families are cheated out of a future by grossly underequipped, understaffed and underfunded schools in U.S. inner cities and less affluent suburbs. The schools he visited between 1988 and 1990--in burnt-out Camden, N.J., Washington, D.C., New York's South Bronx, Chicago's South Side, San Antonio, Tex., and East St. Louis, Mo., awash in toxic fumes--were "95 to 99 percent nonwhite." Kozol ( Death at an Early Age ) found that racial segregation has intensified since 1954. Even in the suburbs, he charges, the slotting of minority children into lower "tracks" sets up a differential, two-tier system that diminishes poor children's horizons and aspirations. He lets the pupils and teachers speak for themselves, uncovering "little islands of . . . energy and hope." This important, eye-opening report is a ringing indictment of the shameful neglect that has fostered a ghetto school system in America. 50,000 first printing; BOMC and QPB selections; author tour. Copyright 1991 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. From Library Journal In 1988, Kozol, author of Death at an Early Age ( LJ 7/67) and the more recent Rachel and Her Children ( LJ 3/15/88), visited schools in over 30 neighborhoods, including East St. Louis, Harlem, the Bronx, Chicago, Jersey City, and San Antonio. In this account, he concludes that real integration has seriously declined and education for minorities and the poor has moved backwards by at least several decades. Shocked by the persistent segregation and bias in poorer neighborhoods, Kozol describes the garrison-like campuses located in high-crime areas, which often lack the most basic needs. Rooms with no heat, few supplies or texts, labs with no equipment or running water, sewer backups, fumes, and overwhelming fiscal shortages combine to create an appalling scene. This is raw stuff. Recommended for all libraries. Previewed in Prepub Alert, LJ 6/1/91 under the title These Young Lives: Still Separate, Still Unequal; Children in America's Schools . - Annette V. Janes, Hamilton P.L., Mass. Copyright 1991 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

Room to learn

Room to learn
Author: Dean, Joan

ISBN: 0-590-09587-0
LCCN: 74015110
Dewey: 372.1/6/21
Number:

Category: Primary school facilities
User Rating: 4.0 Stars
Pages: 137

Unknown Binding Citation Press

Working space.--Language areas.--A place to paint.

The Right to Learn: A Blueprint for Creating Schools That Work

The Right to Learn: A Blueprint for Creating Schools That Work
Author: Darling-Hammond, Linda Darling, Hammond Linda

ISBN: 0-7879-0261-6
LCCN: 97004736
Dewey: 371.2/00973 21
Number:

Category: Organization & management of education
User Rating: 4.0 Stars
Pages: 394

Hardcover Jossey-Bass

Amazon.com In recent years, education has become a battleground upon which different factions have spilled ideological blood over issues such as school vouchers, teacher certification, and standardized testing. In The Right to Learn, leading educational figure Linda Darling-Hammond weighs in with her own views on progressive education. Darling-Hammond is from the old school of liberal education theory--she emphasizes the process of learning rather than testing. She believes that what's wrong with public schools today can, in great measure, be attributed to excessive bureaucratization--administrative red tape--that leaves teachers with little time for teaching. American children do worse than students from other industrialized nations, Darling-Hammond suggests, because the American educational system is predicated on a "factory model" that processes students instead of teaching them. To create what Darling-Hammond calls "schools that work," she believes teachers must be prepared to collaborate more often and spend more time "teaching for understanding." This means a less programmed curriculum than the one most American schools currently follow, with more time for in-depth interaction between teachers and students, and students and subject matter. Darling-Hammond believes that educational reform starts with allowing teachers to get back to what they do best: teaching. From Library Journal Darling-Hammond (education, Columbia Univ.) plants herself squarely in the middle of what is fast becoming a significant school reform debate among such folks as E.D. Hirsch (The Schools We Need and Why We Don't Have Them, LJ 10/1/96) and Philip Schlechty (Inventing Better Schools, Jossey-Bass, 1996). While Hirsch concentrates on educational objectives and Schlechty focuses on the knowledge work of students, Darling-Hammond's approach relies on restructuring the basic dynamics of schooling: teacher-student relations, professionalism, and school administration. Her argument is compelling because it relies on years of observation of several such restructured schools. The book's major strength is the author's comprehensive reform goals, which address practically every impediment to structural change. Essential for education collections.?Jessica George, Illinois State Univ. Lib., Normal Copyright 1997 Reed Business Information, Inc.

Reducing School Violence Through Conflict Resolution

Reducing School Violence Through Conflict Resolution
Author: Johnson, David W. Johnson, Roger T.

ISBN: 0-87120-252-2
LCCN: 95032482
Dewey: 371.5/8 20
Number:

Category: School Management And Discipline
User Rating: 5.0 Stars
Pages: 119

Paperback Association for Supervision & Curriculum Deve

Book Description This book is about teaching students to be peacemakers. It includes practical strategies and specific activities to teach students conflict resolution procedures and skills to reduce violence in schools. By training students in conflict resolution, educators can help school environments become more orderly and peaceful while instruction is improving. David and Roger Johnson offer an approach that involves interrelated programs for preventing violence and helping students learn to resolve conflicts constructively. They discuss how schools can create a cooperative learning environment where students learn how to negotiate and mediate peer conflicts and teachers use academic controversies to enhance learning.

Reaching Out: Interpersonal Effectiveness And Self-actualization

Reaching Out: Interpersonal Effectiveness And Self-actualization
Author: Johnson, David W.

ISBN: 0-13-753351-9
LCCN: 85025723
Dewey: 302.3/4 19
Number:

Category: Health, Mind & Body : Psychology & Counseling
User Rating: 5.0 Stars
Pages: 336

Paperback Prentice Hall

From the Back Cover B> Reaching Out provides the theory and experience necessary to develop effective interpersonal skills. By reviewing current psychological research on how to build and maintain friendships and then integrating this material with a rich array of skill-building exercises, the book provides a thorough and appealing approach to learning about interpersonal skills. Readers acquire the skills and knowledge to do the following: a) get to know and trust each other; b) communicate with each other accurately and unambiguously; c) resolve conflicts and relationship problems constructively; and d) encourage and appreciate diversity. No matter what occupations or relationships readers become involved in, their success will largely be determined by how skilled they are interpersonally. This book begins a journey of continuous improvement. For anyone interested in self-development and improving interpersonal relations. --This text refers to an out of print or unavailable edition of this title.

Quick Tips! Morning Meeting

Quick Tips! Morning Meeting
Author: Novelli, Joan

ISBN: 0-439-22728-3
LCCN:
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Category: Education
User Rating: 5.0 Stars
Pages: 80

Paperback Scholastic, Inc.

Product Description Dozens of Super Ideas That Help Build Skills in Reading, Writing, Math, and More and Foster Classroom Community Skill-building meeting ideas, plus great ways to enhance classroom community and set a positive tone for the day. Also includes management tips, daily routines, and ideas for incorporating morning messages, songs, chants, and poems into the meeting. 80 pages.

Questioning Makes the Difference

Questioning Makes the Difference
Author: Johnson, Nancy L.

ISBN: 0-9623835-3-8
LCCN: 91147761
Dewey: 371.3/7 20
Number:

Category: Nonfiction / Education
User Rating: 4.0 Stars
Pages: 80

Paperback Creative Learning Consultants

Includes bibliographical references (p. 79).

Quantum Learning: Unleashing the Genius in You

Quantum Learning: Unleashing the Genius in You
Author: Deporter, Bobbi Hernacki, Mike (Contributor) Hernacki, Mike

ISBN: 0-440-50427-9
LCCN: 93132266
Dewey: 370.15/23 20
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 368

Paperback Dell

Product Description Learning Was Never Like This ! Take control of your life... free your natural genius to perform to its true potential. Quantum Learning features a revolutionary new format that introduces the reader to a world of learning unlike any other. Never before has a guide been designed to accomodate the unique learning style of the individual. Whether you're a professional, a student, or a person who simply wants to improve his or her learning capacity, this extraordinary guide will increase your personal power, help you learn more, earn more, and take you where you want to go. Inside you will learn: -How to spark your motivation. -How to master high-tech note-taking techniques. -How to discover your own personal learning style and cultivate a winning attitude. - How to work your own memory miracles, how to write with confidence, and much, much more! From the Publisher Learning Was Never Like This ! Take control of your life... free your natural genius to perform to its true potential. Quantum Learning features a revolutionary new format that introduces the reader to a world of learning unlike any other. Never before has a guide been designed to accomodate the unique learning style of the individual. Whether you're a professional, a student, or a person who simply wants to improve his or her learning capacity, this extraordinary guide will increase your personal power, help you learn more, earn more, and take you where you want to go. Inside you will learn: -How to spark your motivation. -How to master high-tech note-taking techniques. -How to discover your own personal learning style and cultivate a winning attitude. - How to work your own memory miracles, how to write with confidence, and much, much more!

Qualities of Effective Teachers

Qualities of Effective Teachers
Author: Stronge, James H.

ISBN: 0-87120-663-3
LCCN: 2002004844
Dewey: 371.102 21
Number:

Category: Professional Development
User Rating: 3.5 Stars
Pages: 128

Paperback Association for Supervision & Curriculum Deve

Book Description Did you have a special teacher who made a difference in your life? How can you ensure that all students in your classroom, school, or district have that experience? How do the best teachers help their students achieve? What are the attitudes, attributes, and practices of the best teachers that make them beloved, respected, and remembered? The profiles of effective teachers are as diverse as the students they teach. Still, the best teachers do share several characteristics. In Qualities of Effective Teachers, James H. Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Rather than look at outside factors like demographics, district leadership, and state mandates, Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. Learn how effective teachers * Establish, manage, and maintain learning-focused classroom environments. * Organize time, communicate expectations, and plan instruction. * Present curriculum to support active and engaged learning. * Monitor student progress, identify student potential, and meet the needs of special populations in the classroom. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn how to develop and choose better teachers-and become better teachers themselves. Skills checklists and an annotated bibliography provide a springboard for further insight and exploration. Download Description Did you have a special teacher who made a difference in your life? How can you ensure that all students in your classroom, school, or district have that experience? How do the best teachers help their students achieve? What are the attitudes, attributes, and practices of the best teachers that make them beloved, respected, and remembered? The profiles of effective teachers are as diverse as the students they teach. Still, the best teachers do share several characteristics. In Qualities of Effective Teachers, James H. Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Rather than look at outside factors like demographics, district leadership, and state mandates, Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. Learn how effective teachers . Establish, manage, and maintain learning-focused classroom environments. . Organize time, communicate expectations, and plan instruction. . Present curriculum to support active and engaged learning. . Monitor student progress, identify student potential, and meet the needs of special populations in the classroom. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn how to develop and choose better teachers-and become better teachers themselves. Skills checklists and an annotated bibliography provide a springboard for further insight and exploration.

Putting It Together: Positive Strategies for Classroom Success

Putting It Together: Positive Strategies for Classroom Success
Author: McConnell, Kathleen Gilliam, James E.

ISBN: 1-57035-070-1
LCCN: 98118548
Dewey:
Number:

Category: Nonfiction : Education
User Rating: 5.0 Stars
Pages: 312

Paperback Sopris West

Includes bibliographical references (p. 309-312).

Promoting Social and Emotional Learning: Guidelines for Educators

Promoting Social and Emotional Learning: Guidelines for Educators
Author: Elias, Maurice J. (Editor) Greenberg, Mark T. Zins, Joseph E. Weissberg, Roger P. Haynes, Norris M.

ISBN: 0-87120-288-3
LCCN: 97021198
Dewey: 370.15/3 21
Number:

Category: Learning Styles
User Rating: 5.0 Stars
Pages: 164

Paperback Association for Supervision & Curriculum Deve

Book Description Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities as we enter the 21st century. Promoting Social and Emotional Learning provides sound principles for meeting this challenge. This timely book addresses a crucial need among educators for a straightforward, practical guide to establishing high-quality social and emotional education programs. True academic success and lasting social effectiveness, the authors believe, require strong social and emotional skills. Students today face unparalleled demands. In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about social and health practices, resist negative peer and media influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens. A comprehensive, integrated program of social and emotional education can help students meet these many demands. The authors draw upon the most recent scientific studies, the best theories, site visits carried out around the country, and their own extensive experiences to describe approaches to social and emotional learning for all levels. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Educators who have programs in place will find ways to strengthen them. Those seeking greater direction will find an abundance of approaches and ideas. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may follow up for firsthand knowledge about effective social and emotional learning programs. Download Description Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities as we enter the 21st century. Promoting Social and Emotional Learning provides sound principles for meeting this challenge. This timely book addresses a crucial need among educators for a straightforward, practical guide to establishing high-quality social and emotional education programs. True academic success and lasting social effectiveness, the authors believe, require strong social and emotional skills. Students today face unparalleled demands. In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about social and health practices, resist negative peer and media influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens. A comprehensive, integrated program of social and emotional education can help students meet these many demands. The authors draw upon the most recent scientific studies, the best theories, site visits carried out around the country, and their own extensive experiences to describe approaches to social and emotional learning for all levels. Framing the discussion are 39 concise guidelines, as well as many field inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Educators who have programs in place will find ways to strengthen them. Those seeking greater direction will find an abundance of approaches and ideas. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may follow up for firsthand knowledge about effective social and emotional learning programs. The authors of Promoting Social and Emotional Learning: Guidelines for Educators are members of the Work Group of the Collaborative for the Advancement of Social and Emotional Learning (CASEL).

Project Self-Esteem

Project Self-Esteem
Author: Bielen, Peggy McDaniel, Sandy

ISBN: 0-935266-16-X
LCCN: 85051127
Dewey: 370.15/3 19
Number:

Category: Mind, body, spirit: disciplines & techniques
User Rating: 5.0 Stars
Pages: 200

Paperback Jalmar Press Inc.,U.S.

Annotation Children are taught to respect themselves and others in this book that is already used by more than 200 schools and 40,000 participants.

The Project Approach: Making Curriculum Come Alive

The Project Approach: Making Curriculum Come Alive
Author: Chard, Sylvia Chard, Sylvia C.

ISBN: 0-590-12852-3
LCCN:
Dewey:
Number:

Category: Education
User Rating: 4.0 Stars
Pages: 63

Paperback Scholastic Teaching Resources

Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement
Author: Dufour, Richard Eaker, Robert E. Eaker, Robert E.

ISBN: 1-879639-60-2
LCCN: 98160769
Dewey:
Number:

Category: Education / Teaching
User Rating: 4.0 Stars
Pages: 338

Perfect Paperback Solution Tree

Product Description Professional Learning Communities at Work presents research-based recommendations drawn from the best practices found today in schools nationwide for continuously improving school performance. Coming from the perspectives of both a distinguished dean of education and one of America s most widely acclaimed practitioners, this resource provides specific, practical, how-to information about transforming schools into results-oriented professional learning communities. About the Author Dr. Richard P. DuFour was a public school educator for 34 years, serving as a teacher, principal, and superintendent. He served as the principal of Adlai E. Stevenson High School in Lincolnshire, Illinois from 1983 1991 and as superintendent of the district from 1991 2002. During his tenure, Stevenson became what the United States Department of Education has described as the most recognized and celebrated school in America. Dr. DuFour is the author of eight books and more than 40 professional articles, and for almost a decade, a quarterly column for the Journal of Staff Development. He was the lead consultant and author for the ASCD s seven-part video series on principalship and is the author of two other videos, How to Build a Professional Learning Community and Through New Eyes: Examining the Culture of Your School. He was the first principal in Illinois to receive the Distinguished Educator award, the state s highest honor as both principal and superintendent; was named one of the top 100 school administrators in North America by Executive Educator magazine; was presented the Distinguished Scholar Practitioner award from the University of Illinois; and was the 2004 recipient of the National Staff Development Council s Distinguished Service award. He consults with school districts, state departments of education, and professional organizations throughout North America on strategies for improving schools. Dr. Robert Eaker, Ed.D., is the former executive vice president and provost at Middle Tennessee State University and former fellow with the National Center for Effective Schools Research and Development. Dr. Eaker has written widely on the issues of effective teaching, effective schools, helping teachers use research findings, and high expectations for student achievement. Dr. Eaker has spoken at numerous national meetings held by the National Association of Secondary School Principals, Association for Supervision and Curriculum Development, and National

Practical Portfolios: Reading, Writing, Math, and Life Skills, Grades 3-6

Practical Portfolios: Reading, Writing, Math, and Life Skills, Grades 3-6
Author: Mundell, Susan B. DeLario, Karen

ISBN: 1-56308-197-0
LCCN: 93047183
Dewey: 372.12/6 20
Number:

Category: Primary / junior schools
User Rating: 3.0 Stars
Pages: 149

Paperback Teacher Ideas Press

Product Description Using portfolios is a great way to build skills, reinforce learning, communicate achievements, and prepare students for future challenges. Packed with reproducibles, mini-lessons, and ideas, this guide provides everything you need to easily launch a successful portfolio program. It gives directions for students on how to assemble, organize, and maintain their portfolios and offers teachers convenient mini-lessons for developing and completing rubrics for evaluation. Guidelines for student-led parent conferences where students learn how to share their portfolios and their accumulated examples of accomplishments are also included. Grades 3-6.

A Practical Guide to Alternative Assessment

A Practical Guide to Alternative Assessment
Author: Herman, Joan L. Aschbacher, Pamela R. Winters, Lynn

ISBN: 0-87120-197-6
LCCN: 92030244
Dewey: 371.2/7/0973 20
Number:

Category: Administration - General
User Rating: 3.0 Stars
Pages: 124

Hardcover Association for Supervision & Curriculum Deve

Book Description Joan Herman, Pamela Aschbacher, and Lynn Winters offer cogent guidance on the creation and use of alternative measures of student achievement. They present a systemic and iterative process model that links assessment with decisions affecting curriculum and instruction, according to developmental theories of learning and cognition. The authors review the purposes of assessment and provide a substantive rationale for alternative structures. The heart of the book is the illumination of several key assessment issues that reaffirm our knowledge that assessment tasks must be informed by the most important elements of instructional practice. Includes sample forms and figures to help readers begin revamping their assessment programs.

Powerful Learning

Powerful Learning
Author: Brandt, Ronald S.

ISBN: 0-87120-305-7
LCCN: 98017715
Dewey: 370.15/23 21
Number:

Category: Administration - General
User Rating: 4.5 Stars
Pages: 94

Paperback Association for Supervision & Curriculum Deve

Download Description What do we know about learning? What can we do to create more powerful learning? Drawing upon findings from psychology and brain research, Ron Brandt describes conditions that promote learning and provides examples to illustrate how those conditions apply to students in the classroom. He then describes how organizations such as schools, hospitals, and corporations can also learn in powerful ways that enable them to adapt and respond to changing circumstances. The conditions that support individual learning are, in fact, remarkably similar to the conditions that support organizational learning. Educators can use both sets of ideas to help students, adults, and the school as an institution achieve truly powerful learning.

Positive Classroom Instruction

Positive Classroom Instruction
Author: Jones, Fredric H.

ISBN: 0-07-032782-3
LCCN: 87004128
Dewey: 371.1/02 19
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 250

Hardcover Fredric H Jones & Assocs

Book Description The primary focus of Positive Classroom Instruction is the building of independent learning. Sections dealing with instruction and motivation have been updated in Tools for Teaching and integrated with the management of classroom discipline. As with Positive Classroom Discipline, Positive Classroom Instruction goes beyond the classroom to deal with school site issues. In particular, Positive Classroom Instruction applies the lessons of classroom teaching to staff development in order to bring teachers and administrators together in a team dedicated to excellence. From the Inside Flap This book deals with the basic building block of the entire educational enterprise - a single lesson well taught. It is the companion volume to Positive Classroom Discipline. Together they comprise a two-volume treatment of the highly interrelated skills of successful classroom management. While Positive Classroom Discipline focuses on the production of the time on task and student cooperation within a positive classroom atmosphere, Positive Classroom Instruction focuses on enhancing the students' rate of learning and their desire to learn. Indeed, these two volumes represent a fusion of the three component topics of classroom management: discipline, instruction, and motivation. Positive Classroom Instruction begins with an analysis of the subtleties of the classroom social system that profoundly yet invisibly link instructional practice with discipline management. The book then moves to an area of instructional methodology that is a massive blind spot in the teaching of a typical lesson. That topic is the precise means by which one gives corrective feedback to a student who is stuck. Although appearing totally innocuous and common-sensical, the giving of corrective feedback in the traditional fashion is the indirect cause of almost all the problems of discipline, helplessness, chronic failure, and low self-concept in most classrooms. The topic of corrective feedback then leads to issues of lesson design and lesson presentation that are crucial to producing independent learning in students. The last topic to be dealt with is quality control - the systematic production of diligence and excellence in any place of work. This fresh look at student motivation clarifies the teacher's options and actions and empowers them to produce learning where they might otherwise feel blocked. The final section of Positive Classroom Instruction details explicitly with teacher training and staff development. All the fundamentals of instruction that apply to students in the classroom apply to teachers within the context of teacher training. Consequently, the major part of Positive Classroom Instruction, while being a guide to effective classroom practice, is also a guide to effective teacher training. Positive Classroom Instruction, therefore, is not only for teachers, but also for administrators, educational planners, staff development specialists, and legislators. Along with Positive Classroom Discipline, it makes the complex and often baffling job of classroom management understandable and doable.

Positive Classroom Discipline

Positive Classroom Discipline
Author: Jones, Fredric H. Quinn, Thomas H. Quinn, Thomas H. (Editor)

ISBN: 0-07-032830-7
LCCN: 86018607
Dewey: 371.1/024 19
Number:

Category: Educational Psychology
User Rating: 5.0 Stars
Pages: 368

Hardcover Fredric H Jones & Assocs

Book Description Used in many college courses, Positive Classroom Discipline describes a non-adversarial approach to managing student disruptions that combines high behavioral standards with personal responsibility. The majority of the book describes skills of classroom management, and these sections have been updated in Tools for Teaching. However, Positive Classroom Discipline goes beyond the classroom to describe discipline management at the school site level. The latter chapters deal with topics as diverse as the school discipline code, the management of the cafeteria and playground, the management of office referrals and the interface between the school and the juvenile justice system. From the Inside Flap Every once in a great while in the field of education a book comes along that opens up a path to the future. Positive Classroom Discipline, the first of a two-volume work dealing with classroom management, is just such a book. Up to now there has been no systematic area of study known as classroom discipline. The public's number one concern in education for more than a decade has been discipline, but training in discipline management for our teachers does not exist in most colleges and school districts. What few books exist on the topic are for the most part handy hints and traditional home remedies- part of our "bag of tricks" legacy for dealing with one of the most important and demanding areas of educational technology. This book combines the theoretical underpinnings of the behavioral and social sciences with over a decade and half of experimentation and field work. The result is a systematic approach to discipline management in which fundamental skills and procedures are joined in a coherent framework that can serve as a guide to practice. This is, however, and eminently practical book. A major portion is given over to the description of specific techniques and examples of their use. Yet, from chapter o chapter the specifics build into a clearly visible system of theory, practice, and values. Effective discipline practices, when done properly, are low key and therefore nearly invisible. The rare "magic" teacher makes it look easy - even effortless. How do they do it? How do you train students to follow rules and cooperate without exasperation, nagging, and threats? And, when there is a crisis, how do you deal with it powerfully yet gently while always leaving the door open for reconciliation and the growth of mutual respect? This book is basic reading for everyone seriously involved in the educational enterprise. The fundamental principles described apply at the high school level, the junior high level and the elementary level since the processes are generic and fundamental. This book is a must for administrators since instructional leadership will always focus sooner or later upon issues of discipline management, not only inside the classroom but throughout the school site. The book is essential for staff development specialists as well who invariably inherit responsibility for training in classroom management. Regardless of the "megastructures" that are mandated by legislation, the success of the educational enterprise finally comes down to a single lesson well taught in a well-managed classroom. Positive Classroom Discipline is the beginning of a systematic understanding of how to manage the classroom so that it is consistently successful, productive, and pleasant. The second volume of this two-volume work, Positive Classroom Instruction, completes the picture.

Portfolios in the Classroom

Portfolios in the Classroom
Author: Clemmons, J. Cooper, D. Lassse, L.

ISBN: 0-590-49273-X
LCCN:
Dewey:
Number:

Category: Experimental Methods
User Rating:
Pages: 120

Paperback Scholastic

Book Description A Teacher's Sourcebook This hands-on guide outlines every step in the portfolio process: getting started, choosing pieces for inclusion, conferencing, parental involvement, evaluating student work, and more! Also, a reproducible management system, and a tour of 2 real portfolios.

Portfolios & Other Assessments

Portfolios & Other Assessments
Author: JASMINE, JULIA Spence, Paula

ISBN: 1-55734-504-X
LCCN:
Dewey:
Number:

Category: Classroom Management
User Rating: 3.0 Stars
Pages: 176

Paperback Teacher Created Resources

Book Description Clear, detailed, and specific, this resource provides examples to consider, methods to try, tools to use, and forms to run off.

Portfolio Assessment in the Reading Writing Classroom

Portfolio Assessment in the Reading Writing Classroom
Author: Tierney, Robert J. Carter, Mark A. Desai, Laura E. Desai, Laura E. Desai, Laurie

ISBN: 0-926842-08-0
LCCN: 93198363
Dewey: 371.3 20
Number:

Category: Administration - General
User Rating: 3.0 Stars
Pages: 200

Paperback Christopher-Gordon Publishers

Includes bibliographical references (p. 181-195) and index.

Portfolio Assessment and Evaluation

Portfolio Assessment and Evaluation
Author: Janine Batzle

ISBN:
LCCN:
Dewey:
Number:

Category:
User Rating:
Pages: 0

Spiral-bound Creative Teaching Press

Portfolio Assessment

Portfolio Assessment
Author: Fina, Allan A. De Defina, Allan A.

ISBN: 0-590-49183-0
LCCN:
Dewey:
Number:

Category: Experimental Methods
User Rating: 5.0 Stars
Pages: 88

Paperback Scholastic

Book Description Getting Started A concise explanation of what reading-writing portfolios are, and how to use them for evaluation and intervention. Includes tips for getting started, management strategies, and models from real classrooms.

A Place Called School: Prospects for the Future

A Place Called School: Prospects for the Future
Author: Goodlad, John I.

ISBN: 0-07-023627-5
LCCN:
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Category: Schools
User Rating: 4.0 Stars
Pages: 416

Paperback McGraw-Hill Companies

Book Description This is an account of the largest on-the-scene study of U.S. schools ever undertaken. Called 'A Study of Schooling' and carried on over 4 years, trained investigators went into more than 1,000 classrooms in 38 elementary and secondary schools in seven different sections of the United States. These schools were located in urban, rural, and suburban areas. The investigators talked to teachers, students, administrators, school board officials, parents, and other members of the community. The result is this landmark report, written by one of the country's most astute and experienced educators. His message is one of cautious optimism, despite the extensive problems uncovered, and he provides a realistic agenda for improvement. This report will be a rich and stimulating resource for all those concerned with the education of our youth. From the Back Cover

A landmark study from one of the nation's top educators

The Piaget Primer: Thinking, Learning, Teaching

The Piaget Primer: Thinking, Learning, Teaching
Author: Labinowicz, Ed

ISBN: 0-201-04090-5
LCCN: 80100370
Dewey: 370.15/2
Number:

Category: Philosophy of education
User Rating: 5.0 Stars
Pages: 310

Paperback Dale Seymour Publications

From the Publisher 'Do children have anything to teach teachers? Jean Piaget believes that they do. As a beginning teacher, I focused on elaborate preparation of explanations and demonstrations on content. To piaget and his co-workers I owe a special debt for their ingeneous methods of exploring children's thinking and their theory of intellectual development. A study of Piaget's work, together with direct observations of children, has been instrumental in my transition to another stage of development as a teacher.' -Ed Labinowicz Synopsis 'Do children have anything to teach teachers? Jean Piaget believes that they do. As a beginning teacher, I focused on elaborate preparation of explanations and demonstrations on content. To piaget and his co-workers I owe a special debt for their ingeneous methods of exploring children's thinking and their theory of intellectual development. A study of Piaget's work, together with direct observations of children, has been instrumental in my transition to another stage of development as a teacher.' -Ed Labinowicz

Performance Standards V 3 - High School English Lish Language Arts, Mathematics, Science, Applied Learning

Performance Standards V 3 - High School English Lish Language Arts, Mathematics, Science, Applied Learning
Author: Standards, New

ISBN: 1-889630-53-5
LCCN: 97127549
Dewey:
Number:

Category: Education
User Rating: 4.0 Stars
Pages: 178

Paperback Jossey-Bass Inc.,U.S.

Includes bibliographical references. v. 1. Elementary school -- v. 2. Middle school -- v. 3. High school.

Performance Standards

Performance Standards
Author: Standards, New New Standards Organization Sta

ISBN: 1-889630-52-7
LCCN: 97127549
Dewey:
Number:

Category: Secondary schools
User Rating: 4.0 Stars
Pages: 176

Paperback Jossey-Bass Inc.,U.S.

Includes bibliographical references. v. 1. Elementary school -- v. 2. Middle school -- v. 3. High school.

Performance Standards

Performance Standards
Author: Standards, New New Standards Organization Sta

ISBN: 1-889630-51-9
LCCN: 97127549
Dewey:
Number:

Category: Secondary schools
User Rating: 4.0 Stars
Pages: 250

Paperback Jossey Bass Wiley

Includes bibliographical references. v. 1. Elementary school -- v. 2. Middle school -- v. 3. High school.

Peer Talk in the Classroom: Learning from Research

Peer Talk in the Classroom: Learning from Research
Author: Paratore, Jeanne R. (Editor) McCormack, Rachel L. (Editor) McCormick, Rachael L. McCormack, Rachel L.

ISBN: 0-87207-181-2
LCCN: 97027908
Dewey: 372.6 21
Number:

Category: Children
User Rating: 4.5 Stars
Pages: 256

Paperback International Reading Association

Book Description This book will help teachers and researchers uncover the connections between what is known about language and literacy acquisition and how teachers can create conditions for peer talk in a variety of settings. "Peer Talk in the Classroom" sets itself apart from most texts because it describes the research underlying the instructional practice and explains how the practice was planned, implemented, and evaluated in a classroom setting. From the Back Cover Teachers often initiate and control classroom activity. However, research suggests that teachers would like to relinquish some of this control to students, and many have accomplished this difficult task with notable success. "Peer Talk in the Classroom: Learning From Research" is a collection of these successes. This book is unique because it describes the research underlying the instructional practice and explains how the practice was planned, implemented, and evaluated in a classroom setting. This volume, which includes contributions from both classroom teachers and university professors, will help teachers and researchers uncover the connections between what is known about language and literacy acquisition and how teachers can create conditions for peer talk in a variety of settings. The book first focuses on students in classrooms where peer-led discourse contributes to learning, explores the conflicts and complexities that students confront as they engage in peer-led discussions, and then shifts the focus to teachers and their role in supporting students' opportunities to learn. "Peer Talk in the Classroom" will be a valuable resource for all teachers and researchers looking for ways to increase student-initiated interaction and to encourage oral discourse to support literacy learning.

The Pathfinder Project: Exploring the Power of One, Teacher's Manual

The Pathfinder Project: Exploring the Power of One, Teacher's Manual
Author: Marzano, Robert J. Paynter, Diane E. Doty, Jane K.

ISBN: 0-9743142-0-X
LCCN:
Dewey:
Number:

Category: Education & Teaching : Curricula, Education & Teaching : Study Skills, Education & Teaching : Teaching
User Rating: 5.0 Stars
Pages: 346

Paperback Pathfinder Education, Inc.

Book Description "The Pathfinder Project: Exploring the Power of One, Teacher's Manual," is a motivational educational curriculum designed to inspire and uplift the students who undertake the project. Using inspirational quotations and real-life stories as a foundation, The Pathfinder Project encourages students to discover an important passion or dream, and take steps toward realizing it. Decision-making skills, problem-solving skills, reading, comprehension, journaling, and research are all components of learning along the way. The Pathfinder Project is designed primarily for students in grades K-12, but can be effectively employed in other settins such as correctional facilities. Refer also to companion publication, "The Pathfinder Project: Exploring the Power of One, Student Notebook," ISBN 0-9743142-1-8. About the Author Robert J. Marzano, Ph.D. is recognized as an expert in the field of education, having developed educational curricula for more than 30 years. The Pathfinder Project is co-authored by colleagues Diane E. Paynter and Jane K. Doty.

The Pathfinder Project: Exploring the Power of One, Student Notebook

The Pathfinder Project: Exploring the Power of One, Student Notebook
Author: Marzano, Robert J. Paynter, Diane E. Doty, Jane K.

ISBN: 0-9743142-1-8
LCCN:
Dewey:
Number:

Category: Education & Teaching : Curricula, Education & Teaching : Study Skills, Education & Teaching : Teaching
User Rating: 5.0 Stars
Pages: 108

Paperback Pathfinder Education, Inc.

Book Description "The Pathfinder Project: Exploring the Power of One, Teacher's Manual," is a motivational educational curriculum designed to inspire and uplift the students who undertake the project. Using inspirational quotations and real-life stories as a foundation, The Pathfinder Project encourages students to discover an important passion or dream, and take steps toward realizing it. Decision-making skills, problem-solving skills, reading, comprehension, journaling, and research are all components of learning along the way. The Pathfinder Project is designed primarily for students in grades K-12, but can be effectively employed in other settins such as correctional facilities. Refer also to companion publication, "The Pathfinder Project: Exploring the Power of One, Teacher's Manual," ISBN 0-9743142-0-X.

A Passion for Teaching

A Passion for Teaching
Author: Levine, Sarah L. (Editor) McVay, Scott (Editor) Frost, Kit (Photographer)

ISBN: 0-87120-354-5
LCCN: 99006340
Dewey: 371.1 21
Number:

Category: General
User Rating: 4.5 Stars
Pages: 209

Paperback Assn for Supervision&Curriculum

Book Description Teachers and educators at all levels and from every discipline, along with everyone else who cares about teaching and learning, will be moved by the impassioned words and the images expressed by teachers in these pages. - In a poem about the first day of school, a 21-year veteran teacher of 3rd and 4th graders says he is still "so in awe of this moment / and these children." -In an essay about teaching students with special needs, an experienced 8th-grade teacher calls her students her "guardian angels." -A secondary school music director calls music education a "lifetime sport," and explains her philosophy: "What could be better than giving a 6th grader something to be . . . proud of?" -A veteran arts educator created a brochure, illustrated by her primary students, to persuade their state governor to reinstate arts education funding. It worked. This book celebrates teachers and teaching. Through stories, poems, plays and artwork, 42 experienced teachers express their thoughts about students, other teachers and mentors, and the power of teaching and learning. After years in the field, these teachers are still excited, intrigued, and--yes--in love with teaching. They speak eloquently for the many teachers everywhere who, despite the difficulties, wouldn't trade their job for any other in the world.

Parent's Homework Dictionary [CD-ROM]

Parent's Homework Dictionary [CD-ROM]
Author: McLaughlin, Dan McLaughlin, Dan J.

ISBN: 1-892565-10-2
LCCN:
Dewey:
Number:

Category: Family & Relationships
User Rating: 5.0 Stars
Pages: 238

Paperback Damand Promotions

From the Publisher Reference book for parents to help their children with homework. Synopsis Reference book for parents to help their children with homework.

Outsmarting IQ: The Emerging Science of Learnable Intelligence

Outsmarting IQ: The Emerging Science of Learnable Intelligence
Author: Perkins, David

ISBN: 0-02-925212-1
LCCN: 94045954
Dewey: 153.9 20
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 390

Hardcover Free Press

Review Israel Scheffler Harvard University A brilliant and also a hopeful book about learnable -- and even teachable -- intelligence. Everyone concerned with finding a path through the IQ wars -- and that means parents and policymakers as well as teachers -- ought to read this book by a master educator. Book Description Since the turn of the century, the idea that intellectual capacity is fixed has been generally accepted. But increasingly, psychologists, educators, and others have come to challenge this premise. Outsmarting IQ reveals how earlier discoveries about IQ, together with recent research, show that intelligence is not genetically fixed. Intelligence can be taught. David Perkins, renowned for his research on thinking, learning, and education, identifies three distinct kinds of intelligence: the fixed neurological intelligence linked to IQ tests; the specialized knowledge and experience that individuals acquire over time; and reflective intelligence, the ability to become aware of one's mental habits and transcend limited patterns of thinking. Although all of these forms of intelligence function simultaneously, it is reflective intelligence, Perkins shows, that affords the best opportunity to amplify human intellect. This is the kind of intelligence that helps us to make wise personal decisions, solve challenging technical problems, find creative ideas, and learn complex topics in mathematics, the sciences, management, and other areas. It is the kind of intelligence most needed in an increasingly competitive and complicated world. Using his own pathbreaking research at Harvard and a rich array of other sources, Perkins paints a compelling picture of the skills and attitudes underlying learnable intelligence. He identifies typical pitfalls in multiple perspectives, and neglecting evidence. He reveals the underlying mechanisms of intelligent behavior. And he explores new frontiers in the development of intelligence in education, business, and other settings. This book will be of interest to people who have a personal or professional stake in increasing their intellectual skills, to those who look toward better education and a more thoughtful society, and not least to those who follow today's heated debates about the nature of intelligence.

Outrageous Pursuits: Man, Many Outrageous Activities to Enhance a Positive Learning Environment

Outrageous Pursuits: Man, Many Outrageous Activities to Enhance a Positive Learning Environment
Author: John Dyer

ISBN: 0-9686632-0-9
LCCN:
Dewey:
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Category:
User Rating:
Pages: 0

HeadSmart, Inc

The One Minute Teacher: How to Teach Others to Teach Themselves

The One Minute Teacher: How to Teach Others to Teach Themselves
Author: Johnson, Spencer Johnson, Spencer

ISBN: 0-688-06139-7
LCCN: 86012553
Dewey: 371.3/028/14 19
Number:

Category: Teaching
User Rating: 4.0 Stars
Pages: 112

Paperback William Morrow & Company

Product Description This invaluable book shows how teachers, despite the many difficultiesthey face in today's school systems, can make an important contributionto their students' lives and educations. Johnson and Johnson describehow the use of Goal Setting, Praising, and Recovery reinforcesself-esteem and creates a new kind of learning process that will becomelifelong. The One Minute Teacher reveals simple, positive ways to Discover and instill the love of learning Foster success and achievement Feel more confident and happy Bring out the best in ourselves and others Practical, wise, and useful in dozens of everyday situations, The OneMinute Teacher is essential reading for anyone who teaches and anyonewho learns. More than eleven million copies of Dr. Johnson's books are in use intwenty-four languages. --This text refers to the Paperback edition. About the Author Ken Blanchard, chairman of The Ken Blanchard Companies, is the co-author of The One Minute Manager and eleven other bestselling books. His books have combined sales of more than 12 million copies in more than 25 languages. He lives in San Diego, California. --This text refers to the Paperback edition.

On the Death of Childhood and the Destruction of Public Schools: The Folly of Today's Education Policies and Practices

On the Death of Childhood and the Destruction of Public Schools: The Folly of Today's Education Policies and Practices
Author: Bracey, Gerald W.

ISBN: 0-325-00602-4
LCCN: 2003011650
Dewey: 371.01/0973 21
Number:

Category: Educational administration
User Rating: 5.0 Stars
Pages: 208

Paperback Heinemann

Product Description "contrarian" "professional outsider" "a sore loser" "another member of the Flat Earth Society" "a national treasure" "a modern Don Quixote" "a skeptic's joy!" No matter what he's called, Gerald Bracey IS public schools' best defender. And in this book, he uses his considerable writing and research skills on their behalf. With authority, sensitivity, and a good sense of humor, he dismantles the negative PR our public education system has endured and does it with hardcore data, not phony "science." Bracey delivers the statistics and skillful analysis needed to win the numbers game that plays out daily in the popular press. Drawing on data from a variety of reputable sources, he proves that public schools are doing much better than critics claim, some indicators even showing record highs. He takes on the testing movement in numerous chapters, offers data that provide different perspectives than usually seen, and reviews the history of public schools, showing how they have included more and more students while raising achievement levels, too. He questions the so-called "failing schools," discusses the phenomenon of "summer loss," provides international comparisons, and presents data to argue that investing in universal quality preschool pays off in the long run. He even attempts to enter the mind of the father of American public education, Horace Mann, to see what he might think about the "nuttiness of today's policies." Bracey believes that our only hope to save the public school system is for teachers, teacher educators, and administrators to help speed up the needed perspective transformation. And they can begin to do it by reading this book and resuming their rightful position in educating students. About the Author Since 1984 Gerald W. Bracey has written a monthly column for Phi Delta Kappan making research accessible to teaching practitioners. In 2003 the column received the Interpretive Scholarship Award from the American Educational Research Association. Bracey spends about half his time as an independent researcher and writer and splits the rest between George Mason University and the High/Scope Educational Research Foundation. He has a Ph.D. in developmental psychology from Stanford University and has held positions in private firms, local school districts, universities, and state departments of education.

On Equal Terms: How to Make the Most of Learning Contracts in Grades 49

On Equal Terms: How to Make the Most of Learning Contracts in Grades 49
Author: Greenwood, Scott C.

ISBN: 0-325-00493-5
LCCN: 2002151786
Dewey: 371.139 21
Number:

Category: Educational administration
User Rating: 3.0 Stars
Pages: 144

Paperback Heinemann

Product Description With thoughtful teacher guidance, children can be trusted to make good choices. So believes Scott Greenwood and in this book he tells why he believes the teacher-student contract is a good thing. A teaching veteran, he has used learning contracts successfully with his own middle school students. Beginning with his first year of teaching, he entered into a contract in which four students "taught" a novel. They led discussions, assigned chapters, chose important vocabulary, wrote the final test, and were responsible for assessment. Most important, they were engaged. In this unique handbook for middle-level teachers, Greenwood provides the practical wherewithal to implement learning contracts, along with the inspiration and theory to convince us of their value. He takes us into his classroom and explains contracts inside and out: how to get started how to be smart about organizing and managing how to maximize benefits through a flexible approach how to respond to students needing extra support. Greenwood's warmth and lively style, his "teacher-down-the-hall" wisdom and no-nonsense advice make it clear why his learning contracts have been so successfuland why they can work for us, too. Get students active and engaged in their learning. Give them a measure of choice and control. Actually gain more power by gradually relinquishing it. Just sign learning contractsthen watch as a new kind of teaching and learning begins. About the Author As an elementary reading specialist, a middle-level teacher of reading and language arts, a secondary English teacher, and self-professed word junkie, Dr. Scott C. Greenwood has taught a variety of literacy subjects to a diverse audience over the years. He is an assistant professor of literacy at West Chester University

On Common Ground: The Power of Professional Learning Communities

On Common Ground: The Power of Professional Learning Communities
Author: Dufour, Richard (Editor) Eaker, Robert (Editor) DuFour, Rebecca (Editor) Eaker, Robert Dufour, Rebecca

ISBN: 1-932127-42-9
LCCN:
Dewey:
Number:

Category: Administration - General
User Rating: 3.0 Stars
Pages: 254

Hardcover Solution Tree

Mike Schmoker, February, 2005 "The stakes are hig, but success could enable us to reach levels of quality, equity, and achievement," Product Description On Common Ground provides a valuable tool for educators who are doing the hard work of improving their schools. This resource offers teachers and administrators a coherent conceptual framework and specific, practical strategies for moving forward with their improvement efforts. Any listing of North America s leading authorities on school improvement would include the authors in this book. These authors agree on many of the best strategies for raising student achievement and support the premise that students would be better served if educators: Β· Embrace learning rather than teaching as their school s mission Β· Work collaboratively to help all students learn Β· Use formative assessments and a focus on results to foster continuous improvement Β· Assume individual responsibility to take steps to create such schools Although they stand on this common ground, clear differences emerge regarding their perspectives on the most effective strategy for making professional learning communities the norm in North America. The differences, however, focus on the means rather than the end. These educational leaders have found common ground in expressing their belief in both the desirability and the power of professional learning communities.

On Becoming a School Leader: A Person-Centered Challenge

On Becoming a School Leader: A Person-Centered Challenge
Author: Combs, Arthur W. Miser, Ann B. Whitaker, Kathryn S.

ISBN: 0-87120-336-7
LCCN: 98058054
Dewey: 371.2 21
Number:

Category: Administration - General
User Rating: 4.0 Stars
Pages: 231

Paperback Association for Supervision & Curriculum Deve

Book Description The work of educational leaders depends on relationships with people--faculty and staff members, students, other administrators, parents, and community members. This book presents a new way of viewing leadership: how to become person-centered leaders. Rather than relying on outdated ways of managing schools, principals and other leaders must take up the challenge of paying attention to the people issues of the school. Through many examples, the authors show how school leaders must - consciously seek the appropriate type of data to respond to; - increase their capacity for empathy; - develop healthy personal self-concepts; and - learn how to develop healthy self-concepts in others, both students and teachers. School leaders also should be committed to a broad purpose for schooling, should be informed about how their beliefs and behavior influence the organization of the school, and should be able to participate in interactions with authenticity. They also must be able to help create authenticity in their school organizations. In these ways, school leaders will create schools that are learning organizations for everyone. Universities that prepare future school leaders should spend more time developing leaders who are person centered in their approach to leading schools. This new way of thinking will require leader preparation programs to change their priorities for curriculum, academic activities, and field experiences.

The Nurturing Classroom: Developing Thinking Skills, Self Esteem Responsibility

The Nurturing Classroom: Developing Thinking Skills, Self Esteem Responsibility
Author: McCabe, Margaret E. Rhoades, Jacqueline

ISBN: 0-933935-09-9
LCCN: 88081501
Dewey: 371.1/02 20
Number:

Category: Classroom Management
User Rating: 5.0 Stars
Pages: 339

Paperback Ita Pubns

Bibliography: p. 327-332. Includes index.

Now, Discover Your Strengths

Now, Discover Your Strengths
Author: Buckingham, Marcus Clifton, Donald O. Clifton, Donald O.

ISBN: 0-7432-0114-0
LCCN: 00053572
Dewey: 658.4/09 22
Number:

Category: Advice on careers & achieving success
User Rating: 4.0 Stars
Pages: 272

Hardcover Free Press

Amazon.com's Best of 2001 Effectively managing personnel--as well as one's own behavior--is an extraordinarily complex task that, not surprisingly, has been the subject of countless books touting what each claims is the true path to success. That said, Marcus Buckingham and Donald O. Clifton's Now, Discover Your Strengths does indeed propose a unique approach: focusing on enhancing people's strengths rather than eliminating their weaknesses. Following up on the coauthors' popular previous book, First, Break All the Rules, it fully describes 34 positive personality themes the two have formulated (such as Achiever, Developer, Learner, and Maximizer) and explains how to build a "strengths-based organization" by capitalizing on the fact that such traits are already present among those within it. Most original and potentially most revealing, however, is a Web-based interactive component that allows readers to complete a questionnaire developed by the Gallup Organization and instantly discover their own top-five inborn talents. This device provides a personalized window into the authors' management philosophy which, coupled with subsequent advice, places their suggestions into the kind of practical context that's missing from most similar tomes. "You can't lead a strengths revolution if you don't know how to find, name and develop your own," write Buckingham and Clifton. Their book encourages such introspection while providing knowledgeable guidance for applying its lessons. --Howard Rothman From Library Journal The premise of this new management study, a follow-up to Buckingham's First, Break All the Rules (S. & S., 1999), is that the most effective method for motivating people is to build on their strengths rather than correcting their weaknesses. The authors, researchers at the Gallup Organization, have analyzed results of interviews conducted by Gallup of over 1.7 million employees from 101 companies and representing 63 countries. When asked, only 20 percent of these employees stated that they were using their strengths everyday. So that they can take a test revealing their strengths, readers are given access to the StrengthsFinder web site and a special ID number; once they learn their profile, they can read the analysis in the book. A description of each type is included, together with case studies, and managers are shown how to handle various types. This book offers a unique perspective on successful management strategy and developing employees' strengths. Recommended especially for public libraries, which should also consider Buckingham's First, Break All the Rules; students of business administration may also wish to consult this book.DLucy Heckman, St. John's Univ. Lib., Jamaica, NY Copyright 2001 Reed Business Information, Inc.

Nongradedness

Nongradedness
Author: H., Anderson Robert Pavan, Barbara N.

ISBN: 0-87762-980-3
LCCN: 92062813
Dewey: 371.2/54 20
Number:

Category: Teaching skills & techniques
User Rating: 5.0 Stars
Pages: 260

Paperback ScarecrowEducation

Product Description This best-selling guide to creating and maintaining nongraded schools offers innovative policies, actions and procedures as well as strong theoretical support in the theory, research, planning, practices, and management of nongraded education.

The Nongraded Elementary School

The Nongraded Elementary School
Author: Goodlad, John I. Anderson, Robert H.

ISBN: 0-8077-2845-4
LCCN: 86030055
Dewey: 372.12/54 19
Number:

Category: Examinations & assessment
User Rating: 5.0 Stars
Pages: 296

Paperback Teachers College Pr

Bibliography: p. 227-244. Includes index.

The New Basics: Education and the Future of Work in the Telematic Age

The New Basics: Education and the Future of Work in the Telematic Age
Author: Thornburg, David D.

ISBN: 0-87120-656-0
LCCN: 2001008540
Dewey: 371.3 21
Number:

Category: Administration - General
User Rating: 4.5 Stars
Pages: 119

Paperback Association for Supervision & Curriculum Deve

From Library Journal Thornburg, an emerging-technologies futurist, takes a critical look at education in the United States and how children are taught in a system designed to prepare them for an industrial-era economy rather than our present "knowledge-value era." Drawing on his experience and knowledge to examine trends and make informed assumptions about what the future workplace will be, he asserts that students must be prepared for the new era, in which product value is based more on intellectual content than material and where workers are not interchangeable components on a production line but instead contribute to production through their creativity and knowledge. Workers will continue the trend of operating like consultants and will need to upgrade their knowledge and skills through lifelong learning to support their nomadic lifestyle. The final chapter offers practical strategies for garnering community support for curriculum change and effecting change within schools. Parents, administrators, teachers, policymakers, and anyone interested in education will find this book engaging and useful. Recommended for school, public, and academic libraries. Mark Alan Williams, Web Lib. & Document Storage Svcs., Hines VA Hosp., Chicago Copyright 2002 Reed Business Information, Inc. Book Description The increasing globalization of work--coupled with rapid advancements in communications technology--is making age-old teaching methods irrelevant. To thrive in the plugged-in future workplace, students today need to learn a whole new set of fundamental skills. According to David Thornburg, we are on the cusp of a completely new era. The conventions of interoffice hierarchies, deskbound workers, and long-term employment contracts will quickly give way to a "telematic" model of work, in which workers are free to hop from client to client and country to country at the speed of a DSL connection. Today's curriculum is predicated on yesterday's realities, and must be reexamined to better reflect the digital age. This book explores The foundations of the future economy, The characteristics needed to succeed in the emerging world, and The changes we need to make in education to ensure that all students leave school prepared to face the challenges of a redefined world. The New Basics: Education and the Future of Work in the Telematic Age provides an in-depth discussion of the skills necessary for professional success in the coming years, along with strategies on how best to teach them in the classroom. Filled to capacity with visionary observations, practical suggestions for innovative instruction, and engaging discussions of the historical precedents for remodeled curriculum, this book is essential for those seeking to address the pressing issues of the new millennium.

Multiple Intelligences: The Theory In Practice, A Reader

Multiple Intelligences: The Theory In Practice, A Reader
Author: Gardner, Howard

ISBN: 0-465-01822-X
LCCN:
Dewey:
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 320

Paperback Basic Books

From Publishers Weekly A follow-up to Gardner's Frames of Mind (which is being reissued simultaneously), this collection of mostly academic essays should appeal mainly to education observers concerned with Gardner's innovative theory of multiple intelligences. The theory that there are seven types of intelligence, (linguistic, spatial, musical and so on) is recapped in an accessible talk Gardner gave at Harvard, a more formal paper on the subject, and a technical essay defining such concepts as "giftedness" and "creativity" in the context of his theory. The book's second part includes Gardner's intriguing projection of a school that applies his theories, as well as four very dry analyses of projects that put Gardner's theories into practice. More interesting are Gardner's criticism of formal testing directed at a unitary conception of intelligence, his proposal that college admissions officers examine student projects for evidence of several intelligences and the suggestion that various topics in school can be approached in different ways that track the multiple intelligences. Reader's Subscription, Library of Science and Natural Science Book Club alternates. Copyright 1993 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. From Library Journal The theory of multiple intelligences (MI) was first publicized by Gardner in Frames of Mind ( LJ 10/1/83). The arguments he presented against the prevailing one-dimensional view of intelligence caught the attention of educators who found the application of a universal IQ test troublesome. Here, Gardner attempts to bridge the gap between state-of-the-art advances in cognitive studies and neurosciences and to demonstrate their practical applications in education. He does an admirable job of explaining the revolutionizing effect the complex theory of seven intelligences has had on schooling, also acknowledging that Theodore Sizer's Horace's School ( LJ 1/92) presents a practical proposal closely paralleling his MI theory in its emphasis on individual performance abilities. This is a highly readable and interesting proposal from an innovative and ground-breaking researcher. Excellent references round out the study. For most education collections. - Arla Lindgren, St. John's Univ., New York Copyright 1993 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

The Multiple Intelligences of Reading and Writing: Making the Words Come Alive

The Multiple Intelligences of Reading and Writing: Making the Words Come Alive
Author: Armstrong, Thomas

ISBN: 0-87120-718-4
LCCN: 2002154699
Dewey: 372.6 21
Number:

Category: Language & Linguistics
User Rating: 5.0 Stars
Pages: 160

Paperback Association for Supervision & Curriculum Deve

Book Description We normally think of reading and writing as skills that are a part of linguistic intelligence. In The Multiple Intelligences of Reading and Writing: Making the Words Come Alive, Thomas Armstrong shows how involving the other seven intelligences-logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic-will help students acquire reading and writing skills, especially those students who are not particularly strong in linguistic intelligence. The Multiple Intelligences of Reading and Writing appeals to all educators who work with reading and writing skills, from the preschool teacher leading the class in phonemic awareness activities to the post-graduate professor helping students examine kinesthetic imagery in Shakespeare's plays. The book combines Howard Gardner's MI theory and recent brain research on reading and writing with historical, anthropological, biographical, and psychological perspectives on literacy. Armstrong pulls the research together to show you how to engage students by infusing the study of words with imagery, logic, oral language, physical activity, emotion, music, social involvement, and nature experiences. Armstrong provides hundreds of ideas, strategies, tips, and resources for teaching everything from grammar and spelling to word decoding and reading comprehension. His strategic approach synthesizes the best reading and writing methods for application in preK-12 classrooms, literacy programs, speech and language pathology groups, one-to-one tutoring sessions, and all other settings where words are the focus of learning. Armstrong shows you how to empower your students with literacy skills for life. Download Description We normally think of reading and writing as skills that are a part of linguistic intelligence. In The Multiple Intelligences of Reading and Writing: Making the Words Come Alive, Thomas Armstrong shows how involving the other seven intelligences-logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic-will help students acquire reading and writing skills, especially those students who are not particularly strong in linguistic intelligence. The Multiple Intelligences of Reading and Writing appeals to all educators who work with reading and writing skills, from the preschool teacher leading the class in phonemic awareness activities to the post-graduate professor helping students examine kinesthetic imagery in Shakespeare's plays. The book combines Howard Gardner's MI theory and recent brain research on reading and writing with historical, anthropological, biographical, and psychological perspectives on literacy. Armstrong pulls the research together to show you how to engage students by infusing the study of words with imagery, logic, oral language, physical activity, emotion, music, social involvement, and nature experiences. Armstrong provides hundreds of ideas, strategies, tips, and resources for teaching everything from grammar and spelling to word decoding and reading comprehension. His strategic approach synthesizes the best reading and writing methods for application in preK-12 classrooms, literacy programs, speech and language pathology groups, one-to-one tutoring sessions, and all other settings where words are the focus of learning. Armstrong shows you how to empower your students with literacy skills for life.

Multiple Intelligences in the Classroom

Multiple Intelligences in the Classroom
Author: Armstrong, Thomas Curricul, Association for Supervision and

ISBN: 0-87120-230-1
LCCN: 94014325
Dewey: 370.15/23 20
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 185

Paperback Association for Supervision & Curriculum Deve

Book Description "To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of "Multiple Intelligences in the Classroom," Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the mind comprises seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. This new edition includes information on the eighth intelligence (the naturalist), a chapter on a possible ninth intelligence (the existential), and updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts--as well as solid outcomes of MI, including improved test scores and discipline. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has more than 27 years of teaching experience, from the primary through the doctoral level. He is the author of two other ASCD books, "Awakening Genius in the Classroom" and "ADD/ADHD Alternatives in the Classroom." --This text refers to the Paperback edition. Download Description "To respect the many differences between people"--this is what Howard Gardner says is the purpose of learning about multiple intelligences (MI). Now, in the 2nd edition of Multiple Intelligences in the Classroom, Thomas Armstrong has updated his best-selling practical guide for educators, to incorporate new research from Gardner and others. Gardner's original studies suggested that the human mind is composed of seven intelligences--linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. This new edition includes information on the eighth intelligence (the naturalist), a chapter on a possible ninth intelligence (the existential), and updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, educational policy, and more. The book includes dozens of practical tips, strategies, and examples from real schools and districts. Armstrong provides tools, resources, and ideas that educators can immediately use to help students of all ages achieve their fullest potential in life. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has more than 27 years of teaching experience, from the primary through the doctoral level. He is the author of two other ASCD books, Awakening Genius in the Classroom and ADD/ADHD Alternatives in the Classroom.

Multiple Intelligences and Student Achievement: Success Stories from Six Schools

Multiple Intelligences and Student Achievement: Success Stories from Six Schools
Author: Campbell, Linda Campbell, Bruce Campbell, Bruce

ISBN: 0-87120-360-X
LCCN: 99006910
Dewey: 370.15/2 21
Number:

Category: Education
User Rating: 5.0 Stars
Pages: 108

Paperback Association for Supervision & Curriculum Deve

Book Description Finally, a book about multiple intelligences (MI) theory that answers the questions that all educational innovations must ultimately address: "What are the results on student achievement?" "How were those results achieved?" This book describes six schools that have used MI theory for five or more years. Through case studies of two elementary, two middle-level, and two high schools, Linda and Bruce Campbell illustrate why markedly different schools large and small, rich and poor, inner-city and suburban looked to MI when they wanted to boost student learning. In schools with long-term MI programs, achievement gains are impressive; in fact, the disparity between white and minority students is reduced or eliminated. Students at all three levels outperform their district, county, and national peers in basic skills. Such gains are possible even though teachers do not teach to standardized and state assessment tests. Instead, they believe that all students have strengths, and, as a result, students come to believe in themselves as well. Moreover, teachers have discovered that instruction through multiple intelligences is so positive and engaging that students--all students can't help but learn. This book provides educators who are new to MI theory with solid achievement data and curricular formats to support, inform, and inspire their work. Those who have already worked with MI theory will find encouragement to continue and suggestions for refining their efforts.

Multiage Portraits: Teaching and Learning in Mixed-Age Classrooms

Multiage Portraits: Teaching and Learning in Mixed-Age Classrooms
Author: Bingham, Anne Dorta, Peggy McClaskey, Molly Okeefe Rathbone, Charles (Editor)

ISBN: 0-9627389-7-2
LCCN: 93073913
Dewey: 371.2/54 20
Number:

Category: Administration - General
User Rating: 5.0 Stars
Pages: 185

Paperback Not Avail

Includes bibliographical references (p. 184-185).

Multiage Classrooms: The Ungrading of America's Schools : Multiageresource Book

Multiage Classrooms: The Ungrading of America's Schools : Multiageresource Book
Author: Sumner, Deborah (Editor)

ISBN: 0-9627389-6-4
LCCN: 93191076
Dewey: 371.2/54 20
Number:

Category: Handbooks, manuals, etc
User Rating: 5.0 Stars
Pages: 14

Paperback Staff Development for Educators

Cover title. Includes index.

The Multi-age Classroom

The Multi-age Classroom
Author: Bev Maeda

ISBN:
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Category:
User Rating:
Pages: 0

Creative Teaching Press

The Multi-age Classroom

The Multi-age Classroom
Author: Bev Maeda

ISBN:
LCCN:
Dewey:
Number:

Category:
User Rating:
Pages: 0

Spiral-bound Creative Teaching Press

Motivating Students and Teachers in an Era of Standards

Motivating Students and Teachers in an Era of Standards
Author: Sagor, Richard

ISBN: 0-87120-801-6
LCCN: 2003015999
Dewey: 370.15/4 22
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 152

Paperback Association for Supervision & Curriculum Deve

Book Description Are you dragging yourself into school each morning? Are your students complaining about schoolwork and classes? Does the task of meeting mandated standards seem overwhelming? If you aren't excited about school, or your students don't seem eager to learn, consider whether you're missing one or more of these essential motivational factors: competence, belonging, usefulness, potency, optimism. In this book, Richard Sagor describes how these qualities contribute to every person's well-being and what you can do to develop them in yourself and your students-regardless of their previous school experiences or socioeconomic background. Step-by-step instructions offer ways to make teaching and learning more emotionally and intellectually satisfying for everyone. The result is an environment in which staff and students alike are ready and willing to do the hard work necessary for success. Motivating Students and Teachers in an Era of Standards is a practical guide for teachers, principals, and other instructional leaders who want to take positive steps to help everyone in the school be more successful, more motivated, and more satisfied with their work. Sagor is director of the Institute for the Study of Inquiry in Education. He is the author of How to Conduct Collaborative Action Research and Guiding School Improvement with Action Research.

The Morning Meeting Book

The Morning Meeting Book
Author: Kriete, Roxann

ISBN: 1-892989-00-X
LCCN: 98068612
Dewey:
Number:

Category: Elementary
User Rating: 5.0 Stars
Pages: 176

Paperback Northeast Fndtn for Children

New Teacher Magazine, Spring 2001 "Top-Notch Book" --This text refers to the Paperback edition. Product Description Morning Meeting is a powerful teaching tool for building community, increasing student investment, and improving academic and social skills. This comprehensive guidebook has helped thousands of teachers across the country use Morning Meeting to launch their school days. The expanded edition offers: Step-by-step guidelines for implementing Morning Meeting in any K-8 classroom Clear explanations of purposes 45 greetings, 66 group activities, and many samples of morning message charts Frequently asked questions and answers?? A chapter on implementing Morning Meeting in middle schools Ideas for adapting Morning Meeting for use with second language learners --This text refers to the Paperback edition.

More Strategies for Educating Everybody's Children

More Strategies for Educating Everybody's Children
Author: Panel, Ascd Improving Student Achievement Research (Corporate Author) Cole, Robert W. (Editor)

ISBN: 0-87120-501-7
LCCN: 00012067
Dewey: 371.3 21
Number:

Category: Administration - General
User Rating: 5.0 Stars
Pages: 151

Paperback Association for Supervision & Curriculum Deve

Book Description More Strategies for Educating Everybody's Children offers educators just that -- strategies to use in reaching and teaching diverse learners. The strategies are based on research and practice; they have been tested and proven to improve achievement. More Strategies for Educating Everybody's Children is a companion to Educating Everybody's Children: Diverse Strategies for Diverse Learners. Each volume provides practical strategies teachers can immediately use to enhance student performance at all levels. The books are founded on the belief that all children can learn and that it is our responsibility to teach them. As our schools grow more diverse, educators must employ new methods to stimulate, motivate, and inspire students to succeed. The teaching techniques and strategies described in this book can improve the quality of instruction for and performance of everybody's children. Experts in working with minority, homeless, and immigrant students focus on meeting needs that are unique to those students; those strategies also benefit the other students. In addition, subject experts offer their knowledge by sharing their techniques for teaching science, geography, civics, and history at every grade level and for all types of learners. Each chapter presents multiple strategies; examples of each strategy in the classroom; and the extensive research that led to the development of each strategy. Both volumes of Educating Everybody's Children describe the best practices and most effective instructional methods available. Putting these practices into action can help students become contributing members of their communities.

The Moral Imperative of School Leadership

The Moral Imperative of School Leadership
Author: Fullan, Michael

ISBN: 0-7619-3873-7
LCCN: 2003000010
Dewey: 371.2/012 21
Number:

Category: Organization & management of education
User Rating: 3.0 Stars
Pages: 112

Paperback Corwin Press

Review "Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability. With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel." (Paul D. Houston, Executive Director 20050601) "Once again, the writing of Michael Fullan is a tour de force for those who toil in the vineyards of the school principalship. In this latest book, Fullan brings into clear focus the critical role of school leaders to "change the content" within schoolsstressing the need to elevate the moral purpose of schooling in an era of accountability for academic achievement. Fullan makes the critical pointand sets an insightful directionas to the equally important case for public schools to promote the personal and social development of students. Therein lies Fullans challenge to school principals. The Moral Imperative of School Leadership is a must read for those who want to make a difference!" (Gerald N. Tirozzi, Executive Director ) "Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North America's foremost expert on change." (Thomas J. Sergiovanni, Lillian Radford Professor of Education ) "This is a must read for any school leader interested in making a difference. Fullan goes to the core of what it takes to transform our schools and, not surprisingly, principals are at the center of the transformation." (Vincent Ferrandino, Executive Director ) "Without moral purpose, nothing of value is achieved. We learn how it is deployed effectively, and Fullan makes the difficult but important case that truly moral school leadership recognizes its obligations to the wider community and other schools, an argument that those of us pushing for collegiates will welcome." (Times Educational Supplement, May 2003 ) "As one has come to expect from this eminent writer, this is a highly readable, well structured, and accessible text that is above all positive. Indeed I have no doubt that many will find the work inspirational." (Mark Brundrett ) "As one has come to expect from this eminent writer this is a highly readable, well structured, and acceeible text that is above all postitive. Indeed...many will find the work inspirational." (School Leadership and Management, November 2003 ) "Excellent book, not only for principals, but for all educators who believe that the 'moral imperative is in the hands of school leaders.'" (Education News, Spring 2004 ) "The Moral Imperative of School Leadership is a practical handbook for educators focusing on the pivotal role played by principals as agents of systematic changeFullan appeals to something all educators have: the desire to do the right thing and the wish to make a difference." (Education Review, January 2005 ) "The Moral Imperative of School Leadership is an important read for school leaders and system administrators, not so much because it provides a prescription for the future of public education, but more because it elevates the moral imperative of public schooling, and enshrines the view that effective school leadership must be driven from a deep moral purpose. " (Journal of Educational Administration ) Review "As one has come to expect from this eminent writer this is a highly readable, well structured, and acceeible text that is above all postitive. Indeed...many will find the work inspirational." --This text refers to the Hardcover edition.

The Mind's New Science: A History of the Cognitive Revolution

The Mind's New Science: A History of the Cognitive Revolution
Author: Gardner, Howard

ISBN: 0-465-04635-5
LCCN:
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Category: Cognition & cognitive psychology
User Rating: 3.0 Stars
Pages: 448

Paperback Basic Books

From Library Journal This is an ambitious attempt to define and summarize ``cognitive science,'' a new field of scientific inquiry and knowledge. The author, a leading authority and researcher in this area, writes in a clear, accessible manner; yet, his book conveys the tremendous scope and complexity of this burgeoning field. He convincingly links such seemingly disparate areas as linguistics, computer science, cognitive psychology, structural anthropology, and neuroscience, and attempts to integrate both their historical development and underlying approaches to cognition. Recommended for scholars as an introductory text and for informed laypersons who want a thorough and fascinating grounding in the study of the mind and how it works. Paul Hymowitz, Psychiatry Dept., Cornell Univ. Medical Ctr., New York Copyright 1985 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. Product Description The first full-scale history of cognitive science, this work addresses a central issue: What is the nature of knowledge?

A Mind at a Time

A Mind at a Time
Author: Levine, Mel Levine, Melvin D. Levine, Mel

ISBN: 0-7432-0222-8
LCCN: 2001057670
Dewey: 370.15/23 21
Number:

Category: Child Psychology
User Rating: 4.5 Stars
Pages: 352

Hardcover Simon & Schuster

Amazon.com Recognizing each child's intellectual, emotional, and physical strengths--and teaching directly to these strengths--is key to sculpting "a mind at a time," according to Dr. Mel Levine. While this flashing yellow light will not surprise many skilled educators, limited resources often prevent them from shifting their instructional gears. But to teachers and parents whose children face daily humiliation at school, the author bellows, "Try harder!" A professor of pediatrics at the University of North Carolina Medical School, Levine eloquently substantiates his claim that developmental growth deserves the same monitoring as a child's physical growth. Tales of creative, clumsy, impulsive, nerdy, intuitive, loud-mouthed, and painfully shy kids help Levine define eight specific mind systems (attention, memory, language, spatial ordering, sequential ordering, motor, higher thinking, and social thinking). Levine also incorporates scientific research to show readers how the eight neurodevelopmental systems evolve, interact, and contribute to a child's success in school. Detailed steps describe how mental processes (like problem solving) work for capable kids, and how they can be finessed to serve those who struggle. Clear, practical suggestions for fostering self-monitoring skills and building self-esteem add the most important elements to this essential--yet challenging--program for "raisin' brain." --Liane Thomas From Publishers Weekly Children have different ways of learning, argues Levine, a professor of pediatrics at the University of North Carolina Medical School and director of its Clinical Center for the Study of Development and Learning, so why do schools behave as though a one-size-fits-all education will work for everyone? Like Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences (1983), Levine's book argues that our educational shortsightedness results in a loss of human potential on a grand scale, as kids who don't fit the mold are misclassified, stigmatized and then fail. If educators could assess differences more intelligently and redesign educational models to account for these differences, they would radically improve people's prospects for success in and out of school. Based on his work with children who have learning or behavioral problems, Levine has isolated eight areas of learning (the memory system, the language system, the spatial ordering system, the motor system, etc.). He provides chapters describing how each type of learning works and advises parents and teachers on how to help kids struggling in these areas. Levine emphasizes that all minds have some areas of giftedness and pleads for educators to "make a firm social and political commitment to neurodevelopmental pluralism." Such a plea may seem daunting, but Levine's compassionate, accessible text, framed around actual case studies, makes it seem do-able. This is a must-read for parents and educators who want to understand and improve the school lives of children. Copyright 2002 Cahners Business Information, Inc.

Methods That Matter: Six Structures for Best Practice Classrooms

Methods That Matter: Six Structures for Best Practice Classrooms
Author: Daniels, Harvey Bizar, Marilyn Bizar, Marilyn

ISBN: 1-57110-082-2
LCCN: 97047516
Dewey: 371.102 21
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 260

Paperback Stenhouse Publishers

Education Book Review This book is not just for beginners, teachers who have made some progress in transforming their teaching will find useful information and a helpful organization that may clarify their thinking and facilitate further progress. From the Back Cover Today's teachers are inundated with advice. Caught between the congenial but abstract ideals of progressive education and the thousands of micro-recommendations pouring out of school reform groups, how are we to teach our classes tomorrow? Cutting through this overload, Harvey Daniels and Marilyn Bizar identify six basic teaching structures that make classrooms more active, experiential, collaborative, democratic, and cognitive, while simultaneously meeting the emerging standards of "Best Practice" across subject areas and through the grades. Methods that Matter offers concrete descriptions of practical and proven ways of organizing time, space, materials, students, and activities that embody new standards while creating genuinely student-centered classrooms. Illustrated by stories from two dozen teachers at a wide variety of grade levels, the book clearly describes six fundamental, recurrent activities: - Integrative units - extending thematic, interdisciplinary inquiries co-planned with students, drawing on knowledge and skills from across the curriculum. - Small group activities - structuring collaborative pairs, groups, and teams that decentralize the classroom and individualize the curriculum. - Representing-to-learn - engaging ideas through writing and art; exploring genres and media of expression as ways of investigating, remembering, and applying information. - Classroom workshop - applying the studio-apprenticeship method with teacher modeling and coaching, student choice, responsibility, and exhibition. - Authentic experiences - curriculum-centered ways of bringing life into school and students into the community for research and service. - Reflective assessment - nurturing student reflection, goal-setting, and self-assessment; widening the evaluative roles and repertoires of teachers and parents. Methods that Matter will help you organize and manage your classroom so learning and teaching can truly achieve Best Practice levels.

MEGASKILLS

MEGASKILLS
Author: Rich, Dorothy Bradley, Bill Geiger, Keith Geiger, Janet Bush, Barbara

ISBN: 0-395-63753-8
LCCN: 92014759
Dewey: 649/.1 20
Number:

Category: Study Skills
User Rating: 5.0 Stars
Pages: 363

Paperback Houghton Mifflin

From the Publisher This new edition of the bestselling MegaSkills book reflects the advances in Dr. Dorothy Rich's program since the original publication. Included is feedback from parents, children, teachers, and employers who have used the workshop programs. New sections emphasize new themes in education for the '90s such as "readiness to learn, " approved ways to back up the three R's at home, and more. 19 photos. Synopsis This new edition of the bestselling MegaSkills book reflects the advances in Dr. Dorothy Rich's program since the original publication. Included is feedback from parents, children, teachers, and employers who have used the workshop programs. New sections emphasize new themes in education for the '90s such as "readiness to learn, " approved ways to back up the three R's at home, and more. 19 photos.

Meaningful Differences in the Everyday Experience of Young American Children

Meaningful Differences in the Everyday Experience of Young American Children
Author: Hart, Betty Risley, Todd R.

ISBN: 1-55766-197-9
LCCN: 95003939
Dewey: 401/.93 20
Number:

Category: Sociology Of Children
User Rating: 4.5 Stars
Pages: 304

Hardcover Paul H Brookes Pub Co

Midwest Book Review This establishes a definite, studied link between early childhood experiences and later intellectual development, providing a strong study which focuses on American childhood experiences and which analyzes the strong differences to be found between children at the same age levels. An excellent, thought-provoking study. Senator Thomas Daschle ...alerts us to how much each person's future intellectual ability hinges upon his or her experience in the first year of life.

Mapping the Big Picture: Integrating Curriculum & Assessment K-12

Mapping the Big Picture: Integrating Curriculum & Assessment K-12
Author: Jacobs, Heidi Hayes

ISBN: 0-87120-286-7
LCCN: 97016708
Dewey: 375/.001 21
Number:

Category: Curricula
User Rating: 5.0 Stars
Pages: 110

Paperback Association for Supervision & Curriculum Deve

Book Description Teachers have always used the school calendar to plan instruction. Now, using a standard computer word-processing program, they can collect real-time information about what is actually taught to create "curriculum maps." These maps provide a clear picture of what is happening in their classes at specific points during the school year. The benefits of this kind of mapping are obvious for integrating curriculum: when curriculum maps are developed for every grade level, educators see not only the details of each map, but also the "big picture" for that school or district. They can see where subjects already come together--and where they don't, but probably should. In Mapping the Big Picture, Heidi Hayes Jacobs describes a seven-step process for creating and working with curriculum maps, from data collection to ongoing curriculum review. She discusses the importance of asking "essential questions" and of designing assessments that reflect what teachers know about the students in their care. She also offers a viable alternative to the "curriculum committees" that are part of almost every school district in the United States. The book concludes with more than 20 sample curriculum maps from real schools, all of which were developed using the process described in this book.

Managing Your Classroom!: An Instant Idea Book

Managing Your Classroom!: An Instant Idea Book
Author: Gruber, Barbara

ISBN: 0-86734-048-7
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Category: Teaching Methods & Materials - General
User Rating:
Pages: 64

Paperback Frank Schaffer Publications

Managing Your Classroom With Heart: A Guide for Nurturing Adolescent Learners

Managing Your Classroom With Heart: A Guide for Nurturing Adolescent Learners
Author: Ridnouer, Katy

ISBN: 1-4166-0462-6
LCCN: 2006025718
Dewey: 371.102/4 22
Number:

Category: Philosophy & Social Aspects
User Rating: 5.0 Stars
Pages: 178

Paperback Association for Supervision & Curriculum Deve

Book Description Teaching is as much about students as it is about curriculum, and no one understands this better than middle and high school teachers. But even the most dedicated teacher can sometimes feel defeated by the challenge of reaching distracted, disconnected, and defiant adolescents. Drawing on her own experience as a high school teacher, Katy Ridnouer shares an approach to classroom management that will help you spend less time "dealing with" your adolescent learners and more time inspiring them to be their best selves in school and beyond. Managing with heart means accepting teenage students as they are and recognizing what they need: a connection with the curriculum; a sense of order; and most essentially, a sense that someone cares. In this book, you'll find practical strategies for * Balancing care and discipline * Interacting with students and their parents * Establishing classroom routines that keep students on task * Communicating expectations and ensuring accountability * Handling common challenges, from classroom noise and personality conflicts to inappropriate clothing and disrespectful language * Building trust and helping students feel emotionally and intellectually safe. Vivid, real-life examples and questions for reflection make this a perfect choice for faculty reading groups and any middle or high school teacher looking to create a positive learning community, enhance students' confidence and interpersonal skills, and rediscover the reward of being a teacher.

Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District

Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District
Author: Douglas, B. Reeves

ISBN: 0-9644955-2-X
LCCN: 2004555116
Dewey: 379.1/58 21
Number:

Category: Finance
User Rating: 4.0 Stars
Pages: 226

Mass Market Paperback Advanced Learning Center

Book Description States and districts are adopting new standards. Now what? The promise of the standards movement will accomplish nothing if it does not lead to changes in the classroom, school, and district. How do you transform these standards into reality? This book is a full-length manual that tells you how to implement standards-with a comprehensive step-by-step approach, extensive appendices, checklists, glossary, bibliography, and sample assignments and assessments. This book is the result of Dr. Reeves' work in small rural school districts, complex urban school districts, multifaceted school systems with more than ten million students, and hundreds of workshops and speaking engagements nationally. About the Author Dr. Douglas B. Reeves is the Director of the Center for Performance AssessmentSM. He consults with school systems and universities throughout the world on issues relating to assessment, accountability, technology, and leadership. An innovator in the field of assessment and accountability systems, he is the author of six books and numerous articles. Dr. Reeves is in great demand as a speaker to educational, government, and business groups and has addressed audiences throughout the United States as well as in Asia, Africa, and Europe. As the "Test Doctor" of the Internet, he responds to questions from teachers, educational leaders, and students throughout the world as they seek information on the best practices in educational assessment, accountability, and leadership. This book is the result of Dr. Reeves' work with literally hundreds of schools and thousands of teachers and administrators. Their questions and insistent demands to make performance assessment practical, relevant, and meaningful to the real world of today's students and educators form the foundation of this volume.

Making Schools Work : A Revolutionary Plan to Get Your Children the Education They Need

Making Schools Work : A Revolutionary Plan to Get Your Children the Education They Need
Author: Ouchi, William G. Segal, Lydia G.

ISBN: 0-7432-4630-6
LCCN: 2003050585
Dewey: 371.2/00973 21
Number:

Category: Education And The State
User Rating: 4.0 Stars
Pages: 304

Hardcover Simon & Schuster

From Publishers Weekly Since the 1983 publication of A Nation at Risk, readers have been deluged with proposals for school reform. This work by UCLA management school "corporate renewal" professor Ouchi takes its place among them. Ouchi bases his theory on sound principles derived from his research into a variety of successful schools. Educational management systems should be entrepreneurial rather than bureaucratic, he says. Give principals real control over their budgets, empower parents as genuine participants in school decisions, and student achievement will soar, even in communities beset by poverty and high immigration rates, two usual indicators of school failure. Any useful management book must reduce complex issues to bullets, and this one is no exception: Ouchi's arguments, encapsulated in his "Seven Keys to Success," claim to "revolutionize" schools and lead to vastly improved student academic achievement. "Revolutionary" may be too strong a word here, and in fact, some of the pedagogical practices Ouchi highlights are dubiously retrograde (e.g., third graders "reciting the days of the week, the months of the year, and the number of days in a week, month, and year"). However, Ouchi doesn't prescribe any of these rituals; he merely advocates for the empowerment of school communities to choose what's best for their particular students. Of interest to school leaders and policy makers, the book also has a section devoted to what parents and community members can do to improve not just their school but their school district, where fundamental change is essential. Copyright 2003 Reed Business Information, Inc. From Booklist Ouchi, a professor of management, studied 223 schools in nine school systems to develop a theory on how to manage schools successfully. He focuses on public and Catholic schools in the three largest school districts (New York, Los Angeles, and Chicago) and compares them with three successful school districts (Edmonton, Canada; Seattle; and Houston). Ouchi boils down the successful elements to seven factors: entrepreneurial principals, budgetary control, accountability for performance and budget, delegating authority, focus on student achievement, community of learners, and real choice for families. Ouchi devotes an entire chapter to each key to success, drawing on his observations at the successful schools and comparisons with the nation's largest school systems. He concludes with a guide for parents to evaluate their children's school and practical recommendations on how parents and educators can adopt the key elements of success to their own schools and districts. This detailed and compelling look at effective school management will appeal to parents and educators alike. Vanessa Bush Copyright © American Library Association. All rights reserved

Making Connections: Teaching and the Human Brain

Making Connections: Teaching and the Human Brain
Author: of, Learning Psychology Caine, Geoffrey

ISBN: 0-87120-179-8
LCCN: 91007631
Dewey: 370.15/23 20
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 193

Unbound Association for Supervision & Curriculum Development

Includes bibliographical references (p. 181-192).

Loving Discipline A to Z

Loving Discipline A to Z
Author: Wright, Esther

ISBN: 0-9642947-1-0
LCCN:
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Category: Parenting - General
User Rating: 5.0 Stars
Pages: 80

Paperback Teaching from the Heart

Listen Up, Teacher! You are Making a Difference!

Listen Up, Teacher! You are Making a Difference!
Author: Garcia, Shirley Cottrell, David

ISBN: 0-9719424-1-2
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Category: Education & Teaching : Teaching
User Rating: 4.0 Stars
Pages: 56

Paperback Cornerstone Leadership

Book Description Listen Up, Teacher is an inspirational book that reinforces the importance of the classroom teacher. Written from the perspective of a student who cares, the book explains ten important traits about teachers and the impact they have on student's lives. About the Author Shirley Garcia is an educator who has made a difference instudent's lives, both as a teacher and administrator. She was a classroom teacher for over eight years before moving into school administration. Listen Up, Teacher is her first book. David Cottrell is president and CEO of CornerStone Leadership Institute. He is an internationally known speaker and leadership consultant. Mr. Cottrell is the author of ten books.

Linking Teacher Evaluation And Student Learning

Linking Teacher Evaluation And Student Learning
Author: Tucker, Pamela D. Stronge, James H. Stronge, James H.

ISBN: 1-4166-0032-9
LCCN: 2004026340
Dewey: 371.14/4 22
Number:

Category: Evaluation
User Rating: 5.0 Stars
Pages: 175

Paperback Association for Supervision & Curriculum Deve

Book Description In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct ways: * Documenting how desired learning outcomes translated into actual student learning * Tracking progress on key content standards * Setting annual quantifiable goals for students' academic progress * Analyzing changes in students' achievement test scores The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement. Download Description In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct ways: * Documenting how desired learning outcomes translated into actual student learning * Tracking progress on key content standards * Setting annual quantifiable goals for students' academic progress * Analyzing changes in students' achievement test scores The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement.

Lessons in Loyalty: How Southwest Airlines Does It - An Insider's View

Lessons in Loyalty: How Southwest Airlines Does It - An Insider's View
Author: West, Lorraine Grubbs

ISBN: 0-9762528-5-6
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Category: General
User Rating: 4.5 Stars
Pages: 130

Paperback CornerStone Leadership Institute

Review A must read, a practical guide to building your own winning team. --Noel M. Tichy, Professor, University of Michigan Ross School of Business Required reading for any organization striving to create the right culture. --John Crisci, VP HR, VistaCare ...practical lessons for building a culture that fosters productivity, innovation and organizational success. --Libby Sartain, SVP Yahoo! Inc. Review Required reading for any organization striving to create the right culture. --John Crisci, VP HR, VistaCare

Lessons for Inclusion

Lessons for Inclusion
Author: Terri Vandercook et al

ISBN:
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Category:
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Pages: 0

Institute on Community Integration

Learning Together and Alone

Learning Together and Alone
Author: Johnson, David W. Johnson, Roger P.

ISBN: 0-13-527871-6
LCCN: 86009501
Dewey: 371.1/02 19
Number:

Category: Nonfiction : Education : Special Education
User Rating: 5.0 Stars
Pages: 224

Hardcover Prentice Hall

Product Description The authors integrate cooperative learning with competitive and individualistic learning by providing guidelines for managing critical issues such as teaching social skills, assessing competencies and involvement, and resolving conflict among group members. Each type of learning is clearly defined; the advantages and disadvantages of each are covered; and the research is analyzed to illuminate the conditions under which each should be used. Pre-service and in-service teachers with an interest in cooperative learning and teaching methods. --This text refers to the Paperback edition. From the Back Cover Key Benefits: Gives readers a broad, integrated overview of cooperative learning. Key Topics: It details the uses for cooperative learning, integrates cooperative learning with competitive and individualistic learning and provides practical guidance for managing the critical issues in using cooperative learning. Market: Upper level undergraduate and graduate courses in Cooperative Learning, including a "Structures of Learning" course in Educational Psychology. This text can also be a supplement in a Social Psychology of Education course and any Educational Methods courses. --This text refers to an out of print or unavailable edition of this title.

Learning to Teach...not just for beginners

Learning to Teach...not just for beginners
Author: Shalaway, Linda Beech, Linda (Editor)

ISBN: 0-590-25105-8
LCCN: 98207467
Dewey:
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Category: Juvenile Nonfiction
User Rating: 4.5 Stars
Pages: 304

Paperback Scholastic

Book Description The Essential Guide for All Teachers Fully revised and updated, this invaluable guide to teaching and learning continues to be the ONE resource every teacher needs. Bringing theory and practice together into an accessible form, this virtual encyclopedia combines research-based findings with practical information contributed by hundreds of educators working in many settings from coast to coast. Included are reproducible forms, certificates, checklists, questionnaires, resource lists, and much more. About the Author Linda Shalaway has written extensively about teaching and research on teaching. As an experiences education writers, she brings research results to teachers in a practical, usable form. She also taps the "wisdon of practice" by collecting and writing about experienced teachers' ideas and insights. "My work has always revolved around the question of what constitutes good teaching," says Shalaway. "It's a question whose answer we as teachers, parents, policy makers, and researchers must continually strive to refine." Ms. Shalaway has worked with teachers and researchers all over the country. She's been an editor of an educational research and development magazine, contributing editor and columnist for Instructor magazine, a consultant and freelance writer for numerous educational publications, and a writing instructor. Ms. Shalaway, currently a junior high and high school teacher, resides in West Virginia with her husband, Scott, and daughters, Nora and Emma.

Learning on Display: Student-created Museums That Build Understanding

Learning on Display: Student-created Museums That Build Understanding
Author: D'acquisto, Linda

ISBN: 1-4166-0285-2
LCCN: 2005035017
Dewey: 371.39 22
Number:

Category: Experimental Methods
User Rating: 3.0 Stars
Pages: 191

Paperback Association for Supervision & Curriculum Deve

Book Description The story of the civil rights movement. The characteristics of Japanese art and culture. The importance of innovation. The history of your community. No matter the subject area or the grade level, a school museum project can improve learning and teaching. Unlike science fairs or art shows, which highlight the work of individuals, school museums are collaborative, multifaceted projects that build understanding. As students engage in meaningful work and deepen their knowledge of a specific topic, teachers gain insight into best instructional practices. Through photographs and classroom examples, former curriculum director, teacher, and museum educator Linda D'Acquisto shows how school museums inspire students' curiosity and creativity; encourage responsibility and teamwork; and strengthen writing, communication, research, and problem-solving skills. You will learn the process for developing your own exhibition, including strategies for *incorporating academic content standards *assessing learning and understanding *guiding research, writing, and design *promoting partnerships among students, colleagues, parents, and the community *using the completed museum as a teaching tool With its step-by-step approach and practical resources, Learning on Display will help you transform your curriculum into motivating museum projects that make class work rigorous, memorable, and fun. Linda D'Acquisto assists teachers and schools in planning student-designed museum exhibitions through her consulting firm, Kid Curators.

Learning Manual for How the Brain Learns

Learning Manual for How the Brain Learns
Author: Sousa, David A.

ISBN: 0-8039-6753-5
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Category: General
User Rating: 5.0 Stars
Pages: 88

Paperback Corwin Press

Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education

Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education
Author: Stevenson, Harold Stigler, James W.

ISBN: 0-671-88076-4
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Category: Philosophy of education
User Rating: 4.5 Stars
Pages: 240

Paperback Simon & Schuster

From Library Journal Stevenson (psychology, Univ. of Michigan) and Stigler (psychology, Univ. of California, Los Angeles) offer a comparison between American (Chicago, Minneapolis) and Asian (Taiwan, China, Japan) elementary schools. Quantifiable variables include instruction time, test data, length of school year, curriculum studied, and instruction strategies. Another factor the authors consider is attitude (e.g., parental attitudes toward schooling, children toward learning, society toward educators, etc.). The writing style is informal, and sufficient statistical data is presented to support the findings. Some challenges are offered: "The American educational system as it currently exists is producing an educationally advantaged minority and a disadvantaged majority." The authors conclude that "Americans are proud of their individualism; Asians are proud of their group orientation." For large public and academic libraries. - Lois F. Roets, Drake Univ., Des Moines Copyright 1992 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

Learning Environment

Learning Environment
Author: Hohmann, Charles Buckleitner, Warren

ISBN: 0-929816-39-0
LCCN: 92019100
Dewey:
Number:

Category: Elementary
User Rating: 4.0 Stars
Pages: 156

Paperback High/Scope Press

Learning and Teaching: Research Based Methods

Learning and Teaching: Research Based Methods
Author: Kauchak, Don Eggen, Paul D.

ISBN: 0-205-11892-5
LCCN: 88026310
Dewey: 371.1/02 19
Number:

Category: Organization & management of education
User Rating: 5.0 Stars
Pages: 450

Paperback Allyn & Bacon

From the Back Cover Research has highlighted the central role that teachers play in determining the quality of learning in classrooms. Teachers exert a powerful influence on both student achievement and motivation, and these influences are more convincingly documented in the research literature that they were a decade ago. Knowledge of the research will make teachers more effective professionals inside and outside the classroom. Expert authors have over 40 years of combined experience teaching and researching. The goal of this book is to translate the results of research into methods that teachers at any level could use to increase their learning. It brings together two areas of educational literature: 1) research on how teaching influences learning and 2) teaching methodology that stresses desirable teaching procedures. This book is aimed at teachers of any level - elementary, junior high, middle school, and high school. It also is appropriate for school libraries and district personnel responsible for teacher, professional, or staff development. --This text refers to an out of print or unavailable edition of this title.

Learning & Memory: The Brain in Action

Learning & Memory: The Brain in Action
Author: Sprenger, Marilee

ISBN: 0-87120-350-2
LCCN: 99006551
Dewey: 370.15/23 21
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 113

Paperback Association for Supervision & Curriculum Deve

Includes bibliographical references (p. 106-107) and index.

The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies

The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies
Author: McLeod, Joyce Fisher, Jan Hoover, Ginny

ISBN: 0-87120-787-7
LCCN: 2003012528
Dewey: 371.102/4 21
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 195

Paperback Association for Supervision & Curriculum Deve

Book Description All teachers know that a well-managed classroom is the cornerstone of a strong instructional program, but many are uncertain where they should focus their energies. In The Key Elements of Classroom Management, three veteran teachers show how teachers can make real improvements in their classroom by concentrating on basic skills in three critical areas: ? Managing Time and Space. Joyce McLeod shares techniques to help K-12 teachers arrange the classroom, organize schedules, pace the year's curriculum, and manage administrative tasks. ? Managing Student Behavior. Jan Fisher focuses on preventing conflicts and disruptions by teaching students responsibility, self-management, and problem-solving and decision-making skills. ? Managing Instructional Strategies. Ginny Hoover describes various research-based instructional methods, identifying the advantages and disadvantages of each. The authors combine insights gleaned from extensive experience with step-by-step discussions of practical strategies. Any teacher who has struggled with the day-to-day challenges of the classroom will find an abundance of proven techniques for creating an orderly, caring, and efficient environment that supports successful teaching and learning. Download Description All teachers know that a well-managed classroom is the cornerstone of a strong instructional program, but many are uncertain where they should focus their energies. In The Key Elements of Classroom Management, three veteran teachers show how teachers can make real improvements in their classroom by concentrating on basic skills in three critical areas: . Managing Time and Space. Joyce McLeod shares techniques to help K-12 teachers arrange the classroom, organize schedules, pace the year's curriculum, and manage administrative tasks. . Managing Student Behavior. Jan Fisher focuses on preventing conflicts and disruptions by teaching students responsibility, self-management, and problem-solving and decision-making skills. . Managing Instructional Strategies. Ginny Hoover describes various research-based instructional methods, identifying the advantages and disadvantages of each. The authors combine insights gleaned from extensive experience with step-by-step discussions of practical strategies. Any teacher who has struggled with the day-to-day challenges of the classroom will find an abundance of proven techniques for creating an orderly, caring, and efficient environment that supports successful teaching and learning.

Iti: The Model

Iti: The Model
Author: Kovalik, Susan J.

ISBN: 1-878631-10-1
LCCN:
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Category: Education & Teaching : Educational Psychology, Education & Teaching : Elementary, Medical, Nursing & Home Care : Neuroscience
User Rating: 4.5 Stars
Pages: 336

Paperback Discovery Pr

Interdisciplinary Curriculum: Design and Implementation

Interdisciplinary Curriculum: Design and Implementation
Author: Jacobs, Heidi Hayes (Editor)

ISBN: 0-87120-165-8
LCCN: 89038019
Dewey: 375/.001 20
Number:

Category: Curricula
User Rating: 1.5 Stars
Pages: 97

Paperback Association for Supervision & Curriculum Deve

Book Description In order to absorb information, students must first be assured that what they are taught is relevant to life outside the classroom. One way to do this, suggests Heidi Hayes Jacobs in this book, is to teach subjects at school in the same way we encounter them outside of school-- inextricably entwined to each other. To that end, Interdisciplinary Curriculum: Design and Implementation provides advice for teachers on how best to present material in a manner that connects subject areas to each other.

Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms

Insult to Intelligence: The Bureaucratic Invasion of Our Classrooms
Author: Smith, Frank

ISBN: 0-435-08478-X
LCCN: 88008082
Dewey: 371.1/02 19
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 304

Paperback Heinemann

Product Description Common sense tells us that drilling, testing, and grading have nothing to do with how babies, children, and adults really learn. And research backs this up. Students who had been asked to write regularly without being taught to punctuate, for instance, ended a term not only writing but punctuating much better than students in a neighboring class who had been regularly drilled, tested, and graded solely on punctuation. This must be the most tedious, least rewarding, and least effective teaching that students have to endure. But false theory, political pressures, business opportunism, and harried administrators have persuaded us to accept this bureaucratic travesty of teaching as the real think. Insult to Intelligence focuses particularly on children learning to read and write, the area in which Smith has made his reputation. But his six-point manifesto on learning and teaching is applicable at every level of education, and in the context of America's ongoing struggle to upgrade the teaching profession and to raise national standards of literacy, his book is nothing less than a call to arms. About the Author Frank Smith has always been fascinated by language. He worked as a journalist in many countries before beginning formal academic studies in Australia. This led to a Ph.D. at Harvard University and further world travel researching, lecturing, and writing on thinking and learning. He has been a professor at the Ontario Institute for Studies in Education; the University of Toronto; the University of Victoria, British Columbia; and the University of Witwatersrand, South Africa. He has published many articles and books.

Instructional Practices That Maximize Student Achievement: For Teachers, by Teachers

Instructional Practices That Maximize Student Achievement: For Teachers, by Teachers
Author: Ribas, William B. Deane, Jenny

ISBN: 0-9715089-3-3
LCCN: 2005283336
Dewey: 371.102 22
Number:

Category: Teaching Methods & Materials - General
User Rating: 4.5 Stars
Pages: 415

Paperback Ribas Associates and Publications Inc.

Review This book would serve as an excellent resource for study groups researching "best practices" for their school. Whatever the focus of your professional development, if you need to review the most up-to-date research literature, find successful classroom strategies and develop a plan for implementation, "Instructional Practices That Maximize Student Achievement" is where you start. With today's culture of standards and accountability, educators need proven tools to bring every student to high levels of achievement. This book puts those tools right into teachers' hands -- a cost-effective resource for every classroom. --Gail D. Rosengard, Assistant Superintendent for Curriculum and Instruction, Lawrence Public Schools, Lawrence, MA A must read for all educators . . . . Finally, there is a resource for teachers (by teachers) that provides a comprehensive, practical approach to maximizing student achievement. This book invites educators to examine current practice and prioritize planning, instruction and assessment to increase student engagement and attainment. Best practice thinking in the areas of differentiated instruction, brain research, assessment and motivation are condensed into this one teacher-friendly manual. Time is very valuable and in short supply. Educators are looking for ways to work smarter in accomplishing instructional goals. Reading this book is time well spent. I plan to share it with every educator in my district! --Kristen Stringfellow, Assistant Superintendent of Schools, Scituate School Department, Scituate, RI "Instructional Practices That Maximize Student Achievement: For Teachers By Teachers" is an excellent compilation of proven strategies and techniques specially designed for teachers of all grade levels to improve the achievement of students of all abilities. Chapters contain theory as well as current research, practical teaching strategies and lesson models. Included are the contributions of over 20 teachers. They share their practical ways to increase students' academic achievement through differentiated teaching strategies, questioning methods, assessment of student learning, classroom management, and other means. Integrate these proven instructional practices into your curriculum to achieve maximum student achievement today! --Carol Rosengarten, High School Special Education Teacher, Westwood Public Schools, Westwood, MA Review A must read for all educators . . . . Finally, there is a resource for teachers (by teachers) that provides a comprehensive, practical approach to maximizing student achievement. This book invites educators to examine current practice and prioritize planning, instruction and assessment to increase student engagement and attainment. Best practice thinking in the areas of differentiated instruction, brain research, assessment and motivation are condensed into this one teacher-friendly manual. Time is very valuable and in short supply. Educators are looking for ways to work smarter in accomplishing instructional goals. Reading this book is time well spent. I plan to share it with every educator in my district! --Kristen Stringfellow, Assistant Superintendent of Schools, Scituate School Department, Scituate, RI

Inspiring Active Learning: A Handbook for Teachers

Inspiring Active Learning: A Handbook for Teachers
Author: Harmin, Merrill

ISBN: 0-87120-228-X
LCCN: 93049379
Dewey: 371.102 20
Number:

Category: Learning Styles
User Rating: 5.0 Stars
Pages: 198

Paperback Association for Supervision & Curriculum Deve

From the Publisher Inspiring Active Learning is a can-do book. It shows teachers how to turn students on to learning and how to get them working diligently, willingly, and intelligently each day. Written by a teacher committed to inspiring excellence, this book is a valuable addition to any teacher's professional library. Synopsis Inspiring Active Learning is a can-do book. It shows teachers how to turn students on to learning and how to get them working diligently, willingly, and intelligently each day. Written by a teacher committed to inspiring excellence, this book is a valuable addition to any teacher's professional library.

In There With The Kids: Crafting Lessons That Connect With Students

In There With The Kids: Crafting Lessons That Connect With Students
Author: Kobrin, David

ISBN: 1-4166-0020-5
LCCN: 2004019483
Dewey: 371.102 22
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 264

Paperback Association for Supervision & Curriculum Deve

Book Description The best teachers, says David Kobrin, think about who their students are and how they learn. In this age of standardized tests and "teacher-proof" lesson plans, they recognize that teaching is a rich and complex activity that demands professional skill, sound judgment, and quick thinking. In There with the Kids presents the parallel working lives of two teachers, elementary teacher Hilary Coles and high school teacher Mel Stinko. We see these teachers (composites drawn from the authors' experience and observations in schools) as they plan lessons, interact with students, reflect on what happens in the classroom, and try always to do better. Through them we are prompted to think carefully about why some lessons work and others don't. Kobrin brings us into the classroom, where we hear the voices of individual students and see how their concerns influence what happens each day. He provides detailed reconstructions of student debates and includes the handouts, exams, and assessment instructions used for selected lessons. At the close of each chapter, he analyzes the characters' actions, the motives behind them, and their effects on events in the classroom. Lively, practical, and inspiring, In There with the Kids demonstrates that teachers who are willing to reshape their teaching to meet their students' unique needs can help those students achieve.

In Search of Understanding: The Case for Constructivist Classrooms

In Search of Understanding: The Case for Constructivist Classrooms
Author: Brooks, Jacqueline Grennon Brooks, Martin G.

ISBN: 0-87120-358-8
LCCN: 99006468
Dewey: 370.15/2 21
Number:

Category: Education
User Rating: 3.0 Stars
Pages: 136

Paperback Association for Supervision & Curriculum Deve

Book Description The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical.

In Search of Understanding: The Case for Constructivist Classrooms

In Search of Understanding: The Case for Constructivist Classrooms
Author: Brooks, Jacqueline Grennon Brooks, Martin G.

ISBN: 0-87120-211-5
LCCN: 93026745
Dewey: 370.15/2 20
Number:

Category: Philosophy of education
User Rating: 3.0 Stars
Pages: 136

Paperback Association for Supervision & Curriculum Deve

Book Description The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. --This text refers to the Paperback edition.

Improving Student Learning One Teacher at a Time

Improving Student Learning One Teacher at a Time
Author: Pollock, Jane E.

ISBN: 1-4166-0520-7
LCCN: 2006036883
Dewey: 371.102 22
Number:

Category: General
User Rating: 4.5 Stars
Pages: 143

Paperback ASCD

From the Publisher The most important factor affecting student learning isn't standards, textbooks, or testing-it's teachers. And when it comes to improving learning, research has shown teachers what works. But the real challenge comes when it's time to do what works and do it well. In this book, Jane E. Pollock explains how making the right adjustments in four critical areas of practice-curriculum, instruction, assessment, and feedback-can help any teacher improve student learning significantly. Here, you'll find out how to: • Create a classroom curriculum document that's truly useful and incorporates robust concepts, generalizations, and procedures. • Plan instruction that's focused on helping students become master learners who can apply information and skills, not just do schoolwork. • Design varied classroom assessments that yield evidence of mastery and pinpoint where further instruction is required. • Use criterion-based feedback to improve individual student achievement and refine instruction. Along with step-by-step procedures, practical guidelines, and specific models, this book features the voices of individual teachers who share their experience using the author's "Big Four" approach. Like them, you may find it's the missing link you need to transform your pedagogy and achieve unprecedented levels of both student success and professional satisfaction. Synopsis The most important factor affecting student learning isn't standards, textbooks, or testing-it's teachers. And when it comes to improving learning, research has shown teachers what works. But the real challenge comes when it's time to do what works and do it well. In this book, Jane E. Pollock explains how making the right adjustments in four critical areas of practice-curriculum, instruction, assessment, and feedback-can help any teacher improve student learning significantly. Here, you'll find out how to: • Create a classroom curriculum document that's truly useful and incorporates robust concepts, generalizations, and procedures. • Plan instruction that's focused on helping students become master learners who can apply information and skills, not just do schoolwork. • Design varied classroom assessments that yield evidence of mastery and pinpoint where further instruction is required. • Use criterion-based feedback to improve individual student achievement and refine instruction. Along with step-by-step procedures, practical guidelines, and specific models, this book features the voices of individual teachers who share their experience using the author's "Big Four" approach. Like them, you may find it's the missing link you need to transform your pedagogy and achieve unprecedented levels of both student success and professional satisfaction.

Improving Classroom Social Climate

Improving Classroom Social Climate
Author: Vacha, Edward F. Orcutt Union School District Staf

ISBN: 0-03-053801-7
LCCN:
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Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 288

Paperback Harcourt Brace College Publishers

The Hurried Child: Growing Up Too Fast Too Soon

The Hurried Child: Growing Up Too Fast Too Soon
Author: Elkind, David

ISBN: 0-201-03967-2
LCCN: 81014842
Dewey: 305.2/3 19
Number:

Category: Children's Studies
User Rating: 4.0 Stars
Pages: 224

Paperback Da Capo Press

From Library Journal These two books offer excellent perspectives on children, parents, and culture. Psychologist Apter (The Confident Child) argues that we've been hanging on to an idea that's all wrong that when children finish high school or college and land a job, they instantly become autonomous, responsible adults. This "myth of maturity," insists Apter, is harming our kids. These "thresholders" (ages 18-24) appear to function as adults (whether in a job or in school), but in reality they are often in turmoil, depressed, and overwhelmed by life. Apter claims that though parents have been taught that they should end support (emotional, financial, and practical) so that their children can be independent and self-reliant, this is the wrong approach. Each chapter addresses a theme (job stress, finances, college, emotions) with stories of thresholders Apter has interviewed followed by her advice to both parents and thresholders on how to deal with the situation. Myth shatters many common notions we've held for several decades, e.g., it links eating disorders to separation anxiety and lays to rest the idea that the l8-24s are confident, happy, and sexually active beings. Like Elkind, Apter knows that kids grow up fast (that is, they leave childhood) but that they aren't "grown up" at all. Elkind's classic The Hurried Child dates from 1981 and was revised in 1988; now it appears in a third edition. The basic premise remains the same: parents have pushed their children emotionally and intellectually too far, too fast. Today's parents think of their kids as Superkids, so competent and so mature that they need adults very little. Why? Because parents, who are building careers, blending families, or struggling as single parents, have no time for child rearing. Having a competent Superkid relieves these parents of guilt, but it places too much stress on the children themselves. This new edition is fully revised, with new sections on peer-group parent pressure, i.e., the pressure parents feel to go along with the Superkid image out of fear that their own children will lag behind, and on organized sports, the Internet, and software for infants. Like Apter's title, this powerful book is essential reading. Linda Beck, Indian Valley P.L., Telford, PA Copyright 2001 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. Chicago Sun-Times, 04/19/06 "[A] landmark book." --This text refers to an out of print or unavailable edition of this title.

Human Brain and Human Learning

Human Brain and Human Learning
Author: Hart, Leslie A.

ISBN: 0-582-28379-5
LCCN: 82012650
Dewey: 152.1/5 19
Number:

Category: Physiological Psychology
User Rating: 4.0 Stars
Pages: 206

Paperback Longman Publishing Group

Includes bibliographical references and index.

Human Brain and Human Learning

Human Brain and Human Learning
Author: Hart, Leslie A.

ISBN: 0-933125-02-X
LCCN:
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Category: Psychology
User Rating: 4.0 Stars
Pages: 206

Paperback Books for Educators

How We "Do" School: Poems to Encourage Teacher Reflection

How We "Do" School: Poems to Encourage Teacher Reflection
Author: Durica, Karen Morrow

ISBN: 0-87207-610-5
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Category: Poetry texts & anthologies
User Rating: 5.0 Stars
Pages: 98

Perfect Paperback International Reading Association

Product Description The 20 thought-provoking poems in this collection are meant to promote reflective conversation about how educators do school. Each poem, on its own merit, will say something to the teachers who read it, but that message may differ depending on knowledge and past experiences. By stimulating your beliefs and feelings about school, you can begin to examine and reflect on your own classroom practices in order to grow as a professional. Included with each poem is a discussion of the impetus for the poem and its connection to current educational practice, as well as reflection questions, a suggested activity, and additional resources for further in-depth reading on the topic. This structure will enable you to move from discussion to concrete changes.

How To Thrive As A Teacher Leader

How To Thrive As A Teacher Leader
Author: GABRIEL, JOHN G.

ISBN: 1-4166-0031-0
LCCN: 2004021622
Dewey: 371.1/06 22
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 220

Paperback Association for Supervision & Curriculum Deve

Book Description Challenging times demand dynamic leadership. Schools rely on teachers to assume a variety of leadership roles, both formal and informal, including department chair, peer coach, faculty representative, and Web page curator. With little or no leadership training, however, many teachers are unprepared to take advantage of such opportunities. In How to Thrive as a Teacher Leader, John G. Gabriel explores the responsibilities and rewards of teacher leadership, offering practical, positive advice on * identifying leadership qualities and building a team, * enhancing communication and earning respect, * overcoming obstacles and implementing change, * energizing colleagues and strengthening morale, and * improving student and teacher achievement. From setting goals to mediating conflicts, from mentoring colleagues to motivating students, Gabriel provides clear strategies--grounded in experience and illustrated by examples--for becoming an effective teacher leader. A generous resource section, including sample letters, surveys, and checklists, enables readers to quickly put these techniques into practice. Whether you aspire to a leadership position or are in a position to inspire future leaders, this insightful and informative book will help you lead the way to success. John G. Gabriel, a former English teacher and department chair, is an administrator at Park View High School in Loudoun County, Virginia. Download Description Challenging times demand dynamic leadership. Schools rely on teachers to assume a variety of leadership roles, both formal and informal, including department chair, peer coach, faculty representative, and Web page curator. With little or no leadership training, however, many teachers are unprepared to take advantage of such opportunities. In How to Thrive as a Teacher Leader, John G. Gabriel explores the responsibilities and rewards of teacher leadership, offering practical, positive advice on * identifying leadership qualities and building a team, * overcoming obstacles and implementing change, * energizing colleagues and strengthening morale, and * improving student and teacher achievement. From setting goals to mediating conflicts, from mentoring colleagues to motivating students, Gabriel provides clear strategies-grounded in experience and illustrated by examples-for becoming an effective teacher leader. A generous resource section, including sample letters, surveys, and checklists, enables readers to quickly put these techniques into practice. Whether you aspire to a leadership position or are in a position to inspire future leaders, this insightful and informative book will help you lead the way to success. John G. Gabriel, a former English teacher and department chair, is an administrator at Park View High School in Loudoun County, Virginia.

How To Talk So Kids Can Learn

How To Talk So Kids Can Learn
Author: Faber, Adele Mazlish, Elaine Mazlish, Elaine

ISBN: 0-684-82472-8
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Category: Child care & upbringing
User Rating: 4.0 Stars
Pages: 272

Paperback Scribner

From Publishers Weekly A communications primer for parents on encouraging their child's learning ability. Copyright 1996 Reed Business Information, Inc. From Library Journal Following up their best-selling Siblings Without Rivalry (LJ 4/1/87), the authors explain how parents can help make their children more receptive to learning. Copyright 1995 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

How to Plan and Implement a Peer Coaching Program

How to Plan and Implement a Peer Coaching Program
Author: Robbins, Pamela Robbins, Pamela

ISBN: 0-87120-184-4
LCCN: 91027082
Dewey: 371.1/48 20
Number:

Category: Administration - General
User Rating: 4.5 Stars
Pages: 69

Paperback Association for Supervision & Curriculum Deve

Includes bibliographical references (p. 66-69).

How to Integrate the Curricula

How to Integrate the Curricula
Author: Fogarty, Robin Hayes-Jacobs, Heidi

ISBN: 0-932935-31-1
LCCN: 91060963
Dewey: 375/.00973 20
Number:

Category: Curricula
User Rating: 5.0 Stars
Pages: 128

Paperback Iri/Skylight Training & Publishing,

Book Description Designed to help you see how to diminish the barriers between different subjects, this book provides a spectrum of inventive approaches to curricular integration. Ten models are presented, ranging from the traditional fragmented model to those that connect, sequence, nest, share, web, thread, integrate, network, and immerse one in curricular integration. It`s an essential tool to help students see the exciting connections between the things they learn.

How to Grade for Learning: Linking Grades to Standards

How to Grade for Learning: Linking Grades to Standards
Author: O'Connor, Ken Stiggins, Rick Stiggins, Rick

ISBN: 1-57517-816-8
LCCN: 2001099350
Dewey: 371.27/2 21
Number:

Category: Examinations & assessment
User Rating: 5.0 Stars
Pages: 296

Paperback Corwin Press

Product Description Formerly a SkyLight publication "In How to Grade for Learning, Ken O'Connor combines the thoroughness of a scholar with the pragmatism of a veteran educator as he explains the relationship between content standards, performance standards, assignments, assessments, and grades." -Jay McTighe, Author and Consultant Teachers will never look at grading the same way again. In this revised edition of the bestselling How to Grade for Learning, Ken O'Connor shows how to link grades and standards. He updates his eight models, which assist teachers in designing and conducting grading practices that help students feel more in control of their academic success. This comprehensive resource: Defines the purpose of each guideline Illustrates the examples Discusses and analyzes key elements Supplies overviews of various grading programs and calculation strategies About the Author Ken O'Connor has been an independent consultant on assessment and evaluation from 1996 to present. He has been a staff development presenter and facilitator on assessment, grading and reporting in 33 states and 7 provinces and 5 countries outside North America. He was a keynote presenter at the EARCOS Teachers Conference in Bangkok in March 2003 and an institute presenter at AISA conferences in Cameroon, Tanzania and Zimbabwe in October 2005. His teaching career included experience as a geography teacher and department head at L'Amoreaux C.I. and Maplewood High School in Scarborough, Ontario, 1976-90, and teaching at four schools in Toronto and Melbourne, Australia (Grade 7 - 12) starting in 1967. Ken was a Curriculum Coordinator responsible for Student Assessment and Evaluation for the Scarborough Board of Education and then the Toronto District School Board from March 1990 to June 1999. He has also worked as a consultant on Secondary Assessment at the Ontario Ministry of Education. His major extra-curricular interest is field hockey, as a player, umpire and coach. As a coach, three of his players went on to represent Canada in the Olympics. He also umpired at the 1984 Olympic Games and the 1990 World Cup.

How to Differentiate Instruction in Mixed-Ability Classrooms

How to Differentiate Instruction in Mixed-Ability Classrooms
Author: Tomlinson, Carol Ann Allan, Susan Demirsky

ISBN: 0-87120-512-2
LCCN: 2001000344
Dewey: 371.2/52 21
Number:

Category: Individualized Instruction
User Rating: 4.5 Stars
Pages: 117

Paperback Association for Supervision & Curriculum Deve

Book Description In this 2nd edition of a book that has provided inspiration to countless teachers, Carol Ann Tomlinson offers three new chapters, extended examples and information in every chapter, and field-tested strategies that teachers can use in today's increasingly diverse classrooms. Tomlinson shows how to use students' readiness levels, interests, and learning profiles to address student diversity. In addition, the author shows teachers how to differentiate, or structure, lessons at every grade level and content area to provide "scaffolds"--as well as high-speed elevators--for $ The content of lessons, $ The processes used in learning, and $ The products of learning. Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum compacting, "sidebar" investigations, entry points, graphic organizers, contracts, and portfolios. As Tomlinson says, "Differentiation challenges us to draw on our best knowledge of teaching and learning. It suggests that there is room for both equity and excellence in our classrooms.

How the Brain Learns: A Classroom Teacher's Guide

How the Brain Learns: A Classroom Teacher's Guide
Author: Sousa, David A.

ISBN: 0-88210-301-6
LCCN:
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Category: Learning Styles
User Rating: 5.0 Stars
Pages: 160

Paperback National Association of Student Councils

Product Description

David Sousas practical and powerful bestseller on brain research and education enters the 21st century with a valuable updated edition, incorporating the previously published main text, the companion learning manual, and the latest discoveries in neuroscience and learning. How the Brain Learns has always focused on the information that can help teachers turn research on brain function into practical classroom activities and lessons. The second edition still includes basic brain facts that can help students learn, insights on how the brain processes information, and tips on maximizing retention using "down time." And now Sousa takes it further, building on the latest information available to provide: An updated Information Processing Model that reflects new terminology regarding the memory system Exciting new research on how the brain learns motor skills A whole new chapter on the implications of the arts in learning An expanded list of primary sources for those who wish to review the core research All the newest information and insights are included. Its a vital tool for school leaders, staff developers, teacher educators, and administration education facultyas well as any educator who wants to help students learn. See Facilitator's Guide to How the Special Needs Brain Learns, Second Edition

A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy League

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:
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Category: Modern fiction
User Rating: 4.5 Stars
Pages: 400

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

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:

Category: Administration - General
User Rating: 4.0 Stars
Pages: 195

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

Guiding School Improvement With Action Research
Author: Sagor, Richard

ISBN: 0-87120-375-8
LCCN: 00008206
Dewey: 371.2/07/0973 21
Number:

Category: Decision Making & Problem Solving
User Rating: 4.0 Stars
Pages: 217

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.

A Guidebook for Cooperative Learning: A Technique for Creating More Effective Schools

A Guidebook for Cooperative Learning: A Technique for Creating More Effective Schools
Author: Dishon, Dee O'Leary, Pat W. O'Leary, Pat Wilson (Photographer)

ISBN: 0-918452-58-9
LCCN: 83083183
Dewey: 371.3/95 19
Number:

Category: Experimental Methods
User Rating: 5.0 Stars
Pages: 3

Paperback Learning Publications

Bibliography: p. [133] Includes index.

Great Performances: Creating Classroom-Based Assessment Tasks

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:

Category: Teaching Methods & Materials - Classroom Planning
User Rating: 5.0 Stars
Pages: 167

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

Great Grouping Strategies
Author: Wrubel, Ronit M.

ISBN: 0-439-30467-9
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Category: Curricula
User Rating: 5.0 Stars
Pages: 112

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

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:

Category: Secondary
User Rating: 3.0 Stars
Pages: 64

Paperback Association for Supervision & Curriculum Deve

Includes bibliographical references (p. 61-62).

Grading and Reporting Student Progress in an Age of Standards

Grading and Reporting Student Progress in an Age of Standards
Author: Trumbull, Elise (Editor) Farr, Beverly P. (Editor)

ISBN: 1-929024-05-3
LCCN:
Dewey:
Number:

Category: General
User Rating: 3.5 Stars
Pages: 224

Paperback Christopher-Gordon Pub

Good Morning Class I Love You

Good Morning Class I Love You
Author: Wright, Esther Winch, Bradley L.

ISBN: 0-915190-58-3
LCCN: 88082076
Dewey:
Number:

Category: Child care & upbringing
User Rating: 4.0 Stars
Pages: 35

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

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:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 168

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

Getting Results With Curriculum Mapping
Author: Jacobs, Heidi Hayes (Editor)

ISBN: 0-87120-999-3
LCCN: 2004016184
Dewey: 375/.001 22
Number:

Category: Curricula
User Rating: 3.0 Stars
Pages: 181

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

Future Edge
Author: Barker, Joel A. BARKER, JOEL A

ISBN: 0-688-10936-5
LCCN: 91027583
Dewey: 658.4/0355 20
Number:

Category: Management decision making
User Rating: 5.0 Stars
Pages: 240

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

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:

Category: Finance
User Rating: 5.0 Stars
Pages: 162

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

Fred Jones Tools for Teaching
Author: Jones, Fredric H. Jones, Brian (Illustrator)

ISBN: 0-9650263-0-2
LCCN: 2001269322
Dewey: 371.102 21
Number:

Category: Education
User Rating: 4.5 Stars
Pages: 352

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.

Frames Of Mind: The Theory Of Multiple Intelligences

Frames Of Mind: The Theory Of Multiple Intelligences
Author: Gardner, Howard

ISBN: 0-465-02509-9
LCCN:
Dewey:
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 464

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

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:

Category: Office & workplace
User Rating: 3.5 Stars
Pages: 115

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

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:

Category: Teaching Methods & Materials - Classroom Planning
User Rating:
Pages: 216

Paperback Dynamic Teaching Company

Includes bibliographical references (p. 214) and index.

The First Six Weeks of School

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:

Category: Elementary
User Rating: 5.0 Stars
Pages: 232

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

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:

Category: Teaching Methods & Materials - Classroom Planning
User Rating: 4.0 Stars
Pages: 338

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

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:

Category: Constitutional
User Rating: 5.0 Stars
Pages: 205

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

The Fifth Discipline: The Art & Practice of the Learning Organization
Author: Senge, Peter M.

ISBN: 0-385-26095-4
LCCN:
Dewey:
Number:

Category: Organizational theory & behaviour
User Rating: 4.5 Stars
Pages: 424

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

A Field Guide to Using Visual Tools
Author: Hyerle, David

ISBN: 0-87120-367-7
LCCN: 00008213
Dewey: 370.15/2 21
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 147

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.

Eyes on Track: A Missing Link to Successful Learning

Eyes on Track: A Missing Link to Successful Learning
Author: No Author Stroud, Carol A. Bedes, Vicki Pike, Dick

ISBN: 0-9662530-2-7
LCCN: 00102601
Dewey: 617.7/008617.7/0083 22
Number:

Category: Medicine
User Rating: 4.0 Stars
Pages: 118

Paperback JF's Publishing

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

Expanding Student Assessment

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:

Category: Examinations & assessment
User Rating: 3.0 Stars
Pages: 167

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

The Evolving Multicultural Classroom
Author: Reissman, Rose

ISBN: 0-87120-233-6
LCCN: 94025103
Dewey: 370.19/6/0973 20
Number:

Category: Teaching of ethnic minorities
User Rating: 5.0 Stars
Pages: 144

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.

Evaluation a Team Effort

Evaluation a Team Effort
Author: Picciott

ISBN: 0-590-73091-6
LCCN:
Dewey:
Number:

Category: Developmental - Child
User Rating: 3.5 Stars
Pages: 0

Paperback Scholastic

Enhancing Student Achievement: A Framework for School Improvement

Enhancing Student Achievement: A Framework for School Improvement
Author: Danielson, Charlotte

ISBN: 0-87120-691-9
LCCN: 2002013156
Dewey: 371.2 21
Number:

Category: Administration - General
User Rating: 5.0 Stars
Pages: 141

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

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:

Category: Teaching Methods & Materials - Classroom Planning
User Rating: 5.0 Stars
Pages: 140

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

Enhancing Professional Practice
Author: Danielson, Charlotte

ISBN: 1-4166-0517-7
LCCN: 2006030286
Dewey: 371.1/02 22
Number:

Category: Parenting & Education : Education
User Rating: 4.0 Stars
Pages: 200

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

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:

Category: Evaluation
User Rating: 5.0 Stars
Pages: 189

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

Emotional Intelligence: Why It Can Matter More Than IQ
Author: Goleman, Daniel Goleman Goleman, Daniel

ISBN: 0-553-37506-7
LCCN:
Dewey:
Number:

Category: Sociology, Social Studies
User Rating: 4.0 Stars
Pages: 368

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

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:

Category: Teaching skills & techniques
User Rating: 5.0 Stars
Pages: 104

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

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:

Category: Teaching of ethnic minorities
User Rating: 5.0 Stars
Pages: 222

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.

Effective listening: Key to your success

Effective listening: Key to your success
Author: Steil, Lyman K Watson, Kittie W. Barker, Larry Lee

ISBN: 0-201-16425-6
LCCN: 82011512
Dewey: 658.4/52 19
Number:

Category: Business Communication - Meetings & Presentations
User Rating: 5.0 Stars
Pages: 155

Hardcover Addison-Wesley

Includes index.

The Educators Guide to Preventing and Solving Discipline Problems

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:

Category: Behavior Management
User Rating: 5.0 Stars
Pages: 177

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

Educational Evaluation
Author: Popham, W. James

ISBN: 0-205-14217-6
LCCN: 92013806
Dewey: 379.1/54 20
Number:

Category: Funding of education
User Rating: 4.5 Stars
Pages: 372

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)

Education, Technology, and Paradigms of Change for the 21st Century

Education, Technology, and Paradigms of Change for the 21st Century
Author: Thornburg, David D.

ISBN: 0-942207-09-2
LCCN:
Dewey:
Number:

Category: General
User Rating: 4.5 Stars
Pages: 143

Paperback Starsong Publications

Education on the Edge of Possibility

Education on the Edge of Possibility
Author: Caine, Renate Nummela Caine, Geoffrey

ISBN: 0-87120-282-4
LCCN: 97004604
Dewey: 370/.973 21
Number:

Category: History
User Rating: 4.0 Stars
Pages: 279

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

Education in a New Era
Author: Brandt, Ronald S. (Editor)

ISBN: 0-87120-363-4
LCCN:
Dewey:
Number:

Category: Reference
User Rating: 4.5 Stars
Pages: 246

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

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:

Category: Administration - General
User Rating: 3.5 Stars
Pages: 137

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

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:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 184

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

Edspeak: A Glossary of Education Terms, Phases, Buzzwords, Jargon
Author: Ravitch, Diane

ISBN: 1-4166-0575-4
LCCN:
Dewey:
Number:

Category: Reference
User Rating: 4.0 Stars
Pages: 245

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

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:

Category: Natural history & pets
User Rating: 4.5 Stars
Pages: 208

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

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:

Category: Industrial or vocational training
User Rating: 4.0 Stars
Pages: 233

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

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:

Category: Educational Psychology
User Rating: 1.5 Stars
Pages: 108

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

Discipline With Dignity
Author: Curwin, Richard L. Mendler, Allen N.

ISBN: 0-87120-154-2
LCCN: 88039922
Dewey: 371.1/024 19
Number:

Category: Classroom Management
User Rating: 5.0 Stars
Pages: 267

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

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:

Category: Curricula
User Rating: 5.0 Stars
Pages: 247

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

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:

Category: Teaching skills & techniques
User Rating: 4.5 Stars
Pages: 160

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

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:

Category: Education
User Rating: 4.5 Stars
Pages: 132

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

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:

Category: Teaching skills & techniques
User Rating: 3.0 Stars
Pages: 191

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

Developing More Curious Minds
Author: Barell, John

ISBN: 0-87120-719-2
LCCN: 2002151117
Dewey: 371.39 21
Number:

Category: Experimental Methods
User Rating: 4.0 Stars
Pages: 244

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.

Developing Minds: A Resource Book for Teaching Thinking

Developing Minds: A Resource Book for Teaching Thinking
Author: Costa, Arthur L. (Editor)

ISBN: 0-87120-131-3
LCCN: 85070037
Dewey: 371.3/07/8 19
Number:

Category: Teaching
User Rating: 4.0 Stars
Pages: 343

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

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:

Category: Examinations & assessment
User Rating: 3.0 Stars
Pages: 240

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

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:

Category: Educational Psychology
User Rating: 5.0 Stars
Pages: 260

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

Developing a Quality Curriculum
Author: Glatthorn, Allan A.

ISBN: 0-87120-234-4
LCCN: 94022689
Dewey: 375/.001 21
Number:

Category: Quality (Management)
User Rating: 3.0 Stars
Pages: 136

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

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:

Category: Aims & Objectives
User Rating: 5.0 Stars
Pages: 91

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

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:

Category: Classroom Management
User Rating: 5.0 Stars
Pages: 128

Paperback Association for Supervision & Curriculum Deve

Includes bibliographical references and index.

Democratic Schools

Democratic Schools
Author: Apple, Michael W. (Editor) Beane, James A. (Editor)

ISBN: 0-87120-241-7
LCCN: 95007784
Dewey: 370.11/5 20
Number:

Category: Central government
User Rating: 4.0 Stars
Pages: 106

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

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:

Category: Curriculum planning & development
User Rating: 3.0 Stars
Pages: 128

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

The Culture of Education
Author: Bruner, Jerome

ISBN: 0-674-17952-8
LCCN: 95046844
Dewey: 370.15 20
Number:

Category: Philosophy of education
User Rating: 3.0 Stars
Pages: 240

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

Creating Your Future: Personal Strategic Planning for Professionals
Author: Morrisey, George L.

ISBN: 1-881052-06-0
LCCN: 92019057
Dewey: 650.1 20
Number:

Category: Business strategy
User Rating: 4.5 Stars
Pages: 196

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

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:

Category: EducationalResearch
User Rating: 4.5 Stars
Pages: 88

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

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:

Category: Curriculum planning & development
User Rating: 3.0 Stars
Pages: 84

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

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:

Category: Administration - General
User Rating: 5.0 Stars
Pages: 185

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

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:

Category: Special Education - General
User Rating: 5.0 Stars
Pages: 219

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

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:

Category: Teaching skills & techniques
User Rating: 4.0 Stars
Pages: 224

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

Cooperative Learning & Mathematics Grades K-8
Author: Andrini, Beth Teachers, Resources for

ISBN: 1-879097-04-4
LCCN:
Dewey:
Number:

Category: Mathematics
User Rating: 5.0 Stars
Pages: 100

Paperback Kagan Cooperative Learning

Cooperative Learning Resources for Teachers

Cooperative Learning Resources for Teachers
Author: Spencer Kagen

ISBN:
LCCN:
Dewey:
Number:

Category:
User Rating:
Pages: 0

Spiral-bound Resources for Teachers

Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 2nd edition

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:

Category: Finance
User Rating: 5.0 Stars
Pages: 651

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

Conscious discipline
Author: Bailey, Rebecca Anne Bailey, Becky A. A.

ISBN: 1-889609-11-0
LCCN: 99066610
Dewey:
Number:

Category: Classroom Management
User Rating: 5.0 Stars
Pages: 256

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!

Conflict Resolution Activities That Work!
Author: Hollenbeck, Kathleen M.

ISBN: 0-439-11113-7
LCCN:
Dewey:
Number:

Category: Behavior Management
User Rating: 5.0 Stars
Pages: 64

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.

Conflict of Interests: The Politics of American Education

Conflict of Interests: The Politics of American Education
Author: Spring, Joel H.

ISBN: 0-8013-0789-9
LCCN: 92003377
Dewey: 379.73 20
Number:

Category: Administration
User Rating: 3.5 Stars
Pages: 238

Paperback Longman Pub Group

Includes bibliographical references and index.

A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms

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:

Category: Educational administration
User Rating: 5.0 Stars
Pages: 305

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

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:

Category: Teaching Methods & Materials - General
User Rating: 3.0 Stars
Pages: 212

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

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:

Category: Teaching of specific groups
User Rating: 5.0 Stars
Pages: 440

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

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:

Category: Special Education - Socially Handicapped
User Rating: 1.0 Stars
Pages: 114

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

Classroom of Choice
Author: Erwin, Jonathan

ISBN: 0-87120-829-6
LCCN: 2004001824
Dewey: 371.102/4 22
Number:

Category: Teaching & Teacher Training
User Rating: 1.5 Stars
Pages: 229

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

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:

Category: Education / Teaching
User Rating: 4.0 Stars
Pages: 143

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.

Classroom Management for All Teachers: 11 Effective Plans

Classroom Management for All Teachers: 11 Effective Plans
Author: Cipani, Ennio

ISBN: 0-13-520933-1
LCCN: 97027671
Dewey: 371.102/4 21
Number:

Category: Teaching skills & techniques
User Rating: 3.5 Stars
Pages: 168

Paperback Prentice Hall

Book Description This in-depth book bridges the gap between educational theory and the classroom with eleven practical classroom management plans designed to be applied to actual teaching situations. Easy to implement, these plans cover two primary circumstances: student on-task and assignment completion problems and student disruptive behavior and rule violations. KEY TOPICS: Written with a minimum of jargon, Classroom Management for All Teachers provides definitions of behavioral terminology and hypothetical examples that demonstrate the effects of specific techniques in a classroom setting. Each plan includes a brief description, baseline measurement tools, step-by-step implementation procedures, hypothetical applications, a selection of reproducible forms, and more. An essential resource for every educator, school administrator, and school psychologist. From the Back Cover This in-depth book bridges the gap between educational theory and the classroom with eleven practical classroom management plans designed to be applied to actual teaching situations. Easy to implement, these plans cover two primary circumstances: student on-task and assignment completion problems and student disruptive behavior and rule violations. Written with a minimum of jargon, Classroom Management for All Teachers provides definitions of behavioral terminology and hypothetical examples that demonstrate the effects of specific techniques in a classroom setting. Each plan includes a brief description, baseline measurement tools, step-by-step implementation procedures, hypothetical applications, a selection of reproducible forms, and more. An essential resource for every educator, school administrator, and school psychologist.

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
Author: Marzano, Robert J. Pickering, Debra Pollock, Jane E.

ISBN: 0-87120-504-1
LCCN: 00012007
Dewey: 371.102 21
Number:

Category: Teaching skills & techniques
User Rating: 4.0 Stars
Pages: 178

Paperback Association for Supervision & Curriculum Deve

Book Description What works in education? How do we know? How can teachers find out? How can educational research find its way into the classroom? How can we apply it to help our individual students? Questions like these arise in most schools, and busy educators often don't have time to find the answers. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning: * Identifying similarities and differences. * Summarizing and note taking. * Reinforcing effort and providing recognition. * Homework and practice. * Nonlinguistic representations. * Cooperative learning. * Setting objectives and providing feedback. * Generating and testing hypotheses. * Questions, cues, and advance organizers. This list is not new. But what is surprising is finding out what a big difference it makes, for example, when students learn how to take good notes, work in groups, and use graphic organizers. The authors provide statistical effect sizes and show how these translate into percentile gains for students, for each strategy. And each chapter presents extended classroom examples of teachers and students in action; models of successful instruction; and many "frames," rubrics, organizers, and charts to help teachers plan and implement the strategies.

Circles of learning: Cooperation in the classroom

Circles of learning: Cooperation in the classroom
Author: Johnson, David W Johnson, Roger T.

ISBN: 0-939603-01-2
LCCN: 86081701
Dewey: 371.3/95 20
Number:

Category: Cooperativeness in education
User Rating: 5.0 Stars
Pages: 124

Unknown Binding Interaction Book Co

"Revised." Rev. ed. of: Circles of learning / David W. Johnson ... [et al.]. c1984. Includes bibliographical references.

The Children's Machine: Rethinking School In The Age Of The Computer

The Children's Machine: Rethinking School In The Age Of The Computer
Author: Papert, Seymour A.

ISBN: 0-465-01830-0
LCCN: 91059012
Dewey: 371.3/34 20
Number:

Category: Applications of Computing
User Rating: 4.0 Stars
Pages: 288

Hardcover Basic Books

From Kirkus Reviews The genially unorthodox author of Mindstorms (1983) again makes a stimulating case for computers as a primary route to knowledge, revising and expanding earlier observations in view of disappointing school policies of the past dozen years. Rejecting most schools as ``sluggish and timid'' in assuring access to learning, Papert (Mathematics and Education/MIT) divides the conservative education world into ``Schoolers'' (who acknowledge underlying problems but focus on short-term urgent ones) and ``Yearners'' (who create their own small-scale alternatives) as he considers why technology hasn't revolutionized school learning. Championing computers for offering forms of learning that can be ``quick, immensely compelling, and rewarding,'' Papert contends that Logo (the computer language he conceived) is a superior mode of learning for young children, closer to their informal learning style than traditional classroom approaches and invaluable as a medium for most areas of study. But schools have ignored computers' broad capacities, he finds, isolating these tools from the learning process instead of integrating them into all areas of instruction. Papert offers a steady supply of examples--from his own extensive experience as well as from assorted classrooms--providing evidence of computers as powerful learning allies. He also understands the nature of learning--the importance of the personal element in any classroom exchange; the need to adapt a learning-environment design to its social and cultural milieu; the ``internal censors'' that students bring to required work; and the way that ordered ideas can emerge from an imprecise, undirected process. Even those who resist Papert's belief that the foundation of modern schooling is faulty will agree with his central theme that the ability to learn new skills is the most critical skill of all- -and that computers have a unique, accelerating role to play in developing that ability. -- Copyright ©1993, Kirkus Associates, LP. All rights reserved. Product Description In his classsic book, Mindstorms: Children, Computers, and powerful Ideas, Seymour Papert set out a vision of how computers could change school. In The Children's Machine he now looks back over a decade during which American schools acquired more than three million computers and assesses progress and resistance to progress.

Chicken Soup for the Teacher's Soul: Stories to Open the Hearts and Rekindle the Spirit of Educators

Chicken Soup for the Teacher's Soul: Stories to Open the Hearts and Rekindle the Spirit of Educators
Author: Canfield, Jack Hansen, Mark Victor Hansen, Mark Victor

ISBN: 1-55874-978-0
LCCN: 2002020893
Dewey: 371.1 21
Number:

Category: Education
User Rating: 4.5 Stars
Pages: 384

Paperback HCI

Amazon.com It's no secret that teachers are underpaid, overworked, and undervalued, and bestselling authors Jack Canfield and Mark Victor Hansen have compiled Chicken Soup for the Teacher's Soul as both a tribute and encouragement to those who make a difference in the lives of their students. It's inspiration in bite-sized, manageable chunks. Under 11 different topical headings such as "A Day in the Life" and "Overcoming Obstacles," readers will discover motivating quotes ("Love first, teach second"), hilarious cartoons, and touching stories that combine to make this book a testimonial of thanks, sure to revitalize weary educators. Teachers, coaches, childcare professionals, and educators--from preschool to college, Sunday school to public school--will find in these pages a renewed passion for changing lives, and fresh vision to go the extra mile with every student. The essays are by turns entertaining, motivating, and funny, and most are deeply touching. Keep the Kleenex handy. --Cindy Crosby Product Description Most people recall a teacher or two who had a significant impact on their future. In fact, outside the family unit, teachers have more influence on our lives than anyone else. Good teachers help students believe in themselves with a glimpse of what they might become. They go the extra mile to make learning fun and meaningful, and they inspire students to dream and broaden their horizons. Teachers have the power to change lives. Written by a wide range of teachers, counselors, administrators, educational consultants and former students, the stories in Chicken Soup for the Teacher's Soul will convince teachers that they're needed now more than ever. Chicken Soup for the Teacher's Soul is required reading for every teacher, student and former student. Readers will learn treasured lessons on the importance of encouragement, the power of love, the value of taking a risk in the classroom, and the need for mentors and allies. Teachers will recognize themselves and their students in these stories of hope and love. They will see their growing challenges as newfound opportunities to transform lives.

Chicken Soup for the Teacher's Soul

Chicken Soup for the Teacher's Soul
Author: No Author

ISBN: 0-439-45806-4
LCCN:
Dewey:
Number:

Category:
User Rating: 4.0 Stars
Pages: 385

Hardcover Scholastic

Character Under Attack: & What You Can Do About It

Character Under Attack: & What You Can Do About It
Author: Sommer, Carl

ISBN: 1-57537-352-1
LCCN: 2005008539
Dewey: 370.11/4 22
Number:

Category: Education
User Rating: 2.5 Stars
Pages: 112

Hardcover Advance Publishing

Review ...Hope that others will grasp your philosophy and begin to make positive changes, one child at a time.” --Jeff Fritz, Principal, Jackson Township Elementary School ...Thank you for your boldness in stepping out in this area that is so badly needed. Character Definitely Counts!!!” --Karen A. Heard, Librarian Fairacres Elementary ...I love this book and plan to buy more of his books for our district libraries.” --Georgia Witt, District Librarian, Orange Grove I.S.D. Review ...Thank you for your boldness in stepping out in this area that is so badly needed. Character Definitely Counts!!!” --Karen A. Heard, Librarian Fairacres Elementary

Change Forces: The Sequel

Change Forces: The Sequel
Author: Fullan, Michael Goodson, Ivor F. Hargreaves, Andy Archer, Caroline

ISBN: 0-7507-0755-0
LCCN: 99211205
Dewey:
Number:

Category: Organization & management of education
User Rating: 4.0 Stars
Pages: 90

Paperback Falmer Press

Review Stirs the imagination, engages the mind, uplifting to the human soul. Energizing. Captivating. Ground-breaking truth. -Alice P. Thomas, Founder, President and CEO, for Development & Learning (CDL) I'm reading The Sequel, with delight. It's super--not only because it's stimulating to the mind, but also because it's good for the soul. I'm feeling reinvigorated. -Annette Tromly, Executive Director, Walter & Duncan Gordon Charitable Foundation Praise for Change Forces: This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look to how they become learning organizations. -Management Learning Nobody is more knowledgeable about school change than Michael Fullan. Through his writing for practitioners and scholars, he has done a tremendous amount to build a wide understanding of the technical and cultural dimensions of educational reform. Change Forces:The Sequel contributes to that legacy by adding contextual and theoretical flesh. -Journal of Education for Students Placed at Risk --This text refers to the Hardcover edition. Product Description Fullan's first book on this subject was an instant and best-selling success. Now, in Change Forces, The Sequel, he extends and expands the use of chaos theory as a lens through which to view and comprehend change, and the forces which govern it. Educators have already widely embraced this approach, and adopted the idea that change is not so straightforward as we might hope. As Fullan worked on his ideas, relating them to school systems, higher education and research, the field of change forces also developed significantly. This volume covers the new aspects of this science of complexity and helps educators obtain insights for delving deeper into moral purpose and expanding into fresh dimensions of changing forces in the environment. --This text refers to the Hardcover edition.

Change Forces: Probing the Depths of Educational Reform

Change Forces: Probing the Depths of Educational Reform
Author: Fullan, Michael Michael, Fullan

ISBN: 1-85000-826-4
LCCN: 93014364
Dewey: 371.2 20
Number:

Category: Organization & management of education
User Rating: 5.0 Stars
Pages: 176

Paperback Routledge

Review This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look at how they become learning organizations. -Management Learning A provacative and stimulating book. I defy any reader not to be engaged. This is a challenging and optimistic book. Its readiblity will make it acceptable to a wide range of audiences. -Educational Management Fullan signals that this book will seriously address divisive political and normative issues, eschewing the neutral approach to change that has plagued many otherwise excellent analyses of school reform the past decades. Changes Forces: The Sequel takes on a herculean task:moving beyond a neutral analysis of educational change while using business literature that offers little or no normative or political insight...Nobody is more knowledgeable about school change than Michael Fullan. Through his writing for practitioners and scholars, he has done a tremendous amount to build a wide understanding the technical and cultural dimensions of educational reform. Change Forces: The Sequel, contributes to that legacy by adding contextual and theoretical flesh.... -Journal of Education for students placed at risk moving This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look how they become learning organizations. -Management Learning Review This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look at how they become learning organizations. -Management Learning A provacative and stimulating book. I defy any reader not to be engaged. This is a challenging and optimistic book. Its readiblity will make it acceptable to a wide range of audiences. -Educational Management Fullan signals that this book will seriously address divisive political and normative issues, eschewing the neutral approach to change that has plagued many otherwise excellent analyses of school reform the past decades. Changes Forces: The Sequel takes on a herculean task:moving beyond a neutral analysis of educational change while using business literature that offers little or no normative or political insight...Nobody is more knowledgeable about school change than Michael Fullan. Through his writing for practitioners and scholars, he has done a tremendous amount to build a wide understanding the technical and cultural dimensions of educational reform. Change Forces: The Sequel, contributes to that legacy by adding contextual and theoretical flesh.... -Journal of Education for students placed at risk moving This book is excellent. It says all the things I want teachers to hear and act upon about managing their own learning, about balancing life and work, and about how schools need to invest in teacher learning and look how they become learning organizations. -Management Learning

A Celebration of Neurons: An Educator's Guide to the Human Brain

A Celebration of Neurons: An Educator's Guide to the Human Brain
Author: Sylwester, Robert

ISBN: 0-87120-243-3
LCCN: 95004382
Dewey: 612.8/2 20
Number:

Category: Human biology
User Rating: 4.0 Stars
Pages: 167

Paperback Association for Supervision & Curriculum Deve

Book Description Robert Sylwester offers educators an introduction to "the only mass of matter in the known universe that can contemplate itself," the human brain. We all know that the brain is where learning takes place, but how many of us understand the brain's basic workings and use that understanding in our work with students? How many of us keep up with new developments in brain research that might have implications for teaching and learning? How many of us can even identify the basic parts of the brain and when they mature? After reading this book, you'll be able to identify the basic parts of the brain. You'll also be able to discuss scientists' theories about how our brain functions, how it interacts with the outside environment, how it determines what's important, how it solves problems, how it adapts itself to its environment, and how it learns, remembers, and forgets. "A Celebration of Neurons" is more than an introduction to the brain, however; it is also an urgent call for educators to become actively involved in discovering useful applications for brain theory and research in the schools. Developments in brain research have already provided scientific support for educational practices such as cooperative learning, and new developments will almost certainly influence other aspects of teaching and learning, from the content of the curriculum to the layout of the classroom. The question we must ask ourselves now, says Sylwester, is whether the education profession as a whole can continue to ignore the significant role that brain research can play in improving teaching and learning.

The Case for Mixed-Age Grouping in Early Childhood Education

The Case for Mixed-Age Grouping in Early Childhood Education
Author: Katz, Lillian G. Evangelou, Demetra

ISBN: 0-935989-31-5
LCCN: 90061182
Dewey: 372.12/54 20
Number:

Category: Ability grouping in education
User Rating: 5.0 Stars
Pages: 60

Paperback Natl Assn for the Education

Includes bibliographical references (p. 51-54).

California School Rules: A School-Smart Parent's Guide to Advocating for Your Child

California School Rules: A School-Smart Parent's Guide to Advocating for Your Child
Author: Judy, Ph.D. Goddess

ISBN: 1-887836-10-1
LCCN: 97026487
Dewey: 344.794/07 21
Number:

Category: Administrative Law & Regulatory Practice
User Rating: 5.0 Stars
Pages: 214

Paperback Publishing 20/20

Book Description Parents who are puzzled by the policies governing California schools now have a self-help law book to guide them. The author wrote the book to help parents answer the question: "Hey, can they do that to my kid?" It explores the legal side of problems that parents of school-age children often encounter: choosing schools, learning English, how to keep good teachers (and avoid bad ones), creating safer and more disciplined schools, contesting unfair grades, and more. From the Publisher The question-answer format provides an easy entry to the otherwise complicated laws that govern schools. The author's conversational style and the 150 questions she answers will make for an interesting read. This book has been a joy to publish. Our greatest pleasure has been hearing from our customers. Parents write us. When the author appears on radio shows that encourage call-ins, the switchboards light up. Educators have found the book useful for clarifying legal issues with their staff, and have used it to help settle disagreements with parents. One school board member from San Francisco, Jill Wynns, wrote that the book "... is filled with useful information which well-intentioned administrators often presume to be too complex or technical for most parents." And a high school student, Nick Rodriguez, who's an officer with the California Association of Student Councils, called the book "the perfect tool for self-advocacy ... should be required reading for every student."

Building Shared Responsibility for Student Learning

Building Shared Responsibility for Student Learning
Author: Conzemius, Anne O'Neill, Jan O'Neill, Jan

ISBN: 0-87120-597-1
LCCN: 2001006467
Dewey: 371.2/07 21
Number:

Category: Education
User Rating: 5.0 Stars
Pages: 146

Paperback Association for Supervision & Curriculum Deve

Book Description Who is responsible for student learning? Walk into an effective school and ask this question of anyone-a teacher, a student, the principal, a parent volunteer, a secretary-and you'll get the same answer: "I am." Shared responsibility is something school communities build from within. It's what happens when all school people accept that what they do makes a difference in how all students learn . . . when they have the knowledge they need to make informed decisions about the best way to promote learning . . . and when they have the skills and opportunities to translate their ideas into effective action. Anne Conzemius and Jan O'Neill present a practical framework for building shared responsibility within schools and school systems. They identify three critical components: * Focus--The common vision, mission, values, and expectations that provide clarity and lead to new levels of performance. * Reflection--The commitment to test assumptions, learn from data, and adjust practices accordingly. * Collaboration--The process of developing relationships where all work toward the same objectives and rely on each other to achieve their goals. Building shared responsibility for student learning is an ongoing activity--a journey and not a destination. This research-based resource provides a map in the form of effective structures, systems, processes, and policies. It explains how to set powerful goals and shares inspiring stories of educators who have embarked on this journey toward higher professional competency, increased staff satisfaction, rising test scores, and improved student results. Download Description Who is responsible for student learning? Walk into an effective school and ask this question of anyone-a teacher, a student, the principal, a parent volunteer, a secretary-and you'll get the same answer: "I am." Shared responsibility is something school communities build from within. It's what happens when all school people accept that what they do makes a difference in how all students learn . . . when they have the knowledge they need to make informed decisions about the best way to promote learning . . . and when they have the skills and opportunities to translate their ideas into effective action. Anne Conzemius and Jan O'Neill present a practical framework for building shared responsibility within schools and school systems. They identify three critical components: * Focus--The common vision, mission, values, and expectations that provide clarity and lead to new levels of performance. * Reflection--The commitment to test assumptions, learn from data, and adjust practices accordingly. * Collaboration--The process of developing relationships where all work toward the same objectives and rely on each other to achieve their goals. Building shared responsibility for student learning is an ongoing activity--a journey and not a destination. This research-based resource provides a map in the form of effective structures, systems, processes, and policies. It explains how to set powerful goals and shares inspiring stories of educators who have embarked on this journey toward higher professional competency, increased staff satisfaction, rising test scores, and improved student results.

Building Leadership Capacity in Schools

Building Leadership Capacity in Schools
Author: Lambert, Linda Association for Supervision and Curriculum

ISBN: 0-87120-307-3
LCCN: 98040095
Dewey: 371.2/00973 21
Number:

Category: Educational Reform
User Rating: 3.5 Stars
Pages: 136

Paperback Association for Supervision & Curriculum Deve

Book Description In this book, Linda Lambert takes a close look at leadership in schools, which today involves far more than a single leader. The author defines leadership as the learning processes among participants in a community--processes that lead toward a shared sense of purpose. Leadership capacity refers to the breadth of participation in leadership and the depth of skill that teachers, administrators, parents, students, and community members bring to the work. The stories of three schools--an elementary school with low leadership capacity, a middle school with moderate leadership capacity, and a high school with high leadership capacity--reveal how school people can lead their communities to improve student learning. The stories show five features of effective leadership: (1) broad-based, skillful participation in the work of leadership, (2) inquiry-based use of information to inform decisions and practice, (3) roles and responsibilities that reflect broad involvement and collaboration, (4) reflective practice/innovation as a norm, and (5) high student achievement. This book outlines what schools and districts must do to build leadership capacity, including how to get started, how to sustain the momentum, and how to design school districts capable of supporting such work.

Bright Air, Brilliant Fire: On The Matter Of The Mind

Bright Air, Brilliant Fire: On The Matter Of The Mind
Author: Edelman, Gerald

ISBN: 0-465-00764-3
LCCN:
Dewey:
Number:

Category: Physiological & neuro-psychology
User Rating: 4.5 Stars
Pages: 304

Paperback Basic Books

From Publishers Weekly In this challenging, exhilarating leap by a disciplined and original mind, Nobel Prize-winner Edelman (medicine, 1972) throws a neurobiological line between two ships--mind and matter--in the stormiest of scientific seas. In his defense of the biological component of mind, Edelman ( The Remembered Pres ent ) disposes of cognitive and behavioral theories of consciousness. To take up the slack, he extends current developments in brain neuroscience well into speculation. He is far too modest in stating that his goal is "to dispel the notion that the mind can be understood in the absence of biology," for the book is a near-kinetic series of critiques and proposals to connect physics and psychology. The "Harmonies" section draws on other disciplines--philosophy, linguistics and psychiatry, among others--to entwine these tendrils of thought into a "unified theory" of mind. Illustrations not seen by PW . Natural Science Book Club selection. Copyright 1992 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. From Library Journal Edelman, Nobel laureate and director of the Neurosciences Institute, is the author of three previous books on the biology of the brain. His latest book advances the theory that the mind has arisen through evolutionary morphology. According to Edelman, the mind is not a kind of computer but a product of the biological forms that have developed through natural selection. To support his theory, Edelman offers a mini-course in modern molecular biology and development. By the author's own admission, this is "strenuous" reading, complete with "strange vocabulary." Nevertheless, Edelman presents his theory with enthusiasm and a genuine desire to discover the origins of the mind. Readers well-grounded in physics, biology, and philosophy will find his ideas extremely challenging. Primarily for academic libraries. - Laurie Bartolini, Lincoln Lib., Springfield, Ill. Copyright 1992 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

Brain Matters: Translating Research into Classroom Practice

Brain Matters: Translating Research into Classroom Practice
Author: Wolfe, Patricia

ISBN: 0-87120-517-3
LCCN: 2001002013
Dewey: 370.15/23 21
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 207

Paperback Association for Supervision & Curriculum Deve

Book Description Everyone agrees that what we do in schools should be based on what we know about how our brain learns. Until recently, however, we have had few clues to unlock the secrets of the brain. Now, research from the neurosciences has greatly improved our understanding of the learning process, and we have a much more solid foundation on which to base educational decisions. In this book, Patricia Wolfe makes it clear that before we can effectively match teaching practice to brain functioning, we must first understand how the brain functions. In Part I, several chapters act as a mini-textbook on brain anatomy and physiology. Then, in Part II, Wolfe brings brain functioning into clearer focus, describing how the brain encodes, manipulates, and stores information. This information-processing model provides a first look at some implications of the research for practice--why meaning is essential for attention, how emotion can enhance or impede learning, and how different types of rehearsal are necessary for different types of learning. In Part III, Wolfe devotes several chapters to practical classroom applications and brain-compatible teaching strategies. This section shows how to use simulations, projects, problem-based learning, graphic organizers, music, rhyme and rhythm, writing, active engagement, and mnemonics. Each chapter provides examples using brief scenarios from actual classroom practice, from the lower elementary grades to high school. The book also includes a glossary of terms. Download Description Everyone agrees that what we do in schools should be based on what we know about how our brain learns. Until recently, however, we have had few clues to unlock the secrets of the brain. Now, research from the neurosciences has greatly improved our understanding of the learning process, and we have a much more solid foundation on which to base educational decisions. In this book, Patricia Wolfe makes it clear that before we can effectively match teaching practice to brain functioning, we must first understand how the brain functions. In Part I, several chapters act as a mini-textbook on brain anatomy and physiology. Then, in Part II, Wolfe brings brain functioning into clearer focus, describing how the brain encodes, manipulates, and stores information. This information-processing model provides a first look at some implications of the research for practice--why meaning is essential for attention, how emotion can enhance or impede learning, and how different types of rehearsal are necessary for different types of learning. In Part III, Wolfe devotes several chapters to practical classroom applications and brain-compatible teaching strategies. This section shows how to use simulations, projects, problem-based learning, graphic organizers, music, rhyme and rhythm, writing, active engagement, and mnemonics. Each chapter provides examples using brief scenarios from actual classroom practice, from the lower elementary grades to high school. The book also includes a glossary of terms.

Blueprints for Thinking in the Cooperative Classroom

Blueprints for Thinking in the Cooperative Classroom
Author: Bellanca, James Fogarty, Robin

ISBN: 0-932935-30-3
LCCN: 91156364
Dewey: 371.3/078 20
Number:

Category: Advice on careers & achieving success
User Rating: 5.0 Stars
Pages: 362

Paperback Skylight Publishing

Book Description Beginning with the nitty-gritty of forming cooperative learning groups, this book directs you step-by-step through the phases of creating a cooperative classroom.

The Big Picture: Education Is Everyone's Business

The Big Picture: Education Is Everyone's Business
Author: Littky, Dennis Grabelle, Samantha

ISBN: 0-87120-971-3
LCCN: 2004009161
Dewey: 370/.973 22
Number:

Category: Parent Participation
User Rating: 4.5 Stars
Pages: 230

Paperback Association for Supervision & Curriculum Deve

Book Description What is the purpose of education? What kind of people do we want our children to grow up to be? How can we design schools so that students will acquire the skills they'll need to live fulfilled and productive lives? These are just a few of the questions that renowned educator Dennis Littky explores in The Big Picture: Education Is Everyone's Business. The schools Littky has created and led over the past 35 years are models for reformers everywhere: small, public schools where the curriculum is rich and meaningful, expectations are high, student progress is measured against real-world standards, and families and communities are actively engaged in the educational process. This book is for both big "E" and small "e" educators: * For principals and district administrators who want to change the way schools are run. * For teachers who want students to learn passionately. * For college admissions officers who want diverse applicants with real-world learning experiences. * For business leaders who want a motivated and talented workforce. * For parents who want their children to be prepared for college and for life. * For students who want to take control over their learning . . . and want a school that is interesting, safe, respectful, and fun. * For anyone who cares about kids. Here, you'll find a moving account of just what is possible in education, with many of the examples drawn from the Metropolitan Regional Career and Technical Center ("The Met") in Providence, Rhode Island--a diverse public high school with the highest rates of attendance and college acceptance in the state and a dropout rate of less than five percent. The Met exemplifies personalized learning, one student at a time. The Big Picture is a book to re-energize educators, inspire teachers in training, and start a new conversation about kids and schools, what we want for both, and how to make it happen. Download Description What is the purpose of education? What kind of people do we want our children to grow up to be? How can we design schools so that students will acquire the skills they'll need to live fulfilled and productive lives? These are just a few of the questions that renowned educator Dennis Littky explores in The Big Picture: Education Is Everyone's Business. The schools Littky has created and led over the past 35 years are models for reformers everywhere: small, public schools where the curriculum is rich and meaningful, expectations are high, student progress is measured against real-world standards, and families and communities are actively engaged in the educational process. This book is for both big "E" and small "e" educators: . For principals and district administrators who want to change the way schools are run. . For teachers who want students to learn passionately. . For college admissions officers who want diverse applicants with real-world learning experiences. . For business leaders who want a motivated and talented workforce. . For parents who want their children to be prepared for college and for life. . For students who want to take control over their learning . . . and want a school that is interesting, safe, respectful, and fun. . For anyone who cares about kids. Here, you'll find a moving account of just what is possible in education, with many of the examples drawn from the Metropolitan Regional Career and Technical Center ("The Met") in Providence, Rhode Island-a diverse public high school with the highest rates of attendance and college acceptance in the state and a dropout rate of less than five percent. The Big Picture is a book to reenergize educators, inspire teachers in training, and start a new conversation about kids and schools, what we want for both, and how to make it happen.

Beyond Discipline: From Compliance to Community

Beyond Discipline: From Compliance to Community
Author: Kohn, Alfie

ISBN: 0-87120-270-0
LCCN: 96025265
Dewey: 371.5 20
Number:

Category: Philosophy of education
User Rating: 3.5 Stars
Pages: 166

Paperback Association for Supervision & Curriculum Deve

Book Description What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences." But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. In this path-breaking book, Alfie Kohn calls these premises into question, and with them the very idea of classroom "management." He questions the assumption that problems in the classroom are always the fault of students who don't do what they are told, suggesting that we might instead reconsider what they have been told to do--or to learn. He shows how a fundamentally cynical view of children lies beneath the assumption that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behavior, with an approach in which we work with students to create caring communities where decisions are made together. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, this book shows how students are most likely to flourish in schools that have moved toward collaborative problem solving--and beyond discipline. About the Author Alfie Kohn is the author of many other books about education and human behavior, including Punished by Rewards, The Schools Our Children Deserve, and Unconditional Parenting. --This text refers to the Paperback edition.

Best: Self Esteem Activities for the Elementary Grades

Best: Self Esteem Activities for the Elementary Grades
Author: Akin, Terri (Editor) Schilling, Dianne Dunne, Gerry Cowen, Dave Schuster, Sandy Cowen, Dave

ISBN: 0-9625486-2-6
LCCN:
Dewey:
Number:

Category: Sociology, Social Studies
User Rating: 5.0 Stars
Pages: 218

Paperback Innerchoice Publishing

Book Description Over 100 of the most effective instructional strategies available for helping students develop an accurate concept of who they are. These easy to use activities directly enhance the self-esteem of students by engaging them in experiences that develop a wide range of life and academic skills and in the process build confidence and a strong sense of personal and social responsibility. Written and designed for clarity and ease of implementation, each activity includes behavioral objectives, step-by-step instruction, a series of thought provoking discussion questions formulated to elicit higher-level thinking, and reproducible student worksheets. Also included are sections outlining recent research and related theory pertaining to the critical importance of developing and enhancing self esteem. Grades K-8

The Best Schools: How Human Development Research Should Inform Educational Practice

The Best Schools: How Human Development Research Should Inform Educational Practice
Author: Armstrong, Thomas Elkind, David (Foreword)

ISBN: 1-4166-0457-X
LCCN: 2006024184
Dewey: 370.15/23 22
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 182

Paperback Association for Supervision & Curriculum Deve

Book Description Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster. In The Best Schools, Armstrong urges educators to leave narrow definitions of learning behind and return to the great thinkers of the past 100 years-Montessori, Piaget, Freud, Steiner, Erikson, Dewey, Elkind, Gardner-and to the language of human development and the whole child. The Best Schools highlights examples of educational programs that are honoring students' differences, using developmentally appropriate practices, and promoting a humane approach to education that includes the following elements: *An emphasis on play for early childhood learning. *Theme- and project-based learning for elementary school students. 8Active learning that recognizes the social, emotional, and cognitive needs of adolescents in middle schools. *Mentoring, apprenticeships, and cooperative education for high school students. Educators in "the best schools" recognize the differences in the physical, emotional, cognitive, and spiritual worlds of students of different ages. This book will help educators reflect on how to help each student reach his or her true potential, how to inspire each child and adolescent to discover an inner passion to learn, and how to honor the unique journey of each individual through life.

Best Practices for High School Classrooms: What Award-Winning Secondary Teachers Do

Best Practices for High School Classrooms: What Award-Winning Secondary Teachers Do
Author: Stone, Randi

ISBN: 0-7619-7730-9
LCCN: 2001002166
Dewey: 373.1102 21
Number:

Category: Educational resources & technology
User Rating: 5.0 Stars
Pages: 240

Paperback Corwin Press

Review "For those seeking practical activities that have been tested in actual high school classrooms, Stones book is just what the teacher ordered. Written in conversational style by award-winning teachers, this book does what the Internet and discipline-specific teachers organizations fail to do: it consolidates exemplary teaching practices on diverse topics from various academic fields into one easy-to-read resource." (CHOICE, June 2002 CHOICE, June 2002 ) "This book will be very helpful to new teachers and may motivate experienced teachers to expand their craft. It would be a useful addition to any high school professional collection, as it offers practical, down-to-earth advice, while highlighting innovative and exciting teaching methods. The state standards correlation sections are particularly beneficial." (Letitia Abram ) "This book is a priceless tool not only for teachers, but also for mentors and administrators who responsibilities are to provide professional growth." (Danny McPherson, Principal ) Review "For those seeking practical activities that have been tested in actual high school classrooms, Stone's book is just what the teacher ordered. Written in conversational style by "award-winning teachers" this book does what the Internet and discipline-specific teachers' organizations fail to do: it consolidates 'exemplary teaching practices' on diverse topics from various academic fields into one easy-to-read resource."

Belonging: Self and Social Discovery for Children of All Ages

Belonging: Self and Social Discovery for Children of All Ages
Author: Derencenzi, Jayne Pendergast, Susan Lyon-Wright, Linda

ISBN: 0-9623822-0-5
LCCN:
Dewey:
Number:

Category: General
User Rating: 5.0 Stars
Pages: 265

Paperback Belonging

The Basic School: A Community for Learning

The Basic School: A Community for Learning
Author: Boyer, Ernest L.

ISBN: 0-931050-48-0
LCCN: 95011506
Dewey: 372.973 20
Number:

Category: Sociology, Social Studies
User Rating: 5.0 Stars
Pages: 288

Paperback Jossey-Bass

Includes bibliographical references (p. 209-246) and index.

Awakening Genius in the Classroom

Awakening Genius in the Classroom
Author: Armstrong, Thomas

ISBN: 0-87120-302-2
LCCN: 98019666
Dewey: 370.15/23 21
Number:

Category: Teaching skills & techniques
User Rating: 4.0 Stars
Pages: 81

Paperback Association for Supervision & Curriculum Deve

Book Description "Every student is a genius," declares author Thomas Armstrong, and an educator's most important job is to discover and nurture the "genius qualities" that all students were born with but that may no longer be obvious. Urging readers to look beyond traditional understandings of what constitutes genius, Armstrong describes 12 such qualities: curiosity, playfulness, imagination, creativity, wonder, wisdom, inventiveness, vitality, sensitivity, flexibility, humor, and joy. He cites research in various fields that supports this broader understanding of genius and explains how influences in the home, the popular media, and the school itself "shut down" the genius in students. Combining thoughtful insights and practical information, Armstrong offers guiding principles to help educators awaken genius in the classroom--beginning with awakening the genius in themselves. Readers will find dozens of suggested activities and helpful resources to provide "genius experiences" and create a "genial climate" in the classroom. In addition, suggestions for further study at the end of each section provide starting points for personal and professional reflection and growth. As it celebrates the potential brainpower waiting to be unlocked in classrooms everywhere, Awakening Genius in the Classroom inspires educators to look at their students from a different perspective and to reinvigorate their teaching with a new sense of excitement and possibility. The result, Armstrong concludes, could extend far beyond the classroom and transform not only our schools, but the entire world.

Authentic Assessment: A Handbook for Educators

Authentic Assessment: A Handbook for Educators
Author: Hart, Diane

ISBN: 0-201-81864-7
LCCN: 93215508
Dewey: 371.2/6 20
Number:

Category: Nonfiction : Education : Education Theory : Assessment
User Rating: 4.0 Stars
Pages: 600

Paperback Dale Seymour Pubn

Book Description An innovative guidebook that takes you beyond the usual assessment buzzwords to an understanding of why educators are searching for alternatives to standard assessment procedures.

Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model

Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model
Author: Marzano, Robert J. Pickering, Debra McTighe, Jay McTighe, Jay Pickering, Debra

ISBN: 0-87120-225-5
LCCN:
Dewey:
Number:

Category: Evaluation
User Rating: 3.0 Stars
Pages: 138

Paperback Association for Supervision & Curriculum Deve

Book Description The authors provide a brief introduction to the Dimensions of Learning instructional model and then explain how it relates to lifelong learning standards and the content standards developed for mathematics, science, and other subjects. They include numerous examples of performance tasks that help students meet the standards by requiring them to actively construct knowledge for themselves. Teachers will especially appreciate the book's many rubrics, which are four-point scales that teachers can use not only to assess student performance on various tasks related to the five dimensions of learning, but also to provide descriptive feedback that can help students improve their performance. The book is printed in an 8" x 10" format so readers can easily photocopy the rubrics and blank assessment forms in Part Two of the book.

Assessing and Reporting on Habits of Mind

Assessing and Reporting on Habits of Mind
Author: Costa, Arthur L. (Editor) Kallick, Bena (Editor)

ISBN: 0-87120-370-7
LCCN: 00010210
Dewey: 370.15/2 21
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 135

Paperback Association for Supervision & Curriculum Deve

Internet Book Watch Assessing And Reporting On Habits Of Mind describes children's behaviors that require specialized forms of assessment. Educators Arthur Costa and Bena Kallick collaborate in showing how to assess and report student progress in using the habits of mind. They reveal what teachers should report; how the information should be reported; and who needs to know. Many practical, classroom-tested assessment tools and approaches are available to address these questions. Costa and Kallick persuasively maintain that a critical attribute of intelligence is not only having information, but also knowing how to act on it. Assessing And Reporting On Habits Of Mind is highly recommended reading for students in teaching education programs as well as the practicing classroom instructor, preschool through high school.

Asking the Right Questions: Tools and Techniques for Teamwork

Asking the Right Questions: Tools and Techniques for Teamwork
Author: Holcomb, Edie L.

ISBN: 0-8039-6358-0
LCCN: 95043337
Dewey: 371.3/95 20
Number:

Category: Management & management techniques
User Rating: 5.0 Stars
Pages: 144

Paperback Corwin Press

Product Description "Edie Holcomb has extensive experience in the change process--what she teaches actually works." Deb Larson and Tom Mooney, Members The School District of McFarland's K-12 Improvement Committee McFarland, Wisconsin Describes the essential aspects of school change in simple, straightforward language. Provides common starting ground for educators who have similar goals but different skills. Includes real-world examples along with an annotated bibliography for locating research-based references. Holcomb gives you the information you need to ask and answer the hard questions * What do we want from school change? * How does our school compare with what we want? * Where should we start? * How do we measure our progress? * How can we stay focused and not let our efforts become diluted? Helps you answer these questions:* Where are we now?* Where do we want to go?* How will we get there?* How will we know we are "getting there"?* How can we sustain the focus and momentum we're building? Holcomb gives you group processes that really work and lists tips for facilitators and team leaders. A matrix helps you review available skills and determine what additional skills and training your team may need. This compact, "how-to" guide contains anecdotal examples from actual schools to help you through the tough spots and stay focused as you lead your staff toward lasting change. If you're looking to build a team for school-based change, this book is for you. It has the tools and practical, down-to-earth advice you need to begin the complex process of change in your school or district. About the Author Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives: From classroom teacher to university professor From gifted education coordinator to mainstream teacher of children with multiple disabilities From school- and district-level administration to national and international consulting From small rural districts to the challenges of urban education She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district changeincluding standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K12 clusters of schools and evaluated principals. Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research. She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington States School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.

Arts With the Brain in Mind

Arts With the Brain in Mind
Author: Jensen, Eric

ISBN: 0-87120-514-9
LCCN: 2001000735
Dewey: 700/.71/273 21
Number:

Category: Study & learning skills
User Rating: 4.0 Stars
Pages: 139

Paperback Association for Supervision & Curriculum Deve

Book Description How do the arts stack up as a major discipline? What is their effect on the brain, learning, and human development? How might schools best implement and assess an arts program?? Eric Jensen answers these questions C and more C in this book. To push for higher standards of learning, many policymakers are eliminating arts programs. To Jensen, that's a mistake. This book presents the definitive case, based on what we know about the brain and learning, for making arts a core part of the basic curriculum and thoughtfully integrating them into every subject. Separate chapters address musical, visual, and kinesthetic arts in ways that reveal their influence on learning. What are the effects of a fully implemented arts program? The evidence points to the following: $ Fewer dropouts $ Higher attendance $ Better team players $ An increased love of learning $ Greater student dignity $ Enhanced creativity $ A more prepared citizen for the workplace of tomorrow $ Greater cultural awareness as a bonus To Jensen, it's not a matter of choosing, say, the musical arts over the kinesthetic. Rather, ask what kind of art makes sense for what purposes. How much time per day? What kind of music? Should the arts be required? How do we assess arts programs? In answering these real-world questions, Jensen provides dozens of practical, detailed suggestions for incorporating the arts into every classroom. Download Description "How do the arts stack up as a major discipline? What is their effect on the brain, learning, and human development? How might schools best implement and assess an arts program?" Eric Jensen answers these questions--and more--in this book. To push for higher standards of learning, many policymakers are eliminating arts programs. To Jensen, that's a mistake. This book presents the definitive case, based on what we know about the brain and learning, for making arts a core part of the basic curriculum and thoughtfully integrating them into every subject. Separate chapters address musical, visual, and kinesthetic arts in ways that reveal their influence on learning. What are the effects of a fully implemented arts program? The evidence points to the following: * Fewer dropouts * Higher attendance * Better team players * An increased love of learning * Greater student dignity * Enhanced creativity * A more prepared citizen for the workplace of tomorrow * Greater cultural awareness as a bonus To Jensen, it's not a matter of choosing, say, the musical arts over the kinesthetic. Rather, ask what kind of art makes sense for what purposes. How much time per day? At what ages? What kind of music? What kind of movement? Should the arts be required? How do we assess arts programs? In answering these real-world questions, Jensen provides dozens of practical, detailed suggestions for incorporating the arts into every classroom.

Amazing Grace: Lives of Children and the Conscience of a Nation, The

Amazing Grace: Lives of Children and the Conscience of a Nation, The
Author: Kozol, Jonathan

ISBN: 0-06-097697-7
LCCN: 96016817
Dewey: 362.7/09747/1 20
Number:

Category: Social Science
User Rating: 4.0 Stars
Pages: 304

Paperback Harper Perennial

From Publishers Weekly Kozol (Savage Inequalities) began visiting New York's South Bronx in 1993, focusing on Mott Haven, a poor neighborhood that is two thirds Hispanic, one third black. This disquieting report graphically portrays a world where babies are born to drug-using mothers with AIDS, where children are frequently murdered, jobs are scarce and a large proportion of the men are either in prison or on crack cocaine or heroin. Kozol interviewed ministers, teachers, drug pushers, children who have not yet given up hope. His powerfully understated report takes us inside rat-infested homes that are freezing in winter, overcrowded schools, dysfunctional clinics, soup kitchens. Rejecting what he calls the punitive, blame-the-poor ideology that has swept the nation, Kozol points to systemic discrimination, hopelessness, limited economic opportunities and New York City Mayor Rudolph Giuliani's cutbacks in social services as causes of this crisis. While his narrative offers no specific solutions, it forcefully drives home his conviction: a civilized nation cannot allow this situation to continue. Author tour. Copyright 1995 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. From Library Journal Alicea and Kozol paint a vivid portrait of life in one of America's most impoverished neighborhoods, New York City's South Bronx. While telling similar stories, each narrative has its own unique flavor and characteristics that reveal the crushing nature of poverty in America and recount the lives of those who rise above it. Kozol (Savage Inequalities, LJ 9/15/91) describes a neighborhood ravaged by drugs, violence, hunger, AIDS, and antipathy but also one where children defy all the stereotypes. In the South Bronx, where the median income is $7600 a year and everything breaks down, Kozol reveals that the one thing that has remained resilient is the children. One of the resident children is 15-year-old Alicea, who saw his mother and sister succumb to AIDS, a father incarcerated in prison, and friends entrapped by drugs or violence. Like that of many children, his story is a life of options or despair. The path they pursue is dependent on government leadership. Both books should be required reading for policymakers and those concerned with the plight of the American poor.?Michael A. Lutes, Univ. of Notre Dame Lib., Ind. Copyright 1995 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts on Common Things

All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts on Common Things
Author: Fulghum, Robert

ISBN: 0-449-90857-7
LCCN: 93090035
Dewey: 128 20
Number:

Category: Inspirational - General
User Rating: 4.0 Stars
Pages: 224

Paperback Ballantine Books

From Publishers Weekly Of these "random jottings," PW said, "Fulghum does not express uncommon thoughts here: his thoughts are those we all wish were true." The book's tone is set by the title piece in which the author sets out his banal credos, ranging from "share everything" to "hold hands and stick together." Copyright 1989 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title. From Library Journal Unitarian minister Fulghum has become something of a celebrity since a talk he gave at a primary school graduation ("Share everything. Play fair. . . . LOOK.") generated such interest that it ultimately found its way into "Dear Abby." Here is more of his philosophyalways go with dreams, imagination, hope, laughter, and loveaccompanied by random musings on dandelions, medicine cabinets, and the vices of excessive tidiness, which are quirky and often thought-provoking. Undergirded by his love for family and (loosely understood) for God, this makes refreshing reading. EC Copyright 1988 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.

ADD/ADHD Alternatives in the Classroom

ADD/ADHD Alternatives in the Classroom
Author: Armstrong, Thomas

ISBN: 0-87120-359-6
LCCN: 99006861
Dewey: 371.93 21
Number:

Category: Special Education - Learning Disabled
User Rating: 5.0 Stars
Pages: 126

Paperback Association for Supervision & Curriculum Deve

Book Description What does it mean to a kid to be labeled attention-deficit disordered (ADD)? Or to have "hyperactive" added to the label (ADHD)? What can teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for these kids and not enough on new perspectives on learning, child development, the child's socioeconomic and cultural background, biological and psychological research, and the learner's emotional and social needs? Armstrong urges educators and parents to look for the positive characteristics in learners who may carry the ADD/ADHD label. Are they bursting with energy? Are they intensely creative? Do they enjoy hands-on learning? Are they natural leaders? Are they unusually introspective and reflective? We need to look beyond a "deficit" approach and embrace a more holistic view of learners that includes teaching to their multiple intelligences, learning styles, and other brain-friendly approaches. For example, here are some classroom activities for kids who "can't sit still": - Learning spelling words by having kids jump up out of their seats on the vowels and sit down on the consonants. - Mastering the multiplication tables by forming a conga line, moving around the classroom counting from 1 to 30 out loud, and on every multiple of 3 shaking their hips and legs. - Showing patterns of molecular bonding in chemistry class through a "swing your atom" square dance. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has more than 26 years of teaching experience, from the primary through the doctoral level. He is the author of two other ASCD books, "Multiple Intelligences in the Classroom" and "Awakening Genius in the Classroom."

Activating & Engaging Habits of Mind

Activating & Engaging Habits of Mind
Author: Perkins, David (Foreword) Costa, Arthur L. (Editor) Kallick, Bena (Editor)

ISBN: 0-87120-369-3
LCCN: 00009346
Dewey: 155.4/13 21
Number:

Category: Educational Psychology
User Rating: 4.0 Stars
Pages: 167

Paperback Association for Supervision & Curriculum Deve

"ASCD product no. 100033"--T.p. verso. Includes bibliographical references and index.

Achievement Testing in the Early Grades: The Games Grown-Ups Play

Achievement Testing in the Early Grades: The Games Grown-Ups Play
Author: Kamii, Constance (Editor)

ISBN: 0-935989-32-3
LCCN: 89064092
Dewey: 372.12/64 20
Number:

Category: Elementary
User Rating: 3.0 Stars
Pages: 182

Paperback National Association for the Education of You

"A 1989-1990 comprehensive membership benefit." Includes bibliographical references (p. 178-181).

The 7 Habits of Highly Effective People

The 7 Habits of Highly Effective People
Author: Covey, Stephen R.

ISBN: 0-671-70863-5
LCCN: 00500030
Dewey:
Number:

Category: Advice on careers & achieving success
User Rating: 4.5 Stars
Pages: 358

Paperback Free Press

Amazon.com The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change was a groundbreaker when it was first published in 1990, and it continues to be a business bestseller with more than 10 million copies sold. Stephen Covey, an internationally respected leadership authority, realizes that true success encompasses a balance of personal and professional effectiveness, so this book is a manual for performing better in both arenas. His anecdotes are as frequently from family situations as from business challenges. Before you can adopt the seven habits, you'll need to accomplish what Covey calls a "paradigm shift"--a change in perception and interpretation of how the world works. Covey takes you through this change, which affects how you perceive and act regarding productivity, time management, positive thinking, developing your "proactive muscles" (acting with initiative rather than reacting), and much more. This isn't a quick-tips-start-tomorrow kind of book. The concepts are sometimes intricate, and you'll want to study this book, not skim it. When you finish, you'll probably have Post-it notes or hand-written annotations in every chapter, and you'll feel like you've taken a powerful seminar by Covey. --Joan Price Amazon.com Audiobook Review Anyone who thinks the audiocassette adaptation of Stephen Covey's bestseller, The 7 Habits of Highly Effective People, is a shortcut to reading the book has another thing coming. As a preview, the cassette is worth every one of its 90 minutes; as a substitute for the original, it will only leave you wishing for the rest. There's a reason 7 Habits has sold more than 5 million copies and been translated into 32 languages. Serious work has obviously gone into it, and serious change can likely come out of it--but only with constant discipline and steadfast commitment. As the densely packed tape makes immediately clear, this is no quick fix for what's ailing us in our personal and professional lives. The tape opens to the silky-smooth, overtrained voice of the female narrator, who's responsible for tying together audio clips from actual Covey seminars. Leaving aside the occasional attempts at promoting Covey and his institute, her script does a first-rate job of making sense of Covey's own intense, analogy-rich style of explaining his habits. There's nothing simple about his approach to becoming an effective person. The first three habits alone--which have to do with personal responsibility, leadership, and self-management--could take years to master. Yet the last four are unattainable, the narrator insists, if you can't acquire the personal security--the "inner core," says Covey--that presumably comes from a mastery of the foundation. Throughout our lessons, Covey's presence is both learned and thoroughly appealing. He drops references to the likes of Socrates, T.S. Eliot, and Robert Frost with the aplomb of an English professor. And his knack for mixing everyday stories with abstract concepts manages to clarify difficult issues while respecting our intelligence. You could argue that the cassette is nothing more than a clever marketing tool for selling another few million copies of the book. But, even at that, it's worth the investment in time and concentration: in the end, we're moved to learn more about integrating all seven habits in our struggle to become better and, yes, more effective people. (Running time: 1.5 hours, one cassette) --Ann Senechal --This text refers to the Audio Cassette edition.

The 5 Step Way to Raise Test Scores

The 5 Step Way to Raise Test Scores
Author: East, Pam C.

ISBN: 1-884548-81-4
LCCN:
Dewey:
Number:

Category:
User Rating: 3.5 Stars
Pages: 72

Paperback Crystal Springs Books

Product Description Many teachers look at standardized tests as something to be dreaded. Author, Pam East looks at standardized-test scores and sees a tool to bring students learning to new heights.

44 Routines that Make A Difference : Strategies for the Effective Classroom

44 Routines that Make A Difference : Strategies for the Effective Classroom
Author: Institute, School Renaissance Sebok, George

ISBN: 1-893751-61-9
LCCN: 2001271026
Dewey: 371.102 21
Number:

Category: Teaching Methods & Materials - General
User Rating: 5.0 Stars
Pages: 65

Paperback School Renaissance Institute

Carolyn Stults, South Clinton Elementary School, Clinton, TN "I loved this book! What a quick, easy way to be reminded of things I'd forgotten..." Debra McCarty Julka, Sauk Prairie High School, Prairie Du Sac, WI "With chalk in one hand and 44 Routines in the other, every teacher will have the keys to classroom success."

35 Rubrics & Checklists to Assess Reading and Writing

35 Rubrics & Checklists to Assess Reading and Writing
Author: Fiderer, Adele

ISBN: 0-590-13102-8
LCCN:
Dewey:
Number:

Category: Science fiction
User Rating: 3.5 Stars
Pages: 80

Paperback Scholastic Teaching Resources

Product Description Documenting students' work in reading, writing, and integrated projects is quick, clear, and easy with these 35 classroom-tested rubrics. Drawing on her extensive experience as a teacher, the author shares step-by-step directions for using them. Share them with students so they know the qualities of a good performance, share them with parents to give them a detailed picture of their children's progress. For use with Grades K-2.

21st Century Mentor's Handbook

21st Century Mentor's Handbook
Author: Rutherford, Paula

ISBN: 0-9663336-6-7
LCCN: 2005900289
Dewey: 371.102 22
Number:

Category: Education
User Rating: 5.0 Stars
Pages: 378

Paperback Just ASK Publications

Charlotte Jackson, Principal Finally a resource that is practical, timely and on target for every current educational topic! Book Description This mentor's handbook, field tested by hundreds of mentors, provides a multitude of resources to help mentors promote the success and professional growth of new teachers. Resources included are: + New teacher tools including needs assessments, self-assessments, and goal setting and reflection formats + Tools for peer observation and data-driven discussions + Mentoring calendar + Mentor responses to challenges and concerns of new teachers +Cross-references the highly acclaimed new teacher resource Why Didn't I Learn This in College? CD ROM of tools

"I Won't Learn from You": And Other Thoughts on Creative Maladjustment

"I Won't Learn from You": And Other Thoughts on Creative Maladjustment
Author: Kohl, Herbert R.

ISBN: 1-56584-095-X
LCCN: 93083618
Dewey: 371.3 20
Number:

Category: Educational Psychology
User Rating: 4.5 Stars
Pages: 153

Hardcover New Press

From Publishers Weekly Despite the social and economic despair that pervades many U.S. public schools, meaningful learning and teaching are nevertheless possible, declares famed educator Kohl. To overcome the "massive rejection of schooling by students from poor and oppressed communities," Kohl ( 36 Chil dren ), in these five inspirational, optimistic essays, outlines teaching strategies designed to unlock students' energy, intelligence and drive by encouraging them to envision ways to improve their world. He believes that both teachers and students should cultivate "creative maladjustment," channeling personal discontent into moral or political action. Kohl defends multiculturalist curricula as central to the struggle for fairness. Turning to higher education, he argues that issues of academic freedom and "political correctness" are used by neoconservatives to mask their desire to control ideas in the university and to push out ethnic and women's studies. Copyright 1994 Reed Business Information, Inc. From Kirkus Reviews The five essays in this book are powerful reminders that currently popular ideas of school choice may be only another trendy veneer disguising the deeply rooted problems of public education. Teacher Kohl (From Archetype to Zeitgeist, 1992, etc.) is an ardent spokesman on behalf of students, the people most neglected in debates about failures in the classrooms. The title essay explores the provocative idea that ``not-learning'' is a conscious choice made by children who observe, sometimes very early, that the school system is trying to impose on them values and behavior that are foreign and sometimes repugnant to them. Diagnosed as learning- disabled, stupid, or disciplinary problems, children who appear not to be able to learn to read or do math may simply have opted out of the system, choosing instead to put their intelligence and creativity to work outside school. In ``The Tattooed Man,'' he asserts that, before anything else can be accomplished, teachers must challenge the hopelessness felt by students. The ``norming of excellence'' and political correctness are the subjects of two other essays, accompanied by a devastating critique of E.D. Hirsch, Jr.'s Cultural Literacy and Core Knowledge series. Kohl attacks Hirsch's material as not only racist and sexist, but ``pernicious, stupid, and dangerous.'' Martin Luther King, Jr.'s call to be ``maladjusted'' to injustice and inequity is the theme of the last essay. ``Creative maladjustment'' consists of ``learning to survive with minimal moral and personal compromise in a thoroughly compromised world,'' says Kohl. In such a world, he argues, the failure of schools and teachers is often pinned on children--by diagnosing them with Attention Deficit Disorder, for example. He challenges teachers to take action by, for instance, refusing to turn such children over to special education classes. Some anecdotes and examples are repeated from earlier works, but this is must reading for Kohl fanciers and anyone looking for the humanity buried in the long debate about why Johnny can't read. -- Copyright ©1994, Kirkus Associates, LP. All rights reserved.

The "Having of Wonderful Ideas" and Other Essays on Teaching and Learning

The "Having of Wonderful Ideas" and Other Essays on Teaching and Learning
Author: Duckworth, Eleanor

ISBN: 0-8077-2876-4
LCCN: 87018921
Dewey: 371.1/02 19
Number:

Category: Philosophy of education
User Rating: 3.5 Stars
Pages: 168

Paperback Teachers College Pr

Bibliography: p. 141-145. Includes index. The having of wonderful ideas -- The language & thought of Piaget, & some comments on learning to spell -- Either we're too early & they can't learn it, or we're too late & they know it already -- A child's-eye view of knowing -- The virtues of not knowing -- Learning with breadth & depth -- Understanding children's understanding -- Structures, continuity, & other people's minds -- Making sure that everybody gets home safely -- Teaching as research.