International Education and the Next-Generation Workforce: Competition in the Global Economy presents a detailed discussion of present educational principles and policies, and their impact on the effectiveness of education in a multi-national context. The chapters in this pivotal reference contribute to the body of literature bridging the gap between the fields of business and education, providing educators and business professionals at all levels with an instruction manual for the next generation of employment-focused teaching and learning.
The Handbook of Research on Education and Technology in a Changing Society offers an in-depth description of concepts related to different areas, issues, and trends within education and technological integration in modern society. This handbook includes definitions and terms, as well as explanations of concepts and processes regarding the integration of technology into education. Addressing all pertinent issues and concerns in education and technology in our changing society with a wide breadth of discussion, this handbook is an essential collection for educators, academicians, students, researchers, and librarians.
Assessing and Evaluating Adult Learning in Career and Technical Education advances a framework, a process and meaningful approaches for assessing and evaluating adult learning in career and technical education (CTE). This book addresses the key elements of the process of assessment and evaluation: self-evaluation, transformative learning, history of andragogy, teaching philosophies, and much more. At each step in this process, the reader is taken through multiple and meaningful approaches of assessing and evaluating adult learning in the field of career and technical education.
The Encyclopedia of Strategic Leadership and Management investigates emergent administrative techniques and business practices being utilized within corporate and educational settings. Highlighting empirical research and best practices within the field, this encyclopedia will be an authoritative reference source for students, researchers, faculty, librarians, managers, and leaders across various disciplines and cultures.
The Handbook of Research on Adult and Community Health Education: Tools, Trends, and Methodologies presents educational and social science perspectives on the state of the healthcare industry and the information technologies surrounding it. It presents a collection of the latest research on methods, programs, and procedures practiced by health literate societies. This groundbreaking compilation provides cutting-edge content for researchers, social scientists, academicians, and adult educators and learners interested in how available technologies affect our health today.
The Handbook of Research on Scholarly Publishing and Research Methods assists researchers in navigating the field of scholarly publishing through a careful analysis of multidisciplinary research topics and recent trends in the industry. With its broad, practical focus, this handbook is of particular use to researchers, scholars, professors, graduate students, and librarians.
Definitive Readings in the History, Philosophy, Theories and Practice of Career and Technical Education brings together definitive writings on CTE by leading figures and by contemporary thinkers in the history, philosophy, practice and theories of the field. Filling a much needed void in existing literature, this book equips scholars and practitioners with knowledge, skills, and attitudes to succeed in the field of CTE.
The Encyclopedia of Information Communication Technologies and Adult Education Integration provides comprehensive coverage and definitions of the most important issues, concepts, trends and theories in adult education, adult ESL (English as a Second Language) and information communication technologies. Contributions to this important publication were made by scholars throughout the world with notable research publications and expertise. This comprehensive Encyclopedia features research authored by leading experts offering an in-depth description of key terms and theories/concepts related to different areas, issues and trends in adult education worldwide.
The Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training provides an authoritative reference collection on leading international insights into the integration of technology tools and applications with adult and vocational instruction. This Handbook of Research offers academicians, practitioners, and researchers a comprehensive look at various levels of career and technical programs that are quickly advancing with technology.
Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches provides innovative instructional approaches as well as relevant theoretical frameworks and the latest empirical research findings in the area of adult learning and technology. This compelling body of research aids professionals in improving instructional training strategies to educate traditional and non-traditional students in today's information age.
What started out as a survey of the twelve leading American history textbooks has ended up being what the San Francisco Chronicle calls “an extremely convincing plea for truth in education.” In Lies My Teacher Told Me, James W. Loewen brings history alive in all its complexity and ambiguity. Beginning with pre-Columbian history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, and the Mai Lai massacre, Loewen offers an eye-opening critique of existing textbooks, and a wonderful retelling of American history as it should—and could—be taught to American students.
This 10th anniversary edition features a handsome new cover and a new introduction by the author.
In response to thousands of letters and e-mails from teachers across the country who learned about Erin Gruwell and her amazing students in The Freedom Writers Diary, Erin Gruwell and a team of teacher experts have written The Freedom Writers Diary Teacher's Guide, a book that will encourage teachers and students to expand the walls of their classrooms and think outside the box.
Here Gruwell goes in-depth and shares her unconventional but highly successful educational strategies and techniques (all 150 of her students who had been deemed “un-teachable” graduated from Wilson High School): from her very successful “toast for change” (an exercise in which Gruwell exhorted her students to leave the past behind and start fresh) to writing exercises that focus on the importance of journal writing, vocabulary, and more.
In an easy-to-use format with black-and-white illustrations, this teachers’ guide will become the essential go-to manual for teachers who want to make a difference in their pupils’ lives and create students who will make a difference.
From the Trade Paperback edition.
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 greatly 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, this new edition of "Understanding by Design" 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.
Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes-based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success.
One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the authors to demonstrate that there are several approaches to evaluating student learning and development within student affairs; illustrating how practice may vary according to institutional type, institutional culture, and available resources.
The authors explain how to set goals, write outcomes, describe the range of assessment methods available, discuss criteria for evaluating outcomes-based assessment, and provide steps and questions to consider in designing the reflection and institutional assessment processes, as well as how to effectively utilize and disseminate results. Their expert knowledge, tips, and insights will enable readers to implement outcomes-based assessment in ways that best meet the needs of their own unique campus environments.
This tenth-anniversary, second edition features eight new chapters and a revised and updated original text.
Qualitative Research is the essential guide to understanding, designing, conducting, and presenting a qualitative research study. This fourth edition features new material covering mixed methods, action research, arts-based research, online data sources, and the latest in data analysis, including data analysis software packages as well as narrative and poetic analysis strategies. A new section offers multiple ways of presenting qualitative research findings. The reader-friendly, jargon-free style makes this book accessible to both novice and experienced researchers, emphasizing the role of a theoretical framework in designing a study while providing practical guidance.
Qualitative research reaches beyond the what, where, and when of quantitative analysis to investigate the why and how behind human behavior and the reasons that govern such behavior, but this presents a number of significant challenges. This guide is an invaluable reference for students and practitioners alike, providing the deep understanding that this sometimes difficult area of research requires to produce accurate results. The book contains a step-by-step guide to analyzing qualitative data and an addendum for graduate students with a template for a thesis, dissertation, or grant application. Build a strong foundation in qualitative research theory and application Design and implement effective qualitative research studies Communicate findings more successfully with clear presentation Explore data sources, data analysis tools, and the different types of research
New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features.Authored by the creators of the WISC-VDescribes the new subtests, revised test structure, and test extensionsAdvises clinicians on test selection and custom tailoring of assessment measuresProvides best practice recommendations for accurate administration and scoringAddresses electronic administration via tablets and comparison to print scoresReviews social/contextual factors for understanding racial/ethnic differencesTranslates scores to predict behaviors and identify child strengths and weaknessesSuggests interventions, accommodations, and instructional strategies for low scorers
Designed to give basic hands-on experience in the overall ethnography research process, Ethnography Essentials covers a wealth of topics, enabling anyone new to ethnography research to successfully explore the excitement and challenges of field research.
Gaining admission to a top medical school requires more than "just" a stellar MCAT score and an excellent GPA. You'll also need to nail your personal statement. In this book, you’ll find the help you need to do just that:
• 45 real essays from future doctors, along with each applicant’s MCAT scores, GPA, and admissions profile
• An overview of med school admissions and financial aid, including a breakdown of the “anatomy” of the application
• Interviews with admissions officers who have read thousands of application essays
This fifth edition of Medical School Essays That Made a Difference includes application essays from students who enrolled at the following schools:
Cornell University, Joan and Sanford I. Weill Medical College
Georgetown University, School of Medicine
Johns Hopkins University, School of Medicine
New York University, NYU School of Medicine
Temple University, School of Medicine
Tulane University, School of Medicine
University of Virginia, School of Medicine
University of Wisconsin—Madison, School of Medicine and Public Health
Yale University, School of Medicine
From the Trade Paperback edition.
Curriculum Leadership: Strategies for Development and Implementation, Fourth Edition is a one-of-a-kind resource written for educational leaders--administrators and teachers--who want to successfully restructure and enhance school curriculum. Authors Allan A. Glatthorn, Floyd Boschee, Bruce M. Whitehead, and Bonni F. Boschee provide innovative and successful curriculum ideas, including reflective case studies, “Keys to Leadership” sections, curriculum tips, and “Challenge” sections with key issues and questions in every chapter. Also interspersed throughout the book are tried and true strategies that provide administrators with innovative ideas on meeting state and national standards.
This is a much needed, highly informative, and easy-to-read account of curriculum development and change for curriculum leaders, those teaching curriculum courses, and those aspiring to become curriculum decision makers. It provides the knowledge and skills needed to develop and implement a PK–12 school curriculum.
For years our schools and children have lagged behind international standards in reading, arithmetic, and most other areas of academic achievement. It is no secret that American schools are in dire need of improvement, and that education has become our nation's number-one priority. But even though almost every state in the country is working to develop higher standards for what students should be learning, along with the means for assessing their progress, the quick-fix solutions implemented so far haven't had a noticeable impact.
The problem, as James Stigler and James Hiebert explain, is that most efforts to improve education fail because they simply don't have any impact on the quality of teaching inside classrooms. Teaching, they argue, is cultural. American teachers aren't incompetent, but the methods they use are severely limited, and American teaching has no system in place for getting better. It is teaching, not teachers, that must be changed.
In The Teaching Gap, the authors draw on the conclusions of the Third International Mathematics and Science Study (TIMSS) -- an innovative new study of teaching in several cultures -- to refocus educational reform efforts. Using videotaped lessons from dozens of randomly selected eighth-grade classrooms in the United States, Japan, and Germany, the authors reveal the rich, yet unfulfilled promise of American teaching and document exactly how other countries have consistently stayed ahead of us in the rate their children learn. Our schools can be restructured as places where teachers can engage in career-long learning and classrooms can become laboratories for developing new, teaching-centered ideas. If provided the time they need during the school day for collaborative lesson study and plan building, teachers will change the way our students learn.
James Stigler and James Hiebert have given us nothing less than a "best practices" for teachers -- one that offers proof that how teachers teach is far more important than increased spending, state-of-the-art facilities, mandatory homework, or special education -- and a plan for change that educators, teachers, and parents can implement together.
* The second section provides a unique model of lesson planning. This adaptable model helps teachers prepare organized routines to make classes more effective and easier to prepare. Includes activities for discussion, giving instructions, guided and less-guided practice, and independent practice.
* The third section includes downloadable, photocopiable worksheets for the activities described in the manual.
Classroom management is much more than controlling misbehaving students; it is about building “good” people who can make ethical decisions in both school and personal situations. Teachers are in “loco parentis,” which means they are in place of the parent. As role models, teachers need their students to learn – not just subject-specific content – but how to interact in kind and respectful ways with others. As author, I will be discussing how teachers can implement a “virtuous” classroom management plan in place of the common discipline routines that have only short term effects on student behavior.
Making lesson plans, grading homework, and assessing students with daily exit slips are all very important aspects of teaching. But if not handled efficiently, they can overwhelm new teachers by the sheer volume of time that is needed to attend to them. It is all too common to see a time-stressed and exhausted teacher who is only getting a few hours of sleep each day, lose sight of the reasons they entered teaching and eventually fall out of love with their subject and those they teach. This book will tackle head on the above demands by posing many detailed, practical solutions to time management problems.
Most young teachers, however talented they might be, won’t survive in a school that is run by an authoritarian administration that cares more about pass rates than they do supporting and growing their new teachers. Identifying these schools before accepting a position is critical. This book will show you how to use data bases to supplement my well described job hunting strategies in order to land the best teaching position possible. As I emphasize in my book, getting a good quality job is tantamount to developing a rewarding career as a teacher.
Classroom management, time management, and job hunting: these are three necessary skills to survive and to thrive as a new teacher.
This practical book:Describes a unique, adult learning framework.Includes a variety of tools and protocols that leaders can use to support teacher learning in schools, districts, departments, and teams.Offers instructional leaders both theory and practice-the what to do and also the why and how.Addresses a broad spectrum of instructional leaders at the district, school, and university level.
“Students everywhere deserve teachers and administrators who have read this book, and who enact the ideas in it. It is a must read for principals, district level administrators, teacher leaders, instructional coaches and mentors - anyone charged with leading the learning of adults in their schools.”
—Gene Thompson-Grove, Educational Consultant and Board Member, SchoolReform Initiative
“Leading for Powerful Learning is the book every school leader needs. It provides the essential tools for carrying out what is arguably the school leader's most difficult task: supporting the learning of the teachers with whom they work. The authors’ insights and practical wisdom, drawn from their decades of experience in schools, will be useful not only to formal school leaders but to those serving as leaders in more informal ways.”
—Tina Blythe, Harvard Graduate School of Education
Book Features:Introduces artistic behaviors that sustain engagement, such as problem finding, innovation, play, representation, collaboration, and more. Provides instructional modes for differentiation, including whole group, small group, individual, and peer coaching. Offers management strategies for choice-based learning environments, structuring time, design of studio centers, and exhibition. Illustrates shifts in control from teacher-directed to learner-directed. Highlights artist statements by children identifying personal relevancy, discovery learning, and reflection.
“This is a book that ‘teaches all of the bases.’ The authors address theory, instruction, assessment and advocacy in a user-friendly format that includes color photos of classroom setups and student work, sample demonstrations and reflections on classroom activities. Overall, the book states the case for what we ‘ought to be doing.’”
—Arts and Activities
“This book suggests the essence of art teaching, which is to inquire—what do we need to provide young artists that will allow them to take full advantage of their artistic behavior?”
—From the Foreword by George Szekely, Senior Professor, University of Kentucky
“Engaging Learners Through Artmaking is the real thing. Clearly explained, highly informed of current research, full of the details that real teachers require for the realities they face every day, this book should make an immediate and enduring contribution.”
—Peter London, Professor Emeritus, University of Massachusetts Dartmouth
“With a refreshing and profound perspective on the core principles of art education, this book addresses the fundamental issues of the leadership we need in all facets of our society, namely the capacity to approach the challenges/problems we individually and collectively face in living a fulfilling life.”
—Earl N. Powell, President Emeritus, Design Management Institute, Boston
“Engaging Learners Through Artmaking provides important insights into the creative goals of any art curriculum and useful suggestions to help teachers move toward diverse and meaningful choice-making by student artists.”
—Olivia Gude, Founding Director of Spiral Workshop, Professor of Art Education, University of Illinois at Chicago
In the first chapter, the reader is presented with a comprehensive array of societal and home environment factors for which there is empirical evidence indicating their impact on the development of children’s cognitive abilities, and ultimately their scores on intelligence tests. Subsequent chapters address issues related to the assessment of cognitive abilities that compose 'g', with special emphasis on the clinical correlates of working memory and processing speed from both neuropsychological and cognitive information processing perspectives. Each new chapter builds on material presented in previous chapters and progresses the reader purposefully through deeper levels of understanding of WISC-IV and cognitive assessment in general. Two chapters explicate the processing approach to interpretation that is the corner stone of the WISC-IV Integrated. A further chapter addresses the interpretation of WISC-IV findings within the context of other instruments as part of a full psychological evaluation. The final chapter provides an extensive case example of how to write psychological evaluation reports from a child-centered rather than a score-centered perspective that can have transforming impact on parents and teachers approach to the child. Overall, these four authors are the architects of a masterful new book on advanced WISC-IV interpretation from a clinical perspective, Together with the complimentary book, WISC-IV Clinical Assessment and Intervention, Second Edition these books provide the complete spectrum of information needed by all psychologists who use the WISC-IV in clinical practice.The Wechsler scale is the most widely used assessment of children's intelligenceAuthored by assessment experts including Harcourt Assessment staff with exclusive data on the WISC-IVDiscusses interpretation of 4 index scores of WISC-IVExamines the WISC-IV in relation to other frequently used psychological testsDescribes the importance of the WISC-IV integrated in clinical assessmentPredicts scholastic achievement based on WISC-IV subtest scoresDiscusses modification of score interpretation based on culture, SES, & other contextual factors
The book provides important information both to trainers of future teachers, current teachers, and to supervisors and policy makers in education. To trainers there is information on how to motivate, mentor, and instruct in-service teachers to use the best scientifically based teaching strategies and tactics. To in-service teachers, there is information on how to provide individualized instruction in classrooms with multiple learning and behavior problems, school interventions to help prevent vandalism and truancy, and how curricula and instruction can be designed to teach functional repetoirs rather than inert ideas. To policy makers and supervisors, the book discusses how to determine the effectiveness of curricular innitiatives toward meeting mandated standards in national assessments.
Doug Greer was recently awarded the Fred S. Keller Award for Distinguished Contributions to Education by APA for the research and application of the material covered in this book. School programs incorporating the material used in this book have produced 4-7 times more learning outcomes for students than control and baseline educational programs (see www.cabas.com)
The book provides research-based and field-tested procedures for:
* Teaching students of all ability levels ranging from preschool to secondary school
* How to teach special education students in the context of a regular classroom
* Best practices for all teachers to teach more effectively
* Means of monitoring and motivating teachers' practices
* A comprehensive and system-wide science of teaching—post modern-postmodern!
* Tested procedures that result in four to seven times more learning for all
* Tested procedures for supervisors to use with teachers that result in
significant student learning
* Tested procedures for providing the highest accountability
* A systems approach for schooling problems that provide solutions rather
* Parent approved and parent requested educational practices
* Means for psychologists to work with teachers and students to solve
behavior and learning problems
* A comprehensive systems science of schooling
* An advanced and sophisticated science of pedagogy and curriculum design
* Students who are not being served with traditional education can meet or
exceed the performance of their more fortunate peers,
* Supervisors can mentor teachers and therapists to provide state of the
* Parent education can create a professional setting for parents, educators,
and therapists to work together in the best interests of the student,
* Teachers and supervisors who measure as they teach produce significantly
better outcomes for students,
* Systemic solutions to instructional and behavioral problems involving
teachers, parents, supervisors provide means to pursue problems to their
* A science of teaching, as opposed to an art of teaching, can provide an
educational system that treats the students and the parents as the clients.
Field Application engineers need to master a wide area of topics to excel. The Test and Measurement Know It All covers every angle including Machine Vision and Inspection, Communications Testing, Compliance Testing, along with Automotive, Aerospace, and Defense testing.A 360-degree view from our best-selling authorsTopics include the Technology of Test and Measurement, Measurement System Types, and Instrumentation for Test and MeasurementThe ultimate hard-working desk reference; all the essential information, techniques and tricks of the trade in one volume
This book provides a comprehensive and systematic framework for developing literacy skills and improving reading in all content areas. With funding from the Carnegie Corporation and the U.S. Department of Education, author Margarita Calderón has developed a research-based approach to expediting reading comprehension that results in higher test scores not just for ELLs, but for all students. Educators can easily complement their instruction with ready-to-use tools, including:Lesson templates Rubrics Sample lesson plans Strategies for teaching reading and vocabulary in content areas Descriptions of successful programs Professional development designs
Looking for that one transformative moment when a student’s eyes light up, signaling he or she has finally grasped that big idea behind critical academic content? Concept-based curriculum and instruction is a way to make those moments many. H. Lynn Erickson and Lois Lanning offer new insight on:
How to design and implement concept-based curriculum and instruction across all subjects and grade levels Why content and process are two equally important aspects of any effective concept-based curriculum How to ensure students develop the all-important skill of synergistic thinking
Banks provides thorough and well-documented discussions of performance assessment, essay and multiple-choice assessments, formative assessment, and reliability/validity issues as well as invaluable classroom assessment tools that include portfolios, rubrics, journals, and models such as Anderson and Krathwohls revision of Blooms Taxonomy. Gender and diversity issues, including learning differences and socioeconomic influences on student achievement, are given in-depth coverage. Outstanding features include case studies, point/counterpoint debates on controversial assessment topics and practices, teacher application exercises, thought-provoking self-assessment exercises, and end-of-chapter activities that include review questions and opportunities for directed learning.
The first section of the book provides an overview of the WAIS-IV, WMS-IV, and new Advanced Clinical Solutions for Use with the WAIS-IV/WMS-IV (ACS). In this section, examiners will learn:Normal versus atypical score variabilityLow-score prevalence in healthy adults versus clinical populationsAssessing whether poor performance reflects a decline in function or is the result of suboptimal effort
New social cognition measures found in the ACS are also presented. The second part focuses on applying the topics in the first section to specific clinical conditions, including recommended protocols for specific clientele (e.g. using demographically adjusted norms when evaluating individuals with brain injury). Common clinical conditions are discussed, including Alzheimer’s disease, mild cognitive impairment, traumatic brain injury, and more. Each chapter provides case examples applying all three test batteries and using report examples as they are obtained from the scoring assistant. Finally, the use of the WAIS-IV/WMS-IV and the ACS in forensic settings is presented.Coverage of administration and scoring of WAIS-IV, WMS-IV and ACSInformation contained on the use of WAIS-IV with special populationsCase studies in each chapterWritten by the creators of WAIS-IV, WMS-IV and ACS
Like previous editions, the 3rd edition of Tools for Teaching: Discipline, Instruction, Motivation describes the specific skills of classroom management that increase learning while reducing teacher stress. Taken together, these skills provide the synergy required for both the primary prevention of discipline problems and a dramatic increase in teaching efficiency and time-on-task.
WHAT'S NEW IN THE 3RD EDITION?
The 3rd Edition includes the latest research on both successful teaching practices and the neuropsychology of skill building, as well as two completely new chapters.
Chapter 8: Say, See, Do Teaching, reviews the ground-breaking work of John Hattie, Ph.D. Dr. Hattie places the extensive outcome research regarding different teaching methodologies onto a common scale so that their effectiveness can be directly compared. Many of the sacred cows of education do not fair so well, whereas variations of Say, See Do Teaching do extremely well.
Chapter 20: Teaching Skills Efficiently, reviews the latest finds of neuropsychology concerning the amount of work needed to create mastery. Once again Say, See, Do Teaching leads the way. This new research provides critical information for teachers when making decisions about how to teach a given lesson.
With effective communication as its theme, From Parent to Partner explores the reasons and basis for developing ongoing partnerships with parents and families of children in childcare settings and provides the tools and strategies to build the support network within which these partnerships thrive.
A summary of the literatureAnswers to questions like ‘Can youngers learn to keyboard—and should they?’Importance of the teacher
The K-8 curriculum includes a lot more variety than keyboard exercises on installed software. Here’s a rundown of pieces used:
Keyboarding software (yes, you do need repetition)Online keyboarding websitesAge-appropriate use of hand coversQuarterly speed/accuracy quizzesQuarterly blank keyboarding quizzesMonthly homeworkWall charts to support learning and display evidence of successGrading based on student improvement, not conformity to class norms You’ll learn practical strategies on how to blend these pieces, each added at the right time, to teach the keyboarding skills required for today’s classroom. Each lesson includes:
OverviewObjectives and stepsBest PracticesExtensionsTrouble-shootingWhere to get help Note to readers: Color shown in the sample image gallery are included in PDF version only. If you’re looking for the K-8 keyboard curriculum with student workbooks, click here.
Sally Moomaw, EdD, has spent much of her career researching and teaching STEM education. She is an assistant professor at the University of Cincinnati and the author of several early education books.
Laziness isn’t necessarily a bad thing but merely a condition that is natural to all human beings. Lack of efficiency and irresponsibility, on the other hand, can lead to many negative outcomes, not only with impact on the students but also on the career of the teacher.
It was thinking about laziness with efficiency that this book was created, so that teachers may achieve their expectations, but also teach properly, while not spending more than 5 minutes to prepare such classes.
In this book, the author reflects and compiles his15 years of experience as a teacher and lecturer in Europe and Asia, with multiple and different subjects, and in levels ranging from primary school to college. And also a background of extensive investigations on the topic of learning disabilities with highly positive results, as well as experiences as director in training companies and consultant, among many others. These tips, resume his best, most efficient and fastest ways to prepare a class.
The strategies are described in an abstract and wide perspective so that they may easily be applied for any topic of study and levels of teaching. And while not intending to promote laziness, but in fact help teachers prepare good classes in a quick form, and with different approaches, this book was created so that the results regarding the quality of the teaching, in any case, can be maintained.
Problem-based learning expert John Barell troubleshoots the PBL process for teachers, drawing from practical classroom experience. Step-by-step procedures make this remarkably effective teaching model accessible and highly doable for all teachers, from beginners to veterans. This standards-based, teacher-friendly second edition of the author's popular PBL guide includes:Examples showing problem-based learning in action Answers to frequently asked questions on standards-based implementation Thorough guidelines for developing problems for students to solve Rubrics and assessment tips to ensure that standards are met
Nearly every week we read about a tragedy or scandal that could have been prevented if individuals had said no to ill-advised or illegitimate orders. In this timely book, Ira Chaleff explores when and how to disobey inappropriate orders, reduce unacceptable risk, and find better ways to achieve legitimate goals.
The inspiration for the book, and its title, comes from the concept of intelligent disobedience used in guide dog training. Guide dogs must recognize and resist a command that would put their human and themselves at risk and identify safer options for achieving the goal. This is precisely what Chaleff helps humans do. Using both deeply disturbing and uplifting examples, as well as critical but largely forgotten research, he shows how to create a culture where, rather than “just following orders,” people hold themselves accountable to do the right thing, always.
Specific topics covered include establishing positive relationships between students and school librarians; characteristics of students in different grade levels; techniques that librarians can use for effectively managing students in the school library; ways to relate with diverse students, including students with special needs; managing students as they utilize technology in library settings; and designing a school library environment to avoid potential discipline problems.
The Common Core State Standards for Mathematics challenges students to become mathematical thinkers, not just mathematical “doers.” This resource will be invaluable for pre- and inservice teachers as they prepare themselves to understand and teach algebra with a deep level of understanding.
“Uncomplicating Algebra is an excellent resource for teachers responsible for the mathematical education of K–8 students. It is also a valuable tool for the training of preservice teachers of elementary and middle school mathematics.”
—Carole Greenes, associate vice provost for STEM education, director of the Practice Research and Innovation in Mathematics Education (PRIME) Center, professor of mathematics education, Arizona State University
“The current climate in North America places a major emphasis on standards, including the Common Core State Standards for Mathematics in the U.S. In many cases, teachers are being asked to teach content with which they themselves struggle. In this book, Dr. Small masterfully breaks down the big ideas of algebraic thinking to assist teachers, math coaches, and preservice teachers—helping them to deepen their own understanding of the mathematics they teach. She describes common error patterns and examines algebraic reasoning from a developmental viewpoint, connecting the dots from kindergarten through grade 8. The book is clearly written, loaded with specific examples, and very timely. I recommend it strongly as a ‘must-read’ for all who are seeking to broaden their understanding of algebra and how to effectively teach this important content area to children.”
—Daniel J. Brahier, director, Science and Math Education in ACTION, professor of mathematics education, School of Teaching and Learning, Bowling Green State University
Physical education is a critical part of every early childhood curriculum. Children need to move to channel their energies in creative, beneficial ways and to learn habits for lifelong health and fitness. Preschoolers and Kindergartners Moving & Learning provides 80 developmentally appropriate activities that contribute to a well-rounded curriculum in any classroom or program.
The book contains
An updated introduction reflecting new research and trends in early childhood health and fitness and information on how movement benefits children’s learning and development
Twenty lesson plans, each with one body parts activity, one nonlocomotor activity, one locomotor skill experience, and one activity exploring an element of movement, for a total of 80 activities
Extension ideas and adaptations to use with children who have special needs
Curriculum connections for each activity and explanations about how activities are aligned with and meet early learning standards from NAEYC and AAHPERD
Original music to add joy and energy to the activities