Secondary schools Books
John Wiley & Sons Inc Math Starters
Book SynopsisA revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devicesand now organized by the Common Core State Standardsthis book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day''s lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edition of a bestselling title Ideal for math teachers in grades six through twelve Includes more than 650 ready-to-use starter problems Table of ContentsAbout the Authors xxv Acknowledgments xxvii About This Book xxix Standards and Problems Chart xxxi Part 1: Making Math Starters Part of Your Program 1 The Value of Math Starters 3 Starting Class with a Math Starter 3 Purpose and Value of a Math-Starter Notebook 4 The Value of Written Explanations 7 Cooperative Problem Solving Using Math Starters 7 Organizing Groups for Problem Solving 7 The Value of Sharing and Discussion 11 Using Problem-Solving Strategies 11 Evaluation 14 Checklists 14 Point Systems 14 Quizzes That Include Math Starters 15 Review of Math-Starter Notebooks 15 Student Participation 15 Portfolios 15 A Final Word 15 Part 2: Math Starters 17 Section 1: Whole Numbers and Integers: Theory and Operations 19 Section 2: Rational Numbers: Fractions, Decimals, and Percents 51 Section 3: Algebra and Beyond 101 Section 4: Functions 163 Section 5: Geometry 185 Section 6: Statistics, Probability, and Data Analysis 281 Section 7: Number and Quantity 319 Section 8: Potpourri 335 Answer Key 363
£22.49
John Wiley & Sons Inc Teaching the Common Core Math Standards with
Book SynopsisBring Common Core Math into high school with smart, engaging activities Teaching Common Core Math Standards with Hands-On Activities, Grades 9-12 provides high school teachers with the kind of help they need to begin teaching the standards right away. This invaluable guide pairs each standard with one or more classroom-ready activities and suggestions for variations and extensions. Covering a range of abilities and learning styles, these activities bring the Common Core Math Standards to life as students gain fluency in math communication and develop the skillset they need to tackle successively more complex math courses in the coming years. Make math anxiety a thing of the past as you show your students how they use math every day of their lives, and give them the cognitive tools to approach any math problem with competence and confidence. The Common Core Standards define the knowledge and skills students need to graduate high school fully prepared for collegeTable of ContentsAbout This Book v About the Authors vii Acknowledgments ix SECTION 1: STANDARDS AND ACTIVITIES FOR NUMBER AND QUANTITY 1 The Real Number System 2 N-RN.1 2 Activity: Understanding Integer and Rational Exponents 2 N-RN.2 3 Activity: Finding the Values of Expressions 3 N-RN.3 4 Activity: Sums and Properties of Rational and Irrational Numbers 5 Quantities 6 N-Q.1 7 Activity: A Recommendation for the Boss 7 N-Q.2 8 Activity: Defining Appropriate Quantities 8 N-Q.3 10 Activity: Determining Levels of Accuracy in Measurement 10 The Complex Number System 11 N-CN.1 11 Activity: Classifying Complex Numbers 11 N-CN.2 13 Activity: Operations with Complex Numbers 13 N-CN.7 14 Activity: Matching Roots 14 Reproducibles for Section 1: Number and Quantity N-RN.1: The Meaning of Rational Exponents 16 N-RN.2: Equations and Their Values. 17 N-RN.3: Proving the Sum of Two Rational Numbers Is Rational 18 N-RN.3: Proving the Sum of Rational and Irrational Numbers Is Irrational 19 N-Q.1: Guidelines for Choosing a Delivery Vehicle 20 N-Q.2: Defining Appropriate Quantities for Problem Solving 21 N-CN.1: Graphic Organizer for Complex Numbers 22 N-CN.2: Complex Number Cards—Solutions and Problems 23 N-CN.7: Quadratic Equations and Their Roots. 24 SECTION 2: STANDARDS AND ACTIVITIES FOR ALGEBRA 25 Seeing Structure in Expressions 26 A-SSE.1 26 Activity: Interpreting Expressions 26 A-SSE.2 27 Activity: Rewriting Expressions 28 A-SSE.3 29 Activity: Expressions and Equivalent Forms 29 A-SSE.4 30 Activity: Deriving a Formula 30 Arithmetic with Polynomials and Rational Expressions 32 A-APR.1 32 Activity: Pick the Polynomial 32 A-APR.2 33 Activity: Solving a Division Puzzle 34 A-APR.3 35 Activity: Matching Functions, Graphs, and Zeroes of a Function 35 A-APR.4 36 Activity: Proving the Polynomial Identity 36 A-APR.6 38 Activity: Mistakes in Rational Expressions 38 Creating Equations39 A-CED.1 39 Activity: Creating Equations and Inequalities 40 A-CED.2 41 Activity: Creating and Graphing Equations 41 A-CED.3 43 Activity: Pricing T-Shirts 43 A-CED.4 44 Activity: Rearranging Formulas and Equations 44 Reasoning with Equations and Inequalities 45 A-REI.1 45 Activity: Organizing the Steps for Solving Equations 46 A-REI.2 47 Activity: Solving Equations 47 A-REI.3 48 Activity: What’s the Solution? 49 A-REI.4 50 Activity: Racing to Solve Quadratic Equations 50 A-REI.5 51 Activity: Solving a System of Equations 51 A-REI.6 52 Activity: Solving Systems in Many Ways 53 A-REI.7 54 Activity: Solving Systems of Equations 54 A-REI.10 56 Activity: Tracing Equations 56 A-REI.11 57 Activity: Selecting Pairs of Equations with the Same Solutions 57 A-REI.12 58 Activity: Identifying Solutions through Graphing 59 Reproducibles for Section 2: Algebra A-SSE.1: The Expressions Game 61 A-SSE.2: Identifying and Rewriting Expressions 62 A-SSE.3: Expressions and Equivalent Forms Cards 63 A-SSE.4: Identifying Errors in a Derived Formula 64 A-APR.1: Polynomial Cards 65 A-APR.2: Polynomial Division Cards 66 A-APR.3: Finding Your Match, I 67 A-APR.3: Finding Your Match, II 68 A-APR.6: Correcting Mistakes in Rational Expressions 69 A-CED.1: Which One Does Not Belong? 70 A-CED.2: Word Problems, Equations, and Graphs 71 A-CED.3: T-Shirts for the Math Club 72 A-CED.4: Formula and Equation Cards 73 A-REI.1: Equation and Step Cards 74 A-REI.2: Rational and Radical Equation Problem Cards 75 A-REI.3: Equation and Inequality Cards 76 A-REI.4: Quadratic Equations and Score Sheet 77 A-REI.5: Steps for Solving a System of Equations 78 A-REI.6: Task Cards for Solving Systems of Linear Equations 79 A-REI.7: Task Cards for Equations and Solutions 80 A-REI.10: Tracing Equations with Graphing Calculators 81 A-REI.11: Equations and Solutions 82 A-REI.12: Solving Inequalities and Systems of Inequalities by Graphing 83 SECTION 3: STANDARDS AND ACTIVITIES FOR FUNCTIONS 84 Interpreting Functions 85 F-IF.1 85 Activity: Identifying Functions 85 F-IF.2 86 Activity: Grouping Rules, Inputs, and Outputs 86 F-IF.3 87 Activity: Figurate Numbers 87 F-IF.4 89 Activity: Finding Similarities and Differences in Functions 90 F-IF.5 92 Activity: Recognizing Functions 92 F-IF.6 93 Activity: Matching Functions, Tables, and Average Rates of Change 93 F-IF.7 95 Activity: Making a Function Booklet 96 F-IF.8 97 Activity: Writing Functions in Equivalent Forms 97 F-IF.9 99 Activity: Comparing Functions 99 Building Functions 100 F-BF.1 101 Activity: Writing Functions 101 F-BF.2 102 Activity: The Game of Arithmetic and Geometric Sequences 102 F-BF.3 104 Activity: Matching Functions with Their Graphs 104 F-BF.4 105 Activity: Finding the Inverse of a Function—Bingo 106 Linear, Quadratic, and Exponential Models 107 F-LE.1 107 Activity: Modeling Linear and Exponential Functions 108 F-LE.2 109 Activity: Constructing Linear and Exponential Functions 110 F-LE.3 111 Activity: Analyzing Exponential and Polynomial Functions 111 F-LE.4 112 Activity: Logarithmic and Exponential Equations 112 F-LE.5 113 Activity: Interpreting Parameters of Functions 113 Trigonometric Functions 115 F-TF.1 115 Activity: Understanding Radian Measure 115 F-TF.2 116 Activity: Trigonometric Functions and the Unit Circle 116 F-TF.5 117 Activity: Modeling Monthly Precipitation 117 F-TF.8 119 Activity: Proving and Applying the Pythagorean Identity 119 Reproducibles for Section 3: Functions F-IF.2: Function Cards 121 F-IF.4: Function Sets, I 122 F-IF.4: Function Sets, II 123 F-IF.6: Equations, Tables, and Average Rates of Change Cards, I 124 F-IF.6: Equations, Tables, and Average Rates of Change Cards, II 125 F-IF.7: A Function Booklet 126 F-IF.9: Comparing Function Cards, I 127 F-IF.9: Comparing Function Cards, II 128 F-BF.2: Arithmetic and Geometric Sequence Game Cards 129 F-BF.3: Graphs and Functions 130 F-BF.4: Function Bingo Board 131 F-BF.4: Functions for Bingo 132 F-LE.1: Tables and Rates of Change 133 F-LE.2: Information Cards for Linear and Exponential Functions 134 F-LE.4: Logarithmic Equation, Exponential Equation, and Solution Cards 135 F-TF.1: Drawing an Angle Whose Measure Is 1 Radian 136 F-TF.2: Explaining Trigonometric Functions Using the Unit Circle 138 F-TF.8: Proving the Pythagorean Identity 139 F-TF.8: Angles and Their Quadrants 140 SECTION 4: STANDARDS AND ACTIVITIES FOR GEOMETRY 141 Congruence 142 G-CO.1 142 Activity: Drawing and Defining Figures 142 G-CO.2 143 Activity: Presenting a Mini-Lesson on Transformations 143 G-CO.3 145 Activity: Carrying a Figure onto Itself 145 G-CO.4 146 Activity: Identifying and Defining Transformations 146 G-CO.5 147 Activity: Drawing and Identifying Transformations 147 G-CO.6 148 Activity: Predicting the Effects of Transformations 149 G-CO.7 149 Activity: Identifying Congruent Triangles 150 G-CO.8 151 Activity: Congruence and Rigid Motions 151 G-CO.9 152 Activity: Proving Theorems about Lines and Angles 152 G-CO.10 153 Activity: Proofs about Triangles 153 G-CO.11 154 Activity: Proving Theorems about Parallelograms 154 G-CO.12 156 Activity: Constructing Geometric Figures 156 G-CO.13 157 Activity: Constructing Regular Polygons 157 Similarity, Right Triangles, and Trigonometry 158 G-SRT.1 158 Activity: Dilating Lines and Line Segments 159 G-SRT.2 160 Activity: Identifying Similar Triangles. 160 G-SRT.3 161 Activity: Establishing the AA Criterion for Two Similar Triangles 161 G-SRT.4 162 Activity: Proving Theorems about Triangles 162 G-SRT.5 164 Activity: Reflecting on Congruence and Symmetry 164 G-SRT.6 165 Activity: Exploring the Ratios of Sides in a Right Triangle 165 G-SRT.7 166 Activity: Relating the Sine and Cosine of Complementary Angles 166 G-SRT.8 167 Activity: Problems, Questions, and Solutions 167 Circles 168 G-C.1 169 Activity: Proving All Circles Are Similar 169 G-C.2 169 Activity: Eliminating Figures Based on What They Are Not 170 G-C.3 171 Activity: Working with Inscribed and Circumscribed Circles 171 G-C.5 172 Activity: Critiquing Derivations 172 Expressing Geometric Properties with Equations 173 G-GPE.1 173 Activity: Working with Equations 174 G-GPE.2 175 Activity: Deriving the Equation of a Parabola 175 G-GPE.4 176 Activity: Proving Geometric Theorems with Coordinates 176 G-GPE.5 177 Activity: Slopes of Parallel and Perpendicular Lines 177 G-GPE.6 178 Activity: Partitioning Line Segments 179 G-GPE.7 180 Activity: Graphing and Finding Perimeters and Areas of Polygons 180 Geometric Measurement and Dimension 181 G-GMD.1 181 Activity: Presenting a Mini-Lesson on Formulas 181 G-GMD.3 183 Activity: Using Volume Formulas to Solve Problems 183 G-GMD.4 184 Activity: Cross-Sections and Rotations 184 Modeling with Geometry 185 G-MG.1 185 Activity: Using Properties of Geometric Shapes 186 G-MG.2 187 Activity: A Plan for Recreational Facilities 187 G-MG.3 188 Activity: Planning to Build a Garage 188 Reproducibles for Section 4: Geometry G-CO.1: Instructions for Drawing Figures 190 G-CO.2: Transformation Tasks 191 G-CO.3: Polygons 192 G-CO.4: Transformations 193 G-CO.5: Figures and Transformations 194 G-CO.6: Figures and Images 195 G-CO.7: Triangles, Sides, and Angles 196 G-CO.8: Identifying Congruent Triangles 197 G-CO.9: Proof Prompts 198 G-CO.10: Finding the Missing Steps in Proofs about Triangles 200 G-CO.11: Steps for Proving Theorems about Parallelograms 203 G-CO.12: Construction Task Cards 205 G-CO.13: Inscribing Regular Polygons in Circles 206 G-SRT.1: Exploring Dilations 207 G-SRT.2: Determining if Triangles Are Similar 208 G-SRT.3: Drawing Triangles Based on Angle Measures 209 G-SRT.4: Proving the Triangle Proportionality Theorem 210 G-SRT.4: Proving the Converse of the Triangle Proportionality Theorem 211 G-SRT.4: Proving the Pythagorean Theorem by Using Similar Triangles 212 G-SRT.6: Ratios of Sides in a Right Triangle 213 G-SRT.8: Problems and Solutions 214 G-C.1: Going ‘Round in Circles 216 G-C.2: A Circle with Segments, Angles, and Triangles 217 G-C.3: Inscribed and Circumscribed Circles 218 G-C.5: Miguel’s Derivations 219 G-GPE.1: Equations of a Circle 220 G-GPE.2: Steps for Deriving the Equation of a Parabola 221 G-GPE.4: Task Cards and Coordinates 223 G-GPE.5: Using Slopes to Write Equations 224 G-GPE.6: Endpoints and Ratios 226 G-GPE.7: Graphs, Perimeters, and Areas of Polygons 227 G-GMD.3: Finding Volume 228 G-GMD.4: Statements for the Cross-Sections and Rotations Game 229 G-MG.1: Using Properties of Geometric Shapes to Find Area 230 G-MG.2: Township Facts 231 G-MG.3: A Plot Plan 232 SECTION 5: STANDARDS AND ACTIVITIES FOR STATISTICS AND PROBABILITY 233 Interpreting Categorical and Quantitative Data 234 S-ID.1 234 Activity: Representing Data 234 S-ID.2 235 Activity: Comparing Two Different Data Sets 236 S-ID.3 236 Activity: Interpreting Data Sets 237 S-ID.4 238 Activity: Analyzing Test Scores 238 S-ID.5 239 Activity: Making and Interpreting Two-Way Frequency Tables 239 S-ID.6 240 Activity: Representing Data on a Scatter Plot 240 S-ID.7 242 Activity: Identifying Slopes and Y-Intercepts 242 S-ID.8 243 Activity: Computing and Interpreting the Correlation Coefficient 243 S-ID.9 244 Activity: Determining Correlation and Causation 244 Making Inferences and Justifying Conclusions 246 S-IC.1 246 Activity: Random Samples and Inferences 246 S-IC.2 247 Activity: Simulations and Probability 248 S-IC.3 249 Activity: Surveys, Experiments, and Observational Studies 249 S-IC.4 250 Activity: Evaluating Sample Surveys and Simulations 250 S-IC.5 252 Activity: Comparing Two Treatments 252 S-IC.6 253 Activity: Evaluating Reports and Data 253 Conditional Probability and the Rules of Probability 254 S-CP.1 255 Activity: Describing Events as Subsets 255 S-CP.2 256 Activity: Identifying Events 256 S-CP.3 257 Activity: Using Conditional Probability 258 S-CP.4260 Activity: Understanding Independence and Conditional Probability 260 S-CP.5262 Activity: Explaining Conditional Probability and Independence 262 S-CP.6263 Activity: Finding Conditional Probability 263 S-CP.7264 Activity: Using the Addition Rule 265 Reproducibles for Section 5: Statistics and Probability S-ID.2: Guidelines for Comparing Two Different Data Sets 267 S-ID.4: Analysis Guidelines 268 S-ID.5: Examples of Two-Way Frequency Tables 269 S-ID.5: Survey Questions 270 S-ID.7: Description, Data, Slope, and Y-Intercept Cards 271 S-ID.9: Correlation and Causation Statements 272 S-IC.1: Examples of Samples 273 S-IC.3: Identifying Surveys, Experiments, and Observational Studies 274 S-IC.4: A Sample Survey and Simulation Samples 275 S-IC.5: Bean Plant Growth Chart 276 S-IC.6: Beach Revenue Data 277 S-CP.1: Subsets of a Sample Space 279 S-CP.3: Independent and Dependent Events 280 S-CP.4: Student Data on Exercising and Dieting 281 S-CP.6: Considering Outcomes 282 S-CP.7: Using the Addition Rule to Find Probabilities 283 INDEX 285
£21.24
John Wiley & Sons Inc Developing Core Literacy Proficiencies Grade 10
Book SynopsisThe Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS).Table of ContentsAbout Odell Education v Acknowledgments vi Developing Core Literacy Proficiencies: User Guide xiii Unit 1: Reading Closely for Textual Details: “Modern Battlefield” 1 Topic and Texts 2 Learning Progression 2 Sequencing Learning over Time and across Grade Levels 3 Outline 4 Introduction to the Reading Closely Literacy Toolbox 4 Literacy Skills and Academic Habits 5 Common Core State Standards Alignment 7 Part 1: Understanding Close Reading 8 Activity 1: Introduction to the Unit 10 Activity 2: Attending to Details 13 Activity 3: Reading Closely for Details 17 Activity 4: Attending to Details in Multimedia 21 Activity 5: Independent Reading and Research 24 Part 1: Formative Assessment Opportunities 27 Part 2: Questioning Texts 28 Activity 1: How Skillful Readers Approach Texts 30 Activity 2: Approaching a New Text 35 Activity 3: Analyzing Text with Text-Specific Questions 38 Activity 4: Posing Text-Specific Questions 40 Activity 5: Independent Writing 42 Part 2: Formative Assessment Opportunities 42 Part 3: Analyzing Details 44 Activity 1: Analyzing Textual Detail 46 Activity 2: Analyzing and Discussing Details across Texts 50 Activity 3: Explaining and Comparing Texts 52 Activity 4: Independent Reading 54 Part 3: Formative Assessment Opportunities 56 Part 4: Explaining Understanding 57 Activity 1: Introduction to Culminating Activities 59 Activity 2: Reading and Discussing Related Texts 59 Activity 3: Questioning and Analyzing Texts Independently 61 Activity 4: Writing a Text-Based Explanation 65 Part 4: Summative Assessment Opportunities 68 Part 5: Discussing Ideas 70 Activity 1: Understanding Text-Centered Discussions 72 Activity 2: Preparing for a Text-Centered Discussion 73 Activity 3: Leading a Text-Centered Discussion 74 Part 5: Summative Assessment Opportunities 75 Reading Closely for Textual Details Unit Texts 77 Reading Closely Literacy Toolbox 129 Reading Closely Media Supports 146 Unit 2: Making Evidence-Based Claims: “An audacious faith in the future of mankind” 147 Topic and Texts 148 Learning Progression 148 Sequencing Learning over Time and across Grade Levels 149 Outline 149 Introduction to the Making Evidence-Based Claims Literacy Toolbox 150 Literacy Skills and Academic Habits 151 Common Core State Standards Alignment 153 Part 1: Understanding Evidence-Based Claims 154 Activity 1: Introduction to the Unit 156 Activity 2: Active Listening to the Speech 158 Activity 3: Independent Reading 159 Activity 4: Active Listening and Class Discussion 161 Activity 5: Model the Forming of EBCs 163 Part 1: Formative Assessment Opportunities 164 Part 2: Making Evidence-Based Claims 166 Activity 1: Independent Reading to Find Supporting Evidence 169 Activity 2: Active Listening and Class Discussion 170 Activity 3: Finding Supporting Evidence in Pairs 174 Activity 4: Class Discussion of EBCs 175 Activity 5: Forming EBCs in Pairs 176 Part 2: Formative Assessment Opportunities 177 Part 3: Organizing Evidence-Based Claims 178 Activity 1: Independent Reading and Forming EBCs 181 Activity 2: Comparing EBCs 183 Activity 3: Model the Organizing of EBCs 183 Activity 4: Deepening Understanding 185 Activity 5: Organizing EBCs in Pairs 188 Activity 6: Class Discussion of Student EBCs 188 Part 3: Formative Assessment Opportunities 189 Part 4: Writing Evidence-Based Claims 191 Activity 1: Model the Communication of an EBC through Writing 194 Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 195 Activity 3: Writing EBCs in Pairs 197 Activity 4: Reviewing and Improving Written EBCs 198 Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 200 Activity 6: Read Aloud and Class Discussion 201 Activity 7: Independent Writing of EBCs 202 Activity 8: Using Peer Feedback to Revise a Written EBC 203 Part 4: Formative Assessment Opportunities 204 Part 5: Developing Evidence-Based Writing 206 Activity 1: Independent Reading and Class Discussion of Global EBCs 210 Activity 2: Forming Global or Comparative EBCs 212 Activity 3: Reviewing and Organizing EBCs 212 Activity 4: Independent Drafting of a Final EBC Essay 213 Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 214 Activity 6: Class Discussion of Final EBC Essays 216 Part 5: Summative Assessment 216 Making Evidence-Based Claims Unit Texts 219 Making Evidence-Based Claims Literacy Toolbox 234 Making Evidence-Based Claims Media Supports 254 Unit 3: Making Evidence-Based Claims about Literary Technique: “One is alone, and he dies more alone.” 255 Topic and Texts 256 Learning Progression 256 Sequencing Learning over Time and across Grade Levels 257 Outline 258 Introduction to the Making Evidence-Based Claims Literacy Toolbox 258 Literacy Skills and Academic Habits 259 Common Core State Standards Alignment 261 Part 1: Understanding Evidence-Based Claims About Literary Technique 262 Activity 1: Introduction to Unit 264 Activity 2: Independent Reading 267 Activity 3: Read Aloud and Class Discussion 269 Activity 4: Model the Forming of EBCs 271 Part 1: Formative Assessment Opportunities 273 Part 2: Making Evidence-Based Claims About Literary Technique 274 Activity 1: Independent Reading to Find Supporting Evidence 277 Activity 2: Read Aloud and Class Discussion 278 Activity 3: Finding Supporting Evidence in Pairs 281 Activity 4: Class Discussion of EBCs 283 Activity 5: Forming EBCs in Pairs 283 Part 2: Formative Assessment Opportunities 284 Part 3: Organizing Evidence-Based Claims About Literary Technique 286 Activity 1: Independent Reading and Forming EBCs 289 Activity 2: Comparing EBCs 291 Activity 3: Model Organizing EBCs 291 Activity 4: Deepening Understanding 293 Activity 5: Organizing EBCs in Pairs 295 Activity 6: Class Discussion of Student EBCs 295 Part 3: Formative Assessment Opportunities 296 Part 4: Writing Evidence-Based Claims About Literary Technique 298 Activity 1: Model the Communication of an EBC through Writing 301 Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 302 Activity 3: Writing EBCs in Pairs 304 Activity 4: Reviewing and Improving Written EBCs 305 Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 306 Activity 6: Read Aloud and Class Discussion 307 Activity 7: Independent Writing of EBCs 308 Activity 8: Using Peer Feedback to Revise a Written EBC 309 Part 4: Formative Assessment Opportunities 309 Part 5: Developing Evidence-Based Writing 311 Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 315 Activity 2: Forming Global or Comparative EBCs about Literary Technique 316 Activity 3: Reviewing and Organizing EBCs 317 Activity 4: Independent Drafting of a Final EBC Essay 318 Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 319 Activity 6: Class Discussion of Final EBC Essays 321 Part 5: Summative Assessment 321 Making Evidence-Based Claims about Literary Technique Unit Texts 324 Making Evidence-Based Claims about Literary Technique Literacy Toolbox 331 Making Evidence-Based Claims about Literary Technique Media Supports 352 Unit 4: Researching to Deepen Understanding: Computer Technology: What Is Its Impact on Society? 353 Learning Progression 354 Sequencing Learning over Time and across Grade Levels 355 Outline 356 Introduction to the Researching to Deepen Understanding Literacy Toolbox 357 Literacy Skills and Academic Habits 358 How This Unit Aligns with CCSS for ELA and Literacy 360 Terms and Definitions Used in This Unit 361 Research Topics 362 Common Source Set 362 Source Search Locations 363 Part 1: Initiating Inquiry 364 Activity 1: Introducing the Unit 367 Activity 2: Exploring a Topic 369 Activity 3: Conducting Pre-Searches 378 Activity 4: Vetting Areas of Investigation 384 Activity 5: Generating Inquiry Questions 385 Part 1: Formative Assessment Opportunities 388 Part 2: Gathering Information 390 Activity 1: Planning Searches for Information 393 Activity 2: Building an Initial Research Frame 397 Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 399 Activity 4: Assessing Sources 400 Activity 5: Making and Recording Notes 404 Activity 6: Conducting Searches Independently 407 Activity 7: Reviewing and Revising the Research Frame 408 Part 2: Formative Assessment Opportunities 409 Part 3: Deepening Understanding 411 Activity 1: Selecting Key Sources 414 Activity 2: Analyzing a Source’s Perspective 415 Activity 3: Reading Key Sources Closely—Forming Claims 418 Activity 4: Writing EBCs about Sources 420 Part 3: Formative Assessment Opportunities 421 Part 4: Finalizing Inquiry 423 Activity 1: Addressing Inquiry Paths 426 Activity 2: Organizing Evidence 427 Activity 3: Evaluating Research 428 Activity 4: Refining and Extending Inquiry 430 Part 4: Formative Assessment Opportunities 431 Part 5: Developing and Communicating an Evidence-Based Perspective 433 Activity 1: Reviewing Research Portfolios 436 Activity 2: Communicating an Evidence-Based Perspective 436 Activity 3: Writing a Bibliography 444 Activity 4: Communicating a Final Evidence-Based Product (optional) 444 Part 5: Summative Assessment Opportunities 446 Researching to Deepen Understanding Common Source Set 448 Researching to Deepen Understanding Literacy Toolbox 453 Unit 5: Building Evidence-Based Arguments: Search Warrant 487 Topic and Texts 489 Learning Progression 489 Sequencing Learning over Time and across Grade Levels 490 Outline 491 Introduction to Building Evidence-Based Arguments Literacy Toolbox 491 How This Unit Teaches Vocabulary 493 Literacy Skills and Academic Habits 493 Common Core State Standards Alignment 495 Part 1: Understanding the Nature of an Issue 496 Activity 1: Introducing the Unit 498 Activity 2: Exploring the Issue 500 Activity 3: Deepening Understanding of the Issue 510 Activity 4: Questioning to Refine Understanding 520 Activity 5: Writing an EBC about the Nature of the Issue 521 Part 1: Formative Assessment Opportunities 522 Part 2: Analyzing Arguments 524 Activity 1: Understanding Argumentative Position 527 Activity 2: Identifying Elements of Argumentation 529 Activity 3: Delineating Arguments 532 Activity 4: Understanding Perspective 535 Activity 5: Delineating and Comparing Arguments 536 Activity 6: Delineating Additional Arguments 542 Activity 7: Writing to Analyze Arguments 543 Part 2: Formative Assessment Opportunities 544 Part 3: Evaluating Arguments and Developing a Position 546 Activity 1: Evaluating Arguments 549 Activity 2: Developing a Perspective and Position 552 Activity 3: Deepening Understanding 553 Activity 4: Using Others’ Arguments to Support a Position 554 Activity 5: Responding to Opposing Arguments 555 Part 3: Formative Assessment Opportunities 556 Part 4: Organizing an Evidence-Based Argument 558 Activity 1: Identifying Supporting Evidence 561 Activity 2: Developing and Sequencing Claims as Premises of the Argument 562 Activity 3: Organizing Evidence to Support Claims 563 Activity 4: Reviewing a Plan for Writing an Argument 564 Part 4: Formative Assessment Opportunities 565 Part 5: Developing Writing through a Collaborative Process 567 Activity 1: Strengthening Writing Collaboratively: Principles and Processes 570 Activity 2: Focus on Content: Ideas and Information 574 Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 577 Activity 4: Focus on Support: Integrating and Citing Evidence 580 Activity 5: Additional Rounds of Focused Review and Revision 582 Part 5: Summative Assessment Opportunities 584 Building Evidence-Based Arguments Unit Texts 587 Building Evidence-Based Arguments Literacy Toolbox 590 All materials from the Literacy Toolbox are available as editable and printable PDFs at www.wiley.com/go/coreliteracy. Use the following password: odell2016.
£22.49
John Wiley & Sons Inc Discipline in the Secondary Classroom
Book SynopsisImprove student behavior and motivation with this comprehensive resource Discipline in the Secondary Classroom: A Positive Approach to Behavior Management, 4th Edition is an insightful treatment of the always-challenging topic of discipline in the high school classroom. The newly revised edition of the book incorporates a renewed focus on classroom management plans, handling the use and misuse of electronic devices in the classroom, and adapting instruction for a virtual classroom setting. Discipline in the Secondary Classroom discusses other issues crucial to the successful management of secondary classrooms and include: How behavior is learned Managing student work Managing the use of technology and electronic devices in the classroom Active engagement strategies for teacher-directed instruction (both the physical classroom and the virtual classroom) Corrective strategies for misbehavior and inattention Maintaining a Cycle of Continuous Improvement to be a better teacher each year Perfect for grade 9 to 12 classroom teachers and educational administratorsincluding principals, assistant principals, staff development professionals, and consultants Discipline in the Secondary Classroom constitutes an indispensable resource for anyone aiming to achieve a civil, safe, and fair classroom environment.Table of ContentsThe Authors Acknowledgments Foreword Preface Introduction Section One: Overview of the DSC Approach Chapter 1: Develop a Clear Vision for Your Class and Your Classroom Management Approach Section Two: Preparing Your Classroom Management Plan Chapter 2: Structure for Success (Behavioral Decisions) Chapter 3: Structure for Success (Instructional Decisions) Chapter 4: Teach Students to Meet Expectations Chapter 5: Observe: Use Data to Monitor and Adjust Your Management Plan Chapter 6: Interact Positively (Build Positive Relationships with Students and Provide Positive Feedback) Chapter 7: Interact Positively (Motivational Strategies and Systems) Chapter 8: Correct Misbehavior Fluently Section Three: Implementing, Sustaining, and Refining Your Classroom Management Plan Chapter 9: Launch Chapter 10: Maintain a Cycle of Continuous Improvement Section Four: Implementing DSC in Virtual Learning Environments Chapter 11: DSC in the Virtual Setting References Name Index Subject Index
£30.39
John Wiley & Sons Inc Make History
Book SynopsisMake History with Your Students From bestselling author Paul Bambrick-Santoyo and Art Worrell, Uncommon Schools' Director of History Instruction, comes Make History, an inspiring book on how educators can take history instruction to the next level. History teachers face unique challenges in introducing history lessons to students, and they are under increasing pressure to get it right in an age of social progress and social divisiveness. This book is a guide to bring the past to life while teaching students how to make sense of history. Use the ideas and techniques to turn your history students into writers, readers, and thinkers who are ready not only to succeed in college, but also to become leaders and change agents. By showing how to teach rigorous, engaging lessons that center student thinking and voice, Make History turns history class into the most exciting part of a student's day. Reimagine history education to help students build their owTable of ContentsOnline Content xiii Print- Ready Materials xiii Videos xiv Acknowledgments xix About the Authors xxiii Introduction: Make History 1 Art’s Story 5 Paul’s Story 6 Our Story 7 A “Practical Guide”: What You’ll Find in This Book 8 Turning on the Light: Making Good Teaching Visible 8 See It: Videos and Work Samples 9 Name It: Core Ideas and One- Pagers 10 Do It: Materials to Make It Happen 11 Who Should Use This Book and How? 13 Making History— Starting the Journey 15 1 Define the Destination 17 Learn More— Enrich Your History Map 21 Craft Initial Questions 21 Seek Sources with Multiple Perspectives 23 Finalize the Destination 28 Craft a Class Prompt 28 Create Exemplar Responses 32 Chart the Path 33 Choose Your Sources 33 Identify the Historical Thinking Skills 38 “Source” Your Sources 39 Put It All Together—Know-Show 47 Conclusion 51 Key Takeaways 51 Planning Template— Intellectual Preparation for Instruction 52 Self- Assessment 53 Planning for Action 53 2 Build Knowledge 55 Activate Knowledge 58 Do Nows 60 Class Oral Review 65 Supply (or Create) a Resource 68 Frontload Knowledge— Tell a Story 72 Hook Them 75 Tell the Story— Make It Memorable 82 Hold onto the Story— Solidify the Understanding 84 Conclusion 88 Key Takeaways 89 Build Knowledge Lesson— One- Pager 90 Self- Assessment 92 Planning for Action 92 3 Grapple with Evidence 93 Plan for Productive Struggle 96 Set the Stage— Activate What They Need 100 Build Skill with Guided Practice 100 Activate Skill— Break Down the Prompt 102 Activate Knowledge 104 Let Them Grapple— Guide Sensemaking 106 Monitor Reading and Address the Trend 106 Conclusion 114 Key Takeaways 115 Grapple with Evidence— One- Pager 115 Self- Assessment 118 Planning for Action 119 4 Make Sense of It Through Discourse 121 Give Students Habits 124 Name the Desired Habits 124 Build and Maintain Habits 128 Set the Stage for Discourse 132 Launch the Discourse Cycle 135 Facilitate Large- Group Discourse 137 Deepen Discourse 143 Conclusion 149 Key Takeaways 149 Inquiry Lesson One- Pager 150 Self- Assessment 151 Planning for Action 152 5 Stamp and Measure the Learning 153 Stamp in Student Voice 155 Stamp in Writing 157 Stamp the Thinking (Go Meta) 159 Apply It— Assess 160 Conclusion 162 Key Takeaways 163 Self- Assessment 163 Planning for Action 163 6 Put It All Together 165 Implementation Rubric— Make History 166 Sample Lesson Plans— Reconstruction (AP US History) 168 Build Knowledge Lesson Plan 170 Grapple with Evidence and Inquiry Lesson Plans 176 Sample Lesson Plans— Westernization or Southernization? (AP World History) 187 Build Knowledge Lesson 188 Grapple with Evidence and Inquiry Lessons 196 Conclusion 205 Notes 209 Index 215
£21.24
WW Norton & Co Digital Learning Anytime and Real Time High
Book SynopsisEssential guides for educators designing both synchronous and asynchronous learning experiences.
£12.39
WW Norton & Co Next Generation Genres
Book SynopsisStudents need updated writing genres, and a real reason to write
£24.69
WW Norton & Co Language Arts in Action
Book SynopsisBuild communication skills that can last a lifetime.
£30.40
Johns Hopkins University Press American Public School Librarianship
Book SynopsisThe first comprehensive history of American public school librarianship.Can I get a library pass? Over the past 120 years, millions of American K12 public school students have asked that question. Still, we know little about the history of public school libraries, which over the decades were pulled together and managed by hundreds of thousands of school librarians. In American Public School Librarianship, Wayne A. Wiegand recounts the unseen history of both school libraries and their librarians.Why, Wiegand asks, did school librarianship turn out the way it did? And what can its history tell us about limitations and opportunities in the coming decades of the twenty-first century? Addressing issues of race, social class, gender, and sexual orientation (among others) as they affected American public school librarianship throughout its history, Wiegand explores how libraries were transformed by the Great Depression, the civil rights era, Lyndon Johnson''s GrTrade ReviewAmerican Public School Librarianship: A History provides us with a richly sourced account of the development of a key pedagogic site in schools and of many of the personal, institutional, and political reasons why they do—and do not do—certain things. This certainly makes it a valuable contribution.In a time when honest, thoughtful, and creative cultural resources are being limited and removed from educational sites, the multiple roles that school libraries play in these conflicts become even more important. American Public School Librarianship: A History helps us understand why.—Educational PolicyTable of ContentsAcknowledgmentsIntroduction. A Profession with No Memory Chapter 1. Inheriting Pre-Twentieth-Century Traditions Chapter 2. "To Prove By Her Work": Establishing the Profession of School, 1900-1930Chapter 3. Weathering the Great Depression and World War II, 1930-1950Chapter 4. Organizing the American Association of School Librarians, 1930-1952Chapter 5. Consolidating Gains, 1952-1963 Chapter 6. "The Golden Era of School Library Development," 1964-1969 Chapter 7. Battles for Professional Jurisdiction, 1969-1981 Chapter 8. "Information Literacy": Old Wine in New Bottles, 1981-2000 Chapter 9. A New Century: Adapting to Shifting Educational Environments Chapter 10. Hindsight: Factors Influencing the Contours of School Librarianship EpilogueNotesBibliography of Primary SourcesIndex
£38.70
Johns Hopkins University Press When Schools Work
Book SynopsisHow did a young generation of activists come together in 1990s Los Angeles to shake up the education system, creating lasting institutional change and lifting children and families across southern California?Critics claim that America's public schools remain feckless and hamstrung institutions, unable to improve even when nudged by accountability-minded politicians, market competition, or global pandemic. But if schools are so hopeless, then why did student learning climb in Los Angeles across the initial decades of the twenty-first century? In When Schools Work, Bruce Fuller details the rise of civic activists in L.A. as they emerged from the ashes of urban riots and failed efforts to desegregate schools. Based on the author's fifteen years of field work in L.A., the book reveals how this network of Latino and Black leaders, civil rights lawyers, ethnic nonprofits, and pedagogical progressives coalesced in the 1990s, staking out a third political ground and gaining distance from corpoTrade ReviewWhen Schools Work is not a dry tome. It illumines the lives of several remarkable people who made the changes happen—The Washington PostTable of ContentsNotes on the VernacularPrologue. Pluralist Politics Move Institutions1. Civilizing Los Angeleswith Melissa Ancheta and Sarah Manchanda2. Palace Revolt3. Outside Agitatorswith Malena Arcidiacono, Caitlin Kearns, and Joon Ho Lee4. Organizing Pluralist Politicswith Sarah Manchanda5. Pluralist Politics and Institutional ReformAcknowledgmentsNotesReferencesIndex
£29.70
Johns Hopkins University Press Can Schools Save Democracy
Book SynopsisHow can education protect and strengthen democracy?In an era when democracy is at critical risk, is it reasonable to expect the education systemalready buckling under the ordeal of a global pandemicto solve the converging problems of inequality, climate change, and erosion of trust in government and science? Will more civics instruction help? In Can Schools Save Democracy? Michael J. Feuer offers a new approach to addressing these questions with a strategy for improving the process and substance of civic education. Although schooling alone cannot save democracy, it must play a part. Feuer introduces a framework for educator preparation that emphasizes collective action, experiential learning, and partnerships between schools and their complex constituencies. His proposed reform aims to equip teachers with an appreciation of the paradoxes of pluralismin particular, the tensions between individual choice and social outcomes. And he offers practical suggestions for how to bring those coTable of ContentsIntroduction [Prolog]1. Free to Bruise: Political Economy and the Limits of Liberty2. Civics as Process and Product: Origins and Opportunities3. Curricular Options: Contents and Discontents4. Beyond the Schoolhouse: A Collective ResponsibilityEpilog: "Commons" Sense for Civic EducationReferencesAcknowledgmentsIndex
£19.47
Temple University Press,U.S. The Enigmatic Academy
Book SynopsisChallenging the common idea that education can save the individual and society from major problems of the modern worldTrade Review"[T]he cases are insightful and comprehensive ethnographies that offhandedly integrate aspects of academics - student life and student support, marketing, recruitment, retention, community relations and government policies - they are engaging and thought-provoking from many enrollment management/student services perspectives... [The authors'] observations are intense and insightful." Strategic Enrollment Management Source "Their research method is ethnographic case studies of three kinds of schools (for which the book is organized into three parts)... Each part ends with a conclusion that is a superb summary of the previous analysis, and the summaries will make the blood of readers concerned with social justice boil... Summing Up: Recommended."--Choice, February 2013Table of ContentsClass, Bureaucracy, and Religion in American Education; CONTENTS; INTRODUCTION; PART I. PLUFORT COLLEGE; Introduction; The Regional Atmosphere; The Developmental Thrust; The Symbiotic Community; The Academic Trajectory; The Socio-Political Whirlpool; The Socially Ironic Reality Screen; The Public Relations Panorama; The Competitive Strain; Conclusion: The Bureaucratic Grip; PART II. MOUNTAINVIEW SCHOOL; Introduction; The Brahmin Tone; The Civil Service Intrusion; The Embattled Entitlement Path; The Clubbable Induction; The Currency of Behavior; The Leisured Deviance Realm; Conclusion: Rentier Incorrigibility in Academe;; PART III. LANDOVER JOB CORPS CENTER; Introduction; History: Profit Motives, Local Fears, Violent Outbreaks; Approaching Landover; The River to the Job; Responses to Institutionalized Failure; Students: "It's a risky place."; Conclusion: The Veil of Ennui; CONCLUSION; ENDNOTES; BIBLIOGRAPHY.
£64.80
Temple University Press,U.S. The Enigmatic Academy
Book SynopsisChallenging the common idea that education can save the individual and society from major problems of the modern worldTrade Review"[T]he cases are insightful and comprehensive ethnographies that offhandedly integrate aspects of academics - student life and student support, marketing, recruitment, retention, community relations and government policies - they are engaging and thought-provoking from many enrollment management/student services perspectives... [The authors'] observations are intense and insightful." Strategic Enrollment Management Source "Their research method is ethnographic case studies of three kinds of schools (for which the book is organized into three parts)... Each part ends with a conclusion that is a superb summary of the previous analysis, and the summaries will make the blood of readers concerned with social justice boil... Summing Up: Recommended."--Choice, February 2013Table of ContentsClass, Bureaucracy, and Religion in American Education; CONTENTS; INTRODUCTION; PART I. PLUFORT COLLEGE; Introduction; The Regional Atmosphere; The Developmental Thrust; The Symbiotic Community; The Academic Trajectory; The Socio-Political Whirlpool; The Socially Ironic Reality Screen; The Public Relations Panorama; The Competitive Strain; Conclusion: The Bureaucratic Grip; PART II. MOUNTAINVIEW SCHOOL; Introduction; The Brahmin Tone; The Civil Service Intrusion; The Embattled Entitlement Path; The Clubbable Induction; The Currency of Behavior; The Leisured Deviance Realm; Conclusion: Rentier Incorrigibility in Academe;; PART III. LANDOVER JOB CORPS CENTER; Introduction; History: Profit Motives, Local Fears, Violent Outbreaks; Approaching Landover; The River to the Job; Responses to Institutionalized Failure; Students: "It's a risky place."; Conclusion: The Veil of Ennui; CONCLUSION; ENDNOTES; BIBLIOGRAPHY.
£24.29
University of Toronto Press Dancing Boys
Book SynopsisDancing Boys is one of the few scholarly works that demystify the largely unknown challenges of adolescent males in dance.Table of ContentsList of Figures List of Tables Foreword Introduction Chapter one: I am a Dancer Chapter two: Boys in Dance Chapter three: Where Are the Dancing Boys? Chapter four: The Voices of the Dancing Boys Chapter five: Transformation Chapter six: Invisible Barriers Chapter seven: Dance Experience & Class Chapter eight: Show Time Chapter nine: Dancing Through Our Lives Chapter ten: Video Documentary on Adolescent Male Dance Students References Endnotes
£23.39
University of Toronto Press Becoming a History Teacher
Book SynopsisBecoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.Trade Review'The book offers practical illustrations on how to best learn and cultivate historical thinking in schools...Rich in information, I know how I would incorporate some of the book's ideas into my own work...This book will have an impact.' -- Paul Zanazanian Historical Studies in Education Spring 2016 'Becoming a History Teacher is an excellent book ... Ruth Sandwell and Amy von Heyking have made a compelling argument about the general failure of history departments in Canada to teach their undergraduates how to think historically.' -- Adam Chapnick Canadian Historical Review vol 96:02:2015Table of ContentsPART I: Introduction Chapter 1. Introduction (Ruth Sandwell and Amy von Heyking) Chapter 2. Moving from the Periphery to the Core: The Possibilities for Professional Learning Communities in History Teacher Education (Alan Sears) Chapter 3. "The Teacher is the Keystone of the Educational Arch": A Century and a Half of Lifelong Teacher Education in Canada (Penney Clark) Chapter 4. The Poverty and Possibility of Historical Thinking: An Overview of Recent Research into History Teacher Education (Scott A. Pollock) PART II: Nurturing Historical Thinking Before Entering Teacher Education Program Chapter 5. On Historians and their Audiences: An Argument for Teaching (and not just writing) History (Ruth W. Sandwell) Chapter 6. Canadian History for Teachers: Integrating Content and Pedagogy in Teacher Education (Amy von Heyking) PART III: History and Social Studies' Teacher Education Programs in Canada Research and Reflection Chapter 7. What is the Use of the Past for Future Teachers? A Snapshot of Francophone Student Teachers in Ontario and Quebec Universities (Stephane Levesque) Chapter 8. Through the Looking Glass: An Overview of the Theoretical Foundations of Quebec's History Curriculum (Catherine Duquette) Chapter 9. Troubling Compromises: Historical Thinking in a One-Year Secondary Teacher Education Program (Peter Seixas and Graeme Webber) Chapter 10. Engaging Teacher Education Through a Re-writing That History We Have Already Learned (Kent den Heyer) Chapter 11. "Walking the Talk": Modeling the Pedagogy We Preach in History and Social Studies Methodology Courses (Roland Case and Genie MacLeod) Strategies and Practices Chapter 12. Teaching Student Teachers to Use Primary Sources When Teaching History (Lindsay Gibson) Chapter 13. Learning to Learn in New Brunswick Teacher Preparation: Historical Research as a Vehicle for Cultivating Historical Thinking in the Context of Social Studies ducation (Theodore Christou) Chapter 14 When In Doubt, Ask: Student Teacher Insights into Research and Practice (John J C Myers) PART IV: Boundary Work: Sustaining Communities of Practice Research and Reflections Chapter 15. Can Teacher Education Programs Learn Something from Teacher Professional Development Initiatives? (Carla L. Peck) Chapter 16. On the Museum as a Practiced Place: or, Reconsidering Museums and History Education (Brenda Trofanenko) Strategies and Practices Chapter 17. Teaching History Teachers in the Classroom (Jan Haskings-Winner) Chapter 18. Engendering Power and Legitimation: Giving Teachers the Tools to Claim a Place for History Education in their Schools (Rose Fine-Meyer) Chapter 19. Telling the Stories of the Nikkei: A Place-based History Education Project (Terry Taylor and Linda Farr Darling) Chapter 20. Conclusion (Amy von Heyking and Ruth Sandwell) Bibliography List of Contributors Endnotes
£29.70
University of Toronto Press Dancing Boys
Book SynopsisDancing Boys is one of the few scholarly works that demystify the largely unknown challenges of adolescent males in dance.Table of ContentsList of Figures List of Tables Foreword Introduction Chapter one: I am a Dancer Chapter two: Boys in Dance Chapter three: Where Are the Dancing Boys? Chapter four: The Voices of the Dancing Boys Chapter five: Transformation Chapter six: Invisible Barriers Chapter seven: Dance Experience & Class Chapter eight: Show Time Chapter nine: Dancing Through Our Lives Chapter ten: Video Documentary on Adolescent Male Dance Students References Endnotes
£45.90
Duke University Press Whiteness Interrupted
Book SynopsisMarcus Bell presents a revealing portrait of white teachers in a majority Black schools to outline how white racial identity is constructed based on localized interactions and the ways whiteness takes a different form in predominantly Black spaces.Trade Review“A rich and insightful book, Whiteness Interrupted is an original contribution that will impact numerous disciplines—sociology, black studies, ethnic studies, whiteness studies, and education—while also appealing to a broader readership interested in the formation of racial identity.” -- Victor M. Rios, author of * Human Targets: Schools, Police, and the Criminalization of Latino Youth *“Whiteness Interrupted makes a crucial intervention by showing how whites are racialized when they are the minority. Marcus Bell's examination of white teachers in black schools raises important questions about racial asymmetry in all its forms. Framing the construction of race around spatial negotiation interrupts the theorizing of whiteness in much-needed ways.” -- Freeden Blume Oeur, author of * Black Boys Apart: Racial Uplift and Respectability in All-Male Public Schools *“Whiteness Interrupted is an important investigation on the contemporary ways in which White identity forms and reforms. Bell lays out a persuasive call for sociologists of race and ethnicity to pay more attention to locality.” -- Matthew W. Hughey * Social Forces *“Whiteness Interrupted tackles the complex subject of racial identity among white educators and makes it understandable for many Americans. . . . This is definitely a must-read for all, particularly as the US becomes a majority-minority society. Essential.” -- K. H. Jones * Choice *“Individuals who are interested in racial inequality within select institutions (education, government, the economy, etc.) will find this research stimulating, although graduate students, undergraduates, teachers, and professors should be particularly interested in [Whiteness Interrupted].” -- Michael Parrish * Ethnic and Racial Studies *Table of ContentsPreface and Acknowledgments vii Introduction: Whiteness in America 1 1. White Racelessness 17 2. The Color Line and the Classroom 38 3. Becoming White Teachers 63 4. The White Race Card 85 5. Colorblind 117 Conclusion: White Identity Politics and the Coming Crisis of Place 153 Appendix: Methodology and Research Design 166 Notes 179 Bibliography 219 Index 241
£72.25
Human Kinetics Publishers Fitness for Life Middle School
Book Synopsis A winner of the Texty Award for textbook excellence with its first edition, Fitness for Life: Middle School is even stronger in its second edition. Fitness for Life: Middle School is thoroughly updated to address the new national physical education standards, physical activity guidelines, FITT formulas, and USDA nutrition guidelines. In addition, it is greatly expanded and offers plenty of new material: New material on coordinated school health, nutrition, skills, and safety (making the book easy to use in schools with combined PE/health classes) New integration of fitness concepts into math, science, and language arts New technology sections that engage students in applying technology to their fitness A new student interactive web textbook A new teacher online bundle New Interactive Web Texts Offer Great Benefits The student interactive web textbook contains the same content as the pTable of Contents Unit I. Fitness and Activity for All Chapter 1. Introduction to Physical Activity and Fitness Lesson 1.1: Introduction to Physical Fitness Lesson 1.2: Introduction to Physical Activity Chapter Review Chapter 2. Learning Skills for Enjoying Physical Activity Lesson 2.1: Learning Motor Skills Lesson 2.2: The Importance of Practice Chapter Review Chapter 3. Moderate Physical Activity Lesson 3.1: Step 1 of the Physical Activity Pyramid Lesson 3.2 Benefits of Moderate Physical Activities Chapter Review Unit II. Vigorous Aerobics, Sports, Recreation, and Muscle Fitness Exercises Chapter 4. Vigorous Aerobics Lesson 4.1: Step 2 of the Physical Activity Pyramid Lesson 4.2: Benefits of Vigorous Aerobics Chapter Review Chapter 5. Vigorous Sports and Recreation Lesson 5.1: Step 3 of the Physical Activity Pyramid Lesson 5.2: Benefits of Vigorous Sports and Recreation Chapter Review Chapter 6. Muscle Fitness Exercises Lesson 6.1: Step 4 of the Physical Activity Pyramid Lesson 6.2: Benefits of Muscle Fitness Exercises Chapter Review Unit III. Flexibility, Body Composition, and Planning Chapter 7. Flexibility Exercises Lesson 7.1: Step 5 of the Physical Activity Pyramid Lesson 7.2: Benefits of Flexibility Chapter Review Chapter 8. Body Composition, Physical Activity, and Nutrition Lesson 8.1: Body Composition Lesson 8.2: Energy Balance: Physical Activity and Nutrition Chapter Review Chapter 9. Planning for Physical Activity Lesson 9.1: Personal Planning: Self-Assessing Fitness and Physical Activity Lesson 9.2: Personal Planning: Setting Goals, Putting It in Writing, and Reassessing Chapter Review
£52.20
Human Kinetics Publishers Lesson Planning for High School Physical
Book SynopsisLesson Planning for High School Physical Education offers more than 240 lesson plans that are standards-based and ready-to-use. These innovative plans are great for fostering physical literacy in your students. The book also provides guidance on how to plan effective lessons that align with SHAPE America's National Standards and Grade-Level OutcomTable of ContentsPart I Planning for Student Success in High School Chapter 1. The Importance of Teaching for Student Learning in High School Lynn Couturier MacDonald, Robert J. Doan, and Stevie Chepko Factors That Influence Student Learning The Instructional Environment How the Grade-Level Outcomes Are Coded Understanding the Scope and Sequence for K-12 Physical Education Chapter 2. Teaching to Standards: Planning Lessons Using the Grade-Level Outcomes Lynn Couturier MacDonald, Stevie Chepko, and Robert J. Doan Planning for the Module Planning for Individual Lessons Setting Up the Lesson Planning for Embedded Outcomes Optimizing Learning Through Embedded Outcomes Summary Chapter 3. Meeting the National Standards and Grade-Level Outcomes in High School Lynn Couturier MacDonald, Robert J. Doan, and Stevie Chepko High School Is Different The Progression From Middle School High School Instructional Environment Grade-Level Outcomes for High School Students (Grades 9-12) Operational Definitions of Activity Categories Chapter 4. Developing an Electives-Based Program for High School Students Aaron Hart Why Consider Electives-Based Physical Education? Select a Design, Create a Plan, and Then Implement the Program Personalized Curriculum Design Take the First Step Part II Lesson Plans for High School Physical Education Chapter 5. Extending Students' Skills and Knowledge to Outdoor Pursuits Tracy Krause Integrated Fly Fishing Hiking Rock Climbing Chapter 6. Extending Students' Skills and Knowledge to Individual-Performance Activities Adrienne Koesterer and Mary Westkott Aquatics Multi-Sport Events Chapter 7. Extending Students' Skills and Knowledge to Net and Wall Games Charla Tedder Krahnke, Melanie Perrault, and Charlie Rizzuto Badminton Tennis Tennis Doubles Chapter 8. Extending Students' Skills and Knowledge to Target Games Brandon Allen Beginning Golf Chapter 9. Extending Students' Skills and Knowledge to Dance and Rhythms Patrice Lovdahl and Lisa Jacob Line Dance Choreography Chapter 10. Extending Students' Skills and Knowledge to Fitness Activities Ericka Fangiullo, Anthony Smith, and Joni M. Boyd Yoga and Stress Management Resistance Training Pilates Chapter 11. Extending Students' Skills and Knowledge to Designing and Implementing Personal Fitness Plans Rebecca Bryan Fitness Assessment and Program Planning Fitness Walking
£49.50
Human Kinetics Publishers Core Teaching Practices for Health Education
Book SynopsisCore practices—content-specific practices that offer strategies to support student learning—are common in many subject areas but have been curiously missing for health educators... until now.Core Teaching Practices for Health Education is a compact and precise book that serves up effective core teaching practices for preservice and practicing health educators as well as for health teacher educators. Teachers can apply the evidence-based practical tips and strategies the minute they step into their classrooms; even veteran instructors will discover new teaching tactics that will be useful.Core Teaching Practices for Health Education offers the following: Twenty-first-century teaching skills that are specific to health education Practices that are highly transferable across the spectrum of health education and applicable across grade levels Fifteen concise and practical chapters, each of which details a core practice in action, explains the practice, gives additional examples of the practice, and provides clear guidance on how to use the practice in health classrooms Great Prep for Teaching Assessments Such as the edTPA The text is a great resource for aspiring teachers as they embark on their student teaching semester and as they prepare for teaching assessments such as the edTPA, increasingly required in many states. They will learn how to design lesson plans, unit plans, and complete health education curricula to effectively teach health concepts and skills; this directly relates to the video portion of the edTPA. In addition, the book’s final two chapters directly relate to the Analyzing Teaching portion of the edTPAIdeal for Preparing Curriculum In addition, Core Teaching Practices for Health Education is ideal for teachers who are charged with creating health curricula for middle and high school programs—and for other teachers who are thrust into the role of health educators with little or no health education background.Book OrganizationCore Teaching Practices for Health Education is organized into three parts. Part I introduces the idea of core practices and focuses on planning to teach health education (e.g., big ideas, enduring understandings, essential questions, sequencing health content, assessment). Part II explores the pedagogy of health education, including organizational routines and procedures, building a safe and caring environment that is focused on learning, and adapting instruction to meet the needs of students. Part III guides readers through reflective practices on teaching and lesson improvement. Each core practice has its own chapter.Perfect Companion to Two Other Guides This affordable guide is a perfect companion to Essentials of Teaching Health Education, Second Edition, by Sarah Benes and Holly Alperin (Human Kinetics, 2022) and Health Education edTPA Online Preparation Guide by Stacy Furness (Human Kinetics, 2022). For future teachers in states that require the edTPA, these three resources supply everything they need to become successful health educators. Preservice teachers, current teachers, and health teacher educators will find Core Teaching Practices for Health Education to be of lasting value as they use the book’s health-education-specific teaching practices to improve teaching and learning.Table of ContentsPart I. Planning for TeachingChapter 1. Improving Your Effectiveness Using Core Practices of Teaching Health EducationChapter 2. Big IdeasChapter 3. Using Enduring Understandings to Focus Student LearningChapter 4. Using Essential Questions to Promote Enduring UnderstandingsChapter 5. Sequencing Health ContentChapter 6. Teaching Health ContentChapter 7. Assessing LearningPart II. Pedagogical ConsiderationsChapter 8. Creating Expectations Using Rules and Managerial RoutinesChapter 9. Building a Classroom Community That Is Positive, Safe, Caring, Inclusive, and Focused on LearningChapter 10. Facilitating Classroom DiscussionChapter 11. Providing Feedback to StudentsChapter 12. Adapting Teaching to Meet the Needs of StudentsChapter 13. Developing Students’ Decision-Making SkillsPart III. Reflective PracticesChapter 14. Reflecting on TeachingChapter 15. Being a Professional
£34.20
John Wiley & Sons Inc Schools for the 21st Century: Leadership
Book Synopsis"Schlechty's common-sense approach to restructuring is combinedwith a strategic planner's vision and the translation of beliefsinto action... A wide audience, including principals andsuperintAndents, can find in this book practical outlines forrestructuring, and a distinctive and focused view of their role inthe educational system sof the twenty-first century." --The School Administrator Schlechty provides an innovative, adaptable framework for helpingleaders in all areas of education to identify where change isneeded in order to make schools more useful and responsive tochildren and society.Trade Review``Schlechty's common-sense approach to restructuring is combined with a strategic planner's vision and the translation of beliefs into action.... A wide audience, including principals and superintAndents, can find in this book practical outlines for restructuring, and a distinctive and focused view of their role in the educational systems of the twenty-first century.''Table of ContentsForeword. Part One: The Purpose of Schools. 1. A Future in Jeopardy: Why the Schools of Today MustChange. 2. How the Past Has Shaped the Present: The Shaky Foundation ofSchool System Structures. 3. New Purposes for a New Era: Reinventing Our Schools. Part Two: The Ingredients of Invention. 4. The Power of Vision: Creating and Sharing the Seeds ofInnovation. 5. The Capacity to Respond Quickly: Building Adaptability into theSystem. 6. The Ability to Rally Support for Change: Managing to Satisfy theNeeds of Constituents. 7. The Creation of Change Systems: Tackling Problems at TheirSource. 8. A Focus on Results: Evaluating Performers andPerformances. Part Three: Leadership for the Twenty-First Century. 9. Leading a School System Through Change: Key Steps for MovingReform Forward. 10. A Bright Future Secured: Developing Strong Leaders for OurSchools.
£17.84
John Wiley & Sons Inc Promoting Active Learning: Strategies for the
Book SynopsisGives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. --Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, MinnesotaTrade Review"Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers." (Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, Minnesota)Table of ContentsUNDERSTANDING ACTIVE LEARNING. 1. The Case for Active Learning. 2. What Active-Learning Is and How It Works. 3. Creating an Active Learning Environment. STRATEGIES AND TECHNIQUES. 4. Informal Small Groups. 5. Cooperative Student Projects. 6. Simulations. 7. Case Studies. RESOURCES THAT ENCOURAGE ACTIVE LEARNING. 8. Integrating Reading Materials and Guest Speakers. 9. Using Technology Effectively. 10. Developing and Assessing Instructional Expertise.
£32.29
Gallaudet University Press,U.S. Learning American Sign Language in High School
Book SynopsisReflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students. Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL.
£39.42
Information Age Publishing Surviving the Transition?: Case Studies of Schools and Schooling in the Kyrgyz Republic Since Independence
Book SynopsisThis is a book about four rural secondary schools of the Republic of Kyrgyzstan, a newly independent Central Asian state of the former USSR. Utilizing case study methods, we describe and discuss how teachers, administrators and students are attempting to survive the proclaimed ""transition"" to democracy and a market economy within their particular schools and communities. We view this work primarily as a cultural study of schools and school life, not a work about the national education system. There is in fact a growing volume of other writings on issues and problems in education in Central Asia, some of which we have ourselves contributed to. The focus in this study, however, involves school, individual, and group lives and dynamics in and around the four village schools we studied during 2004 and 2005. Two of the four schools are in Chui Oblast; one in Naryn Oblast, and one in Batken Oblast. One Chui school lies within an economically and demographically stable community by Kyrgyz standards; the other school faces more serious economic and migratory issues.Our Naryn school is located in an isolated livestock-breeding region of Kyrgyzstan high in the Tien Shan mountains near China. Finally, we describe community and school situations in an agricultural community in the south that is characterized by considerable poverty-driven labor migration. Our work involved schools in the small town of Shopokov, and the villages of Tash Dobo, At-Bashy and Ak-Tatyr. These are all actual places on the map of Kyrgyzstan - if your map is detailed enough. In several cases, nearby smaller schools are also discussed as they relate to our primary institutions.
£44.96
Brookes Publishing Co Planning the Transition to Employment
Book SynopsisThe latest book in the Brookes Transition to Adulthood Series, this is a practical handbook for helping youth with disabilities transition into integrated, competitive employment alongside their peers, providing advice ranging from career planning and preparation to the job search and sustaining employment.Trade ReviewThis book reflects optimism for employment outcomes for students with disabilities as well as the importance of student-centered approaches that result in post-school employment. It is full of practical strategies for making that happen."- Richard Luecking, Ed.D., Center for Transition and Career Innovation, University of MarylandTable of ContentsSeries Preface Editorial Advisory Board About the Authors Preface About the Downloads Acknowledgments1 Getting StartedTransition to EmploymentImportance of WorkWhat Do the Statistics Say?Changing the Landscape of Disability and EmploymentUpcoming Chapters2 Strategies to Facilitate Effective TransitionsTeacher VignetteThe Crucial Importance of CollaborationGrow Your Own Collective Impact TeamCollective Impact: A Practical ApplicationIntegrating Best Practices3 How Do We Plan for Employment , Support Self -Directed Team Meetings , and Encourage Adult Agency InvolvementTeacher/Transition Coordinator VignettePlanning for EmploymentReady and ReliableEmployment FirstWhy Is Person-Centered Planning Important? 4 How Do We Develop Skills, Identify Passions, and Explore Careers?Teacher/Transition Coordinator VignetteDeveloping High School ServicesIdentifying Learning Styles and PreferencesUtilizing Online Career Exploration ToolsProviding Community Work and InternshipOpportunitiesEstablishing Employment or Post-Secondary Education Areas of Interest5 Developing Employer Relationships to Develop Job OpportunitiesTeacher/Transition Coordinator VignetteCompetitive Integrated EmploymentKnowing the Business CommunityBusiness KnowledgeNetworkingMeeting with EmployersEmployment ProposalsPreparing Students for Employment Through Work-Based Learning or InternshipsPartnership AgreementWorksite AnalysisIntern Criteria and Job DescriptionApplication and Interview ProcessOrientation and TrainingEvaluation Process6 Providing Training and Supports While in School and AfterTeacher/Transition Coordinator VignetteTeaching Self-DeterminationIdentifying Instructional Strategies and SupportInstructional StrategiesNatural Supports7 Ways to Overcome the Yeah, but . . . SyndromeStudent VignetteCase StudiesChallenges That Teachers Face References Index
£29.66
Harvard Educational Publishing Group Ready, Willing and Able: A Developmental Approach
Book SynopsisHow can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark—for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a “college-going identity.” In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.
£25.46
Harvard Educational Publishing Group High Schools, Race and America's Future: What Students Can Teach Us About Morality, Diversity and Community
Book SynopsisIn High Schools, Race, and America’s Future, Lawrence Blum offers a lively account of a rigourous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students’ engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives. Blum, an acclaimed moral philosopher whose work focuses on issues of race, reflects with candour, insight, and humour on the challenges and surprises encountered in teaching—the unexpected turns in conversation, the refreshing directness of students’ questions, the “aha” moments and the awkward ones, and the paradoxes of his own role as a white college professor teaching in a multiracial high school classroom. High Schools, Race, and America’s Future provides an invaluable resource for those who want to teach students to think deeply and talk productively about race.
£27.16
Information Age Publishing Research Supporting Middle Grades Practice (PB)
Book Synopsis
£44.96
Information Age Publishing Research Supporting Middle Grades Practice (HC)
Book Synopsis
£82.80
Information Age Publishing Catholic Schools and the Public Interest: Past,
Book SynopsisThis book is a study of the contributions of Catholic K-12 schools in the United States to the public interest from the 1800’s to the present. It presents seven strategies that have the possibility of leading Catholic schools in positive, new directions. Outsiders often misunderstand the mission, purpose, and inclusivity of Catholic schools. This book brings a new focus on Catholic schools from the perspective of their service to this country through the education of Catholics and non-Catholics. In 16 chapters, a variety of scholars examine these schools across three periods: echoes of the past, realities of the present, and future directions. The intention of the editor and authors of this volume is that Catholic schools and those interested in conducting Catholic school research will find guidance, especially in examining newer types of partnerships flourishing in different types of Catholic schools in different regions of the country and types of schools from rural, suburban to city and inner-city schools. By increasing the data we have, such studies could help stem the tide of Catholic school demise. In addition, Catholic school leaders, and parents who chose them or are thinking about choosing them, will find here a balanced description of what constitutes a Catholic school and how they are different from public schools. In understanding better the role and function of Catholic schools in serving the public interest, new ideas, innovations, and improvements can help these schools survive and grow.
£49.95
Information Age Publishing Catholic Schools and the Public Interest: Past,
Book SynopsisThis book is a study of the contributions of Catholic K-12 schools in the United States to the public interest from the 1800’s to the present. It presents seven strategies that have the possibility of leading Catholic schools in positive, new directions. Outsiders often misunderstand the mission, purpose, and inclusivity of Catholic schools. This book brings a new focus on Catholic schools from the perspective of their service to this country through the education of Catholics and non-Catholics. In 16 chapters, a variety of scholars examine these schools across three periods: echoes of the past, realities of the present, and future directions. The intention of the editor and authors of this volume is that Catholic schools and those interested in conducting Catholic school research will find guidance, especially in examining newer types of partnerships flourishing in different types of Catholic schools in different regions of the country and types of schools from rural, suburban to city and inner-city schools. By increasing the data we have, such studies could help stem the tide of Catholic school demise. In addition, Catholic school leaders, and parents who chose them or are thinking about choosing them, will find here a balanced description of what constitutes a Catholic school and how they are different from public schools. In understanding better the role and function of Catholic schools in serving the public interest, new ideas, innovations, and improvements can help these schools survive and grow.
£87.40
Information Age Publishing Paul Diederich and the Progressive American High
Book Synopsis
£44.93
Information Age Publishing Mathematics in Middle and Secondary School: A
Book SynopsisThe experience and knowledge acquired in teacher education courses should build important fundamentals for the future teaching of mathematics. In particular, experience in mathematical problem solving, and in planning lessons devoted to problem solving, is an essential component of teacher preparation. This book develops a problem solving approach and is intended to be a text used in mathematics education courses (or professional development) for pre-service or in-service middle and secondary school teachers. It can be used both in graduate and undergraduate courses, in accordance with the focus of teacher preparation programs.The content of the book is suited especially for those students who are further along in their mathematics education preparation, as the text is more involved with mathematical ideas and problem solving, and discusses some of the intricate pedagogical considerations that arise in teaching. The text is written not as an introduction to mathematics education (a first course), but rather as a second, or probably, third course. The book deals both with general methodology issues in mathematics education incorporating a problem solving approach (Chapters 1-6) and with more concrete applications within the context of specific topics – algebra, geometry, and discrete mathematics (Chapters 7-13).The book provides opportunities for teachers to engage in authentic mathematical thinking. The mathematical ideas under consideration build on specific middle and secondary school content while simultaneously pushing the teacher to consider more advanced topics, as well as various connections across mathematical domains. The book strives to preserve the spirit of discussion, and at times even argument, typical of collaborative work on a lesson plan. Based on the accumulated experience of work with future and current teachers, the book assumes that students have some background in lesson planning, and extends their thinking further. Specifically, this book aims to provide a discussion of how a lesson plan is constructed, including the ways in which problems are selected or invented, rather than the compilation of prepared lesson plans. This approach reflects the authors’ view that the process of searching for an answer is often more important than the formal result.
£49.95
Information Age Publishing What Do Principals Do?: A Study of a Principal's
Book SynopsisWhat Do Principals Do? provides a comprehensive and expansive look into a high school principal's job. Rather than a survey asking principals how much time they spend on various tasks, this work provides empirical evidence of exactly what a principal does every day of the year and how much time he spends doing it. Based on the results of a three-year longitudinal study conducted by a California High School Principal of the Year (Association of California School Administrators, 2012), this book reveals precisely what a principal does, when he does it, and how much time he spends doing it. The study identifies 72 discrete tasks performed by principals and examines how much time (disaggregated by day, week, month, and year) they spend on each of those 72 tasks.The results of the data collection are the foundation of the book. The findings are supplemented with explanations and analyses that reveal the workings of K-12 education and give readers a glimpse of life in a comprehensive high school. This is a must read for everyone considering a life in public school administration. The author, Dr. Jonathan Hurst, the longest running principal in Elsinore High School's 130-year history, provides insightful commentary and relevant anecdotes from a rich and rewarding career served in a large comprehensive high school in Southern California.This book provides detailed, quantitative evidence and an explanation for just what a principal does and how much time he spends doing it. In the process, it demonstrates the requisite skills for effective school governance, administrative multi-tasking, and productive principal behavior. Data collected covers three years and encompasses over 20,500 tasks and 7,500 hours of work. This is a useful augmentation to existing administrative credential course readings as it provides evidence for what the research and authors are saying and demonstrates those skills, procedures, and operations that are an everyday part of a school administrator's job. But the appeal for What Do Principal's Do? goes beyond those seeking knowledge about educational administration. Besides the facts and figures about how a principal spends his time, Dr. Hurst offers explanations for why and how the time is spent, and he provides insight into the educational scene. This book has appeal for students in teacher education programs, because it explains school communities and life in a school system, and that also makes it appealing to the lay person or parent who wants to understand how schools work.Table of Contents Preface Introduction Chapter 1: Time Chapter 2: Students Chapter 3: Checking on Things Chapter 4: The District Office Chapter 5: Administrative Planning Chapter 6: Computer Work Chapter 7: Teachers Chapter 8: Outside People Chapter 9: Discuss Issues Chapter 10: Writing and Composing Chapter 11: Give Directions Chapter 12: Parents Chapter 13: Help People and Solve Problems Chapter 14: Assistant Principals Chapter 15: E-mails Chapter 16: Prepare Presentations Chapter 17: Principal Duties and Give Information Chapter 18: Special Education Issues Chapter 19: Security Chapter 20: Athletic Activities Chapter 21: Complaints Chapter 22: Data Chapter 23: WASC Chapter 24: School Activities Chapter 25: Yard Duty Chapter 26: School Programs Chapter 27: Acquire Information About School Chapter 28: Paperwork Chapter 29: Classified Staff Chapter 30: Individualized Educational Plans Chapter 31: Maintenance Chapter 32: Cleaning Up Chapter 33: Curriculum and Instruction Chapter 34: Professional Development Chapter 35: Coaches Chapter 36: Chitchat Chapter 37: Driving Chapter 38: Classroom Visits Chapter 39: Evaluations Chapter 40: Paraeducators Chapter 41: Counselors Chapter 42: Observations Chapter 43: Tutor Students Chapter 44: Interviews Chapter 45: Grades Chapter 46: SPSA Chapter 47: Landscaping Chapter 48: Water Trees Chapter: Personal Maintenance Chapter 50: Regular Mail Chapter 51: Master Schedule Chapter 52: Telephone Chapter 53: School Site Council Chapter 54: Discipline Chapter 55: Settle In Chapter 56: Letters of Recommendation Chapter 57: Computer/IT Issues Chapter 58: Bully Questionnaire Chapter 59: Budget Chapter 60: Student of the Month Chapter 61: Signature Required Chapter 62: Medical Chapter 63: Testing Chapter 64: PAWS Chapter 65: PTSA Chapter 66: Graduation Chapter 67: Activity Log Chapter 68: Update Marquees Chapter 69: Union Issues Chapter 70: Conduct Reference Checks Chapter 71: Reference Checks Paperwork Chapter 72: Health Office Issues Chapter 73: School Messenger Chapter 74: Conclusion Appendix A: Time Codes Appendix B: Monthly Minutes by School Year Appendix C: Categories Grouped by Principal Survey Tasks Appendix D: Total Percentage of Time Spent on Tasks E: Bully Questionnaire
£49.95
Information Age Publishing What Do Principals Do?: A Study of a Principal's
Book SynopsisWhat Do Principals Do? provides a comprehensive and expansive look into a high school principal's job. Rather than a survey asking principals how much time they spend on various tasks, this work provides empirical evidence of exactly what a principal does every day of the year and how much time he spends doing it. Based on the results of a three-year longitudinal study conducted by a California High School Principal of the Year (Association of California School Administrators, 2012), this book reveals precisely what a principal does, when he does it, and how much time he spends doing it. The study identifies 72 discrete tasks performed by principals and examines how much time (disaggregated by day, week, month, and year) they spend on each of those 72 tasks.The results of the data collection are the foundation of the book. The findings are supplemented with explanations and analyses that reveal the workings of K-12 education and give readers a glimpse of life in a comprehensive high school. This is a must read for everyone considering a life in public school administration. The author, Dr. Jonathan Hurst, the longest running principal in Elsinore High School's 130-year history, provides insightful commentary and relevant anecdotes from a rich and rewarding career served in a large comprehensive high school in Southern California.This book provides detailed, quantitative evidence and an explanation for just what a principal does and how much time he spends doing it. In the process, it demonstrates the requisite skills for effective school governance, administrative multi-tasking, and productive principal behavior. Data collected covers three years and encompasses over 20,500 tasks and 7,500 hours of work. This is a useful augmentation to existing administrative credential course readings as it provides evidence for what the research and authors are saying and demonstrates those skills, procedures, and operations that are an everyday part of a school administrator's job. But the appeal for What Do Principal's Do? goes beyond those seeking knowledge about educational administration. Besides the facts and figures about how a principal spends his time, Dr. Hurst offers explanations for why and how the time is spent, and he provides insight into the educational scene. This book has appeal for students in teacher education programs, because it explains school communities and life in a school system, and that also makes it appealing to the lay person or parent who wants to understand how schools work.Table of Contents Preface Introduction Chapter 1: Time Chapter 2: Students Chapter 3: Checking on Things Chapter 4: The District Office Chapter 5: Administrative Planning Chapter 6: Computer Work Chapter 7: Teachers Chapter 8: Outside People Chapter 9: Discuss Issues Chapter 10: Writing and Composing Chapter 11: Give Directions Chapter 12: Parents Chapter 13: Help People and Solve Problems Chapter 14: Assistant Principals Chapter 15: E-mails Chapter 16: Prepare Presentations Chapter 17: Principal Duties and Give Information Chapter 18: Special Education Issues Chapter 19: Security Chapter 20: Athletic Activities Chapter 21: Complaints Chapter 22: Data Chapter 23: WASC Chapter 24: School Activities Chapter 25: Yard Duty Chapter 26: School Programs Chapter 27: Acquire Information About School Chapter 28: Paperwork Chapter 29: Classified Staff Chapter 30: Individualized Educational Plans Chapter 31: Maintenance Chapter 32: Cleaning Up Chapter 33: Curriculum and Instruction Chapter 34: Professional Development Chapter 35: Coaches Chapter 36: Chitchat Chapter 37: Driving Chapter 38: Classroom Visits Chapter 39: Evaluations Chapter 40: Paraeducators Chapter 41: Counselors Chapter 42: Observations Chapter 43: Tutor Students Chapter 44: Interviews Chapter 45: Grades Chapter 46: SPSA Chapter 47: Landscaping Chapter 48: Water Trees Chapter: Personal Maintenance Chapter 50: Regular Mail Chapter 51: Master Schedule Chapter 52: Telephone Chapter 53: School Site Council Chapter 54: Discipline Chapter 55: Settle In Chapter 56: Letters of Recommendation Chapter 57: Computer/IT Issues Chapter 58: Bully Questionnaire Chapter 59: Budget Chapter 60: Student of the Month Chapter 61: Signature Required Chapter 62: Medical Chapter 63: Testing Chapter 64: PAWS Chapter 65: PTSA Chapter 66: Graduation Chapter 67: Activity Log Chapter 68: Update Marquees Chapter 69: Union Issues Chapter 70: Conduct Reference Checks Chapter 71: Reference Checks Paperwork Chapter 72: Health Office Issues Chapter 73: School Messenger Chapter 74: Conclusion Appendix A: Time Codes Appendix B: Monthly Minutes by School Year Appendix C: Categories Grouped by Principal Survey Tasks Appendix D: Total Percentage of Time Spent on Tasks E: Bully Questionnaire
£87.40
Information Age Publishing Hollywood or History?: An Inquiry-Based Strategy
Book SynopsisThe rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.There is a firm belief that students' connection to film, along with teachers' ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.
£63.90
Information Age Publishing Hollywood or History?: An Inquiry-Based Strategy
Book SynopsisThe rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.There is a firm belief that students' connection to film, along with teachers' ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.
£97.85
Information Age Publishing The Wisdom Way of Teaching: Educating for Social
Book SynopsisImmense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students.Trade ReviewThe Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!" — Fran Grace, University of Redlands "For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty's book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be." — Vachel Miller, Appalachian State UniversityTable of ContentsDedication and Acknowledgements. Foreword, Cynthia Bourgeault. Introduction: Introducing the Wisdom Way of Teaching. PART I: TEACHING FOR SOCIAL CONSCIENCE. CHAPTER 1: My Journey of Teaching for Social Conscience. CHAPTER 2: Humanities I in Action Curriculum and the Impact of Social Conscience Education. CHAPTER 3: Is Ignorance Bliss? Teaching About Chocolate Slavery on Day One. CHAPTER 4: The Heroic Journey from Self-Focus to Compassion: Mentoring Students Through an Orphanage Trip Experience. CHAPTER 5: The Elixir Project: Initiating a Path Towards Meaningful Adulthood. CHAPTER 6: Principles of Social Conscience Curriculum Design. CHAPTER 7: The Four Essential Roles of Social Conscience Teachers. PART II: TEACHING FOR INNER AWAKENING. CHAPTER 8: My Journey of Teaching for Inner Awakening. CHAPTER 9: The Essentials of a Curriculum for Self-Understanding: The Body-Mind-Heart Framework in Service, Society, and the Sacred. CHAPTER 10: Balancing Body, Mind, and Heart: Introducing the Wisdom Tradition in a World Religions Class. CHAPTER 11: Waking Up to the Vertical Dimension: Student Reflections on a PracticeBased Religion Curriculum in Spiritual Explorations. CHAPTER 12: Teaching Toward Inner Awakening Through a Spiritual Practices Project in SPEX. CHAPTER 13: The Wisdom Way of Knowing and Teaching: The Epistemological Foundations of SPEX Teachers. PART III: SPECIAL TOPICS IN INNER AWAKENING. CHAPTER 14: Teaching Consciousness of the Body: Two Practitioners in Dialogue, Sangeeta Bansal and Marty Schmidt. CHAPTER 15: Non-Reactivity: The Supreme Practice of Everyday Life. CHAPTER 16: Dealing With the Accuser: Befriending Your Inner Critic, Sangeeta Bansal and Marty Schmidt. PART IV: REFLECTIONS ON THE WISDOM WAY OF TEACHING. CHAPTER 17: Teacher Perspectives. CHAPTER 18: Student Voices. CHAPTER 19: My Wisdom Way of Teaching Philosophy. Appendix A: Interview about Humanities I in Action. Appendix B: Exemplary "Service, Society, and the Sacred" Final Essays. Appendix C: My Worldview: Do I Believe in a Vertical Dimension? Appendix D: Overview of the SPEX Curriculum. References.
£47.45
Information Age Publishing The Wisdom Way of Teaching: Educating for Social
Book SynopsisImmense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students.Trade ReviewThe Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!" — Fran Grace, University of Redlands "For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty's book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be." — Vachel Miller, Appalachian State UniversityTable of ContentsDedication and Acknowledgements. Foreword, Cynthia Bourgeault. Introduction: Introducing the Wisdom Way of Teaching. PART I: TEACHING FOR SOCIAL CONSCIENCE. CHAPTER 1: My Journey of Teaching for Social Conscience. CHAPTER 2: Humanities I in Action Curriculum and the Impact of Social Conscience Education. CHAPTER 3: Is Ignorance Bliss? Teaching About Chocolate Slavery on Day One. CHAPTER 4: The Heroic Journey from Self-Focus to Compassion: Mentoring Students Through an Orphanage Trip Experience. CHAPTER 5: The Elixir Project: Initiating a Path Towards Meaningful Adulthood. CHAPTER 6: Principles of Social Conscience Curriculum Design. CHAPTER 7: The Four Essential Roles of Social Conscience Teachers. PART II: TEACHING FOR INNER AWAKENING. CHAPTER 8: My Journey of Teaching for Inner Awakening. CHAPTER 9: The Essentials of a Curriculum for Self-Understanding: The Body-Mind-Heart Framework in Service, Society, and the Sacred. CHAPTER 10: Balancing Body, Mind, and Heart: Introducing the Wisdom Tradition in a World Religions Class. CHAPTER 11: Waking Up to the Vertical Dimension: Student Reflections on a PracticeBased Religion Curriculum in Spiritual Explorations. CHAPTER 12: Teaching Toward Inner Awakening Through a Spiritual Practices Project in SPEX. CHAPTER 13: The Wisdom Way of Knowing and Teaching: The Epistemological Foundations of SPEX Teachers. PART III: SPECIAL TOPICS IN INNER AWAKENING. CHAPTER 14: Teaching Consciousness of the Body: Two Practitioners in Dialogue, Sangeeta Bansal and Marty Schmidt. CHAPTER 15: Non-Reactivity: The Supreme Practice of Everyday Life. CHAPTER 16: Dealing With the Accuser: Befriending Your Inner Critic, Sangeeta Bansal and Marty Schmidt. PART IV: REFLECTIONS ON THE WISDOM WAY OF TEACHING. CHAPTER 17: Teacher Perspectives. CHAPTER 18: Student Voices. CHAPTER 19: My Wisdom Way of Teaching Philosophy. Appendix A: Interview about Humanities I in Action. Appendix B: Exemplary "Service, Society, and the Sacred" Final Essays. Appendix C: My Worldview: Do I Believe in a Vertical Dimension? Appendix D: Overview of the SPEX Curriculum. References.
£87.40
Academica Press The Instructional Designers: A Guide for Dual
Book SynopsisThe Instructional Designers: A Guide for Dual Credit Teachers—Theory and Practice presents a thorough examination of American higher education, and particularly the emergence of dual credit education, as a viable program of teaching and learning, within the higher education paradigm. Professor Roscoe Johnson introduces the first half of the book with an examination of the history and development of education in the West, and higher education in particular. He then moves on to an exhaustive retracing of the history and theory of education curriculum in the United States.The book also explores, in significant detail, several theoretical approaches to learning that have been utilized in education over the history of Western higher education. The text also introduces psychological theories of learning which undergird Dr. Johnson’s theoretical work, chiefly among them Cognitive Load Theory (Sweller, 1988). Lastly, The Instructional Designers provides helpful pedagogical suggestions for dual credit teachers which may benefit them practically in their curriculum work in the dual credit classroom.
£112.50
Information Age Publishing Mathematical Understanding for Secondary
Book SynopsisA perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
£67.50
Information Age Publishing Mathematical Understanding for Secondary
Book SynopsisA perennial discussion about teacher development is the optimal content background for teachers. In recent years, that discussion has taken center stage in the work of mathematics education researchers, mathematicians, mathematics professional developers, and mathematics education policymakers. Much of the existing and prior work in this area has been directed toward mathematical knowledge for teaching at the elementary level. The work described in this volume takes a sometimes-neglected approach, focusing on the dynamic nature of mathematical understanding rather than on a stable description of mathematical knowledge, and on mathematics for secondary teaching rather than mathematics for teaching at the elementary level.The work reported in Mathematical Understanding for Secondary Teaching: A Framework and Classroom-Based Situations is a practice-based response to the question of what mathematical understandings secondary teachers could productively use in their teaching. For each of more than 50 events, our team of almost 50 mathematics educators who were experienced mathematics teachers developed descriptions of the mathematics that teachers could use—each of those descriptions (consisting of the event and the mathematics related to the event) is what we call a Situation. We developed our Framework for Mathematical Understanding for Secondary Teaching (MUST) based on an analysis of our entire set of Situations. We call the work practice-based because the MUST framework is based on actual events that we witnessed in our observations of secondary mathematics practice.Groups of mathematics teachers can use this volume to enhance their own understandings of secondary mathematics. School leaders and professional developers in secondary mathematics will find our MUST Framework and Situations useful as they work with teachers in enhancing and deepening their understanding of secondary mathematics. Mathematics teacher educators and mathematicians who teach mathematics to prospective and in-service secondary teachers will be able to couch their mathematical discussions in the Situations—examples that arise from secondary mathematics classrooms. They will be able to use this volume as they design courses and programs that enhance mathematics from the perspectives identified in the MUST framework. Policymakers and researchers can use our MUST framework as they consider the mathematics background needed by teachers.
£96.90
Information Age Publishing Understanding Neoliberal Rule in K-12 Schools:
Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools.Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.
£49.95
Information Age Publishing Understanding Neoliberal Rule in K-12 Schools:
Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools.Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.
£87.40
Information Age Publishing Polling Students for School Improvement and
Book SynopsisPeople generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress.Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.
£47.45
Information Age Publishing Polling Students for School Improvement and
Book SynopsisPeople generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress.Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.
£87.40
Information Age Publishing Chicago Charter Schools: The Hype and the Reality
Book SynopsisThe book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby. It examines the position supported by charter school advocates that charter schools should be supported because they outperform regular public schools. Given that charter schools in Chicago have enjoyed a great deal of support from the past two mayors, and that they make up some 20% of all public schools in the city, Chicago is the perfect location in which to examine this critical issue. Charter schools siphon money and in theory better students from regular public schools at a time when public schools in almost every big city faces financial difficulties. Teachers unions oppose them, as do most liberal scholars. Conservatives and big business support them, as do most conservative scholars. The existence of charter schools is a most divisive issue! Yet, little real data exist to allow us to properly judge the effectiveness of charters. The current work changes that by examining test data in a sophisticated manner that allows comparisons between charters and regular schools. This work should move the debate forward, but will no doubt generate controversy as well.Table of Contents Preface CHAPTER 1: Introduction CHAPTER 2: Research Methods CHAPTER 3: Elementary Schools CHAPTER 4: High Schools CHAPTER 5: Real Reform or Cruel Hoax? References About the Author
£42.46
Information Age Publishing Chicago Charter Schools: The Hype and the Reality
Book SynopsisThe book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby. It examines the position supported by charter school advocates that charter schools should be supported because they outperform regular public schools. Given that charter schools in Chicago have enjoyed a great deal of support from the past two mayors, and that they make up some 20% of all public schools in the city, Chicago is the perfect location in which to examine this critical issue. Charter schools siphon money and in theory better students from regular public schools at a time when public schools in almost every big city faces financial difficulties. Teachers unions oppose them, as do most liberal scholars. Conservatives and big business support them, as do most conservative scholars. The existence of charter schools is a most divisive issue! Yet, little real data exist to allow us to properly judge the effectiveness of charters. The current work changes that by examining test data in a sophisticated manner that allows comparisons between charters and regular schools. This work should move the debate forward, but will no doubt generate controversy as well.Table of Contents Preface CHAPTER 1: Introduction CHAPTER 2: Research Methods CHAPTER 3: Elementary Schools CHAPTER 4: High Schools CHAPTER 5: Real Reform or Cruel Hoax? References About the Author
£78.20
