Secondary schools Books
University of Illinois Press Leaders of Their Race
Book SynopsisTrade Review"This book is well-written and thoroughly researched. . . . The extensiveness of the documentation contributes to the appropriateness to the subject matter." --Journal of African American History"Case has beautifully written a strong argument about the central purpose of these schools and how they compare, with emphasis on both similarities and differences. . . . Case has a strong sense of changes over time, even as she documents continuity."--Joan Marie Johnson, author of Southern Women at the Seven Sister Colleges: Feminist Values and Social Activism, 1875 -1925 "The 125-page work, complemented by fifteen rare archival photos, is filled with insightful commentary on gender, class, and race in secondary education in Georgia around the turn of the twentieth century."--Atlanta Studies"This work is a worthwhile addition to any undergraduate classroom and graduate seminar on the history of race, gender, and education in the New South."--H-Net"Leaders of Their Race is a jewel. Case has produced an interesting, well-written, and thoroughly researched study. . . . This is also an important contribution to the study of women's history, African American history, the history of education, and New South history." --American Historical Review"Sarah Case provides a compelling examination of how these two women's schools, though founded on different visions and skewed by race and class, were remarkably similar in the values they espoused. Grooming their students to be well-educated, modest and respectable, they hoped to prepare their young graduates to contribute to a new society in the South and epitomize the highest womanly virtues." --Southeastern Librarian"This book is a must-read for anyone interested in the history of US education and it should be a required text for courses in the history of education, African American education, women's education, African American studies, and gender studies, among others." --History of Education Quarterly
£81.90
University of Illinois Press Leaders of Their Race
Book SynopsisTrade Review"This book is well-written and thoroughly researched. . . . The extensiveness of the documentation contributes to the appropriateness to the subject matter." --Journal of African American History"Case has beautifully written a strong argument about the central purpose of these schools and how they compare, with emphasis on both similarities and differences. . . . Case has a strong sense of changes over time, even as she documents continuity."--Joan Marie Johnson, author of Southern Women at the Seven Sister Colleges: Feminist Values and Social Activism, 1875 -1925 "The 125-page work, complemented by fifteen rare archival photos, is filled with insightful commentary on gender, class, and race in secondary education in Georgia around the turn of the twentieth century."--Atlanta Studies"This work is a worthwhile addition to any undergraduate classroom and graduate seminar on the history of race, gender, and education in the New South."--H-Net"Leaders of Their Race is a jewel. Case has produced an interesting, well-written, and thoroughly researched study. . . . This is also an important contribution to the study of women's history, African American history, the history of education, and New South history." --American Historical Review"Sarah Case provides a compelling examination of how these two women's schools, though founded on different visions and skewed by race and class, were remarkably similar in the values they espoused. Grooming their students to be well-educated, modest and respectable, they hoped to prepare their young graduates to contribute to a new society in the South and epitomize the highest womanly virtues." --Southeastern Librarian"This book is a must-read for anyone interested in the history of US education and it should be a required text for courses in the history of education, African American education, women's education, African American studies, and gender studies, among others." --History of Education Quarterly
£19.79
WW Norton & Co Teaching and the Adolescent Brain
Book SynopsisUsing cognitive neuroscience to rethink traditional teaching methods and strategies.Trade Review"Not only for those working with adolescents, this material is vital for any one working with youth grades 5 and up.... [T]he most comprehensive work available on the adolescent brain, neuroscience research and applications to education available today. It provides much needed context for moving the “brain and learning” agenda into view for practitioners. Every teacher, guidance and psychology-prep program needs to access this book as a central component of pre-service work for teachers of middle and high school students.... [A] purposeful handbook for ongoing use as one interacts with youth, prepares lessons, builds relationships and achieves success with their students!" -- Robert Greenleaf, Greenleaf Learning, former professional development specialist at the Education Alliance at Brown University"Teaching and the Adolescent Brain is a masterpiece. Neuroeducation, as explained in this text, is the practical, comprehensive approach to how our brain learns and what the classroom teacher and students can do to improve and engage actual learning. This must-have resource should be placed into the hands of every teacher who wishes to insure the academic success of his or her students. Never has a book been more timely or necessary." -- Sal Lentini, Stony Brook University, School of Professional Development
£50.88
WW Norton & Co Mindfulness in the Secondary Classroom
Book SynopsisMindfulness includes qualities of mind and heart; it provides a strong foundation for other social and emotional skills.
£15.99
WW Norton & Co Sentence.
Book SynopsisSometimes it’s better to start small, with a sentence.Trade Review"[A] highly practical book…. Teachers can drop into the book and find ready-to-use strategies. They can also adapt ideas from the book for their specific setting and students." -- Teachers College Record"Written in a first-person conversational style (a quality I prefer in my professional development books), Sentence feels like getting advice from a respected colleague.... Woods has grouped her sentence types in a format that is easy to navigate so teachers can utilize those types that their standards require or students show a need for." -- Rebecca Crockett - Middleweb"A complete course of detailed instruction in a single volume, Sentence. A Period-to-Period Guide to Building Better Readers and Writers is an extraordinary, effective, DIY approach to overcoming writer's block and getting started with any form of literary project." -- Midwest Book Review"Woods provides literally hundreds of sentences (categorized for thematic unit use) as examples with teaching ideas for immediate classroom use. This book will be one that I reach to again and again for ideas and inspiration. " -- Susan Barber, AP Literature Teacher and Consultant, Atlanta, GA"As a writing teacher for over 30 years, I appreciate Woods' diverse set of examples and insightful analysis. Whether you're looking for a way to fill a few minutes at the end of class or build an entire session around one sentence, this book has you covered. " -- Chris Sloan, PhD, English Department Chair, Judge Memorial Catholic High School, Salt Lake City, UT"By focusing on a single sentence, teachers can change the 'lens' through which we view a text and find a new way to reach students. Woods' book provides concrete and engaging examples that any teacher can use tomorrow in their classroom. " -- Kabby Hong, English Teacher, Verona Area High School, WI"With clarity her cause and passion her method, Geraldine Woods clarifies the workings of one of our most significant and old-time technologies: the sentence. That she curates from vivid contemporary sources will spark the stellar writer in her readers. " -- Edie Meidav, Novelist and Associate Professor of English at University of Massachusetts, Amherst"Woods does teachers a great service by offering this book. She not only serves up an instructional guide for how to help students understand the importance of sentence crafting, she also gives numerous practical examples and lesson suggestions. " -- David G. Miller, Professor, Department of English and Philosophy Honors Faculty, Mississippi College"In an age of tweets and declining readership, Woods makes a compelling case for the relationship between the sentence and how we speak, write, and listen to one another. Never before has the teaching of grammar, syntax, diction, and the literary imagination felt closer to pure poetry than in this beautifully crafted book!" -- Andrew McCarron, Chair of Religion, Philosophy & Ethics Department at Trinity School in Manhattan, New York, Faculty Associate at Bard College's Institute of Writing and Thinking, and author
£22.79
John Wiley & Sons Inc The Science Teachers ActivityADay Grades 510
Book Synopsis* Part of the 5-Minute Fundamentals Series, the book includes over 180 quick and fun "sponge" activities that will engage students and pull them into the lesson. * Activities cover a wealth of topics under the broad categories of Life Science, Physical Science, and Earth & Space Science.Trade Review"Each activity begins with a concise explanation of the concept upon which it focuses and includes a materials list, the procedure, follow-up questions, and extensions. These high-interest investigations use materials that are inexpensive, easily accessible, and familiar to students" (National Science Teacher's Association.org, October 2010)Table of ContentsAbout This Book iii About the Authors iv Correlations of Activities to the National Science Content Standards xii Unit I. Physical Science Section 1: Organization of Matter 1.1 Boyle’s Gas Law: Marshmallow Under Pressure 3 1.2 Buoyancy: Ketchup Packet Cartesian Divers 4 1.3 Counting Molecules and Atoms: Number of Molecules of Chalk in Your Signature 5 1.4 Identifying and Naming Isotopes: ‘‘EggCeptional’’ Isotopes 6 1.5 Chemical and Physical Changes: Examining Paper for Change 7 1.6 Physical Properties of Matter: Tootsie Roll Properties 8 1.7 Density: Can’t Hold a Good Ping-Pong Ball Down 9 1.8 Atomic Size in Picometers: Cutting Paper to Atom Size 10 1.9 Surface Tension: Why Some Insects Can Walk on Water 11 1.10 Birds in Flight: How Birds’ Wings Enable Them to Fly 12 1.11 Mendeleev’s Periodic Table: It Was All in the Cards 13 1.12 Volume of a Cylinder: The Long and Short of Volume 14 Section 2: Interactions of Matter 2.1 Acids and Bases: Cabbage Juice Indicators 16 2.2 Polymers: Water-Loving Chemicals in Diapers 17 2.3 Freezing Point: Why We Sprinkle Salt on Icy Roads 18 2.4 Exothermic and Endothermic Reactions: Hot Packs and Cold Packs 19 2.5 Chemical Reactions: Alka-Seltzer and Water Temperature 20 2.6 Balancing Chemical Equations: Rearranging Atomic Dots 21 2.7 Limiting Reactants: Putting a Halt to the Reaction 23 2.8 Writing Ionic Formulas: Equating the Ions 24 2.9 Single Replacement Reactions: Turning Iron into Copper 25 2.10 Double Replacement Reactions: Trading Partners 26 2.11 Polarity and Solubility: Breaking Bonds of Packing Peanuts 27 2.12 Surface Area and Solubility: Sweet Solutions 29 Section 3: Energy of Motion 3.1 Potential Energy and Kinetic Energy: Bouncing Golf Balls 31 3.2 Potential Energy: The Energy of Falling Objects 32 3.3 Friction Through a Fluid: Fluids and Falling 33 3.4 Newton’s First Law of Motion: Inertia—the Magician’s Friend 34 3.5 Law of Conservation of Momentum: Marble Collisions 35 3.6 Static Friction: Going Against the Grain 36 3.7 Newton’s Second Law of Motion: Acceleration of the Coffee Mug 37 3.8 Using the Speed Formula: Speedy Manipulations 38 3.9 Newton’s Third Law of Motion: What Is a Reaction? 39 3.10 Inclined Planes: Making Lifting Easier 41 3.11 Levers: First-Class Machines 42 3.12 The Three Classes of Levers: Lots of Levers and Lots of Class 43 Section 4: Heat, Light, and Sound Waves 4.1 Thermal Energy: What Does Temperature Really Measure? 46 4.2 Measuring Temperature: Human Thermometers 47 4.3 Refraction: A Real Light Bender 48 4.4 Concave and Convex Mirrors: An Up-Close Look at the Spoon 49 4.5 Magnifying Lens: Water Drop Microscopes 51 4.6 Mechanical Waves: The Stadium Wave 52 4.7 Transverse Waves: Anatomy of a String Wave 53 4.8 Compressional Waves: Making Waves with a Slinky 54 4.9 Sound and Its Mediums: Sound Matters 55 4.10 Sound Vibrations: Rubber Band Music 56 4.11 Sound and Water: Tuning Forks and Water 57 4.12 Energy Conductors and Insulators: The Cook’s Choice 58 Section 5: Magnetism and Electricity 5.1 Charging by Friction: Balloons and Dancing Salt Grains 60 5.2 Closed Circuits: A Battery, a Bulb, and a Paper Clip 61 5.3 Electrochemical Cell: Nine-Volt Battery Electrolysis 62 5.4 Resistance: Series and Parallel Circuits 63 5.5 Making Electricity: A Shocking Activity 64 5.6 Schematic Circuit Diagrams: Seeing the Circuit 65 5.7 Electromagnets: The Art of Magnetizing a Nail 67 5.8 Magnetic Field: Long-Distance Attraction 69 5.9 Magnets: What’s in a Refrigerator Magnet? 70 5.10 Magnetizing Metals: The Magnetic Nail 71 5.11 Magnets and Compasses: Which Way Is North? 72 5.12 Magnetic Forces: Force Blockers 74 Unit II. Life Science Section 6: The Cell 6.1 Characteristics of Life: Is It Alive? 77 6.2 Energy Molecules: ATP and ADP 78 6.3 ATP and Lactic Acid: Muscle Fatigue 79 6.4 The Cell Cycle, Part One: Getting Started 80 6.5 The Cell Cycle, Part Two: The Process 81 6.6 Cell Transport: When It Comes to Cells, Small Is Good 82 6.7 Proteins as Enzymes: Saltine Crackers and Amylase 83 6.8 Plant Cell or Animal Cell: Shoestring Venn Diagram 84 6.9 Enzymes: Temperature and Paperase 86 6.10 The Mitochondria: Surface Area and the Folded Membrane 87 6.11 Photosynthesis and Respiration: Formula Scramble 88 Section 7: Genetics 7.1 DNA: Candy Nucleotides 90 7.2 Chromosomes: Learning to Speak ‘‘Chromosome’’ 92 7.3 Genetic Diversity: Crossing Over During Meiosis 93 7.4 Genetic Combinations: Tall and Short Pea Plants 95 7.5 Mendel’s Law of Segregation: Cystic Fibrosis 96 7.6 Dominant and Recessive Genes in Cat Breeding: Curly-Eared Cats 97 7.7 Pedigrees: The Higgenbothum Hairline 98 7.8 Sex-Linked Traits: Flipping Over Color Blindness 99 7.9 Gene Splicing: Human Growth Hormone and Recombinant DNA 100 7.10 Protein Synthesis: Modeling Transcription 101 Section 8: Evolution 8.1 Natural Selection: Life as a Peppered Moth 103 8.2 Advantageous Traits: Which Creature Is the Fittest? 105 8.3 Primate Adaptations: The Importance of the Opposable Thumb 106 8.4 Steps of Natural Selection: Natural Selection Sequencing 107 8.5 Plant Adaptations: Features for Survival in the Rain Forest 108 8.6 Adaptive Radiation: The Beaks of Darwin’s Finches 109 8.7 Variations and Survival: Pine Needle Variation 110 8.8 Horse Evolution: Horse Height Over Time 111 8.9 Fossil Dating: Stacking Up Rock Layers 112 8.10 Antibiotic Resistance: Present-Day Evolution 115 Section 9: Diversity of Life 9.1 The Six Kingdoms: Kingdom Match Game 117 9.2 Vascular Plants: Checking Out a Fern Frond 119 9.3 Flower Parts: Dissecting the Flower 120 9.4 Food Storage in Seeds: Dissecting a Dicot 122 9.5 Seed Dispersal: Where Plants Come From 123 9.6 Animal Symmetry: What Symmetry Is This? 124 9.7 Viruses: Nuts and Bolts of a Bacteriophage 125 9.8 Bird Digestion: Why Birds Don’t Need Teeth 126 9.9 Examining a Fungus: Close-Up Look at a Mushroom 127 9.10 Taxonomic Categories: Addressing Classification 129 Section 10: Ecology 10.1 Energy Flow Through the Food Chain: The 10 Percent Rule of Energy Flow 131 10.2 Population Growth Rate: Growing Exponentially 132 10.3 Food Web: Piecing Together a Food Web Puzzle 133 10.4 Population Estimations: Mark and Recapture of Wildlife 134 10.5 The Importance of Niches: Extinction and the Paper Clip Niche 135 10.6 Symbiosis: Want Ads for Mutualism 136 10.7 Human Pollution: Plastic Killers 137 10.8 Plant Growth Requirements: When Seeds Get Too Crowded 138 10.9 Packaging and the Environment: Convenience or Conservation? 139 10.10 Arthropod Behavior: Response of the Pill Bugs 140 Section 11: Body Systems 11.1 The Role of Bile in Digestion: Emulsifying Fat 143 11.2 Tendons: Visualizing How the Fingers Work 144 11.3 The Heart: The Strongest Muscle of the Body 145 11.4 Partnering of the Brain and Eyes: Putting the Fish in the Bowl 146 11.5 Lung Capacity During Exercise: Balloons and Vital Capacity 148 11.6 Blood Vessels: Arteries or Veins? 149 11.7 Muscle Interactions: Pairing of the Biceps and Triceps 150 11.8 Mechanical Digestion: The Initial Breakdown of Digestion 152 11.9 Peristalsis During Digestion: Moving Food Through the Esophagus 153 11.10 Why We Sweat: Staying Cool with the Sweat Glands 155 Unit III. Earth Science Section 12: Structure of Earth Systems 12.1 Core Sampling: Seeing Inside the Cupcake 158 12.2 Metamorphic Rocks: Pressure and the Candy Bar 159 12.3 Sedimentation: Making Sedimentary Rocks 160 12.4 Soil Conservation: How Much of the Earth Is Usable Soil? 161 12.5 Physical Weathering of Rocks: Sugar Cube Breakdown 162 12.6 Mineral Hardness: Mineral Ranks 163 12.7 Cross Section of the Earth: Egg Modeling 165 12.8 Porosity of Soil Samples: Soil’s Holding Power 166 12.9 Groundwater and Permeability: Just Passing Through 167 12.10 Water in the Ocean: Sink or Float? 168 12.11 Ocean Currents: Temperatures Start the Motion 169 12.12 Bottle Eruption: Volcanic Activity 170 Section 13: Earth’s History 13.1 Inferences from Fossils: Who Was Here? 172 13.2 Magnetic Rocks: Lodestones 173 13.3 Radioactive Rocks: The Age of Rocks 174 13.4 Continental Drift: Puzzling Over the Continents 175 13.5 Strength of Earthquakes: It’s the Cracker’s Fault 176 13.6 Fossil Molds and Casts: Making Fossils 177 13.7 Glaciers: Ice in Motion 178 13.8 Deformation of Rocks: Rocks Under Stress 179 13.9 Geologic Time Scale Model: Earth’s History on a Football Field 181 13.10 Graded Bedding: Breaking the Law 182 13.11 Seismic Waves: Human Wave Form 183 13.12 Mountain Building: Paper Peaks 184 Section 14: Meteorology 14.1 Temperature Inversions: Weather Patterns and Pollution 186 14.2 Cloud Formation: The Cloudy Bottle 187 14.3 Warm Air Rises: Refrigerated Balloons 188 14.4 Water Vapor: Dew on the Beaker 189 14.5 Rain Gauge: Let It Pour 190 14.6 The Loss of Ozone: Oxygen Is Not Just for Breathing 191 14.7 Temperature: Do You Want That in Celsius or Fahrenheit? 192 14.8 Heat Transfer: Spiraling Upward 194 14.9 Read a Climatogram: Quick Take on Climate 195 14.10 Air Has Weight: Living Under Pressure 197 14.11 Make It Rain: Bottle Rainstorm 198 14.12 Winds: Air Masses in Motion 199 Section 15: The Universe 15.1 Telescopes: An Eye on the Universe 201 15.2 Light-Years: Universal Time 202 15.3 Star Constellations: How Many Do You Know? 203 15.4 Viewing Constellations: Moving Patterns in the Sky 204 15.5 The Gyroscopic Effect: Spacecraft Navigation 206 15.6 Space Shuttle Orbits: Holding Onto Your Marbles 207 15.7 Gravity and Space Instruments: Writing in Space 209 15.8 Visible Light: A Blend of Colors 210 15.9 Infrared Light: Feel the Heat 211 15.10 Star Magnitude: The Brightness of Stars 212 15.11 Inertia in Space: Objects Keep Moving 213 15.12 The Parallax Effect: A Different Perspective 214 Section 16: The Solar System 16.1 Planetary Revolutions: Birthdays on Mercury and Jupiter 216 16.2 Jupiter’s Atmosphere: A Stormy Planet 217 16.3 Orbiting the Sun: Earth’s Trip Around the Sun 218 16.4 Planet Formations: How the Planets Were Made 220 16.5 Surviving on the Moon: Lunar Trek 221 16.6 Solar Eclipse: Blocking the Sun 222 16.7 Astrolabe: Medieval Measurements 223 16.8 Precession of Earth: Spinning on the Axis 225 16.9 Lunar Surface Regolith: After the Meteorites Hit the Moon 227 16.10 Weight and Gravity: Weighing In on the Earth, Moon, and Sun 228 16.11 Auroras: Party Lights in the Sky 229 16.12 Moon Face: The Moon’s Revolution and Rotation 231 Teacher’s Notes 232 Answer Key 239
£16.20
John Wiley & Sons Inc Teaching and Learning High School Mathematics
Book SynopsisA perfect resource for high school mathematics teachers, this book helps them develop or refine their own teaching philosophy. They'll learn how to create a supportive classroom environment in which their students think together, take intellectual risks, and debate ideas.Table of ContentsCourse Introduction Mathematics Education: Where Do I Stand? Unit One. Encouraging Communication in Mathematics Classrooms (Mathematics Strand: Logic and Reasoning) Unit One Team-Builder: Carpet Square Maze Preparing to Observe Mathematics Classrooms: Focus on Equity Listening to Students Reason About Mathematics 1.1 Developing Questioning Strategies: Conjecturing and Reasoning 1.2 Exploring Mathematical Concepts Cooperatively: Reasoning with Conditional Statements 1.3 Using Representations to Investigate Mathematics: Reasoning with Conjunctions, Disjunctions, and Negations 1.4 Learning from Students: Valid and Invalid Arguments 1.5 Summarizing Classroom Observations and Listening to Students: Focus on Equity Synthesizing Unit One Unit One Investigation: Carpet Square Mazes Unit Two. High School Students and How They Learn (Mathematics Strands: Geometry and Measurement) Unit Two Team-Builder: Transformed Snowflakes Preparing to Observe Mathematics Classrooms: Focus on Learning Listening to Students Reason About Geometry Understanding Geometry Learning: Coordinate Geometry 2.2 Building Conceptual Understanding: Congruence and Similarity 2.3 Learning Mathematics through Multiple Perspectives: Quadrilaterals and Constructions 2.4 Using Physical Tools and Technology: Circles 2.5 Tasks with High Cognitive Demand: Measurement in the Plane and in Space 2.6 Doing Mathematics: Axiomatic Systems 2.7 Summarizing Classroom Observations and Listening to Students Synthesizing Unit Two Unit Two Investigation: Transformations Unit Three. Planning for Instruction (Mathematics Strands: Algebra and Functions) Unit Three Team-Builder: Find Your Function Family Preparing to Observe Mathematics Classrooms: Focus on Curriculum and Technology Listening to Students Reason about Functions 3.1 Building on Students' Knowledge and Experiences: Understanding Variables and Linear Functions 3.2 Thinking about Learning Outcomes: Exponential Functions 3.3 Active Learning: Modeling Data Through Experiments 3.4 Teaching with Technology: Geometry of Functions 3.5 Increasing Challenge or Accessibility of Problems: Polynomial Functions 3.6 Accommodating Different Learning Styles: Rational Functions 3.7 Summarizing Observations and Listening to Students Synthesizing Unit Three Unit Three Investigation: Families of Functions Unit Four. Lesson Planning (Mathematics Strands: Data Analysis and Probability) Unit Four Team-Builder: A Dream Team in Hockey Preparing to Observe Mathematics Classrooms: Focus on Teaching Listening to Students Reason about Data Analysis and Probability 4.1 Planning a Lesson Launch and Explore: Data Analysis 4.2 Planning a Lesson Share and Summarize: Probability 4.3 Blending Direct Instruction into a Lesson: Variability and Distributions 4.4 Planning for Alternative Schedules: Statistical Decision Making 4.5 Summarizing Observations and Listening to Students Synthesizing Unit Four Unit Four Investigation: Build Your Own Dream Team Unit Five. Assessment of Students' Learning (Mathematics Strand: Precalculus) Unit Five Team-Builder: Conic Conundrums Preparing to Observe Mathematics Classrooms: Focus on Assessment Listening to Students Reason about Precalculus 5.1 Daily Assessments: Limits 5.2 Rubrics: Rates of Change 5.3 Designing and Aligning Tests with Instruction 5.4 Alternative Assessments: Accumulations 5.5 Summarizing Observations and Listening to Students Synthesizing Unit Five Unit Five Investigation: Conic Sections Unit Six. Collaborating with Educational Partners Listening to Educational Partners about Issues in Mathematics Education 6.1 Evaluating Curriculum Materials 6.2 Coordinating Curricula Beyond the Classroom 6.3 Continued Professional Development 6.4 Summarizing Interviews on Educational Issues Synthesizing Unit Six
£158.60
John Wiley & Sons Inc The Writing Teachers ActivityADay
Book SynopsisClassroom-tested methods for boosting secondary students'' writing skills The Writing Teacher''s Activity-a-Day offers teachers, homeschoolers, and parents 180 ready-to-use, reproducible activities that enhance writing skills in secondary students. Based on Ledbetter''s extensive experience consulting to language arts teachers and school districts across the country, the classroom-tested activities included in this book teach students key literary and writing terms like allegory, elaboration, irony, personification, propaganda, voice, and more--and provide them with engaging examples that serve as models for their own Quick Writes. Contains writing prompts and sample passages in student-friendly language that connects abstract literary concepts to students'' own lives Written by popular workshop presenter and veteran educator Mary Ellen Ledbetter Offers a user-friendly, value-packed resource for teaching writing skills DesiTable of ContentsWhat Makes This Book Different v About the Author xv Acknowledgments xvii Action Verbs as a Method of Elaboration 1 Adages 2 Adjectives as a Method of Elaboration 3 Adverbs as a Method of Elaboration: Practice # 1 4 Adverbs as a Method of Elaboration: Practice # 2 6 Allegory 7 Alliteration 8 Allusion 9 Analogy 10 Anecdote 11 Antagonist 12 Application and Synthesis 13 Assessing Prompts: Determining Mode of Writing 14 Assonance 15 Autobiographical Collage 16 Biography 17 Brainstorming 18 Brainstorming: Web 19 Brainstorming: Web Subpoints 20 Business Letter 21 Character Sketch 23 Characterization: Actions 24 Characterization: Contrasting Actions 25 Characterization: Appearance 26 Characterization: Environment 27 Characterization: Inner Thoughts and Feelings (First Person) 28 Characterization: Inner Thoughts and Feelings (Third Person Omniscient) 29 Characterization: Speech 30 Characterization: What Others Say 31 Clichés 32 Climax 33 Choppy Style 34 Commas (Individualized Practice #1) 35 Commas (Individualized Practice #2) 36 Comparison/Contrast Essay (Introduction) 37 Comparison/Contrast Essay (First Body: First Part of Contrast/Comparison of Actions) 38 Comparison/Contrast Essay (First Body: Second Part of Contrast/Comparison of Actions) 39 Comparison/Contrast (Second Body) 40 Comparison/Contrast Essay (Third Body) 41 Comparison/Contrast Essay (Conclusion) 42 Conflict: External 43 Conflict: Internal 44 Connectives 46 Connotation or Denotation 47 Definition as a Method of Elaboration 49 Definitions: Specialized 50 Denouement 51 Description as a Method of Elaboration 52 Descriptive Essay (Introduction) 53 Descriptive Essay (First Body) 54 Descriptive Essay (Second Body) 55 Descriptive Essay (Third Body) 56 Descriptive Essay (Conclusion) 57 Dialect 58 Dialogue as a Method of Elaboration 59 Editing for Grammar Mistakes 60 Elaboration 61 Elaboration: Examples and Explanation as a Method 62 Elaboration: Researchable Fact as a Method 63 Euphemisms 64 Expanded Moment 65 Expository Writing (Introduction) 66 Expository Writing (First Body) 67 Expository Writing (Second Body) 68 Expository Writing (Third Body) 69 Expository Writing (Conclusion) 70 Extended Metaphor (Part #1) 71 Extended Metaphor (Part #2) 72 Famous Quotations Blending into Author’s Own Words 73 Famous Quotations as Methods of Elaboration 74 Famous Quotations (Top Ten) 75 Fantasy 76 Figurative Language Fill-Ins 78 Flashback 79 Foreshadowing 80 Fragments 81 Friendly Letter (Heading, Salutation, Introduction) 82 Friendly Letter (Body, Part #1) 83 Friendly Letter (Body, Part #2) 84 Full-Circle Ending in Narratives and Quick Writes 85 Full-Circle Ending in Free Verse Poems 86 Hooks (Part #1) 88 Hooks (Part #2) 89 Hooks (Part #3) 90 Hooks (Part #4) 91 How-To Vignette 92 How-To or Process Writing (Introduction) 93 How-To or Process Writing (First Body) 94 How-To or Process Writing (Second Body) 95 How-To or Process Writing (Third Body) 96 How-To or Process Writing (Conclusion) 97 Humor 98 Hyperbole 99 Hyphenated Modifier 100 Idioms 101 Inference 102 Irony of Situation 104 Interview Questions (Get-Acquainted Exercise) 105 Literary Analysis (Introduction) 106 Literary Analysis (First Body) 107 Literary Analysis (Second Body) 108 Literary Analysis (Third Body) 109 Literary Analysis (Conclusion) 110 Magic Three as a Method of Elaboration and Voice 111 Metaphor 112 Metaphor Quick Write 113 Mood (Part #1) 114 Mood Prediction (Part #2) 115 Motif 116 Motivation 117 Name 118 Narrative (Setting, Characters, Conflict) 119 Narrative (Furthering Conflict in Rising Action) 120 Narrative (Introduction of Second Conflict and More Insight into Characters) 121 Narrative (Characters’ Reaction to Conflict) 122 Narrative (Introduction of Minor Character and Continued Conflict) 123 Narrative (Climax and Falling Action) 125 Onomatopoeia 127 Open-Ended Questions 128 Open-Ended Question (‘‘The Physicians of Trinidad’’) 129 Paradox 130 Pathetic Fallacy (Part #1) 131 Pathetic Fallacy (Part #2) 132 Peer Editing 133 Personalizing Current Events: Turning Nonfiction into Fiction 134 Personification 135 Persuasive Writing (Introduction) 136 Persuasive Writing (First Body) 137 Persuasive Writing (Second Body) 138 Persuasive Writing (Third Body) 139 Persuasive Writing (Conclusion) 140 Picture Prompt Writing 141 Picture Prompt Rubric: Student-Interactive (Beginning) 142 Picture Prompt Rubric: Student-Interactive (Details) 143 Picture Prompt Rubric: Student-Interactive (Editing) 144 Play-Doh Writing Game 145 Poem Cut-Ups 147 Poignancy 149 Point of View: Omniscient 150 Prediction (Part #1) 151 Prediction (Part #2) 152 Redundancy 153 Repetition for Effect: One Trick for Voice (From Excerpt of Short Story) 154 Repetition for Effect (Sentence Practice) 155 Run-On Sentences 156 Science Fiction (Setting and Characters) 157 Science Fiction (Unfolding of Plot: Rising Action #2) 158 Science Fiction (Establishing Conflict: Rising Action Introducing Conflict) 159 Science Fiction (Establishing Connection Between Characters) 160 Science Fiction (Plan Purposed: Plan of Action Revealed) 161 Science Fiction (Rising Action Leading to Climax) 162 Science Fiction (Climax and Falling Action) 163 Sensory Images as a Method of Elaboration (Sight) 164 Sensory Images (Sound) 165 Sensory Images (Touch) 166 Sensory Images (Taste) 167 Sensory Images (Smell) 168 Sentence Variety: Sentence Combining (Noun Absolutes) 169 Sentence Variety: Noun Absolutes Practice 170 Sentence Variety: Sentence Combining (Participial Phrase) 171 Sentence Variety: Participial Phrase Practice 172 Sentence Variety: Sentence Combining (Adverb Clause) 173 Sentence Variety: Adverb Clause Practice 174 Sentence Variety: Sentence Combining (Adjective Clause) 175 Sentence Variety: Adjective Clause Practice 176 Similes as Methods of Voice in a Paragraph 177 Similes as Practice in Developing Voice 178 Snapshot Poem 179 Structure Rubric for One-Paragraph Essay 180 Subjunctive Mood of Verbs 182 Summary 183 Symbol 184 Thank-You Note 185 Theme: Building Themes into Essays 186 Themes: Works Built Around a Theme 187 Transitions: More Sophisticated Methods (Persuasive Essay) 188 Transitions: More Sophisticated Methods (Expository Essay) 189 Verb Tense Shift 190 Vocabulary: I Don’t Think So 191 Vocabulary: Which Word? 192 Vocabulary: What If? 193
£16.20
University of California Press Potholes in the Road Transition Problems for
Book SynopsisEducation has been increasingly lauded as the path to achieving the American Dream, and in this book Martín Sánchez-Jankowski uses extensive ethnographic research to explore the dynamics of the interrelated barriers that low-income students must surpass in order to make transitions successfully from high school to college.With rigor and compassion, and engaging in participant observation to examine how individual students confront the education system, Potholes in the Road shows how obstacles related to issues of structure, culture, and agency make achieving the American Dream through education particularly challenging.Table of ContentsContents Lists of Figures and Tables Preface Introduction 1 • The Politics of Educational Management 2 • The Interface of Family and School 3 • School Organization and Its Challenges 4 • The Impact of Cultural and Social Capital 5 • Social Tracking In the Educational Process Conclusion Methodological Appendix Notes Bibliography Index
£64.00
Harvard University Press Catholic Schools and the Common Good
Book SynopsisThe authors found that Catholic schools have an independent effect on achievement, especially in reducing disparities between disadvantaged and privileged students. Today's Catholic school, they show, is informed by a Dewey-like vision of the school as a community committed to democratic education and the common good of all students.Trade ReviewLike the schools they write about, the authors of this important book combine scholarship with a mission. The scholarship in this book is a rare blend of case study, number crunching and rumination in social and intellectual history. -- Joseph P. McDonald * New York Times Book Review *A richly detailed, and documented study… Besides being the best group portrait of today’s U.S. Catholic high schools, this is also a formidable testimonial to the virtues and accomplishments of those schools. -- John W. Donohue * America *The central argument of this clearly written, superbly researched effort is that [American] public high schools need to mimic their Catholic counterparts. Catholic high schools, according to the authors, ‘manage simultaneously to achieve relatively high levels of student learning, distribute this learning more equitably with regard to race and class than in the public sector, and sustain high levels of teachers commitment and student engagement.’ -- John T. McGreevy * Commonweal *A superb study that enhances our understanding not only of Catholic schools but of schools generally. -- James E. Rosenbaum * Contemporary Sociology *This comprehensive analysis of the effects of Catholic schools, especially on low-income children, concluded that ‘Catholic schools function as a public resource.’ Catholic schools are able to accomplish this essential task in all communities because, among many important factors, they introduce a spiritual dimension to the student’s education. -- Mike McCormick * Dayton News *[An] exemplary book… Catholic Schools and the Common Good provides intensive analysis of the distinctive character of Catholic schools… After reading the book, one is not only convinced that Catholic schools have advantages for academic achievement—especially for low-income and minority youth—but one understands the mechanisms through which these advantages accrue. -- Adam Gamoran * Teachers College Record *Table of ContentsPreface Prologue CONTEXT The Tradition of Catholic Schools Research Past and Present INSTITUTIONAL ANALYSIS Classroom Life Curriculum and Academic Organization Communal Organization Governance DIVERSITY AMONG CATHOLIC SCHOOLS The Transition to High School Variations in Internal Operations Single-Sex versus Coeducational Schools EFFECTS The Impact of Academic Organization The Impact of Communal Organization IMPLICATIONS Catholic Lessons for America's Schools Epilogue: The Future of Catholic High Schools Notes References Index
£37.36
Princeton University Press Exam Schools
Book SynopsisWhat is the best education for exceptionally able and high-achieving youngsters? Can the United States strengthen its future intellectual leadership, economic vitality, and scientific prowess without sacrificing equal opportunity? This title discusses how these schools work - and their critical role in nurturing the country's brightest students.Trade Review"As we try to make sure that no child gets left behind, are we keeping others from getting ahead? Or, as Chester Finn and Jessica Hockett put it in Exam Schools: 'As the country strives to ... close its wide achievement gaps [and] repair its bad schools ... is it also challenging its high achieving and highly motivated students?' This isn't an easy question to answer... The information they do collect is helpful."--Naomi Schaefer Riley, Wall Street Journal "As we strive to offer better educations to all students, Exam Schools takes the important first steps toward illuminating an option that may eventually have resonance for our public school system as a whole."--Rachael Brown, New Republic "A cogent exploration of the struggle to balance equity and excellence in America's most academically selective public high schools... A fact-driven, clear text that will be of interest to educators as well as parents of students at selective public high schools."--Kirkus Reviews "Could, and should ... academically selective public high schools play a more expansive role in educating the nation's high-potential, high-achieving students[?] These are some of the questions that longtime education pundit Checker Finn, joined by educational consultant Jessica Hockett, set out to answer in their book."--Erik Robelen, Education Week "[E]ye-opening."--Jay Mathews, Washington Post "The subject is one of serious interest to colleges and universities because many of their best-prepared and motivated applicants come from these schools. These are schools and students college admissions officers and professors will want to know about."--Peter Cohee, National Association of Scholars "[T]his book raised important new questions and illuminated largely unknown facts... Finn and Hockett have done something rare in public policy debates: They've raised new issues."--Robert J. Samuelson, Washington Post "If you are interested in giving your child or children a superior education, this book is a must-read."--Nano Khilnani, Biz IndiaTable of ContentsIntroduction 1 Part I: The Big Picture 5 Chapter 1: History and Context 7 Chapter 2: Searching for Needles in the High School Haystack 22 Chapter 3: Exploring a New Constellation 28 Part II: Inside the Schools 57 Introduction 59 Chapter 4: Illinois Mathematics and Science Academy, Aurora, IL 61 Chapter 5: School Without Walls, Washington, D.C. 71 Chapter 6: Central High School Magnet Career Academy, Louisville, KY 79 Chapter 7: Liberal Arts and Science Academy, Austin, TX 88 Chapter 8: Jones College Prep, Chicago, IL 96 Chapter 9: Benjamin Franklin High School, New Orleans, LA 106 Chapter 10: Townsend Harris High School, Queens, NY 114 Chapter 11: Pine View School for the Gifted, Osprey, FL 122 Chapter 12: Oxford Academy, Cypress, CA 131 Chapter 13: Bergen County Academies, Hackensack, NJ 140 Chapter 14: Thomas Jefferson High School for Science and Technology, Annandale, VA 149 Chapter 15: Similarities and Differences 159 Part III: Summing Up 167 Chapter 16: Dilemmas and Challenges 169 Chapter 17: Conclusions 188 Appendix I: Selection Process and School List 203 Appendix II: Survey Questions 216 Notes 229 Index 249
£18.00
MB - Cornell University Press Accommodation without Assimilation Sikh
Book SynopsisA holistic portrait which reveals why Sikh high school students, despite language barriers, prejudice, and significant cultural differences, often outperform their majority peers and other United States minority groups.Trade ReviewA real contribution to the field of educational anthropology.... Gibson demonstrates what can be learned by focusing on success rather than on failure. * American Anthropologist *A very good book on a subject that should be of concern not only to anthropologists, but to educators, parents with school-aged children, indeed anyone who wishes to understand why certain ethnic groups seem to be more successful than others in using the American educational system to achieve upward mobility. * American Ethnologist *
£97.20
MB - Cornell University Press Accommodation without Assimilation Sikh Immigrants in an American High School
a huge range and FREE tracked UK delivery on ALL orders.
£25.60
University of Toronto Press Education for Decline
Book SynopsisPerestroika – economic and political reform – is what the world associated with Mikhail Gorbachev when he led the USSR. There were, however, some political scientists in the West who saw Gorbachevism as a time of conservatism, not of radical change. Dennis Soltys confirms the latter view in this study of educational policy and institutions in the former Soviet Union. Focusing on vocational and technical schooling, Soltys reveals very strong continuity from Khrushchev to Brezhnev to Gorbachev. In 1991, schools still functioned on the principles of vocational education and applied science inherited from the Khrushchev era, instead of embracing a more forward-looking model based on technical education and basic science. Soltys examines the role of ideas, institutions, and societal actors in the development of education policy, with emphasis on the period from 1981 to 1991. He demonstrates how poor conceptual design and institutional fragmentation damaged Soviet edu
£21.59
Teachers' College Press The Challenge to Care in Schools
Book SynopsisIn this second edition of her educational text, Noddings suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children.
£23.74
Teachers' College Press Teaching Civic Literacy Projects Student
Book SynopsisThis practical resource shows teachers how to enact robust forms of civic education in today’s schools. Both instructive and thought-provoking, it will inspire teachers to craft curricula addressing a wide range of genuine civic problems such as those related to racial discrimination, environmental damage, and community health.
£29.45
John Wiley & Sons ArtCentered Learning Across the Curriculum
Book Synopsis
£30.56
John Wiley & Sons ArtCentered Learning Across the Curriculum Integrating Contemporary Art in the Secondary School Classroom
a huge range and FREE tracked UK delivery on ALL orders.
£54.00
Teachers' College Press Personal Narrative Revised Writing Love and
Book SynopsisIn this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempt to define love.
£24.69
John Wiley & Sons Protocols in the Classroom Tools to Help
Book SynopsisProvides teachers with the tools to use discussion protocols to support students in developing crucial skills as readers, writers, critical thinkers, and active participants within the classroom community. For each protocol the authors provide a clear set of steps, tips for teachers and students, and a story of a teacher using the protocol.
£26.96
John Wiley & Sons Preparing English Learners for College and Caree
Book SynopsisHow do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? Profiling six high-performing high schools, the authors identify design elements and shared values that were key factors in yielding extraordinary results.
£28.49
John Wiley & Sons Design Thinking in the Middle Grades
Book SynopsisDraws on the authors’ experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles.Table of Contents Contents Foreword Introduction Acknowledgements Part I: Understanding the Approach 1. Thinking Differently About Teaching and Learning What It Looks Like in a Real Classroom Why This Book? 2. Engineering Design, Mathematics, Science, and Literacy A Visual Model of Our Approach The Design Process: Dynamic, Iterative Waves of Divergent and Convergent Thinking Integrating Mathematical Modeling, Scientific Challenges, and Literacy Practices 3. Affordances and Supports Supporting Productive Struggle by Learners Promoting Equity in the Classroom Complex Instruction Group Worthy Tasks Status 4. Why Do We Think This Works? Evidence-Based Teaching Practices Evidence Base for Core Components of Our Approach Evidence Base for Bringing It All Together 5. Personifying Best Practices (Re)Designing Industrial Farming in Your State Connecting Theory to Practice Part II: Making It Real 6. Design and Mathematical Modeling From Artifacts to Processes Affordances for Systems-Level Learning across the Artifact-To-Process Continuum Returning to the Grocery Store 7. How Constraints and Criteria Affect Design and Mathematical Modeling How Many Marbles Can You Fit in a Piece of Aluminum Foil Before It Sinks? Keeping a Cold Drink Cold for Longer (Co-Constructing Constraints) 8. Scaffolding Student Learning in Design and Mathematical Modeling Productive Struggle in Design-Based Learning Scaffolding Productive Struggle Strategically Using Formative Assessment Data Giving Students Voice in Design Constraints, Criteria, and Methods of Assessment 9. Design and Mathematical Modeling Across Content Areas and Grade Levels Gingerbread House Lesson (6th Grade Mathematics Class) Predator/Prey Lesson (8th Grade Science Class) Skater Ramp Lesson (7th Grade Mathematics and Science Class) Adapting Design-Based Learning Activities to Your Students 10. Design and Mathematical Modeling Across Instructional Modalities Taking Design-Based Learning Online Examples of Design-Based Learning at a Distance Connecting Examples to Core Components, Affordances, and Supports Part III: Making It Your Own 11. Linking Integrative Series of Design and Mathematical Modeling Activities Problem-Based, Design-Based, and Project-Based Integration Energy and the Environment Thematic Unit Pulling It All Together 12: Address Any Content Standard and "Fix" Textbook Problems Starting From Standards Starting From Existing Activities or Problems (Re)Designing Effective Teaching Practices Conclusion: The Wicked Problem of Education for All References Index About the Authors
£31.41
Rutgers University Press Potential on the Periphery College Access from
Book SynopsisProfiles the Simmons Memorial Foundation, a grassroots non-profit organisation that promotes college access for students in North Carolina and Delaware. Omari Scott Simmons discusses how the organization has helped students secure admission and succeed in college, using this example to contextualize the broader realm of existing education practice, academic theory, and public policy.Trade Review"Simmons provides families and educators with valuable information on effective practices involving both access to college and academic success. His analysis includes practical suggestions and a substantial review of the literature, along with policy recommendations and actual solutions. Most importantly, he brings first-hand experience in working with students throughout their higher education experiences, and he inspires us with their stories." -- Freeman A. Hrabowski, III * president of the University of Maryland, Baltimore County *"The brilliantly told story of a mentoring program, launched and sustained by an African-American family, which nourishes access and success in college for first-generation, low-income youths of all races. This is a playbook to study for social scientific and practical answers." -- Joseph A. Soares * author of The Power of Privilege: Yale and America's Elite Colleges *Chronicle of Higher Education 'Selected New Books on Higher Education'" compiled by Ruth Hammond * Chronicle of Higher Education *Omari Scott Simmons Talks About What Ignited his Passion to Help Others on WBOC * WBOC *'Wise counsel: Milford graduate visits MHS with advice, new book," by Jennifer Antonik * Delaware State News *"Omari Simmons Interview on the Simmons Memorial Foundation and New Book" * Ali.org *"Simmons provides families and educators with valuable information on effective practices involving both access to college and academic success. His analysis includes practical suggestions and a substantial review of the literature, along with policy recommendations and actual solutions. Most importantly, he brings first-hand experience in working with students throughout their higher education experiences, and he inspires us with their stories." -- Freeman A. Hrabowski, III * president of the University of Maryland, Baltimore County *"The brilliantly told story of a mentoring program, launched and sustained by an African-American family, which nourishes access and success in college for first-generation, low-income youths of all races. This is a playbook to study for social scientific and practical answers." -- Joseph A. Soares * author of The Power of Privilege: Yale and America's Elite Colleges *Chronicle of Higher Education 'Selected New Books on Higher Education'" compiled by Ruth Hammond * Chronicle of Higher Education *Omari Scott Simmons Talks About What Ignited his Passion to Help Others on WBOC * WBOC *'Wise counsel: Milford graduate visits MHS with advice, new book," by Jennifer Antonik * Delaware State News *"Omari Simmons Interview on the Simmons Memorial Foundation and New Book" * Ali.org *Table of ContentsContents Foreword Introduction 1. Origins 2. The SMF College Access Program 3. Challenges in College Access 4. The Role of SMF Intervention 5. Reforms 6. Parting Thoughts Acknowledgments Bibliography Index
£26.99
Rutgers University Press Potential on the Periphery College Access from
Book SynopsisProfiles the Simmons Memorial Foundation (SMF), a grassroots non-profit organization co-founded by author Omari Scott Simmons, that promotes college access for students in North Carolina and Delaware. Simmons discusses how the organisation has helped students secure admission and succeed in college.Trade Review"Simmons provides families and educators with valuable information on effective practices involving both access to college and academic success. His analysis includes practical suggestions and a substantial review of the literature, along with policy recommendations and actual solutions. Most importantly, he brings first-hand experience in working with students throughout their higher education experiences, and he inspires us with their stories." -- Freeman A. Hrabowski, III * president of the University of Maryland, Baltimore County *"The brilliantly told story of a mentoring program, launched and sustained by an African-American family, which nourishes access and success in college for first-generation, low-income youths of all races. This is a playbook to study for social scientific and practical answers." -- Joseph A. Soares * author of The Power of Privilege: Yale and America's Elite Colleges *Chronicle of Higher Education 'Selected New Books on Higher Education'" compiled by Ruth Hammond * Chronicle of Higher Education *Omari Scott Simmons Talks About What Ignited his Passion to Help Others on WBOC * WBOC *'Wise counsel: Milford graduate visits MHS with advice, new book," by Jennifer Antonik * Delaware State News *"Omari Simmons Interview on the Simmons Memorial Foundation and New Book" * Ali.org *"Simmons provides families and educators with valuable information on effective practices involving both access to college and academic success. His analysis includes practical suggestions and a substantial review of the literature, along with policy recommendations and actual solutions. Most importantly, he brings first-hand experience in working with students throughout their higher education experiences, and he inspires us with their stories." -- Freeman A. Hrabowski, III * president of the University of Maryland, Baltimore County *"The brilliantly told story of a mentoring program, launched and sustained by an African-American family, which nourishes access and success in college for first-generation, low-income youths of all races. This is a playbook to study for social scientific and practical answers." -- Joseph A. Soares * author of The Power of Privilege: Yale and America's Elite Colleges *Chronicle of Higher Education 'Selected New Books on Higher Education'" compiled by Ruth Hammond * Chronicle of Higher Education *Omari Scott Simmons Talks About What Ignited his Passion to Help Others on WBOC * WBOC *'Wise counsel: Milford graduate visits MHS with advice, new book," by Jennifer Antonik * Delaware State News *"Omari Simmons Interview on the Simmons Memorial Foundation and New Book" * Ali.org *Table of ContentsContents Foreword Introduction 1. Origins 2. The SMF College Access Program 3. Challenges in College Access 4. The Role of SMF Intervention 5. Reforms 6. Parting Thoughts Acknowledgments Bibliography Index
£105.40
University of Minnesota Press Academic Profiling
Book SynopsisTrade Review"Remarkably provocative and perceptive, Academic Profiling is a meticulously researched and masterfully argued comparative study of how the system of schooling, contrary to the rhetoric of equal opportunities, re-enforces the achievement gap and reproduces disparities. With ethnographic insight and analytical precision, Gilda L. Ochoa details how immigration, racialization, class, and gender differentially impacts the educational trajectories for Asian and Latino students, and presents compelling lessons for transforming the context, culture, and process of learning." —Linda Vo, University of California, Irvine "In the absence of an all-encompassing social movement, Ochoa demonstrates how only a courageous, power-conscious, counter-hegemonic curriculum can act as a counterweight to divisive policies and practices like student tracking. Ochoa has done the important work of addressing the complexities of Latino/a and Asian American schooling in one community and given us a language, framework, and perspective with which to discuss and critique it." —Angela Valenzuela, University of Texas, Austin"By centering students’ experiences, in Academic Profiling Ochoa exposes the many faults in our educational system and the ways that students and our communities are hurt."—Pomona College News"A valuable and long overdue piece of research on the achievement gap."—Sociological Inquiry"An ambitious ethnographic study of a single racially diverse high school in southern California. This book stands out because it moves beyond the conventional black/white comparison and instead systematically compares Latino and Asian American students, an important contribution because of the increasingly diverse racial makeup of the United States."—American Journal of Sociology"Powerful and purposeful in both argument and research, Gilda L. Ochoa unapologetically calls attention to the ways in which lived disparities of Latinos and Asian Americans in school lead to more than just gaps in achievement."—Latino Studies"Some of the strengths of Academic Profiling lie in its rich data, its ability to turn the rhetoric of equal opportunity on its head, and Ochoa’s awareness of her influence as a Latina researcher. Her work clearly shows that while teachers emphasize freedom of choice, students are not all equally free."—Anthropology & Education QuarterlyTable of ContentsContentsAbbreviationsPrefaceAcknowledgmentsIntroduction: Academic Profiling at a Southern California High SchoolPart I: Prevailing Ideologies and School Structures1. Framing the “Gap”: Dominant Discourses of Achievement2. Welcome to High School: Tracking from Middle School to International Baccalaureate ProgramsPart II: School Practices and Family Resources3. “I’m Watching Your Group”: Regulating Students Unequally4. “Parents Spend Half a Million on Tutoring”: Standardized Tests and Tutoring GapsPart III: Everyday Relationships and Forms of Resistance5. “They Just Judge Us by Our Cover”: Students’ Everyday Experiences with Race6. “Breaking the Mindset”: Forms of Resistance and Change7. Processes of Change: Cycles of Reflection, Dialogue, and ImplementationConclusion: Possibilities and Pitfalls in Any School U.S.A.Appendix: Student Participants, Staffulty, and ParentsNotesBibliographyIndex
£17.99
Ohio University Press Conflict Zone Comfort Zone Ethics Pedagogy and
Book SynopsisBy taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict?Trade Review“At a time when local peacebuilding is all the rage, this book asks us to question how we do that kind of work. In the best tradition of Mary Anderson’s idea of ‘do no harm,’ Conflict Zone, Comfort Zone leads readers to ask tough questions about how they do their work, whether that is in far off places or around the corner in their own communities.”
£49.30
Ohio University Press Conflict Zone Comfort Zone Ethics Pedagogy and
Book SynopsisBy taking students out of their comfort zone, field-based courses—which are increasingly popular in secondary and postsecondary education—have the potential to be deep, transformative learning experiences. But what happens when the field in question is a site of active or recent conflict?Trade Review“At a time when local peacebuilding is all the rage, this book asks us to question how we do that kind of work. In the best tradition of Mary Anderson’s idea of ‘do no harm,’ Conflict Zone, Comfort Zone leads readers to ask tough questions about how they do their work, whether that is in far off places or around the corner in their own communities.”
£26.09
MP-ALA American Library Assoc ContentArea Collaborations for Secondary Grades
a huge range and FREE tracked UK delivery on ALL orders.
£43.20
John Wiley & Sons Inc Reading Workshop Survival Kit 13 JB Ed Survival
Book SynopsisTable of ContentsAbout reading instruction. How to use this resource. PART I: Management of the Reading Workshop. Chapter 1: An overview of the reading workshop. Reading in the reading workshop. Reproducible: "Elements of the Reading Workshop". Teacher and student roles in the reading workshop. Reproducibles: "The role of the teacher in the reading workshop". The value and use of mini-lessons. A final word. Chapter 2: Managing the reading workshop. Building a positive atmosphere. Setting up your classroom. Reproducible: "Student responsibilities in the reading workshop". Reproducible: "Reading Self-appraisal". Reproducible: "Promoting a positive atmosphere in your reading workshop". Organizing your day. Teaching methods in the reading workshop. Reading logs. Reproducible: "Reading Log Guidelines". Reproducible: "Possible questions for reading logs". Strategies to organize discussion groups. Incorporating discussion groups in your reading workshop. Reproducible: "Discussion group guidelines". A final word. Chapter 3: Evaluation. Reading tests. Daily logs of student performance. Reading conference. Portfolios. Reports, projects, and special activities. Grades in the reading workshop. Reproducible: "Book Summary Sheet". Self-evaluation for teachers. A final word. Reproducible: "Self-evaluation question for teachers". PART II The mini-lessons. Mini-lesson 1 through 50 Types of reading and related topics. Fiction and nonfiction. Short stories, novellas, and novels. The essay. Editorials. General information articles. Newspaper articles. Book reviews. Movie reviews. Biographies. Autobiographies. Genre fiction. Stories of romance. Stories of adventure. Mysteries. Science fiction. Fantasy stories. Horror stories. Historical novels. Westerns. Comedy. American folklore. Mythology. Greek mythology. Roman mythology. Norse (Germanic) mythology. Mythology of Native Americans. The mythology of Africa. Mythologies of Asia. Poetry. Narrative poems. Epic poems. Lyric poems. Blank verse. Free verse. Limericks. Concrete poetry. The poetry of Native Americans. The poetry of African-Americans. Japanese Poetry-- Free verse, Tanks, and Haiku. Anthologies, sequels, trilogies, and series. Pseudonyms-- Why authors use them. Book titles. The publishing process. Film adaptations and novelizations. Helping students select books for reading. Building a personal library. Building good reading habits. Avoiding poor reading habits. Reading for different purposes. Censorship. Mini-lessons 51 through 76 Story Elements. Beginnings: prefaces, forewords, prologues, and introductions. Endings: Epilogues, afterwords, and conclusions. What makes a good lead?. Plot. Theme. The climax. Understanding character. Motivation. Dialogue. Conflict. Setting. Imagery and figurative language. Style and tone. Realism. Symbolism. Flashbacks. Foreshadowing. Irony. Satire. Point of view. First-person point of view. Third-person point of view. Figures of speech. Idioms. Alliteration. Onomatopoeia. Mini-lessons 77 through 100 Specific Reading Skills. Comprehension. Strategies for improving reading comprehension. The importance of using context cues. Building a reading vocabulary. Finding main ideas. Recalling details. Making inferences and drawing conclusions. Identifying fact and opinion. Cause and effect. Comparison and contrast. Using a dictionary. Using the card catalog. Reference sources in the library. Locating information. Note-taking. The table of contents. Using a glossary. Using an index. Understanding tables. Understanding basic graphs. The SQ3R system. Reading test-taking strategies. Readers and the Internet. Reading for enjoyment. Suggested reading list.
£22.09
John Wiley & Sons Inc ReadytoUse Reading Study Skills Mastery
Book SynopsisThis manual provides 218 reproducible activity sheets for quick, reliable practice in a broad range of basic to advanced reading and study skills. It also provides a reproducible Reading Skills Check List to help pinpoint individual or group needs and monitor students' progress in mastering specific skills.Table of ContentsAbout This Resource. How To Use These Reading Skills Activities Most Effectively. Reading Skills Check List--SECONDARY LEVEL. Reading & Study Skills Activities--SECONDARY LEVEL. PART ONE: VOCABULARY. Word Recognition in Content. Identifies Compound Words. Root Words. Prefixes. Suffixes. Knows Meanings of Terms in Vocabulary of Language. WORD ATTACK SKILLS. Knows Consonant Sounds. Hears and Can Make Vowel Sounds. Knows Elements of Syllabication. Uses Accent Properly. COMPREHENSION. Understands Structure of Story or Paragraph. Can Repeat General Idea of Material Read. Can Remember Specific Important Facts. Can Relate Material Read to Known Information or Experience. Can Follow Printed Directions. Can Interpret Hidden Meaning. PART TWO: COMPREHENSION. Interpretation Application. Analysis. Synthesis. Critical Evaluation. STUDY SKILLS. Uses Thesaurus, Almanac, Atlas, Maps, and Globes. Uses Variety of Media to Complete Assignments and Purposes. Uses Outlining and Note-Taking Skills. Adjusts Reading Speed to Material and Purpose. Demonstrates Independence in Locating, Selecting, and Using Materials to Own Purpose. Applies Problem-Solving Approach: Identifies Problem, Gathers Information, Devises Possible Solutions, Selects Option, Uses Option, Evaluates. Designs, Uses, and Revises Own Study Schedules. Locates Sources Within a Book by Using Table of Contents and Index. CREATIVE READING. Recognizes Figurative Language, Dialect, and Colloquial Speech. Understands Literary Forms. Compares Value Systems of Characters. Understands Settings: Social, Economic, and Educational. Responds to Author's Background. Responds to Author's Style of Mood and Point of View. Answer Key. Class Record of Reading & Study Skills: SECONDARY LEVEL.
£23.99
John Wiley & Sons Inc Fires in the Mind
Book SynopsisThrough the voices of students themselves, this book brings a game-changing question to teachers of adolescents: What does it take to get really good at something? It includes worksheets, tips, and discussion guides that help put the book's ideas into practice.Table of ContentsForeword by Dennis White ix 1. What Does It Take to Get Good? 1Young people are developing mastery in ways we easily overlook 2. Catching the Spark 11Kids tell what draws them in and gives them confidence in learning 3. Keeping at It 31When do young people stick with something and make it their own? 4. Asking the Experts 55Looking at how experts work, students make sense of their own process 5. Exploring Deliberate Practice 71Young people look closer at what makes practice effective 6. Practice and Performance 87Demonstrating mastery also helps students improve 7. Bringing Practice into the Classroom 97Students imagine the classroom as a community of practice 8. Is Homework Deliberate Practice? 117Whether, when, and how to give kids practice after class 9. School Projects That Build Expert Habits 135Students talk about their most compelling curricula 10. Making School a Community of Practice 153Kids suggest ways that schools can foster expert habits Appendix A: The Practice Project: A Five-Day Curriculum Outline for Secondary Teachers or Advisers 159How to help students investigate the expert process Appendix B: Resources That Help Light Fires in the Mind 165Inspiration, tools, organizations, and other resources The Student Contributors 173 Acknowledgments 177 About the Author 181 About What Kids Can Do 182 Index 183
£13.49
John Wiley & Sons Inc Turnaround Tools for the Teenage Brain
Book SynopsisPowerful research-based strategies to turn around struggling adolescent students The achievement gap is widening and more teens than ever are struggling in school. The latest research shows not only that brains can change, but that teachers and other providers have the power to boost students'' effort, focus, attitude, and even IQs. In this book bestselling author Eric Jensen and co-author Carole Snider offer teacher-friendly strategies to ensure that all students graduate, become lifelong learners, and ultimately be successful in school and life. Drawing on cutting-edge science, this breakthrough book reveals core tools to increase student effort, build attitudes, and improve behaviors. Practical, teacher-tested, and research-supported strategies that will empower educators to make lasting and rapid changes Powerful academic evidence showing that every teacher can make a significantand lastingdifference in student effort, behavior, attitude, and achievTable of ContentsAbout the Authors v Acknowledgments vii Introduction ix 1 Teach Students to Learn for Life 1 2 Change Your Students’ Brains 15 3 Begin with Attitude Building 39 4 Build Cognitive Capacity 57 5 Foster Student Effort 75 6 Empower Exceptional Learners 97 7 Strengthen Body, Mind, and Soul 115 8 Focus Students on Goals 129 References 145 Index 157
£17.84
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
