Teacher training Books
SAGE Publications Inc Action Research - International Student Edition:
Book SynopsisAction Research: Improving Schools and Empowering Educators introduces both novice and experienced practicing educators to the process of designing and conducting classroom-based action research in order to make their instructional practices more effective. This practical text focuses on the research methods and procedures that educators can use in their everyday instructional practices, classroom activities, and school procedures. Using over 20 years of teaching experience, author Craig A. Mertler provides insightful coverage of the knowledge and skills needed to design research studies, conduct research, and communicate findings to relevant stakeholders. FREE DIGITAL TOOLS INCLUDED WITH THIS TEXT SAGE edge gives instructors and students the edge they need to succeed with an array of teaching and learning tools in one easy-to-navigate website. Learn more: edge.sagepub.com/mertler6eTable of ContentsPreface Acknowledgements About the Author Part I: What Is Action Research? Chapter 1: Introduction to Action Research Chapter 2: Overview of the Action Research Process Part II: How Do I Begin My Action Research Study? Chapter 3: Planning for Action Research & Reviewing Related Literature Chapter 4: Developing a Research Plan Part III: What Do I Do With All These Data? Chapter 5: Collecting Data Chapter 6: Analyzing Data Part IV: I’ve Got Results!?.?.?.?Now What? Chapter 7: Next Steps and Future Cycles: Developing an Action Plan Chapter 8: Writing an Action Research Report Chapter 9: Sharing and Reflecting Appendix A. What Is the Impact of Positive Female Role Models and Mentoring Opportunities on the Self-Efficacy of Girls in Science? Appendix B. The Relationship Between the Strategy of Knowledge Folders and Study Skills Appendix C. Action Research Developmental Templates Glossary References Index
£54.15
Rowman & Littlefield Teacher and Student Behaviors
Book SynopsisThis book provides data and uses stories and personal insights gleaned from nearly 6,000 observations in real classrooms across the nation. The mix of data and descriptions provide a clear picture of the rich interaction of teacher and student behaviors and how one predicts the other. Graphs and tables provide concrete visual representations of the often surprisingly low rates of effective instructional practices used in the average classroom. In addition to a description of how the large dataset was developed, there are descriptions of what it is like to visit multiple classrooms in different schools, what the data tells us about teaching and learning in our public school system, and what the implications are for pre-service teacher training, school professional development, research, and understanding interaction effects.Trade ReviewI have put this book on my best-book-shelf because the message is clear: To maximize the probability of student learning, teach explicitly, deliberately, and relentlessly. Don't leave student learning to chance...take advantage of every precious instructional minute by engaging every student, creating maximum opportunities to respond, and giving frequent and effective feedback. The authors challenge you to set the teaching bar high, and make every effort to beat the odds. -- George Sugai, PhD, Carole J. Neag Endowed Professor, University of Connecticut The evidence is here... A well conceptualized and thoroughly researched resource for all teacher preparation programs. Teacher behaviors matter and do effect student learning- direct instruction, opportunities to respond, and frequent feedback are indispensable skills that must be present at high rates in every classroom. -- Antonis Katsiyannis, alumni distinguished professor, Clemson University This book documents critical teacher behaviors necessary for academic and behavioral success of students in the classroom and is a critical addition to any pre-service or in-service training on effective instruction and classroom management. What's more important than the documentation of the status quo in teaching, is that the authors provide practical suggestions for both teachers and administrators to consider. -- Leanne Hawken, professor of special education, University of UtahTable of ContentsPreface Acknowledgements Chapter 1: A Logic for Evidence-Based Practices in Teaching and Learning Chapter 2: What Goes On In Typical Classrooms? Chapter 3: Instruction - Teacher Presentation, Use of Directions, and Instructional Grouping Chapter 4: Engagement: Teacher and Student Interaction as a Predictor for Success Chapter 5: Feedback: Positive and Negative Feedback Ratios as a Predictor for Success Chapter 6: Mediating Variables: Do Teacher and Student Characteristics Make a Difference? Chapter 7: Implications for the Field of Education References Appendices About the Author
£31.50
Taylor & Francis Ltd Teaching to Exceed in the English Language Arts
Book SynopsisTimely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards' highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teachiTrade Review"Teaching to Exceed—the book and wiki website—explores everything a new ELA teacher needs to know about lesson and unit planning focused on reading, writing, drama, language, multimedia, and poetry. It does so in ways that are of consequence by engaging with larger contextual and political factors like the Black Lives Matter movement, a global pandemic, and climate change. Ultimately it is its comprehensiveness combined with its commitment to racial, linguistic, and class diversity, as it takes shape in its justice, inquiry, and action framework, that makes this book stand out among resources for preservice ELA teachers." —Mollie Blackburn, The Ohio State University, USA"This timely and thoughtful new edition provides a strong foundation for excellence in today’s ELA classrooms for pre-service and in-service teachers. It combines the best of what we have learned in the field about implementing standards-driven pedagogy with innovative new directions, including the use of digital tools, promoting a justice and inquiry framework, adding supports for multilingual learners and much more. It is a must-have resource for English educators"—Ernest Morrell, University of Notre Dame, USA"Teaching to Exceed—the book and wiki website—explores everything a new ELA teacher needs to know about lesson and unit planning focused on reading, writing, drama, language, multimedia, and poetry. It does so in ways that are of consequence by engaging with larger contextual and political factors like the Black Lives Matter movement, a global pandemic, and climate change. Ultimately it is its comprehensiveness combined with its commitment to racial, linguistic, and class diversity, as it takes shape in its justice, inquiry, and action framework, that makes this book stand out among resources for preservice ELA teachers." —Mollie Blackburn, The Ohio State University, USA"This timely and thoughtful new edition provides a strong foundation for excellence in today’s ELA classrooms for pre-service and in-service teachers. It combines the best of what we have learned in the field about implementing standards-driven pedagogy with innovative new directions, including the use of digital tools, promoting a justice and inquiry framework, adding supports for multilingual learners and much more. It is a must-have resource for English educators"—Ernest Morrell, University of Notre Dame, USATable of ContentsSection I. Theoretical Frameworks/foundations of English Language Arts Instruction1. Justice, Inquiry, Action2. Planning English Language Arts Instruction3. Contexts, Standards, and Teacher FreedomSection II. Implementing and Exceeding the ELA State Standards 4. Teaching Literature5. Teaching Nonfiction6. Teaching Writing 7. Writing and Enacting Narratives, Drama, and Poetry8. Implementing Digital/Media Literacy Standards9. Implementing Speaking and Listening Standards10. Implementing Language StandardsSection III: Evaluation, Assessment, and Reflection12. Assessing Students’ Work13. Fostering Teacher Reflection and Professional Development
£37.04
Association for Supervision & Curriculum Development School Culture Rewired
Book SynopsisOffers strategies and advice for defining, assessing, and transforming your school’s culture into one that is positive, productive, and actively working to enrich students’ lives. Drawing from research on organisational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school.
£22.06
John Wiley & Sons Inc Teach Like a Champion Field Guide 3.0
Book SynopsisTable of ContentsAcknowledgments ix The Authors xi About Uncommon Schools xiii Introduction xv PART 1 USING VIDEO TO DEVELOP PEOPLE A Video from Marine Academy 1 Seeing Is Believing: Christine Torres Helps Refine Marine's Mental Model 5 On Copying and Learning 7 Working on Your Own Edges 9 Localize the Model 13 The Difference between Seeing and Watching 14 Novices and Experts See Differently 17 Chunking and How It Works 18 Perception and the Classroom Teacher 19 Rules for Video Study 22 Rules for Discussion and Reflection 31 Watching Jen Brimming's Video 36 PART 2 STUDYING KEYSTONE VIDEOS Chapter 1 AKILAH BOND 53 Chapter 2 NA'JEE CARTER 67 Chapter 3 NARLENE PACHECO 83 Chapter 4 NICOLE WARREN 99 Chapter 5 JESSICA BRACEY 117 Chapter 6 ERIN MAGLIOZZI 135 Chapter 7 CHRISTINE TORRES 145 Chapter 8 SARAH WRIGHT 165 Chapter 9 HASAN CLAYTON 187 Chapter 10 BEN HALL 201 Chapter 11 ARIELLE HOO 215 Chapter 12 REBECCA OLIVAREZ 233 Chapter 13 BREONNA TINDALL 259 Chapter 14 JULIA ADDEO 279 Chapter 15 DENARIUS FRAZIER: "REMAINDER" 301 Chapter 16 DENARIUS FRAZIER: "SOLUTIONS" 323 Chapter 17 SADIE McCLEARY 339 Chapter 18 GABBY WOOLF 351 Chapter 19 CLOSING: LET'S GO META 363 Afterword 365 How to Access the Videos 373 More Ways to Engage and Learn with Teach Like a Champion 375 Index 377
£19.99
SCHOLASTIC PROFESSIONAL BOOKS 7 Mighty Moves
Book Synopsis
£26.99
Rowman & Littlefield Becoming a Scholarly Journal Editor
Book SynopsisAlong with the infamous Reviewer 2, journal editors are a leading cause of angst among scholars. When editors are bad at their jobs, careers are damaged, reputations of journals suffer, and the overall scholarship within a field is weakened. Yet, despite their importance to the practice of academia, most editors do not receive any formal training on the editing process. Even well-published authors face a steep learning curve when navigating all of the moving parts of a scholarly journal and providing quality feedback to authors. This book is intended to be a guide for scholarly journal editors. It walks current and prospective editors through the various steps of the editing process, including establishing an editorial vision, creating editorial teams/boards, interpreting reviewers' comments and writing decision letters, and publicizing published articles and improving journal metrics. A secondary goal of the book is to provide authors with a peek inside the process of journaTrade ReviewWhat Anthony Bourdain’s Kitchen Confidential did for culinary arts, Wayne Journell’s indispensable volume does for the labyrinthine world of scholarly publishing. Too many young authors find themselves identifying with Kafka’s Josef K, finding themselves enmeshed in an arcane proceeding no one ever stops to fully explain. Now, in straightforward, tell-all prose, Journell demystifies this whole murky process—an act of altruistic transparency for which all of us, experienced and novice researchers alike, should be eternally grateful. -- Sam Wineburg, Margaret Jacks Professor of Education and History, Emeritus, Stanford UniversityFilled with powerful personal reflections as a long term journal editor, Journell has produced an important book that authors and journal editors across disciplines will find useful. The book sheds light on enormously complex processes of journal editing and authoring as well as illuminates moral, ethical, and professional responsibilities journal editors face in their journey to co-construct knowledge necessary to advance fields of education and beyond. Making so much of the implicit explicit, earlier and more seasoned authors and editors should read this book – questioning and critiquing why the structures and systems are what they are while learning about how to navigate and negotiate them in the production and dissemination of high quality research -- H. Richard Milner IV, editor, Urban Education and the Handbook of Urban Education; Cornelius Vanderbilt Chair of Education, Vanderbilt University; and 2022-2023; President of the American Educational Research AssociationAcademia provides formal training across numerous professions. Yet, apprenticeship, rather than formal training, is the hallmark of many aspects of the academic enterprise itself—such as publishing in professional journals. What Wayne Journell takes on in his book is the fact even apprenticeship is not available to some academicians who serve in key roles, in this case, as professional journal editors. I know; I edited the Journal of Research in Science Teaching and had to piece together various aspects of the job indirectly—through publishing, reviewing, and serving as associate editor for the journal—while on the job. Drawing on his personal experience, Journell has put together a valuable resource and roadmap—complete with nuts and bolts—for future journal editors, who will benefit tremendously from this primer. In particular, the book covers key decisions that editors need to tackle when setting up their overall processes, as well as their daily operational decisions, all the way to positioning their journals for prominence and impact in the complex world of bibliometrics. Along the way, Journell provides equally valuable advice to young scholars who will be better positioned to place their work in top-tier refereed journals. -- Fouad Abd-El-Khalick, Dean and Alumni Distinguished Professor, School of Education, University of North Carolina at Chapel HillThis book is a must-read for academics to consider the magnitude and scope of being an editor. Although of primary use for current and aspiring editors, this book is also extremely helpful for authors. It helps us uphold a standard of academia that has both rigor and heart! -- Cathryn van Kessel, Associate Professor, Texas Christian UniversityTable of ContentsForeword by Sue StarfieldAcknowledgementsPrefaceChapter One: Why Would Anyone Want to Be a Journal Editor?Chapter Two: Getting Started: Developing the Structure of the JournalChapter Three: To Review or Not to Review: Desk Rejects and Assigning ReviewersChapter Four: The Buck Stops Here: Making Editorial DecisionsChapter Five: Marketing Articles and Making an ImpactAfterwordBibliographyAppendix AAppendix BAppendix CAppendix DAbout the Author
£23.75
Hodder Education Feedback Strategies to support teacher workload
Book SynopsisStrategies, techniques and ideas come and go in education, but feedback will always be an important aspect of effective teaching, learning and assessment. Feedback should be helpful and actionable, and pupils must embrace it, but the reality is that this doesn''t always happen. Pupils receive feedback on a daily basis, from their teachers and peers, so how can we make sure it helps rather than hinders learning? This book aims to answer that key question and provide a wide range of practical examples for the classroom.Feedback: strategies to support teacher workload and improve pupil progress, the latest book by bestselling author Kate Jones, explores a variety of evidence-informed and workload-friendly feedback strategies. Jones examines the ingredients of effective feedback, shows what actionable feedback looks like in practice, explores verbal feedback approaches, advises on peer and self-assessment, and on harnessing technology to support teacher workload. Fascinating case studies reveal how classroom teachers and school leaders across primary and secondary are implementing feedback in their settings.
£13.30
Portage & Main Press Wayi Wah! Indigenous Pedagogies: An Act for
Book Synopsis ★ Starred selection for CCBC's Best Books Ideal for Teachers 2023! Now a National Best Seller! How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners? This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning. Some educators may come to this work with some trepidation. You may feel that you are not equipped to engage in Indigenous education, reconciliation, or anti-racism work. You may be anxious about perpetuating misconceptions or stereotypes, making mistakes, or giving offence. In these chapters, I invite you to take a walk and have a conversation with a good mind and a good heart. With over two decades in Indigenous education, author Jo Chrona encourages readers to acknowledge and challenge assumptions, reflect on their own experiences, and envision a more equitable education system for all. Each chapter includes reflection questions to help process the ideas in each chapter suggestions for taking action in both personal and professional spheres of influence recommended resources to read, watch, or listen to for further learning personal reflections and anecdotes from the author on her own learning journey voices of non-Indigenous educators who share their learning and model how to move into, and sit, in places of unknowing and discomfort, so we can examine our own biases and engage in this work in a good way Grounded in the First Peoples Principles of Learning, this comprehensive guide builds on Chrona’s own experiences in British Columbia’s education system to explore how to shape anti-racist and equitable education systems for all. Perfect for reading on your own or with your professional learning community!
£20.79
Association for Supervision & Curriculum Development The Instructional Coaching Handbook
Book SynopsisThree instructional coaches share more than 200 of the most helpful problem-solving strategies they’ve used in their decades-long work with teachers, administrators, and coaches. They addresse common hiccups that prevent productive coaching conversations from happening in the first place.
£26.06
Taylor & Francis Ltd High Leverage Practices for Inclusive Classrooms
Book SynopsisHigh Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2or work that mostly occurs with students with mild to moderate disabilities in general education classroomsthis powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.Table of ContentsSection 1: Collaboration High Leverage Practices 1. Collaborating with Colleagues to Increase Student Success 2. Lead Effective Meetings with Professionals and Families 3. Collaborate with Families to Support Student Learning and Secure Needed Services Section 2: Assessment High Leverage Practices 4. Using Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs 5. Interpreting and Communicating Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs 6. Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments that Improve Student Outcomes Section 3: Social/Emotional/Behavioral High Leverage Practices 7. Consistent, Organized, Respectful Learning Environment 8. Using Feedback to Improve Student Outcomes 9. Teaching Social Skills 10. Conducting Functional Behavior Assessments to Develop Individualized Behavior Support Plans Section 4: Instruction High Leverage Practices 11. Identify and Prioritize Long- and Short-term Learning Goals 12. Systematically Design Instruction Toward a Specific Goal 13. Adapt Curriculum Tasks and Materials for Specific Learning Goals 14.Teaching Cognitive and Metacognitive Strategies to Support Learning and Independence 15. Providing Scaffolded Supports 16. Use Explicit Instruction 17. Using Flexible Grouping 18. Use Strategies to Promote Active Student Engagement 19. Using Assistive and Instructional Technologies 20. Provide Intensive Instruction 21.Teach Students to Maintain and Generalize New Learning Across Time and Settings 22. Providing Positive and Corrective Feedback 23. Reflections on High Leverage Practices for Teachers, School Leaders, and Teacher Educators
£27.54
Scholastic Professional The Fluent Reader Oral Silent Reading Strategies
Book SynopsisTim Rasinski's groundbreaking book has been updated to include coverage of the latest research on fluency, teaching strategies based on that research, new classroom vignettes, and suggestions for using a variety of texts to teach fluency such as poetry, speeches, and monologues and dialogues.
£20.00
Pembroke Publishing Ltd Nonfiction Writing Power
Book SynopsisNonfiction writing is important in a student's school life and it is important a skill that they will use throughout their lives. The majority of our daily reading and writing experience is made up of nonfiction, and students are writing nonfiction long before they are taught how to do it in the classroom. They need to recognize that writing nonfiction is far more than the traditional descriptive reports about animals. The principles of nonfiction writing apply to all student writing, even the tweets, texts, and blogs they compose.The writer's intent is the underlying foundation of Nonfiction Writing Power. Building on Adrienne Gear's Reading Power books, this valuable addition to her highly successful books addresses the close link between reader and writer. This remarkable book shows teachers how to help students recognize that they write because they have something to say. It argues that writing nonfiction well means considering the writer's intent and purpose, and choosing the most appropriate form among the various nonfiction genres.Nonfiction Writing Power is designed to help teachers develop a writing program that focuses on the different forms of nonfiction. This practical book helps teachers work with students to explore the Power to Describe the Power to Instruct the Power to Compare the Power to Persuade the Power to Explain the Power to Report Ideal support for teaching writing in the content areas, the book includes ways that a particular form can link to science, social studies, and other subject areas.
£29.40
Taylor & Francis IdentityConscious Practice in Action
Book SynopsisWhen teachers and leaders implement an identity-conscious practice, they can provide a more responsive and responsible learning environment. Unfortunately, avoiding the impact of identity can create problematic and oppressive conditions in schools. So how do we lead with an identity-conscious lens? Award-winning author Liza Talusan provides real-world scenarios that educators can work through to apply an identity-conscious practice. Talusan helps educators grapple with three key questions: 1) How do I build knowledge about scenarios that involve identity? 2) How do my own thoughts, attitudes, behaviors, and beliefs contribute to inequitable conditions? 3) What actions can I implement in my classroom/meeting spaces to align with principles of equity and justice? Readers explore these questions through case studies on race, class/socioeconomic status, religion/faith, disability, sexual orientation, gender, language, and age. With the book's numerous real-world examples, Talusan makes the concept of an identity-conscious practice more tangible, so you feel ready and empowered to implement it day-to-day in your own practice.
£21.84
Rowman & Littlefield Teaching Soft Skills in a Hard World
Book SynopsisThis book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching. The chapters also contain ideas for administrators and mentor teachers who are working with beginning teachers. Hopefully, by learning the soft skills of teaching, pre-service education students and beginning teachers will become successful instructors and models of good citizenship in future classrooms.Trade ReviewTeaching Soft Skills in a Hard World: Skills for Beginning Teachers is a timely addition to the resources available to teacher educators. It addresses the development of skills that, while important, have received little attention to date. It’s easy to use within any teacher education class as each chapter provides background information relative to each skill, and follows with practical ways to model and teach the skills to preservice teachers. The classroom-based examples within the descriptions of the skills are practical, and demonstrate the content is informed directly by the author’s many years of experience working in classrooms with teacher education candidates. This book would be useful for any university faculty, administrator or new teacher. As Nancy writes, “Teachers who work to make content meaningful to students and discover innovative ways to teach them, are those that students love to be around.” The same could be said of the professors who decide to dedicate time to introduce the skills presented in this book. -- S. Michael Putman, professor, UNC CharlotteIn this book, Dr. Melser captures the essence of fourteen important soft skills effective teachers need to be able to know and do—whether they are novice or veteran teachers. In this well organized and easy to read book, the author provides some down-to-earth practical ideas and activities that professors can use in helping their preservice teachers learn these important soft skills. Principals and supervisors could effectively use this book in providing clinical assistance to their teachers who need assistance in improving skills in such areas as communicating with parents, being more collaborative and professional, effective decision making, and developing a better work ethic. Each chapter is filled with time-tested and proven activities that builds the essential soft skills teachers need to be effective. -- John E. Jacobson, professor of education and literacy, Ball State UniversityTeaching Soft Skills in a Hard World is essential reading for anyone preparing today’s teachers. The critical soft skills necessary to be a successful teacher are detailed, but the author doesn’t stop there. The real value of this book is that every chapter is also filled with concrete suggestions to model and practice each of these essential skills. -- Janet Buckenmeyer, dean and professor, Bayh College of EducationTable of ContentsPreface Acknowledgements Introduction Chapter 1- Communication Skills Chapter 2- Confidence Chapter 3- Enthusiasm Chapter 4- Creativity Chapter 5- Decision Making Skills Chapter 6- Teamwork and Collaboration Chapter 7- Stress Management Chapter 8- Positive Attitude Chapter 9- Adaptability/ Flexibility Chapter 10- Time Management Chapter 11- Organization Chapter 12- Initiative Chapter 13- Professionalism Chapter 14- Work Ethic Conclusion Bibliography About the Author
£18.99
International Society for Technology in Education Championing Technology Infusion in Teacher
Book SynopsisAdvancing teacher preparation to full adoption of technology infusion is no small undertaking. Written by 20 experts in the teacher preparation field, Championing Technology Infusion in Teacher Preparation provides research- and practice-based direction for teacher preparation faculty, administrators, PK-12 school partners and other stakeholders who support programwide technology infusion in teacher preparation. Such organizational change involves almost every individual and system involved in teacher preparation.Topics addressed include: systemic planning and readiness of college-level leadership; programwide, iterative candidate experiences across courses and clinical work; technology use and expectations for teachers and students in PK-12 settings; strategies to support induction of new teachers in PK-12 settings; models for effective candidate and program evaluation; and much more.This book will help leaders and teacher educators in preparation programs plan and support the developmental needs of teacher candidates as they learn how to teach with technology. With action steps and “getting started resources” in each chapter, the book is well-adapted for study and planning by collaborative leadership teams at colleges and schools of education.
£40.80
Oxford University Press Teachers vs Tech
Book SynopsisEd tech has so much potential, both for teachers and learners, so why hasn''t it yet had the transformative impact on education that has long been promised? Daisy Christodoulou tackles both sides of the ed tech debate in answering this question, critiquing missed opportunities about how we learn, as well as areas of success. Rooted in research, and written from the educationalists'' perspective, Teachers vs Tech? examines a broad range of topics from the science of learning and assessment, to personalisation, and the continued importance of teaching facts. It explores international examples from both big brand digital teaching programs and up-and-coming start-ups in considering what has and hasn''t worked well. The author draws throughout on her experience in the classroom and from working within the education community. She outlines a positive vision for the future: one where technology is developed in conjunction with teachers'' expertise, and is ultimately used to improve educationaTrade ReviewEvery educator should read this book. Not just those involved in educational technology: every educator. * TES *Daisy is such a good thinker, it's always a joy to read her ideas! A fascinating blend of research and insight that makes you think, re-think and think some more. * Laura McInerney, Guardian Education columnist and co-founder of Teacher Tapp *A balanced analysis of edtech's true potential ... The book actively makes the case that learning can and should be fun as well as challenging, and shows edtech's potential to diversify the teacher's toolbox well beyond quizzing apps and visualisers. Both aspects are refreshing. * Schools Week *Teachers vs Tech gives a superb introduction into the field of cognitive science and how this knowledge can be used to implement ed tech as a tool to help improve our teaching. * CogSciSci *Does technology helpor hinder learning? The answer is, of course, as with just about everything else in education, is 'it depends'. Fortunately, Daisy Christodoulou's excellent new book Teachers vs Tech? will help you make sense of it all. Highly recommended. * Dylan Wiliam *Christodoulou draws on principles of human cognition and evidence about effective teaching and learning practices, to offer suggestions for how technology can help bring about necessary improvements in education ... In this moment when understanding the possibilities of EdTech is so important, Teachers vs Tech is a helpful read. * Learning and the Brain *Table of ContentsForeword by Paul Kirschner Introduction 1: The science of learning 2: How can we use technology to personalize learning? 3: Why can't we just look it up? 4: How can we use technology to make learning active? 5: How should we use smart devices? 6: The expertise of teaching: can technology help? 7: The expertise of assessment: can technology help? Conclusion: Disrupting education Endnotes Glossary Bibliography
£19.99
HarperCollins Publishers The One Minute teacher The One Minute Manager
Book SynopsisBy best-selling co-author of The One Minute Manager and author of Who Moved My Cheese?, this book shows how to teach others to teach themselves and inspire a love of learning.Trade Review'A special book that can make a real difference. For all those who teach, it is fascinating, stimulating and enlightening.'Dr Terrel Bell, former US Secretary of Education
£9.49
HarperCollins Publishers Cambridge IGCSE English Teachers Guide
Book SynopsisThe third edition of the Collins Cambridge IGCSE® English Teacher’s Guide supports the Student’s Book, giving teachers everything they need to teach the Cambridge IGCSE® and IGCSE® (9–1) First Language English syllabuses 0500 and 0990. This Teacher’s Guide supports the new syllabuses for first examination in 2020.
£95.00
HarperCollins Publishers Enriching English Pedagogy with heart
Book SynopsisPedagogy with Heart is a dynamic teaching guide for new and trainee Secondary English teachers. It delves into the core principles of English instruction, offering strategies to enhance oracy, reading, and writing. With a focus on practical application and teacher wellbeing, it empowers educators to master their craft and teach confidently.Eleanor White draws on her love and passion for English and years of experience as a Head of Department and current teacher trainer, to highlight the richness and versatility of English as a subject.The warm, friendly tone blends pedagogical ideas with research and practical application so you can implement strategies with care and confidence. Whether you're seeking to develop speaking and listening; encourage a love of reading in your students; understand the importance of feedback, questioning and thinking critically, this guide is packed with great advice to transform your English classroom.Organised into succinct, accessible chapters with plenty
£17.22
HarperCollins Publishers Inc Quality School Teacher RI
Book SynopsisSpecifically written for teachers trying to give up the old system of boss managing - effective for less than half of all students - this work provides practical techniques based on Glasser's choice theory and on the work of W. Edwards Deming. The techniques emphasize co-operation and creativity.
£11.40
Pearson Education Informed Advocacy in Early Childhood Care and
Book SynopsisTable of ContentsInformed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families PART I: Advocacy in Field of Child Development and Early Childhood Education Chapter 1: Building a Case for Advocacy Chapter 2: Contexts for Advocacy Chapter 3: Working with Families to Advocate for their Children Chapter 4: Advocacy for Our Profession and Programs and within the Private Sector Chapter 5:Political Activism Part II: Developing an Advocacy Agenda Chapter 6: Becoming Informed Chapter 7: Choosing Strategies Chapter 8: Getting connected; Staying the Course PART III: Advocacy as Lifestyle Chapter 9: Advocacy in the Global Community Chapter 10: Volunteerism as Advocacy References Appendix A. Advocacy Planning Worksheet
£75.38
Pearson Education (US) Classroom Assessment
Book SynopsisTable of ContentsI. THE ROLE OF ASSESSMENT IN SUPPORTING TEACHING AND LEARNING. 1. Introduction to Assessment 2. What is Worth Teaching and Assessing? 3. Effects of Classroom-Based Assessments on Students II. PERFORMANCE ASSESSMENT 4. Assessment of Learning in Progress 5. Assessment of Valued Performances III. CLASSROOM TESTING 6. Introduction to Classroom Testing 7. Traditional Item Development 8. Performance Item Development IV. SUMMARIZING STUDENT ACHIEVEMENT 9. Portfolio Assessment 10. Grades and Grading Processes 11. Communicating with Others about Student Learning 12. Using Information from Standardized Tests Appendix A: Washington State Certificate of Academic Achievement Options Technical Advisory Board Members Appendix B: Washington State National Technical Advisory Committee Members Glossary Name Index Subject Index
£143.99
Pearson Introduction to Special Education
Book Synopsis
£155.51
Pearson Education (US) Principalship The
Book SynopsisThomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for 7 years. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005), Supervision:Table of ContentsPart 1 The Moral Dimension Chapter 1 Setting the Stage: Administering as a Moral Craft Part 2 Toward a New Theory of Principal Leadership Chapter 2 The Principal's Job Today and Tomorrow Chapter 3 The Limits of Traditional Management Theory Chapter 4 A New Theory for the Principalship Chapter 5 The School as a Moral Community Part 3 Providing Leadership Chapter 6 The Forces of Leadership and the Culture of Schools Chapter 7 The Stages of Leadership: A Developmental View Chapter 8 Leading in a Community of Leaders Part 4 Instructional Leadership Chapter 9 Characteristics of Successful Schools Chapter 10 Becoming a Community of Mind Chapter 11 Teaching, Learning, and Community Chapter 12 Instructional Leadership, Supervision, and Teacher Development Chapter 13 Clinical Supervision, Coaching, Peer Inquiry, and Other Supervisory Practices Part 5 Motivation, Commitment, and Change Chapter 14 Motivation, Commitment, and the Teacher's Workplace Chapter 15 The Change Process Glossary References Index
£164.19
Pearson Education (US) Ethical Legal and Professional Issues in the
Book SynopsisTable of ContentsPART I Acculturation, Worldview, and Value-Sensitive Care: Foundations for Practice Decisions CHAPTER 1 Values as Context for Therapy CHAPTER 2 Professional Acculturation and the Ecology of Therapy PART II Ethical Issues in Marriage and Family Therapy CHAPTER 3 Promoting Ethical Practice: Principles, Traditions, and Considerations CHAPTER 4 Unique Ethical Considerations in Marriage and Family Therapy - Principle Distinctions CHAPTER 5 Unique Ethical Considerations in Marriage and Family Therapy - Practice Distinctions CHAPTER 6 Intimate Partner Violence and the Ecology of Therapy CHAPTER 7 Contemporary Ethical Issues – Contextual Matters CHAPTER 8 Contemporary Ethical Issues – Practice Matters CHAPTER 9 Ethical Accountability: A Casebook PART III Legal Issues in Marriage and Family Therapy CHAPTER 10 The Marriage and Family Therapist: Roles and Responsibilities Within the Legal System CHAPTER 11 Family Law CHAPTER 12 Legal Considerations PART IV Professional Issues in Marriage and Family Therapy CHAPTER 13 Professional Issues: Identity, Affiliation, and Transitions as a Marriage and Family Therapist CHAPTER 14 Professional Issues: Supervision, Licensure, and Professional Development as a Marriage and Family Therapist CHAPTER 15 Contemporary Professional Issues – Questions and Responses
£65.67
Pearson Education (US) 99 MORE Ideas and Activities for Teaching English
Book SynopsisMaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of sixteen books for teachers and administrators. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt has provided professional development in all fifty states and in several other countries, and was a Visiting Scholar at the University of Cologne, Germany where she worked with German teachers on implementing the SIOP Model. She was inducted into the California Reading Hall of Fame, received her university's Distinguished Faculty Teaching Award, and served as President of the International Reading Association.Table of Contents Chapter 1 Getting Started: Activities and SIOP Lessons Chapter 2 Lesson Preparation Chapter 3 Building Background Chapter 4 Comprehensible Input Chapter 5 Strategies Chapter 6 Interaction Chapter 7 Practice & Application Chapter 8 Lesson Delivery Chapter 9 Review & Assessment Chapter 10 Creating SIOP Lessons
£55.55
Pearson Content Area Reading Teaching and Learning for
Book Synopsis
£88.65
Pearson Education (US) SIOP Model for Administrators The
Book SynopsisTable of ContentsBrief Contents1. Getting to Know English Learners2. Learning a Second Language3. Understanding the SIOP Model from an Administrator's Perspective4. Getting Started with SIOP Model Implementation5. Refocusing Your School with SIOP6. Frequently Asked Questions: Getting Started with SIOPAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex Detailed Contents1. Getting to Know English LearnersWho Are English Learners?English Learner DemographicsDiverse Characteristics Among English LearnersHow Do English Learners Perform in School?Academic Performance of English LearnersHow Should We Serve English Learners in School?English Learner IdentificationLanguage Support ProgramsESL/ELD/Sheltered programsBilingual programsNewcomer programsLevels of Language ProficiencyStaffingWhat Is the SIOP® Model?Key Points SummaryReflect and Apply 2. Learning a Second LanguageAcquiring a Second LanguageThe Language Demands of SchoolSpeaking and ListeningReadingWritingVocabulary DevelopmentSocial and Academic LanguageTime Required to Learn a New LanguageFactors That Influence Second Language AcquisitionAgeAptitudeMotivationPersonalityFirst Language DevelopmentSocio-psychologicalQuality of InstructionUsing Technology to learn a Second LanguageResearch Evidence About Second Language LearningMeeting the Needs of Every English LearnerLong-Term English LearnersStruggling English Learners and RTIThe Value of BilingualismCognitiveSocio-emotionalAcademicKey Points SummaryReflect and Apply 3. Understanding the SIOP Model from an Administrator's PerspectiveThe Role of an AdministratorSIOP Model ResearchThe CREDE SIOP Model Design StudyLela Alston Elementary School Program EvaluationThe New Jersey SIOP Quasi-Experimental StudyThe CREATE SIOP Experimental StudySIOP Professional Development ProgramThe SIOP Model in the ClassroomSIOP Teachers in ActionLesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentObservation ToolsKey Points SummaryReflect and Apply 4. Getting Started with SIOP Model ImplementationExamine the Academic Performance of English LearnersConsider the Teachers' Credentials for Instructing English LearnersSet Goals for SIOP ImplementationSeek Required ApprovalsEstablish ResponsibilitiesSecure FundingPlan Initial SIOP Staff DevelopmentCreate a SIOP Coaching PlanPlan Ongoing SIOP Professional LearningProvide Instructional LeadershipConsider Planning a Formative EvaluationConstruct a Realistic TimelineKey Points SummaryReflect and Apply 5. Refocusing Your School with SIOPUsing SIOP to Organize for ChangeReducing Competing InitiativesAligning SIOP with the Common Core and Other State StandardsAdministrative Leadership with SIOP ImplementationThe Ongoing Role of the Administrator During SIOP ImplementationTaking a Participatory Role in SIOP ImplementationSIOP and Professional Learning Communities (PLCs)Critical Friends as Peer CoachesViewing SIOP Professional Learning as an Ongoing ProcessOngoing SIOP Data Collection During ImplementationUsing the SIOP Protocol During Observations of LessonsEffective Differentiated Instruction in the ClassroomSustaining SIOP Over TimeKey Points SummaryReflect and Apply Chapter 6. Frequently Asked Questions: Getting Started with SIOPGeneral SIOP QuestionsWho can implement SIOP?Is SIOP only for English learners?Isn't SIOP just good instruction?What is the relationship between SIOP and Culturally Responsive Teaching?What if there are only a few English learners in a classroom?As an administrator, what is the most important thing I should keep in mind as we get started with SIOP?Questions about Getting Started with SIOP in the ClassroomHow should teachers start using SIOP in their classrooms?Do teachers need to incorporate all 30 SIOP features in every lesson?What if a teacher has students who can't speak any English? Will SIOP help?How long will it take for teachers to become effective with SIOP?How can teachers use the SIOP protocol?Once teachers have read the core text and tried out some of the components, how do they deepen their SIOP knowledge?Questions about School-wide Implementation of the SIOP ModelHow should we get started with our school's implementation?Who should receive SIOP professional development?What should SIOP professional learning look like?How can the SIOP protocol be used school-wide?What should we do about reluctant or resistant teachers?With whom should we collaborate during SIOP implementation?What does it mean to be a high-implementing SIOP teacher?Is SIOP compatible with the Common Core State Standards?SIOP is a lesson planning and delivery system for teachers, but what about student outcomes?As an administrator, where can I get some assistance?How can the SIOP protocol be used by researchers and program evaluators to measure teachers' level of SIOP implementation with the protocol?Key Points SummaryReflect and ApplyAppendixesAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex
£73.50
Pearson Education Speech Science
Book SynopsisDr. Carole Ferrand earned her BA in English at the University of the Witwatersrand in Johannesburg, and her MS and PhD in Communication Sciences and Disorders from the Pennsylvania State University. She teaches undergraduate and graduate courses in speech science, and a graduate level course in Voice Disorders. Her research focuses on acoustic attributes of normal and disordered speech production. In addition to Speech Science: An Integrated Approach to Theory and Clinical Practice, she is the author of the textbook, Voice Disorders: Scope of Theory and Practice. When not writing books, Dr. Ferrand enjoys reading historical fiction, a capella singing, and playing banjo.Table of ContentsBRIEF TABLE OF CONTENTS CHAPTER 1: The Nature of Sound CHAPTER 2: The Respiratory System CHAPTER 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders CHAPTER 4: The Phonatory/Laryngeal System CHAPTER 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders CHAPTER 6: The Articulatory/Resonatory System CHAPTER 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders CHAPTER 8: The Auditory System CHAPTER 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment CHAPTER 10: The Nervous System CHAPTER 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System CHAPTER 12: Models and Theories of Speech Production and Perception DETAILED TABLE OF CONTENTS Foreword xiii Preface xv Acknowledgments xvii Introduction xix Chapter 1: The Nature of Sound 1 International System of Units 2 Basic Physics Concepts 3 Mass, Force, Weight, Volume, and Density 3 Speed, Velocity, Momentum, Acceleration, (and Inertia 5 Elasticity and Stiffness 5 Work, Energy, Power, and Intensity 5 Pressure 6 Sound: Changes in Air Pressure 7 Behavior of Air 7 Air Pressure 7 Airflow 8 Relationship between Air Pressure, Air Volume, and Air Density 8 The Nature of Sound 9 Why Molecules Keep Vibrating: Elasticity, Inertia, and Friction 11 Sound Propagation 13 Wave Motion of Sound 13 Longitudinal Versus Transverse Waves 13 Mass/Spring System 15 Simple Harmonic Motion 15 Frequency, Period, Wavelength, Velocity, and Amplitude 16 Visually Depicting Sound Waves: Waveforms 18 Pure Tones and Complex Sounds 21 Pure Tones 21 Complex Sounds 21 Periodic Versus Aperiodic Complex Waves 21 Visually Depicting Sound Waves: Spectra 23 Sound Absorption, Reflection, Refraction, and Diffraction 24 Constructive and Destructive Interference 28 Attributes of Sounds 31 Frequency and Pitch 31 Frequency: Human Range of Hearing 32 Amplitude, Intensity, and Loudness 32 Decibel Scale 34 Logarithms and Ratios 34 Perception on the dB Scale 36 Advantages of the Decibel Scale 37 Applications of the Decibel Scale 38 Resonance 39 Acoustic Resonance 42 Tube Resonance and Standing Waves 44 Acoustic Resonators as Filters 47 Bandwidth 48 Cutoff Frequencies 49 Resonance Curves 49 Parameters of a Filter 49 Types of Filters 50 Summary 53 Review Exercises 54 Chapter 2: The Respiratory System 55 Pulmonary Apparatus 55 Bronchial Tree 56 Chest Wall 59 Muscles of Respiration 62 Accessory Muscles of Respiration 62 Muscles of the Abdomen 62 Pleural Linkage 64 Moving Air Into and Out of the Lungs 66 Inhalation 66 Exhalation 67 Rate of Breathing 67 Lung Volumes and Capacities 68 Resting Expiratory Level 69 Lung Volumes 69 Tidal Volume 70 Inspiratory Reserve Volume 70 Expiratory Reserve Volume 71 Residual Volume 71 Dead Air 72 Lung Capacities 72 Vital Capacity 72 Functional Residual Capacity 72 Inspiratory Capacity 72 Total Lung Capacity 73 Differences between Breathing for Life and Breathing for Speech 75 Location of Air Intake 76 Ratio of Time for Inhalation Versus (Exhalation 77 Volume of Air Inhaled and Exhaled (per Cycle 77 Muscle Activity for Exhalation 78 Chest Wall Shape 79 Breathing Patterns for Speech 80 Speech Breathing for Isolated Vowels and Connected Speech 82 Changes in Speech Breathing Over the Life Span 83 Features of Speech Breathing in Children 83 Features of Speech Breathing in Older Adults 84 Summary 86 Review Exercises 87 Chapter 3: Clinical Application: Evaluation and Treatment of Respiratory Disorders 88 Measurement of Respiratory Variables 88 Pulmonary Function Testing 89 Respiratory Kinematic Analysis 92 Air Pressures 94 Airflow 95 Classification of Respiratory Problems 96 Symptoms of Respiratory Disorders 97 Respiratory Function and Speech Production in Selected Disorders 98 Principles of Clinical Management of Speech Breathing Disorders 98 Neurological Disorders 99 Parkinson’s Disease 99 Cerebellar Disease 101 Cervical Spinal Cord Injury 102 Cerebral Palsy 103 Mechanical Ventilation 104 Voice Disorders 106 Stuttering 108 Asthma 111 Paradoxical Vocal Fold Motion 113 Summary 115 Review Exercises 115 Integrative Case Studies 116 Chapter 4: The Phonatory/Laryngeal System 118 Laryngeal Skeleton 118 Bones, Cartilages, and Membranes 118 Joints of the Larynx 123 Valves within the Larynx 127 Aryepiglottic Folds 127 False Vocal Folds 127 True Vocal Folds 127 Cover–Body Model 129 Glottis 130 Muscles of the Larynx 130 Extrinsic Muscles 130 Intrinsic Muscles 131 Myoelastic–Aerodynamic Theory of Phonation 137 Models of Vocal Fold Vibration 138 Features of Vocal Fold Vibration 139 Changes in the Phonatory/Laryngeal System Over the Life Span 144 Infancy and Childhood 144 Puberty 144 Adulthood 145 Vocal Quality 147 Normal Voice Quality 148 Abnormal Voice Qualities 149 Vocal Registers 151 Physiologic and Acoustic Characteristics of Registers 152 Use of Different Registers in Singing and Speaking 153 Summary 154 Review Exercises 154 Chapter 5: Clinical Application: Evaluation and Treatment of Phonatory Disorders 155 Measurement of Phonatory Variables 155 Acoustic Analysis 155 Perturbation Measures 160 Noise Measures 162 Laryngeal Visualization Methods 163 Electroglottography 163 EGG and Register 167 EGG Slope Quotients 167 Techniques for Visualizing the Larynx 170 Advantages of Acoustic and Visual Analysis of Phonatory Function 174 Evaluation and Treatment of Communication Disorders Involving the Phonatory System 176 Neurological Disorders 176 Benign Mucosal Lesions 181 Laryngeal Cancer 183 Hearing Impairment 186 Transsexual Voice 187 Stuttering 188 Summary 191 Review Exercises 192 Integrative Case Studies 192 Chapter 6: The Articulatory/Resonatory System 195 Articulators of the Vocal Tract 195 Oral Cavity 196 Lips 197 Mandible 198 Maxilla 199 Teeth 200 Hard Palate 203 Soft Palate 203 Tongue 207 Pharynx 211 Muscles of the Pharynx 212 Nasal Cavities 213 Valves of the Vocal Tract 214 Traditional Classification System of Consonants and Vowels 215 Place of Articulation of English (Consonants 215 Manner of Articulation of English (Consonants 216 Voicing 221 Vowel Classification 221 Vocal Tract Resonance 223 Characteristics of the Vocal Tract Resonator 224 Source-Filter Theory of Vowel Production 226 Formant Frequencies Related to Oral and Pharyngeal Volumes 228 Vowel Formant Frequencies 231 F1/F2 Plots 233 Spectrographic Analysis 234 Narrowband and Wideband Spectrograms 235 Relationship Between Articulation and Spectrographic Characteristics of Vowels and Consonants 235 Vowels 236 Diphthongs 236 Nasals 238 Glides 239 Liquids 239 Stops 240 Fricatives 244 Affricates 246 The Production of Speech Sounds in Context 246 Coarticulation 247 Speaking Rate 249 Suprasegmentals 249 Summary 253 Review Exercises 253 Chapter 7: Clinical Application: Evaluation and Treatment of Articulatory and Resonance Disorders 255 Articulation, Intelligibility, and Instrumental Measurement 255 Ultrasound 256 Electropalatography and Glossometry 257 Magnetic Resonance Imaging 258 Electromagnetic Articulography 258 Evaluation and Treatment of Communication Disorders Involving Articulation and Resonation 260 Dysarthria/Apraxia 260 Hearing Impairment 267 Cochlear Implantation 270 Speech Sound Disorders 272 Cleft Palate 274 Stuttering 275 Resonance Problems 76 Summary 278 Review Exercises 278 Integrative Case Studies 279 Chapter 8: The Auditory System 282 Anatomy of the Ear 282 Outer Ear 282 Tympanic Membrane 284 Middle Ear 284 Inner Ear 288 Perception of Speech 293 Segmentation Problem 293 Role of Redundancy in Speech (Perception 294 Instrumental Analysis of Vowel and Consonant Perception 294 Perception of Vowels and Diphthongs 295 Formant Frequency Relationships 295 Diphthongs 297 Consonants 298 Categorical Perception 298 Multiple Acoustic Cues 299 Influence of Coarticulation 299 Perception of Consonants 300 Liquids 300 Glides 300 Nasals 300 Stops 301 Fricatives 303 Affricates 303 Summary 304 Review Exercises 304 Chapter 9: Clinical Application: Evaluation and Treatment of Disorders Related to Hearing Impairment 305 Types of Hearing Loss 305 Diagnosis of Hearing Impairment 306 Immittance Audiometry 306 Tympanometry 307 Static-Acoustic Middle Ear Admittance 311 Acoustic Reflex Testing 311 Otoacoustic Emissions Testing 312 Auditory Brain Stem Response Testing 313 Hearing Loss and Speech Perception 314 Clinical Application 314 Phoneme Recognition in Speakers with Hearing Loss 315 Acoustic Cues Used in Phoneme (Recognition 316 Vowel Perception 316 Consonant Perception 317 Cochlear Implants 317 Clinical Application 320 Otitis Media and Speech Perception 320 Language and Reading Disability and Speech Perception 321 Temporal Processing Problems 322 Developmental Dyslexia and Speech Perception 324 Articulatory Problems and Speech Perception 324 Clinical Application 326 Summary 326 Review Exercises 327 Integrative Case Studies 327Chapter 10 Chapter 10: The Nervous System 328 Brain Tissue 329 Glial Cells 329 Neurons 330 Neuronal Function 333 Neurotransmission 333 Central and Peripheral Nervous (Systems 338 Central Nervous System 339 Functional Brain Anatomy 342 Cortex 342 Cortical Connections 344 Lobes of the Brain 345 Subcortical Areas of the Brain 350 Basal Nuclei 350 Thalamus 352 Hypothalamus 353 Brain Stem 354 Midbrain 355 Pons 355 Medulla 355 Cerebellum 356 Spinal Cord 357 Spinal Nerves 361 Cranial Nerves 362 CN V: Trigeminal 363 CN VII: Facial 365 CN VIII: Vestibulocochlear 365 CN IX: Glossopharyngeal 365 CN X: Vagus 365 CN XII: Hypoglossal 367 Blood Supply to the Brain 368 Motor Control Systems Involved in Speech Production 369 Motor Cortex 370 Upper and Lower Motor Neurons 372 Direct and Indirect Systems 375 Motor Units 375 Principals of Motor Control 378 Role of Feedback and Feedforward in Speech Motor Control 378 Role of Sensory Information in Speech Motor Control 379 Efference Copy 379 Summary 380 Review Exercises 380 Chapter 11: Clinical Application: Brain Imaging in the Evaluation and Treatment of Disorders of the Nervous System 381 Techniques for Imaging Brain (Structure 382 Computerized Tomography 382 Magnetic Resonance Imaging 383 Techniques for Imaging Brain Function 384 Functional Magnetic Resonance Imaging 384 Positron Emission Tomography 385 Single Photon Emission Computed Tomography 385 Electroencephalography and Evoked Potentials 386 Transcranial Magnetic Stimulation 388 Use of Brain Imaging Techniques in Communication Disorders 390 Stuttering 390 Stroke 391 Parkinson’s Disease 392 Multiple Sclerosis 393 Alzheimer’s Disease 394 Summary 395 Review Exercises 395 Integrative Case Studies 396 Chapter 12: Models and Theories of Speech Production and Perception 397 Models and Theories 398 Models 398 Theories 399 Issues Related to Organization and Regulation of Speech Motor Control 400 The Serial-Order Issue 400 Degrees of Freedom 401 Context-Sensitivity Problem 401 Models and Theories of Speech Production 401 Dynamic Systems Models 401 Connectionist Models 402 Spatial and Articulatory Target Models 402 Feedback and Feedforward Models 404 The DIVA Model 405 Speech Perception 406 Specialization of Speech Perception 406 Infant Perception 407 Models and Theories of Speech Perception 408 Acoustic Invariance Theory 408 Direct Realism 409 TRACE Model 409 Logogen Theory 410 Cohort Theory 410 Fuzzy Logical Model of Perception 410 Native Language Magnet Theory 411 Motor Theory 411 Summary 413 Review Exercises 414 Glossary 415 References 431 Index 459
£126.66
Pearson Education (US) Crisis Assessment Intervention and Prevention
Book SynopsisLisa R. Jackson-Cherry, Ph.D., LCPC, NCC, is a professor in the Department of Counseling at Marymount University with primary teaching responsibilities in clinical supervision, crisis intervention, and pastoral integration. Her research and clinical practice areas include crisis intervention and planning, risk assessment, and treating complicated grief and addressing mental health issues of the military and children of fallen law enforcement officers. She is a current representative to the American Counseling Association Governing Council and a former member of the Maryland Board of Professional Counselors and Therapists. Bradley T Erford, Ph.D., LCPC, NCC, is a professor in the school counseling program at Loyola University with primary teaching responsibilities in assessment, research, and lifespan development. He has held numerous professional leadership positions, including past president of the American Counseling Association, and publisTable of ContentsPart I: Elements of Crisis Intervention Chapter 1: Basic Concepts of Crisis Intervention - Lisa Jackson-Cherry, Jason M. McGlothlin, and Bradley T, Erford Chapter 2: Safety Concerns in Crisis Situations - Charlotte Daughhetee, James Jackson, and Latofia Parker Chapter 3: Ethical and Legal Considerations in Crisis Counseling - Paul F. Hard, Laura L. Talbott-Forbes, and Mary L. Bartlett Chapter 4: Essential Crisis Intervention Skills - Bradley T. Erford and Lisa R. Jackson-Cherry Chapter 5: Loss, Grief, and Bereavement - Lisa R. Jackson-Cherry and Bradley T. Erford Part II: Special Issues in Crisis Intervention Chapter 6: Risk Assessment and Intervention: Suicide and Homicide - Judith Harrington and Charlotte Daughhetee Chapter 7: Understanding and Treating Substance Use Disorders with Clients in Crisis - William R. Sterner Chapter 8: Intimate Partner Violence - Amy L. McLeod, John Muldoon, and Lisa R. Jackson-Cherry Chapter 9: Sexual Violence - Robin Lee, Jennifer Jordan, and Elizabeth Schuler Chapter 10: Child Sexual Abuse - Carrie Wachter Morris and Elizabeth Graves Chapter 11: Military and First Responders - Seth C. W. Hayden and Lisa R. Jackson-Cherry Chapter 12: Emergency Preparedness and Response in the Community and Workplace - Jason McGlothlin Chapter 13: Emergency Preparedness and Response in Schools and Universities - Bradley T. Erford Chapter 14: Counselor Self-care in Crisis Situations - James Jackson, Latofia Parker, and Judith Harrington
£72.18
Pearson Education (US) Autism Spectrum Disorders
Book SynopsisTable of ContentsChapter 1. Classification and the Physiological Approach Chapter 2. Assessment Chapter 3. Effective Implementation of Evidence-Based Practices Chapter 4. Applied Behavior Analysis: Key Concepts and Foundational Strategies Chapter 5. Applied Behavior Analysis: Principles in Practice Chapter 6. Developmental, Social-Relational, Transactional, and Other Approaches Chapter 7. Focus on Communication Chapter 8. Building Social Skills and Social Relationships Chapter 9. Transition to Adulthood Chapter 10. Systems of Support for Individuals with ASD and their Families
£73.57
Pearson Education Constructive Guidance and Discipline
Book SynopsisMarjorie Fields has recently retired after teaching in the field of early childhood education for more than 30 years. She first taught kindergarten, then first grade, and then began teaching teachers. Thanks to her own children, she also had experience in cooperative preschools and various types of childcare. Marjorie has a Doctorate in Early Childhood Education with Research in Parent Involvement. She has been active in early childhood professional organizations at the national and local levels; she recently served as president of the National Association of Early Childhood Teacher Educators (NAECTE) and has served as vice president of that association. She has served on the national governing board for the National Association for the Education of Young Children (NAEYC). She has published extensively in the field of emergent literacy, including the textbook Let's Begin Reading Right (Merrill/Prentice Hall), as well as in the field of childTable of ContentsPART A: Discipline Foundations CHAPTER 1 Thinking About Guidance and Discipline CHAPTER 2 Physical and Emotional Development Affect Child Behavior CHAPTER 3 Intellectual and Social Development Affect Discipline PART B: Discipline Approaches CHAPTER 4 Creating Environments That Prevent Discipline Problems CHAPTER 5 Planning Programs That Prevent Discipline Problems CHAPTER 6 Teaching Desirable Behavior Through Example CHAPTER 7 Communication Strategies for Effective Discipline CHAPTER 8 Helping Children Understand and Accept Limits CHAPTER 9 Beyond Behaviorism CHAPTER 10 Punishment versus Discipline PART C: Matching Discipline Causes to Discipline Approaches CHAPTER 11 Childlike Behaviors CHAPTER 12 Unmet Needs CHAPTER 13 Meeting Diverse Needs: Academic, Social, Cultural, & Linguistic CHAPTER 14 Stress and Vulnerabilities CHAPTER 15 Analyzing Discipline Problems
£84.44
Pearson Education (US) Teaching StudentCentered Mathematics
Book SynopsisThe late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored Table of Contents Part 1: Establishing a Student-Centered Environment 1 Setting a Vision for Learning High-Quality Mathematics 2 Teaching Mathematics through Problem Solving 3 Creating Assessments for Learning 4 Differentiating Instruction 5 Teaching Culturally and Linguistically Diverse Children 6 Planning, Teaching, and Assessing Children with Exceptionalities 7 Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8 Fraction Concepts and Computation 9 Decimal Concepts and Computation 10 The Number System 11 Ratios and Proportional Relationships 12 Algebraic Thinking: Expressions, Equations, and Functions 13 Developing Geometry Concepts 14 Exploring Measurement Concepts 15 Working with Data and Doing Statistics 16 Investigating Concepts of Probability Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades 6—8 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Actions (2014) Appendix D Activities at a Glance: Volume III Appendix E Guide to Blackline Masters References Index
£49.25
Pearson Education (US) Teaching StudentCentered Mathematics
Book SynopsisThe late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student centered math lessons. He coauthored the Scott Foresman-Addison Wesley Mathematics K6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. LouAnn H. Lovin is a professor of mathematics education at James MTable of Contents Part 1: Establishing a Student-Centered Environment 1. Setting a Vision for Learning High-Quality Mathematics 2. Teaching Mathematics through Problem Solving 3. Creating Assessments for Learning 4. Differentiating Instruction 5. Teaching Culturally and Linguistically Diverse Children 6. Planning, Teaching, and Assessing Children with Exceptionalities 7. Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8. Developing Early Number Concepts and Number Sense 9. Developing Meanings for the Operations 10. Helping Children Develop Fluency with Basic Facts 11. Developing Whole-Number Place-Value Concepts 12. Building Strategies for Whole-Number Computation 13. Promoting Algebraic Reasoning 14. Exploring Early Fraction Concepts 15. Building Measurement Concepts 16. Developing Geometric Reasoning and Concepts 17. Helping Children Use Data Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume I Appendix E Guide to Blackline Masters References Index
£49.25
Pearson Education (US) Teaching StudentCentered Mathematics
Book SynopsisThe late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student centered math lessons. He coauthored the Scott Foresman-Addison Wesley Mathematics K6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. LouAnn H. Lovin is a professor of mathematics education at James MTable of Contents Part 1: Establishing a Student-Centered Environment 1. Setting a Vision for Learning High-Quality Mathematics 2. Teaching Mathematics through Problem Solving 3. Creating Assessments for Learning 4. Differentiating Instruction 5. Teaching Culturally and Linguistically Diverse Children 6. Planning, Teaching, and Assessing Children with Exceptionalities 7. Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8. Developing Early Number Concepts and Number Sense 9. Developing Meanings for the Operations 10. Helping Children Develop Fluency with Basic Facts 11. Developing Whole-Number Place-Value Concepts 12. Building Strategies for Whole-Number Computation 13. Promoting Algebraic Reasoning 14. Exploring Early Fraction Concepts 15. Building Measurement Concepts 16. Developing Geometric Reasoning and Concepts 17. Helping Children Use Data Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume I Appendix E Guide to Blackline Masters References Index
£39.95
Pearson Education EkwallShanker Reading Inventory Pearson eText
Book SynopsisAbout our author Ward Cockrum earned a BA in Elementary Education and an MEd in Reading Education at the University of Arizona. He has a PhD in Curriculum and Instruction with a focus on Reading Education from Arizona State University. With over 30 years of involvement in literacy education, Dr. Cockrum's teaching experience includes being a reading specialist in a K to 4 school, a middle school reading/science teacher, a 5th grade teacher and a pre-1st grade teacher. Currently, as a professor at Northern Arizona University, he directs the Reading Endorsement Program and teaches a variety of reading education courses at the undergraduate and graduate levels. He is a long-time member of the International Reading Association. He has coauthored two reading methods textbooks, Locating and Correcting Reading Difficulties and the Ekwall/Shanker Reading Inventory.Table of ContentsBrief Contents Part I: Exploring the Ekwall/Shanker Reading Inventory Section 1: Description of the Ekwall/Shanker Reading Inventory Section 2: Implementation of the Ekwall/Shanker Reading Inventory Section 3: Interpretation of Test Results Section 4: Preparation of Diagnostic Reports PART II: Forms and Assessments of the Ekwall/Shanker Reading Inventory Section 1: Forms for Use in Conducting the Diagnosis Section 2: Assessments for Use in Conducting the Diagnosis
£66.69
Pearson Education (US) All Children Read
Book SynopsisCHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children's literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children's literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children's book development and literacy work around the world. DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership InstTable of ContentsBrief Table of Contents Approaches to Teaching Reading The Social and Cultural Contexts for Teaching All Children to Read What Reading Teachers Need to Know About Language Emergent Literacy Phonics and Word Knowledge Helping Readers Build Fluency The Importance of Vocabulary Development Reading Comprehension, Part I: Making Sense of Literature Reading Comprehension, Part II: Understanding and Learning with Informational Texts Critical Thinking and Critical Literacy Teaching Children to Spell and Write Assessing Literacy Integrating Language and Literacy Instruction Across the Grades Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue Appendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index Detailed Table of Contents Approaches to Teaching Reading Why Does Literacy Matter? How Well Do Children in the United States Read? Components of Reading Ability Phases of Reading Development The Recent History of Reading Instruction: How WeGot Where We Are The Social and Cultural Contexts for Teaching All Children to Read The Social Contexts of Literacy Planning for a Literate Classroom Meeting the Literacy Needs of All Children Response to Intervention (RTI) Finding the Books and Materials TheyWant to Read What Reading Teachers Need to Know About Language Phonology: The Sounds of English Morphology: How English Words Are Built Vocabulary: Words and Their Meanings Syntax: Ordering and Inflecting Classes of Words Text Structure Emergent Literacy What Is Emergent Literacy? Language-Based Learning and Emergent Literacy Print-Based Learning and Emergent Literacy Comprehensive Strategies to Nurture Emergent Literacy Teaching Specific Skills Environmental Strategies to Support Emergent Literacy Involving Families in Emergent Literacy Phonics and Word Knowledge What Is Phonics? What Is Word Knowledge? Words as Wholes: The Logographic Phase Letter-by-Letter Reading: The Alphabetic Phase Chunking: The Orthographic Phase Meaningful Word Parts: The Morphological Phase Word Histories and Families: The Derivational Phase Helping Students Read Words in Context Helping Readers Build Fluency Fluency in Reading Modeling Fluent Oral Reading Supporting Children’s Reading for Fluency Practicing Fluency With and Without the Teacher’s Guidance Embedding Repeated Reading in Performance The Importance of Vocabulary Development What Is Vocabulary? What Does the Research Say About Vocabulary? Teaching Vocabulary Teaching Strategies for Independent Word Learning Reading Comprehension, Part 1: Making Sense of Literature How Students Understand Literature Teaching for Comprehension: General Strategies Teaching for Comprehension: Specific Skills Close Reading Assessing Comprehension Reading Comprehension, Part II: Understanding and Learning with Informational Texts Characteristics of Informational Texts Understanding How Readers Comprehend Informational Texts Teaching Students to Use Features of Informational Texts Teaching with Informational Texts Classrooms That Develop Independent Learners Critical Thinking and Critical Literacy Critical Thinking and Critical Literacy Looking Critically at Works of Literature Thinking Critically About Texts Other Than Stories Teaching Strategies for Critical Thinking Teaching Children to Spell and Write Spelling Development and Assessment Teaching Children to Spell A Writing Process in Five Parts Writing in Different Genres Assessment of Writing Writing to Learn Assessing Literacy What Is Assessment and Why Do We Assess? Approaches to Assessment Terms Used in Testing Assessing Emergent Readers Assessing Beginning Readers and Beyond Other Uses of Assessment Integrating Language and Literacy Instruction Across the Grades Teaching Print Concepts and Phonological Awareness in Context Teaching Phonics in Context Teaching Morphology in Context Teaching Grammar in Context Teaching Text Structure Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue Options for Teaching the English Language Learner Major Principles of Second-Language Acquisition Instructional Strategies for Second-Language Acquisition Options for Teaching the English Language Learnerto Read Mother Tongue Support in the Bilingual Classroom Appendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index
£103.31
Pearson Foundations of American Education Becoming
Book Synopsis
£107.65
Pearson Education (US) 50 Strategies for Teaching English Language
Book SynopsisAbout our authors Adrienne Herrell is retired as a visiting professor and ESOL Coordinator at Florida State University. She taught classes in early literacy, assessment, and strategies for teaching English language learners at California State University, Fresno, until her retirement in 2004. 50 Strategies for Teaching English Language Learners, 6th Edition, is her 18th book for Pearson. Michael Jordan is retired from California State University, Fresno, where he coordinated the multiple subjects (elementary) credential program and taught classes in Curriculum and Instruction, Social Foundations of Education, and Psychological Foundations of Education. 50 Strategies for Teaching English Language Learners, 6th Edition, is his 11th book for Pearson.Trade Review“[Compared to other texts] This text is the most user-friendly and thorough, covering what our faculty agree are the most crucial strategies that our students need to practice.” – Ana Torres, Texas Tech University “Students love the strategies because they can adapt them to their specific needs.” – Tom Salsbury, Washington State University “[The book] provides my pre-service teachers with strategies they will begin using as soon as they have their first ELL.” – Daniel Gilhooly, University of Central Missouri “The main strength of the 50 Strategies book is the plethora of strategies and examples of how they can be used with ELLs. The set up of each strategy, listing the steps, and providing benefits makes it more comprehensible for the students... I have always loved this book.” – Lena Shaqareq, University of North Florida Table of ContentsBrief Contents Predictable Routines and Signals: Reducing Anxiety Total Physical Response and Total Physical Response Storytelling (TPR and TPRS): Integrating Movement into Language Acquisition Modeled Talk: Demonstrating as You Talk Visual Scaffolding: Providing Language Support through Visual Images Realia Strategies: Connecting Language Acquisition to the Real World Vocabulary Role-Play: Building Vocabulary through Dramatization Collecting and Processing Words: Making Vocabulary Your Own Manipulatives Strategies: Using Objects to Connect Concepts Choosing Technology Based on Student Needs: Advancing Progress in English Language and Content Learning Moving into Reading: Using Multiple Strategies to Foster Comprehension Close Reading: Engaging with Text to Improve Reading Comprehension Repeated Reading: Using Script Writing and Reader’s Theater Scaffolding English Writing: Matching Instruction to Language Development Reporting Back: Verbal Practice in Curriculum Connections Leveled Questions: Adjusting Questioning Strategies to the Language Levels of Students Bilingual Books and Labels: Supporting Biliteracy Awareness Sorting Activities: Organizing Information into Categories Cloze: Using Context to Create Meaning Verb Action: Teaching Irregular Verbs through Experience Syntax Surgery: Visually Manipulating English Grammar Checking for Understanding: Using Questioning Strategies to Differentiate Instruction Learning Centers: Extending Learning through Hands-On Practice Communication Games: Creating Opportunities for Verbal Interaction Cognate Strategies: Using the Home Language to Support English Acquisition RTI for English Language Learners: Documenting and Monitoring Student Progress and the Effectiveness of Intervention Preview/Review: Building Vocabulary and Concepts to Support Understanding Story Reenactment: Making Stories Come to Life! Repetition and Innovation: Exploring a Book to Deepen Comprehension Language Focus Lessons: Supporting English Vocabulary and Structure Acquisition Graphic Organizers: Visually Representing Ideas, Text, and Connections Advance Organizers: Getting the Mind in Gear for Instruction Guided Reading: Providing Individual Support within a Group Setting Cohesion Links: Understanding the Glue That Holds Paragraphs Together Language Framework Planning: Supporting Academic Language and Content Acquisition Free Voluntary Reading: Nothing Helps Reading Like Reading Culture Studies: Learning Research Skills and Valuing Home Cultures in One Project Microselection: Finding Key Words and Main Ideas Read, Pair, Share: Working with a Partner to Negotiate Meaning Attribute Charting: Organizing Information to Support Understanding Integrated Curriculum Projects: Using Authentic Projects to Integrate Content Knowledge KWL and Data Charts: Researching and Organizing Information Collaborative Reading: What to Do When They Can’t Read the Textbook Cooperative Learning: Group Interactions to Accomplish Goals Learning Strategy Instruction: Acquiring Self-Help Skills Multiple Intelligences Strategies: Teaching and Testing to Student-Preferred Learning Modes Multimedia Presentations: Oral Reports for the New Millennium Small Groups and Partners: Interactions to Enhance Instruction GIST: Exploring Tough Text Tutorials: Closing the Achievement Gap Combining and Scheduling Strategies: Supporting Learning through Differentiation
£72.03
Pearson Education (US) Exceptional Children
Book SynopsisWilliam L. Heward, Ed.D., BCBA-D, is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University, where he helped train special education teachers for 30 years. Dr. Heward has been a Fulbright Scholar in Portugal and a Visiting Professor of Psychology at Keio University in Tokyo and at the University of São Paulo, and he has lectured and given workshops for teachers in 20 other countries. Among the many honors Bill has received are Ohio State University's highest recognition of teaching excellence, the Alumni Association's Distinguished Teaching Award, and the American Psychological Association's Division 25 Fred S. Keller Behavioral Education Award for lifetime achievements in education. His publications include seven other textbooks and more than 100 journal articles and book chapters. Bill has also written for the popular market. His book Some Are Called Clowns (Crowell, 1974) chronicles his five summers as a pitcher forTable of Contents PART I FOUNDATIONS FOR UNDERSTANDING SPECIAL EDUCATION CHAPTER 1 The Purpose and Promise of Special Education CHAPTER 2 Planning and Providing Special Education Services CHAPTER 3 Collaborating with Families PART II EDUCATIONAL NEEDS OF EXCEPTIONAL STUDENTS CHAPTER 4 Intellectual Disabilities CHAPTER 5 Learning Disabilities CHAPTER 6 Emotional or Behavioral Disorders CHAPTER 7 Autism Spectrum Disorder CHAPTER 8 Communication Disorders CHAPTER 9 Deafness and Hearing Loss CHAPTER 10 Blindness and Low Vision CHAPTER 11 Attention-Deficit/Hyperactivity Disorder, Health Impairments, and Physical Disabilities CHAPTER 12 Low-Incidence Disabilities: Multiple Disabilities, Deaf-Blindness, and Traumatic Brain Injury CHAPTER 13 Gifted and Talented PART III SPECIAL EDUCATION ACROSS THE LIFE SPAN CHAPTER 14 Early Childhood Special Education CHAPTER 15 Transition to Adulthood POSTSCRIPT Developing Your Own View of Special Education Glossary References Name Index Subject Index
£116.85
Pearson Education (US) Secondary School Teaching
Book SynopsisTable of ContentsCHAPTER 1: Secondary School Teaching Today: Recognizing and Understanding the Challenge The Classroom in a Nation of Diversity and Shifting Demographics Skill Areas Around Which This Resource Guide is Centered The Realities of Teaching Today A Rather Recent and in Our Opinion Unfortunate Addition to the Challenge Orientation: No Single Shoe Fits All Start of the School Year Orientation The School Year and Teachers’ Schedules Teaching Teams The Community of Learners Concept Nontraditional Scheduling Quality Education for Every Student Instruction that is Differentiated Responsive Practices for Helping Each Student Succeed Middle-Level Schools High Schools The Fundamental Characteristic of Quality Education Committed Teachers Reflective Decision Making School Leadership Effects of No Child Left Behind Legislation Parents, Guardians, and the Community Community Service Learning The Emergent Overall Picture: Current Actions, Trends, Problems, and Issues Key Trends and Positive Practices Major Problems, Concerns, and Issues Meeting the Challenge: Initial Guidelines for Recognizing and Providing for Student Differences Thereby Effectively Differentiating the Instruction Reviewing The Developmental Characteristics of Young People of Particular Age Groups Young Adolescents (Ages 9–14) Older Adolescents (Ages 15–19) Summary Questions for Class Discussion Exercises References CHAPTER 2: Teacher Professional Responsibilities The Teacher as a Reflective Decision Maker Decision-Making Phases of Instruction Reflection, Locus of Control, Sense of Self-Efficacy, and Teacher Responsibility Selected Legal Guidelines Student Rights Cellular Phones and Other Handheld Electronic Devices in the Classroom Teacher Liability and Insurance Student Safety Should Always be on Your Mind Teaching Style Multilevel Instruction, Individualized Instruction, and Differentiated Instruction: A Clarification of Terms The Theoretical Origins of Teaching Styles and Their Relation to Constructivism Commitment and Professionalism Noninstructional Responsibilities Instructional Responsibilities Identifying and Building Your Instructional Competencies Characteristics of the Competent Classroom Teacher: An Annotated List Teacher Behaviors Necessary to Facilitate Student Learning Three Basic Rules for Becoming a Competent Teacher Facilitating Behaviors and Instructional Strategies: A Clarification Structuring the Learning Environment Accepting and Sharing Instructional Accountability Demonstrating Withitness and Overlapping Providing a Variety of Motivating and Challenging Activities Modeling Appropriate Behaviors Facilitating Student Acquisition of Data Creating a Psychologically Safe Environment Clarifying Whenever Necessary Using Periods of Silence Questioning Thoughtfully Tools For Instruction The Internet Professional Journals and Periodicals The ERIC Information Network Copying Printed Materials The Classroom Writing Board The Classroom Bulletin Board and Other Nonprojected Visual Displays The Community as a Resource Guest Speaker or Presenter Field Trips Media Tools Computers and Computer-Based Instructional Tools Using Copyrighted Video, Computer, and Multimedia Programs Distance Learning Summary Questions For Class Discussion Exercises References CHAPTER 3: Thinking and Questioning: Skills for Meaningful Learning Teaching Thinking for Intelligent Behavior Characteristics of Intelligent Behavior Direct Teaching for Thinking and Intelligent Behavior Purposes for Using Questioning Questions to Avoid Asking Types of Cognitive Questions: A Glossary Analytic Question Clarifying Question Convergent-Thinking Question Cueing Question Divergent-Thinking Question Evaluative Question Focus Question Probing Question Socratic Questioning Levels of Cognitive Questions and Student Thinking Guidelines for Using Questioning Preparing Questions Implementing Questioning Using an Audience Response Student Clicker System Questions From Students: The Question-Driven Classroom and Curriculum Questioning: The Cornerstone of Critical Thinking, Real-World Problem Solving, and Meaningful Learning Summary Questions For Class Discussion Exercises References CHAPTER 4: The Classroom Learning Environment The Importance of Perceptions Classroom Control–Its Meaning–Past and Present Historical Meaning of Classroom Control Today’s Meaning of Classroom Control and the Concept of Classroom Management Classroom Management: Contributions of Some Leading Authorities Developing Your Own Effective Approach to Classroom Management Providing a Supportive Learning Environment Consider the Physical Layout Create a Positive Ambiance Behaviors to Avoid When Using Encouragement to Motivate Students Get to Know Your Students as People Preparation Provides Confidence and Success Effective Organization and Administration of Activities and Materials Natural Interruptions and Disruptions to Routine Classroom Procedures and Guidelines for Acceptable Behavior Starting the School Term Well Procedures Rather Than Rules; Consequences Rather Than Punishment The First Day Procedural Matters: What Students Need to Understand Early On Using Positive Rewards as Motivators Managing Class Sessions Opening Activities Smooth Implementation of the Lesson Transitions Within Lessons Inappropriate Student Behavior Transient Nondisruptive Behaviors Disruptions to Learning Defiance, Cheating, Lying, and Stealing Bullying, Fighting, Sexual Misconduct, and Violence Teacher Response to Student Misbehavior Direct Versus Indirect Assertive Intervention Strategies: A Clarification Order of Behavior Intervention Strategies Teacher-Caused Student Misbehavior Scenarios for Case Study Review Preventing a Ship From Sinking is Much Easier Than is Saving a Sinking One: Mistakes to Avoid Situational Case Studies for Additional Review Summary Questions for Class Discussion Exercises References CHAPTER 5: The Curriculum: Selecting and Setting Learning Expectations Program Organization: Providing Successful Transitions Curriculum and Instruction: Clarification of Terms Core Curriculum Curriculum Content: Essential Versus Supplemental Exploratory Opportunities Co-Curricular Versus Extracurricular Advisory/Homebase Program Planning for Instruction: Three Levels Teacher–Student Collaborative Team Planning Reasons for Planning Components of an Instructional Plan Curriculum Content Selection: Documents that Provide Guidance Curriculum Standards Curriculum Standards and High-Stakes Testing Student Textbooks Benefit of Textbooks to Student Learning Problems with Reliance on a Single Textbook Guidelines for Textbook Use Multitext and Multireadings Approach Beginning to Think About the Sequencing of Content Preparing for and Dealing with Controversy Aims, Goals, and Objectives: The Anticipated Learning Outcomes Instructional Objectives and Their Relationship to Aligned Curriculum and Authentic Assessment Learning Targets and Goal Indicators Overt and Covert Performance Outcomes Balance of Behaviorism and Constructivism Teaching Toward Multiple Objectives, Understandings, and Appreciations: The Reality of Classroom Instruction Preparing Instructional Objectives Components of a Complete Objective Classifying Instructional Objectives The Domains of Learning and the Developmental Needs of Students Cognitive Domain Hierarchy Affective Domain Hierarchy Psychomotor Domain Hierarchy Using the Taxonomies Observing for Connected (Meaningful) Learning: Logs, Portfolios, and Journals Character Education and the Domains Of Learning Learning That Is Not Immediately Observable Integrated Curriculum Level 1 Curriculum Integration Level 2 Curriculum Integration Level 3 Curriculum Integration Level 4 Curriculum Integration Level 5 Curriculum Integration Integrated Curriculum in a Standards-Based Environment Planning for Instruction: A Seven-Step Process The Syllabus Use and Development of a Syllabus Content of a Syllabus Summary Questions for Class Discussion Exercises References CHAPTER 6: Planning the Instruction The Instructional Unit Planning and Developing any Unit of Instruction Unit Format, Inclusive Elements, and Time Duration Theoretical Considerations for the Selection of Instructional Strategies Decision Making and Strategy Selection Direct and Indirect Instruction: A Clarification of Terms Degrees of Directness Principles of Classroom Instruction and Learning: A Synopsis Conceptual and Procedural Knowledge Direct Versus Indirect Instructional Modes: Strengths and Weaknesses of Each Selecting Learning Activities that are Developmentally Appropriate Styles of Learning and Implications for Teaching Learning Modalities Learning Styles The Three-Phase Learning Cycle Learning Capacities: The Theory of Multiple Intelligences The Learning Experiences Ladder Direct, Simulated, and Vicarious Experiences Help Connect Student Learning Planning and Developing an Interdisciplinary Thematic Unit Specific Guidelines for Developing an Interdisciplinary Thematic Unit Developing the Learning Activities: The Heart and Spirit of the ITU The Common Thread Initiating Activities Developmental Activities Culminating Activity Preparing the Lesson Plan Rationale for Preparing Written Plans Assumptions about Lesson Planning A Continual Process Well Planned but Open to Last-Minute Change The Problem of Time The Pressure of Standards-Based and High-Stakes Testing and the Felt Need to “Cover” the Prescribed Curriculum Caution about “The Weekly Planning Book” Constructing a Lesson Plan: Format, Elements, and Samples For Guidance, Reflection, and Reference Basic Elements in a Lesson Plan Descriptive Data Goals and Objectives Setting the Learning Objectives A Common Error and How to Avoid It No Need to Include All Domains and Hierarchies in Every Lesson Rationale Procedure Assignments Special Considerations, Notes, and Reminders Materials and Equipment to be Used Assessment, Reflection, and Revision Summary Questions for Class Discussion Exercises References CHAPTER 7: Assessing and Reporting Student Achievement Purposes and Principles of Assessment The Language of Assessment Assessment and Evaluation Measurement and Assessment Validity and Reliability Authentic Assessment: Advantages and Disadvantages Diagnostic, Formative, and Summative Assessment Assessing Student Learning: Three Avenues Assessing What a Student Says and Does Assessing What a Student Writes Assessment for Affective and Psychomotor Domain Learning Student Involvement in Assessment Using Portfolios Using Checklists Maintaining Records of Student Achievement Recording Teacher Observations and Judgments Grading and Marking Student Achievement Criterion-Referenced Versus Norm-Referenced Grading Determining Grades Testing for Achievement Standardized (Formal) Versus Nonstandardized (Informal) Tests Purposes for Informal Testing Frequency for Informal Testing Anxiety: Symptom Recognition and Helping Students (and Yourself) Deal with It Test Construction Administering Tests Controlling Cheating Determining the Time Needed to Take a Test Preparing Assessment Items Classification of Assessment Items Performance Testing General Guidelines for Preparing for Informal Assessment of Student Learning Attaining Content Validity Assessment Items: Descriptions, Examples, and Guidelines for Preparing and Using 12 Types Arrangement Completion Drawing Completion Statement Correction Essay Grouping Identification Matching Multiple Choice Performance Short Explanation True–False Reporting Student Achievement The Grade Report Teacher Parental/Guardian Connections Contacting Parents/Guardians Meeting Parents/Guardians Parent/Guardian Conference Dealing with an Angry Parent or Guardian Summary Questions for Class Discussion Exercises References CHAPTER 8: The Thinking Curriculum: Using Teacher Talk, Demonstrations, Inquiry, and Games Teacher Talk: Formal and Informal Cautions in Using Teacher Talk Teacher Talk: General Guidelines Teacher Talk: Specific Guidelines Demonstration Reasons for Using Demonstrations Guidelines for Using Demonstrations Inquiry Teaching and Discovery Learning Problem Solving Inquiry Versus Discovery True Inquiry The Critical Thinking Skills of Discovery and Inquiry Integrating Strategies for Integrated Learning Educational Games Classification of Educational Games Functions of Educational Games Summary Questions for Class Discussion Exercises References CHAPTER 9: Mastery Learning and Differentiated Instruction Today’s Emphasis: Quality Learning for Every Student Assumptions About Mastery, or Quality, Learning Elements of Any Mastery Learning Model: The Cycle of Teaching Strategies for Personalizing (Individualizing) the Instruction Now! Working with and Individualizing the Learning Experiences for Specific Learners Recognizing and Working with Students with Special Needs Recognizing and Working with Students of Diversity and Differences Language-Minority Students Recognizing and Working with Students Who are Gifted Curriculum Tracking Meaningful Curriculum Options: Multiple Pathways to Success Recognizing and Working with Students Who Take More Time but are Willing to Try Recognizing and Working with Recalcitrant Learners Recognizing and Working with Abused Children Learning Alone Summary Questions For Class Discussion References CHAPTER 10: Organizing and Guiding Student Learning in Groups Learning in Pairs The Learning Center Learning in Small Groups Purposes for Using Small Groups Cooperative Learning The Cooperative Learning Group (CLG) The Theory and Use of Cooperative Learning Roles Within the Cooperative Learning Group What Students and the Teacher Do When Using Cooperative Learning Groups When to Use Cooperative Learning Groups Cooperative Group Learning, Assessment, and Grading Why Some Teachers Experience Difficulty Using CLGs Learning in Large Groups Student Presentations Whole-Class Discussion Equality in the Classroom Ensuring Equity Learning from Assignments and Homework Purposes for Assignments Guidelines for Using Assignments Opportunities for Recovery How to Avoid Having So Many Papers to Grade that Time for Effective Planning is Restricted Project-Centered Learning: Guiding Learning from Independent and Group Investigations, Papers, and Oral Reports Values and Purposes of Project-Centered Learning Guidelines for Guiding Students in Project-Centered Learning Writing as a Required Component of Project-Centered Learning Assessing the Final Product Writing Across the Curriculum Kinds of WritingPreventing Plagiarism Journals and Blogs A Collection of 130 Annotated Motivational Teaching Strategies with Ideas for Lessons, Interdisciplinary Teaching, Transcultural Studies, and Student Projects The Visual and Performing Arts Family and Consumer Economics, Foods, and Textiles English, Languages, and the Language Arts Mathematics Physical Education Science Social Studies/History Vocational Career Education Summary Questions For Class Discussion Content Area Websites References CHAPTER 11: Professional Development: A Continuing Process Professional Development Through Student Teaching or Internship Whether Student Teaching or Intern Teaching, It Is the Real Thing Getting Ready for the Beginning Teaching Experience First Impressions Continuing to Get Ready Student Teaching from the Cooperating Teacher’s Point of View Comments from the University Supervisor What to do Before an Observation What to do During an Observation What to do During an Observation Conference What to do After the Supervisor Leaves Finding a Teaching Position Guidelines for Locating a Teaching Position The Professional Career Portfolio (Or How to Get Hired by Really Trying) Resources for Locating Teaching Vacancies The Professional Résumé The In-Person Interview Professional Development Through Reflection and Self-Assessment Professional Development Through Mentoring It is Helpful to Have a Mentor, Sometimes More Than One When Should I Seek Help? Coping Strategies: Avoiding Feelings of Aloneness Make Career Plans: A Life Plan Map Professional Development Through Inservice and Graduate Study Professional Development Through Participation in Professional Organizations Professional Development Through Communications with Teachers Professional Development Through Off-Teaching Work Experience Professional Development Through Micro Peer Teaching Questions for Class Discussion Summary References GLOSSARY SUBJECT INDEX
£177.54
Pearson Education (US) Developing Readers and Writers in the Content
Book SynopsisTable of ContentsContent Area Reading and Writing Setting the Stage Instructional Units Reading Materials and Exhibiting Responses Comprehension Meaning Vocabulary Writing Studying Inquiry through Digital Literacies Responsive Instruction Reading Proficiency Reading Policy
£162.37
Pearson Education Strategies for Successful Student Teaching
Table of ContentsContents Preface: What’s New in this Edition? A letter to you a future teacher – Becoming a Transformational Teacher Section 1 Beginning Your Journey Into Teaching Chapter 1 – Transition from college student to teacher Maintaining Your Balance:Guiding Principles for Becoming a Teacher PLAN, CONNECT, ACT, REFLECT and SET GOALS! PLAN – What’s your PLAN for Learning? Key Questions for Chapter 1 1. What are my beliefs and experiences related to teaching and learning? 2. How do I know I am prepared to Teach? 3. How has the university prepared me? 4. What will be expected of me? Professional Standards CONNECT People/Readings & Resources/Technology ACT - Think about, talk about, write about, learn about teaching Activity 1.1 Beliefs: Why did I choose teaching? Activity 1.2 Beliefs: What do I believe about teaching and learning? Activity 1.3 Readiness: What do I bring to the experience? Activity 1.4 Readiness: Am I ready? Activity 1.5 Readiness: Advice from former student teachers Activity 1.6 Preparation: Linking theory to practice Activity 1.7 Preparation: Guidelines for teacher preparation Activity 1.8 Expectations: Professional Ethics During Student Teaching Activity 1.9 Expectations: How Does the Law Relate to Me? Activity 1.10 Expectations: Professionalism Activity 1.11 Expectations: Professional Boundaries with Students Activity 1.12 Success: Seven Steps to Success REFLECT and SET GOALS Chapter 2 – Learning About the Context of Teaching PLAN – What’s Your PLAN for Learning? Key Questions for Chapter 2 1. What do I need to know about the school, the district, and the community to success in my practicum? 2. How will I introduce myself to the cooperating teacher, the students, and the parents? 3. How can I use observation and interview tools to capture teaching and learning experiences? Professional Standards CONNECT People / Readings & Resources / Technology ACT -Think about, talk about, write about, learn about teaching Activity 2.1 Learning: Learning About My School: Creating a Profile Activity 2.2 Learning: Getting to Know the Community and District Activity 2.3 Learning: First Impressions: Meeting the Cooperating Teacher Activity 2.4 Learning: Creating a Survival Packet Activity 2.5 Learning: Learning the Language of Schools Activity 2.6 Learning: Interviewing Students Activity 2.7 Introducing: Introducing Myself to the Students Activity 2.8 Introducing: Introducing Myself to the Parents Activity 2.9 Observing Tool: Teacher Observation: The Big Picture Activity 2.10 Observing Tool: Teacher Observation: Visible Learning Activity 2.11 Observing Tool: Teacher Observation: Class Structure Activity 2.12 Observing Tool: Teacher Observation: Lesson Plan Objectives Activity 2.13 Interviewing Tool: Teacher Interview: Rationale for the Lesson Activity 2.14 Observing Tool: Student Observation: Creating a Case Study Activity 2.15 Observing Tool: Student Observation: Whole Class Dynamics Activity 2.16 Observing Tool: Student Observation: Small Group Dynamics REFLECT and SET GOALS Chapter 3 – Learning to Teach PLAN – What’s Your PLAN for Learning? Key Questions for Chapter 3 1. How will the triad support me? 2. How will supervision help me learn how to teach? 3. What is reflection and how will I use it to forward my teaching? 4. How will I document my learning using evidence? Professional Standards CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 3.1 Triad: My Expectations for Student Teaching Activity 3.2 Triad: Triad Roles and Responsibilities Activity 3.3 Triad: Sample Agenda for a Triad Meeting Activity 3.4 Supervision: Being Observed Activity 3.5 Supervision: Receiving Feedback Activity 3.6 Supervision: Written Feedback from Cooperating Teacher Activity 3.7 Supervision: Observable Behaviors Activity 3.8 Supervision: Micro Teaching and Co-Teaching Activity 3.9 Reflection: Self Assessment of Lesson Activity 3.10 Reflection: Bubble Reflection: Student Teacher Activity 3.11 Reflection: Bubble Reflection: Cooperating Teacher Activity 3.12 Reflection: Bubble Reflection: University Supervisor Activity 3.13 Reflection: Reflective Journal Guidelines Activity 3.14 Reflection: Problems to Possibilities Activity 3.15 Documentation: Audio Activity 3.16 Documentation: Video Activity 3.17 Documentation: Participatory Action Research Activity 3.18 Documentation: Teaching Portfolio Activity 3.19 Evaluation: Standards for Success Activity 3.20 Evaluation: Rubrics for Demonstrating Teaching REFLECT and SET GOALS Section 2 – Demonstrating Your Teaching Skills – Becoming a Highly Qualified Teacher Chapter 4 – Classroom Management: Creating a Positive Learning Environment PLAN – What’s Your PLAN for Learning? Key Questions for Chapter 4 1. What are the attitudes, dispositions and beliefs of caring teachers? 2. How do effective teachers manage their classrooms using space, routines, rewards, and time management? 3. How do I create an environment that promotes leaning and positive social interaction for all students? Professional Standards CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 4.1 Disposition: Respect for All Students Activity 4.2 Disposition: Classrooms for Social Justice Activity 4.3 Disposition: Culturally Sensitive Teachers Activity 4.4 Space: What does the classroom look like? Activity 4.5 Space: Visible Learning Activity 4.6 Space: How Space Impacts Learners Activity 4.7 Routines: What are routines? Activity 4.8 Routines: Routines and Learning Time Activity 4.9 Rewards: Why use rewards? Activity 4.10 Time: Time Management Works Activity 4.11 Students: Creating a Community of Learners Activity 4.12 Students: Using a Sociogram Activity 4.13 Students: Contracts and Agreements Activity 4.14 Students: Welcoming a New Student Activity 4.15 Students: Students as Leaders REFLECT and SET GOALS Chapter 5 – Classroom Management: How Do Effective Teachers Promote Appropriate Behavior? PLAN – What’s your PLAN for Learning? Key Questions for Chapter 5 1. How do behavior management theories, research, and writing inform practice? 2. How do effective teachers promote positive behavior? 3. How do effective teachers get help for students in need? 4. How can teacher research resolve classroom management challenges? Professional Standards CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 5.1 Inform: Research that Matters Activity 5.2 Inform: Policies and Procedures at Your School Activity 5.3 Prevent: Avoiding Common Classroom Problems Activity 5.4 Prevent: Identifying Challenges for Teachers Activity 5.5 Research: Classroom Misbehaviors Observation Process Activity 5.6 Research: Collecting Data on Student Behaviors Activity 5.7 Research: Interviewing Students Activity 5.8 Research: Problems to Possibilities for Management Activity 5.9 Needs: Stop and Think Before Disciplining Activity 5.10 Needs: Communicating With Parents Activity 5.11 Needs: When to Go for Additional Help REFLECT and SET GOALS Chapter 6 – Assessing, Documenting, and Communicating Student Progress PLAN – What’s Your PLAN for Learning? Key Questions for Chapter 6 1. How do effective teachers assess and evaluate Student progress? 2. How do effective teachers record and document student progress? 3. How do effective teachers communicate progress to students and parents? Professional Standards CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 6.1 Assess: Standards- How Are Students Evaluated? Activity 6.2 Assess: Classroom Assessment- A Developmental Continuum Activity 6.3 Assess: Linking Lesson Planning and Assessment Activity 6.4 Assess: Tapping to Prior Knowledge Activity 6.5 Assess: How Do Teachers Measure Student Learning? Activity 6.6 Assess: What should all students know and be able to do? Activity 6.7 Assess: Rubrics and Standards Activity 6.8 Assess: Assessments for Diverse Learners Activity 6.9 Assess: Self Assessments Activity 6.10 Record: Grade Books and Other Systems Activity 6.11 Record: Student Portfolios Activity 6.12 Communicate: Strategies for Student Communication Activity 6.13 Communicate: Parents and Guardians REFLECT and SET GOALS Chapter 7 – Instructional Strategies for Diverse Learners Discussing Professional Standards Quality Conversations to Enhance Student Learning PLAN – What’s your PLAN for Learning? Key Questions for Chapter 7 1. How do effective teachers engage students from diverse populations? 2. How do effective teachers differentiate my instruction? 3. How do effective teachers modify for special needs students? 4. How do effective teachers empower my students to take responsibility for their learning? Professional Standards CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 7.1 Engage: Learning about Diverse Learners Activity 7.2 Engage: Teaching and Learning Styles Activity 7.3 Engage: Giving Directions Activity 7.4 Engage: Using Brain Based Strategies Activity 7.5 Differentiate: Differentiating Whole Class Instruction Activity 7.6 Differentiate: Flexible and Cooperative Groups Activity 7.7 Differentiate: Using Multiple Intelligences to Teach Activity 7.8 Differentiate: Using Bloom’s Taxonomy to Vary Questions Activity 7.9 Modify: Observation and Research Activity 7.10 Modify: Individual Education Plans Activity 7.11 Modify: Modifying Lessons of Gifted, ELL, and Special Needs Activity 7.12 Empower: Giving Students Choices Activity 7.13 Empower: Enrichment and Homework Activity 7.14 Empower: Innovative Technology Activity 7.15: Empower: Service Learning REFLECT and SET GOALS Chapter 8—How Does Planning Relate to Effective Teaching? PLAN – What’s your PLAN for Learning? Key Questions for Chapter 8 1. What is planning? 2. What are some effective models for daily lesson planning? Professional Standards CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 8.1 Plan: Standards Based Planning Activity 8.2 Plan: Planning with My Cooperating Teacher Activity 8.3 Plan: Five Planning Skills Activity 8.4 Plan: Unit Planning Activity 8.5 Plan: Planning Effective Lessons Activity 8.6 Plan: Planning for Understanding Activity 8.7 Plan: Writing Teaching Objectives Activity 8.8 Plan: Ineffective Planning Activity 8.9 Plan: Time and Planning Activity 8.10 Lessons: How To Complete A Daily Lesson Plan Activity 8.11 Lessons: A General Guide to Planning Activity 8.12 Lessons: Early Childhood Format Activity 8.13 Lessons: Elementary or Middle School Format Activity 8.14 Lessons: Secondary Formant Activity 8.15 Lessons: Design a Plan of Your Own REFLECT and SET GOALS Section 3 – Completing The Practicum and Looking Ahead to Your First Classroom! Chapter 9 – Designing a Portfolio PLAN- What’s Your PLAN for Learning? Key Questions for Chapter 9 1. What should I include in my portfolio? 2. How should I organize my artifacts? 3. What are some alternatives to a traditional hard copyportfolio? CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 9.1 Artifacts: Student Teaching Portfolio Final Checklist Activity 9.2 Artifacts: Philosophy Statement Activity 9.3 Artifacts: Possible Artifacts: What did you COLLECT? Activity 9.4 Organization: How will you SELECT? Activity 9.5 Organization: REFLECT to Making Meaning Activity 9.6 Organization: Table of Contents and Sample Layout Activity 9.7 Alternatives: Creating a Mini-Portfolio Activity 9.8 Alternatives: Power Point Portfolio Activity 9.9 Alternatives: Digital Portfolios Activity 9.10 Alternatives: Tips for Creating an e-Portfolio REFLECT and SET GOALS Chapter 10 – Completing the Practicum Experience PLAN- What’s Your PLAN for Learning? Key Questions for Chapter 10 1. How do I reflect on the entire experience? 2. How will I acknowledge the people who have supported me? What closing paperwork can I expect to complete? CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 10.1 Closure: Self-Assessment: What Have I Learned? Activity 10.2 Closure: Reflection Summary of Journals Activity 10.3 Closure: Advice to Future Student Teachers Activity 10.4 Acknowledgement: Student Survey Activity 10.5 Acknowledgement: Sample Thank You Letters and Gifts Activity 10.6 Paperwork: University Requirements Activity 10.7 Paperwork: Cooperating Teacher Recommendation Activity 10.8 Paperwork: Application for State License REFLECT and SET GOALS Chapter 11 – The Search for a Teaching Position PLAN – What’s Your PLAN for Learning? Key Questions for Chapter 11 1. Where do I want to teach? 2. What is the application process? 3. How do I prepare for an interview? 4. How do I accept a teaching position? CONNECT People / Readings & Resources / Technology ACT - Think about, talk about, write about, learn about teaching Activity 11.1 Where? Selecting a District that is Right For Me Activity 11.2 Where? Teaching Positions: Where to Find Them Activity 11.3 Application: The Application Process Activity 11.4 Application: Your Cover Letter Activity 11.5 Application: Your Resume Activity 11.6 Application: Follow Up Activity 11.7 Interview: Preparing for the Interview Activity 11.8 Interview: Follow Up Activity 11.9 Interview: Teaching a Demonstration Lesson Activity 11.10 Contract: Signing a Contract REFLECT and SET GOALS Chapter 12 – Your First Classroom! PLAN – What’s Your PLAN for Learning? Key Questions for Chapter 12 1. How will I organize my first classroom? 2. How will I integrate into the school culture? 3. How will I continue to learn? 4. How do I know I am effective? CONNECT People / Readings & Resources / Technology ACT- Think about, talk about, write about, learn about teaching Activity 12.1 Organize: Assessing My Needs Activity 12.2 Organize: My Classroom Design Activity 12.3 Organize: Letters to Students and Parents Activity 12.4 Organize: Revisiting Your Survival Packet Activity 12.5 Organize: Beginning the School Year Successfully Activity 12.6 Integrate: Meeting My Mentor Activity 12.7 Integrate: What Will the School Expect From Me? Activity 12.8 Learn: My Professional Development Plan Activity 12.9 Learn: Being Evaluated and Re-Hired Activity 12.10 Learn: What is Professional Development? Activity 12.11 Learn: Professional Organizations Activity 12.12 Reflect: When My Teaching Fails Activity 12.13 Reflect: Teaching as a Career Choice Activity 12.14 Reflect: Maintaining My Passion REFLECT and SET GOALS
£102.32
Pearson Education (US) ReadingWriting Connections in the K2 Classroom
Book SynopsisTable of ContentsForeword by Lucy Calkins Preface Acknowledgments PART I BUILDING CHAPTER ONE Powerful Relationships INTRODUCE ENGAGING TOOLS EMPHASIZE HOW STUDENTS TREAT ONE ANOTHER GET TO KNOW YOUR STUDENTS LET YOUR STUDENTS GET TO KNOW YOU START WITH STRENGTH FOR FURTHER STUDY CHAPTER TWO Find the Clarity. . . HOW ARE READING AND WRITING THE SAME? Both reading and writing are purposeful activities. Both reading and writing are a process. Readers and writers use similar sources of information (cueing systems). HOW ARE READING AND WRITING DIFFERENT? Writers express text for a purpose. Readers access text for a purpose. Writers always produce a product. Readers sometimes produce a product. Writing is a slower process. Reading is a quicker process. Writers must choose their topic. Readers must read about the topic that the writer chose. Writers choose their own structures. Readers are introduced to new structures. Writers go from sound to print. Readers go from print to sound. FOR FURTHER STUDY CHAPTER THREE . . .And Then Blur the Lines WHAT COMMON THINKING STRATEGIES DO READING AND WRITING SHARE? Readers and writers make decisions independently. Readers and writers activate relevant prior knowledge. Readers and writers determine importance. Readers and writers infer. Readers and writers envision. Readers and writers synthesize. Readers and writers ask questions of themselves and the writers and readers of their texts. Readers and writers monitor their reading and writing processes. Readers and writers activate their knowledge of letters and sounds. HOW CAN I USE THIS INFORMATION? FOR FURTHER STUDY PART II PLANNING CHAPTER FOUR Listening, Speaking, Reading, and Writing HOW DOES SPEAKING CONNECT TO WRITING? HOW DOES SPEAKING CONNECT TO READING? HOW DOES LISTENING CONNECT TO READING? HOW DOES LISTENING CONNECT TO WRITING? SUPPORTING SPEAKING AND LISTENING THROUGHOUT YOUR DAY Choice time. Sharing sessions. Informal conversations. READING AND WRITING PARTNERSHIPS: A POWERFUL STRUCTURE Launching partnerships. FOR FURTHER STUDY CHAPTER FIVE The Components of Balanced Literacy WHAT ARE THE COMPONENTS OF BALANCED LITERACY? WHAT DOES BALANCED LITERACY ACTUALLY MEAN? LOOKING AT COMPONENTS THAT CONNECT Shared Writing: Highlighting meaning and structure sources of information. Read-Aloud: Highlighting meaning and structure sources of information. Interactive Writing: Highlighting visual sources of information. Shared Reading: Highlighting visual sources of information. Reading Workshop and Writing Workshop: Putting it all together. USING ASSESSMENT TO PLAN THE COMPONENTS OF BALANCED LITERACY HOW MANY TIMES PER WEEK SHOULD I DO EACH COMPONENT? FOR FURTHER STUDY CHAPTER SIX Units of Study WHAT IS A UNIT OF STUDY? PLANNING READING AND WRITING UNITS OF STUDY Emergent literacy Units of Study. Revision Units of Study in reading. Series books Units of Study. Nonfiction Units of Study. Rereading Units of Study. IMMERSION: LETTING READING COMPLEMENT WRITING Immersion Lesson 1: Teaching students to notice the structures within texts. Immersion Lesson 2: Teaching students how to internalize the structures within texts. Immersion Lesson 3: Teaching students how to look at books to get new topic ideas. Immersion Lesson 4: Teaching students how to study one particular text structure. Immersion Lesson 5: Teaching students how to produce these structures through talking. Immersion Lesson 6: Teaching students how to produce these structures while writing. PLANNING READING AND WRITING UNITS OF STUDY SIDE BY SIDE Plan clear reading and writing goals for both Units of Study. Plan to teach reading and writing thinking strategies at similar times. Plan the order of your reading and writing minilessons. FOR FURTHER STUDY CHAPTER SEVEN Yearly Curriculum WHAT IS A CURRICULUM CALENDAR? GENERAL PRINCIPLES FOR PLANNING CURRICULUMS Curriculum calendars should have some genre Units of Study and some non-genre Units of Study. Planning yearlong curriculums and assessing your students should be simultaneous. Curriculum calendars should be used as guides and should be revised and fine-tuned when necessary. Curriculum calendars should have between eight and twelve studies. Each Unit of Study should last from three to five weeks. Units of Study should build on one another. MAPPING READING AND WRITING CURRICULUMS TOGETHER 96 Connect reading and writing curriculums by genre. Connect reading and writing curriculums by strategies. Connect reading and writing curriculums by process. FOR FURTHER STUDY PART III TEACHING CHAPTER EIGHT Crafting Your Teaching LISTEN TO YOUR STUDENTS STRUCTURE YOUR TEACHING IN CONSISTENT WAYS Connect the known to the unknown. Have one clear and brief teaching point. Ensure that both you and your students are active. TEACHERS TEACH USING THE QUALITIES OF GOOD WRITING AND THE COMMON THINKING STRATEGIES ACROSS READING AND WRITING TEACHERS TEACH THE SAME CONCEPT OVER TIME ACROSS READING AND WRITING TEACHERS ASSESS AND REFLECT UPON THE EFFECTIVENESS OF THEIR TEACHING FOR FURTHER STUDY CHAPTER NINE Minilessons THE PURPOSE OF YOUR MINILESSONS MUST BE CLEAR TO YOUR STUDENTS THE STRUCTURE OF YOUR MINILESSONS SHOULD BE CONSISTENT The connection. The teach. The active engagement. The link. CONNECTING THE READING MINILESSON TO THE WRITING MINILESSON Just tell the students how the two minilessons connect. Retell a previous reading minilesson. Use the same or similar language across minilessons. Use materials from the reading minilesson in your writing minilesson. CONNECTING THE WRITING MINILESSON TO THE READING MINILESSON EXTEND MINILESSONS ACROSS TIME AND ACROSS SUBJECT AREAS Teaching minilessons across time in the Writing Workshop. Teaching minilessons across time in the Reading Workshop. SHOULD THE WRITING MINILESSON OR THE READING MINILESSON COME FIRST? HOW CAN I CREATE USEFUL CHARTS THAT DOCUMENT READING AND WRITING MINILESSONS? FOR FURTHER STUDY CHAPTER TEN Conferences STRUCTURE OF A CONFERENCE: RESEARCH, DECIDE, AND TEACH 133 Research. Decide. Teach. TYPES OF CONFERENCES Content conference. Strategy conference. Coaching conference. CONFERRING ACROSS READING AND WRITING Angela: Strong writer/not as strong reader. Tan: Strong reader/not as strong writer. Tynia: Similar needs across reading and writing. FOR FURTHER STUDY CHAPTER ELEVEN Small Group Work WHAT ARE THE BENEFITS OF SMALL GROUP WORK? THE STORY BEGINS: ASSESSING WRITERS THE STORY CONTINUES: FORMING GROUPS DECIDING ON METHODS OF TEACHING TEACHING SMALL GROUPS Small groups should teach a strategy that some but not all students need. Small group instruction should be structured in ways similar to your minilessons. BLUR THE LINES: MOVING SMALL GROUPS BETWEEN WRITING AND READING Continuing with Group 3: Small group instruction in both writing and reading. Continuing with Group 6: Small group instruction in both writing and reading. FOR FURTHER STUDY CHAPTER TWELVE Final Thoughts BLUR THE LINES IN YOUR METHODS AND STRUCTURES OF TEACHING BLUR THE LINES IN YOUR PLANNING AND YOUR ASSESSMENTS BLUR THE LINES IN YOUR STRENGTHS BLUR THE LINES IN YOUR MATERIALS BLUR THE LINES IN YOUR PROFESSIONAL READING Appendixes 1: RECOMMENDED PROFESSIONAL LITERATURE 2: TRANSCRIPT OF REHEARSAL AND REVISION IN READING 3: STRATEGIES TO TEACH MEANING, STRUCTURE, AND ADDING SOURCES OF INFORMATION 4: THINKING STRATEGIES THAT READERS AND WRITERS USE 5: PLANNING SHEET FOR THE COMPONENTS OF BALANCED LITERACY 6: PLANNING A UNIT OF STUDY 7: PLANNING READING AND WRITING UNITS OF STUDY 8: PLANNING A CURRICULUM CALENDAR 9: SAMPLE CURRICULUM CALENDARS 10: TRANSCRIPTS OF A CONNECTED READING AND WRITING MINILESSON 11: CONFERRING WITH STUDENTS ACROSS READING AND WRITING 12: SMALL GROUP WORK PLANNING SHEETS References Index
£33.72
Pearson Education (US) School Law
Book SynopsisA brief, user-friendly book organized around a question and answer format for all teachers who need to understand how legal issues affect them.Table of ContentsTopic Overviews Preface About the Authors 1. Teachers and the Legal System 2.Teacher Contracts, Tenure and Collective Bargaining 3. Responsibilities and Liabilities: Student Injuries, Defamation, and Abuse and Neglect 4. Teacher Freedom of Expression: Academic Freedom, Association, Appearance, and Copyright 5. Student Freedom of Expression: Speech, Press, Association, and Appearance 6. Due Process Rights of Teachers and Students 7. Religion and Public Education 8. Discrimination and Equal Protection: Race, Gender, Age, Language, and Special Education 9. Teachers’ Personal Life 10. Parents’ Rights in Educating Their Children and Controlling Their School Records 11. The No Child Left Behind Act and Other Current Controversies Appendix A: Selected Provisions of the U.S. Constitution Appendix B: Major Federal Laws Affecting Education Glossary Index
£41.80
Pearson Education (US) DataDriven Decisions and School Leadership Best
Book SynopsisTable of ContentsPREFACE. PART I: FOUNDATIONS OF DECISION MAKING IN SCHOOLS Chapter 1: Problem Solving and Decision Making in the Context of School Reform Chapter 2: Decision-Making Behavior Chapter 3: Decision Complexity, Models, and Action Theories Chapter 4: Group Decision Making PART II: DATA-BASED DECISIONS Chapter 5: Understanding Data-Driven Decision Making Chapter 6: Research to Drive Education Decision Making Chapter 7: Collecting and Accessing Data Chapter 8: Technology and Information Management PART III: APPLYING DATA-BASED DECISIONS Chapter 9: Curriculum and Instruction Chapter 10: Effective School Improvement Chapter 11: Implementing and Monitoring Decisions
£101.32
Pearson Education Jacques Derrida Religion and Postmodernism
Book SynopsisDeborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP Model for sheltered instruction and has directed national research studies on English language learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo. Jana Echevarría is a Professor Emerita at California State University, Long Beach. STable of ContentsIntroduction Criteria for Selecting the Ideas and Activities About This Book Purpose of Ideas and Activities Content and Language Objectives Lesson Plans Acknowledgements A Guide to Using This Book CHAPTER 1: OVERVIEW OF THE SIOP MODEL CHAPTER 2: LESSON PREPARATION Overview of Preparation Component Ideas and Activities for Enhancing Lesson Preparation Teacher Collaboration using the SIOP Protocol Differentiated Instruction Enlarged, Adapted Text Alternate Materials Success through Scaffolding Task Analysis or Backwards Planning SIOP Planning Flow Chart Lesson Plan Format CHAPTER 3: BUILDING BACKGROUND Overview of Building Background Component Ideas and Activities for Building Background Realia, Photos, and Illustrations KWL Chart Pretest with a Partner Backwards Book Walk Go to Your Corner The Insert Method Student Journals Personal Dictionaries Signal Words 4 Corners Vocabulary Identifying and Using Cognates to Teach English Vocabulary Surprise Book Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 4: COMPREHENSIBLE INPUT Overview of Comprehensible Input Component Ideas and Activities for Providing Comprehensible Input Identifying Levels of Second Language Acquisition Move It! Vocabulary Cards and Flip Books Homographs, Homophones, and Synonyms. Idiom Match-Up Taped Texts for Scaffolding Every Student Gets a Chance Framed Outlines Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 5: STRATEGES Overview of Strategies Component Ideas and Activities for Developing Strategies Directed Reading-Thinking Activity (DR-TA) SQP2RS (Squeepers) Questioning Prompts for Different levels of Language Acquisition Canned Questions Question-Answer Relationships (QAR) Anticipation/Reaction Guide Progressive Maps T-Chart Graphic Organizer Split Page Note-taking Stop and Think You Are the Teacher! Value Line Adapted Venn Diagram Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 6: INTERACTION Overview of Interaction Component Ideas and Activities for Promoting Interaction Is It Complete? Dinner Party Group Response with a White Board Reader-Writer-Speaker Response Triads Inside Outside Circle Find Your Match Jigsaw What You Know Gallery Walk Take a Stand Frozen Moment You Are There Great Performances Role Playing Puppetry Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 7: PRACTICE AND APPLICATION Overview of Practice and Application Component Ideas and Activities for Providing Practice and Application BINGO Are You Sleeping? Poetry and Patterns Go Graphic for Expository Texts Main Idea Chart Cause and Effect Chart Compare/Contrast Chart Sequence or Chronological Chart Problem - Solution Chart Description Chart Plot Chart/Short Story Flow Chart The Frame-Up Piece O’ Pizza Virginia Reel Numbered Heads Together Vocabulary-Go-Fish Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 8: LESSON DELIVERY SIOP Features of Lesson Delivery Overview of Lesson Delivery Component Ideas and Activities for Effective Lesson Delivery Heading into Questions Chunk and Chew Magic Buttons Procedural Knowledge Response Cards Secret Answer Take Your Corners What Do You Know? Stop That Video CHAPTER 9: REVIEW AND ASSESSMENT Overview of Review and Assessment Component Ideas and Activities for Review and Assessment Simultaneous Round Table Find Someone Who Numbered Heads Together with a Review Sheet Sign in, Please Response Boards Find the Fib Elementary Lesson Plan Secondary Lesson Plan Selected References Appendix A: The Sheltered Instruction Observation Protocol
£49.25
