Teaching of a specific subject Books

Book SynopsisBringing together a diverse cohort of experts, STEM in Early Childhood Education explores the ways STEM can be integrated into early childhood curricula, highlighting recent research and innovations in the field, and implications for both practice and policy.Based on the argument that high-quality STEM education needs to start early, this book emphasizes that early childhood education must include science, technology, engineering, and mathematics in developmentally appropriate ways based on the latest research and theories. Experienced chapter authors address the theoretical underpinnings of teaching STEM in the early years, while contextualizing these ideas for the real world using illustrative examples from the classroom. This cutting-edge collection also looks beyond the classroom to how STEM learning can be facilitated in museums, nature-based learning outdoors, and after-school programs. STEM in Early Childhood Education is an excellent resource for Table of ContentsSection I: STEM in Early Childhood Environments 1. Science in Early Learning Environments 2. Technology and Young Children: Processes, Context, Research, and Practice 3. Engineering in Early Learning Environments 4. Mathematics in Early-Learning Environments Section II: STEM and Higher Order Thinking Skills 5. Designing an Assessment of Computational Thinking Abilities for Young Children 6. Engaging Young Children in Engineering Design: Encouraging them to Think, Create, Try and Try Again 7. Tinkering/Making: Playful Roots of Interest in STEM Section III: STEM Beyond the Classroom 8. Early STEM Experiences in Museums 9. Blockspot®: A Supportive STEM Learning Community 10. STEM in Outdoor Learning: Rooted in Nature

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Book SynopsisThe need to introduce pupils to learning languages at an early stage has been widely acknowledged, with MFL now a core part of the primary curriculum. Fully updated to support busy schools and teachers in planning, teaching and delivering the new primary MFL entitlement for all primary pupils, this user-friendly guide covers significant pedagogical issues and is a key point of reference for all MFL work in the primary classroom.Now fully updated to include substantive writing about planning and introducing the new assessment scale, this book contains: comprehensive coverage of resources and planning; valuable new cross-curricular links; ready-to-use activities that are anchored in research; advice on assessment, SEN and the use of technology; a development of the broader issues of leadership, learning strategies and continuing professional development. <Table of ContentsIntroduction – developments in primary MFL learning 1. Starting early – what do younger language learners do better? 2. Leading the way – the importance of a shared leadership approach 3. Planning and use of resources – doing the groundwork 4. Teaching the four skills – practical ideas and activities 5. Teaching approaches – differentiation, motivation and learning across the curriculum6. Learner strategies and preferences – overcoming the ‘tricky bits’ 7. Assessment and monitoring progress: How am I doing? What have I achieved? How can I progress? 8. ICT and language learning 9. Cultural learning – opening the classroom door and broadening horizons 10. Transition from primary to secondary – continuity, cohesion and progression 11. Training and professional development – establishing a community of learning and practice

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Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the secondary school classroom. This fourth edition has been fully updated to reflect the latest changes to the curriculum and research in the field, taking into account key developments in teacher training and education, including examinations and assessment. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, such as: why we teach mathematics the place of mathematics in the National Curriculum   planning, teaching and assessing for mathematics learning   how to communicate mathematically using digital technology to advance mathematical learning working with students with special educational needs post-16 tea

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Book SynopsisTough Test Questions? Missed Lectures? Not Enough Time? Textbook too Pricey?Fortunately, there's Schaum's. This all-in-one-package includes more than 650 fully-solved problems, examples, and practice exercises to sharpen your problem-solving skills. Plus, you will have access to 25 detailed videos featuring math instructors who explain how to solve the most commonly tested problems--it's just like having your own virtual tutor! You'll find everything you need to build confidence, skills, and knowledge for the highest score possible.More than 40 million students have trusted Schaum's to help them succeed in the classroom and on exams. Schaum's is the key to faster learning and higher grades in every subject. Each Outline presents all the essential course information in an easy-to-follow, topic-by-topic format. Helpful tables and illustrations increase your understanding of the subject at hand.Schaumâs Outline of Geometry, Sixth Edition fTable of Contents 1. Fundamentals of Algebra: Laws and Operations2. Fundamentals of Algebra: Equations and Formulas3. Lines, Angles, and Triangles4. Methods of Proof5. Congruent Triangles6. Parallel Lines, Distances, and Angle Sums7. Parallelograms, Trapezoids, Medians, and Midpoints8. Circles9. Similarity10. Areas11. Regular Polygons and the Circle12. Locus13. Inequalities and Indirect Reasoning14. Improvement of Reasoning15. Constructions16. Proofs of Important Theorems17. Transformational Geometry 18. Conics

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Book SynopsisPROGRAM EVALUATION, 6th Edition helps readers learn how to evaluate services and programs that they will encounter in their professional practice. In the process of learning evaluation techniques and skills, readers will become proficient at critically analyzing evaluation studies conducted by others. The authors present and simplify all the essentials needed for a critical appreciation of evaluation issues and methodology. The book's clear writing style and clear presentation of concepts, as well as the its hands-on and applied focus, will guide readers on how to gather evidence and demonstrate that their interventions and programs are effective in improving clients' lives. This edition's up-to-date coverage includes a greater number of references to current literature, emphasizing that consulting the literature is an important step in recognizing, developing, and evaluating evidence-based practice or research-informed practice.Table of ContentsPreface. 1. Introduction. 2. Ethical Issues in Program Evaluation. 3. Needs Assessment. 4. Qualitative and Mixed Methods in Evaluation. 5. Formative and Process Evaluation. 6. Single System Research Designs. 7. Client Satisfaction. 8. Sampling. 9. Group Research Designs. 10. Cost-Effectiveness and Cost Analysis. 11. Measurement Tools and Strategies. 12. Illustrations of Instruments. 13. Pragmatic Issues. 14. Writing Evaluation Proposals, Reports, and Journal Articles. Index.

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Book SynopsisShulman's text introduces a model for the helping process based on an "interactional" approach, which uses a variety of theories and skills to build on the client-helper relationship. By presenting the core processes and skills in the chapters on work with individuals, Shulman shows how common elements exist across stages of helping and across different populations. These processes and skills reappear in the discussions of group, family, and community work.Table of ContentsPreface. Part I: A MODEL OF THE HELPING PROCESS. 1. An Interactional Approach to Helping. 2. Oppression Psychology, Resilience, and Social Work Practice. Part II: SOCIAL WORK WITH INDIVIDUALS. 3. The Preliminary Phase of Work. 4. Beginnings and the Contracting Skills. 5. Skills in the Work Phase. 6. Endings and Transitions. Part III: SOCIAL WORK WITH FAMILIES. 7. The Preliminary and Beginning Phases in Family Practice. 8. The Middle and Ending Phases in Family Practice. 9. Variations in Family Practice. Part IV: SOCIAL WORK WITH GROUPS. 10. The Preliminary Phase in Group Practice: The Group as a Mutual-Aid System. 11. Beginning Phase with Groups. 12. The Middle Phase of Group Work. 13. Working with the Individual and the Group. 14. Endings and Transitions with Groups. Part V: MACRO SOCIAL WORK PRACTICE: IMPACTING THE AGENCY/SETTING, THE COMMUNITY, AND EFFECTING SOCIAL CHANGE. 15. Professional Impact and Helping Clients Negotiate the System. 16. Social Work Practice in the Community--Philosophy, Models, Principles, and Practice. Part VI: PRACTICE MODELS AND EVIDENCE-BASED PRACTICE. 17. Evidence-Based Practice and Additional Social Work Practice Models.

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Book SynopsisOrganized around the coherent and cohesive Generalist Intervention Model, this guide to generalist social work practice incorporates the knowledge, skills, and professional values you need to work with individuals and families, as well as the foundation to work with groups, communities, and organizations. Updated to reflect current topics and practice, the book focuses on micro levels of social work practice while also discussing the interrelationship among the micro, mezzo, and macro levels. Part of the Brooks/Cole Empowerment Series, UNDERSTANDING GENERALIST PRACTICE, 8th Edition, clearly identifies content related to the latest Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) with icons throughout the text. Learning objectives, which are correlated to chapter headings and summaries, guide your reading and reinforce your understanding.Table of Contents1. Introducing Generalist Practice: The Generalist Intervention Model. 2. Practice Skills for Working with Individuals. 3. Practice Skills for Working with Groups. 4. Skills for Working with Organizations and Communities. 5. Engagement and Assessment in Generalist Practice. 6. Planning in Generalist Practice. 7. Examples of Implementation in Generalist Practice. 8. Evaluation, Termination, and Follow-Up in Generalist Practice. 9. Understanding Families: Family Assessment. 10. Working with Families. 11. Values, Ethics, and the Resolution of Ethical Dilemmas. 12. Culturally Competent Social Work Practice. 13. Gender-Sensitive Social Work Practice. 14. Advocacy. 15. Brokering and Case Management. 16. Recording in Generalist Social Work Practice.

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Book SynopsisA revision guide tailored to the AS and A Level Biology syllabus (9700) for first examination in 2016. This Revision Guide offers support for students as they prepare for their AS and A Level Biology (9700) exams. Containing up-to-date material that matches the syllabus for examination from 2016, and packed full of guidance such as Worked Examples, Tips and Progress Check questions throughout to help students to hone their revision and exam technique and avoid common mistakes. These features have been specifically designed to help students apply their knowledge in exams. Written in a clear and straightforward tone, this Revision Guide is perfect for international learners.Table of ContentsHow to use this book; 1. Cell structure; 2. Biological molecules; 3. Enzymes; 4. Cell membranes and transport; 5. The mitotic cell cycle; 6. Nucleic acids and protein synthesis; 7. Transport in plants; 8. Transport in mammals; 9. Gas exchange and smoking; 10. Infectious diseases; 11. Immunity; P1. Practical skills for AS; 12. Energy and respiration; 13. Photosynthesis; 14. Homeostasis; 15. Coordination; 16. Inherited change; 17. Selection and evolution; 18. Biodiversity, classification and conservation; 19. Genetic technology; P2. Planning, analysis and evaluation; Answers to Progress Check questions; Answers to Exam-style questions; Glossary; Index

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Book SynopsisWritten by well-respected authors, the Cambridge Checkpoint Mathematics suite provides a comprehensive structured resource which covers the full Cambridge Secondary 1 Mathematics framework in three stages. This Checkpoint Mathematics Challenge Workbook 7 provides further materials for students to develop deeper knowledge of mathematics. Designed to be used upon completion of the corresponding Cambridge Checkpoint Mathematics Coursebook 7 section, students can use this workbook to attempt interesting and challenging problems using their understanding of the concepts learnt.Table of Contents1. Integers; 2. Sequences, expressions and formulae; 3. Place value, ordering and rounding; 4. Length, mass and capacity; 5. Angles; 6. Planning and calculating data; 7. Fractions; 8. Symmetry; 9. Expressions and equations; 10. Averages; 11. Percentages; 12. Constructions; 13. Graphs; 14. Ratio and proportion; 15. Time; 16. Probability; 17. Position and movement; 18. Area, perimeter and volume; 19. Interpreting and discussing results

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Book SynopsisA subject-specific guide for teachers to supplement professional development and provide resources for lesson planning. Approaches to learning and teaching Global Perspectives is the result of close collaboration between Cambridge University Press and Cambridge International Examinations. Considering the local and global contexts when planning and teaching an international syllabus, the title presents ideas for Global Perspectives with practical examples that help put theory into context. Teachers can download online tools for lesson planning from our website. This book is ideal support for those studying professional development qualifications or international PGCEs.Table of Contents1. Introduction; 2. Purpose and context of the book; 3. The nature of Global Perspectives and key considerations; 4. Interpreting a syllabus; 5. Active learning; 6. Assessment for Learning; 7. Metacognition; 8. Language awareness; 9. Inclusive Education; 10. Teaching with digital technologies; 11. Global thinking; 12. Reflective practice and pathways; 13. Measuring Student Impact; 14. Recommended Reading; 15. Index.

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Book SynopsisTable of Contents1. Introduction to Human Behavior and the Social Environment. Part I: INFANCY AND CHILDHOOD. 2. Biological Development in Infancy and Childhood. 3. Psychological Development in Infancy and Childhood. 4. Social Development in Infancy and Childhood. 5. Ethnocentrism and Racism. Part II: ADOLESCENCE. 6. Biological Development in Adolescence. 7. Psychological Development in Adolescence. 8. Social Development in Adolescence. 9. Gender, Gender Identity, Gender Expression, and Sexism. Part III: YOUNG AND MIDDLE ADULTHOOD. 10. Biological Aspects of Young and Middle Adulthood. 11. Psychological Aspects of Young and Middle Adulthood. 12. Sociological Aspects of Young and Middle Adulthood. 13. Sexual Orientation and Gender Identity. Part IV: LATER ADULTHOOD. 14. Biological Aspects of Later Adulthood. 15. Psychological Aspects of Later Adulthood.

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Book SynopsisThis book advances an environmental approach to enhancing creativity in schools, by interweaving educational creativity theory with creative industries environmental approaches.Table of ContentsPreface.- Chapter 1. Research.- Chapter 2. Find Patterns.- Chapter 3. Ideate.- Chapter 4. Prototype.- Chapter 5. Iterate.

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Book SynopsisThis new edition of Nelson Science provides a practical and activity-based approach to teaching and learning Primary science. Written with an international focus, it is designed for primary pupils from a range of backgrounds to create and sustain a lifelong love of science through hands on learning. This new edition is a refreshed and updated version of the popular course. Fully aligned to UK and International curricula, it offers a straightforward, step-by-step teaching approach in accessible language suitable where English is not the learner''s first language. The course takes a hands-on, practical approach to science, using materials readily available in Primary classrooms. The Teacher''s Books offer step-by-step teaching notes on setting up, carrying out and evaluating activities, helping to give teachers confidence to pursue an activity-based approach to learning. Learning objectives, key concepts and skill development are listed at the start of each unit, alongside key words for

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Book SynopsisToday, 57 students are enrolled in the Physics Maitrise programme at the Joseph Fourier University in Grenoble, and 15 of them are foreign students. In that time interval, the total number of students enrolled in institutes of higher learning in mainland France rose from 309 700 (in 1960-1961) to 2 111 100 (in 2000-2001).Table of Contents1 / Watersheds.- 1. How and What to Spotlight.- 2. How Much Should be Explained.- 3. Images: Are they always useful?.- 4. Experiments: Are they supposed to help?.- Appendix 1: Some General Intentions Are Very Similar in the Various Syllabuses.- Appendix 2: Why the Pinhole Camera is no Longer on the Syllabus.- 2 / Contact, friction and propulsion.- 1. Laws that Run Counter to Common Sense.- 2. A Method of Spotlighting the Basics.- 3. A Way of Spotlighting Friction: goals and difficulties.- 4. First Elements of Static Friction: step by step.- 5. Analysing the Sequence: lines of attention.- 6. Evaluation of the Sequence with Students.- 7. Reactions of Trainee Teachers.- 8. What Conclusion Should We Draw?.- Appendix 1: The Technique of Fragmented Diagrams.- Appendix 2: Two Situations for Studying Kinetic Friction.- Appendix 3: Trainee Teachers’ Comments on the Sequence.- 3 / Pressure in Fluids in the Presence of Gravity.- 1. Questions About the Merits of a Microscopic Approach.- 2. The Macroscopic Level: what quantities “have to be”?.- 3. Fluid Statics: common ideas among students.- 4. A Proposal for the Teaching of Fluid Statics.- 5. Analysing the Sequence: lines of attention.- 6. Evaluation of the Sequence with Students.- 7. Teachers’ Reactions.- 8. Conclusion.- Appendix: Main Results of the External Evaluation.- 4 / Superposition of Electric Fields.- 1. Interaction at a Distance and Superposition.- 2. Charges, Fields and Superposition: selected aspects.- 3. Superposition and Causality: common forms of reasoning.- 4. Elements of a Teaching Sequence.- 5. Analysing the Sequence: lines of attention.- 6. Evaluation of the Sequence.- 7. Conclusion.- Appendix 1: Contents Previously Taught to Students Questioned in the Preliminary Survey.- Appendix 2: Electrostatics and Electric Circuits Disconnected: the field in wires.- 5 / Superposition of Waves and Optical Imaging.- 1. Choosing a Model.- 2. Common Difficulties and “Spotlighting” of the Content.- 3. Analysing the Proposal: some elements.- 4. Reactions of In-Service or Trainee Teachers.- 5. Conclusion.- 6 / Colour Phenomena.- 1. A Topic at a Crossroads.- 2. Colour Phenomena and Light: the chosen approach.- 3. Common Ideas: too exclusive a linkage.- 4. A Proposed Sequence.- 5. More Detail, Following the Lines of Attention.- 6. Evaluation of the Sequence.- 7. Teachers’ Reactions.- 8. Conclusion.- Appendix 1: Additive and Subtractive Mixing.- Appendix 2: Aspects of Knowledge Whose Acquisition is Evaluated One Year after the Sequence.- Conclusion.- Index of Names.

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Book SynopsisWhy Teach Contemporary Poetries?; J.Retallack & J.Spahr Experimental Poetics and/as Pedagogy; A.Golding FFFFFalling with Poetry: the Centrifugal Classroom; L.Keller Reading for Affect in the Lyric; C.Altieri )Writing Writing(; J.Monroe New World Studies and the Limits of National Literatures; R.Greene What Hawai'i's 'Local' Poetry Has Taught Me About Pedagogy; M.Young Post-literary Poetry, Counter-performance, and Micro-poetries; M.Damon The Difficult Poem; C.Bernstein Deformance and Interpretation; L.Samuel & J.McGann Nourbese Philip's 'Discourse on the Logic of Language'; M.McMorris The Didactic; L.Shaw Stages of Encounter with a Difficult Text; L.Hejinian 'My Susan Howe', or, 'Howe to Teach'; G.M.Jenkins Language as Visible Vapor; J.Keller Teaching Kimiko Hahn's The Unbearable Heart ; J.Chang 'Gumshoe Poetry'; J.Osman A Case for Poetry in the Foreign Language Classroom; H.Maxim Sex Dolls, Mice, and Mother's Suitcase; D.Owens Creative Wreading: A Primer; C.Bernstein Understanding AltTable of ContentsWhy Teach Contemporary Poetries?; J.Retallack & J.Spahr Experimental Poetics and/as Pedagogy; A.Golding FFFFFalling with Poetry: the Centrifugal Classroom; L.Keller Reading for Affect in the Lyric; C.Altieri )Writing Writing(; J.Monroe New World Studies and the Limits of National Literatures; R.Greene What Hawai'i's 'Local' Poetry Has Taught Me About Pedagogy; M.Young Post-literary Poetry, Counter-performance, and Micro-poetries; M.Damon The Difficult Poem; C.Bernstein Deformance and Interpretation; L.Samuel & J.McGann Nourbese Philip's 'Discourse on the Logic of Language'; M.McMorris The Didactic; L.Shaw Stages of Encounter with a Difficult Text; L.Hejinian 'My Susan Howe', or, 'Howe to Teach'; G.M.Jenkins Language as Visible Vapor; J.Keller Teaching Kimiko Hahn's The Unbearable Heart ; J.Chang 'Gumshoe Poetry'; J.Osman A Case for Poetry in the Foreign Language Classroom; H.Maxim Sex Dolls, Mice, and Mother's Suitcase; D.Owens Creative Wreading: A Primer; C.Bernstein Understanding Alternative Poetries; H.Mullen He Has More Than One Ear; D.Glancy Notes Towards Exploding 'Exploding Text: Poetry Workshop'; B.Holman Some Places to Find new Poetries and Pedagogies Notes on Contributors

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Book SynopsisNational Parenting Product Award Winner, 2023Sex Ed for the Stroller Setgives parents practical tools to proactively teach young children about sexuality and the confidence to use these tools. When adults bring intention and thoughtfulness to providing sexual health education to their young children, they can establish healthy attitudes toward sexuality and prepare their children and themselves for sexual topics that will arise in later years. While there are many books on sexual health written for parents of teens and young adults, there are very few written for parents of young children. But the early years are crucial to sexual health, and what parents do and say is of the utmost importance. This book, written forparents or other primary caregivers who are raising a child under the age of six, shows how to provide essential information about sexuality, bodies, and behavior in age-appropriate but thorough and accurate language. It heTrade ReviewNational Parenting Product Award Winner, 2023A comprehensive guide to answering young children’s questions about sexuality. Perfect for parents who want to tackle sexual health topics during their child’s early years. * Library Journal *Table of Contents Introduction: Sex Ed Begins at BirthPart I: What You Need to Know First Chapter 1: What Is Sexuality? Chapter 2: Parental Self-Awareness: History, Feelings, and Values Chapter 3: Reproductive Anatomy and Physiology Chapter 4: Gender and Sexual Orientation Chapter 5: Child Sexual Abuse: Prevention and responsePart II: The Ages and Stages of Teaching Sexual Health During Early Childhood Chapter 6: Infants (Birth Through 12 Months Old) Chapter 7: Toddlers (1 Through 3 Years Old) Chapter 8: Kindergarteners (4 Through 6 Years Old) Chapter 9: In the Moment: Responding to Surprising Questions and Situations Chapter 10: What Comes Next Resources Index About the Authors

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisCapture the hearts, minds, and attention of your digital-age listeners using read-aloud experiences that engage technology.I wish my learners would be as excited about reading as they are about technology is a lament frequently sung by those who seek to support reading development. There is no debate that reading is fundamental and that reading aloud strongly supports lifelong reading engagement. Technology, however, is ubiquitous in our society, and engagement with it is essential for our success. Reading and technology are therefore in competition for learners'' attention, but by combining reading and technology through use of read-aloud, facilitators can create engaging digital read-aloud programs to enhance the learning experience. Digital read-aloud can be used with multiple age groups, in a variety of settings, and with differing degrees of expense and technology complexity. Understanding that these myriad options can be overwhelming, however, Andrea Paganelli offers detaiTrade ReviewThis book represents a valuable self-education opportunity for any programming librarian, regardless of specialty. It even provides sample program-ready storytime plans. Despite its tech focus, much of this book's advice for tailoring storytimes to specific audiences could apply to a traditional, nondigital storytime. All in all, a strong choice for a brand-new children's librarian or LIS student. * American Libraries *Table of ContentsAcknowledgments Introduction Part One Digital Read-Aloud: Creating the Experience Chapter 1Reading Aloud: A Brief History and the Issues and Importance of Technology Inclusion Reading Aloud: A Brief History Reading Aloud Rocks the Ages! Issues Related to Reading Aloud with Technology The Importance of Technology Inclusion in Read-Aloud Conclusion Chapter 2Knowing Your Audience Is Key to Planning for Digital Read-Aloud Using Technology-Infused Digital Read-Aloud to Augment Engagement Digital Read-Aloud Can Be Used to Promote Lifelong Learning in Varied Ages and Demographics Digital Read-Aloud Can Be Used One-on-One, in Small Groups, or for Many Digital Read-Aloud Can Be Cross-Curricular and Embrace Any Subject Conclusion Chapter 3Planning for a Digital Read-Aloud Digital Resource Type Categories Available for Digital Read-Aloud Transmedia Resource Selection Process for Digital Read-Aloud Preparing to Present a Digital Read-Aloud Planning for Cross-Curricular Digital Read-Aloud Developing a Schedule for Cross-Curricular Digital Read-Aloud Conclusion Chapter 4Implementation of the Digital Read-Aloud Manage the Technology in Your Environment during the Digital Read-Aloud Managing the Participants during the Digital Read-Aloud Delivery of the Digital Read-Aloud Conclusion Chapter 5Reflection on the Digital Read-Aloud Examine the Digital Read-Aloud Experience and Methods of Improvement for Participants Examine the Digital Read-Aloud Experience and Methods of Improvement of Delivery Keep the Digital Read-Aloud Technology Experience Relevant through Continual Evaluation Conclusion Part Two Examples of Digital Read-Aloud Experiences Chapter 6Language Arts Pre-K Elementary School Middle School High School Lifelong Learner Conclusion Chapter 7Math Pre-K Elementary School Middle School High School Lifelong Learner Conclusion Chapter 8Science Pre-K Elementary School Middle School High School Lifelong Learner Conclusion Chapter 9History/Social Studies Pre-K Elementary School Middle School High School Lifelong Learner Conclusion Chapter 10Visual Performing Arts Pre-K Elementary School Middle School High School Lifelong Learner Conclusion Conclusion Glossary Works Cited Further Reading Index

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Book SynopsisFiona English is Honorary Senior Research Associate at the Centre for Applied Linguistics, IOE, UCL's Faculty of Education and Society, University College London, UK.Tim Marr is Visiting Professor in TESOL and Applied Linguistics at Universidad Icesi, Colombia.Trade ReviewThe book provides good and inspiring reading on various topics concerning language in social life. ... [I]t covers a broad spectrum ... from linguistic ethnography, correctness, language variety and change, writtenness and spokenness to multilingualism, translanguaging, language myths, language at school and at work – all this with a clear focus on pragmatics and applied linguistics. ... English & Marr strive for linguistic awareness, and they passionately plead for awareness raised towards language in everyday communication. Whoever reads this book, is richly rewarded by a variety of information and stimulating discussions. * Journal of Linguistics and Language Teaching *[A] lively and thoughtful book ... [in which] readers are asked to think carefully and deliberately about the language we encounter on a daily basis. ... Particularly entertaining examples include the use of the word ‘sorry’ in British English and the function of small talk across different languages ... English and Marr make it clear from the very start that the aim of this book is “not to teach you linguistics but rather to show what you can do with it”. With its emphasis on linguistic mindfulness, this book does just that. * Babel: The Language Magazine *[Why Do Linguistics?] can be used as an introductory overview of an impressive number of concepts. On the other hand, it also offers a good overall review for linguistics enthusiasts who already possess some knowledge of the field ... [and] language teachers in general ... The whole book is cohesive, guiding the reader from specific examples to broader issues in linguistics ... Each chapter offers richly analyzed examples, which effectively illustrate concepts in linguistics ... [making this] a highly readable book ... [T]he authors do accomplish the stated purpose of their book, offering cogent arguments accompanied by illustrative and authentic examples of why we should all do linguistics. * The Linguist List *Why Do Linguistics? is an accessible book ... offering plenty of real-world examples, definitions of key terms, opportunities for applications of linguistic frameworks, and even a bit of history. * BAAL Newsletter *Why Do Linguistics? is an engaging introduction to the study of language. It covers a wide range of topics in an accessible and lively manner. There are numerous examples from everyday life to illustrate the points being made, all of which highlight the value of taking a deeper look at language issues and what they, in the broader sense, mean. The authors have given us a book that not only explains, but also helps us understand, the complexity of human communications from social, as well as multilingual and intercultural points of view. A very enjoyable book and one that beginning students of linguistics will especially relate to. -- Brian Paltridge, Professor of TESOL, University of Sydney, AustraliaExpert ‘noticers of language’ Fiona English and Tim Marr present a comprehensive and compelling case for the study of language from a social linguistics perspective. From announcements on public transport, to considering whether a shoe is a text they provide a persuasive and detailed explanation of how language is at once messy and systematic. They explore issues of identity, culture, language attitudes and linguistics diversity and convincingly show that linguistics is everywhere. The use of every day examples, including post cards and furniture assembly instructions makes clear the full reach of linguistic analysis and demonstrates that examining the world through a linguistic lens provides new ways of looking and of thinking. This is an engaging book written with verve, and highly recommended for anyone interested in language. -- Annabelle Mooney, Reader in the Department of Media, Culture and Language, University of Roehampton, UKThis highly original overview of the field of linguistics answers the question posed by its title in multiple ways - all of them convincing, entertaining and informative. As someone working with secondary school English departments, I was particularly interested in Fiona English and Tim Marr's chapter arguing that language study should be given much more serious consideration in the school curriculum. I couldn't agree more and now feel more empowered than ever to make the case with anyone who might think otherwise. The book is very readable throughout and I would recommend it to anyone with a serious interest in language. I finished more convinced than ever that students at all levels need to do linguistics - and it made me want to do the subject all over again. -- Andrew McCallum, Co-Director of the English and Media Centre, London, UKThis book is very engaging and was a fascinating read, not least because of the wide range of interesting real-life examples. * Tilmann Altenberg, Cardiff University, UK *An informative and engaging introduction … With richly analyzed examples collected from everyday communicative interactions, Fiona English and Tim Marr provide us with new ways of looking at and thinking about the complexity of human communications through a linguistic lens. * Language in Society *Table of ContentsAuthors’ Acknowledgements Publisher’s Acknowledgements General Introduction Part I Introduction to Part I – Reflective Linguistics 1. About Noticing: Becoming a linguistic ethnographer 2. About Correctness : What is good language? 3. About Belonging : How does language enact community? 4. About Diversity : How do societies organise language? 5. About Difference : Do all languages work the same way? Part II Introduction to Part II – The Study of Language 6. Essential Linguistic Tools 7. A Framework for Analysis 8. Speaking and Spokenness 9. Writing and Writtenness 10. Choosing our Words Part III Introduction to Part III – Why Do Linguistics? 11. Translanguaging : When the mixed code is the code 12. Myths and Moral Panics? : Linguistics and the public domain 13. The Subject That Isn’t a Subject : Language at school 14. Communicating At The Sharp Edge : Linguistics and the workplace 15. So, Why Do Linguistics? References Index

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Book SynopsisPhilosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers'' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written by a leading P4C expert and provides an introduction to the relationship between P4C and the subject area, lesson stimuli and activities for extending and deepening students'' thinking. The book includes: guidance on how to embed P4C in curriculum subjects in a crowded and demanding secondary curriculum timetable troubleshooting advice for the teacher-turned-facilitator a companion website containing useful links, downloadable resources and material to displaTrade ReviewTitle mentioned in article in Sapere‘A pervasive environment of terror surrounding high stakes public exams has always made the secondary classroom a tough pitch for P4C enthusiasts. Drawing on the insights of subject specialists, this book nails the myth that there is a necessary contradiction between high-level performance in curriculum-centred domains of knowledge and the transferable skills, virtues and dispositions that are nurtured through P4C. In so doing, the contributors demonstrate that P4C has an invaluable role to play in showing curriculum subjects at their very best- as locations for the joy, mystery, discovery and, in Martha Graham's resonant phrase, ‘divine dissatisfaction' that meaningful engagement in any domain can lead to. Whilst Bruner's claim that ‘coverage is the enemy of understanding' has yet to be refuted, this text makes a complementary claim - that understanding is the friend of true enquiry.' Barry Hymer, Professor of Psychology in Education, Faculty of Education, University of Cumbria, UKWhatever we teach, we need teach youngsters how to question the way the world works. This book gives teachers in every subject discipline the background, the approach and some examples. It bridges that gap between good ideas and learning theory. Enjoy thinking about what it means for your teaching approach. -- Mick Waters, Professor of Education, Wolverhampton University, UKOne of the excuses often given for not teaching philosophy in schools is that there is no space for it in an already overcrowded curriculum. This book brilliantly demonstrates how every discipline in the national curriculum can be taught philosophically, using the methods of P4C. Each discipline has its own chapter, filled with detailed examples of how the methods can be applied. The result is not merely that philosophy finds its place, but that teaching methods will be dramatically improved across the board. -- George MacDonald Ross, Visiting Senior Lecturer in Philosophy, University of Leeds, UKI recommend these materials for use in schools and welcome the commitment of the authors to requiring teachers to have some dedicated training in philosophy. The introduction and the first two chapters of the book root the practice of P4C in its philosophical grounds, and the materials lend themselves to developing what the authors call 'deliberate philosophising'. In particular their stress on building communities of practice is important. Currently schools are under pressure to focus on building individual children's core skills, which are assessed and reported. The dialogical 'skills' that these materials foster support the development of dispositions that are essential for children's integration into a wider social world, and for their own individual well-being. In this, the ability 'to think for themselves about values and the ends of life' is key. The individual subject chapters are thoughtful and informed and should prove useful and reliable for use in the classroom. -- Ruth Heilbronn, Lecturer in Education, Institute of Education, University of London, UKTable of ContentsSection 1: Philosophy for Children (P4C); 1. Introduction and background to Philosophy for Children (P4C); 2. The Community of Enquiry; 3. Developing Questioning; 4. Fitting in with the Curriculum; 5. Cross-Curricular Themes; Section 2: P4C in the Curriculum; 6. P4C in... English Language and Literature; 7. P4C in...Mathematics; 8. P4C in...Biology; 9. P4C in... Physics; 10. P4C in... Chemistry; 11. P4C in... History; 12. P4C in... Geography; 13. P4C in...ICT; 14. P4C in...Art; 15. P4C in...Technology; 16. P4C in...Music; 17. P4C in...Languages; 18. P4C in... Citizenship; 19. P4C in... PE and Sports Studies; 20. P4C in... Religious Studies; Appendix; Index.

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Book SynopsisWith 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5â12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume. New to This Edition *Chapters on new topics: building multicultural classrooms, Black girlsâ digital literacies, issues of equity and access, and creating inclusive writing communities. *New chapters on core topics: academic language, learning from multiple texts, and reading Trade Review"Insightful and engaging, this text provides educators with current knowledge and critical teaching applications. The third edition's increased attention to multimodalities and diversity and social justice makes a core text in the field even more desirable. The contributors challenge us to rethink and extend our practices to support adolescent literacy learning most effectively. I have used selected chapters in graduate courses, and the text was very well received. My students came away with both the passion and capability to implement new teaching practices and research projects."--Jacqueline Lynch, PhD, School of Education and Human Development, Florida International University "Presented by a dream team of researchers and educators, the third edition of this text offers evidence-based methods that center literacy instruction around adolescents' strengths, interests, and lived experiences. The volume consistently demonstrates the centrality of doing literacy in a way that truly responds to the identities of the learners we serve. Not only is this approach humanizing and equitable, but it also enhances learning. Taken together, the chapters offer a powerful vision in which teachers join with students to cultivate the strategies, skills, and agency needed for reading and writing in today’s world."--Leslie David Burns, PhD, Program Chair of Secondary English Education, University of Kentucky "This text bridges the gap between research and classroom practice in my methods course for preservice teachers. Not only are the chapters research based, but the authors also highlight youth and teacher experiences, providing a rich context for discussions about adapting literacy practices to address the various needs of students and their communities. While the third edition continues to provide exceptional resources for rigorous literacy instruction, there is a greater focus on creating space to honor cultural and linguistic diversity in the classroom. From exploring the digital literacies of Black girls to teaching multilingual text sets to challenging systemic racism across the disciplines, the new chapters are timely and speak directly to the experiences of students and teachers today.”--Anthony Celaya, PhD, Department of English, Southeast Missouri State University-Provides an array of useful ideas to strengthen and enlarge teachers' approaches to adolescent literacy instruction....Recommended. Students of all levels. (on the first edition)--Choice Reviews, 12/1/2008Table of ContentsForeword, Donna E. Alvermann I. Valuing Adolescents 1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum 2. Cultivating a Multilingual Classroom Community: A Focus on Texts, Maneka Deanna Brooks 3. The Role of Motivation in Engaged Literacy Practices of Adolescents, David G. O’Brien, Deborah R. Dillon, Yongjun Lee, & Casey Norton 4. #EyebrowsOnFleek: Centering Black Girls’ Performative Digital Literacies in the Urban Secondary Context, Delicia Tiera Greene 5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Aubrey N. Comperatore & Leigh A. Hall II. Developing Literacy Strategies 6. A Model for Equity and Access: Teaching Adolescent Literacy through a Black Historical Lens, Gholnecsar E. Muhammad & Chelsea Moodie 7. Academic Language Development for Adolescents: Multiple Contexts/Multiple Opportunities, Linda Kucan 8. Comprehension in Secondary Schools, Douglas Fisher, Nancy Frey, & John Almarode 9. Creating and Sustaining Inclusive Writing Communities for Adolescents, Bryan Ripley Crandall, Kelly Chandler-Olcott, & Elizabeth Carol Lewis 10. Engaging Adolescents with Multiple Texts in Literacy Instruction, Byeong-Young Cho, Lindsay Woodward, & Min-Young Kim III. Developing Disciplinary Literacies 11. Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman & Cynthia L. Greenleaf 12. Fostering Acquisition of Mathematics Language, Codruta Temple & Kathleen A. Hinchman 13. Teaching History and Literacy, Timothy Shanahan & Cynthia Shanahan 14. Teaching Literary Literacy, Emily C. Rainey & Scott Storm 15. Reading and Challenging Texts in High School: How Teachers Can Scaffold and Build Anti-Racist Reading for Social Justice in the Disciplines, Elizabeth Birr Moje & Jennifer Speyer Baker IV. Addressing Program and Policy Issues 16. Culturally Compelling Teaching, Multimodality, and Transmediation in an Eighth-Grade English Class, Andrea L. Tochelli-Ward & Fenice B. Boyd 17. Reimagining/Disrupting Reading Interventions: A Focus on Situated Literacy Learning, Youth Identities, and Meaningful Social Relationships, Katherine K. Frankel & Julie E. Learned 18. Differentiated Literacy Instruction for Adolescent Students, Zaline Roy-Campbell 19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo 20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, Lettice E. Pelotte, & Deborah Gonzalez Index

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Book SynopsisChildren's socialâemotional and self-regulation skills are critical for success in school and, ultimately, in the workplace. How can educators determine the most effective approaches for measuring students' interpersonal competencies? And how can they use the data to improve their own practice? Relevant for school leaders, educators, researchers, and other stakeholders, this book brings together leading experts from multiple disciplines to discuss the current state of measurement and assessment of a broad range of noncognitive skills and present an array of innovative tools. Chapters describe measures targeting the individual student, classroom, whole school, and community; highlight implications for instructional decision making; examine key issues in methodology, practice, and policy; and share examples of systematic school- and districtwide implementation.Trade Review"Jones and colleagues have curated a thought-provoking volume grounded in theory and rigorous scientific methodologies, from long-standing practices in psychoeducational measurement to contemporary approaches that leverage technology, neuroscience, child development, and physiology. Contributors are highly regarded experts in social, emotional, and behavioral assessment. The volume addresses student-level questions along with classroom-, school-, and system-level considerations, including ways to contend with structural inequities. Chapters hold your attention with interesting analogies and authentic case scenarios. This seminal resource for practitioners and researchers alike takes a topic that has too often been an afterthought and ushers it to the fore. I will be using this book with my school psychology graduate students!"--Laura Feuerborn, PhD, NCSP, Professor and Director of School Psychology and Faculty Fellow in Social Emotional Learning, University of Washington Tacoma "The editors and authors of this splendid volume are helping the SEL field chart its course via scientifically rigorous, culturally valid measurement and assessment. How can measuring and assessing children’s noncognitive skills improve teaching and learning? This volume points the way!"--J. Lawrence Aber, PhD, Willner Family Professor of Psychology and Public Policy, Steinhardt School of Culture, Education, and Human Development, and University Professor, New York University "As the saying goes, 'we manage what we measure.' Practitioners have long understood the importance of high-quality, evidence-based, developmentally appropriate, embedded social–emotional learning (SEL), but how we assess our efforts has been challenging. This book lays out in great detail the current state of SEL assessment and identifies vital elements for practitioners to consider. It should be required reading for anyone serious about measuring--and improving--SEL efforts."--Joe Aleardi, Executive Director, Horizons Bridgeport, Bridgeport, Connecticut-Table of ContentsForeword, Timothy P. Shriver Introduction, Stephanie M. Jones, Nonie K. Lesaux, & Sophie P. Barnes I. From Physiology to Character Virtues: Creative, Contextually Relevant Approaches to Capturing Individual Functioning 1. Direct Assessment of Students’ Executive Functions and Motivation in Elementary Classroom Settings, Jelena Obradović & Lily Steyer 2. The Fidget Spinner Effect: Social and Emotional Assessment and the Healthy Evolution of the Social and Emotional Learning Field, Clark McKown 3. Defining and Measuring Young Children’s Social–Emotional Development in Global Contexts, Dana Charles McCoy 4. Stress Physiology in Context: On the Measurement and Meaning of Autonomic Nervous System and Hypothalamic–Pituitary–Adrenal-Axis Functioning, Keira B. Leneman & Daniel Berry 5. Measuring Noncognitive Skills Using Ambulatory Psychophysiology, Oliver Saunders Wilder & Richard Palumbo 6. Conceptualizing and Measuring Character Virtues and Related Attributes Using the Bornstein Specificity Principle: A Relational Developmental Systems-Based Perspective, Paul A. Chase, Dian Yu, Jonathan M. Tirrell, Mary H. Buckingham, Patricia Gansert, Yerin Park, Carolina Goncalves, & Richard M. Lerner II. In the Classroom: Setting- and Behavior-Focused Approaches 7. Behavior and Discipline: Direct Behavioral Indicators for Use in the Classroom, Sandra M. Chafouleas & Amy M. Briesch 8. Using Behavior Incident Data for Program and Classroom Decision Making: Addressing Issues of Equity and Exclusionary Discipline Responses, Lise Fox, Myrna Veguilla, & Mary Louise Hemmeter 9. Defining and Measuring Quality of Early Childhood Education in Low- and Middle-Income Countries, Abbie Raikes 10. Capturing the Social and Emotional Classroom: Using Setting-Level Measures to Drive Improvements in Teaching and Learning, Sophie P. Barnes, Rachel M. Abenavoli, & Stephanie M. Jones III. Population-Level Tools to Guide Practice and Policy 11. Cross-Cutting Issues for Measuring Social–Emotional Competency in Context: General Opportunities and Challenges with an Illustration of the Washoe County School District SEC Assessments, Rachel A. Gordon & Laura A. Davidson 12. Measuring and Monitoring Children’s Social and Emotional Competence and Well-Being in Schools, Families, and Communities at the Population Level: The Middle Years Development Instrument, Kimberly A. Schonert-Reichl IV. Cross-Cutting Methodological and Policy Issues 13. Cross-Cutting Methodological Considerations for Measuring and Assessing Noncognitive Skills, Laura S. Hamilton 14. Thriving Matters: Policies and Assessment That Foster Equity and Thriving, Jessica Newman, David Osher, Deborah Moroney, & Samantha Neiman Index

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Book SynopsisComprehensive and evidence-based, Structured Literacy (SL) approaches place a high value on explicit, systematic, and sequential instruction. This book brings together leading experts to present a wealth of SL interventions for different components of literacy. Chapters describe instructional strategies for supporting phonological awareness, basic and multisyllabic word decoding, spelling, reading fluency, vocabulary, oral and reading comprehension, and written expression, especially for at-risk readers and those with disabilities. Including case studies, sample intervention activities, lesson plans, and end-of-chapter application activities, the book contains reproducible tools that can be downloaded and printed in a convenient 8 ✠x 11â size. An NCTQ Exemplary Text for Reading Instruction See also Louise Spear-Swerling's authored volume, The Structured Literacy Planner: Designing Interventions for Common Reading Difficulties, Grades 1â9, whichTrade Review“Finally! A book for K-6 teachers, school administrators, and teacher educators that tackles Structured Literacy in a format that guarantees engagement and learning. Each chapter’s summary of research cuts to the chase, and, most important, is brought to life by compelling case studies and sample lessons. The application questions and activities in each chapter allow readers to test and develop their understanding. I can see educators in myriad settings welcoming this work--from novices in university methods classes to veterans in master’s programs and district professional learning communities. Educators will reach for this book time and again to expand their knowledge of best practices for helping struggling readers become successful.”--Kathleen J. Brown, PhD, Director, University of Utah Reading Clinic "We know more about the science of reading than the science of reading instruction. Stuctured Literacy Interventions directly addresses this gap. Chapters present a 'family' of explicit approaches to reading instruction, providing the research base, practical guidelines, and excellent exercises that will promote transfer and learning. Coherent and accessible, the book shows the full breadth of what is meant by Structured Literacy, including applications for specific reader profiles. A significant contribution, this book will be a useful tool for reading interventionists in schools and clinical practice, as well as for courses on reading instruction."--Jack M. Fletcher, PhD, ABPP-CN, Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology, University of Houston "This is an exceptional book that bridges the research-to-practice divide. Practitioners who teach struggling readers will find themselves returning to this book frequently. The contributors are a 'who's who' of literacy experts who focus on key elements of Structured Literacy and systems of language. The chapters are replete with evidence-based practices, application exercises, case studies, and lesson formats. This is the seminal book every educator of struggling readers deserves."--Pamela M. Kastner, EdD, Literacy Statewide Lead, Pennsylvania Training and Technical Assistance Network "Spear-Swerling has produced a long-needed work on effective instructional practices that support students with reading difficulties to develop into proficient readers and writers. What sets this text apart from others is how accessible it is while being firmly grounded in literacy research. The book is organized around critical areas of reading and writing, providing an easy-to-follow blueprint for designing literacy courses for graduate students and thoughtful professional development for inservice teachers. Each chapter covers a specific topic addressed by contributors who have conducted research and taught in the area. The book highlights what to teach and how to teach it by providing concrete examples and recommended instructional practices."--Timothy N. Odegard, PhD, Murfree Chair of Excellence in Dyslexic Studies and Professor of Psychology, Middle Tennessee State University "This text will help reading interventionist candidates in our Graduate Reading Program to gain a deeper understanding of structured literacy interventions as well as practical applications for their work with struggling readers. I will recommend it as an essential addition to each candidate’s professional library."--Louise J. Shaw, EdD, Graduate Reading Program, Southern Connecticut State University-Table of Contents1. An Introduction to Structured Literacy and Poor Reader Profiles, Louise Spear-Swerling 2. Structured Literacy Interventions for Phonemic Awareness and Basic Word Recognition Skills, Stephanie Al Otaiba, Jill H. Allor, & Jennifer Stewart 3. Structured Literacy Interventions for Reading Long Words, Devin M. Kearns, Cheryl P. Lyon, & Shannon L. Kelley 4. Structured Language Interventions for Spelling, Louisa C. Moats 5. Structured Literacy Interventions for Reading Fluency, Roxanne F. Hudson, Erin Munce Anderson, Melissa McGraw, Rebecca Ray, & Alison Wilhelm 6. Structured Literacy Interventions for Vocabulary, Michael D. Coyne & Susan M. Loftus-Rattan 7. Structured Literacy Interventions for Oral Language Comprehension, Richard P. Zipoli & Donna D. Merritt 8. Structured Reading Comprehension Intervention for Students with Reading Difficulties, Elizabeth A. Stevens & Christy R. Austin 9. Structured Language Interventions for Written Expression, Susan Lambrecht Smith & Charles Winthrop Haynes 10. Multicomponent Structured Literacy Interventions for Mixed Reading Difficulties, Louise Spear-Swerling

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Book SynopsisMany standard reading assessment approaches fail to capture the strengths and needs of students from diverse sociocultural, linguistic, and academic backgrounds. From expert authors, this book guides educators in planning and conducting meaningful, equitable assessments that empower K-5 teachers and students, inform responsive instruction, and help to guard against bias. The book's holistic view of reading encompasses areas from text comprehension and constrained skills to building trusting relationships and promoting studentsâ agency. Twenty-eight assessment strategies are explained in step-by-step detail, including helpful implementation examples and 32 reproducible forms that teachers can download and print in a convenient 8 1/2 x 11 size.Trade Review"This book issues a resounding call to remove the cloak of invisibility in literacy assessment and foster more informed and equitable instructional practices. Building on their extensive experience and research with children and families, the authors make teachers and students visible, and show what standard assessments fail to tell us. The book features authentic vignettes with roadmaps to guide literacy professionals in implementing assessments in a diversity of school settings across different geographic locations. This is a much-needed resource for empowering students and teachers in today’s schools."--Doris Walker-Dalhouse, PhD, Department of Educational Policy and Leadership, Marquette University "A child's understanding of reading is about more than decoding--it involves prior experience, linguistic knowledge, agency, interests, and emotions. This book embraces cultural responsiveness in assessment, and is a needed professional development resource and text for all who provide reading instruction. The chapters present research, theory, and procedures for conducting assessments that capture children’s capabilities as well as their needs."--Lesley Mandel Morrow, PhD, Distinguished Professor and Director, Center for Literacy Development, Graduate School of Education, Rutgers, The State University of New Jersey "Elish-Piper, Matthews, and Risko definitively place assessment back in the hands of teachers and their students. The authors’ strengths-based, humanizing approach to reading assessment puts students’ sense of self and agency first, and respects teachers as professionals and decision makers about what is right for their students. The book is packed with how-to suggestions, theoretical knowledge, and classroom vignettes. Teachers, administrators, and teacher educators will find clear guidance on a full suite of assessments that move beyond standardized measures toward ways to promote deeper engagement and learning. The authors demonstrate their deep understanding of the complex undertaking of assessing each student’s reading identities and abilities.”--Dana A. Robertson, EdD, School of Education, Virginia Tech-Table of ContentsForeword, H. Richard Milner 1. The Urgency of Now: Addressing Assessment Inequities 2. Understanding Students’ Funds of Identity 3. Building Trusting Relationships: The Linchpin of Productive and Effective Reading Assessment 4. Using Student Talk to Assess Students’ Reading Comprehension 5. Assessing Readers’ Text Comprehension 6. Assessing Constrained Skills within the Big Picture of Reading 7. Using Assessment to Support Students’ Development of Agency 8. Starting with Student Strengths 9. Literacy Assessment as Oeuvre: Teachers and Students Building a Visible Body of Work References Index

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