Teaching skills and techniques Books
John Wiley & Sons Emergent Curriculum in the Primary Classroom
Book SynopsisHow is compelling, exemplary curriculum created in schools in spite of the pressures to implement a standardized curriculum? This book presents stories which illustrate ways that early childhood values and practices have been sustained and promoted in elementary schools, exemplary teaching practice, and democratic participatory teaching.
£23.74
Teachers' College Press To Teach The Journey of a Teacher
Book SynopsisThe now-classic story of one teacher's odyssey into the ethical and intellectual heart of teaching. For almost two decades, it has inspired teachers to follow their own path, face their own challenges, and become the teachers they long to be. This third edition is essential reading amidst today's public policy debates and school reform initiatives that stress the importance of “good teaching”.
£999.99
John Wiley & Sons The Focus Factor 8 Essential TwentyFirst Century Thinking Skills for Deeper Student Learning
a huge range and FREE tracked UK delivery on ALL orders.
£23.74
John Wiley & Sons The Power of ScriptwritingTeaching Essential
Book SynopsisOffers teachers a new way to energize the teaching of writing while also meeting Common Core State Standards. The author draws on his unique background in education and media to provide this all-in-one resource to help teachers use the versatility of scriptwriting to motivate students and support literacy skills across the disciplines.
£27.16
John Wiley & Sons Reading the Visual An Introduction to Teaching
Book Synopsis
£62.40
John Wiley & Sons We Do Language English Language Variation in the Secondary English Classroom
Book SynopsisExamines the need to integrate linguistically informed teaching into the secondary English classroom. It includes specific information about the language varieties students bring with them to school so that educators can better assist students in developing the literacy skills necessary for the Common Core State Standards.
£28.01
John Wiley & Sons We Do Language English Language Variation in the Secondary English Classroom
a huge range and FREE tracked UK delivery on ALL orders.
£59.20
John Wiley & Sons Promoting Racial Literacy in Schools Differences
Book Synopsis
£29.45
John Wiley & Sons Exploring Mathematics Through Play in the Early
Book SynopsisProvides pre- and inservice teachers with an understanding of how maths can be learned through play. The author helps teachers to recognise the mathematical learning that occurs during play, to develop strategies for mathematizing that play, and to design formal lessons that make connections between mathematics and play.
£27.54
Teachers' College Press Teaching and Learning in a Diverse World
Book SynopsisHow can we create truly multicultural classrooms? In this new edition of her popular text, early childhood educator Patricia Ramsey draws on a wide range of research and practice from different communities around the world to further explore the complexities of raising and teaching young children in a world fraught with societal divisions and inequities.
£27.54
John Wiley & Sons Looking Together at Student Work
a huge range and FREE tracked UK delivery on ALL orders.
£19.99
John Wiley & Sons Teaching Transnational YouthLiteracy and
Book SynopsisAddresses the educational needs of transnational youth. The author describes a coherent approach to English language arts and literacy education that supports the literacy learning and development of transnational students, while incorporating these students’ unique experiences to enrich the learning of all students.Trade ReviewWinner of the 2019 Literacy Research Association's Edward B. Fry Book Award
£33.25
Teachers' College Press Assessing Students Digital Writing Protocols for
Book Synopsis
£24.69
Teachers' College Press Literacy Theory as Practice Connecting Theory
Book SynopsisIntroduces readers to the most influential theories and models of reading and literacy, ranging from behaviourism and early information processing theories to social constructionist and critical theories. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in classrooms.
£30.40
John Wiley & Sons RTI in the Common Core Classroom A Framework for
Book SynopsisFocusing on what research tells us about how children learn, this guide can serve as the core of language arts instruction with all students, including individuals with mild to moderate disabilities. It offers an adaptable framework and practical tips for integrating Common Core State Standards (CCSS) into local Response to Intervention (RTI) systems.
£24.69
John Wiley & Sons STEM Learning with Young Children Inquiry
Book SynopsisThis one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive, social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.
£27.54
Teachers' College Press Reading Writing and Talk Inclusive Teaching
Book SynopsisInvites readers to consider ways in which their language and literacy teaching practices can better value and build upon the brilliance of every child. In doing so, it highlights the ways in which teachers and students build on diversities as strengths to create more inclusive and responsive classrooms.
£27.54
Teachers' College Press Revitalizing Read Alouds Interactive Talk About
Book Synopsis
£24.69
John Wiley & Sons Teaching Controversial Issues The Case for
Book SynopsisThe authors offer strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments.Trade Review“Brilliant! This is a book that all educators and parents should read. Noddings and Brooks—well known in their respective fields, and also a mother/daughter team—make a strong and persuasive case for the fundamental need to develop critical thinking that starts in the elementary school in order to nurture moral commitment among students. They paint a landscape that outlines the pressing topics (such as religion, race, gender, equity, justice, and freedom) facing society today. They carefully trace the historical roots of these, outline the current issues and, with practical suggestions, show how they might be addressed in classrooms. They make compelling arguments in addressing why such topics need to be integrated across the curriculum and how critical thinking is so central in developing a thoughtful moral imperative in which society can survive and thrive.” - Lynn Butler-Krisber, McGill University"One of the most common mistakes about good teachers is that they avoid controversy and open moral commitment. Noddings and Brooks not only show why this is a mistake, they also show how teachers can engage controversy and express their moral values in an educationally inspiring way. This is a brilliant and timely book that will transform how many readers will think about what good teaching can accomplish." - Eamonn K. Callan, Stanford University“Brooks and Noddings offer a timely and inspirational guide for teaching critical thinking in American schools. With deep roots in American philosophy and traditions, this book inspires us to teach students to question authority while fostering meaningful conversations about the difficult issues confronting our nation. This book offers a recipe for nurturing the next generation of caring and critical democratic citizens.” - Andrew Fiala, professor, California State University, Fresno“With thoughtful and accessible prose, Noddings and Brooks explore the fundamental, “hot button” issues that course through our history—religion and race, equality and justice, poverty and patriotism, capitalism and class—helping readers understand the profound connections between critical thinking and moral commitment. Chock-full of contemporary and historical examples, their book offers educators myriad examples of how to help students learn to talk with and listen to others and to understand the fullness of our collective humanity.” - Suzanne M. Wilson, University of Connecticut
£27.54
John Wiley & Sons You Gotta BE the Book Teaching Engaged and
Book SynopsisThis award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, “You Gotta BE the Book” continues to help teachers meet new challenges.
£26.96
John Wiley & Sons UnStandardizing Curriculum Multicultural
Book SynopsisShows how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today's teachers navigate the Common Core State Standards.
£32.36
John Wiley & Sons Assessing Writing Teaching Writers Putting the
Book SynopsisMany writing teachers are searching for a better way to turn student writing into teaching and learning opportunities. This book introduces a rubric designed by the National Writing Project - the Analytic Writing Continuum. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students.
£23.74
Teachers' College Press Theyre All Writers Teaching Peer Tutoring in the
Book SynopsisExplores the power of writing centres. In this book, classroom teachers will find foundational information about the writing process with everything they need to begin and facilitate a peer tutoring writing centre. It includes specific lessons to teach students how to be effective peer tutors and how to be better writers.
£25.64
John Wiley & Sons Preparing Educators for Arts Integration Placing
Book SynopsisExamines professional development approaches from across the US to help schools and allied arts groups integrate the arts into an already crowded K-12 curriculum. The authors document the purposes and structures of a broad spectrum of current efforts and programs, and emphasize the value of collaboration among teachers, artists, educational leaders, and community partners.
£29.45
John Wiley & Sons HighQuality Early Learning for a Changing World
Book SynopsisProvides an overview of the fundamentals of teaching in early childhood settings (pre-K-2), with a focus on what high-quality practices look like. The book details the features of developmentally appropriate, linguistically responsive, culturally sustaining teaching and how this approach can prepare children for the challenges of the 21st century.
£28.76
Teachers' College Press Teaching What Really Happened How to Avoid the
Book SynopsisOur society needs engaged citizens now more than ever. This bestseller offers concrete ideas for getting students excited about history while also teaching them to read critically. Among other updates, this edition features a chapter entitled “Truth” that addresses how traditional and social media can distort events and the historical record.
£29.45
John Wiley & Sons A ThinkAloud Approach to Writing Assessment
Book SynopsisEmphasizing learning over evaluation, the think-aloud approach is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing. This book describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context.
£22.79
Teachers' College Press Classroom Cultures Equitable Schooling for
Book SynopsisThis practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change.Table of Contents Contents Foreword H. Richard Milner IV ix Acknowledgments xi 1. Introduction 1 Why Is Change Necessary? 3 What Is Culturally Relevant Education? 4 Moving to Shared Understandings of CRE and Culture 7 Understanding Culture in Culturally Relevant Education 8 Research Study 10 Overview of the Contents—CRE: What Does It Look Like in Practice? 12 2. Understanding Teachers’ Racial Identities, Experiences, and Culturally Relevant Pedagogical Practices 14 Everyday Practices in Context 19 Inquiry Focus #1: Reflecting on Identities 20 Inquiry Focus #2: Examining Experiences 24 Connection to Classrooms, School Culture, and College Access 31 Conclusion 34 3. Challenging Stereotypes, Supporting Students’ Strengths 36 Everyday Practices in Context 37 Inquiry Focus #1: Challenging Singular Notions About Culturally Diverse Youth 39 Inquiry Focus #2: Challenging Stereotypes to Understand Assets 41 Inquiry Focus #3: Creating More-Equitable Educational Practices 45 Connecting to Classrooms, School Culture, and College Access 46 Conclusion 49 4. Building Productive Teacher–Student Relationships: Constructing New Academic Practices 52 Everyday Practices in Context 54 Inquiry Focus #1: Reflecting on Relationships with Teachers 57 Inquiry Focus #2: Learning from Multiple Identities 61 Inquiry Focus #3: Examining Existing Pedagogical Practices 62 Connecting to Classrooms, School Culture, and College Access 63 Conclusion 67 5. Facilitating Culturally Relevant Peer Interactions: Building on Youth’s Relationships with Peers 69 Everyday Practices in Context 70 Inquiry Focus #1: Reconsidering Youth’s Interactions with Peers 72 Inquiry Focus #2: Enacting Strengths-Based Perspectives of Youth Peer Groups 77 Inquiry Focus #3: Facilitating Youth’s Culturally Relevant Peer Interactions 81 Connecting to Classrooms, School Culture, and College Access 83 Conclusion 86 6. College Talk: Challenging Racial Assumptions and Inequities 88 Everyday Practices in Context 90 Inquiry Focus #1: Examining College Talk 92 Inquiry Focus #2: Enacting Culturally Relevant College Talk 95 Connecting to Classrooms, School Culture, and College Access 102 Conclusion 105 7. Conclusion 107 Recommendations for Educators 108 Recommendations for School Leaders 114 Looking Ahead 117 Appendix A: Number and Roles of CRE-PD Participants 119 Appendix B: CRE Indicators and College Readiness 125 Appendix C: Methodology 127 References 131 Index 139 About the Authors 147
£27.54
John Wiley & Sons Translanguaging for Emergent Bilinguals
Book SynopsisPresents an examination of the development, evolution, and current realities of educating emergent bilinguals in US classrooms. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using an inclusive translanguaging approach.
£25.64
Teachers' College Press The Early Advantage 2Building Systems That Work
Book SynopsisLearn how exemplary countries are advancing the development of their youngest citizens. Drawing on a groundbreaking study, The Early Advantage 2 extracts the essential elements from six high-performing systems to determine what must be considered when creating and implementing programs and policies for young children and their families.
£27.90
Teachers' College Press An Educators Guide to STEAM Engaging Students
Book SynopsisThis practical book will help readers understand what STEAM is, how it differs from STEM, and how it can be used to engage students in K-8 classrooms. The authors present a conceptual model with classroom examples and specific strategies, such as problem-based learning, student choice, technology integration, and teacher facilitation.
£27.54
John Wiley & Sons Five Big Ideas for Effective Teaching Connecting
Book SynopsisThe second edition of the seminal text designed to empower educators with an innovative conceptual framework for teaching. The book is grounded in the synergy of five big ideas for connecting mind, brain, and education research to classroom practice: neuroplasticity, potential, malleable intelligence, the Body-Brain System, and metacognition.Table of Contents Foreword by Robert Calfee ix Acknowledgments xi Preface xiii Introduction 1 Teacher Education and Professional Development: Preparing, Developing, and Supporting Teachers by Providing Them with a Firm Foundation 1 Teachers as Learners: Enhancing Mindsets and Methods 4 Five Big Ideas from Research to Application 5 Prologue: Challenges and Opportunities in 21st Century Schooling 9 In Support of a Gold Standard for Educational Professionals: Teachers as Adaptive Experts and Lifelong Learners 11 Challenges in the Current System of Teacher Education and Schooling 12 Tools for Learning and Teaching in the 21st Century 14 Brain, Plasticity, Potential, and Intelligence 15 The Body-Brain System 17 Metacognition 19 The Challenges of Teaching Today 21 Opportunities Knock for Lifelong Learners 24 Connecting the Science of Learning to the Art of Teaching 27 1. Big Idea 1: Implications of Neural Plasticity for Learning and Teaching 28 Understanding the Science of Neural Plasticity 30 Brain Development Over the Life Span 33 Plasticity Research and the Classroom 37 From Research to Classroom Practice: Plasticity in Action 41 What's the Big Idea? 45 2. Big Idea 2: Recognizing Human Potential 48 Misunderstanding Potential: The Fixed Mindset 50 Defining Potential in the Classroom 51 Teacher Expectations About Their Students' Learning Potential 54 Educational Leadership: Beyond the Classroom 59 From Research to Classroom Practice: Guiding Students to Actualize Their Learning Potential 61 What's the Big Idea? 62 3. Big Idea 3: Understanding Intelligence 65 Conceptions of Intelligence 68 Dynamic, Changeable Intelligence 73 Malleable Intelligence, Growth Mindsets, and Student Learning 73 Malleable Intelligence, Motivation, and Effort 75 Rehearsal: Talent vs. Deliberate Practice 79 Using Formative Assessment for Intelligence-Building 81 Educational Leadership: Beyond the Classroom 82 From Research to Classroom Practice: Intelligence and a Growth Mindset for 21st Century Success 82 What's the Big Idea? 89 4. Big Idea 4: The Body-Brain System at Work for Learning 92 Social and Emotional Learning 93 Modeling and Teaching Practical Optimism 97 Managing Stress 99 Stronger Bodies, Sharper Minds 100 The Search for Causal Connections 103 High-Octane Fuel for Learning 105 Preparing for Learning with a Good Night's Sleep 107 From Research to Classroom Practice: Putting the Body-Brain System to Work 108 What's the Big Idea? 111 5. Big Idea 5: Metacognition as a Path to Becoming Functionally Smarter 115 Metacognition Through the Ages 116 Thinking About Thinking: Two Layers of Learning 117 Connecting Metacognition and Executive Function 119 Teaching and Facilitating the Use of Cognitive Strategies 121 Connecting Cognitive Strategies to Current Rigorous Standards 123 Gathering Information 124 Exploring and Elaborating 128 Communicating What You Have Learned 134 Teaching Cognitive and Metacognitive Strategies by Example 138 A Metacognitive Approach to Social and Emotional Learning 140 From Research to Classroom Practice: Learning by Teaching and Reflecting on Your Professional Practice 144 What's the Big Idea? 145 6. Teaching, Learning, and Neuroeducation Myth Busting 148 Becoming an "Apprentice" of Effective Education 149 There Is More to 21st Century Education Than the 3 Rs—A Lot More 150 You Can Get Better at Almost Anything If You Set Your Mind to It 152 Your Brain Is a Learning Muscle—Build It 153 Early Intensive Reading Instruction Can Open New Worlds 154 The Little Engine That Could Had the Right Idea 155 Don't Forget: You Can Remember 157 Support Physical Activity to Support Learning 160 Your Role as a Myth Buster 161 7. Your Journey of Learning and Teaching 162 The Importance of Learning Together 163 Connecting with a Worldwide Professional Learning Community 170 The Joy of Informal Learning 172 Rising to the Hope and Challenges of Your Professional Practice 173 References 176 Index 196 About the Authors 209
£29.71
John Wiley & Sons Developing Inviting Schools A Beneficial Framework for Teaching and Leading
a huge range and FREE tracked UK delivery on ALL orders.
£26.96
John Wiley & Sons Steppingstones Pivotal Moments in Art Education
Book SynopsisCaptures pivotal moments in art education history within the United States and globally. Chapters are situated within the broad and active stream of history, identified by the authors as places to pause, step down, and deeply explore these moments and the vibrant terrain that surrounds them.
£29.45
John Wiley & Sons Hope and Joy in Education Engaging Daisaku Ikeda
Book SynopsisIn this timely and inspirational volume, authors from diverse disciplines consider and affirm the many places across curriculum and context where hope and joy are or can be strong and vibrant. Drawing on the life-affirming ideals of education philosopher Daisaku Ikeda, this book will reenergize educational research, theory, and practice.Trade Review2022 Society of Professors of Education (SPE) Outstanding Book Award.Table of Contents Foreword - Cynthia Dillard Preface/Acknowledgments Introduction: Daisaku Ikeda, and Hope and Joy in Education - Jason Goulah PART I: CURRICULUM AND TEACHING FOR HOPE AND JOY 1. Joy as Sustenance: Engaging Daisaku Ikeda and the Lotus Sutra to Nourish Vocation - Isabel Nuñez 2. Determining to be Hopeful in Hopeless Times - Nozomi Inukai and Michio Okamura 3. "Hope is a Decision": Pedagogical Acts Towards the Collective Commitment to Remake the World - Christopher Hall, Patricia Krueger-Henney, Nina Kunimoto, and Zeena Zakharia 4. A Fundamental Force at the Edge of the Formation of Society - M. Francyne Huckaby 5. Building a Change-focused Community with Practitioners as a Source of Hope - Allison Mattheis 6. Imparting Hope and Inspiring Joy: Practicing Value-Creative Dialogue in Educational Leadership - Melissa Bradford PART II: HOPE AND JOY IN AESTHETIC AND EMOTIONAL EXPERIENCE 7. Restoring Hope for the Humanities: Daisaku Ikeda, Intercultural Study, and College Classroom Experience - Anita Patterson 8. Finding Hope and Joy in Curriculum Theory through Critical Race Feminism - Theodora Regina Berry 9. Finding Hope and Joy through Daisaku Ikeda: The Rehabilitation of a Doctoral Candidate - Jayna McQueen Baker 10. Social Emotional Learning and Value-Creating Education: Synergistic Possibilities for Cultivating Hope and Joy in Higher Education - Deborah Donahue-Keegan 11. The Poetic Mind: The Key to Creating Hope and Joy in Education - Ritsuko Rita 12. Human Rights Education as a Resource for Self and Collective Transformation - Elora Chowdhury PART III: SEEKING INNER JOY AND OUTER HOPE 13. Hope, Joy, and the Greater Self at the Ikeda Center for Peace, Learning and Dialogue - Mitch Bogen 14. Value Creation and the Revitalization of Dependency as a Core Goal of Ecocritical Education - Johnny Lupinacci 15. Dancing with Hope - Walter Gershon 16. A Curriculum of Becoming - D. Joe Ohlinger 17. Hope in Remembrance of a Life Well Lived - Sandra Vanderbilt 18. Finding Hope and Joy in Life and Death: Daisaku Ikeda's Philosophy of Ningen Kyōiku (Human Education) - Jason Goulah Conclusion: Hope and Joy, Trust and Faith, and Poison as Medicine - Isabel Nuñez About the Contributors Index
£27.54
Teachers' College Press Student Agency in the Classroom Honoring Student
Book SynopsisWhile student agency is considered an important aspect of classroom learning, opportunities to support and promote agency can be easily missed. This book addresses the inner dimensions of student agency to show what it is, why it is needed, and how it can be translated into instructional practices.
£24.69
Teachers' College Press Doing Case Study Research A Practical Guide for
Book SynopsisNow in a fourth edition, this how-to guide is an excellent starting point for anyone looking to begin case study research. The authors - all professors teaching graduate students in education and other professions - provide the structure, detail, and guidance needed for beginning researchers to complete a systematic case study.
£25.64
Teachers' College Press BiographyDriven Culturally Responsive Teaching
Book SynopsisThis popular resource has transformed classrooms for thousands of teachers by providing how-to guidance for success with culturally and linguistically diverse students. It illustrates how to use strategies that recognise and leverage all the cultural and linguistic assets that students bring to their learning.Table of Contents Contents Foreword Geneva Gay vii Preface: My Life, My Work ix Acknowledgments xv Introduction 1 1 The Foundations of Biography-Driven Instruction 4 The Influence of Politics on CLD Student Education 5 Access Denied: Limiting Programs for CLD Learners 6 What's Love Got to Do With It? Everything 8 The Foundations of Biography-Driven Instruction 9 Charting the Course Toward Liberatory Practices 9 I Need You, and You Need Me: Learning as a Social Practice 12 Teaching and Learning in the Third Space 14 Research Into How the Brain Learns 14 Making It Happen! How This Book Can Guide Next Steps 17 2 Biography-Driven Instruction 18 Biopsychosocial History 19 Confronting Our Reality: Invisible External and Internal Forces 20 The CLD Student Biography 27 The Sociocultural Dimension 27 Reflections on the Sociocultural Dimension 33 3 Language of the Heart 35 The Linguistic Dimension 35 Reflections on the Linguistic Dimension 46 4 Culture-Driven Thought and Learning 47 The Cognitive Dimension 47 Reflections on the Cognitive Dimension 59 5 Academics: More Than a Test Score or Grade 60 The Academic Dimension 60 Reflections on the Academic Dimension 67 6 Biography-Driven Planning, Teaching, and Assessing 72 Contextual and Situational Processes 72 Contextual and Situational Teaching 75 Biography-Driven Instruction: A Culturally Responsive Method 78 Reflections on Valuing the Student in Teaching 92 7 Activation: A Canvas of Opportunity 93 Socioculturally Speaking 94 Transparency in Teaching 95 Linguistically Speaking: How Vocabulary Fits Into the Picture 99 Cognitively Speaking: Creating a Canvas of Opportunity for Disclosure 106 Reflections on Activating What Students Know 110 8 Connection: Navigating From the Known to the Unknown 112 Transformative Comprehensible Input 113 Activities Versus Strategies 117 Navigating Socioemotional States of Mind 121 Scaffolding From Student Words/Thoughts to New Learning 129 Students Negotiate Meaning 133 Reflections on Connecting Lessons to Our Students' Lives 136 9 Affirmation: Evidence-Based Celebration of Linguistic and Academic Learning 137 Emotion, Cognition, and Assessment 137 Formative Assessment 140 Learning Strategies as a Bridge to Summative Assessment 146 Review, Rehearsal, and Retrieval 147 Reflections on Affirming Student Learning Through Assessment 151 10 Biography-Driven Pedagogical Action: Voices of Care, Hope, and Academic Achievement 153 A Different Type of Agenda 154 BDI and Research-Based Standards 154 Action and Transformation: The Schoolwide Impact of BDI 158 Voices From the Field 161 Through the Eyes of a Student 167 Final Reflections 168 Glossary 177 Appendices 181 Appendix A: Critical Reflection Using the Reflection Wheel Journal 182 Appendix B: CLD Student Biography Card: Template 184 Appendix C: DOTS Strategy (Determine, Observe, Talk, Summarize) 185 Appendix D: Mind Map 186 Appendix E: Vocabulary Quilt 187 Appendix F: Ignite, Discover, Extend, Affirm (IDEA) 188 Appendix G: Thumb Challenge 189 Appendix H: Uncover, Concentrate, Monitor, Evaluate (U-C-ME) 190 Appendix I: Quick Guide to Biography-Driven Instructional Concepts 191 List of Instructional Aids Available Online (tcpress.com) : Discussion Guide, Templates, Rubrics, and Checklist 192 References 193 Index 201 About the Author 208
£29.45
Teachers' College Press On Being and WellBeing in InfantToddler Care and
Book SynopsisWith its real-life stories and invitations for reflection and conversation, this book is an ideal professional development resource for pre- and in-service birth-age 3 professionals. The author shares lived experiences of being in four distinctly different baby rooms as a researcher over extended periods of time.
£25.64
John Wiley & Sons Differentiated Mentoring and Coaching in Educati
Book SynopsisPresents a dynamic model for teacher/coach interactions, the Gradual Increase of Responsibility (GIR) model for mentoring and coaching. Like students, teachers benefit when support is personalized. The GIR model includes five coaching moves that are selectively used to match support to need.Trade Review"This resource would be valuable for a new coach or an educational system setting up a coaching model for the greatest impact on student learning."—AASA School Administrator
£31.46
John Wiley & Sons Design Thinking in the Middle Grades
Book SynopsisDraws on the authors’ experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles.Table of Contents Contents Foreword Introduction Acknowledgements Part I: Understanding the Approach 1. Thinking Differently About Teaching and Learning What It Looks Like in a Real Classroom Why This Book? 2. Engineering Design, Mathematics, Science, and Literacy A Visual Model of Our Approach The Design Process: Dynamic, Iterative Waves of Divergent and Convergent Thinking Integrating Mathematical Modeling, Scientific Challenges, and Literacy Practices 3. Affordances and Supports Supporting Productive Struggle by Learners Promoting Equity in the Classroom Complex Instruction Group Worthy Tasks Status 4. Why Do We Think This Works? Evidence-Based Teaching Practices Evidence Base for Core Components of Our Approach Evidence Base for Bringing It All Together 5. Personifying Best Practices (Re)Designing Industrial Farming in Your State Connecting Theory to Practice Part II: Making It Real 6. Design and Mathematical Modeling From Artifacts to Processes Affordances for Systems-Level Learning across the Artifact-To-Process Continuum Returning to the Grocery Store 7. How Constraints and Criteria Affect Design and Mathematical Modeling How Many Marbles Can You Fit in a Piece of Aluminum Foil Before It Sinks? Keeping a Cold Drink Cold for Longer (Co-Constructing Constraints) 8. Scaffolding Student Learning in Design and Mathematical Modeling Productive Struggle in Design-Based Learning Scaffolding Productive Struggle Strategically Using Formative Assessment Data Giving Students Voice in Design Constraints, Criteria, and Methods of Assessment 9. Design and Mathematical Modeling Across Content Areas and Grade Levels Gingerbread House Lesson (6th Grade Mathematics Class) Predator/Prey Lesson (8th Grade Science Class) Skater Ramp Lesson (7th Grade Mathematics and Science Class) Adapting Design-Based Learning Activities to Your Students 10. Design and Mathematical Modeling Across Instructional Modalities Taking Design-Based Learning Online Examples of Design-Based Learning at a Distance Connecting Examples to Core Components, Affordances, and Supports Part III: Making It Your Own 11. Linking Integrative Series of Design and Mathematical Modeling Activities Problem-Based, Design-Based, and Project-Based Integration Energy and the Environment Thematic Unit Pulling It All Together 12: Address Any Content Standard and "Fix" Textbook Problems Starting From Standards Starting From Existing Activities or Problems (Re)Designing Effective Teaching Practices Conclusion: The Wicked Problem of Education for All References Index About the Authors
£31.41
John Wiley & Sons Planning Science Instruction for Emergent Biling
Book SynopsisA practical resource that takes educators through a planning process - from selecting standards to designing learning activities - that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals.Table of Contents Contents (Tentative) Foreword Introduction Part I: Foundations for Teaching Science to Emergent Bilinguals 1. Re-envisioning Science Teaching for Emergent Bilinguals 2. A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals 3. Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning Process Part II: Unit Level Planning 4. Knowing Your Emergent Bilingual Students and Their Families 5. Unpacking the Next Generation Science Standards and Curricular Resources 6. Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards 7. Anchoring the Unit With Phenomena, Texts, and Assessment Part III: Planning a Conceptual and Linguistic Progression of Learning 8. Connecting a Conceptual Progression to Language and Literacy 9. Planning a Progression for Interpretive Language 10. Planning a Progression for Collaborative Language 11. Planning a Progression for Productive Language Conclusion: Strengthening Science, Language, and Literacy Rich and Relevant Planning through Collaboration Appendix A: Sample Ecosystem Interactions and Resources Lesson Plans Appendix B: Additional Unit Frames Appendix C: Blank Planning Tools References Index About the Authors
£31.41
John Wiley & Sons Planning Science Instruction for Emergent Biling
Book SynopsisA practical resource that takes educators through a planning process - from selecting standards to designing learning activities - that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals.Table of Contents Contents (Tentative) Foreword Introduction Part I: Foundations for Teaching Science to Emergent Bilinguals 1. Re-envisioning Science Teaching for Emergent Bilinguals 2. A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals 3. Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning Process Part II: Unit Level Planning 4. Knowing Your Emergent Bilingual Students and Their Families 5. Unpacking the Next Generation Science Standards and Curricular Resources 6. Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards 7. Anchoring the Unit With Phenomena, Texts, and Assessment Part III: Planning a Conceptual and Linguistic Progression of Learning 8. Connecting a Conceptual Progression to Language and Literacy 9. Planning a Progression for Interpretive Language 10. Planning a Progression for Collaborative Language 11. Planning a Progression for Productive Language Conclusion: Strengthening Science, Language, and Literacy Rich and Relevant Planning through Collaboration Appendix A: Sample Ecosystem Interactions and Resources Lesson Plans Appendix B: Additional Unit Frames Appendix C: Blank Planning Tools References Index About the Authors
£79.20
Teachers' College Press Reading With Purpose Selecting and Using
Book SynopsisFrom the authors of the popular blog and resource for teachers, The Classroom Bookshelf, this book offers a framework and teaching ideas for using recently released children’s and young adult literature to build a culture of inquiry and engagement from a text-first approach.Table of ContentsContents (Tentative)AcknowledgmentsIntroduction Who We Are: The Classroom Bookshelf StoryWhy This Book?Purposes for ReadingUsing This BookPart I. Purposes for Selecting and Using Books1. A World Purpose in the Pages of Books Classroom Story: If I Were a BookWhat Matters MostBraided Purposes: The Reader, The Text, The ContextMany Books, Many PurposesPurpose Matters: A Community of Readers2. Center Care for Ourselves and One Another Classroom Story: Nurturing CareWhy Center Care?Why Now? Supporting the Whole ChildCentering Care: Understanding Ourselves and Connecting to OthersSelecting Books That Center Care to Reach and Teach the Whole Child3. Connect to the Past to Understand the Present Classroom Story: The Value of Knowing the PastWhy Connect to the Past?Why Now? Barriers and BridgesConnecting to the PastSelecting Books That Connect to the Past to Better Understand the Present4. Closely Observe the World Around Us Classroom Story: Idea Making and Learning to Look CloselyWhy Closely Observe?Why Now? The Climate Crisis and Disconnect With the Natural WorldClose Observation: Strengthening Connection to Our WorldSelecting Books That Inspire Close Observation, Seeing the World in New Ways5. Cultivate Critical Consciousness Classroom Story: Raising Critical Consciousness Across the CurriculumWhy Cultivate Critical Consciousness?Why Now? Agency, Equity, and Justice in an Ever-Changing WorldCultivating Critical Consciousness: Creating a Better World for AllSelecting Books That Cultivate Critical Consciousness Toward Creating a Better World for AllPart II.An Invitations Approach to Encourage Purposeful Reading6. Invitations to Use Books to Center Caring for Ourselves and Others Text SetsContent Connections and Disciplinary LiteraciesReading ProcessVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional Learning7. Invitations to Use Books to Connect the Past to the Present Text SetsContent Connections and Disciplinary LiteraciesCritical LiteraciesReading ProcessVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional Learning8. Invitations to Use Books to Closely Observe the World Around Us Text SetsContent Connections and Disciplinary LiteraciesCritical LiteraciesVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional Learning9. Invitations to Use Books to Cultivate Critical Consciousness Toward Creating a Better World Text SetsContent Connections and Disciplinary LiteraciesCritical LiteraciesReading ProcessVisual LiteraciesWriting DevelopmentMultimodal ResponseSocial Emotional LearningIn ClosingReferencesChildren's BooksIndexAbout the Authors
£27.90
Teachers' College Press Formative Assessment for 3D Science Learning
Book SynopsisCombines three-dimensional science learning, sociocultural theories of learning, and science for justice and equity to provide a comprehensive picture of formative assessment for today’s K-12 science classroom.Table of ContentsPreface My History in Science and Formative Assessment Why I Wrote This BookScopeTo Whom This Book Is DirectedAcknowledgmentsPART I: FRAMING1. It's Time to Rethink Formative Assessment in Science Education What Is Formative Assessment in Science? New Understandings About Learning That Influence Curriculum, Instruction, and Assessment Formative Assessment for Ambitious and Equitable 3D Science Learning Example: What Can We Do to Keep Our Community Healthy? Initial DrawingsFamily ActivityHow to Read This Book 2. Broadening Our View of Science Formative Assessment Formative Assessment in a System of Classroom Activity Defining Elements of a Formative Assessment Activity System How Activity Systems Work to Support Learning Through Formative Assessment Looking Ahead 3. Formative Assessment as a Vehicle for Equity and Justice in Science Learning Structural Influences on Science Formative Assessment Constraints on Formative Assessment Formative Assessment as a Vehicle for Equity and Justice Self-Reflection for Ambitious and Equitable Teaching Centering Equity and Justice in Formative Assessment: Examples Equity and Justice: Connective Threads for Formative Assessment Design and Enactment PART II: TASKS AND PRACTICES4. Questions Worth Answering: The Role of Phenomena in Formative Assessment Considerations for Phenomena Types of Phenomena for Formative Assessment How Different Phenomena Support Formative Assessment Across an Instructional Unit Resources for Identifying Phenomena for Formative Assessment Putting It All Together: Framing Formative Assessment Tasks With Phenomena 5. Formative Assessment Tasks: Artifacts and Material Representations of Student Thinking What Do We Mean by "Tasks"? The Role of Formative Assessment Tasks Integrating the Three Dimensions in Formative Assessment Tasks Elements of Multicomponent Formative Assessment Task Design: Supporting Learners to Show What They Know Putting It All Together: Redesigning a Multicomponent Formative Assessment Task Beyond Paper and Pencil: Technology-Assisted Formative Assessment Tasks Looking Ahead: The Importance of Practices and Feedback 6. Norms, Routines, and Community: Classroom Enactment of Formative Assessment What Do We Mean by "Enactment"? Participation Structures Norms and Routines Talk Moves: Essential Elements of Formative Assessment Classroom Practices Putting It All Together: A Formative Assessment Conversation to Support the Development of Student Thinking 7. Feedback Feedback to Support Science Learning A Model of Feedback Technology Feedback Within and Across Lessons: Short, Medium, and Long Cycles A Challenging, but Key Practice to Support Student Learning PART III: BEYOND THE CLASSROOM8. Tools and Routines for Professional Learning: Collaborative Formative Assessment Design Teacher Professional Learning Through Formative Assessment Design Steps for Collaborative Formative Assessment Design Increasing Opportunities for Teachers to Learn Through Collaboration and Formative Assessment Co-Design 9. Learning Progressions: Tools for Formative Assessment Defining Learning Progressions Learning Progressions for Three-Dimensional Assessment Three Uses for Learning Progressions in Formative Assessment Features of Learning Progressions That Support Formative Assessment Potential to Guide Formative Assessment, With Caution 10. Conclusion: Formative Assessment for Ambitious and Equitable Science Learning: Toward a New Horizon Main Arguments What Can We Do? Closing Appendix A. Phenomenon PlannerAppendix B. Coffee Cup TaskAppendix C. Formative Assessment Task Design ChecklistAppendix D. Weather in Three Places TaskAppendix E. Snowmelt TaskAppendix F. High Elevation TaskAppendix G. Enactment Planning GuideAppendix H. Skateboarder Modeling TaskAppendix I. Sample Meeting Agendas for Collaborative Formative Assessment DesignAppendix J. Learning Progression Unit PlannerReferencesIndexAbout the Author
£31.35
Teachers' College Press Educating for Equity and Excellence Enacting
Book SynopsisInvites readers to make educational equity and excellence for all students a reality. Through teaching narratives and pragmatic examples, Geneva Gay illustrates that a combination of ideology, ethics, personal commitment, and praxis on the part of educators is essential to achieving equity for underachieving racial and ethnic minority students.Table of ContentsForewordIntroductionPART I: IDENTITY1. Expressive Ethos of Afro-American Culture2. Ethnic Identity Development in Early Adolescence: Some Implications for Instructional Reform3. Implications of Selected Models of Ethnic Identity Development in EducationPART II: IDEOLOGY4. Teachers' Achievement Expectations and Classroom Interactions with Ethnically Diverse Students5. Teachers Beliefs about Cultural Diversity: Problems and Possibilities6. Teaching to and through Cultural DiversityPART III: ACTION7. Curriculum Theory and Multicultural Education8. Preparing for Culturally Responsive Teaching9. Connections between Classroom Management and Culturally Responsive Teaching10. The Younger the Better: Culturally Responsive Teaching for Lil SistasReferencesIndexAbout the Author
£33.96
John Wiley & Sons Educating for Equity and Excellence Enacting
Book SynopsisInvites readers to make educational equity and excellence for all students a reality. Through teaching narratives and pragmatic examples, Geneva Gay illustrates that a combination of ideology, ethics, personal commitment, and praxis on the part of educators is essential to achieving equity for underachieving racial and ethnic minority students.Table of ContentsForewordIntroductionPART I: IDENTITY1. Expressive Ethos of Afro-American Culture2. Ethnic Identity Development in Early Adolescence: Some Implications for Instructional Reform3. Implications of Selected Models of Ethnic Identity Development in EducationPART II: IDEOLOGY4. Teachers' Achievement Expectations and Classroom Interactions with Ethnically Diverse Students5. Teachers Beliefs about Cultural Diversity: Problems and Possibilities6. Teaching to and through Cultural DiversityPART III: ACTION7. Curriculum Theory and Multicultural Education8. Preparing for Culturally Responsive Teaching9. Connections between Classroom Management and Culturally Responsive Teaching10. The Younger the Better: Culturally Responsive Teaching for Lil SistasReferencesIndexAbout the Author
£85.50
Teachers' College Press Teaching U.S. History Thematically DocumentBased
Book SynopsisGet started with an innovative approach to teaching history that develops literacy and higher-order thinking skills and connects the past to students’ lives. Now in a second edition, this book provides a unit to help teachers build a trustful classroom climate; over 70 primary sources; and a unit focusing on periodization and chronology.Table of Contents Contents (Tentative) Acknowledgments Introduction: Why Use a Thematic, Document-Based Approach for Teaching U.S. History? Why Thematic? Why Document Based? Meeting Common Core and and Other State and National Standards What Do We Mean When We Say "We"? Structure of a Unit Structure of a Lesson Assessment Accounting for Grade Level and Differentiating Instruction Classroom Climate Designing Your Own Thematic Units 0. Historians' Skills: Why and How Study History? Lesson 0.1: Who Are You in History? Lesson 0.2: Who Are We Together? Lesson 0.3: How Do We Want to Work Together? Lesson 0.4: Why Study History? 1. American Democracy: What Is American Democracy, and What Should It Be? Lesson 1.1: What Did Kamala Harris Believe Were the Greatest Threats to Democracy in the US? Lesson 1.2: How Did Native American Traditions Influence American Democracy? Lesson 1.3: How Did Thomas Paine Argue for Independence from Britain? Lesson 1.4: What Was James Madison's Argument for Representative Democracy? Lesson 1.5: What Did Thomas Jefferson Believe Were the Main Responsibilities of Government? Lesson 1.6: How Did Andrew Jackson Represent the "Common Man"? Lesson 1.7: How Did Frederick Douglass Criticize American Democracy? Lesson 1.8: How Did Abraham Lincoln Define Democracy? Lesson 1.9: How Did Susan B. Anthony Interpret the Constitution? Lesson 1.10: What Did John F. Kennedy Believe the United States Should Do for the World? Lesson 1.11: Why Did Ronald Reagan Believe America Was Great? Lesson 1.12: Why Did Barack Obama Think the United States Was Not Yet a Perfect Union? 2. Diversity and Discrimination: What Does Equality Mean? Lesson 2.1: What Was the Supreme Court's Argument for Allowing Same-Sex Marriage? Lesson 2.2. How did the Virginia Slave Codes Change Race Relations? Lesson 2.3: What Did the Constitution Say About Slavery? Lesson 2.4: How Did Native Americans Argue for Equal Rights? Lesson 2.5: How Did Sojourner Truth Define Equality? Lesson 2.6: What Was the Supreme Court's Rationale for Denying Black People Citizenship? Lesson 2.7: Why Did John Brown Think Violence Was Justified to End Slavery? Lesson 2.8: What Was the Supreme Court's Reasoning for "Separate but Equal" Facilities? Lesson 2.9: Why Did Elizabeth Cady Stanton Believe Women Deserved the Same Rights as Men? Lesson 2.10: What Was the Supreme Court's Argument for Excluding Chinese People from U.S. Citizenship? Lesson 2.11: What Was the Ku Klux Klan's Argument for White Supremacy? Lesson 2.12: How Did the Supreme Court Explain Its Decision to Overturn the "Separate but Equal" Doctrine? Lesson 2.13: How Did Malcolm X Think Racial Equality Could Be Achieved? Lesson 2.14: How did Judy Heumann Oppose Discrimination on the Basis of Disability? 3. States' Rights and Federal Power: How Should Power Be Distributed Among Local, State, and Federal Governments? Lesson 3.1: How did Donald Trump Try to Challenge the Authority of State Election Officials? Lesson 3.2: What Was the Balance of Power Between the States and Congress in the Articles of Confederation? Lesson 3.3: How Did the Constitution Compare with the Articles of Confederation? Lesson 3.4: How Did George Washington Explain His Decision to Suppress the Whiskey Rebellion? Lesson 3.5: How Did States' Rights and Federalist Interpretations of the Constitution Differ? Lesson 3.6: Is the State or Federal Government Responsible for Protecting Native American Nations? Lesson 3.7: How Did Daniel Webster Argue That States Couldn't Nullify Federal Laws? Lesson 3.8: How Did the Southern States Explain Their Decision to Secede from the Union? Lesson 3.9: Why Did Dwight Eisenhower Enforce Desegregation? Lesson 3.10: How Did Orval Faubus Argue for Segregation as a "State's Right"? Lesson 3.11: Does the State or Federal Government Protect Individuals from Environmental Harm? 4. Government, Business, and Workers: What Role Should Government and Business Play in Promoting Citizens' Well-Being? Lesson 4.1: Why Did Some Amazon Workers Unionize? Lesson 4.2: What Were Christopher Columbus's Economic and Social Goals? Lesson 4.3: Why Did John Calhoun Define Slavery as a "Positive Good"? Lesson 4.4: Why Did the Lowell Mill Women Go on Strike? Lesson 4.5: How Did W. E. B. Du Bois Think That the Government Succeeded and Failed in Helping Formerly Enslaved People? Lesson 4.6: What Was Andrew Carnegie's Argument for Social Darwinism? Lesson 4.7: How Did the "Other Half" Live as Shown in Jacob Riis's Photos? Lesson 4.8: How Did Upton Sinclair Want to Change the Meatpacking Industry? Lesson 4.9: What Was Henry Ford's Plan for Ending Poverty? Lesson 4.10: How and Why Was Tulsa's Black Wall Street Destroyed? Lesson 4.11: What Were the Aims of the New Deal? Lesson 4.12: Why Did Lyndon Johnson Launch a War on Poverty? Lesson 4.13: Why Did Cesar Chavez Believe Farmworkers Should Unionize? Lesson 4.14: What Was Reaganomics? 5. Foreign Policy: Under What Circumstances Should the United States Intervene in World Events? Lesson 5.1: Why Did Anthony Blinken Consider Climate Change Relevant to National Security? Lesson 5.2: Why Did George Washington Believe the United States Should Stay Neutral? Lesson 5.3: How Did the Monroe Doctrine Change U.S. Foreign Policy? Lesson 5.4: How Was the Idea of Manifest Destiny Used to Justify Taking Over Foreign Lands? Lesson 5.5: Why Did Mark Twain Oppose U.S. Colonization of the Philippines? Lesson 5.6: How Did Woodrow Wilson Try to Convince Americans to Stay Neutral in World War I? Lesson 5.7: How Did Franklin D. Roosevelt Explain His Decision to Involve the United States in World War II? Lesson 5.8: How Did Eleanor Roosevelt Explain the Purpose of the United Nations? Lesson 5.9: How Did the Truman Doctrine Change U.S. Foreign Policy? Lesson 5.10: Why Did Martin Luther King Jr. Oppose the Vietnam War? Lesson 5.11: On What Basis Did Henry Kissinger Advise Richard Nixon to Oppose Chilean President Salvador Allende? Lesson 5.12: How Did Bill Clinton Explain His Decision to Intervene in the Genocide of Bosnian Muslims? Lesson 5.13: What Was George W. Bush's Strategy in the War on Terror? 6. Civil Liberties and Public Safety: Under What Conditions, If Any, Should Citizens' Freedoms Be Restricted? Lesson 6.1: Why did Ted Cruz Oppose COVID-19 Vaccine and Mask Mandates? Lesson 6.2: How Did the United States Explain Its Decision to Declare Independence from Britain? Lesson 6.3: What Does the Bill of Rights Guarantee? Lesson 6.4: How Did John Adams Restrict Freedom of the Press? Lesson 6.5: What Was Abraham Lincoln's Argument for Suspending Habeas Corpus Rights During the Civil War? Lesson 6.6: Was Carrie Nation's Temperance Activism Protected by the Constitution? Lesson 6.7: How Did Herbert Hoover Explain His Decision to Disperse the Bonus Army? Lesson 6.8: How Did Franklin D. Roosevelt Justify the Internment of Japanese Americans? Lesson 6.9: How Did Paul Robeson Defend Himself Against Joseph McCarthy's Accusation That He Was a Communist? Lesson 6.10: How Did COINTELPRO Justify Its Surveillance of U.S. Citizens? Lesson 6.11: What Rights Did the Black Panther Party Demand, and Why? Lesson 6.12: How Did the U.S. Government Defend the USA PATRIOT Act? Lesson 6.13: What Was Barack Obama's Plan to Reduce Gun Violence? 7. Identity: What Do We Mean When We Say "We"? Lesson 7.1: Great Law of Peace, Dekanawida, c. 1500 Lesson 7.2: An Act Concerning Servants and Slaves, Virginia House of Burgesses, 1705 Lesson 7.3: Declaration of Independence, Thomas Jefferson, 1776 Lesson 7.4: Our Hearts Are Sickened, John Ross, 1838 Lesson 7.5: Scott v. Sanford, 1856 Lesson 7.6: Declaration of Immediate Causes, South Carolina Legislature, 1860 Lesson 7.7: The Souls of Black Folk, W. E. B. Du Bois, 1903 Lesson 7.8: Investigation of Labor Conditions, Massachusetts House Document 50, 1845 Lesson 7.9: On Women's Right to Vote, Susan B. Anthony, 1872192 Lesson 7.10: Appeal for Neutrality, Woodrow Wilson, 1914 193 Lesson 7.11: My Life and Work, Henry Ford, 1922 Lesson 7.12: The Klan's Fight for Americanism, Hiram W. Evans, 1926 193 Lesson 7.13: The New Deal, Franklin D. Roosevelt, 1936 Lesson 7.14: Day of Infamy, Franklin D. Roosevelt, 1941 193 Lesson 7.15: By Any Means Necessary, Malcolm X, 1964 Lesson 7.16: Why I Am Opposed to the War in Vietnam, Martin Luther King, Jr., 1967 Lesson 7.17: A Shining City on a Hill, Ronald Reagan, 1974 194 Lesson 7.18: The War on Terror, George W. Bush, 2001 Lesson 7.19: A More Perfect Union, Barack Obama, 2008 Appendices Appendix A: Quick Reference Guide Appendix B: Course Entry Survey Appendix C: Course Exit Survey Appendix D: Unit Entry Survey Appendix E: Biographical Research Paper Instructions Appendix F: Summit Research Worksheet Appendix G: Unit Exit Survey Appendix H: 21st-Century Issue Letter Instructions Appendix I: Designing Your Own Thematic Units Appendix J: Online Content References Index About the Author
£30.40
