Educational Testing & Measurement: Classroom Application & Practice 9th Edition

While maintaining a reader friendly, conversational approach to a technical topic area, Educational Testing and Measurement, 9th edition, introduces students to the dramatic developments that have occurred in the field over the last few years. More importantly, the text aims to clearly explain their implications for teachers while addressing the controversies that have arisen around these developments.

In addition to discussing the previous topics of NCLB, high-stakes testing, and the IDEIA, a completely new chapter on the response-to-intervention (RTI) identification approach has been added, as well as a new section on curriculum-based measurement (CBM), a key component of the RTI approach, in order to bring students “up to speed” in the complexities and controversies of these issues, while presenting the information in a thoughtful, balanced way.

Contents

• Chapter 1 An Introduction to Contemporary Educational Testing and Measurement.
• Chapter 2 High-Stakes Testing.
• Chapter 3 Response-to-Intervention (RTI) and the Regular Classroom Teacher.
• Chapter 4 The Purpose of Testing.
• Chapter 5 Norm- and Criterion-Referenced Tests and Content Validity Evidence.
• Chapter 6 Measuring Learning Outcomes.
• Chapter 7 Writing Objective Test Items.
• Chapter 8 Writing Essay Test Items.
• Chapter 9 Performance-Based Assessment. 
• Chapter 10 Portfolio Assessment.
• Chapter 11 Administering, Analyzing, and Improving the Test or Assessment.
• Chapter 12 Marks and Marking Systems.
• Chapter 13 Summarizing Data and Measures of Central Tendency.
• Chapter 14 Variability, the Normal Distribution, and Converted Scores.
• Chapter 15 Correlation.
• Chapter 16 Validity Evidence.
• Chapter 17 Reliability.
• Chapter 18 Accuracy and Error.
• Chapter 19 Standardized Tests.
• Chapter 20 Types of Standardized Tests.
• Chapter 21 In the Classroom: A Summary Dialogue.

Appendices

• Appendix A: Math Skills Review.
• Appendix B: Preparing for the Praxis II: Principles of Learning and Teaching Assessment.
• Appendix C: Determining the Median When There are Multiple Tied Scores.
• Appendix D: Pearson Product-Moment Correlation.
• Appendix E: Statistics and Measurement Texts.
• Appendix F: Answers for Practice Questions.

Key Features

• Addresses the complex and controversial issues of NCLB, high-stakes testing, and IDEIA in a thoughtful, non-biased way.
• Presents content in a friendly, non-intimidating, but still meaningful manner.
• Speaks with their primary audience-classroom teachers-fully in mind.
• Presents difficult, abstract ideas and procedures in an up-to-date, accurate, and accessible manner.
• Invokes a friendly, conversational style to stress the application of theory while still providing ample theoretical background that will provide students a strong foundation in educational testing.
• A flexible layout of the text enables instructors the ability to follow the chapter sequence as is, or modify it to serve their particular needs.

New To This Edition

• A completely new chapter (chapter 3) devoted to bringing students "up to speed" on the response-to-intervention (RTI) approach.
• An added section to Chapter 1 focusing on curriculum-based measurement, a key testing component of the RTI approach.
• Expanded discussion of the five major factors that can affect the usefulness of test results.
• The end of chapter summaries have been updated to include information relevant to NCLB, state high-stakes testing programs, IDEIA, and RTI. 

About the Author

• Thomas Kubiszyn is currently Professor of Educational Psychology at the University of Houston. He received his M.A and Ph.D. at the University of Texas at Austin, and he received his B.A. at the State University of New York at Buffalo.
• Gary Borich is currently Professor of Educational Psychology at the University of Texas at Austin. His research areas include applied data analysis, program evaluation, and teaching effectiveness.

Book Details

• Hardcover: 512 pages
• Publisher: Wiley; 9 edition (2010)
• Language: English
• ISBN-10: 047052281X
• ISBN-13: 978-0470522813
• Product Dimensions: 9.3 x 7.7 x 0.8 inches

List Price: $110.28 

 

Tan: Teacher Education Frontiers : International Perspectives on Policy and Practice for Building New Teacher Competencies

• 1. Teacher education frontiers: 21st century challenges in teacher education and overview.
• 2. The case for 21st century teacher policies.
• 3. Teacher education for high quality professionals: An analysis from the Finnish perspective.
• 4. Educational reforms and teacher education innovations in Singapore.
• 5. Teachers for new learning: Reform and paradigm shift for the future.
• 6. Innovative model for teacher education: Preparing teachers for a changing world with a
• redefined concept of teacher.
• 7. Schools left behind? Ecosystematic perspectives on the 21st century school system.
• 8. Towards a technology-enhanced pedagogy of teacher education.
• 9. Teacher education policy in Scandinavia as challenged by the knowledge society and global
• competition: How tradition blocks development.
• 10. Psychological science for 21st century teaching effectiveness.
• 11. “I’ve never been asked that before!” Preparing teachers for any eventuality?.
• 12. Identifying the development of epistemological beliefs among student-teachers in an
• undergraduate teacher education programme.
• 13. Confronting the educational challenges of the future: Finnish teacher education promoting
• teachers’ pedagogical thinking.
• 14. Teacher education for the 21st century: Evidence-informed policy?

Education is the most important investment in the long haul and the quality of education impacts on nation building, people’s capacity for adaptation, value creation and innovation. The anchoring factor in successful education is the quality of the teacher. This edition on teacher education addresses the development of new teacher competencies in light of global changes. Teacher education must focus on producing thinking and innovative teachers - those who are not only good at classroom practices but also courageous in engaging the environment for real world learning.

Recent international studies on the impact of educational reforms on student learning and achievement also point to the importance of focusing on teacher recruitment, teacher education and teacher development. What can we learn from the teacher policies and practices of some of the world’s best performing education systems? How do some of the best systems cope with and envisage the future? What insights can policy makers, researchers and practitioners gain from the values paradigms, pedagogical, psychological and technological perspectives in innovating teacher education?

The views presented in Teacher Education Frontiers: International Perspectives on Policy and Practice for Building New Teacher Competencies will help fill the gap for a much needed source of reference for policy leaders, researchers and practitioners to innovate and improve teacher education research, policy and practice.

Key Features

• Contributors of this volume are leading thought-leaders in the field of teacher education: a top OECD advisor, a highly-experienced vice-president, deans and ex-deans, as well as top academics.
• Chapters provide valuable insights on perspectives from nations with top performing educational systems such as Finland, Korea and Singapore.
• Chapters cover international perspectives as well as insights on the contextualization of policy and practice.
• The comprehensive coverage deals with macro teacher policy issues and innovation from the perspective of partnerships, theory-practice linkages, values paradigms and pedagogical innovation.
• The chapters take a futuristic perspective and envision how best to build the teaching profession for the 21st century.

About the Author

• Oon-Seng Tan is Full Professor of Education and Dean of Teacher Education at the National Institute of Education, Nanyang Technological University. Professor Tan has been President of the Educational Research Association of Singapore (ERAS) and President of the Asia-Pacific Educational Research Association (APERA). He is also the Vice-President (Asia and Pacific Rim) of the International Association for Cognitive Education and Psychology (IACEP). He is Editorin-Chief of the journal, Educational Research for Policy & Practice, published by Springer. Apart from his prolific scholarly publications, he has delivered keynote addresses on topics in these fields in major international conferences in the United States, Europe, Australia, Japan, South Korea, China, Hong Kong and Southeast Asia.

Book Details

• Hardcover: 347 pages
• Publisher: Cengage Learning Asia; 1st edition (2012)
• Language: English
• ISBN-10: 9814384569
• ISBN-13: 978-9814384568

List Price: $59.95 

 

Light: Documenting Learning with ePortfolios: A Guide for College Instructors

• Introduction

PART 1 Documenting Learning with ePortfolios

• 1 Why Document Learning?
• 2 A Stakeholder’s Approach to Documenting Learning
• 3 Designing Effective ePortfolio Learning Activities

PART 2 Creating and Implementing ePortfolios

• 4 Engaging Today’s Learners: Students and ePortfolios
• 5 ePortfolios Outside the Classroom: Involving Campus Partners
• 6 Using ePortfolios to Support Assessment

PART 3 Practical Considerations for Implementing ePortfolios

• 7 Faculty Development and ePortfolios
• 8 Selecting ePortfolio Technologies to Support Learning
• 9 Evaluating the Impact of ePortfolios

Conclusion

References

Index

E-portfolios perform many functions in higher education at both an institutional and student level. Light: Documenting Learning with ePortfolios: A Guide for College Instructors offers online instructors guidance in creating and implementing e-portfolios with their students. It helps them assess the needs of their students then design and implement a strategic, comprehensive e-portfolio program tailored to these needs. Further, it lets instructors see how such programs can be used as an example of their own personal and professional academic development. This is an essential resource for any online instructor or student wishing to use e-portfolios as a tool.

About the Authors 

• Tracy Penny Light is assistant professor, St. Jerome's University. Her research focuses on ePortfolio implementation and the ability for reflection in ePortfolios to transform the student experience.
• Helen L. Chen is a research scientist in the Department of Mechanical Engineering and the ePortfolio project manager in the Office of the Registrar, Stanford University.
• John C. Ittelson is the director of outreach to the California Virtual Campus, and he consults to the CalStateTEACH Project for California State University, Monterey Bay. He is also the co-chair of the Academic ePortfolio Workgroup for the Postsecondary Electronics Standards Council.

Book Details

• Paperback: 192 pages
• Publisher: Jossey-Bass; 1 edition (December 27, 2011)
• Language: English
• ISBN-10: 0470636203
• ISBN-13: 978-0470636206
• Product Dimensions: 9.1 x 6.9 x 0.6 inches

List Price: $40.00 

 

Banks: Multicultural Education 7th Edition: Issues & Perspectives

Part I. Issues and Concepts

• Chapter 1. Multicultural Education: Characteristics and Goals
• Chapter 2. Culture is Society and in Educational Practices
• Chapter 3. Race, Class, Gender, and Disability in the Classroom

Part II. Social Class and Religion

• Chapter 4. Social Class and Educational Equality
• Chapter 5. Christian Nation or Pluralistic Culture: Religion in American Life

Part III. Gender

• Chapter 6. Gender Bias: From Colonial America to Today's Classrooms
• Chapter 7. Classrooms for Diversity: Rethinking Curriculum and Pedagogy
• Chapter 8. Transforming the Curriculum: Teaching about Women of Color

Part IV. Race, Ethnicity, and Language

• Chapter 9. Educational Equality for Students of Color
• Chapter 10. Approaches to Multicultural Curriculum Reform
• Chapter 11. The Colorblind Perspectives in School: Causes and Consequences
• Chapter 12. Language Diversity and Education

Part V. Exceptionality

• Chapter 13. Educational Equality for Students with Disabilities
• Chapter 14. School Inclusion and Multicultural Issues in Special Education
• Chapter 15. Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups

Part VI. School Reform

• Chapter 16. School Reform and Student Learning: A Multicultural Perspective
• Chapter 17. Families and Teachers Working Together for School Improvement

Appendix: Multicultural Resources

Index

Multicultural Education: Issues and Perspectives, Seventh Edition, is designed to help current and future educators acquire the concepts, paradigms, and explanations needed to become effective practitioners in culturally, racially, and linguistically diverse in today’s classrooms and schools. This revision reflects current and emerging research, concepts, and debates about the education of students from both genders and from different cultural, racial, ethnic, and language groups. Exceptionality is a part the concept of diversity because there are exceptional students in each group discussed in this book.

Organized in six parts, the book discusses specific issues that are highlighted in the multicultural education course and allows students to go directly to the sections of it that will provide them with the information they need.

Key Features

• Leading authors in the field offer their perspectives on Multicultural Education.
• Edited reader providing the most up-to-date research in the field.

New To This Edition

• Chapter 8, a new chapter in the text, describes how race and gender interact as opposed to being separate variables.
• Chapter 9, also new to this edition, examines the role of queer studies as well as sexual and gender minorities in multicultural education.
• The Multicultural Resources in the Appendix have been fully revised and updated.
• A new section on Sexual and Gender Minorities has been added to the Appendix.
• The Glossary has been updated to incorporate new census data as well as developments in the field.
• New co-authors for chapters 14 and 16 bring new insights, information, and perspectives to the chapters.

About the Editors 

• JAMES A. BANKS is professor and director of the Center for Multicultural Education at the University of Washington, Seattle. He has written or edited more than a dozen books in multicultural education and in social studies education. Professor Banks is past president of the National Council for the Social Studies (NCSS) and the American Educational Research Association (AERA). 
• CHERRY A. McGEE BANKS is associate professor of education at the University of Washington, Bothell. Professor Banks is associate editor of the Handbook of Research on Multicultural Education, contributing author of Multicultural Education, Transformative Knowledge, and Action, and co-author of March Toward Freedom: A History of Black Americans.

Book Details

• Paperback: 480 pages
• Publisher: Wiley; 7 edition (September 8, 2010)
• Language: English
• ISBN-10: 0470483288
• ISBN-13: 978-0470483282
• Product Dimensions: 7.5 x 0.6 x 9.3 inches

List Price: $81.65 

 

Pierce: On Being Presidential: A Guide for College & University Leaders

Part I Being an Effective President

• 1. Some Cautionary Tales
• 2. The President and the Board
• 3. The President and the Campus
• 4. Nothing Happens Until Money Happens
• 5. Crafting a Private Life in a Public Context
• 6. Letting Go and Leaving Gracefully
• 7. The Pleasures of the Presidency

Part II Becoming an Effective President

• 8. The Future of the College Presidency
• 9. Back to the Beginning: The Search Process

References
Resources
Index

On campuses and among trustees there is often a lack of understanding of what the president does (and should do), the larger issues facing the institution, and issues that the president grapples with on a daily basis. As a result, the faculty, administration, and the board can find themselves at odds over governance, which can paralyze institutions and lead to failed presidencies. Adequate training is hard to come by and applicable experience more and more rare. 

This book provides presidents, senior administrators, faculty leaders, and trustees with a guide to fulfilling their responsibilities and recommendations to aspiring presidents about how they can best prepare for a successful presidency.

Praise for On Being Presidential

"This is the best book I've ever read on being a college president." (By Arthur Levine, president, Woodrow Wilson National Fellowship Foundation, and president emeritus, Teachers College, Columbia University. 

"A must-read for anyone involved in higher education. Susan Resneck Pierce's cautionary tales and commonsense approach to college management present, in a very entertaining way, the 'dos' and 'don'ts' of effective postsecondary academic leadership. Highly recommended ? I am so enthusiastic that I plan to share On Being Presidential with two new university presidents!" (By Barbara Young, vice-chair, Sweet Briar College Board of Directors, and two-time appointee to the University of Kentucky Board of Trustees. 

"Susan Pierce provides an insightful guide to the successful presidency, lessons based not on theory but gleaned from meaningful experiences. Nearly every page contains pearls of wisdom both for college and university presidents and for those who aspire to lead campuses." (By Constantine W. Curris, president emeritus, American Association of State Colleges and Universities.

About the Author

• Susan Resneck Pierce is president emerita of the University of Puget Sound. As president of SRP Consulting, she advises colleges and universities on planning, effective board and presidential performance, board development, governance, and fundraising.

Book Details

• Hardcover: 240 pages
• Publisher: Jossey-Bass; 1 edition (November 15, 2011)
• Language: English
• ISBN-10: 1118027760
• ISBN-13: 978-1118027769
• Product Dimensions: 9 x 6.1 x 1.1 inches

List Price: $40.00 

 

Sue: Counseling the Culturally Diverse: Theory & Practice 5th Edition

Section I. The Multiple Dimensions Of Multicultural. 

• Counseling And Therapy.

PART I. The Affective And Conceptual Dimensions Of Multiucultural Counseling And Therapy.

• Chapter 1. The Multicultural Journey to Cultural Competence: Personal Narratives.
• Chapter 2. The Superordinate Nature of Multicultural Counseling and Therapy.

PART II. The Political Dimensions Of Mental Health Practice.

• Chapter 3. The Politics of Counseling and Psychotherapy.
• Chapter 4. Sociopolitical Considerations of Trust and Mistrust in Multicultural Counseling/Therapy.
• Chapter 5. Racial, Gender and Sexual Orientation Microaggressions: Implications for Counseling and Psychotherapy.

PART III. The Practice Dimensions Of Multicultural Counseling/Therapy.

• Chapter 6. Barriers To Effective Multicultural Counseling/Therapy.
• Chapter 7. Culturally Appropriate Intervention Strategies.
• Chapter 8. Multicultural Family Counseling/Therapy.
• Chapter 9. Nonwestern And Indigenous Methods Of Healing.

PART IV. Worldview Dimensions In Multicultural Counseling/Therapy.

• Chapter 10. Racial/Cultural Identity Development: Therapeutic Implications.
• Chapter 11. White Racial Identity Development: Therapeutic Implications.

PART V. Social Justice Dimensions In Counseling/Therapy.

• Chapter 12. Social Justice Counseling/Therapy.

 

Section II. Multicultural Counseling And Specific Populations.
PART VI. Counseling And Therapy Involving Minority Group Counselors/Therapists.

• Chapter 13. Minority Group Therapists: Working With Majority And Other Minority Clients..

PART VII. Counseling And Therapy With Racial/Ethnic Minority Populations.

• Chapter 14. Counseling African Americans.
• Chapter 15. Counseling American Indians and Alaskan Natives.
• Chapter 16. Counseling Asian Americans.
• Chapter 17. Counseling Hispanic/Latino Americans.
• Chapter 18. Counseling Multiracial Descent Persons.

PART VIII. Counseling And Special Circumstances Involving Racial/Ethnic PopulationS.

• Chapter 19. Counseling Arab Americans.
• Chapter 20. Counseling Jewish Americans.
• Chapter 21. Counseling Immigrants.
• Chapter 22. Counseling Refugees.

PART IX. Counseling And Therapy With Other Multicultural Populations.

• Chapter 23. Counseling Sexual Minorities.
• Chapter 24. Counseling Older Adults.
• Chapter 25. Counseling Women.
• Chapter 26. Counseling Persons With Disabilities.

Completely updated, the most widely used and critically acclaimed text on multicultural counseling, Counseling the Culturally Diverse: Theory and Practice, Fifth Edition offers students and professionals essential and thought-provoking material on the theory, research, and practice of multicultural counseling.

Authors Derald Wing Sue and David Sue—pioneers in this field—define and analyze the meaning of diversity and multiculturalism and include coverage of racial/ethnic minority groups as well as multiracial individuals, women, gays and lesbians, the elderly, and those with disabilities. The Fifth Edition of this classic resource introduces new research and concepts, discusses future directions in the field, and includes updated references.

New and important highlights include:

• Opening personal narratives in Chapter 1 that present poignant journeys in cultural competence.
• Cutting-edge material related to the most recent research, theoretical formulations, and practice implications.
• Discussion of unconscious and subtle manifestations of racial, gender, and sexual orientation bias and discriminationknown as microaggressions.
• Coverage of social justice counseling.
• Content on minority group therapists.
• Attention to counseling and special circumstances involving racial/ethnic populations.

 
Seven New Chapters

• Racial, Gender and Sexual Orientation Microaggressions: Implications for Counseling and Therapy
• Social Justice Counseling/Therapy
• Minority Group Therapists: Working with Majority and other Minority Clients
• Counseling Arab Americans
• Counseling Jewish Americans
• Counseling Immigrants
• Counseling Refugees

With its unique conceptual framework for multicultural therapy, Counseling the Culturally Diverse: Theory and Practice, Fifth Edition remains the best source of real-world counseling preparation for students as well as the most enlightened, influential guide for professionals.

About the Author

• Derald Wing Sue, PhD, is a Professor of Psychology and Education in the Department of Counseling and Clinical Psychology at Teachers College, Columbia University in New York, New York, and he also holds a joint appointment with the Columbia University School of Social Work. He is one of the most cited multicultural scholars in the United States.
• David Sue, PhD, is a Professor of Psychology and an associate at the Center for Cross-Cultural Research at Western Washington University in Bellingham, Washington. He has served as the director of the Psychology Counseling Clinic and was the chairperson of the Mental Health Counseling Program for twelve years.

Book Details

• Hardcover: 576 pages
• Publisher: Wiley; 5 edition (August 10, 2008)
• Language: English
• ISBN-10: 0470086327
• ISBN-13: 978-0470086322
• Product Dimensions: 9.5 x 7.6 x 1.3 inches

List Price: $84.46 

 

Conners: The Tourette Syndrome & OCD Checklist: A Practical Reference for Parents & Teachers

Children with TS are often teased and punished for the unusual yet uncontrollable symptoms of their disorder. Academic failure is common. The Tourette Syndrome / OCD Checklist helps parents and teachers to better understand children and youth with TS and/or OCD and provide the support and interventions these children need. Presented in a simple, concise, easy-to-read checklist format, the book is packed with the latest research, practical advice, and information on a wide range of topics.

Loaded with practical information, strategies, and resources, this book helps parents and teachers to better understand Tourette Syndrome and OCD and shows how every individual can reach their potential in school and in life.

Key Features

• Shows how parents can modify their child's behavior and prevent meltdowns.
• Presents classroom tips for teachers working with children with TS and OCD.
• Includes practical ideas for helping to manage homework assignments.
• Offers proven suggestions for advocating for a child with TS and OCD.
• Recommends techniques for training teachers to work successfully with kids with TS/OCD.
• Provides effective strategies for dealing with challenging behaviors in the classroom.
• Includes a model Functional Behavioral Assessment and Positive Behavior Intervention Plan for students with TS and OCD.
• Contains practical ideas for teaching social skills to kids with TS/OCD and their peers.

Contents

• About This Book.
• About the Author.
• Foreword.
• Preface.
• Introduction.

Section 1: Basic Information About TS, OCD, and Associated Disorders.

• 1.1. What Is Tourette Syndrome (TS)?
• 1.2. Manifestations of Motor Tics.
• 1.3. Manifestations of Vocal Tics.
• 1.4. Waxing and Waning of Symptoms.
• 1.5. Suppression of Symptoms.
• 1.6. Other Related Tic Disorders.
• 1.7. Medical Treatment of TS.
• 1.8. Associated Disorders.
• 1.9. What Is Attention Deficit Hyperactivity Disorder (ADHD)?
• 1.10. Dysgraphia.
• 1.11. Executive Dysfunction.
• 1.12. Depression.
• 1.13. Sleep Disorders.
• 1.14. Sensory Processing.
• 1.15. Learning Disabilities.
• 1.16. Auditory Processing Difficulties.
• 1.17. Social Skills Deficits.
• 1.18. Behavioral Issues.
• 1.19. What Is Obsessive-Compulsive Disorder (OCD)?
• 1.20. Manifestations of OCD.
• 1.21. Medical Treatments for OCD.
• 1.22. Behavioral Interventions for OCD.

Section 2: Understanding the Impact of TS and OCD.

• 2.1. Why It Can Be Difficult to Recognize TS and OCD.
• 2.2. The Impact of TS and OCD on the Family.
• 2.3. The Impact of TS on School Performance.
• 2.4. The Impact of OCD on School Performance.
• 2.5. Tips for Accentuating the Positive.
• 2.6. Tips for Ensuring Success at School.

Section 3: Checklists for Parents.

• 3.1. What Parents Can Do at Home and at School to Support Children with TS and OCD.
• 3.2. Preventing Meltdowns and Other Behaviors Through Positive Behavioral Management and Supports.
• 3.3. Accommodations, Tips, and Environmental Changes.
• 3.4. Managing Homework.
• 3.5. Suggestions for School Breaks, Rainy Weekends, and Summer Vacation.
• 3.6. School Issues.
• 3.7. Synopsis of an Individualized Education Plan (IEP).
• 3.8. Tips for Being an Effective Advocate.
• 3.9. Sample Letter for Requesting an IEP

Section 4: Checklist for Teachers.

• 4.1. Top Ten Things Teachers Need to Know About Tourette Syndrome.
• 4.2. Tips for Working with Students with TS and OCD in the Classroom.
• 4.3. Tips for Training Staff on Working with Students with TS and OCD.
• 4.4. Tips for Educating Peers About TS and OCD.
• 4.5. A Peer in-Service Model.
• 4.6. Strategies for Dealing with Motor and Vocal Tics in the Classroom.
• 4.7. Accommodating Motor Tics.
• 4.8. Dealing with Vocal Tics.
• 4.9. Accommodating Vocal Tics.
• 4.10. Attitude Is Everything.
• 4.11. Classroom Observation Form.
• 4.12. Tips for Addressing Challenging Behaviors.
• 4.13. Functional Behavioral Assessment and Positive Behavior Intervention Plan for Students with TS, OCD, and ADHD.
• 4.14. Accommodations for Associated Disorders.

Section 5: Other Helpful Checklists for Parents and Teachers.

• 5.1. Educational Rights of Students with TS and OCD.
• 5.2. Individuals with Disabilities Education Act (IDEA).
• 5.3. What Is a 504 Accommodation Plan?
• 5.4. Requesting Services.
• 5.5. Sample Physician's Letter.
• 5.6. How to Proceed If You Disagree with the School's Evaluation.
• 5.7. Being a Role Model for Children with TS and OCD—and for Their Peers.
• 5.8. Relaxation Techniques.
• 5.9. School Placement.
• 5.10. Sources of Help and Support.
• 5.11. Recommended Organizations, Web Sites, Books, Videos, Articles, and Brochures.

Appendix: Real-Life Scenarios.

• Motor and Vocal Tics.
• Tap, Tap, Tap.
• “I Have a Chicken in My Pants”.
• PB and J.
• The Dreaded Cursing.
• Head, Shoulders, Knees, and Toes.
• Where Should Jeannie Sit?
• No Applause Necessary.
• Self-Abusive Tics.
• OCD and Anxiety.
• The Clipboard Chronicle.
• Dairy Dilemma.
• Locker Phobia.
• Toeing the Line.
• Why Theresa Feels Trapped.
• Can You Hear Me Now?
• What If I Choke?
• “But You Promised Chicken”.
• Kids Don't Tell.
• To the Point.
• Thank God for Purell.
• Scantron Saga.
• Dysgraphia.
• When Writing Hurts.
• Photo Op.
• To See or Not to See.
• Behavior Plans.
• Hash Browns, French Fries, or Tater Tots: Any Kind of Potatoes Will Do.
• The X Box Does It.
• Miscellaneous.
• I Like Ben Better.
• Executive Dysfunction.
• A Shoe Will Do.
• Circling the Wagons.
• Index.

About the Author

• Susan Conners, MEd, is founder and president of the Tourette Syndrome Association of Greater New York State. For twelve years she served on the board of directors of the national Tourette Syndrome Association and established TSA's Education Committee, which she ran for sixteen years.

Product Details

• Paperback: 192 pages
• Publisher: Jossey-Bass; 1 edition (August 2, 2011)
• Language: English
• ISBN-10: 0470623330
• ISBN-13: 978-0470623336
• Product Dimensions: 6 x 0.5 x 9 inches

List Price: $18.95 

 

How to Reach & Teach English Language Learners ((J-B Ed: Reach & Teach Series)

This book provides practical strategies and tools for assessing and teaching even the most hard to reach English language learners across the content areas. Syrja offers educators the latest information on working with ELLs (including using formative assessments) and provides a wealth of classroom-tested models and measures. These tools have proven to be effective with ESL students at all levels, including Long Term English Learners (LTELs). Throughout the book, the author shares powerful research-based strategies and clearly illustrates how they should be implemented in the classroom for maximum impact.

This value-packed guide offers educators accessible and research-based classroom strategies for reaching and teaching ELLs.

Key Features

• Filled with proven ideas and easy-to-implement tips for teaching ELLs.
• Designed to be a practical ELL/ESL resource for classroom teachers.
• Syrja, a former teacher and ESL student, is a noted expert in English language learning and a Professional Development Associate with the Leadership and Learning Center.

Contents 

• About the Author
• About The Leadership and Learning Center
• Acknowledgments
• Preface
• Introduction
• Where Are the Answers?
• Using This Resource

PART ONE ENGLISH LANGUAGE LEARNERS
Chapter 1: The Current State of Education for English Language Learners

• What Works with ELLs
• Is It Only About Degree of Implementation?
• How Long It Takes to Acquire English
• The New Wave of Immigration
• A Growing ELL Population
• Characteristics of the Current ELL Population

Chapter 2: The Case for Urgency

• The Impact of the No Child Left Behind Act
• State Concentrations of School-Age Children of Immigrants
• Responding to the Challenges

Chapter 3: Long-Term English Language Learners 

Chapter 4: How Children Acquire Language

• Part One Resources
• What Works with Long-Term English Learners
• Discussion Questions

PART TWO GETTING READY TO TEACH
Chapter 5: English Language Learner Instructional Programs

• Some Issues with the Home Language Survey
• English Language Learner Program Options
• Bilingual Programs
• Dual-Immersion Programs
• English-Immersion Programs
• EnglishMainstream
• Support Programs for ELLs
• English as a Second Language Instruction
• Sheltered Instruction
• Total Physical Response
• Conclusion

Chapter 6: Levels of Language Acquisition

• How the Four Language Domains Develop in ELLs
• CommonMisconceptions
• Conclusion

Chapter 7: Assessing English Language Learners

• Formative and Summative Assessments
• The Assessment Process
• Monitoring Language Acquisition
• Complexities of Monitoring Language Acquisition
• Assessment in the ESL Classroom
• Assessment in the Mainstream Classroom
• Planning Differentiated Assessments
• AWord of Caution to Mainstream Teachers
• The Bottom Line

Chapter 8: Grading English Language Learners

• Impact of an Inaccurate Grading System on Students and Parents
• What About the Teacher’s Beliefs?
• How to Solve the Grading Issues

Chapter 9: Identifying Language Acquisition Levels

• Creating Language Proficiency Assessments
• Using Assessment Results
• Part Two Resources
• Survey: Auditing Your English Language Learner Program
• Sample Supplemental Grading Report
• English Language Learner Profile Sheet
• Using the English Language Learner Profile Sheet
• Discussion Questions

PART THREE REACHING ENGLISH LANGUAGE LEARNERS

Chapter 10: Lowering the Affective Filter

• Establishing a Low Affective Filter
• Lowering the Affective Filter
• Ensuring the Environment Is Conducive to Learning
• Strategies for Lowering the Affective Filter
• A Peek into Two Classrooms

Chapter 11: Connecting with Families of English Language Learners

• Where to Begin
• Making Parents and Families Feel Welcome
• Educational Opportunities for Parents

Chapter 12: The Importance of Cultural Connections

• Funds of Knowledge
• Connecting with Families
• Part Three Resources
• Planning Resources for Family Nights
• Sample Parent Letter
• Parent Education Planning Checklist
• Family Night Planning Checklist
• Family Reading Night Parent Resources for Elementary Schools
• Before-Reading Strategies
• During-Reading Strategies
• After-Reading Strategies
• Family Night Parent Resources for Secondary School
• Discussion Questions

PART FOUR TEACHING ENGLISH LANGUAGE LEARNERS
Chapter 13: What We Do Matters: The Importance of High-Quality

• Instruction
• Action Research to Identify High-Impact Strategies
• Conducting Action Research

Chapter 14: Using the Four Domains of Language in Teaching

• The Domains in Detail
• Listening
• Speaking
• Reading
• Writing
• Engaging Students Using the Four Domains of Language
• The Fifth Domain: Thinking

Chapter 15: Making Content Comprehensible 

Chapter 16: Total Physical Response 

Chapter 17: Sheltered Instruction

• Examples of Sheltered Instruction
• Graphic Organizers and ConceptMaps 116
• Schema Building
• Word Study
• Sheltered Instruction Strategies
• Conclusion

Chapter 18: English as a Second Language

• How English Learners Are Placed in ESL Classes
• ESL Programs
• ESL Curriculum Materials
• Content-Based Instruction for ESL
• Content-Driven ESL
• Content-Based ESL
• Part Four Resources
• Assessing the Effectiveness of Our ESL Program

PART FIVE TEACHING STRATEGIES ACROSS THE CONTENT AREAS
Chapter 19: High-Impact Strategies for Teaching the Content Areas
Chapter 20: Strategies for Reading

• Approaches to Reading for Elementary and Secondary English Learners
• Assessing Preexisting Reading Ability
• Comprehension: The Key to Accessing Content
• Background Knowledge
• The Strategy: Making Connections to Background Knowledge
• The Strategy: Making Connections—Text to Text, Text to Self, Text toWorld
• The Strategy: List-Group-Label
• Motivation and Attention
• The Strategy: Teaching Questioning
• The Strategy: Teaching Students How to Predict
• The Strategy: Tea Party
• Comprehension Strategies
• The Strategy: Reciprocal Teaching
• The Strategy: Creating Mental Images Through Visualization
• The Strategy: Interactive Reading
• Word Recognition
• Fluency
• Vocabulary Development
• The Strategy: Repeated Reading
• The Strategy: Key Vocabulary Prediction
• The Strategy: Word Maps
• Wide Reading: The Importance of Independent Reading
• The Strategy: Implementing Independent Reading

Chapter 21: Strategies forWriting

• AWord About Grammar and Usage
• Writing in the Content Areas
• The Strategy: Implementing Writing Across the Curriculum
• The Strategy: Connecting Reading and Writing Through Content
• The Strategy: Developing Voice
• The Strategy: RAFT (Role, Audience, Format, Topic) Writing

Chapter 22: Strategies forMath

• How to Help English Learners Achieve in Math
• Difficulties That English Learners Face in Math
• Strategies for Math
• Preinstruction Strategies
• The Strategy: Previewing the Lesson
• The Strategy: Vocabulary Instruction for Multiple-Meaning Words
• During-Instruction Strategies
• The Strategy: Group Solutions
• Other Strategies
• Postinstruction Strategies
• The Strategy: Paired Summarizing

Chapter 23: Strategies for Other Content Areas

• Teaching Text Features
• The Strategy: Prereading Text
• The Strategy: K-Q-L
• Differentiation for Levels 1 and 2 English Learners
• The Strategy: REAP
• Part Five Resources
• Elementary Interest Survey: My Favorite Things
• Secondary Student Interest Survey
• Discussion Questions

PART SIX PUTTING THESE PRACTICES TO WORK
Chapter 24: How Can IMake These PracticesWork for My English

• Learners?
• The Strategy: Microteaching
• The Strategy in Action
• Part Six Resources
• Microteaching Checklist
• Discussion Questions
• Notes
• Definitions and Key Terminology
• References

Index 

About the Author

• Rachel Carrillo Syrja, M.Ed., is a professional development associate with The Leadership and Learning Center. She has over eighteen years of experience in education ranging from classroom teacher and coach to professional development specialist. She has spent much of her career specializing in instruction for English language learners.

Product Details

• Paperback: 272 pages
• Publisher: Jossey-Bass; 1 edition (September 6, 2011)
• Language: English
• ISBN-10: 0470767618
• ISBN-13: 978-0470767610
• Product Dimensions: 8.5 x 0.5 x 11 inches

List Price: $29.95 

 

Hall: Seven Keys to Unlock Autism: Making Miracles in the Classroom

This groundbreaking book outlines seven integrated keys for educators and parents to make meaningful connections with children on the autism spectrum. The book is based on the unique approach used by Elaine Hall and Diane Isaacs of The Miracle Project, a musical theater program for children with autism and their peers and siblings. The Miracle Project integrates traditional and creative therapies in an interactive, social dynamic. The book shows how to apply these effective strategies at school and at home to nurture kids' self-expression and social skills.

Seven Keys to Unlock Autism offers readers strategies for creating a personal skill set to make their encounters with autistic children as successful and rewarding as possible. 

Key Features

• Elaine Hall and The Miracle Project were profiled in the two-time Emmy Award-winning HBO documentary, Autism: The Musical.
• Seven Keys reveals the seven-step program that has proven so successful for children in the Miracle Project.
• After reading Seven Keys teachers and parents will better understand this puzzling disorder and be able to help children with autism draw connections and form more meaningful relationships.

Contents

• Introduction: It Starts with You xvii
• The Seven Keys
• How to Use This Book
• The Keys
• Elaine’s Story

Part One: Autism 101

• Primer: Autism Through a Different Lens
• A Brief History
• Inspirational Stories
• Autism’s Alphabet Soup

Part Two: The Seven Keys

• Key One Set an Intention
• Key Two Develop Acceptance and Appreciation
• Diane’s Story of Acceptance
• Key Three Understand Sensory Profile
• Key Four Follow the Leader
• Key Five Include the Child
• Key Six Practice and Preparation Make Progress
• Key Seven Live Miracle Minded
• Conclusion: Opening Doors

Part Three: Appendixes
Appendix A: The Resource Room: Tools for Using the Seven Keys

• Primer: Leading Schools of Thought
• Autism Organizations
• Films
• IDEA and IEP
• Key One Resources
• Key Two Resources
• Key Three Resources
• Key Four Resources
• Key Five Resources
• Key Six Resources
• Key Seven Resources

Appendix B: Additional Corners of the Resource Room

• Environmental Factors
• Classroom Set-Up
• Proactive Tools
• Accommodations
• Creating Consistency Across All Environments
• Creating a User-Friendly System
• Seven Keys to a Smooth IEP
• The Greatest Untapped Resource: The Parent

Index

About the Author

• Elaine Hall ("Coach E") is the founder of The Miracle Project. When traditional therapies failed to help her autistic son, she sought out creative people—actors, writers, and teachers—to work with him. The methods Elainedeveloped to reach kids with autism resulted in The Miracle Project and were profiled in the HBO documentary, Autism: The Musical.
• Diane Isaacs is the cofounder of The Miracle Project. A successful film producer, she is the former president of Green Moon Productions, which she cofounded with Antonio Banderas and Melanie Griffith. Diane produced The Miracle Project's benefit album, FLY, with artists including Jack Black, Stephen Stills, and Chaka Khan. She is expanding The Miracle Project nationally and internationally, from India to Ethiopia.

Book Reviews

"These seven essential keys unlock for readers a greater awareness, acceptance, and appreciation of the gifts waiting to be reaped from relationships with people having the fascinating, sometimes vexing (but rewarding in the end) condition we call autism."

From the Foreword by Stephen Shore, EdD.

"Seven Keys to Unlock Autism is extraordinarily rich in wisdom and honest, practical advice. Welcome this book into your home and you will be inspired. Miracles are never easy, but they are closer than you think."

By Harvey Karp, MD, FAAP, creator of the DVD and book The Happiest Toddler on the Block.

"Elaine Hall's Miracle Project is a 'miracle'—a miracle of ingenuity, human intimacy, and creativity. This magnificent work vividly demonstrates the joy and hope of discovering the creative and emotional capacities that exist in all children but especially in those children with autism and other special needs."

By Stanley I. Greenspan, MD, author, Engaging Autism and The Child with Special Needs.

"What a remarkable guide for educators and care providers of people with ASD! In Seven Keys to Unlock Autism, Elaine Hall and Diane Isaacs urge us to live the timeless advice shared by Gandhi: 'You must be the change you want to see in the world.'"

By Barry M. Prizant, PhD, CCC-SLP, director, Childhood Communication Services, adjunct professor, Center for the Study of Human Development, Brown University, and coauthor of The SCERTS Model.

"This book is a blueprint for us all to use in addressing our 'differently abled' kids. Finding our own internal regulation is where it all begins!"

By Stephen Stills, musician, parent, and advocate.

Product Details

• Hardcover: 224 pages
• Publisher: Jossey-Bass; 1 edition (November 1, 2011)
• Language: English
• ISBN-10: 0470644095
• ISBN-13: 978-0470644096
• Product Dimensions: 9 x 6.4 x 0.9 inches

List Price: $24.95 

 

Reys: Helping Children Learn Mathematics 10th Edition

Helping Children Learn Mathematics, Tenth Edition reflects the ever changing world of learning and teaching elementary school mathematics. Change is everywhere. Teachers of mathematics in elementary school not only experience change but, more important, also have an opportunity to help lead the way. This edition of Helping Children Learn Mathematics is built around three main themes; helping children make sense of mathematics, incorporating practical experiences and research to guide teaching, and emphasizing major ideas from the 2010 Common Core State Standards: Mathematics.

This text is intended for those who are or who will be teachers of mathematics in elementary school. It is designed to help readers, help children

Contents

• Chapter 1: School Mathematics in a Changing World
• Chapter 2: Helping Children Learn Mathematics with Understanding
• Chapter 3: Planning for and Teaching Diverse Learners
• Chapter 4: Assessment: Enhanced Learning and Teaching
• Chapter 5: Mathematical Processes and Practices
• Chapter 6: Helping Children with Problem Solving
• Chapter 7: Developing Counting and Number Sense in Early Grades
• Chapter 8: Extending Number Sense: Place Value
• Chapter 9: Operations: Meaning and Basic Facts
• Chapter 10: Computation Methods: Calculators, Mental Computation, and Estimation
• Chapter 11: Standard and Alternative Computational Algorithms
• Chapter 12: Fractions and Decimals: Concepts and Operations
• Chapter 13: Ratio, Proportion, and Percent: Meanings and Applications
• Chapter 14: Algebraic Thinking
• Chapter 15: Geometry
• Chapter 16: Measurement
• Chapter 17: Data Analysis, Statistics, and Probability
• Chapter 18: Number Theory

Key Features

• Focus Questions: point the way into each of the chapters.
• Cultural Connections: located near the end of most chapters, highlights differences in the mathematical experiences and performance of students from different countries.
• Equity: an important issue in mathematics classrooms is highlighted throughout the text. Many ways of providing for individual differences are discussed and illustrated.
• "In the Classroom" Activities: found throughout the text in special boxes, these activities provide a wealth of ideas and strategies for teaching children the topics of each chapter.
• "Things to Do" End of Chapter Activities: found near the end of each chapter, these sections embody the text's active learning and teaching approach to mathematics.
• Children's Literature: specific books are referenced at various points within the text and an annotated list of useful books is provided at the end of each chapter.
• Updated and streamlined research is referenced throughout the text.
• Technology tools and strategies are discussed and illustrated within the text. 
• Math Link boxes within the chapters also highlight additional technology resources, including virtual manipulatives.

New to this edition

• Updated to reflect current recommendations from the Common Core State Standards: Mathematics, and from the National Council of Teachers of Mathematics and other associations.
• All “Snapshots of a Lesson” now include video clips, easily accessed online.
• This edition utilizes videos from TeachScape, with research-based best practices, commentaries by noted researchers, and teacher reflections on featured instructional decisions to better promote understanding.

About the Author

Robert E. Reys is currently Professor of Math Education at the University of Missouri. He received his B.S. in Education and his M.A. in Mathematics, both from Central Missouri State University. He also received his Ed.D. in Mathematics Education from the University of Missouri. Reys has been on the University of Missouri faculty since 1966. He has taught numerous undergraduate and graduate mathematics education courses and has served as advisor for more than 400 secondary mathematics majors, 100 MEd and 30 PhD students in mathematics education. Reys has also served as visiting professor at the University of Georgia, Fulbright Research/Lecturer in Mexico during 1989-90); University of Tsukuba (Japan; 1991-92) and a Fulbright Research/Lecturer in Sweden (1995). He was a visiting summer professor at the University of Saskatchewan (Canada) and the University of Regina (Canada). During the last ten years Reys has conducted workshops and seminars for teachers/researchers on mathematical topics from elementary to secondary school throughout the United States, and several countries including Australia, Canada, Cyprus, England, Germany, Hungary, Italy, Japan, Mexico, Panama, Philippines, Puerto Rico, Sweden, Taiwan and Yemen.

Product Details

• Paperback: 496 pages
• Publisher: Wiley; 10 edition (October 25, 2011)
• Language: English
• ISBN-10: 111800180X
• ISBN-13: 978-1118001806
• Product Dimensions: 10.8 x 8.5 x 0.6 inches

List Price: $157.50 

 

Janice VanCleave's Engineering for Every Kid: Easy Activities That Make Learning Science Fun

This is a basic book about engineering that is designed to teach facts, concepts, and problem-solving strategies. Each section introduces concepts about engineering that make learning useful and fun.

Engineering is the application of science, mathematics, and experience to produce a thing or a process that is useful. Engineering is neither more nor less important than science, just different. The basic objective of science is to discover the composition and behavior of the physical world; that is, science is a study of the natural world. The basic objective of engineering is to use scientific principles and methods to produce useful devices and services that serve humankind.

Examples of the work of engineers include making things like buildings, bridges, and airplanes and designing useful services, such as ways to clean up an oil spill in the ocean or to keep flood waters out of low-lying areas. Since useful things and processes must “obey” the laws of nature, engineers must understand and use these laws. Although engineering and science are two separate fields of study, in practice the work of real-world scientists and real-world engineers overlaps to some degree. For example, scientists use engineering ideas when they design instruments for experiments, and engineers use scientific experiments when they test the laws of nature in order to develop new things.

This book will not provide all the answers about engineering, but it will offer keys to understanding more about the work of engineers. It will guide you to answering questions such as, What wing shape gives airplanes their lift? How does knowledge about density help determine the best materials for fire control? What types of instruments do meteorological engineers design and test?

This book is designed to teach engineering concepts so that they can be applied to many situations. The problems, experiments, and other activities are easy to understand. One of the main objectives of the book is to make learning about engineering fun.

How to Use This Book

Read each chapter slowly and follow procedures carefully. New terms are boldfaced and defined in the text when first introduced. So if you do not read the chapters in order, you may need to look in the Glossary for unfamiliar science terms. The format for each section is:

• What You Need to Know: Background information and an explanation of terms.
• Exercises: Questions to be answered or situations to be solved using the information from What You Need to Know.
• Activity: A project to allow you to apply the skill to a problem-solving situation in the real world. Solutions to Exercises: Step-by-step instructions for solving the Exercises.

All boldfaced terms are defined in the Glossary at the end of the book. Be sure to flip back to the Glossary as often as you need to, making each term part of your personal vocabulary.

Contents

• Introduction
• 1. Push and Pull - Structural Engineering
• 2. Blast Off - Aerospace Engineering
• 3. Up and Away - Aeronautical Engineering
• 4. Up and Down - Roller-Coaster Engineering
• 5. Coming Through - Solar Engineering
• 6. Easy Listening - Acoustical Engineering
• 7. Stop and Go - Electrical Engineering
• 8. Directors - Optical Engineering
• 9. Recover - Petroleum Engineering
• 10. Break Out - Nuclear Engineering
• 11. New Stuff - Chemical Engineering
• 12. Hot Stuff - Fire Protection Engineering
• 13. Brighter - Product Development Engineering
• 14. Primary - Biological Engineering
• 15. Shiny - Metallurgical Engineering
• 16. The Limit - Stress Engineering
• 17. Weakened - Product Durability Engineering
• 18. Discarded - Environmental Engineering
• 19. Less Is More - Geotechnical Engineering
• 20. Flowing Through - Hydraulic Engineering
• 21. Shake Up - Earthquake Engineering
• 22. Changes - Meteorological Engineering
• 23. Around and Around - Hydrology Engineering
• 24. Neighbors - Agricultural Engineering
• 25. Stringy - Textile Engineering
• Glossary
• Index

Product Details

• Reading level: Ages 9-12
• Paperback: 224 pages
• Publisher: Wiley; 1 edition (March 23, 2007)
• Language: English
• ISBN-10: 0471471828
• ISBN-13: 978-0471471820
• Product Dimensions: 8.9 x 5.9 x 0.7 inches

List Price: $14.95 

 

Slavin: Educational Psychology: Theory and Practice 10th Edition

The Tenth Edition of this popular text from renowned educational psychologist Robert Slavin translates theory into practices that teachers can use in their classrooms with a further inquiry into the concept of intentionality and a thorough integration of standards.

This edition continues to have in-depth, practical coverage with a focus on the intentional teacher by presenting up-to-the-minute research that a reflective, intentional teacher can apply. An “intentional teacher,” according to Slavin, is one who constantly reflects on his or her practice and makes instructional decisions based on a clear conception of how these practices affect students.

New to this edition:

• A MyEducationLab site specifically devoted to this edition of the text provides video, case studies, and other interactive media that serve as the basis of assignments. All online resources are supported by assessments and are highlighted at the end of each chapter.
• Thoroughly updated citations ensure that the text is grounded in the most current research. The text has 656 new and updated references.  55% of all references are 2000 or later. 
• Readers will encounter new material on important and emerging topics in the field, including:

• 21^st Century Skills (Chapter 1 and new features throughout), 
• language and literacy development in the elementary years (Chapter 2), 
• new research on bilingual education (Chapter 4), 
• emerging research in neuroscience (Chapter 6), 
• expanded coverage on study strategies (Chapter 6), 
• the latest research on cooperative learning (Chapter 8),
• new research on tutoring and small group remediation for struggling readers (Chapter 9), 
• more on differentiated instruction (Chapter 9), 
• new coverage of technology applications (Chapter 9), 
• new sections on bullying and classroom management (Chapter 11), 
• expanded coverage of response to intervention (Chapter 12), 
• IEP’s (Chapter 12), 
• expanded coverage on autism spectrum disorder (Chapter 12), 
• additional coverage on value-added assessments (Chapter 14), and 
• new information on testing accommodations for English learners (Chapter 14).

The tenth edition also includes a new appendix that correlates the content of each chapter to corresponding topics within the Praxis Principles of Learning and Teaching Tests.

Contents 
Ch. 1 Edcational Psychology: A Foundation for Teaching
Ch. 2 Theories of Development 28
Ch. 3 Development During Childhood and Adolescence 68
Ch. 4 Student Diversity 110
Ch. 5 Behavioral Theories of Learning 148
Ch. 6 Cognitive Theories of Learning: Basic Concepts 182
Ch. 7 The Effective Lesson 228
Ch. 8 Student-Centered and Constructivist Approaches to Instruction 266
Ch. 9 Accommodating Instruction to Meet Individual Needs 304
Ch. 10 Motivating Students to Learn 342
Ch. 11 Effective Learning Environments 384
Ch. 12 Exceptional Learners 426
Ch. 13 Assessing Student Learning 474
Ch. 14 Standardized Tests and Grades 522

About the Author 
Robert Slavin is director of the Center for Research and Reform in Education, Johns Hopkins University, director of the Institute for Effective Education at the University of York (England), and chairman of the Success for All Foundation. He received his Ph.D. in Social Relations from Johns Hopkins in 1975, and since that time he has authored more than 200 articles and book chapters on such topics as cooperative learning, ability grouping, school and classroom organization, desegregation, mainstreaming, research review, and evidence-based reform. Dr. Slavin is the author or -coauthor of 20 books, including Cooperative Learning, School and Classroom Organization, Effective Programs for Students at Risk, Preventing Early School Failure, Show Me the Evidence: Proven and Promising Programs for America’s Schools, Two Million Children: Success for All, Effective Programs for Latino Students, and Educational Research in the Age of Accountability. In 1985 Dr. Slavin received the Raymond Cattell Early Career Award for Programmatic Research from the American Educational Research Association. In 1988 he received the Palmer O. Johnson Award for the best article in an AERA journal. In 1994 he received the Charles A. Dana Award, in 1998 he received the James Bryant Conant Award from the Education Commission of the States, and in 2000 he received the Distinguished Services Award from the Council of Chief State School Officers. He again received the Palmer O. Johnson award for the best article in an AERA journal in 2008, and received the AERA Review of Research award in 2009.

Product Details

• Paperback: 608 pages
• Publisher: Prentice Hall; 10 edition (January 14, 2011)
• Language: English
• ISBN-10: 0137034350
• ISBN-13: 978-0137034352
• Product Dimensions: 10.9 x 8.5 x 0.9 inches 

List Price: $147.40

Essentials of Educational Psychology: Big Ideas to Guide Effective Teaching 3rd edition

Unlike most educational psychology books, which take one theory at a time, explain its assumptions and principles and then identify implications for educational practice, Essentials of Educational Psychology focuses more on the commonalities than the differences among theories, because although researchers from different traditions have approached human cognition and behavior from many different angles, they sometimes arrive at more or less the same conclusions. This book integrates ideas from many theoretical perspectives into a set of principles and concrete strategies that psychology as a whole can offer you.

See for Yourself exercises will help you discover more about yourself as a thinker and learner and also help you come to a deeper and more personal understanding of educational psychology’s core ideas.  

Contents
1. Introduction to Educational Psychology
2. Learning, Cognition, and Memory
3. Learning in Context
4. Complex Cognitive Processes
5. Cognitive Development
6. Motivation and Affect
7. Personal, Social, and Moral Development
8. Instructional Strategies
9. Strategies for Creating an Effective Classroom Environment
10. Assessment Strategies
Appendix. Interpreting Standardized Test Scores

About the Author
Jeanne Ellis Ormrod received her A.B. in psychology from Brown University and her M.S. and Ph.D. in educational psychology from The Pennsylvania State University. She earned licensure in school psychology through postdoctoral work at Temple University and the University of Colorado at Boulder and has worked as a middle school geography teacher and school psychologist. She was Professor of Educational Psychology at the University of Northern Colorado until 1998 and is currently Professor Emerita in UNC’s School of Psychological Sciences. She has published numerous research articles on cognition and memory, cognitive development, and giftedness, but she is probably best known for this textbook and four others: Educational Psychology: Developing Learners (now in its seventh edition); Human Learning (now in its fifth edition); Child Development and Education (co-authored with Teresa McDevitt, now in its fourth edition); and Practical Research (co-authored with Paul Leedy, now in its ninth edition). After raising three children (two of whom have become teachers themselves), she now lives in New Hampshire with her husband Richard and occasionally teaches courses at the University of New Hampshire.

Product Details

• Paperback: 528 pages
• Publisher: Prentice Hall; 3 edition (January 9, 2011)
• Language: English
• ISBN-10: 0131367277
• ISBN-13: 978-0131367272
• Product Dimensions: 10.8 x 8.4 x 0.8 inches 

List Price: $115.00

Kauchak: Introduction to Teaching: Becoming a Professional 4th Edition

Introduction to Teaching: Becoming a Professional, the best-selling, case-based text for beginning education students, provides a look at the real world of students, teachers, classrooms, and schools. Engage your students through authentic case studies that provide a framework for chapter discussions and relate chapter topics to the real world of teaching. The fourth edition offers a strong focus on standards, assessment, and diversity while keeping its well-known coverage of professionalism and decision making.

The fourth edition helps students to examine their beliefs, make decisions, and:

Develop as a Professional Educator:

• This I Believe– Students are encouraged to assess their beliefs about critical issues.
• Taking a Stand in an Era of Reform – Students learn about current reform issues and develop a stance through assignments available on this text’s online resource – MyEducationLab.
• Decision-Making: Defining Yourself as a Professional – Students consider how to handle a teaching situation and reflect on its implications for their development as a professional educator.

Understand and Celebrate Today’s Diverse Classrooms:

• Three Chapters on Diversity:
  • Chapter 3 Changes in American Society: Their Influences on Today’s Students
  • Chapter 4 Student Diversity: Culture, Language, and Gender
  • NEW! Chapter 5Student Diversity: Development, Ability, and Exceptionalities
• EXPANDED! Teaching in Urban Environments – Students are introduced to the challenges and rewards of teaching in an urban setting.
• Exploring Diversity– This feature promotes student reflection on important diversity issues and how those issues affect classrooms, and is accompanied by MyEducationLab assignments.

Understand and Learn About Current Issues in Education Today:

• NEW!Chapter 14 Assessment, Standards, and Accountability
• NEW! Integrated discussion of technology in every chapter– Students can now view technology as a piece of the instructional and learning process rather than a separate entity.
• NEW! Coverage of current topics: President Obama’s plan for education, 21^st century skills, merit/performance pay, cyber bullying, middle school grade dilemma, urban mayoral takeovers, technology access issues, and more!

Contents
Ch. 1 Why become a teacher? 2
Ch. 2 The teaching profession 42
Ch. 3 Learner diversity : differences in today's students 82
Ch. 4 Changes in American society : their influences on today's schools 126
Ch. 5 Education in the United States : its historical roots 160
Ch. 6 Educational philosophy : the intellectual foundations of American education 202
Ch. 7 The organization of American schools 236
Ch. 8 Governance and finance : regulating and funding schools 272
Ch. 9 School law : ethical and legal influences on teaching 310
Ch. 10 The school curriculum 348
Ch. 11 Instruction in American classrooms 388
Ch. 12 Technology in American schools 434
Ch. 13 Developing as a professional 474
App. A Guidelines for beginning a professional portfolio 515
App. B Directory of state teacher-certification offices 517

Product Details

• Paperback: 560 pages
• Publisher: Prentice Hall; 4 edition (January 14, 2010)
• Language: English
• ISBN-10: 0137012322
• ISBN-13: 978-0137012329
• Product Dimensions: 10.8 x 8.5 x 0.9 inches

List Price: $133.33

Introduction to Special Education: Making A Difference 7th Edition

The seventh edition of Introduction to Special Education; Making a Difference, reflects a vision of what all schools should provide to students with special needs:  schooling that is dedicated to making a difference in the lives of individuals with special needs and their families. When educators use proven and best practices, the end-result will be an accountable and responsive education system where every student succeeds.

Contents

Chapter 1 - disabilities and special education:  making a difference

• Disablity and social justice
• Disablities and students
• Making a difference through special education
• Emerging trends:  differentiating for all
• Summary

Chapter 2 - individualized special education programs:  planning and delivering services

• Access to the general education curriculum
• Settings, services, and personnel
• The iep process
• Tools for individualized programs
• Evaluating progress and revising programs
• Summary

The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education

A passionate plea to preserve and renew public education, The Death and Life of the Great American School System is a radical change of heart from one of America’s best-known education experts.
Diane Ravitch—former assistant secretary of education and a leader in the drive to create a national curriculum—examines her career in education reform and repudiates positions that she once staunchly advocated. Drawing on over forty years of research and experience, Ravitch critiques today’s most popular ideas for restructuring schools, including privatization, standardized testing, punitive accountability, and the feckless multiplication of charter schools. She shows conclusively why the business model is not an appropriate way to improve schools. Using examples from major cities like New York, Philadelphia, Chicago, Denver, and San Diego, Ravitch makes the case that public education today is in peril.
Ravitch includes clear prescriptions for improving America’s schools:

• leave decisions about schools to educators, not politicians or businessmen
• devise a truly national curriculum that sets out what children in every grade should be learning
• expect charter schools to educate the kids who need help the most, not to compete with public schools
• pay teachers a fair wage for their work, not “merit pay” based on deeply flawed and unreliable test scores
• encourage family involvement in education from an early age

The Death and Life of the Great American School System is more than just an analysis of the state of play of the American education system. It is a must-read for any stakeholder in the future of American schooling.

About the Author

Diane Ravitch is Research Professor of Education at New York University and a senior fellow at the Brookings Institution. From 1991 to 1993, she was Assistant Secretary of Education and Counselor to Secretary of Education Lamar Alexander in the administration of President George H.W. Bush. President Clinton appointed her to the National Assessment Governing Board, which oversees federal testing. She is the author or editor of over twenty books, including The Language Police and Left Back, and her articles have appeared in numerous newspapers and magazines. A native of Houston, Ravitch graduated from the Houston public schools, Wellesley College, and Columbia University. She lives in Brooklyn, New York.

Product Details

• Hardcover: 296 pages
• Publisher: Basic Books (March 2, 2010)
• Language: English
• ISBN-10: 0465014917
• ISBN-13: 978-0465014910
• Product Dimensions: 9.5 x 6.6 x 1.1 inches