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Building upon the blockbuster success of "Building Thinking Classrooms in Mathematics," Peter Liljedahl has joined forces with co-author Maegan Giroux to bring the Building Thinking Classrooms (BTC) framework to life in this new book, "Mathematics Tasks for the Thinking Classroom, Grades K-5." But this book is so much more than simply a collection of good thinking tasks. It delves deeper into the implementation of the 14 practices from the BTC framework by updating the practices with the newest research, and focusing on the practice through the lens of rich math tasks that address specific mathematical learning outcomes or standards. Across the 20 non-curricular tasks and 30 curricular tasks used as models, this book: (1) Helps you choose tasks to fit your particular math standards, goals, and the competencies you want your students to build; (2) Walks you through all the steps and scripts to launch, facilitate, and consolidate each task; (3) Shares examples of possible student solutions along with hints you might offer to help their thinking along; (4) Offers tasks for consolidation, example notes to my future forgetful self, and mild, medium, and spicy check-your-understanding questions (CYUs) for every thin sliced sequences of curricular tasks; and (5) Imparts reflections from the authors on each task. The book closes with specific guidance on how to find more tasks or craft your own non-curricular and curricular tasks, along with answers to educators' frequently asked questions. It includes access to a companion website that includes downloadables and a task template for creating your own tasks. Whether you are new to BTC or a seasoned user, "Mathematics Tasks for the Thinking Classroom, Grades K-5" will help teachers, coaches, and specialists transform traditional math classrooms into dynamic and thought-provoking learning spaces.

Professional learning (PL) opportunities are essential for PreK-12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work. This forward-looking book describes keys to providing effective, sustainable literacy PL that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, urban or rural settings, and other factors. Issues of access and equity are emphasized throughout the book's discussions of innovative in-person, hybrid, and remote PL models. The companion website features 11 brief videos in which chapter authors provide engaging commentary on their respective topics.

This book is a rich, yet highly accessible volume that details an exciting and much-needed inquiry into the notion of literacy: what it is, why it is, and how it might be framed most effectively for 21st century education. The chapters unfold in a creative interplay of practice and theory. Narey's insightful questioning into the socio-historical-cultural implications of "literacy as empowerment" establishes the critical context, while Kerry-Moran's examination of the burgeoning literacy landscape reveals challenges for teacher education. Drawing upon classic and cutting-edge theories, Narey builds a provocative and powerful case for a 21st century construct of literacy as sense-making: sense as relative to the senses (i.e., sight, hearing) and sense as making meaning. Her innovative model of the literacy event opens up a range of potential foci for analysis and facilitates her teasing out of two critical areas for instruction: sensory perception and aesthetic knowledge. This theoretical sense-making lens is applied to Kerry-Moran's teacher education classroom as the authors reflect upon further development. As a timely original and thought-provoking work, this slim volume of big ideas promises to be a valuable resource for teacher educators and other scholars who seek a clear and cohesive frame for literacy in 21st century education.

Questioning others is one of the most powerful methods that children use to learn about the world. How does questioning develop? How is it socialized? And how can questioning be leveraged to support learning and education? In this volume, some of the world's leading experts are brought together to explore critical issues in the development of questioning. By collecting interdisciplinary and international perspectives from psychology and education, "The Questioning Child" presents research from a variety of distinct methodological and theoretical backgrounds. It synthesizes current knowledge on the role of question-asking in cognitive development and charts a path forward for researchers and educators to understand the pivotal function that questioning plays in child development and education. This book: (1) Includes contributions from interdisciplinary researchers in psychology and education; (2) Features theoretical and empirical investigations that represent state-of-the-art research in the field; and (3) Provides a comprehensive framework for understanding this area of research. This book contains the following chapters: (1) Questions about questions: framing the key issues (Lucas Payne Butler, Samuel Ronfard, and Kathleen H. Corriveau); (2) Questions in development (Peter Carruthers); (3) The point, the shrug, and the question of clarification (Paul L. Harris); (4) The quest for comprehension and learning: children's questions drive both (Henry M. Wellman); (5) Children's question-asking across cultural communities (Maureen Callanan, Graciela Solis, Claudia Castañeda, and Jennifer Jipson); (6) The development of information-requesting gestures in infancy and their role in shaping learning outcomes (Kelsey Lucca); (7) Developmental changes in question asking (Angela Jones, Nora Swaboda, and Azzurra Ruggeri); (8) Understanding developmental and individual differences in the process of inquiry during the preschool years (Candice M. Mills and Kaitlin R. Sands); (9) 'Why are there big squares and little squares?' How questions reveal children's understanding of a domain (Dave Neale, Caroline Morano, Brian N. Verdine, Roberta Michnick Golinkoff, and Kathy Hirsh-Pasek); (10) Children's questions in social and cultural perspective (Mary Gauvain and Robert L. Munroe); (11) Mothers' use of questions and children's learning and language development (Imac Maria Zambrana, Tone Kristine Hermansen, and Meredith L. Rowe); (12) Teaching and learning by questioning (Deanna Kuhn, Anahid S. Modrek, and William A. Sandoval); (13) Asking 'why?' and 'what if?' The influence of questions on children's inferences (Caren M. Walker and Angela Nyhout); (14) What makes a good question? Towards an epistemic classification (Jonathan Osborne and Emily Reigh); and (15) The questioning child: a path forward (Samuel Ronfard, Lucas Payne Butler, and Kathleen H. Corriveau).

Far too often, our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond. In "Teaching for Deeper Learning," renowned educators and best-selling authors Jay McTighe and Harvey F. Silver propose a solution: teaching students to make meaning for themselves. Contending that the ability to "earn" understanding will equip students to thrive in school, at work, and in life, the authors highlight seven higher-order thinking skills that facilitate students' acquisition of information for greater retention, retrieval, and transfer. These skills, which cut across content areas and grade levels and are deeply embedded in current academic standards, separate high achievers from their low-performing peers. Drawing on their deep well of research and experience, the authors: (1) Explore what kind of content is worth having students make meaning about; (2) Provide practical tools and strategies to help teachers target each of the seven thinking skills in the classroom; (3) Explain how teachers can incorporate the thinking skills and tools into lesson and unit design; and (4) Show how teachers can build students' capacity to use the strategies independently. If our goal is to prepare students to meet the rigorous demands of school, college, and career, then we must foster their ability to respond to such challenges. This comprehensive, practical guide will enable teachers to engage students in the kind of learning that yields enduring understanding and valuable skills that they can use throughout their lives.

Discover the teaching practices that make the biggest difference in student performance! The new edition of this practical, research-based book gives leaders and teachers an even closer look at instructional practices from top award-winning urban schools. With refreshed examples from high-performing teachers and detailed analyses of these practices, the authors demystify the achievement of these schools while offering a practical guide to help educators apply these practices in their contexts. "Teaching Practices from America's Best Urban Schools" is a valuable tool for any educator in both urban and non urban schools that serve diverse student populations, including English language learners and children from low-income families. What's new: (1) Additional "What It Is/What It Isn't" boxes help educators distinguish the subtle differences in the implementation of practices that lead to impressive learning results; (2) "Practice Guides" and "Practical Next Steps" for each of the 8 Success Factors encourage self-assessment and collaboration; and (3) Expansion of topics address current developments in education and additional examples from award-winning elementary, middle, and high schools provide new insights.

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2010, are presented below. Papers include: (1) Student Perceptions of Layered Curriculum[R] vs. Traditional Coursework on Class Grades for 11th-12th Grade Economics and Government Students (Heidi Beckham); (2) What Motivates Young Readers to Read? (Sarah Bolton); (3) Just Story Time? An Evaluation of the Effects of Reading Aloud to Secondary-aged Students (Keeton Christian); (4) Using a Behavioral Management Reward System to Decrease the Behavioral Problems in a High School Setting (Amber Collins); (5) Ready for Middle School Math? (Dorothy L. Finch); (6) Improving Vocabulary Acquisition and Grammar Comprehension in The Second Language through Five Minutes of In-class Reading Time (Veronica V. Herrera); (7) Technology and Mathematics: Classroom Companions for the Future (April J. Huddleston); (8) Perceptions of Fourth-Grade Math Students on Computer-Based Homework (Amanda I. H. Legge); (9) Do Students Retain More Information through Real Life Images or through Clip Art Cartoon Images? (Courtney Sloane Phillips); (10) The Visual Aspect of Vocabulary: Increasing Comprehension and Retention (Nicole Pinkerton); (11) Increasing Grammar Accuracy in the TPRS Classroom (Erin Segroves); (12) Effective Differentiated Instructional Strategies of Middle Grades' Mathematics Instructors (Elizabeth W. Stewart); (13) Vocational Education: Is It Meeting the Needs of the Community? (Stephen Tompkins); (14) The Effect of Daily Quizzes on Student Scores and Class Participation: A Study on High School Economic Students (Elizabeth Warren); and (15) Math-ercise...Could It Fatten Up Scores? (Wendi Worley). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 16, Spring 2010," see ED518906. Abstract modified to meet ERIC guidelines.]

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and sociocultural and ideological forces that may impact classroom interaction. With a decided focus on English-as-a-Foreign-Language contexts, the studies involve varied learner populations, from children to young adults to adults, in different learning environments around the world. The insights gained will be of interest to EFL professionals, as well as teacher trainers, policymakers and researchers. This book is organized into the following chapters: (1) Introduction: Using Conversation Analysis to Understand the Realities of English-as-a-Foreign-Language Learning, Teaching and Testing (Taiane Malabarba and Hanh thi Nguyen); (2) Embodied and Occasioned Learnables and Teachables in an Early EFL Classroom (Maria Vanessa aus der Wieschen and Søren Wind Eskildsen); (3) Developing Interactional Competence in a Lingua Franca at the Workplace: An Ethnomethodologically Endogenous Account (Hanh thi Nguyen); (4) Looking Beyond IRF Moves in EFL Classroom Interactions in China (Jingya Li); (5) EFL Trainee Teachers' Orientations to Students' Non-understanding: A Focus on Task Instructions (Dilara Somuncu and Olcay Sert); (6) Handling Unprepared-for Contingencies in an Interactional Language Test: Student Initiation of Correction as a Collaborative Accomplishment (Eric Hauser); (7) Closing Up Testing: Interactional Orientation to a Timer During a Paired EFL Oral Proficiency Test (Tim Greer); (8) The 'Power Game': Interactional Asymmetries in EFL Collaborative Language Teaching (Josephine Lee); (9) Collision of Centripetal and Centrifugal Forces in Iranian EFL Classroom Interaction (Mostafa Pourhaji); (10) 'In English, Sorry': Participants' Orientation to the English-only Policy in Beginning-level EFL Classroom Interaction (Taiane Malabarba); (11) Teaching English in Marginalized Contexts: Constructing Relevance in an EFL Classroom in Rural Southern Mexico (Peter Sayer, Taiane Malabarba, and Leslie C. Moore); and (12) Commentary: Fault Lines in Global EFL (Johannes Wagner).

Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: (1) Evidence-based education and the science of learning; (2) Basics of human cognitive processes; (3) Strategies for effective learning; and (4) Tips for students, teachers, and parents. Written by "The Learning Scientists" and fully illustrated by Oliver Caviglioli, "Understanding How We Learn" is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom.

"It could happen to anybody", observed one nine-year-old child when her teacher read a book in class about refugees. Fiction provides the perfect conduit for the experiences of refugees so that young refugee students feel their experiences are validated, and their peers come to understand their situation. In this book, Julia Hope explores ways of engaging in class with children's books about refugees. Using Beverley Naidoo's novel "The Other Side of Truth" along with a book aimed at younger children--Mary Hoffman's "The Colour of Home"--Hope offers concrete case studies on how children's literature about refugees can be used productively in the classroom. As more and more people flee wars, violence and political oppression, this book gives teachers both pedagogical support and knowledge of the resources, and shows how they can tackle this challenging topic. It is indispensable for educators of younger children and for researchers who are interested in controversial children's literature.

Five books, representing a small selection of possible readings on necessary changes of the human mind, point to a convergence of interest from different fields of study toward the need for modern society to develop the capacity to respond to the complexity of modern life and the newly acquired ability to destroy life on an unprecedented scale. Those books are as follows: "The Web of Life: A New Scientific Understanding of Living Systems" (F. Capra); "Common Fire: Lives of Commitment in a Complex World" (L.A.P. Daloz et al.); "In Over Our Heads: The Mental Demands of Modern Life" (R. Kegan); "The Protean Self: Human Resilience in an Age of Fragmentation" (R. J. Lifton); and "Evolution of Consciousness: The Origins of the Way We Think" (R. Ornstein). Despite the differences in the five authors' approaches, they describe a consciousness that is: (1) capable of developing a more inclusive world view and forming allegiances beyond the local; (2) cognizant of the interdependence among humans and between humankind and the earth; (3) able to cope comfortably with ambiguity; and (4) able to value complexity and diversity. All five authors call for changes in the way humans think, the way humans relate to the rest of the world, and the way humans identify with all of humanity. Study of these authors leads to building a curriculum for a new consciousness. (KC)

This study examined students' experiences of university medical education, approaches to learning, and comprehension of learning tasks. It used semi-structured interviews with 60 preclinical and clinical medical students. Half of the students attended Gothenburg University (Sweden), which employed a conventional discipline-based curriculum, while the other half attended Linkoping University (Sweden), which employed a problem-based learning (PBL) curriculum. The results indicated that PBL students seemed to have experienced a more flexible, meaningful, and enjoyable education compared with their counterparts from the traditional program. PBL students showed an inclination toward adopting comprehension approaches both in general and to specific learning tasks, whereas the conventional students' propensity was toward reproductive strategies. As regards the students' comprehension of learning tasks, the results indicated that the students from both programs performed more or less equally. Appendices outline the course of study for medical students at Linkoping University and Gothenburg University. A list of Linkoping Studies in Education and Psychology is also included. (Contains 139 references.) (MDM)

This book contains 29 articles which address topics related to teaching thinking. The articles include: (1) "Balancing Process and Content" (Marilyn Jager Adams); (2) "Structure of Intellect (SOI)" (Mary N. Meeker); (3) "Instrumental Enrichment" (Francis R. Link); (4) "Thinking to Write: Assessing Higher-Order Cognitive Skills and Abilities" (Frances R. Link); (5) "Expand Your Thinking" (David Hyerle); (6) "The CoRT Thinking Program" (Edward de Bono); (7) "IMPACT" (S. Lee Winocur); (8) "Philosophy for Children" (Matthew Lipman); (9) "The California Writing Project" (Carol Booth Olson); (10) "Future Problem Solving" (Anne B. Crabbe); (11) "Thinking Skills: Making a Choice" (Anne H. Nardi and Charles E. Wales); (12) "Odyssey: A Curriculum for Thinking" (Elena Dworkin Wright); (13)"Learning to Learn" (Marcia Heiman); (14) "Creative Problem Solving" (Sidney J. Parnes); (15) "The Junior Great Books Program of Interpretive Reading and Discussion" (Howard Will); (16) "Building Thinking Skills" (John D. Baker); (17) "HOTS" (Stanley Pogrow); (18) "Tactics for Thinking: A Program for Initiating the Teaching of Thinking" (Robert J. Marzano); (19) "Connections" (Shari Tishman); (20) "Talents Unlimited" (Deborah E. Hobbs and Carol L. Schlichter); (21) "Intelligence Applied: A Triarchic Program for Training Intellectual Skills" (Robert J. Sternberg); (22) "The Touchstones Project: Discussion Classes for Students of All Abilities" (Geoffrey J. Comber and others); (23) "Creative Learning and Problem Solving" (Scott G. Isaksen and Donald J. Trefflinger; (24) "Thinking, Reading, and Writing" (Sydney Billig Tyler); (25) "The Thinking to Learn Series" (Educational Testing Service); (26) "Developing Thinking Skills" (Margarita A. de Sanchez); (27) "Cognitive Curriculum for Young Children" (H. Carl Haywood and others); (28) "Problem-Solving Approach to Mathematics Instruction Using an Embedded Data Videodisc" (Michael Young and others); and (29) "How Do You Choose a Thinking Skills Program That Is Right for You?" (Richard D. Sholseth and Diane Y. Watanabe). (PRA)

This eight-part book contains 69 articles which address topics related to helping students become effective thinkers. The articles are organized under these categories: (1) the need to teach students to think; (2) creating school conditions for thinking; (3) what is thinking? deciding on definitions; (4) a curriculum for thinking; (5) thinking pervades the curriculum; (6) teaching for thinking; (7) teaching strategies; and (8) assessing growth in thinking abilities. The book lists other resources for teaching thinking (in nine appendixes) which include a glossary of cognitive terminology, observation forms, checklists, questionnaires, evaluation instruments, suggestions for getting started, and questions for system planners. (PRA)

In recent decades, a growing number of children have been diagnosed with autism spectrum disorder (ASD), a condition characterized by social interaction deficits and language impairment. Yet the precise nature of the disorder's impact on language development is not well understood, in part because of the language variability among children across the autism spectrum. In this volume, experts in communication disorders, developmental and clinical psychology, and linguistics use innovative techniques to address two broad questions: (1) Is the variability of language development and use in children with ASD a function of the language, such that some linguistic domains are more vulnerable to ASD than others? (2) Or is the variability a function of the individual, such that some characteristics predispose those with ASD to have varying levels of difficulty with language development and use? Contributors investigate these questions across linguistic levels, from lexical semantics and single-clause syntax, to computationally complex phonology and the syntax-pragmatics interface. Authors address both spoken and written domains within the wider context of language acquisition. This timely and broadly accessible volume will be of interest to a wide range of specialists, including linguists, psychologists, sociologists, behavioral neurologists, and cognitive neuroscientists. Following a foreword by Helen Tager-Flusberg and the Introduction: Perspectives on Language in ASD by Letitia R. Naigles, this book contains the following chapters: (1) Eye-Tracking as a Window on Language Processing in ASD (Courtenay Frazier Norbury); (2) Sentence Processing in Young Children with ASD (Edith L. Bavin and Emma K. Baker); (3) Looking through Their Eyes: Tracking Early Language Comprehension in ASD (Letitia R. Naigles and Deborah Fein); (4) Learning Words in a Social World: Impairments Associated with ASD and Fragile X Syndrome (Andrea McDuffie, Angela John Thurman, Marie Moore Channell, and Leonard Abbeduto); (5) Parental Input to Children with ASD and Its Influence on Later Language (Aparna Nadig and Janet Bang); (6) The Effect of Computational Complexity on the Acquisition of French by Children with ASD (Laurice Tuller, Sandrine Ferré, Philippe Prévost, Marie-Anne Barthez, Joëlle Malvy, and Frédérique Bonnet-Brilhault); (7) Advanced Syntax and Primary Pragmatics in Children with ASD (Vikki Janke and Alexandra Perovic); (8) Connections among Complementation Sentences, Executive Functioning, and Theory of Mind in Autism (Stephanie Durrleman-Tame, Morgane Burnel, and Anne Reboul); (9) Language Acquisition in ASD: Beyond Standardized Language Measures (Inge-Marie Eigsti and Jillian M. Schuh); (10) Recall, Structure, and Complexity in Story Retellings by Children with ASD (Lesley Stirling, Graham Barrington, Susan Douglas, and Kerrie Delves); and (11) Language Representation and Language Use in Children with Optimal Outcomes from ASD (Joyce Suh, Inge-Marie Eigsti, Allison Canfield, Christina Irvine, Elizabeth Kelley, Letitia R. Naigles, and Deborah Fein).

This fascinating and inventive book surveys the UDL research field in comprehensive detail while pointing in--imaginative and necessary ways--to crucial research undertakings yet to come. In recent years there has been heightened interest in Universal Design for Learning (UDL), particularly within the worlds of education policy and practice. As a framework that reduces barriers and maximizes learning opportunities for all students, UDL provides a powerful and comprehensive answer to the growing call for more "personalized" curricular materials that can accommodate the full diversity of learners and teachers within the education system. This book considers the major research areas that underlie UDL and call out for further exploration in the years ahead. Each of the books six chapters includes a groundbreaking article that is centrally related to the larger UDL project, along with reflections on that article by contemporary researchers. As David H. Rose notes in his afterword, "the authors of this collection have set out to do more than revitalize and illuminate the foundations of UDL. They have set out also to prepare the field--to set the context--for the kind of research that needs to come now." The book opens with a Foreword by Chris Dede and an Introduction by Gabrielle Rappolt-Schlichtmann, Samantha G. Daley, and L. Todd Rose. The chapters are: Chapter 1: Learning Is Social and Contextual (A conversation with Jeremy Roschelle), and The Child and the Curriculum (John Dewey). Chapter 2: Constructivism, with Constraints (A conversation with Howard Gardner), and The Unschooled Mind: Why Even the Best Students in the Best Schools May Not Understand (Howard Gardner); Chapter 3: Emotion and Cognition are Co-Regulated (A conversation with Mary Helen Immordino-Yang), and On the Interdependence of Cognition and Emotion (Justin Storbeck and Gerald L. Clore). Chapter 4: The Dynamics of Scaffolding (A conversation with Kurt W. Fischer) and The Dynamics of Competence: How Context Contributes Directly to Skill (Kurt W. Fischer, Daniel H. Bullock, Elaine J. Rotenberg, and Pamela Raya). Chapter 5: Learning from Outliers (A conversation with Michael Russell) and On the Roles of External Knowledge Representations in Assessment Design (Robert J. Mislevy, John T. Behrens, Randy E. Bennett, Sarah F. Demark, Dennis C. Frezzo, Roy Levy, Daniel H. Robinson, Daisy Wise Rutstein, Valerie J. Shute, Ken Stanley, and Fielding I. Winters). Chapter 6: Modeling Variability (A conversation with Paul van Geert), and Focus on Variability: New Tools to Study Intra-Individual Variability in Developmental Data (Paul van Geert and Marijn van Dijk). The book concludes with an Afterword by David H. Rose, Acknowledgments, sections about the editors and contributors, and an Index.

Developing "Thinking and Understanding in Young Children" presents a comprehensive and accessible overview of contemporary theory and research about young children's developing thinking and understanding. Throughout this second edition, the ideas and theories presented are enlivened by transcripts of children's activities and conversations taken from practice and contemporary research, helping readers to make links between theory, research and practice. Each chapter also includes ideas for further reading and suggested activities. Aimed at all those interested in how young children develop through their thoughts and actions, Sue Robson explores: (1) theories of cognitive development; (2) the social, emotional and cultural contexts of children's thinking; (3) children's conceptual development; (4) visual thinking; (5) approaches to supporting the development of young children's thinking and understanding; (6) latest developments in brain science and young children; and (7) the central roles of play and language in young children's developing thinking. Including a new chapter on young children's musical thinking, expanded sections on self regulation, metacognition and creative thinking and the use of video to observe and describe young children's thinking, this book will be an essential read for all students undertaking Early Childhood, Primary PGCE and EYPS courses. Those studying for a Foundation degree in Early Years and Childcare will also find this book to be of interest. [For the "Developing Thinking and Understanding in Young Children: An Introduction for Students", see ED494689.]

As the 21st century unfolds, the pace of change in the world is accelerating. Teachers and administrators must lead the cultural shift required to ensure their students can survive and thrive in the changing world. In Teaching & Assessing 21st Century Skills the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. The authors believe both cognitive and conative skills will be vital to the success of all citizens living and working in the highly varied and quickly changing knowledge economy of the 21st century. Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of strategies, each chapter includes helpful comprehension questions to reinforce the reader's understanding of the content to create both short- and long-term strategies for teaching and assessing 21st century skills. Benefits: (1) Presents relatable classroom stories that depict the presented strategies; (2) Provides end-of-chapter comprehension questions to help readers assess and reinforce their understanding of the new strategies; and (3) Offers an appendix of rubrics for assessing cognitive and conative 21st century skills.

First published in 2001, "Classroom Instruction That Works" revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning. Whether you're new to this book or are an expert in the nine research-based teaching strategies, this second edition helps you take your classroom practice to a higher level of effectiveness. Explore new research explaining the impact each of the nine teaching strategies has on student achievement and effect sizes. Learn new insights about how and why some strategies work more effectively than others. And discover how all nine instructional strategies relate to essential skills for 21st century learners. Plus, a completely rethought Instructional Planning Guide makes it easier for you to know when to emphasize each of the instructional strategies and use them to: (1) Create an environment for learning that ensures an effective backdrop for every lesson; (2) Develop your students' understanding by using their prior knowledge as scaffolding for new learning; and (3) Help students extend and apply knowledge and move beyond "right answer" learning to an expanded understanding and use of concepts and skills. [For the first edition, "Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement," see ED450096.]

With more children and young adults with severe disabilities in today's general education classrooms, SLPs and other professionals must be ready to support their students' communication skills with effective AAC. They'll get the proven strategies they need with this intervention guide from top AAC experts, ideal for use as an in-service professional development resource or a highly practical text students will keep and use long after class is over. Essential for SLPs, OTs, PTs, educators, and other professionals in school settings, this book helps readers establish a beginning functional communicative repertoire for learners with severe disabilities. Professionals will start with an in-depth intervention framework, including a guide to AAC modes and technologies, variables to consider when selecting AAC, and how AAC research can be used to support practice. Then they'll get explicit, evidence-based instructional strategies they'll use to help children and young adults: (1) initiate, maintain, and terminate an interaction; (2) repair communication breakdowns; (3) match graphic symbols to objects and events; (4) request access to desired objects and activities; (5) escape and avoid unwanted objects and activities; (6) use alternative selection methods if they have severe motor impairments; (7) strengthen language comprehension and adaptive functioning; (8) enhance intelligibility and comprehensibility; and (9) generalize communication skills across settings. To help guide their interventions, professionals will get a CD-ROM with more than 35 blank forms and sample filled-in forms, plus helpful hints, research highlights, case examples, and chapter objectives. They'll also have a step-by-step primer on monitoring each learner's performance, including an overview of different types of measurement systems and when to use each of them. The go-to guide to the latest evidence-based AAC strategies, this research-to-practice book will help improve communication--and quality of life--for learners with a range of significant disabilities. This book contains two parts. Part I, Establishing the Framework for Intervention, contains: (1) Teaching Pragmatic Skills to Individuals with Severe Disabilities (Joe Reichle & Nancy C. Brady); (2) Building Blocks of a Beginning Communication System: Communicative Modes (Susan S. Johnston & Joanna Cosbey); (3) AAC Systems Features (Susan S. Johnston & Kathleen M. Feeley); (4) Improving Communicative Competence Through Alternative Selection Methods (Patricia Dowden & Albert M. Cook); (5) Instructional Strategies (Kathleen M. Feeley & Emily A. Jones); (6) Intervention Intensity: Developing a Context for Instruction (Emily A. Jones & Kathleen M. Feeley); and (7) Monitoring Learner Performance (Kathleen M. Feeley & Emily A. Jones). Part II, Establishing Functional Communication, contains: (8) Teaching Learners to Correspond Graphic Symbols to Objects and Events (Joe Reichle & Krista M. Wilkinson); (9) Gaining Access to Desired Objects and Activities (Susan S. Johnston & Joan Schumann); (10) Escaping and Avoiding Objects and Activities (Emily A. Jones & Christopher E. Smith); (11) Obtaining and Maintaining Communicative Interactions (Kathleen M. Feeley & Emily A. Jones); (12) Using AAC to Support Language Comprehension (Emily A. Jones & Meredith Bailey-Orr); and (13) The Use of Augmentative Strategies to Enhance Communication of Verbal Mode Users (Kathleen M. Feeley & Emily A. Jones). Conclusion by Joe Reichle and Susan S. Johnston.

Two nationally known experts in friendship formation and anxiety management address the social challenges faced by adolescents with autism spectrum disorders (ASD). The book helps educators instruct youth on conversing with others, displaying appropriate body language, managing anxiety, initiating and participating in get-togethers, and more. The book is filled with helpful information on ASD to aid teachers who have received little training on the topic. Extremely practical, the book includes lesson plans, checklists, and sidebars with helpful advice. This book, based on UCLA's acclaimed PEERS program, is the only evidence-based approach to teaching social skills to adolescents with ASD. It contains best practices for working with parents, which is the key to helping kids learn social skills. The authors discuss the pros and cons of teaching students with ASD in educational settings like full inclusion (good for academics but bad for social skills) and pull-out special day classes (where the reverse is true). It also provides a much-needed book for teachers at all levels for helping students develop the skills they need to be successful. The book is divided into two parts: Part One: Basic Information About Teens with Autism Spectrum Disorder; and Part Two: Interventions for Basic Social Skills.

Now in a second edition, the award-winning "The Trouble with Maths" offers important insights into the often confusing world of numeracy. By looking at learning difficulties in maths from several perspectives, including the language of mathematics, thinking styles and the demands of individual topics, this book offers a complete overview of the most common problems associated with mathematics teaching and learning. It draws on tried-and-tested methods based on research and the author's many years of classroom experience to provide an authoritative yet highly accessible one-stop classroom resource. Combining advice, guidance and practical activities, this user-friendly guide will enable you to: (1) develop flexible thinking skills; (2) use alternative strategies for pupils to access basic facts; (3) understand the implications of pre-requisite skills, such as working memory, on learning; (4) implement effective preventative measures before disaffection sets in; (5) recognise maths anxiety and tackle self-esteem problems; (6) tackle the difficulties with word problems that many pupils may have; and (7) select appropriate materials to enhance understanding. With useful features such as checklists for the evaluation of books, an outline for setting up an inclusive Maths Department policy and a brand new chapter on materials, manipulatives and communication, this book will equip you with the essential skills to tackle your pupils' maths difficulties and improve standards. This book will be useful for all teachers, classroom assistants, learning support assistants and parents who have pupils who underachieve with maths. The following chapters are included in this book: (1) Introduction: learning difficulties in maths and dyscalculia; (2) Factors that affect learning; (3) What the curriculum asks pupils to do and where difficulties may occur; (4) Thinking style and mathematics; (5) Developmental perspectives; (6) The vocabulary and language of maths; (7) Anxiety and attributions; (8) The inconsistencies of maths; (9) Manipulatives and materials: multisensory learning; (10) The nasties -long division and fractions. Appended are: (1) Further reading; (2) Checklists and resources; (3) 'Jog your memory cards' for multiplication facts; and (4) Setting a maths department policy Notes Index.

At a time when league tables can be everything, examination grades matter. Perhaps more than many would admit, the cost is a lack of understanding. The new edition of this book provides practical advice about how to support understanding in both children and adults. It is for all teachers and lecturers, experienced or otherwise, who want learners to do more than simply memorize and regurgitate information. It describes what understanding means in the different subjects and offers a framework for supporting understanding. Revised and updated to reflect evolving ideas about education and the latest challenges facing teachers and learners, this new edition includes a section on the role of e-learning, as well as additional classroom contexts and extra strategies for supporting understanding. Topics explored include: (1) What is understanding and why is it so valuable?; (2) How understanding happens: the mental processes; (3) The relationship between understanding and creative thought; (4) Reasons for misunderstanding and how to combat them; (5) The impact of learners' motivation and strategies for self-help; and (6) How to evaluate understanding. This edition addresses a real problem at all levels of education, and is essential reading for all teachers and lecturers in schools, colleges and universities. Following the preface the following chapters are included: (1) Quality counts; (2) Understanding: a worthwhile goal; (3) The nature of understanding; (4) Making connections; (5) Mental engagement; (6) Something to think with; (7) Using surrogate teachers; (8) Failing to understand; (9) The total learning environment; (10) Knowing what counts; (11) Motivated to understand; (12) The self-regulation of learning; (13) Evaluating understanding; and (14) Changing minds. (Includes a glossary.)

By providing a variety of strategies, scenarios, examples of student writing, classroom video clips from across all science content areas, rubrics, and guidelines for designing assessment items, "Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing" provides teachers with the tools to successfully incorporate scientific explanation in their own classrooms. Grounded in NSF-funded research, this book/DVD supports middle grades science teachers with an instructional framework that breaks down the complex practice of scientific explanation into four components--claim, evidence, reasoning, and rebuttal--and provides concrete examples of what this scientific inquiry practice looks like when it is successfully implemented in real classrooms. Over the last nine years that McNeil and Krajcik have developed, field tested, and refined this instructional model, they found that incorporating this framework for scientific explanation into curriculum materials, teacher instructional strategies, and assessments enhances students conceptual understanding and improves their ability to think and communicate more scientifically by carefully analyzing evidence and backing up their claims.

Multiple-choice testing is an educational reality. Rather than complain about the negative impact these tests may have on teaching and learning, why not use them to better understand your students' true mathematical knowledge and comprehension? Maryann Wickett and Eunice Hendrix-Martin show teachers how to move beyond the student's answer--right or wrong--to uncover understanding and/or misconceptions. By asking a few simple follow-up questions, teachers can learn a great deal about student understanding and make better, more informed instructional decisions. The Beyond the Bubble books (also available for grades 2-3)are each divided into five strands--number, measurement, algebra, geometry, and probability--with six problems per strand. Each problem includes an overview of the objective of the test question, a sample question, typical of those found on standardized tests, strategies students employ to solve the problem, conversation starters, student work, student-teacher conversations, and instructional strategies to advance student learning. Teachers will also find suggestions for differentiation, reproducible of sample questions, and a comprehensive list of additional resources. With dozens of sample test questions and numerous student samples, Beyond the Bubble shows educators how to use multiple choice tests to provide more purposeful, focused mathematics instruction for all of their students. Appended are: (1) Generic Conversation Starters; and (2) Reproducible Problems.

This highly practical resource for K-6 teachers is packed with 25 classroom-tested, step-by-step strategies for developing word knowledge. The emphasis throughout is not only on teaching new words, but also on strengthening students' comprehension and long-term vocabulary acquisition. Especially valuable are guidelines for how to differentiate each strategy so it can be used successfully with English language learners and students at varying proficiency levels. In a large-size format for easy photocopying, the book features helpful print and Web resources for each strategy, along with 20 reproducible worksheets. New to this edition are: (1) "Word Play" features with engaging vocabulary games and classroom activities; (2) Reproducible worksheets that encourage student interaction; and (3) Updated and expanded list of online resources.

Since the dawn of civilization, pictorial representations and symbols have been used to communicate simple statistics. Efficient and effective, they are still used today in the form of pictures and graphs to record and present data. Who can tie their shoes? How many calories are in your favorite food? Make data and graphs relevant and interesting to students with the help of "Developing Data-Graph Comprehension in Grades K-8, Third Edition." This book offers teachers and teacher educators practical ideas for incorporating graph reading and quantitative literacy into instructional programs. Activities include objectives, vocabulary, materials, questions for discussion, and ideas for summarizing that are meant to guide students in data collection, representation, and interpretation. Help your students learn to process information from the Internet, television, newspapers, and magazines by giving them the ability to comprehend and interpret graphs, and show them that "A picture is worth ten thousand words." Contents include: (1) Graphs--What Are They, and How Are They Used?; (2) Levels of Graph Comprehension; (3) Collecting, Organizing, and Analyzing Data; (4) Inventing and Reinventing Graphical Displays of Data; (5) Constructing Conventional Graphs; (6) Interpreting and Writing about Graphs; (7) Using Technological Tools for Graphing and Analyzing Data; (8) Classroom Activities; (9) References; (10) Software; (11) Selected Bibliography; and (12) Appendixes.

Metaphors and analogies are more than figurative language suitable only for English classes and standardized test questions. They are "power tools" that can electrify learning in every subject and at all grade levels. Metaphors show students how to make connections between the concrete and the abstract, prior knowledge and unfamiliar concepts, and language and image. To exploit these powers, however, teachers must learn how to use metaphors and analogies strategically and for specific purposes, helping students discover, create, and deconstruct effective comparisons. In this thoughtful and nuanced book, Rick Wormeli examines a wide range of powerful metaphors--from the rhetoric of political speeches to mathematical models to concrete spellings and body sculptures that symbolically portray abstractions. Metaphors & Analogies is filled with provocative illustrations of metaphors in action and practical tips about using metaphors to improve assessment, professional development, and symbolic sensing. Imagine the possibilities.

Implementing the action steps from ASCD's best-seller "The Art and Science of Teaching" is much easier when you use this in-depth resource for workshops, professional learning communities, teacher training, and self-help. Hundreds of samples, guidelines, checklists, and activities help teachers in all grades and subjects become instant experts on Robert Marzano's breakthrough framework for effective instruction. A series of 25 modules equips any classroom teacher with a logical planning sequence that ensures you: (1) Establish learning goals and track progress; (2) Help students interact with new knowledge, test hypotheses, and develop deep understandings; (3) Engage students and plan good lessons and units; (4) Establish good classroom management and effective relationships with students; and (5) Communicate high expectations for learning. Each module consists of easy-to-follow steps that include: (1) Reflective self-assessments; (2) Concrete examples in various grades and subjects; (3) Multiple strategies for enacting your plan; and (4) A quick review to ensure that the learning from the handbook sticks.

Kids love jokes--and teachers and SLPs love fast and easy ways to improve students' phonological awareness. That's why every elementary and middle-school SLP and educator needs this playful, effective activity book, packed with jokes and riddles that increase students' awareness of the phonemes that make up words. The perfect way to avoid "drill and kill" instruction while still giving children the strong foundation they need to be successful readers, "Sounds Like Fun" enhances the literacy skills children need for academic success including phonological awareness, comprehension, thinking skills, spelling, and vocabulary; uses humor as an effective learning tool; helps older students work on phonological awareness skills, going beyond the many resources geared toward younger children; takes just 15-20 minutes per lesson (includes quick classroom warm-ups and brief activities that can be worked into any existing curriculum); requires no extra training or materials; works with all students, including children with learning disabilities, struggling readers, and English language learners; and is ideal for whole-group or one-to-one sessions. Students' skills can be improved with: warm-up activities; phonological humor activities; challenge activities; review and reflection tasks; and additional activities. In addition to six units, the book includes an answer key; appendix; and references.

Are your students engaged and motivated to read and write but hesitant during math instruction? Do you want your students to be as excited about math as they are about literacy? This unique resource explores how best practices for teaching reading and writing can help you become a better math teacher. Drawing on the work of such educators as Richard Allington, Carl Anderson, Marilyn Burns, Cathy Fosnot, Stephanie Harvey, Heidi Hayes Jacobs, Ellin Keene, and Diane Snowball, the author describes strategies that work in teaching literacy and how to successfully implement them in the math class. Sections included in this book are: (1) The Role of Teacher; (2) Decoding, Fluency, and Vocabulary; (3) Teaching Comprehension; (4) Organizing the Classroom; (5) The Workshop Model; (6) Assessment; and (7) Supporting Struggling Learners. This book also contains the following: (1) Acknowledgments; (2) Introduction; (3) Appendix; (4) References; and (5) Index.

This book includes two main sections: a discussion of problem solving and a section on computation with whole numbers. A primary theme of the text is that problem solving sets the stage for meaning and conceptual development with respect to numbers. The section on problem solving includes numerous problem-solving activities that have a dual purpose: the enhancement of language comprehension and cognitive development, and the enrichment of experiences in arithmetic problem solving. The section on computation stresses the use of both traditional and alternative arithmetic algorithms. The latter are introduced so as to provide the teacher with a means to enhance performance in the area of whole number arithmetic in such a way that the difficulties of the student are circumvented. Providing a range of arithmetic activities useful in both the general education and special education settings, the book addresses needs of students in both general education and special education. The following chapters are contained in this book: (1) Problem Solving Precedes Computation; (2) Developing Word Problems for Diagnostic Feedback; (3) Connections to Other Subjects; (4) Arithmetic Computation; (5) Knowing About and Being Able To Do; (6) Communicating Mathematics; (7) Teaching the Operations Using Whole Numbers; (8) Hand-Held Calculators; and (9) Concluding Comments.

Answering the call for a comprehensive textbook on what reading teachers really need to know, this is the book that arms educators with not just the what and the how, but also the why that other texts don't cover. Two prominent literacy experts team with an elementary school specialist to give preservice teachers an easy-to-understand textbook that demystifies the research and incorporates everyday classroom experience. With its meticulous coverage of every aspect of effective reading instruction, this book ensures that general educators across grade levels: (1) learn techniques for teaching all the literacy skills identified by Reading First; (2) get the clearest explanations available of the scientifically based research behind the strategies; (3) fully understand how and when literacy skills are acquired and what factors influence the process; (4) discover the best ways to teach students with learning disabilities, reading disabilities, and dyslexia; (5) get ready to conduct effective assessment of students' reading skills; and (6) find out how to use the latest instructional technology to help advance students' literacy. With its practical, research-based answers to the three most important questions literacy educators face--what to teach, how to teach, and why to teach the recommended way--this upper-level textbook will make sure teachers enter the classroom ready and motivated to implement best practices. Contents of this book include: (1) Introduction to Literacy Skills and Their Acquisition; (2) The Psychology of Reading and the History of Literacy Instruction in the United States; (3) The Psycholinguistics of Spoken Language; (4) The Psycholinguistics of Written Language; (5) Development of Spoken and Written Language Skills; (6) Developing Basic Literacy Skills; (7) Strategies for Developing Decoding, Instant Word Reading, and Spelling Skills; (8) Strategies for Developing Vocabulary Knowledge, Comprehension Skills, and Writing Skills; (9) Reading Disability and Attention-Deficit/Hyperactivity Disorder; and (10) Testing and Assessment of Literacy Skills. References, Appendices, Author Index, and Subject Index are included.

Many of the most talented authors and artists of the past and present have shared their thoughts and their gifts with young children through picture books. Many picture books allow young children to explore important ideas and to stretch their minds far beyond rote memorization. Young children absorb knowledge at a very rapid pace. In an age of information overload, it is essential that children are taught those important thinking skills that are needed in dealing with the multitude of information they meet everyday. What better way to help children gain important thinking skills than exposure to quality literature. Emphasis in 21st century schools is on testing for rote knowledge. While knowledge is the starting point, it is essential that children are taught to evaluate data, to solve problems, to make decisions based on evidence, to be able to determine cause and effect, to predict and forecast based on evidence, to support or deny a hypothesis, to infer, to interpret, to question and analyze, and to use a host of other thinking skills. "Teaching Thinking Skills with Picture Books" is an easy-to-use guide to teaching those thinking skills which have been identified as appropriate for students in the primary grades. Each skill is introduced with a definition and oral practice exercise. Quality picture books are introduced with booktalks and followed by one or more thinking skills activities. Each activity is complete and needs no other materials to use. All skills introduced can be immediately applied to other areas of curriculum, as well as to real life situations. Here is a painless approach to helping students become better thinkers with skills that will also improve reading and writing ability. Following a introduction, the book is divided into 34 sections: (1) Analogy; (2) Analysis; (3) Associative Thinking; (4) Attribute Listing; (5) Brainstorm; (6) Classification; (7) Comparing; (8) Comprehension; (9) Decision Making; (10) Deductive Thinking; (11) Elaboration; (12) Evaluation; (13) Flexibility; (14) Fluency; (15) Forecasting; (16) Generalizing; (17) Hypothesizing; (18) Imagination; (19) Inferring; (20) Interpret; (21) Judging; (22) Knowledge; (23) Language Development; (24) Originality; (25) Patterning; (26) Phonemic Awareness; (27) Planning; (28) Predicting; (29) Problem Solving; (30) Questioning: Higher Order; (31) Research for Beginners; (32) Reversible Thinking; (33) Sequencing; and (34) Vocabulary. A title/author index is also included.

"The Handbook of Latent Semantic Analysis" is the authoritative reference for the theory behind Latent Semantic Analysis (LSA), a burgeoning mathematical method used to analyze how words make meaning, with the desired outcome to program machines to understand human commands via natural language rather than strict programming protocols. The first book of its kind to deliver such a comprehensive analysis, this volume explores every area of the method and combines theoretical implications as well as practical matters of LSA. Readers are introduced to a powerful new way of understanding language phenomena, as well as innovative ways to perform tasks that depend on language or other complex systems. The "Handbook" clarifies misunderstandings and pre-formed objections to LSA, and provides examples of exciting new educational technologies made possible by LSA and similar techniques. It raises issues in philosophy, artificial intelligence, and linguistics, while describing how LSA has underwritten a range of educational technologies and information systems. Alternate approaches to language understanding are addressed and compared to LSA. This work is essential reading for anyone--newcomers to this area and experts alike--interested in how human language works or interested in computational analysis and uses of text. Educational technologists, cognitive scientists, philosophers, and information technologists in particular will consider this volume especially useful.

Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underline successful comprehension. This book may serve as a text in graduate-level courses within programs in education, communication sciences and disorders, and psychology. This book is divided into the following four parts and 10 chapters: Part I, Comprehension Processes and Impairments in Typically Developing Children, contains: (1) Introduction to Comprehension Development (Jane Oakhill and Kate Cain); and (2) Reading Comprehension Difficulties: Correlates, Causes, and Consequences (Kate Cain and Jane Oakhill). Part II, Comprehension Impairments in Children with Developmental Disorders, contains: (3) Comprehension Difficulties in Children with Specific Language Impairment and Pragmatic Language Impairment (Nicola Botting); (4) Language Comprehension Difficulties in Children with Autism Spectrum Disorders (Susan Leekam); (5) Story Comprehension Impairments in Children with Attention-Deficit/Hyperactivity Disorder, (Elizabeth P. Lorch, Kristen S. Berthiaume, Richard Milich, and Paul van den Broek); and (6) Reading Comprehension and Working Memory in Children with Learning Disabilities in Reading (H. Lee Swanson, Crystal B. Howard, and Leilani Saez). Part III, Comprehension Impairments in Association with Neurological Damage and Sensory Impairment, presents: (7) Comprehension in a Neurodevelopmental Disorder, Spina Bifida Myelomeningocele (Marcia A. Barnes, Amber M. Johnston, and Maureen Dennis); (8) Impaired Discourse Gist in Pediatric Brain Injury: Missing the Forest for the Trees (Lori G. Cook, Sandra B. Chapman, and Jacquelyn F. Gamino); and (9) The Comprehension of Skilled Deaf Readers: The Roles of Word Recognition and Other Potentially Critical Aspects of Competence (Leonard P. Kelly and Dragana Barac-Cikoja). Part IV, Conclusions, contains: (10) Cognitive Bases of Children's Language Comprehension Difficulties: Where Do We Go from Here? (Kate Cain and Jane Oakhill).

This comprehensive resource explores how adolescence and academic achievement are defined within today's political context, examines the in-school potential of teens' out-of-school immersion in digital technologies and popular culture, and shows teachers how to embed comprehension strategies into classroom instruction. The book contains innovative teaching techniques, first-hand accounts of district- and schoolwide literacy initiatives, scores of discussion questions, adaptable forms and templates, and activities for professional groups. This volume is a must-read for classroom teachers, principals, and administrators at the middle and high school levels, as well as for literacy coaches, professional development directors, and policy advocates concerned with adolescents and those who teach them. This book is divided into the following two parts and eighteen chapters. Part I: Adolescent Literacy Initiatives, contains: (1) Setting the Agenda for Adolescent Literacy (Terry Salinger); (2) Federal and International Reading Association Policies and Initiatives for Adolescent Literacy (Jill Lewis); (3) Emergence of a Secondary Reading Initiative in Alabama (Terry Salinger); (4) Challenging Literacy Theories and Practices From the Outside (Donna E. Alvermann and A. Jonathan Eakle); (5) Immaturity and the Struggling Teen (Carol M. Santa); (6) Creating a Schoolwide Literacy Initiative (Douglas Fisher); (7) Crafting Successful Roles for Literacy Coaches in Secondary Schools (Remember Chocolate) (Elizabeth G. Sturtevant and Kristine M. Calo); and (8) An International Perspective on the State of Adolescent Initiatives (Carol Hryniuk-Adamov). Part II: Instructional Strategies for Adolescent Learners, contains: (9) Academic Literacy: Principles and Learning Opportunities for Adolescent Readers (Jill Lewis); (10) Reinventing Comprehension Instruction for Adolescents (Patricia L. Anders and Ellen Spitler); (11) A Professional Development Framework for Embedding Comprehension Instruction Into Content Classrooms (Doug Buehl); (12) Promoting Meaningful Adolescent Reading Instruction Through Integrated Literacy Circles (William E. Blanton, Paola Pilonieta, and Karen D. Wood); (13) Teaching the Language of School to Secondary English Learners (Janice Pilgreen); (14) Millennials and How to Teach Them (Gary Moorman and Julie Horton); (15) Fostering Literate Academic Identities During the First Days of School (David W. Moore and Karen A. Onofrey); (16) Helping Boys Find Entry Points to Lifelong Reading: Book Clubs and Other Strategies for Struggling Adolescent Males (William G. Brozo); (17) Literacy Education in Democratic Life: The Promise of Adolescent Literacy (Helen Harper and Thomas Bean); and (18) Adolescent Literacy: Australian Approaches to Teaching and Learning (Nea Stewart-Dore).

This book is a result of a study on best practices used by teachers. The author presents a comprehensive discussion of how successful teachers handle classroom management and details strategies increasing student achievement, teaching for retention and transfer, assessing student understanding, and more. Features include: (1) Real-life classroom examples; (2) Do's and don'ts of classroom management; (3) Six critical components of teaching and learning; and (4) Observations of successful teachers in action. The contents of this book include: (1) Classroom Management; (2) Four Essential Components; (3) Teaching to the Objective; (4) Teaching for Retention; (5) Teaching for Transfer; (6) Evaluation; (7) Effective Teaching Research; and (8) Putting It Together.

Students' brains are wired to make them natural, curious learners. The mathematical world around them offers a vast classroom, filled with shapes, spaces, quantities, and experiences to discover and explore, all leading to the construction of understanding. Teachers can use this natural curiosity to tap the inborn neural mechanisms that motivate students to learn--to make relevance and meaning of their surroundings. This book bridges the findings from the realms of brain research and improved mathematics instruction through updated teaching samples, connections to the most recent standards, newest research findings, and integration to other content areas. Each brain is different, and when teachers teach problem-solving skills to help students arrive at their own solution paths, students go beyond mere memorization of facts and algorithms to being an actual participant in the development of mathematical understanding. In an informative and relevant approach, Diane Ronis presents teachers and math leaders with an emphasis on thinking, mathematical representation, and construction of ideas and an abundance of: (1) Sample lessons, units, and strategies linked to 2000 NCTM standards; (2) Brain-friendly strategies for math teaching that meet NCLB requirements; (3) How-to guides for creating more brain-tuned math teaching; (4) Ideas for incorporating technology into the math curriculum; and (5) Planning templates for immediate use. By integrating math learning into real-world applications, students can actively practice what they learn, make meaning out of their everyday experiences, and think mathematically for success within today's information age. This book is divided into seven parts: (1) Performance-Based Learning and Assessment; (2) The Six Pillars of Performance Task Development; (3) Multiple Intelligences and Brain-Compatible Learning; (4) Performance-Based Instructional Strategies; (5) Problem-Solving Strategies; (6) Teaching and Assessing With the Rubric; and (7) Teaching and Assessing With the Portfolio. This book also includes Principles and Standards for School Mathematics, a Glossary, and a list of Resources.

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track in their own research the theme of psycholinguistic contributions to our understanding of the nature and remediation of child language disorders. In this volume, such renowned researchers in child language development as Dorothy Bishop, Judith Johnston, and Ray Kent, among others, discuss their research in certain populations in the context of the significance of, limits of, and alternatives to Robin Chapman's developmental interactionist perspective. Studies of disordered language in Down's Syndrome and Specific Language Impairment, in particular, attribute much progress in our understanding of the pragmatic and comprehension skills in these populations to the developmental perspective. "Language Disorders From a Developmental Perspective" opens with a reprint of Robin Chapman's seminal 2001 article from The Journal of Child Psychiatry and Psychology. It concludes with a new chapter from Dr. Chapman summarizing what we know and what we don't know about language disorders within the developmental framework, and pointing to future areas of research and intervention. Contents of this book include: (1) Children's Language Learning: An Interactionist Pespective (R.S. Chapman); (2) In the Mouths of Babes: Anatomic, Motor, and Sensory Foundations of Speech Development in Children (R.D. Kent, H.K. Vorperian); (3) Typical Talkers, Late Talkers, and Children With Specific Language Impairment: A Language Endowment Spectrum? (S.E. Weismer); (4) Utterance Length and Lexical Diversity in American- and British-English Speaking Children: What Is the Evidence for a Clinical Marker of SLI? (T. Klee, W.J. Gavin, S.F. Stokes); (5) Gesture Development From an Interactionist Perspective (E. Crais, R. Paul, K.); (6) Dissociations in the Development of Early Communication in Austism Spectrum Disorders (Chawarska, A. Klin, F. Volkmar); (7) Language Learning and Use as Embedded Social Activities: Evidence From Autism and Fragile X Syndrome (L. Abbeduto, A. McDuffie); (8) Fragile X Syndrome: Memory Skills and the Emergence of Reading in Males (M.C. Johnson-Glenberg); (9) The Case for Bilingualism in Children With Down Syndrome (E. Kay-Raining Bird); (10) The Development of Communicative Competence in Vulnerable Populations (H.L. Johnson); (11) Can Verbs Be Hubs? (C. Dollaghan); (12) Documenting Progress in Language Production: The Evolution of a Computerized Language Analysis System (J. Miller); (13) Narrative Abilities in Children With Language Impairments (D.M. Bordreau); (14) Developmental Considerations in Addressing the AAC Needs of Children With Severe Disabilities (S.N. Calculator); (15) What Else About Comprehension? Examining Young Children's Discourse Comprehension Abilities (L.M. Milosky, E. Skarakis-Doyle); (16) The Developmental, Interactionist Perspective: An Afterword (R.S. Chapman).

This creative, hands-on, research-based book introduces the Engage ALL Students lesson-planning model--a model that can be used across the curriculum with all readiness levels and learning styles. In addition, the author provides 50 innovative, teacher-tested strategies that are easily adaptable to a wide range of lesson objectives. Reproducibles are included. After an introduction, this books is divided into 7 sections: (1) A Lesson Plan Model for Engaging ALL Students; (2) Strategies and Perceptual Modalities Table; (3) Putting the Strategies to Work; (4) Strategies for Understanding and Remembering; (5) Strategies for Summarizing; (6) Strategies for Encouraging Participation; and (7) Strategies for Review and Practice. An Index is included.

The three books reviewed in this article represent the continuous effort to make visible the significant bridge between theory and practice in the fields of literacy and children's literature. While the authors maintain distinct purposes for their creations, the texts each speak to a strong theoretical support for the practices they describe. The purpose of "Aesthetic Approaches to Children's Literature" by Maria Nikolajeva is to demonstrate ways to read and discuss children's books with useful tools from literary theory. In "Powerful Magic: Learning from Children's Responses to Fantasy Literature," Nina Mikkelsen draws from significant literary theorists to describe readers' ways of approaching and engaging with texts that point to fantasy as a critical genre for young readers to explore naturally, from a child's perspective. Joy Moss, in "Literature, Literacy, and Comprehension Strategies in the Elementary School," provides insightful examples of literary discussions in which theoretical concepts about learning and thinking are used through strategies that invite readers to think extensively, intensively, and across multiple texts and experiences. Each resource reviewed in this article works to not only bridge the theory-to-practice gap, but to create a structure that upholds the work of scholars at both ends of the bridge as well as on the many journeys across.

This book shows how to plan creative museum projects that target content standards and develop students' understanding of required subject matter. Through photographs and numerous classroom examples, the author--an experienced curriculum director, teacher, and museum educator--guides the reader through every step of designing museum projects that teach students core content, along with valuable research and communication skills. To help the reader's museum project along, the author provides a classroom-proven plan, including worksheets, rubrics, and advice on: (1) How to select a museum topic related to standards-based curricula; (2) How to use the project to define learning targets and assess achievement; and (3) How to introduce students to museum projects and engage them in creating meaningful exhibits that educate the community. Following a foreword and preface, this document is divided into two parts and twelve chapters. Part I, The Purpose, contains: (1) Creating Student-Designed School Museums; (2) Collaborating to Develop Museum Projects; (3) Clarifying What Students Will Learn; and (4) Assessing Student Learning. Part II, The Process, contains: (5) Introducing the Museum Project; (6) Visiting a Professional Museum; (7) Researching the Museum Topic; (8) Designing the Exhibits; (9) Writing for a Museum Audience; (10) Constructing the Exhibition; (11) Learning the Full Exhibition; (12) Opening the Museum to the Public; and an Afterword. Appendix A contains Agendas for Planning Meetings, and Appendix B contains Student-Involved Assessment Strategies. The book concludes with: (1) References; (2) About the Author; (3) Related ASCD Resources for Learning on Display; and (4) An ASCD Study Guide for Learning on Display: Student-Created Museums That Build Understanding.

This sampler presents assessment tasks that are appropriate for use with students from age 4 through age 8. The book provides teachers of primary grades mathematics with examples of assessment tasks that reflect the various ways assessments can be used prior to, during, and following mathematics instruction. Teachers can then consider the potential of these tasks to uncover the mathematical understandings of their students for the purpose of planning further instruction. Each task can be altered by changing the context, breaking the task into subparts, limiting the scope or complexity of the task, or extending the task to provide more challenge or enhance the depth of understanding being assessed.

This much-needed text presents detailed descriptions of current treatment methodologies for children with language impairments. Professionals in the fields of special education, speech language pathology, psychology, psychiatry, and occupational therapy as well as audiologists who deal with central auditory processing disorders will find this book very useful. Nine of the eleven chapters are devoted to innovative language remediation techniques that are considered to be controversial, and the eleventh chapter details and reviews the criticisms of those methods. The contributors are professionals working with or who have had a hand in originating the techniques they describe. The list of contributed chapters includes: Stanley Greenspan's DIR (Floor Time) Model; Glen Sallows' Applied Behavior Analysis; Gary Mesibov and Victoria Shea's The TEACCH Method; Teresa Webb, Sue Baker, and Andy Bondy's Picture Exchange Communication System; Steven Miller, Barbara Calhoun, Melissa Agocs, L. Deley, and Paula; Tallal's FastForWord; Jane Madell's Auditory Integration Training; Pat and Phyllis Lindamood's Lindamood Phonemic Sequencing and Seeing Stars Program; Nanci Bell's Imagery and Language Comprehension (Visualizing and Verbalizing); and Rosemary White's Sensory Integration. Innovative Methods in Language Intervention Treatment systematically presents the most clinically useful methods for teaching children with language impairments ranging from those who are nonverbal, speaking to those who have mild receptive/expressive deficits. Both preservice and inservice professionals will appreciate this informative handbook of current methods in language intervention.

The major purpose of this book is to introduce teachers (and by that the author means all types of teachers-classroom teachers, administrators, teacher aids, parents and coaches) to various individual and group thinking strategies related to specific questions and activities. This guide is a personal interpretation and critique of those strategies which the author uses frequently in teaching or professional development sessions. He has strong personal anecdotal evidence to convince him that more learning takes place when he stops talking and allows and expects learners to be engaged in purposeful thinking and learning...All strategies presented in this book offer teachers the opportunity to have a break from active teaching and offer the students an opportunity to be independent learners. It is therefore an attempt to encourage the transfer of learning energy from behind the teacher's desk to the learners' side of the teacher's desk. This book includes an Update to the Sixth Edition, This book contains the following four Chapters:(1) Personal Teaching Philosophy; (2) When 'Good' Is Bad (Analysis and Evaluation Strategies; (3) Creative Thinking; and (4) The Power of Three (Cooperative Strategies). It concludes with Reflections from Other Classrooms, Lesson Plan for Island Survival, Generic Sequence for Any Design Project, Wall Posters, Wall Posters Index, References, Notes, and About the Author. [This book was published by Paul Chapman Publishing.]

Technology is playing an increasingly important role in the teaching and learning of mathematics at all levels. This publication reports on overviews of research and findings on the impact of technology. It furnishes a context in which to observe teachers in prekindergarten through grade 12 and teacher educators using technology to help their students better understand mathematics, and suggests what the future might hold. An accompanying CD includes electronic features to enhance an understanding of the articles presented in the printed yearbook. Following Preface and Prologue, Twenty-three chapters are presented in three parts. Part 1, How Research Informs, includes: (1) Teaching Strategies for Developing Judicious Technology Use (Lynda Ball and Kaye Stacey); (2) Young Children's Use of Virtual Manipulatives and Other Forms of Mathematical Representations (Patricia S. Moyer, Deborah Niezgoda, and John Stanley); (3) Five Steps to Zero: Students Developing Elementary Number Theory Concepts When Using Calculators (Carolyn Kieran and Jose Guzman); (4) Young Children and Technology: What's Appropriate? (Douglas H. Clements and Julie Sarama); (5) Comparing Distributions and Growing Samples by Hand and with a Computer Tool (Arthur Bakker and Ann Frederickson); (6) Interactive Geometry Software and Mechanical Linkages: Scaffolding Students' Deductive Reasoning (Jill Vincent); (7) Square or Not? Assessing Constructions in an Interactive Geometry Software (Daniel Scher); and (8) An Anthropological Account of the Emergence of Mathematical Proof and Related Processes in Technology-Based Environments (F. D. Rivera). Part 2, Notes from the Field, includes: (9) The Reality of Using Technology in the Classroom (Suzanne Alejandre); (10) Using Technology to Foster Students' Mathematical Understandings and Intuitions (Eric J. Knuth and Christopher E. Hartmann); (11) The Spreadsheet: A Vehicle for Connecting Proportional Reasoning to the Real World in a Middle School Classroom (Richard Caulfield, Paul E. Smith, and Kelly McCormick); (12) Using Spreadsheet Software to Explore Measures of Central Tendency and Variability (Carol S. Parke); (13) Internet WebQuest: A Context for Mathematics Process Skills (Leah P. McCoy); (14) A Vehicle for Mathematics Lessons: In-Service Teachers Learning to Use PDAs in Their Classroom (Julie Cwikla); (15) Using the Internet to Illuminate NCTM's "Principles and Standards for School Mathematics" (Eric W. Hart, Sabrina Keller, W. Gary Martin, Carol Midgett, and S. Thomas Gorski); (16) Mathematics Teaching and Learning Supported by the Internet (Enrique Galindo); (17) Laptops in the Middle School Mathematics Classroom (Suzanne Lewis); (18) The Role of Technology in Representing Mathematical Problem Situations and Concepts (Dominic D. Peressini and Eric J. Knuth); (19) Using Technology to Make the Power of Many Points with Prospective Mathematics Teachers (Rose Mary Zbiek); (20) Investigating Mathematics with Technology: Lesson Structures That Encourage a Range of Methods and Solutions (Rebecca McGraw and Maureen Grant); (21) Engaging Students in Authentic Mathematics Activities through Calculators and Small Robots (George C. Reese, Jennifer Dick, James P. Dildine, Kathleen Smith, Mikkel Storaasli, Kenneth J. Travers, Susan Wotal, and Dalia Zygas); and (22) Using GIS to Transform the Mathematical Landscape (Bob Coulter and Joseph J. Kerski). Part 3, Questions about the Future, includes: (23) Technology in Mathematics Education: Tapping into Visions of the Future (M. Kathleen Heid). [For the 66th Yearbook, see ED495227.]

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics and Science--established in 1996 as a research center and funded by the U.S. Department of Education--was instrumental in developing instructional practices supportive of high student achievement in and understanding of mathematics and science concepts. NCISLA researchers worked with teachers, students, and administrators to construct learning environments that exemplify current research and theory about effective learning of mathematics and science. The careful programs of research conducted examined how instructional content and design, assessment, professional development, and organizational support can be designed, implemented, and orchestrated to support the learning of all students. This book presents a summary of the concepts, findings, and conclusions of the Center's research from 1996-2001. In the Introduction, the chapters in this book are situated in terms of the reform movement in school mathematics and school science. Three thematically structured sections focus on, respectively, research directed toward what is involved when students learn mathematics and science with understanding; research on the role of teachers and the problems they face when attempting to teach their students mathematics and science with understanding; and a collaboration among some of the contributors to this volume to gather information about classroom assessment practices and organizational support for reform. Following a preface, this book is divided into four parts. Part I, Introduction, presents the initial chapter of the book: (1) Standards-Based Reform and Teaching for Understanding (T. A. Romberg, T.P. Carpenter, and J. Kwako). Part II, Learning with Understanding, includes: (2) Developing Modeling and Argument in the Elementary Grades (R. Lehrer and L. Schauble); (3) The Generative Potential of Students' Everyday Knowledge in Learning Science (A. S. Rosebery, B. Warren, C. Ballenger, and A. Ogonowski); (4) Developing Algebraic Reasoning in the Elementary School (T. P. Carpenter, L. Levi, P. W. Berman, and M. Pligge); (5) A Teacher-Centered Approach to Algebrafying Elementary Mathematics (J. J. Kaput and M. L. Blanton); (6) Statistical Data Analysis: A Tool for Learning (K. McCain, P. Cobb, and K. Gravemeijer); (7) Modeling for Understanding in Science Education (J. Stewart, C. Passmore, J. Cartier, J. Rudolph, and S. Donovan); (8) Learning Mathematics in High School: Symbolic Places and Family Resemblances (R. Nemirovsky, A. Barros, T. Noble, M. Schnepp, and J. Solomon). Part III, Teaching for Understanding (M. Franke and E. Kazemi) includes: (9) Changing Teachers' Professional Work in Mathematics: One School's Journey (J. Shih, S. Biagetti, and D. Battey); (10) Teacher Collaboration: Focusing on Problems of Practice (D. C. Webb, T. A. Romberg, M. J. Ford, and J. Burrill); and (11) Managing Uncertainty and Creating Technical Knowledge (W. G. Secada and T. Williams). Part IV, Cross-Cutting Studies, includes the final chapters: (12) Research in Assessment Practices (J. de Lange and T. A. Romberg); and (13) Capacity for Change: Organizational Support for Teaching for Understanding (A. Gamoran).

One of the best ways to give students the background knowledge they need to understand math concepts is to teach them the vocabulary and comprehension skills that are essential to understanding math. So here's a book that explains how to do that and provides teachers with lots of classroom-proven ways to prepare students to be successful math learners: (1) Vocabulary strategies that help students comprehend terms that are critical to understanding math; (2) Reading-to-learn strategies that equip students with methods for extracting meaning from complex math texts; (3) Writing strategies that prepare students for problem solving and help them recognize the steps in math processes; (4) Graphic representations that help students visualize math concepts and personalize their understandings; and (5) Discussion and listening strategies that help students access prior knowledge and communicate about problem solving. Sample problems, checklists, and planning tools help you see exactly how to implement these strategies for students in every grade and ability level, including English as a Second Language (ESL) and special needs classes.