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"Abolitionist Leadership in Schools" offers school and district leaders rich insights and approaches for recreating, restructuring, and reorienting their service to students, families, staff, and communities in crisis. Though often associated with sudden, large-scale disruptions, crises are ongoing matters--particularly among systemically-oppressed people--that underscore the planning voids, resource inequities, marginalizing policies, and strategic lapses of any teaching and learning community while perpetuating students' social-emotional, psychological, and pedagogical traumas. This expansive book guides school leaders to provide pre-emptive, premeditated, and progressive leadership while countering the impacts of racism that endure in our schools. Working from an abolitionist lineage, author Robert S. Harvey's radically humane vision explores lessons from our collective national past, provides strategic planning with creativities and contingencies, and fosters liberatory decision-making through accountability, communication, and more.

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.

Cognitive science and teacher observations make it pretty clear: A strong sense of curiosity is the key for student engagement and developing a lifelong passion for learning. But how can teachers help students nurture their curiosity so that they ultimately take charge of their own learning? "Tools for Igniting Curiosity" answers that question with tools that capitalize on key levers proven to pique student curiosity--levers such as mysteries, controversy, missing information, personal experiences, and emotions. The book's 21 tools--ready made classroom activities--are arranged in alignment with the cognitive path that students follow as they become initially interested in a topic, engage with new content and ideas, and then develop deeper, more sophisticated and applicable knowledge: Sparking Students' Curiosity --> Fanning the Flame --> Creating an Inner Fire. "Tools for Igniting Curiosity" is part of the award-winning Tools for Today's Educators series and stems from the same partnership that produced the best-selling "Tools for Classroom Instruction That Works," which revolutionized educators' practice by building upon the "what" and "why" of research on best instructional strategies and diving into the how of classroom-ready teaching activities.

This report details the research undertaken to develop revised design tables for permeable interlocking concrete pavement using a mechanistic-empirical design approach. The study included a literature review, field testing of existing projects and test sections, estimation of the effective stiffness of each layer in permeable interlocking concrete pavement structures, mechanistic analysis and structural design of a test track incorporating three different subbase thicknesses (low, medium, and higher risk), tests on the track with a Heavy Vehicle Simulator to collect performance data to validate the design approach using accelerated loading, refinement and calibration of the design procedure using the test track data, development of a spreadsheet based design tool, and development of revised design tables using the design tool. A new example design table, based on the number of days with standing water in the subbase (zero, 10, 30, 50, 90, and 120) has been developed. The table uses a similar format to that currently used in the ICPI Permeable Interlocking Concrete Pavements guideline. The minimum design thicknesses required to prevent subgrade rutting that are proposed in the new table do not differ significantly from those in the current ICPI guide, and are mostly less conservative. Designs for a specific set of project circumstances can be undertaken using the same Excel® spreadsheet-based design tool used to develop the tables in conjunction with the hydrological design procedures provided in the ICPI guide.

This book provides more than 50 classroom-ready tools that make it easy to implement the nine categories of effective teaching strategies from McREL's bestselling book, "Classroom Instruction That Works" (2012) across grade levels and content areas. By incorporating these tools into your daily practice, you can turn your classroom into a place where high levels of engagement and deep learning happen every day. The challenge for teachers has always been how to build these achievement-boosting strategies into their everyday instruction: (1) Setting objectives and providing feedback; (2) Reinforcing effort and providing recognition; (3) Cooperative learning; (4) Cues, questions, and advance organizers; (5) Nonlinguistic representations; (6) Summarizing and note taking; (7) Assigning homework and providing practice; (8) Identifying similarities and differences; and (9) Generating and testing hypotheses. Each of the 50+ tools in the book includes a summary of that tool's research-based benefits, the 3-7 basic steps for using the tool, concrete examples that model how to use the tool in classrooms, and a "Teacher Talk" section that gives tips on lesson planning and implementation. The final chapter in the book walks educators through a process for combining tools with principles of effective instructional design and knowledge of how student learning works to design focused, learning-driven, effective instructional plans. [This book was co-published by Thoughtful Education Press.]

Among the many models of school reform that have emerged in the late 20th and early 21st centuries, one has endured for more than 50 years: the School Development Program (SDP). Established in 1968 by renowned child psychiatrist James P. Comer and the Yale Child Study Center, the SDP is grounded in the belief that successful schooling--particularly for children from disadvantaged backgrounds--must focus on the whole child. With that in mind, the SDP encompasses both academics and social-emotional development, and it is founded on positive and productive relationships among students, teachers, school leaders, and parents. "With the Whole Child in Mind" describes the SDP's six developmental pathways (cognitive, social, psychological, physical, linguistic, and ethical) and explains how the program's nine key components (in the form of mechanisms, operations, and guiding principles) create a comprehensive approach to educating children for successful outcomes. Firsthand recollections by Comer, school leaders and teachers, and SDP staff members provide an inside look at the challenges and successes that eventually transformed severely underperforming schools into models of excellence. Linda Darling-Hammond, one of the country's foremost experts on K-12 education, and her colleagues argue persuasively for the continuing relevance of the SDP. Far too many schools still operate in a high-pressure environment that emphasizes testing and standardized curricula while ignoring the fundamental importance of personal connections that make a profound difference for students. Fifty years on, the SDP is still just as powerful as ever. [Foreword by Hugh B. Price.]

Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)

This book is an appraisal of the teaching of foreign languages in the 29 European countries taking part in the Socrates program. It contains a detailed analysis of the way teaching is organized, the approaches and content of curricula, arrangements for the recruitment and training of teachers, and the initiatives developed within the education system to provide linguistic support to minority languages. It also provides historical perspective. The book is divided into an introduction and six chapters. The introduction includes a glossary and information on the background, scope, methodology, and structure of the study. Chapter titles include the following: "Language Support in a Multilingual Environment"; "Historical Background"; "Organisation of Teaching"; "Professional Qualifications and Training of Teachers"; "Foreign Language Curricula"; and "European Community Actions." There is also an annex, "National Summary Tables on Foreign Language Curricula." (Contains 33 references.) (KFT)

This report contains three studies on diversity in college classrooms. Following a review of the historical background in the introduction, Part 1, "University Faculty Views about the Value of Diversity on Campus and in the Classroom," offers a discussion of various diversity issues, such as institutional and departmental values; effects on classrooms, research, and teaching; negative effects; student benefits; responses of faculty; and comparisons of male and female responses. Part 2, titled "College Missions, Faculty Teaching, and Student Outcomes in a Context of Low Diversity," analyzes the content of mission statements of top selective liberal arts colleges; discusses the experience at Macalester College; and summarizes the case for diversity. Part 3, "The Educational Possibility of Multi-Racial/Multi-Ethnic College Classrooms," attempts to understand the outcomes that result from interactions among diverse students by describing a qualitative study of specific interactive classrooms. Three overarching themes emerge: (1) racial and ethnic diversity is necessary but not sufficient for creating the most effective educational environment; (2) racial and ethnic diversity increases the educational possibilities of the classroom; and (3) multiracial/multiethnic classes enhance educational outcomes. Appended, as Part 4, is the faculty classroom diversity questionnaire, which focuses on faculty attitudes toward diversity at their institutions and in their own classrooms. All sections of the document contain references. (RH)

This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection focuses on the use of service learning as an approach to teaching and learning in philosophy. After a Foreword by David A. Hoekema and an Introduction by C. David Lisman, chapters in Part 1, "Service-Learning as a Mode of Philosophical Inquiry," focus on the epistemological and philosophical aspects of service-learning as a pedagogy; titles include: "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning" (Goodwin Liu); "Feminism, Postmodernism, and Service-Learning" (Irene E. Harvey); "Listening to the Evidence: Service Activity and Understanding Social Phenomena" (Hugh Lacey); "The Use of a Philosopher: Socrates and Myles Horton" (John Wallace); "Praxis-Informed Philosophy" (C. David Lisman); "Fluid Boundaries: Service-Learning and the Experience of Community" (Cathy Ludlum Foos); "Service-Learning, Citizenship, and the Philosophy of Law" (Stephen L. Esquith); and "Deepening Democratic Participation through Deweyan Pragmatism" (Judith M. Green). Chapters in Part 2, "Course Narratives," include: "Service-Learning as a Vehicle for Teaching Philosophy" (Eugene J. Valentine); "Service-Learning in Perspectives on Poverty" (Carolyn H. Magid); "Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge" (Sally J. Scholz); "The Power of Service-Learning in Developing Critical-Thinking Skills" (Mary Esther Schnaubelt); and "Sojourning in the Art World: Service-Learning in Philosophy of Art" (Dan Lloyd). An afterword, "Philosophical Inquiry as Responsible Engagement" (William M. Sullivan), is included. A 40-item annotated bibliography is appended. (All essays contain references.) (SM)

This book describes the kind of education system that is needed for the future. The text originated with a study that involved 21 leaders in business, education, government, and other fields who identified more than 250 characteristics that would enhance schools' capability in preparing students for a global knowledge/information age. Followup surveys asked participants to prioritize the 250 items and gauge the items' potential impact on student learning. Chapter 1 presents 16 major characteristics developed after a thorough review of the entire study. Some of these characteristics include "All students have equal opportunity for an outstanding education, with adequate funding, no matter where they live,""Educators are driven by high expectations and clear, challenging standards that are widely understood by students, families and communities," and "Students learn to think, reason and make sound decisions and demonstrate values inherent in a democracy." Chapters 2 through 11 review specific characteristics identified in each of 12 categories. These chapters present explanations of eight or more characteristics that were rated highest in the survey. Chapter 12 offers suggestions about how school leaders might put this research to work in their communities. The conclusion of most chapters or sections includes a listing of additional characteristics identified by the original 21 community leaders. (RJM)

In this new edition of their groundbreaking book "Strategies That Work," Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. The new edition is organized around three sections. Part I provides readers with a solid introduction to reading comprehension instruction, including the principles that guide practice, suggestions for text selection, and a review of recent research that underlies comprehension instruction. Part II contains lessons to put these principles into practice for all areas of reading comprehension. Part III shows you how to integrate comprehension instruction across the curriculum and the school day, particularly in science and social studies. Readers can access updated bibliographies online, including the popular "Great Books for Teaching Content." Since the first publication of "Strategies That Work," over a million teachers have benefited from Steph and Anne's practical advice on creating classrooms that are incubators for deep thought. This third edition is a must-have resource for a generation of new teachers--and a welcome refresher for those with dog-eared copies of this timeless guide to teaching comprehension. [For the Second Edition, see ED496494.]

This document is a collection of three parts: two extended papers and one shorter commentary on the International Adult Literacy Survey (IALS). These originally appeared in "Literacy Across the Curriculum" in response to an invitation for comment to several prominent international researchers. The first of these entitled "The Persisting Power and Costs of the Literacy Myth" by Harvey J. Graff appeared in Volume 12, No. 2, Summer 1996. The second "Literacy, Economy and Society--A Review" by Brian V. Street was published in Volume 12, No. 3, Fall 1996. The third, "Ending the Myth of the 'Literacy Myth" by Stan Jones was published in Volume 12, No.4, Winter 1997. These articles have been collected because they reflect a continuing debate on literacy between two schools of thought which have been variously called the autonomous and the socio-cultural. (The second paper, "Literacy, Economy and Society--A Review" by Brian V. Street, contains references.)

The theme of this book is that the drive for quality in higher education in Britain and the concurrent moves to reform teaching and learning have not been connected organizationally or in practice. Drawing on the Quality in Higher Education research project, the book examines the variety of meanings of "quality" showing that a tension has emerged between quality-as-accountability and quality-as-transformation resulting in a "compliance culture" in which transformation in students is not occurring. Chapter 1 explores the concepts of "quality" and "transformation". In Chapters 2 and 3, the pragmatic views on quality of internal and external stakeholders are examined. Chapter 4 suggests a paradigm shift has occurred in the move from elite to mass higher education. Chapter 5 considers the purposes, principles, and role of external quality monitoring in the light of policy initiatives. In Chapter 6 an alternative improvement-led approach, which links external monitoring to transformative quality, is proposed. Chapter 7 reviews how transformation relates to existing research into students' learning. Chapter 8 proposes that the assessment of student learning can either reinforce or subvert the goals of transformation. Principles of teaching that facilitate transformative learning are considered in Chapter 9. The final chapter urges transformation on the university level. (Contains approximately 450 references.) (DB)

Despite signs of increasing agreement among mental health professionals, controversy continues over developmental, diagnostic, and intervention issues surrounding childhood depression. This introductory text is written for practitioners as well as for advanced undergraduates or graduate students who are preparing to become psychologists, social workers, counselors, or special education teachers working with affectively disturbed children and youth. No attempt is made to present a consistent theoretical framework. Instead, the book concentrates on those viewpoints currently popular among mental-health specialists. Although the text addresses the influence of biological and social forces on affective disorders, the emphasis is on psychological factors thought to be operative in depression and suicide among young people. The book's most distinctive features include its research base, its developmental orientation, and its emphasis on the practitioner. Other important aspects of the book include: some research positions on childhood depression; information on the development of this illness; guidelines for diagnosis, assessment, and treatment of childhood depression; and a separate chapter dealing with suicide in school-aged youth. Each chapter contains a summary of its content and a list of references. Twenty-seven tables present diagnostic criteria, depression checklists, therapeutic approaches, strategies for dealing with suicidal youth, and other information. (RJM)

In this book, the methodology of cooperative learning, defined as the teaching strategy that involves children's participation in small group learning activities that promote positive interaction, is applied to early childhood education. The book contains the following chapters: (1) A Rationale for Cooperative Learning with Young Children, which covers appropriate learning environments, the role of cooperative learning, and the role of the teacher; (2) Group Building for Cooperation, including discussions of the need for group building, elements of group-building activities, group evaluation, whole class and paired group-building activities, and resources for group builders; (3) Nurturing Self-Esteem, which includes discussions of safety and security, success in school tasks, the identification of areas of personal strength and interest, group acceptance, and contributions to class success; (4) Social Skills and Cooperative Interaction, including discussions of cooperative interaction and children with special needs; (5) Communicating Effectively, which covers unfinished stories, oral language development, following directions, sharing teams, sharing team starters, thinking out loud together, and manipulatives; (6) Cooperation and Play, including discussions of the teacher's role, benefits, cooperative learning and cooperative play, dramatic play, songs and fingerplays, and resources for teachers; and (7) Making Decisions, which includes suggestions for activities. Contains approximately 85 references. (LB)

Intended to help teachers of English, language arts, and other subjects interpret "English Only" language issues for students, parents, and school communities, this book addresses various aspects of the controversy. Articles, listed with their authors, are as follows: (1) "The Roots of Language Protectionism" (Harvey A. Daniels); (2) "The Legal Status of English in Illinois: Case Study of a Multilingual State" (Dennis Baron): (3) "Metaphors and Motives of Language-Restriction Movements" (Elizabeth Frick); (4) "The Federal English Language Amendment: Prospects and Perils" (Elliot L. Judd); (5) "In the Aftermath of the ELA: Stripping Language Minorities of Their Rights" (Roseann Duenas Gonzalez); (6) "Official English and the English Profession" (James C. Stalker); (7) "Paranoia in Language Politics" (Vivian I. Davis); (8) "'Solamente Ingles' and Hispanics" (Victor Villanueva, Jr.); (9) "Anglo-Conformity: Folk Remedy for Lost Hegemony" (James Sledd); (10) "Disillusionment with Official English and the Search for Alternatives" (Mary Carol Combs and Lynn M. Lynch); (11) "The 'Mis-education of the Negro'--and You Too" (Geneva Smitherman); and (12) "What One Teacher Can Do" (Harvey A. Daniels). (KEH)

If you already have a strong grasp on the Common Core and are eager to do something about it, this book's research-based strategies will help you respond to the demands of the new standards, particularly the English language arts standards that affect every subject area and grade level. Drawing from the research on which classroom strategies are your "best bets" for improving student achievement, the authors provide what you need to reinforce the Common Core in your lessons, including: (1) A rationale for using each strategy to address the goals of the Common Core; (2) Research that supports the use of each strategy; (3) Steps for implementing each strategy in the classroom; (4) Sample lessons in multiple grade levels and subjects; and (5) Planning considerations to make certain your use of the strategy helps students become better at reading, understanding, using, and communicating rigorous texts. This practical book's teaching recommendations and sample lessons draw on six tips for inspired instruction that ensure your lessons capture students' interest, deepen their understanding, and extend their thinking about required course content.

A collaborative therapeutic approach often proves the best way to assess and meet the needs of children experiencing barriers to learning. This book gives a concise overview of drama and family therapy and describes how both therapies can work together to provide essential pieces of the jigsaw of emotional support for troubled children within an educational setting. Drawing on their own extensive experience, the authors give explanations of the models and techniques of their own specialist therapy, before exploring their joint work and innovative inclusion in a cooperative team of multi-disciplinary professionals. The book discusses the principles and protocols of a Multi Agency Support Team and looks at how the pieces come together in practice. Case studies are provided to illustrate the successful outcomes of this way of working, as well as the challenges it can present. This book will be vital reading for all professionals working alongside children, families and schools, who are interested in addressing the needs of the child on a deeper and more sustainable level. [Foreword by Sue Jennings.]

One of the hardest jobs in teaching is to differentiate learning activities and assessments to your students' learning styles. But you and your colleagues can learn how to do this together when each of you has this guide to the Task Rotation strategy from our ultimate guide to teaching strategies, "The Strategic Teacher". Use the guide in your Professional Learning Community to explore how Task Rotation enables you to scaffold student learning and conduct assessments that are appropriate to the four major learning styles: Mastery, Understanding, Self-Expressive, and Interpersonal. Activities from the guide help you and your colleagues: (1) Examine a range of teacher-designed Task Rotations; (2) Experience model Task Rotations and learn from sample lessons and planning forms designed by other teachers; (3) Design a Task Rotation for your own classroom; and (4) Examine student work at various levels of proficiency and use your findings to plan next steps.

When you think of great leaders, of course Abraham Lincoln would come to mind. But can the life of a great 19th century president really shed light on what 21st century school leaders should do? "Yes," say authors Harvey Alvy and Pam Robbins. Their book explores how Lincoln's ability to persevere and lead despite adversity provides a compelling and inspirational model for educators struggling with today's challenges of accountability, diversity, political conflict, and economic hardship. In fascinating highlights of Lincoln's life and work--from childhood through young adulthood, the Civil War, and its aftermath--the authors study the Lincoln example, examine stories of his leadership capacity, and reflect on the meaning that his leadership profile conveys to superintendents, district officials, principals, and teacher leaders. By studying Lincoln's example, his behaviors, and the 10 leadership qualities embodied in his beliefs and actions, you can revitalize your vision, lead others more effectively, and realize your goals for success.

This guide is intended to make it easier to implement the Reading for Meaning strategy from the ultimate guide to teaching strategies, "The Strategic Teacher". When you and your colleagues want to explore more ways to help students understand what they read, make inferences, and support their thinking with evidence, this book is your ideal tool. Use the sample lessons, student examples, and planning forms with your professional learning community (PLC) to: (1) Understand the thinking skills that students use before, during, and after reading to build deep understanding of their texts; (2) Learn how to use Reading for Meaning statements to pique interest in reading assignments and increase students' analytical powers while reading and learning; (3) Plan a complete Reading for Meaning lesson for your classroom; and (4) Use student work to plan next steps in building their reading, thinking, and comprehension skills. This book is divided into four sections: (1) Why Reading for Meaning?; (2) Planning a Lesson; (3) Evaluating the Lesson; and (4) Learning from Student Work. An introduction, appendix and references are also included. [For "The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson", see ED509113.]

Accessible, practical, and empowering, this book gives school professionals the tools to put students in charge of their own learning. Going beyond traditional "study skills" guides that focus on the mechanics of homework completion and test taking, the authors address the underlying psychological factors that influence academic success and lifelong learning. They provide step-by-step guidance and data-based interventions for helping each student develop a repertoire of problem-solving strategies in the areas of motivation, emotional responses to learning, behavior, time management, organization, memory, reading, writing, math, and more. In a large-size format with lay-flat binding to facilitate photocopying, the volume includes dozens of reproducible handouts and forms. The table of contents contains these 12 chapters: (1) Working with Students to Promote Independent Learning; (2) Working with Families and Peers to Promote Independent Learning; (3) General Classroom Considerations; (4) Empowering Students to Self-Regulate Motivation to Study and Learn; (5) Empowering Students to Self-Regulate Emotional Reactions to Learning; (6) Empowering Students to Self-Regulate Behavior; (7) Empowering Students to Manage Time and Organization; (8) Empowering Students to Self-Regulate Cognition and Memory; (9) Empowering Students to Self-Regulate Reading; (10) Empowering Students to Self-Regulate Writing; (11) Empowering Students to Master Math, Science, and Technology; and (12) Empowering Students to Take Tests Successfully and Improve Performance.

Since its publication in 2000, Strategies That Work has become an indispensable resource for teachers who want to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. In this revised and expanded edition, the authors have added twenty completely new comprehension lessons, extending the scope of the book and exploring the central role that activating background knowledge plays in understanding. Another major addition is the inclusion of a section on content literacy which describes how to apply comprehension strategies flexibly across the curriculum. When readers use these strategies, they enjoy a more complete, thoughtful reading experience. Engagement is the goal. When kids are engaged in their reading they enhance their understanding, acquire knowledge, and learn from and remember what they read. Best yet, they will want to read more. This edition is organized into four sections: (1) Part I, The Foundation of Meaning, highlights what comprehension is and how to teach it, including the principles that guide practice, a review of recent research, and a new section on assessment; (2) Part II, Strategy Lessons, contains lessons and practices for teaching comprehension; (3) Part III, Comprehension across the Curriculum, includes chapters on social studies and science reading, topic study research, textbook reading and the genre of test reading; and (4) Part IV, Resources That Support Strategy Instruction, consists of the following appendixes: (1) Great Books for Teaching Content in History, Social Studies, Science, Music, Art, and Literacy; (2) Magazines, Newspapers, and Websites; (3) Professional Journals for Selection of Children's Books; (4) Assessment Interview with Fourth Graders; and (5) Anchor Charts for the Comprehension Strategies. (Contains references to children's, professional, and adult resources and an index.)

This ultimate guide to teaching strategies gives you 20 of the most reliable teaching strategies for every grade and subject, with dozens of variations and clear steps and examples for how to implement them. To help you choose the right strategy, the authors include a Strategic Dashboard that makes it easy for you to match your strategy to your instructional objectives.

This book is a rare peek into the divergent--and at times contentious--points of view among world's leading researchers on what the condition of mental retardation is and how it should be defined, measured, and implemented in the 21st century. It is a candid and insightful collection of essays from experts on issues ranging from whether mental retardation really is a slowing of mental development and what the disability should be called, to how cultural norms affect the definition of the condition worldwide. Students, researchers, teachers, and practitioners--will find a forum that is passionate and engaging. This group of professionals, is truly concerned about the welfare of persons with intellectual disabilities and view mental retardation as a condition that can be enhanced by the provision of supports as opposed to a static, lifelong disability. Following a dedication, 3 forewords, and a preface, this book is divided into three parts: (1) The Concept of Mental Retardation: Critical Issues 2005; (2) The 2002 AAMR System and Its Critics and Supporters; and (3) Emerging Models and Definitions of Mental Retardation.

This book provides goals and challenges for district leaders who are constantly changing. Leadership and governance are only parts of the puzzle when other elements such as the NCLB legislation, budgets, standards and assessment, changing demographics, and public engagement are brought into the picture. Today's superintendents offer an effective tool to help steer the school district to success. Drawing on the experiences of nearly 200 superintendents over the past ten years, this book offers guidance that can be referenced again and again. Written for current and future superintendents, principals, school board members and teachers, this valuable guide is divided into nine sections--each offering ideas to implement, practical lessons, exercises, and questions for reflective practice. The authors identify six key "commonplaces" of the successful modern superintendent including: (1) Leading within a governance structure; (2) Understanding and addressing standards and assessment; (3) Considering race, class, and the achievement gap; (4) Developing schools' principals from building managers to leaders of learning; (5) Exploring collaborations with agencies of government and organizational allies; and (6) Engaging community to construct a shared vision of the future. Vignettes describing real events and situations will help the reader connect lessons learned to their own district experiences, and help districts thrive in the rapidly changing world of education. This book consist of seven chapters: (1) Orientation; (2) Leading Your Schools; (3) Coping With Governance Challenges; (4) Understanding Standards and Assessment; (5) Addressing Race and Class; (6) Developing Your Principals; (7) Collaborating With Your Allies; and (8) Engaging Your Community. The following are appended: (1) The Forum for the American School Superintendent; (2) Members of the Forum for the American School Superintendent; and (3) Contributors. An Index is included. [Joint publication with American Association of School Administrators.]

Everyone talks about "best practice" teaching--what does it actually look like in the classroom? How do working teachers translate complex curriculum standards into simple, workable classroom structures that embody exemplary instruction--and still let kids find joy in learning? In this book, the authors present seven basic teaching structures that make classrooms more active, experiential, collaborative, democratic, and cognitive, while simultaneously meeting "best practice" standards across subject areas and throughout the grades. Each section begins with an essay outlining one key method, providing its historical background and research results, and then describing the structure's vital features. Next, several teachers representing different grade levels and school communities explain how they adopted the basic model, adapted it to their students' needs, and made it their own. Fully updating and expanding "Methods that Matter" (Stenhouse, 1998), "Teaching the Best Practice Way" adds the stories of twenty more celebrated teachers, including James Beane, Donna Ogle, Franki Sibberson, and others from around the country. A brand-new chapter focuses on reading as thinking, detailing the ways teachers can nurture strategic readers--readers who not only deeply understand the printed materials they encounter in school, but who also bring these cognitive strategies to their "reading" of film, art, music, and their experience of the world. The book also shares new research studies that validate the principles and activities of best practice teaching, along with lists of recommended materials that support each of the seven methods. Unique in the field, "Teaching the Best Practice Way" speaks to all teachers, K-12, with stories, examples, and practical classroom materials for the teachers of all children. This is "the" book for teachers, schools, and districts that believe the big ideas about teaching really do cross all grade levels. Education professors will also find this an ideal resource for use in methods courses. Following a prologue, the book is divided into eight chapters: (1) How to Teach; (2) Reading-as-Thinking; (3) Representing-to-Learn; (4) Small-Group Activities; (5) Classroom Workshop; (6) Authentic Experiences; (7) Reflective Assessment; and (8) Integrative Units. An epilogue; list of references; and an index conclude the book.

Any principal starting at a new school or taking a leadership position for the first time needs this book to help focus on the issues that are most critical to success. Drawing from research data and advice from experienced principals, the authors reveal secrets that can make or break a new school leader's career: (1) Three stages of becoming socialized to a new school environment; (2) First steps to "reading" a school culture and shaping its learning environment; (3) Guidelines for determining whether students are engaged in quality work; (4) Ideas for getting teachers more involved in meaningful professional development; (5) Strategies for setting priorities, streamlining tasks, cutting through red tape, and protecting classroom time; and (6) Tips on balancing personal and professional lives. The book offers checklists and assessment tools to help new and aspiring leaders analyze their strengths and weaknesses, prepare for the unexpected, and see how strategies from the book can work in specific situations. This book is organized into the following fifteen chapters: (1) Vision as the Compass; (2) Navigating in "Hidden History"; (3) Lessons Learned from Previous Explorers; (4) Developing Professional Learning Communities for a Productive Journey; (5) Instructional, Curricular, and Assessment Leadership: The Helmsman in Action; (6) Improving Student Learning Through Supervision and Professional Development; (7) Managing Human and Material Resources to Promote a Thriving Organization; (8) Emotions as a Gateway to Learning; (9) Understanding and Working with Change: New Roads and Detours; (10) Policies, Full-Service Counseling, and Crisis Intervention That Support Students; (11) The Schoolhouse and Central Office Working Together; (12) Parents and the Greater Community: Partnering for Student Success; (13) Working with the Media; (14) Balancing Professional and Personal Lives: Keeping Fit for the Journey; and (15) The Crucial First Steps on the Road to Success.

Reviews the following books; "Resisting Linguistic Imperialism in English Teaching" by A. Suresh Canagarajah; "Rights to Language: Equity, Power, and Education" by Robert Phillipson; and "Critical Applied Linguistics: A Critical Introduction" by Alastair Pennycook. Each book is appraised and an attempt is made to draw connections between them. (Author/VWL)

Contains four articles covering trends and issues on distance learning including: the experience of two learners learning via the Internet; a systematic approach to determining the scalability of a distance education program; identifying factors that affect learning community development and performance in asynchronous distance education; and streaming video in a teacher preparation program. Each article contains references. (MES)

Despite the administrative leadership that most principals receive in university courses, their most useful learning occurs once they are on the job. The new knowledge--much of it the result of trial and error--is gained in relative isolation. This second edition provides ideas, approaches, strategies, resources, tools, techniques, and reflective opportunities for principals to facilitate educational improvement on a daily basis. It retains the essence of the first edition while adding new strategies for addressing state and national standards, incorporating social and emotional learning, supervising and evaluating teachers to enhance the quality of student work, developing a love for learning in students, using brain-compatible teaching practices to maximize learning, using technology in meaningful ways, making data-driven decisions, sustaining effective professional development, practicing ethical leadership, and managing crises. Chapters are divided into seven parts: (1) "The Principal's Role"; (2) "Critical Skills for Effective Leadership"; (3) "Honoring the School's Mission"; (4) "Working Together to Build a Learning Organization"; (5) "Keeping the Pipes from Leaking: Adding Meaning to Traditional Practice"; (6) "Understanding Your Constituencies"; and (7) Professional and Personal Issues." Each chapter concludes with a set of reflective questions. (Contains 138 references and 14 additional readings.) (RT)

This book offers conferences, strategies, and specific techniques that mentors can use while working with interns. It is intended to help cooperating teachers and university supervisors better assist interns during their final stages of preparation. Each chapter discusses a variety of strategies that can enhance the student teaching experience for both cooperating teachers and interns. The eight chapters are: (1) "Introduction"; (2) "Building Positive Relationships" (how to enhance relations and build trust throughout the experience); (3) "Planning and Sequencing" (introducing interns into the setting and beginning the teaching experience); (4) "Supervising the Student Teacher" (specific examples of formative and summative conferences and strategies for diffusing problems before they begin); (5) "Helping Student Teachers Succeed in Diverse Classrooms" (topics to help supervisors and student teachers work more effectively with diverse students); (6) "The Incompetent Student Teacher" (suggestions on how to work effectively through difficult situations); (7) "The Excellent Student Teacher" (scenarios that mentors might encounter, from passive interns with excellent potential to an overly aggressive intern); and (8) "The Principal's Role" (activities that principals should participate in). An appendix contains observable instructional behaviors to reinforce. (Contains 45 references.) (SM)

Students' mastery of subject matter rests heavily upon their ability to read proficiently. Likewise, a teacher's capacity to cover all the material in a course and cultivate successful learners depends largely on the students' reading skills, as these skills are inextricably linked to problem solving, critical thinking, writing, researching, organizing ideas, reasoning, and creativity. Through specific examples, real-life scenarios, diagrams, and detailed guidelines, this book conveys the most fundamental and effective means to boost secondary school student learning and teacher performance. Key features in the book include: exploration of the seven core reading challenges--and corresponding strategies for success; tips for tailoring each strategy to distinct disciplines, from science and mathematics to English and social studies; a "Strategies for Struggling Readers" section in each chapter that highlights ways to meet the needs of students with learning disabilities and other special needs; and practical applications that implement and reinforce research findings, including the five common characteristics of successful readers. Chapters in the book are: (1) "The Challenge of Textbook Reading"; (2) "Becoming a Thoughtful Note Maker"; (3) "Managing and Mastering Vocabulary"; (4) "Reading beyond the Information Given: Thinking and Reading in the Content Areas"; (5) "Turning Questions into Quests"; (6) "The Reading-Writing Connection"; and (7) "Reading Styles: The Key to Reading Success." (Contains 89 references.) (NKA)

This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement. Topics are: (1) "The Power of Words," including "Where I'm From: Inviting Students' Lives into the Classroom" (Linda Christensen), "What Color is Beautiful" (Alejandro Segura-Mora), and "I Am Proud To Be Bilingual" (Monica Thao); (2) "The Power of the Past", including "Unsung Heroes" (Howard Zinn), "On the Road to Cultural Bias" (Bill Bigelow), and "A Lesson on the Japanese-American Internment" (Mark Sweeting); (3) "The Power of Critique," including "Teaching Math across the Curriculum" (Bob Peterson), "The Human Lives behind the Labels" (Bill Bigelow), and "Girls, Worms, and Body Image" (Kate Lyman); (4) "The Power of Social Action," including "Mississippi Freedom Schools" (David Levine), "Improvs and Civil Rights" (Bill Bigelow), and "Students Blow the Whistle on Toxic Oil Contamination" (Larry Miller and Danah Opland-Dobs); (5) "Rethinking School Culture," including "Rethinking Discipline" (Jehanne Helena Beaton), "Creating Classroom Community" (Beverly Braxton), and "Black Teachers on Teaching" (Michele Foster); (6) "Rethinking Assessment," including "Basketball and Portfolios" (Linda Christensen), "One Size Fits Few" (Susan Ohanian), and "Tracking and the Project Method" (Bob Peterson); (7) "Resources"; and (8) "Poetry Teaching Guide" (Linda Christensen). (SM)

The purpose of this book is to help guide the inquiry of people who want to improve high schools. It presents 11 general issues, assertions, or principles needed to create a good high school. The issues and their accompanying assertions come from national curriculum standards developed by research centers; authoritative educational research; practices of high-performing high schools throughout the United States; and the firsthand experiences of the authors, founders of the Best Practice High School in Chicago. The 11 issues, assertions, or principles for a good high schools are as follows: (1) size; (2) climate; (3) voice and leadership; (4) teaching; (5) curriculum; (6) community experience; (7) scheduling; (8) technology and materials; (9) assessment; (10) professional development; and (11) relationships. For each assertion, the book shows how the issue affects students. It then reviews research in an attempt to determine what works and what does not in secondary education. The book also presents case histories where the particular principles have been put into practice. And it offers specific ways to engage with the ideas of each assertion or principle. Information on an accompanying website is also included. (WFA)

This book provides school business administrators with an introduction to a variety of legal issues relevant to their professional roles. The book is divided into three major sections: management issues, employment issues, and constitutional issues. The topics covered in the seven-chapter section on management issues include board and district policy, contracts, supervision of students, privatization of K-12 public education, legal aspects of site-based management, transportation, and charter schools. The two-chapter section on employment issues deals with supervision and evaluation of school personnel and employee rights. The last section, constitutional issues, contains four chapters that deal with the following topics: services for students with disabilities, religious influences and the public school, student free speech and dress codes, and the Fourth Amendment and the quest for drug- and weapon-free schools. (PKP)