• SECTION 1: STUDY PREPARATION Activity
• 1: Bringing learning to life Activity
• 2: Becoming a reflective learner Activity
• 3: Learning to learn Activity
• 4: Recognising, analysing and critiquing learning styles Activity
• 5: Developing metacognition Activity
• 6: Improving concentration and memory Activity
• 7: Recognising and overcoming imposter syndrome Activity
• 8: Fostering collaborative learning and interaction
• SECTION 2: ORGANISATION AND TIME MANAGEMENT Activity
• 9: Making the right learning choices Activity
• 10: Preparing a study plan Activity
• 11: Managing time Activity
• 12: Completing coursework and meeting deadlines Activity
• 13: Organising study Activity
• 14: Overcoming organisation problems Activity
• 15: Maximising productivity
• SECTION 3: READING Activity
• 16: Developing academic reading Activity
• 17: Establishing academic reading groups Activity
• 18: Producing a personal reading strategy Activity
• 19: Adopting different reading styles Activity
• 20: Searching for literature Activity
• 21: Organising and citing reading Activity
• 22: Reading and critiquing research reports and papers
• SECTION 4: WRITING Activity
• 23: Improving spelling, punctuation and grammar Activity
• 24: Developing academic writing skills Activity
• 25: Establishing academic writing circles Activity
• 26: Structuring essays and assignments Activity
• 27: Editing and proofreading Activity
• 28: Overcoming writer's block Activity
• 29: Getting the most from tutor feedback
• SECTION 5: LISTENING, OBSERVING AND NOTE-TAKING Activity
• 30: Becoming an active listener Activity
• 31: Improving listening skills Activity
• 32: Using audio devises Activity
• 33: Improving observation skills Activity
• 34: Getting the most out of lectures and seminars Activity
• 35: Taking notes effectively Activity
• 36: Editing and organising notes
• SECTION 6: SCIENCE AND MATHS Activity
• 37: Reading scientific material Activity
• 38: Knowing about the scientific method Activity
• 39: Maths for unconfident adults Activity
• 40: Undertaking experiments Activity
• 41: Producing scientific reports and papers Activity
• 42: Interpreting and critiquing data Activity
• 43: Using data visualisation tools
• SECTION 7: INDEPENDENT STUDY Activity
• 44: Planning independent study Activity
• 45: Getting the most from the library Activity
• 46: Conducting online research Activity
• 47: Using primary and secondary sources Activity
• 48: Evaluating sources Activity
• 49: Organising, managing and storing information Activity
• 50: Finding truth and fact in mass information
• SECTION 8: GROUP-WORK Activity
• 51: Establishing study groups Activity
• 52: Getting the most out of group-work Activity
• 53: Producing group assignments Activity
• 54: Introducing online study groups Activity
• 55: Using online tools for collaborative study Activity
• 56: Surviving virtual group-work
• SECTION 9: IT, ASSISTIVE LEARNING AND E-LEARNING Activity
• 57: Gaining confidence with IT for academic study Activity
• 58: Making the most of IT facilities and support Activity
• 59: Using software for research Activity
• 60: Getting the most out of online learning Activity
• 61: Making the most of assistive technology Activity
• 62: Introducing data mining Activity
• 63: Finding and using datasets Activity
• 64: Knowing about data protection
• SECTION 10: DISSERTATIONS, REPORTS AND PROJECTS Activity
• 65: Planning and managing personal projects Activity
• 66: Using statistics, facts, arguments and opinions Activity
• 67: Producing an effective argument Activity
• 68: Citing, referencing and producing a bibliography Activity
• 69: Producing successful written work Activity
• 70: Making oral presentations Activity
• 71: Producing a dissertation
• SECTION 11: RESEARCH AND ENQUIRY Activity
• 72: Producing a research proposal Activity
• 73: Undertaking a literature review Activity
• 74: Choosing research topics and methods Activity
• 75: Improving interview techniques Activity
• 76: Designing questionnaires Activity
• 77: Running focus groups Activity
• 78: Introducing data analysis techniques
• SECTION 12: CRITICAL AND CREATIVE THINKING Activity
• 79: Developing thoughts and imagination Activity
• 80: Reflecting, thinking and making connections Activity
• 81: Learning how to question Activity
• 82: Solving problems Activity
• 83: Hypothesising and theorising Activity
• 84: Reasoning inductively and deductively Activity
• 85: Analysing and critiquing Activity
• 86: Applying learning
• SECTION 13: REVISION, EXAMINATIONS AND TESTS Activity
• 87: Understanding the reasons for assessment Activity
• 88: knowing about the different types of assessment Activity
• 89: Revising effectively Activity
• 90: Preparing for an exam Activity
• 91: Taking an exam Activity
• 92: Improving exam marks Activity
• 93: Coping with stress
• SECTION 14: ETHICS AND INTEGRITY Activity
• 94: knowing about plagiarism Activity
• 95: Recognising and avoiding academic malpractice Activity
• 96: Recognising ethical issues and dilemmas when using the internet Activity
• 97: Recognising subjectivity and objectivity Activity
• 98: Detecting and avoiding bias Activity
• 99: Collaborating and cooperating ethically Activity
• 100: Undertaking ethical research.
• (source: Nielsen Book Data)

100 Activities for Teaching Study Skills is a sourcebook of activities for study skills tutors, teachers and support staff. This practical, user-friendly guide is designed to complement your existing study skills materials, and provide innovative and imaginative ways for you to motivate and engage your students. Activities include: Study preparation and time management Reading, writing and listening Independent study and group-work Dissertations, reports and projects Critical and creative thinking Revision, examinations and tests. All activities contain clear guidance about the purpose, level and type of activity, along with a range of discussion notes that signpost key issues and research insights. Students are encouraged to reflect on and develop their study skills, while connecting them to subject content and the process of learning, so that they become more motivated, enhance their learning and increase their chances of success.
(source: Nielsen Book Data) 9781526441317 20190114

• Introducing yourself (not your professional self)
• Modeling a study guide
• Finding study partners
• Articulating your pedagogic rationales
• Improving time management
• Sharing stress-management ideas
• Attending office hours
• Collecting Midsemester feedback
• Interviewing fellow students
• Finding your discipline
• Discovering life purpose and passion
• Sharing stories of college woe
• Laughing and commiserating together
• Learning from failures
• Saying farewell.

Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students. 33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors' teaching. Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.
(source: Nielsen Book Data) 9780813599489 20190121

• Preface
• Chapter 1: Academies and Free Schools in political context
• Chapter 2: Academies and Free Schools in philosophical context
• Chapter 3: A history of free schools
• Chapter 4: A philosophy of free schools
• Chapter 5: Interviewing the elite educational `policy community'
• Chapter 6: The elite education of the free-school elites
• Chapter 7: Elite apprehensions of free-school history
• Chapter 8: Elite conceptions of free-school philosophy
• Chapter 9: The elite assurance of educational freedom References.
• (source: Nielsen Book Data)

Academies and Free Schools in England argues that there is a high degree of philosophical consensus and historical continuity on the policy of `academisation' across the main political parties in England. It attempts to make sense of what are all essentially free schools by interviewing the architects of policy and their closest advisors, analysing the extent to which they invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. The book offers a unique insight into educational policy-making during the Conservative/Liberal-Democrat coalition era (2010-2015), and an in-depth analysis of the nature of liberty as it relates to state education in England. Providing original interview transcripts of the key reformers, and new accounts of a sometimes contentious history, Hilton identifies an elite `policy community', connected by educational background, moral-religious frameworks, life experiences and shared networks of common ideology. Academies and Free Schools in England will be vital reading to academics and researchers in the field of education and education policy. It will also be of great interest to school governors, business leaders, political philosophers and those involved and interested in free schools.
(source: Nielsen Book Data) 9781138603523 20190114

• Dedications
• Acknowledgements
• Preface
• Part 1 - Introduction (Gul Inanc)
• Part 2 - Refugees' Stories (Lucy Bailey)
• Zaid - Rakhine State
• Peter - Chin State
• Maran - Kachin State
• Andrew - Chin State
• Nyan Hongsa - Mon State
• Matthew - Chin State
• Omran - Syria
• Bethany - Pakistan
• Amaal - Somalia
• Nurain - Sri Lanka
• Jamilah - Somalia
• Omar - Iraq
• Dalir - Iran
• Part 3 - Analysis and Conclusion (Lucy Bailey)
• Appendix I
• Appendix II
• Appendix III
• Index.
• (source: Nielsen Book Data)

Until 2015, no refugees in Malaysia were able to access higher education, and they were unable to attend government schooling. Since then, six private higher education institutions have agreed to open their doors to refugees for the first time. This book contains stories from this small group of successful refugees, who have managed to receive higher education in a country that neither recognizes that they exist nor offers them even basic education. It identifies the factors that aided their success, and charts the challenges that they and their communities have faced. The authors present each story, based on interviews, within the context of the individual's background and nation of origin. These stories are framed by a discussion of the situation that refugees face in accessing education globally, explaining how these stories and the methodologies used for this study are universal.
(source: Nielsen Book Data) 9781138495128 20190114

"This book highlights the application of the response to intervention model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels"-- Provided by publisher.

"This book provides an overview of the multiple-case study methodology used to describe how various maker sites designed their learning methodology and supported learning communities from an American perspective"-- Provided by publisher.

• Forward : community organizing and educational justice : from local struggles to a global movement / Mark R. Warren
• Introduction : community-based schooling and the intersectional politics of decentralization and democratization / Kai Heidemann and Rebecca Clothey
• Social movement-led democratic governance of public education : the case of the Brazilian landless workers movement / Rebecca Tarlau
• Crisis, protest and democratization 'from below' : the rise of a community-based schooling movement in Argentina / Kai Heidemann
• Accountability through community-based management? : implications from the local level implementation in El Salvador of a globally-popular model / D. Brent Edwards Jr.
• Decentralization, centralization and minority education in Hungary / Andria D. Timmer
• Decentralization and education in Tanzania : the role of community schools and education for the poor / Serena Koissaba
• Between state and society : community schools in Zambia / Richard Bamattre
• Building a community-based charter school in the United States / Rebecca Clothey and Deanna Hill
• An alternative education model in Urumqi / Rebecca Clothey
• School of feminism in Beijing : embodied resistance and "weak" education in twenty-first-century China / Weiling Deng.

• Chapter 1: Introduction.
• Chapter 2: The Theory of Organizations.
• Chapter 3: The University in America.
• Chapter 4: The Attacks.
• Chapter 5: Governing Boards and Faculty in Texas.
• Chapter 6: Governing Boards and Faculty in California.
• Chapter 7: UCLA and the University of California.
• Chapter 8: UT Dallas.
• Chapter 9: Reed College.
• Chapter 10: The University of Chicago.
• Chapter 11: Conclusion.
• Appendix I: Major Internet Sources.
• Appendix II: Institutional Reports.
• (source: Nielsen Book Data)

This anthropological study of university governance organizations has four main purposes. It aims to describe the principles of effective faculty governance organizations and shared governance; to help mobilize opposition to a large and extremely well-funded system of political attacks aimed at destroying faculty governance organizations; to demonstrate the value of the theory of human social organizations; and to enable universities to become more effective in generating the intellectual advances we must make in order to solve the current global crisis of sustainability and political instability. Political democracy depends on an educated public, and academic democracy is integral to producing such knowledge.
(source: Nielsen Book Data) 9783319925875 20181119

• Contents
• Foreword: It is not Magic
• Susan R. Komives
• Preface
• List of Figures and Tables
• Chapter 1, Introduction: Developmental Theories as Exemplar Programming Guides
• Katie Branch and Monique N. Golden
• Part I, Who Am I? Psychosocial and Social Identity Development
• Christine M. Wilson
• Chapter 2, A Pre-Orientation Retreat to Increase Retention and Develop Competence
• Kelly Carter Merrill
• Chapter 3, An Identity Development and Support Initiative for Black Men
• Jonathan A. McElderry, Jordan Williams, Marcus Mayes, Donald D. Gilliam, and Curtis Taylor, Jr.
• Chapter 4, Relationship Building as a Pathway to Cross Cultural Awareness
• Jennifer A. Blair and Gordon S. Louie
• Chapter 5, A Student Organization for First Generation Students
• Sarah E. Schoper, Emily N. Davidson, and Christine Nguyen
• Part II, How Do I Make Meaning? Cognitive Development
• Christine M. Wilson
• Chapter 6, Ethical and Moral Reasoning Development Across Campus
• Anna Randolph Lehnen and Lori K. Pyle
• Chapter 7, Promoting Self-Authorship Using Individualized Accountability Plans
• Erik Sorensen and Elizabeth K. Walsh
• Chapter 8, Self-Authorship and Critical Praxis with Student Staff
• Chelsea Fullerton and Scott Burden
• Part III, Influences on Development
• Christine M. Wilson
• Chapter 9, Supporting Transitions from a Community College to a 4-Year Institution
• Sharee L. Myricks, Amber DePree, and Julie M. Landaw
• Chapter 10, Fostering Engagement with Social Justice through Experiential Learning
• B. Ashley Staples, Ben Jones, and Vanessa Perez
• Chapter 11, Theory-in-Use Core Concepts: Perspectives from Scholarly Practitioners
• Katie Branch with Jeanne S. Hart-Steffes
• Contributor BIos
• Index.
• (source: Nielsen Book Data)

This book dives into student development theory, unpacking key foundational and emergent theories of college student development while providing contemporary examples and application. Helping aspiring higher education and student affairs practitioners grasp and use theories holistically, this important text brings to life theoretical knowledge to enhance the development and learning of college and university students. Showcasing a diversity of programs, practices, and services across a variety of institutional types, Applying Student Development Theories Holistically demonstrates how professionals are intertwining the science of theory with the art of practice in multidimensional, holistic ways.
(source: Nielsen Book Data) 9781351212304 20190114

• Foreword by Sonia Nieto
• 1. Introduction - Bienvenidos
• Berta Rosa Berriz, Amanda Claudia Wager and Vivian Maria Poey
• Section I: Walk the Talk: Breathing Life into Theories with Families, Schools, and Communities
• IntrArt for Walk the Talk - Cantastoria
• 2. Heritage Languages as a Valuable Asset for Multilingual Children in US Schools and Beyond: We Can't Afford to Lose Them!
• Shabaash M. Kemeh
• 3. Preparing Ideologically Clear Bilingual Teachers to Recognize Linguistic Geniuses
• Cristina Alfaro and Lilia I. Bartolome
• 4. Inclusive Teaching for Bilingual and Multilingual Learners: Collage as Ornithology
• Mariana Souto-Manning and Jessica Martell
• 5. Family Art Backpacks: Building Family-School Connections Through Art and Story
• Dorea Kleker and Mika K. Phinney
• Walk the Talk: Questions for Reflection and Further Applications for Practice
• Berta Rosa Berriz
• Section II: In the Heights: Lifting Potential, Expanding Possibilities
• IntrArt for In the Heights - Nuestro Trayecto by Yoselin Rodriguez
• 6. Seen from Within: Photography, Culture, and Community in a Dual-Language School
• Mary Beth Meehan and Julie Nora
• 7. Meeting the Needs of and Giving Voice to Linguistically Diverse Children through Multimodal and Arts-Based Assessments
• Whitney J. Lawrence and Janelle B. Mathis
• 8. Picturebook Illustrations: Powerful Pathways for Literacy Learning and Language Acquisition
• Katherine Egan Cunningham and Grace Enriquez
• 9. Constructing Stories Using Language and Digital Art: Voices of Multilingual Learners
• Sally Brown
• In the Heights: Questions for Reflection and Further Applications for Practice
• Vivian Maria Poey
• Section III: Lift Every Voice: Democratic Practice Before, During, and After School
• IntrArt for Muhammed Walad by Rianne Elsadig
• 10. ?Que caja? What box?: Inclusivity, Assessment and the Political Possibilities of Preschool Drama
• Beth Murray and Gustave Weltsek
• 11. Telling Stories of Challenge and Triumph: Emergent Bilinguals Claim the Curriculum through Spoken-Word Poetry, Hip Hop and Video
• Debi Khasnabis, Catherine H. Reischl, Coert Ambrosino, Jamall Bufford, and Alysha Mae Schlundt-Bodien
• 12. Storier Warriors: New Waves of Indigenous Survivance and Language Revitalization
• Laura Cranmer, Jocelyn Difiore, and Jeffrey Paul Ansloos
• 13. Youth Voices from In and Out of the Classroom: Emergent Bilingual Learners, Graphic Novels, and Critical Multiliteracies
• Jie Park and Lori Simpson
• Lift Every Voice: Questions for Reflection and Further Applications for Practice
• Amanda Claudia Wager
• Afterword by Wayne Au.
• (source: Nielsen Book Data)

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students' sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.
(source: Nielsen Book Data) 9780815384526 20181112

• Preface Acknowledgments About the Author and Illustrator PART I: WHY STORIES WORK
• 1. Why Tell Stories Communication Suffocation Leading Through Narrative Watch A Story Being Told How Storytelling Began
• 2. The Neuroscience of Narrative Story Worth Watching Stories Arouse Cooperative Instincts $$$ The Million-Dollar Story Desired-State Stories PART II: FIND, DESIGN, AND DELIVER YOUR STORY
• 3. Finding Personal Stories Story Categories Locating Personal Story Material Stories About Your Organization Finding Your Personal Stories
• 4. Other Story Sources Six Story Sources Biographies Films and Television Histories Literature Stories Unique to a Particular Culture Two Stories Worth Watching Metaphor Stories
• 5. Why Are Metaphors Important? How Metaphors Are Processed Right Hemisphere Engagement Four Uses of Metaphor Teach Concepts Generate Ideas Empower Go Beyond Logic Subtexts of Metaphor
• 6. Desirable Story Features Engaging Openings Have a Beginning, Middle, and End Use Present Tense Use Sensory Images Include Tensions Embed Conflict Create Voices Use Memorable Closings Seven Steps to Preparing a New Story
• 7. Delivering Your Story Animation Stand Like You Are Credible Centering Vocal Variety Intentional Movement Story Worth Watching Use Questions to Invite the Audience In PART III: CHANGING BEHAVIORS WITH STORY
• 8. Promote Change: Story Structure and Examples Desired State Resistance Applying the Desired-State Map: Three Examples
• 1. Shouting at a Parent
• 2. Bear in the Cage
• 3. A Strong, Yet Delicate Rose Presume Positive Intentions
• 9. Meet Groups Where They Are Pacing Indirect Suggestions What Listeners Experience
• 10. Design for the Intuitive Mind Invoking Receptivity Beyond Waking Awareness Story Elements for Subliminal Processes Pacing Misdirection Artfully Vague Language Tensions Indirect Suggestions
• 11. How Two Stories Changed Behaviors General Components of a Well-Formed Story Factual Specificity Presentation Congruity Audience Appropriateness Elicits Empathy Contains Submerged Moral or Point of View Creates Internal Representations Bypasses Protective Filters Parallels the Audience's Situation Lingers on Point of Irresolution Marks Embedded Commands Offers Resolutions
• 12. In Conclusion Story Catalog Organizing the Stories Shifting Perceptions Inviting Learning Inspiring Action Seeking Desired States Guide to Story Locations APPENDIX Worksheet
• 1: Metaphor Subtexts Worksheet
• 2: Anatomy of Desired-State Stories Worksheet
• 3: Constructing a Desired-State Story Poetry Referenced in the Preface Storytelling Study Companion References Index.
• (source: Nielsen Book Data)

Stirring and informative, The Astonishing Power of Storytelling captures the science and the magic of stories as essential tools for leading and guides you to become an expert storyteller, helping you to shift perceptions, invite learning, inspire action, and reach hearts and minds to spark human transformation. Robert J. Garmston shows you how to leverage the power of storytelling to engage and persuade students, colleagues, and all other audiences.
(source: Nielsen Book Data) 9781506386393 20181022

• 1. Introduction: The English Orientation
• 2. The Foundations of Practice: Where We Come From and Where We Are Now
• 3. English Language Arts: What Is It, How Is It Learned, and How Do You Teach It?
• 4. Expanding Our Understanding of Intermodality
• 5. The ELA Classroom in the Context of Contemporary Schooling: Educational Reform, Standards, and Assessment
• 6. Multiple Literacies as Culturally Sustaining Pedagogy in English Language Arts, by Limarys Caraballo.
• (source: Nielsen Book Data)

This book provides ways of thinking for preservice and new teachers to transition from the theory behind curricular design to engaged teaching and learning in the classroom. It offers a comprehensive framework for the creation and implementation of one's own authentic and effective ELA curriculum. In addition to strategies for preservice teachers to develop their own pedagogies, lessons, and teaching techniques, Costigan also demonstrates how to design tools for teaching in the current testing- and standards-driven context of the educational reform movement. Containing real-life examples of reading and writing instruction, this book empowers preservice teachers to translate the concepts of curriculum design to actual ELA classroom practices that will engage students.
(source: Nielsen Book Data) 9780815348429 20181210

• Section 1: Overview of Autism Spectrum disorders
• Chapter 1: Definitions and Models of Autism Spectrum Disorders
• Chapter 2: Etiology of Autism Spectrum Disorders
• Chapter 3: Early Assessment and Prognosis of ASD within Various Populations
• Chapter 4: Comorbid Conditions and disorders
• Section 2: Specific ASD Assessment Practices
• Chapter 5: Primary Components of ASD Assessments
• Chapter 6: Secondary Components of ASD Assessment
• Section 4: ASD Identification in the Schools
• Chapter 7: The Process of Identification of ASD in schools
• Chapter 8: Establishing the Initial Eligibility and Writing the Initial IEP.
• (source: Nielsen Book Data)

Autism Spectrum Disorder Assessment in Schools serves as a guide on how to assess children for autism spectrum disorders (ASD), specifically in school settings. Dilly and Hall offer a general overview of ASD, describe ASD assessment best practices, and explain the process of identifying ASD in schools. Current research and up-to-date science is incorporated in a practitioner-friendly manner, and short case vignettes will increase the accessibility of the book content and illustrate principles. As the rates of ASD reach 1/59 children, and school psychologists are increasingly expected to possess expertise in the assessment of ASD, this book serves as a must have for school psychologists, school social workers, and other practitioners.
(source: Nielsen Book Data) 9780815374374 20190121

• Beautiful risks
• The beautiful risk of a creative classroom
• The beautiful risk of embracing uncertainty
• The beautiful risk of going off script
• The beautiful risk of planning creative openings
• The beautiful risk of establishing creative learning environments
• The beautiful risk of assessing for creativity
• The beautiful risk of using creative curricula
• Epilogue: the beautiful risk of starting today and every day.

"This book is about knowing when creative action is worth the risk and when it is not. This includes developing the awareness, courage, and confidence to support and take risks when it is beneficial to do so in the classroom. It also includes being able to recognize when certain risks should be avoided. The key is knowing when and how to take creative action in a way that not only makes sense for the situation at hand, but also stands to make a positive contribution to others. The aim of this book is to help you and your students identify the kinds of risks that are worth taking, better anticipate and navigate potential hazards associated with those risks, and maximize the potential benefits"-- Provided by publisher.

• I. Perspectives on Best Practices
• 1. Evidence-Based Best Practices for Developing Literate Communities, Jacquelynn A. Malloy,
• Barbara A. Marinak, & Linda B. Gambrell
• 2. Current Issues and Best Practices in Literacy Instruction, Christina L. Madda, Vicki B. Griffo,
• P. David Pearson, & Taffy E. Raphael
• 3. Best Practices for Motivating Students to Read, John T. Guthrie & Ana Taboada Barber
• II. Best Practices for All Students
• 4. Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade, Lesley Mandel Morrow, Susan M. Dougherty, & Diane H. Tracey
• 5. Best Practices to Change the Trajectory of Struggling Readers, Victoria J. Risko & Doris Walker-Dalhouse
• 6. Best Practices for Teaching Dual-Language Learners: Leveraging Everyday Literacies,
• Michael Dominguez & Kris D. Gutierrez
• 7. Best Practices in Adolescent Literacy Instruction, Douglas Fisher & Nancy Frey
• III. Evidence-Based Strategies for Literacy Learning and Teaching
• 8. Best Practices for Developmental Word Study in Phonics, Vocabulary, and Spelling, Donald R. Bear
• 9. Best Practices in Vocabulary Instruction, Kathy Ganske
• 10. Best Practices in Narrative Text Comprehension Instruction, Janice F. Almasi & Susan J. Hart
• 11. Best Practices in Informational Text Comprehension Instruction, Nell K. Duke & Nicole M. Martin
• 12. Best Practices in Fluency Instruction, Melanie Kuhn, Timothy Rasinski, & Chase Young
• 13. Best Practices in Teaching Writing, Troy Hicks
• 14. Best Practices in Reading Assessment, Peter Afflerbach, Byeong-Young Cho, Maria Elliker Crassas, & Jong-Yun Kim
• IV. Perspectives on Special Issues
• 15. Best Practices in Teaching the New Literacies of Online Research and Comprehension, Lisa Zawilinski, Elena Forzani, Nicole Timbrell, & Donald J. Leu
• 16. Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs, D. Ray Reutzel & Sarah K. Clark
• 17. Best Practices in the Physiological, Emotional, and Behavioral Foundations of Literacy Achievement, Diane H. Tracey
• 18. Building Strong Home, School, and Community Partnerships through Culturally Relevant Teaching, Jeanne R. Paratore, Patricia A. Edwards, & Lisa M. O'Brien
• 19. Best Practices in Professional Learning for Improving Literacy Instruction in Schools, Sharon Walpole, John Z. Strong, & Cary B. Riches
• Index.
• (source: Nielsen Book Data)

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK-12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to This Edition *Incorporates the latest research findings and instructional practices. *Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning. *Chapters offering fresh, expanded perspectives on writing and vocabulary. *Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts.
(source: Nielsen Book Data) 9781462536771 20190114

• Preface : honoring difference? : the new norm in educational research? / Susan C. Faircloth
• Introduction : the need for alternative theoretical and conceptual frameworks for the study of race, gender, and ethnicity in educational leadership / Elizabeth T. Murakami and Hollie J. Mackey
• Access to opportunity framework : conceptualizing class to race / Hugh M. Potter and Brian Boggs
• Preparing educational leaders for queer inclusion in schools / Valerie Royaltey-Quandt
• Conceptualizing indigeneity and gender in educational leadership inquiry : applying a framework for systemic critique to problems of practice / Hollie J. Mackey
• Developing culturally responsive mentoring in the professoriate : a theoretical model / Brenda Lloyd-Jones and Marilyn Y. Byrd
• Grappling with methods and methodologies : the tug of war of following our heart and the research process / Liliana E Castrellón, Rudy Medina, and Nereida Oliva
• American Indian/Alaska native graduate student experience in STEM : conceptual perspectives / Catherine M. Johnson, Carrie B. Myers, Kelly A. Ward, Dusten R. Hollist, and Nick Sanyal
• Employing an affective, linguistic, and cognitive (ALC) framework : an asset-based approach to school leadership / Fernando Valle, Irma Almager, and Vanessa de León
• A cross-national framework for the study of Latina/o school leaders in Mexico and Texas / Elizabeth T. Murakami, Carmen Celina Torres Arcadia
• A proposition for a holistic approach to adaptation and a unified sense of self : a conceptual framework in educational settings / Detra D. Johnson
• Conceptual model of traditional and nontraditional forms of parental involvement of English language learners / Joseph N. Cerna
• The role of gender and transformational leadership : a synopsis / Janelle C. Simmons
• Galvanizing inclusivity : a conceptual framework for actionable strategies to cultivate inclusive schools / Rana Tasnin Razzaque
• Leadership in practice : a paradigm to support educational leaders of African American male students / Lawrence L. Scott, II
• Conclusion : guiding frames and centering context for race, ethnicity gender, and difference in educational leadership research / Hollie Mackey and Elizabeth T. Murakami
• Epilogue : moving beyond marginality / Ga'tane Jean-Marie.

• Acknowledgements Preface
• Chapter 1: A Framework for Understanding Teaching in a Complex, Heterogeneous World
• Chapter 2: Seeing Beyond the Stories
• Chapter 3: A Modicum of Opportunity in the Haze of the Brickfields
• Chapter 4: Beacons of Hope Twenty Years after Genocide
• Chapter 5: Refugee Camp Schools beneath a Setting Sun
• Chapter 6: Looking Back Epilogue References Index About the Author.
• (source: Nielsen Book Data)

Written for practicing teachers and administrators, teacher candidates, and scholars who work in the fields of pre-service and in-service teacher education, Beyond the Classroom Walls: Teaching in Challenging Social Contexts provides a richly descriptive, research-based inside-look at formal education in some challenging international socio-political and ethno-cultural settings. Based on data from three ethnographic studies conducted over a three-year period, this book illustrates the daily challenges and complexities that educators face in trying to meet the needs of their students in some the world's more challenging contexts. In an era of increased forced migration and refugee resettlement, supporting teachers' and school-based administrators' global understandings of the teaching profession and what constitutes teaching is a vital first step in being able to relate with a diverse school population whose experiences of schooling are quite different from the majority of their teachers.
(source: Nielsen Book Data) 9781498565059 20190218

• Acknowledgements
• List of tables and figures
• Chapter 1: The social and biological entanglements of learning
• Chapter 2: When biology and the social meet
• Chapter 3: Optimizing humans
• Chapter 4: Being human: brain-body-environment entanglements
• Chapter 5: Feeling the classroom
• Chapter 6: Biosocial assemblage: the case of Attention Deficit-Hyperactivity Disorder
• Chapter 7: Biosocial learning
• References
• Index.
• (source: Nielsen Book Data)

In this groundbreaking text, Youdell and Lindley bring together cutting-edge research from the fields of biology and social science to explore the complex interactions between the diverse processes which impact on education and learning. Transforming the way we think about our students, our classrooms, teaching and learning, Biosocial Education draws on advances in genetics and metabolomics, epigenetics, biochemistry and neuroscience, to illustrate how new understandings of how bodies function can and must inform educational theory, policy and everyday pedagogical practices. Offering detailed insight into new findings in these areas and providing a compelling account of both the implications and limits of this new-found knowledge, the text confronts the mechanisms of interaction between multiple biological and social factors, and explores how educators might mobilize these `biosocial' influences to enhance learning and enable each child to attain educational success. By seeking out transdisciplinary and multi-factor answers to the question of how education works and how children learn, this book lays the foundations for a step-change in the way we approach learning. It is an essential read for researchers, teachers and practitioners involved in educational policy and practice at any level.
(source: Nielsen Book Data) 9780415787109 20180917