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Education Library (Cubberley)
Book
xxi, 321 pages : color illustrations ; 26 cm
  • Defining the Family - Tara Guierrero Family Systems Theory - Vanessa Johnson Families of Children At-Risk for Disability - Barry Bullis, Samuel Zimmerman The Professionals and What Are Their Roles? - Natalie Williams, Tori Lybbert Family Assessment and Research Based Interventions - Vicki McGinley The Laws that Support Families - Shirley Dawson, Tracie McLaughlin Birth through Age 5 - Brenda Eaton The Primary School Years - Melissa Hudson Secondary School Years - Melina Alexander, Desna Bergold Post School - Brian Freedman, Laura Eisenman, Cathy Cowin, Sean Roy Prominent Disabilities Across the Lifespan - Mary Houser Siblings of Children with Disabilities - Kerry Smith Section I: FOUNDATIONS, DEFINITION, AND ASSESSMENT Chapter 1 Defining the Family - Tara S. Guerriero The Role of the Family in a Child's Education Identifying and Defining Children and the Family Childhood Living Arrangements Type of Families Unique Familial Circumstances that may Influence Education Educating all Children Chapter 2: Family Systems Theory - Sandra Sepulveda-Kozakowski What is Family Systems Theory? The Family Identity Family Subsystems Boundaries Communication Cohesion Adaptability/ Flexibility Climate The Family Life Cycle Factors Impacting Family Systems External Systems Coordination of Care Parenting Relationships Culture, Race, and Ethnicity Spotlight on Children in Foster Care Chapter 3: Families of Children At-risk for Disability - Barry Bullis, Samuel Zimmerman Why Study Risk? Benefits of Identifying Risk Definition of Risk Categories of Risk Children Living in Poverty English Learners Students Experiencing Marginalization Gifted Children Developmental Follow-up Chapter 4: Laws that Support Families - Shirley Dawson, Tracie McLaurghlan, Denise Adams History Individuals with Disabilities Education Act (IDEA) Provisions Section 504 Americans with Disabilities Act Amendments Act Elementary and Secondary Education Act (ESEA) Family Educational Rights and Privacy Act of 1974 Chapter 5: The Professionals and Their Roles - Natalie A. Williams, Kristin L. Nelson, Tori J. Lybert Professionals of the Multidisciplinary Team Benefits of Partnerships Family-Staff Relationships Peer Relationships Building and Sustaining Partnerships Interpersonal Communication for Partnerships The Reality of Criticism Assertiveness Versus Aggressive Communication Resolving Conflicts Chapter 6: Assessment to Research-Based Intervention: Providing Families Support - Vicki A. McGinley, Ieva Margevica Assessment History and Family Involvement Working with Families to Understand Assessment Technical Assessment Terminology Lifespan Assessment Transition from Part C to Part B Primary School Years Secondary School Years: Transition Assessment Specialized Assessment and Disability Related Assessments Disability Specific Assessments Alternative Assessments/Authentic Assessments for Children with Disabilities The Assessment Report/The Evaluation Report Making Instructional Decisions for Intervention Chapter 7: Siblings of Children with Disabilities - Amy F. Conner Love, Lorie Taylor, Lisa P. Turner, Richard Sabousky Special Relationship Importance of Siblings and Significance in Today's Society Lifelong Relationship Interactional Dynamics and Relationship Patterns Children and Adolescent Siblings Adult Siblings Temperament Sibling Effects Expectations Characteristics of Sibling Without Disability Sibling Interactions Coping and Stress Styles Strategies to Help Siblings Siblings as Teachers Ways to Establish Sibling Teaching Program Social Interactions Counseling Siblings Section II: WORKING WITH FAMILIES OF CHILDREN WITH DISABILITES ACROSS THE LIFE SPAN Chapter 8: Specific Disabilities Across the Lifespan - Mary A. Houser Disability Related to Birth Through Age 5 Disability Related to Primary Years Disability Related to Secondary School Years Discovering the Presence of a Disability Selected Disabilities and their Impact on Families The Benefits of Home-School Collaboration: Teacher and Families working together Chapter 9: Birth Through Age 5 - Brenda Eaton, Melina Alexander Children From Birth to Age 3 Early Intervention Part C of the IDEA Individual Family Service Plan (IFSP) Members of the Multidiscilinary Team Provider(s) of Early Intervention Services Early Intervention Programming Members of the Multidisciplinary Team Content of the IFSP Outcomes of Early Intervention Children Ages 3 to 5 Children Ages 3 to 5 With Disabilities Preschool Programs Supporting Families with Children With Disabilities Ages Birth Through 5 Chapter 10: The Primary School Years - Melissa E. Hudson Communicating with Families Transition to Elementary School The Individualized Education Program Plan (IEP) Process and Document The Individualized Education Program Plan Working Together - The IEP Team and the Collaborative Team Model Collaborative Team Model Chapter 11: Secondary School Years - Melina Alexander, Desna Bergold Adolescence Early Adolescence Middle Adolescence Late Adolescence Adolescents with Disabilities Families of Adolescent Students with Disabilities The Multidisciplinary Team During the Secondary School Years Roles of Members of the Multidisciplinary Team Issues Addressed by Multidisciplinary Team During the Secondary School Years Potential Needs of the Family During the Secondary Years Chapter 12: Postschool - Brian Freedman, Laura Eisenman, Cathy Cowin, Sean Roy Post School Outcomes Predictors of Postschool Success Age of Majority Entitlement Versus Eligibility Understanding Concerns, Knowing Options, and Creating Partnerships Current Statistics and Optimistic Trends Career Development Employment Settings Rights, Accommodations and Self-Disclosure Federal Benefits Common Questions from Families Regarding Specific Issues Related to Employment Strategies for Partnering with Families Postsecondary Education Postsecondary Education Options From Entitlement to Eligibility Accommodations Social Life and Campus Participation Financial Factors Strategies for Partnering With Families Independent and Interdependent Living Development of Life Skills Support From State and Federal Government Types of Residences Social Relationships and Community Participation Strategies for Partnering With Families.
  • (source: Nielsen Book Data)9781506316000 20170327
Parents and Families of Students with Special Needs: Collaborating Across the Age Span teaches students the skills they need to effectively collaborate with parents and families to ensure a child's success in the classroom. The text takes a lifespan approach with a special emphasis on the critical transition points in a child's life. The book includes chapters written by professors and professionals who are also parents of students with special needs, bringing a diverse range of voices into the narrative. There is also a particular emphasis on supporting families through transitions, with specific strategies included to ease the transition process.
(source: Nielsen Book Data)9781506316000 20170327
Education Library (Cubberley)
Book
127 pages : illustrations ; 23 cm.
  • Contents List of Charts List of Tables Preface Acknowledgements Chapter One: Introduction Chapter Two: The California Master Plan for Higher Education Chapter Three: From Budget Cuts to Privatization? Chapter Four: Educating Other People's Children Chapter Five: Skills, Values and Quality Chapter Six: Faculty and Teaching Chapter Seven: Research and Professional Engagement Chapter Eight: Conclusion: Do Not Let a Good Crisis Go to Waste.
  • (source: Nielsen Book Data)9781138689183 20170213
The debate about how higher education is failing to play a role in reducing inequality often centers on elite colleges, while ignoring the numerous public colleges and universities that educate the majority of our students. This book adds to the discussion by exploring an in-depth case study of the largest public higher educational system in the United States, The California State University, with implications for other state systems as well. Benjamin P. Bowser, experienced faculty member and author, discusses higher education reforms in response to increasing tuition, underprepared graduates, and declining academic standards. Focusing on the faculty perspective, this text examines how these reforms can threaten the mission of a public institution, only exacerbating the crisis of higher education and inequality.
(source: Nielsen Book Data)9781138689183 20170213
Education Library (Cubberley)
Book
138 pages : illustrations (black and white) ; 21 cm
Education Library (Cubberley)
Book
xxii, 262 pages : illustrations, maps ; 28 cm
  • Preface to the Third Edition Publisher's Acknowledgments About the Authors 1. Introduction to Action Research Why Conduct Action Research? The Complexity of Routine Instructional Decisions Key Terms and Concepts Universal Student Success 2. Finding a Focus Zeroing in on Your Priorities Using Reflective Writing to Find a Focus Performance, Process, and Program Targets and Action Research by School Leaders Using a Journal to Identify Action Research Foci Reflective Interviews Reflective Interviewing and the Problem of Isolation Analytic Discourse Team Reflection 3. Refining the Focus Visualizing Success Conducting an Instructional Postmortem Taking Stock of One's Recent Leadership Experience Comparing Your Experience With the Experience of Others Developing Criteria to Measure Changes With Priority Achievement Targets Creating Performance Rating Scales Rating Scales and Program Action Research The Special Problem of Long-Range Goals Assessing Rate of Growth Determining Adequate Yearly Progress in Real Time Producing Your Own Rate-of-Growth Charts Ascertaining Rate of Growth in Leadership Projects 4. Articulating a Theory of Action If Not Us, Who? An Adequate Knowledge Base Already Exists Going Beyond Proven Practices: Building a Theory of Action Two Kinds of Variables Creating Mileposts on the Route to Mastery Inferring Independent Variables Using the Priority Pie to Identify, Clarify, and Weigh Independent Variables Using the Priority Pie With Descriptive Research 5. Drawing a Theory of Action Why a Map? European Explorers as Action Researchers Building a Graphic Reconstruction Graphic Reconstructions for Quasi-Experimental Research Graphic Reconstructions With Descriptive Research Proofing a Theory of Action for Leadership Projects 6. Determining the Research Questions Three Generic Action Research Questions Developing Your Own Research Questions Two-Step Walk-Through Drafting the Questions Surfacing Research Questions for Leadership Projects 7. Building a Data Collection Plan Data Collection and the Competing Demands for Your Time What Qualifies as Teaching? What Things Qualify as Data? Data in Descriptive Research Data in Quasi-Experimental Research Data Collection and Concerns About Precision Fishing in a Sea of Data Securing Research Assistants Building a Triangulated Data Collection Plan Data Collection Planning for Leadership Projects Integrating Efficiencies Into Your Data Collection Work Using Technology to Compile and Assemble Action Research Data Keeping a Researcher's Journal 8. Analyzing the Data Trend Analysis Organizing Data to Help Answer the Three Generic Questions ACR Question 1: What Did We Do? ACR Question 2: What Changes Occurred Regarding the Achievement Targets? ACR Question 3: What Was the Relationship Between Actions Taken and Any Changes in Performance on the Targets? Drawing Tentative Assertions Using Member Checking to Add Credibility to the Tentative Assertions Additional Tools for Qualitative Data Analysis Qualitative Data Analysis Using Bins and a Matrix Low-Tech Strategies for Bins and Matrixes Using a Computer for Bins and Matrixes 9. Turning Findings Into Action Plans Modifying Your Theory of Action Data-Based Decision Making Turning Your Findings Into Ed Specs Solicit and Brainstorm Action Alternatives Using Ed Specs to Evaluate Action Alternatives Using Ed Specs to Evaluate Action Alternatives for Schoolwide Projects Completing the Cycle: Revised Theory of Action 2 10. Reporting and Sharing Action Research Common Issues Formats for Reporting Creating a Bank of Abstracts Creating a District Archive 11. Conclusion: The School as a Learning Organization The Two Keys: Coherence and Congruence Putting the Pieces Together Resources Resource A: How to Use the Feedback Forms and Summary Reports Resource B: Five Characteristics of a Quality Action Research Project Resource C: Applications for Leadership Projects Resource D: Sample Abbreviated Action Research Reports Glossary References Index.
  • (source: Nielsen Book Data)9781506350158 20170213
Teachers know their particular students, classroom, and schools intimately - therefore, they are best equipped to pick a particular problem (or research question) and then use qualitative or quantitative techniques for further study. The book includes numerous tables, charts, handouts, forms, and worksheets to demystify and simplify the action research process. Short examples drawn from the author's experience working on-one-on with teachers on their action research projects are also included - from raising reading proficiency to increasing the problem solving capacity of faculty members.
(source: Nielsen Book Data)9781506350158 20170213
Education Library (Cubberley)
Book
xxv, 501 pages : illustrations ; 27 cm
  • Introduction: The State of Practice-Based Research in Adolescent Literacies, Kathleen A. Hinchman and Deborah A. Appleman I. Adolescent Literacies and Identities 1. Navigating Cultures and Identities to Learn Literacies for Life: Rethinking Adolescent Literacy Teaching in a Post-Core World, Elizabeth Birr Moje, Carolyn Giroux, and Nicholas Muehling 2. Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories, Marcelle M. Haddix, Antero Garcia, and Detra Price-Dennis 3. Adolescent Literacies beyond Heterosexual Hegemony, Mollie V. Blackburn and Ryan Schey 4. Beyond School: Examining the Out-of-School Literacies and Counternarratives of Adolescent Learners, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn 5. Emergent Bilingual Youth in U.S. Secondary Schools, Danny C. Martinez and Ursula S. Aldana 6. What Research Says (and Doesn't Say) about Literacy for Youth with Disabilities, Kelly Chandler-Olcott, Michelle Duffy, and Joanna Robertson 7. The Development of Literate Identities and Practices across a Decade: Families, Friends, and Schools, Catherine Compton-Lilly II. Locating Adolescent Literacies 8. Constructing Literacies in a Secondary English Language Arts Curriculum: Discourses, Histories, Ethics, Mary M. Juzwik, Jennifer Van Der Heide, Kati Macaluso, Natasha Perez, Samantha Caughlan, Michael Macaluso, Cori McKenzie, and Amanda Smith 9. Diverse Youth, New Teachers, and "Picturing" Literacy: Using Photovoice to "Partner" Our Way to Adolescents' Perspectives on Literacy, Kristien Zenkov, Laurel Taylor, and Jim Harmon 10. The Power of Fostering Pleasure in Reading, Michael W. Smith, Jeffrey D. Wilhelm, and Sharon Fransen 11. Disciplinary Literacy: A Multidisciplinary Synthesis, David O"Brien and Lisa Ortmann 12. Misfits in School Literacy: Whom Are U.S. Schools Designed to Serve?, Peter Smagorinsky 13. Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice, Bob Fecho, Steven J. Landry, and Jennifer J. Whitley III. Adolescent Literacies and Multiple Texts 14. Missing in Action: Learning from Texts in Subject-Matter Classrooms, Cynthia Greenleaf and Sheila Valencia 15. "No More Paperwork!": Student Perspectives on Multimodal Composing in Response to Literature, Kelly K. Wissman 16. "Let's Translate!": Teaching Literacy Concepts with English Language Learners, Kelly Puzio, Christopher Keyes, and Robert Jimenez 17. Acquiring Processes for Responding to and Creating Multimodal Digital Productions, Richard Beach, Jill Castek, and John Scott 18. Adolescents Reading Graphic Novels and Comics: What We Know from Research, Stergios Botzakis, Rachelle Savitz, and David E. Low 19. Academic Language and Subject-Area Learning, Zhihui Fang 20. Young Adult Literature and Classroom-Based Research, Gay Ivey IV. Pedagogies of Adolescent Literacies 21. How Practice-Based Research Informs Adolescent English Language Learners' Composing and Compositions, Jill Fitzgerald 22. Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms, George E. Newell, David Bloome, and the Argumentative Writing Project 23. Adolescent Literacy and Collaborative Inquiry, Rob Simon and Amir Kalan 24. Scaffolding Adolescents' Reading of Challenging Text: In Search of Balance, Michael Graves 25. Teaching Writing to Adolescents: The Use of Evidence-Based Practices, Amy Gillespie Rouse and Steve Graham 26. A Close Reading of Close Reading: What Does the Research Tell Us about How to Promote the Thoughtful Interrogation of Text?, Amy Koehler Catterson and P. David Pearson Author Index Subject Index.
  • (source: Nielsen Book Data)9781462527670 20170213
Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.
(source: Nielsen Book Data)9781462527670 20170213
Education Library (Cubberley)

7. After the fall [2017]

Book
329 pages ; 22 cm
In a story told from two viewpoints, seventeen-year-old Raychel relies on the support of her overachieving best friend Matt while secretly sleeping with his brother Andrew, and Matt tries to play hero and hide how much he loves her.
Education Library (Cubberley)
Book
pages cm.
Education Library (Cubberley)

9. American Street [2017]

Book
324 pages ; 22 cm
American Street is an evocative and powerful coming-of-age story perfect for fans of Everything, Everything; Bone Gap; and All American Boys. In this stunning debut novel, Pushcart-nominated author Ibi Zoboi draws on her own experience as a young Haitian immigrant, infusing this lyrical exploration of America with magical realism and vodou culture. On the corner of American Street and Joy Road, Fabiola Toussaint thought she would finally find une belle vie-a good life. But after they leave Port-au-Prince, Haiti, Fabiola's mother is detained by U.S. immigration, leaving Fabiola to navigate her loud American cousins, Chantal, Donna, and Princess; the grittiness of Detroit's west side; a new school; and a surprising romance, all on her own. Just as she finds her footing in this strange new world, a dangerous proposition presents itself, and Fabiola soon realizes that freedom comes at a cost. Trapped at the crossroads of an impossible choice, will she pay the price for the American dream?
(source: Nielsen Book Data)9780062473042 20170321
Education Library (Cubberley)
Book
ix, 178 pages : illustration ; 22 cm.
  • Introduction CHAPTER 1: Student Futures and the Politics of Possibility Amy Stambach Part One - Aspirations CHAPTER 2: Aspiration as Capacity and Compulsion: The Futures of Urban Middle-Class Youth in India Amanda Gilbertson CHAPTER 3: "Too Good to Teach": Bhutanese Students and the Hierarchy of Aspirations Dolma Roder CHAPTER 4: A "Golden Generation"? Framing the Future among Senior Students at Gulen-inspired Schools in Urban Tanzania Kristina Dohrn CHAPTER 5: Aspiration, Piety, and Traditionalism among Indonesian Islamic Boarding School Girls Claire-Marie Hefner Part Two - Realizations CHAPTER 6: Schooling in Post-Apartheid South Africa: Hopes, Struggles, and Contested Responsibilities Oliver Pattenden CHAPTER 7: Betrayed Futures: Uneconomic Schooling in Liberalizing Kerala (India) Leya Mathew CHAPTER 8: Practice for the Future: The Aspirational Politics of Nigerian Students Krystal Strong CHAPTER 9: Hopeful Engagement: The Sentimental Education of University-Sponsored Service-Learning M. Mackenzie Cramblit < Part Three - Afterword CHAPTER 10: Reflections on Student Futures and Political Possibilities: An Afterword Kathleen D. Hall.
  • (source: Nielsen Book Data)9781349714575 20170327
This book examines diverse ways in which young people from around the world envision and prepare for their future education, careers, and families. The book features cutting-edge anthropological essays including ethnographic accounts of schooling in India, South Africa, the US, Bhutan, Tanzania, and Nigeria. Each chapter focuses on today's generation of students and on students' use of education to create new possibilities for themselves. This volume will be of particular interest to practicing teachers and anthropologists and to readers who seek an ethnographic understanding of the world as seen through the eyes of students.
(source: Nielsen Book Data)9781349714575 20170327
Education Library (Cubberley)
Book
xiv, 222 pages : illustrations ; 24 cm
  • PART I: THEORETICAL AND CONCEPTUAL ISSUES 1. Education and Social Integration for All: Changing Mind-sets GAJENDRA K. VERMA (UK) 2. Furthering Social Inclusion through Citizenship Education: Cultivating Civic Action in Early Childhood Education DEVORAH KALEKIN-FISHMAN (Israel) 3. Pedagogies and Partnerships for Educating the Whole Child CARL A. GRANT AND ELISABETH ZWIER (USA) 4. Broad-streaming through Creative Learning: An Approach towards Educational Inclusion VIJOY PRAKASH (India) PART II: PERSPECTIVES ON POLICY AND PRACTICE 5. Inclusive Education and Societal Development: An Indian Perspective RAN BIJAY N. SINHA AND RUPA LAKSHMI (India) 6. The Field of Education in New Zealand: Inclusion/Exclusion in Schooling CHARLES CROTHERS (New Zealand) 7. European Union Policies for Lifelong Learning: A 'Portal' to Social Inclusion? EUGENIA PANITSIDOU (Greece) 8. Educational Policies and Teachers' Professional Development: Disability Issues PANAGIOTIS GIAVRIMIS, STELLA GIOSSI, ADAMANTIOS PAPASTAMATIS (Greece) 9. Gender Parity: Inclusion/Exclusion in Bangladesh Education SAMIR RANJAN NATH (Bangladesh) PART III: CHALLENGES TO INCLUSIVE EDUCATION 10. Challenges for Education and Inclusiveness in India MOHD AKHTAR SIDDIQUI (India) 11. Bilingual Immigrant Students and Inclusive Learning: Issues and Challenges ELENI GRIVA (Greece) 12. Inclusive Learning: The Challenge of Special Needs ROYSTON FLUDE (Switzerland) 13. Dyslexia: A Learning Disability in the Indian Context MANJU KUMARI AND MONA TABASSUM (India) 14. Reaching the Unreached: Traverse of Alternative and Innovative Schools K. GIREESAN (India).
  • (source: Nielsen Book Data)9781138672642 20170313
In this insightful text, the editors reflect on contributions from scholars representing Bangladesh, Greece, India, Israel, New Zealand, Switzerland, UK and USA, by showing how the majority of educational and social institutions in both developed and developing countries have failed to overcome the many barriers to an effective integrated system of education, suggesting ways as to how these barriers might be challenged. By looking closely at the overt and covert injuries of educational and social exclusion, a variety of approaches to overcoming the consequences of those challenges is proposed, drawing together strands of social theory, research data and conceptualisations for social action.
(source: Nielsen Book Data)9781138672642 20170313
Education Library (Cubberley)
Book
x, 265 pages ; 28 cm
Teaching your students to think like scientists starts here! Use this straightforward, easy-to-follow guide to give your students the scientific practice of critical thinking today's science standards require. Ready-to-implement strategies and activities help you effortlessly engage students in arguments about competing data sets, opposing scientific ideas, applying evidence to support specific claims, and more. Use these 24 activities drawn from the physical sciences, life sciences, and earth and space sciences to: Engage students in 8 NGSS science and engineering practices Establish rich, productive classroom discourse Extend and employ argumentation and modeling strategies Clarify the difference between argumentation and explanation Stanford University professor, Jonathan Osborne, co-author of The National Resource Council's A Framework for K-12 Science Education--the basis for the Next Generation Science Standards--brings together a prominent author team that includes Brian M. Donovan (Biological Sciences Curriculum Study), J. Bryan Henderson (Arizona State University, Tempe), Anna C. MacPherson (American Museum of Natural History) and Andrew Wild (Stanford University Student) in this new, accessible book to help you teach your middle school students to think and argue like scientists!.
(source: Nielsen Book Data)9781506335940 20161108
Education Library (Cubberley)
Book
x, 150 pages : color illustrations ; 24 cm
Education Library (Cubberley)
Book
xviii, 270 pages : illustrations ; 26 cm
  • PREFACE CHAPTER 1 Arts Text, Arts Integration, and Arts Education CHAPTER 2 Art Integration: A Methodology for Learning CHAPTER 3 What Does It Mean to Be a Learner? CHAPTER 4 Piaget, Imitation, and the Blues: Reflections on Imagination and CHAPTER 5 Communication, Expression, and Experience: Literacy and the Arts CHAPTER 6 The Voices of Humanity: History, Social Studies, Geography, and the Arts CHAPTER 7 The Wonder of Discovery: Science and the Arts CHAPTER 8 Puzzles of the Mind and Soul: Mathematics and the Arts CHAPTER 9 Setting the Stage for a Turn of Events: Subject Matter Informs the Arts CHAPTER 10 Seeing a Different Picture: Assessment and the Arts CHAPTER 11 A Lithograph in the Closet and an Accordion in the Garage: Connecting with the Arts and Artists in Your Community CHAPTER 12 Beyond Walls: Mural Making and Critical Voices: Collaborative Art Projects Index.
  • (source: Nielsen Book Data)9781138647374 20161010
Practical and engaging, Merryl Goldberg's popular guide to integrating the arts throughout the K-12 curriculum blends contemporary theory with classroom practice. Beyond teaching about the arts as a subject in and of itself, the text explains how teachers may integrate the arts-literary, media, visual, and performing-throughout subject area curriculum and provides a multitude of strategies and examples. Promoting ways to develop children's creativity and critical thinking while also developing communications skills and fostering collaborative opportunities, it looks at assessment and the arts, engaging English Language Learners, and using the arts to teach academic skills. This text is ideal as a primer on arts integration and a foundational support for teaching, learning, and assessment, especially within the context of multicultural and multilingual classrooms. In-depth discussions of the role of arts integration in meeting the goals of Title I programs, including academic achievement, student engagement, school climate and parental involvement, are woven throughout the text, as is the role of the arts in meeting state and federal student achievement standards. Changes in the 5th Edition: New chapter on arts as text, arts integration, and arts education and their place within the context of teaching and learning in multiple subject classrooms in multicultural and multilingual settings; Title I and arts integration (focus on student academic achievement, student engagement, school climate, and parental involvement-the 4 cornerstones of Title I); Attention to the National Core Arts Standards as well as their relationship to other standardized tests and arts integration; more (and more recent) research-based studies integrated throughout; Examples of how to plan arts integrated lessons (using backward design) along with more examples from classrooms'; Updated references, examples, and lesson plans/units; Companion Website: www.routledge.com/cw/goldberg.
(source: Nielsen Book Data)9781138647374 20161010
Education Library (Cubberley)
Book
xv, 198 pages : illustrations ; 24 cm
  • Foreword Acknowledgements Section One - Overview Chapter 1: Introduction John Van Dreal Chapter 2: A Brief History of the System John Van Dreal Section Two - Foundations Chapter 3: Supportive Research and Recommendations John Van Dreal Chapter 4: Basic Concepts John Van Dreal Section Three - System, Team Dynamics, and Applications of Student Threat Assessment Chapter 5: Level 1 (Site Based Assessment) John Van Dreal, Courtenay McCarthy Chapter 6: Level 2 (Community Based Assessment) Overview John Van Dreal Chapter 7: Level 2 Investigation Team John Van Dreal, Allan Rainwater, Dave Okada Chapter 8: Level 2 Student Threat Assessment Team Operations John Van Dreal, Martin Speckmaier Chapter 9: Organizing a Student Threat Assessment Team John Van Dreal Chapter 10: Communicating Threat Assessment Outcomes Courtenay McCarthy Section Four - Further Applications Chapter 11: Domestic Violence, Teen Dating Violence, and Stalking Allan Rainwater, John Van Dreal, Darling Mendoza Chapter 12: The Threat Assessment Trained Law Enforcement Officer Dave Okada Chapter 13: Other Security and Behavioral Issues on School Campuses Rod Swinehart, Ray Byrd, John Van Dreal, Shelley Rutledge Chapter 14: Expansive System Implementation Dave Novotney, Courtenay McCarthy, John Van Dreal Chapter 15: Threat Assessment and Adults: The Adult Threat Advisory Team Dave Okada, Rod Swinehart, John Van Dreal, Allan Rainwater, Ray Byrd Chapter 16: Threat Assessment in Higher Education John Van Dreal, Martin Speckmaier, Seth Elliott Chapter 17: Staying Ahead of Targeted Violence Seth Elliott Conclusion John Van Dreal Appendix 1 Appendix 2 Appendix 3 Glossary Rod Swinehart, John Van Dreal, Martin Speckmaier References, Additional Readings, and Resources.
  • (source: Nielsen Book Data)9781475830507 20170206
This book is a manual for the application of a threat assessment system that follows the recommendations of the Safe Schools Initiative and the prescriptive outline provided by the FBI. Written from an educator's perspective with contributing authors from Law Enforcement, Public Mental Health, and the District Attorney's office, it contains an introduction to the basic concepts of threat assessment, a review of the research, and an outlined process for the application of a comprehensive, yet expeditious multi-disciplinary system.
(source: Nielsen Book Data)9781475830507 20170206
Education Library (Cubberley)
Book
xviii, 366 pages : illustrations, map ; 27 cm.
To meet the various needs of students, administrative policies and instructional techniques must consistently be improved upon. This allows schools to deliver a higher quality of education to students. Assessing the Current State of Education in the Caribbean is a pivotal reference source for the latest research on recent developments and innovations for schools in the Caribbean region. Focusing on teacher leadership, learning assessment techniques, and technology uses, this book is ideally designed for educators, school administrators, professionals, and researchers interested in recent developments within the education sector.
(source: Nielsen Book Data)9781522517009 20170130
Education Library (Cubberley)
Book
xi, 114 pages : illustrations ; 23 cm.
Many writing teachers are searching for a better way to turn student writing into teaching and learning opportunities without being crushed under the weight of student papers. This book introduces a rubric designed by the National Writing Project-the Analytic Writing Continuum (AWC)-that is making its way into classrooms across the country at all grade levels. The authors use sample student writing and multiple classroom scenarios to illustrate how teachers have adapted this flexible tool to meet the needs of their students, including using the AWC to teach revision, give feedback, direct peer-to-peer response groups, and serve as a formative assessment guide. This resource also discusses how to set up a local scoring session and how to use the AWC in professional development.
(source: Nielsen Book Data)9780807758120 20170220
Education Library (Cubberley)
Book
xi, 117 pages : illustrations ; 28 cm
  • Introduction About the Authors Part 1. Balanced Assessment Systems and Student Learning Today's Assessment Environment Assessment and the New School Mission Building Local Assessment Systems for Balance and Quality Inside the System Levels of Assessment Use Classroom Assessment Interim/Benchmark Assessment Annual Assessment Activity 1.1: Formative or Summative? The Benefits of Balance Learning Targets for Readers Thinking About Assessment: Support Resources for Part 1 Activity 1.2: Embracing the Vision of a Standards-Based School Activity 1.3: Discussing Key Assessment Concepts With Faculty Part 2. Five Assessment Actions for Balance and Quality Action 1: Balance Your Assessment System Is Your Assessment System in Balance? Strategies for Balancing Assessment Systems Activity 2.1: Conducting an Assessment Audit Action 2: Continue to Refine Achievement Standards What Is the Current State of Your Achievement Standards? Student- and Family-Friendly Learning Targets Activity 2.2: Deconstructing Standards Into Classroom-Level Achievement Targets: Practice for School Leaders Action 3: Ensure Assessment Quality How Can You Ensure Assessment Quality? Activity 2.3: Indicators of Sound Classroom Assessment Practice Action 4: Build Effective Systems for Communicating Assessment Results Action 5: Link Assessment to Student Motivation With Assessment for Learning Strategies Assessment for Learning: Bringing Students Onboard Activity 2.4: Assessment for Learning Self-Evaluation Thinking About Assessment: Support Resources for Part 2 Activity 2.5: Local Assessment System Self-Evaluation Part 3. Individual Leadership Actions for Balance and Quality Individual Leadership Actions Individual Leadership Action 1: Deepen your personal understanding of a sound and balanced assessment system and the conditions required to achieve it. Activity 3.1: Merging Local and State Assessment Systems Individual Leadership Action 2: Promote the necessity and use of clear academic achievement standards in every subject and grade level with aligned classroom-level learning targets and the understanding of their relationship to the development ... Activity 3.2: Implementing the Written Curriculum Individual Leadership Action 3: Promote and communicate standards of quality for student assessments, helping teachers learn to assess accurately, and work to ensure that these standards are met in all school/district assessments. Activity 3.3: Verifying Teachers' Content Knowledge and Assessment Competence Individual Leadership Action 4: Deepen your knowledge of formative assessment practices that involve students and work with staff to integrate them into classroom instruction. Activity 3.4: Communicating Learning Targets in Student-Friendly Language Individual Leadership Action 5: Create the conditions necessary for the appropriate use and reporting of student achievement information, including report card grades. Grading and Reporting Activity 3.5: A Rubric for Sound Grading Practice Activity 3.6: When Grades Don't Match the State Assessment Results Individual Leadership Action 6: Form or participate in peer learning groups to practice observing and evaluating teacher classroom assessment competencies. Activity 3.7: Should Teachers Be Held Accountable for Assessment Competence Through Evaluation? Individual Leadership Action 7: Review and examine current school/district assessment-related policies for alignment to sound assessment practice, and encourage revision as needed. Activity 3.8: Using School/District Policies to Support Quality Assessment Thinking About Assessment: Support Resources for Part 3 Activity 3.9: Auditing for Balance in Classroom Curriculum and Assessment Activity 3.10: Assessment Leadership Success Indicators Activity 3.11: Action Planning for Assessment Balance and Quality References Index.
  • (source: Nielsen Book Data)9781506354200 20161010
Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: * Develop balance in an assessment system by combining formative and summative approaches, providing insight on students' progress * Strengthen classroom-based assessment and involve students in self-assessment.
(source: Nielsen Book Data)9781506354200 20161010
Education Library (Cubberley)
Book
xvi, 286 pages ; 24 cm
Education Library (Cubberley)
Book
xvi, 376 pages : illustrations (chiefly color) ; 26 cm
  • * Foreword* Acknowledgments* Chapter 1: Breaking the Cycle* Chapter 2: What Do Mathematicians Do?* Chapter 3: Mathematicians Take Risks* Chapter 4: Mathematicians Make Mistakes* Chapter 5: Mathematicians Are Precise* Chapter 6: Mathematicians Rise to a Challenge* Chapter 7: Mathematicians Ask Questions* Chapter 8: Mathematicians Connect Ideas* Chapter 9: Mathematicians Use Intuition* Chapter 10: Mathematicians Reason* Chapter 11: Mathematicians Prove* Chapter 12: Mathematicians Work Together and Alone* Chapter 13: "Favorable Conditions" for All Math Students* References* Index.
  • (source: Nielsen Book Data)9781571109965 20170306
While mathematicians describe mathematics as playful, beautiful, creative, and captivating, many students describe math class as boring, stressful, useless, and humiliating. In Becoming the Math Teacher You Wish You'd Had, Tracy Zager helps teachers close this gap by making math class more like mathematics. Tracy spent years observing a diverse set of classrooms in which all students had access to meaningful mathematics. She partnered with teachers who helped students internalize the habits of mind of mathematicians as they grappled with age-appropriate content. From these scores of observations, Tracy selected and analyzed the most revealing, fruitful, thought-provoking examples of teaching and learning to share with you in this book. Through these vivid stories, you'll gain insight into effective instructional decision making. You'll engage with big concepts and pick up plenty of practical details about how to implement new teaching strategies. All teachers can move toward increasingly authentic, delightful, robust mathematics teaching and learning for themselves and their students. This important book helps us develop instructional techniques that will make the math classes we teach so much better than the math classes we took.
(source: Nielsen Book Data)9781571109965 20170306
Education Library (Cubberley)