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 Hull, Ted H., author.
 Thousand Oaks, California : Corwin, a SAGE Company, [2014]
 Description
 Book — xiv, 176 pages : illustrations ; 28 cm
 Summary

 Foreword by Suzanne Mitchell Introduction CCSS Content and Practice: Opportunity for Rigor A Clue to Rigor Outline of the Book How to Use This Book Part I. The Foundation
 1. Understanding and Meeting the Challenge of Rigor National Assessments Teacher Evaluation Learning Shifts Meeting the Challenges Looking at Assessments Rigor as a Common Factor
 2. Defining and Instituting Rigor Searching for Evidence Dictionary and Thesaurus Professional Opinions Indicators of Rigor Drawing Conclusions Decision Point Contrasting Example Lessons Problem Analysis Transforming Classrooms to Support Rigor Having Productive Conversations
 3. Building Team Leadership to Support Rigor Role of a Steering Committee Role of a Leadership Team Role of the Principal Developing Learning Communities A Principal's Story Having Productive Conversations
 4. Rigor and the Standards for Practice Rigor and Practices A Principal's Story Having Productive Conversations
 5. Rigor Related to Classroom Formative Assessment Assessment Types Classroom Formative Assessment Refining Formative Assessment Classroom Formative Assessment Formative Assessment and Intervention Current Learning Effective Intervention Instructional Research Synergy A Principal's Story Having Productive Conversations
 6. Rigor and the Proficiency Matrix Organization Progress Toward Rigor Strategy Relationship in the Matrix Classroom Formative Assessment and the Matrix Ms. Edward's Classroom A Principal's Story Having Productive Conversations Part II. Issues and Obstacles
 7. Issues to Resolve Issue: Teaching the Identified Content Issue: Deepening Mathematical Understandings Issue: Reaching All Students
 8. Obstacles to Success Obstacle: Working in Isolation Obstacle: Attempting to Evaluate People to Change Obstacle: Failing to Monitor Student Actions Obstacle: Over Adoption Obstacle: Mistaken Efforts Understanding MAAT Having Productive Conversations Part III. Solutions
 9. Solution Step One: Monitoring Student Actions Related to the Practices Opening Classroom Doors NonEvaluative Monitoring Starting With Students Teacher SelfAssessment of Student Actions Scenario Having Productive Conversations
 10. Solution Step Two: Using Classroom Visit DataAssessment of Student Actions Conducting Productive Conversations Understanding Change Process Levels of Adoption Intervention as Support Building a Critical Mass Changing the Culture Connecting Actions Chart Having Productive Conversations
 11. Solution Step Three: Monitoring Teacher Actions Related to the Practices Using the Classroom Visit Tally  Teachers Conversations About the Data Working on Individual Needs Mathematics Collaborative Log Teacher Planning Guide Having Productive Conversations
 12. Solution Step Four: Gathering and Using Additional Data Assessments Collectively Specified Classroom Visits Validity Visits Reverse Visits Teacher Requested Visits Supporting Teachers' Change Efforts Adoption Stages Documenting Progress Completing the Form Having Productive Conversations
 13. Solution Step Five: Maintaining Progress Toward Rigor Background Relating Mathematical Rigor and the Practices Inferences from the Standards for Mathematical Practices Rigor as an Outcome Categories Rigor Analysis Form Explanation Directions Guiding the Work Input and Outcomes Having Productive Conversations Part IV. Inputs and Outcomes
 14. Teaching for Rigor Inputs Outcomes Teaching for Progress in Rigor Having Productive Conversations
 15. Coaching for Rigor Inputs Outcomes Coaching for Progress in Rigor Having Productive Conversations
 16. Leading for Rigor Inputs Outcomes Leading for Progress in Rigor Having Productive Conversations Part V. Momentum
 17. Linking Responsibilities  Assessing Progress Professional Trust Professional Conversations Supporting Teacher Change Documenting Change Conclusion Having Productive Conversations References Index.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

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QA11.2 .H85 2014  Unknown 
 Hull, Ted H.
 Thousand Oaks, Calif. : Corwin Press ; Reston, VA : National Council of Teachers of Mathematics, c2012.
 Description
 Book — xii, 146 p. : ill ; 26 cm.
 Summary

 Preface Acknowledgments About the Authors Introduction
 1. Overcoming Resistance to Change: Four Strategies for Teams
 2. Transforming Instruction
 3. Promoting Adoption and Avoiding Rejection
 4. Focusing on Students Brings Success
 5. Attaining the Common Core Practices
 6. Visiting a Transforming Classroom
 7. Building Support for Collegial Relationships
 8. Maintaining Support to Increase Implementation
 9. Leading the Way for Change References Appendix: Sample Problems Showing CCSS Content and Practices Index Foldout pages at the End of the Book.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Science Library (Li and Ma)
Science Library (Li and Ma)  Status 

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QA16 .H848 2012  Unknown 
 Hull, Ted H.
 Thousand Oaks, Calif. : Corwin, c2011.
 Description
 Book — xiii, 164 p. : ill. ; 26 cm.
 Summary

 Preface Acknowledgments About the Authors Part I. Preparing the Foundation
 1. What Is Visible Thinking? Understanding Mathematical Concepts Thinking as a Mathematical Premise Visible Thinking in Classrooms Visible Thinking Scenario
 1: Area and Perimeter Summary
 2. How Do Students Learn Mathematics? What Is Thinking? What Does Brain Research Indicate About Thinking and Learning? What Is Mathematical Learning? What Are Thinking and Learning Themes From Research? Example Problems Revisited Visible Thinking Scenario
 2: Addition of Fractions Summary
 3. What Is Happening to Thinking in Mathematics Classrooms? Improvement Initiatives and Visible Thinking Visible Thinking Scenario
 3: Subtraction With Regrouping Summary Part II. Promoting Visible Thinking With an Alternative Instructional Model
 4. How Do Effective Classrooms Depend on Visible Thinking? What Are Strategies, Conditions, and Actions? Practice Into Action Technology as Visible Thinking Visible Thinking Scenario
 4: Division Summary
 5. How Are LongTerm Changes Made? Enhancing Student Learning Teaching Approaches Visible Thinking Scenario
 5: Mixed Numerals Visible Thinking Scenario
 6: Place Value Summary
 6. How Are ShortTerm Changes Made? Pitfalls and Traps Strategy Sequence The Relationships Among the Strategy Sequence, Conditions, and Goals Visible Thinking Scenario
 7: Basic Addition and Subtraction Facts Visible Thinking Scenario
 8: Exponents Summary
 7. How Are Lessons Designed to Achieve ShortTerm and LongTerm Changes? The Current Approach to Teaching Mathematics Elements of an Alternative Instructional Model Types of Problems Summary Part III. Implementing the Alternative Model at Different Grade Levels
 8. How Is Thinking Made Visible in Grades K2 Mathematics? Brainteaser Problem Example GroupWorthy Problem Example Transforming Problem Example Summary
 9. How Is Thinking Made Visible in Grades 35 Mathematics? Brainteaser Problem Example GroupWorthy Problem Example Transforming Problem Example Summary
 10. How Is Thinking Made Visible in Grades 68 Mathematics? Brainteaser Problem Example GroupWorthy Problem Example Transforming Problem Example Summary Part IV. Continuing the Work
 11. How Do Teachers, Leaders, and Administrators Coordinate Their Efforts to Improve Mathematics Teaching and Learning? Working With Administrators Embedding Lessons Into the Curriculum Providing Professional Development Coplanning and Coteaching Summary Appendix A: Research Support for Visible Thinking Strategies, Conditions, and Actions Appendix B: Lessons Using Technology: Additional Materials References Index.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

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QA135.6 .H85 2011  Unknown 
 Hull, Ted H.
 Thousand Oaks, Calif. : Corwin, c2009.
 Description
 Book — xvii, 151 p. : ill. ; 26 cm.
 Summary

 List of Figures Preface About the Authors Part I: Preparing the Foundation
 1. Defining Mathematics Coaching What Is a Mathematics Coach? Stage
 1: Defining Mathematics Coach Stage
 2: Identify Responsibilities Stage
 3: Identifying Characteristics Stage
 4: Dispelling Negative Images Critical Points
 2. Bridging From the Present to the Future Goals, Procedures, and Shared Vision The Present: Today's Mathematics Classrooms The Future: Tomorrow's Mathematics Classrooms Critical Points
 3. Building Rapport With Teachers How to Build Rapport Coaching Scenarios Scenario
 1: The Resistant MiddleLevel Teacher Scenario
 2: The Fearful FirstYear Teacher Scenario
 3: The High School Teacher Who Hid the Curriculum Critical Points Part II: Mathematics Coaching Model
 4. Focusing on the Curriculum Why Work Toward Curriculum Alignment? Challenging Lessons Implement the Curriculum Aligning the Curriculum Critical Points
 5. Implementing the Curriculum as Designed Providing Prompt, Accurate Feedback Basics of Collecting Data Using Data to Inform Instruction Understanding and Producing Benchmark Assessments Critical Points
 6. Planning and CoTeaching Lessons Isolation and Its Effects Challenges Unique to Mathematics Coaches Start With Planning Entering the Classroom CoTeaching Being a Valuable Resource Emphasis on Inclusiveness General Approaches Specific Strategies Critical Points
 7. Making Student Thinking Visible Characteristics of Visible Thinking How the Traditional Model Falls Short Constructing an Alternative to the Traditional Model Effecting Change Over Time Group Planning Observation and Demonstration Teaching Critical Points
 8. Analyzing and Reflecting on Lessons Reflection Process for Analysis and Reflection Structures for Reflection Critical Points
 9. Charting LongTerm Progress Trend Data Why Emphasize Trend Data? Indicators of Success Using Trend Data to Inform Teaching Data Sources and Displays Using Trend Data for Professional Development Critical Points Part III: Continuing the Work
 10. Working Within the Education System The Great Divide Management Versus Leadership Influence as Power Understanding Everyone?s Role Synergy: The Power of Groups Critical Points
 11. Sustaining Momentum Managing LongTerm Change Using CBAM Tipping Points and Breakthroughs Staying Focused on What Matters The Power of One Resources References Index.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

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QA16 .H85 2009  Unknown 
 Balka, Don S.
 Thousand Oaks, Calif. : Corwin, c2010.
 Description
 Book — xix, 153 p. : ill. ; 26 cm.
 Summary

 List of Figures Preface Acknowledgments About the Authors
 Part 1. Preparing the Foundation
 1. Understanding and Clarifying Leadership in Mathematics What Is Leadership and Who Is a Leader? Building a Culture of Success NCTM Principles and NCSM Leadership Principles
 2. Engaging and Empowering Staff Staff Inclusion and Effective Communication Leadership Decision Making Instructional Leadership Dynamics of Engagement and Empowerment Expectations and Challenges
 Part 2. A Leadership Model
 3. Articulating the Curriculum Curriculum Alignment Opportunity to Learn Scope, Sequence, and Timeline Alignment Rigorous Curriculum
 4. Implementing the Curriculum Curriculum Implementation Monitored Implementation Monitored Progress
 5. Incorporating Effective Instructional Strategies Incorporating Effective Instructional Strategies for All Student Collaboration in the Form of Teamwork Using GroupWorthy Problems Incorporating Instructional Strategies for ELL Students Matching Materials to Desired Instructional Strategies Using Data to Inform Practice
 1: Analyzing Student Work Using Data to Inform Practice
 2: Analyzing Student Assessments
 6. Providing Timely and Targeted Feedback Using Pertinent Data Targeted Information Building Trust
 7. Establishing Professional Learning Communities Establishing Collaboration Building Community Facilitating Reflection
 8. Fostering Professional Development Structuring Effective Professional Development Mentoring and Coaching Other Approaches to Professional Development
 Part 3. Continuing the Work
 9. Reflecting on How Students Learn Mathematics What Mathematics Must or Should Students Learn? What Methods and Tools Will Be Most Effective in Helping Students Learn? What Does Research Say? How Do Students Learn to Become Problem Solvers? How Do Students Learn to Communicate Mathematics?
 10. Putting It All Together Looping, or Recycling Through the Developmental Stages Mathematics Leaders' Influence Guiding Questions for Critiquing the Developmental Stages References Index.
 (source: Nielsen Book Data)
(source: Nielsen Book Data)
 Online
Education Library (Cubberley)
Education Library (Cubberley)  Status 

Stacks  
QA11.2 .B34 2010  Unknown 
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