EPI Lending Library
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- “Meaningful Learning with Technology”: (3rd edition, Jonassen, Howland, Marra & Crismond).
Text describes how various technologies can be used to engage and support different learning activities, such as investigating, exploring, writing, modeling, community building, communicating, designing, visualizing, and assessing. The text is designed to help teachers guide their students’ use of technology to construct meaningful learning. By using these processes teachers also encourage their students to take on more responsibility and become active participants in their own learning. Through this approach, teachers help their K-12 students build the knowledge needed for successful test taking and a lifetime of meaningful learning.
- “Integrating Educational Technology into Teaching – 2004 Update”: (3rd edition, Roblyer).
The effective theory and research-based strategies and methods for integrating technology that educators find invaluable…now enriched with Educational Technology in Action: Problem-Based exercises for Technology Integration! This 2004 Update provides readers with hands-on practice applying chapter content to realistic classroom situations, resulting in practical decision-making skills they can use in their own classrooms.
- “Literacy for the 21st Century – A Balanced Approach”: (4th edition, Tompkins).
Authenticity – Bringing in the voices of K-8 teachers and students, Literacy for the 21st Century will help you envision the opportunities and challenges that await you when teaching reading and writing.
Balance – Literacy for the 21st Century strengthens and clarifies the ways to balance skills and strategies instruction with authentic reading and writing experiences.
Classroom Practice – Loaded with ideas to take right into the classroom, Literacy for the 21st Century truly prepares you to differentiate your teaching and meet the needs of all students.
- “Strategies for Successful Student Teaching – A Comprehensive Guide”: (2nd edition, Pelletier).
This book features the hands-on approach with practical activities that build on theory taught in methods courses and can be used in the field with college supervisors to strengthen the link between theory and practice. The chapters move pre-service teachers through their practicum experiences sequentially, beginning with the question, “Why do you want to be a teacher?” then progressing to the creation of a portfolio, tips for the job search, and a checklist for setting up a first classroom.
- “K-12 Classroom Teaching – A Primer for New Professionals”: (2nd edition, Guillaume).
A true nut-and-bolts general K-12 methods text, K-12 Classroom Teaching: A Primer for New Professionals is a core text for pre-service teachers who are taking introduction to teaching courses, field experience courses or general methods courses. It is a quick but thorough core text for alternative certification teachers. Its clear, reader-friendly language helps readers explore key aspects of classroom teaching including the context of teaching today, strategies for learning about students, planning and assessment, instruction and instructional strategies, classroom management and professional growth.
- “Methods for Teaching Culturally and Linguistically Diverse Exceptional Learners”: (Hoover, Klingner, Baca & Patton).
This book is written for any educator directly or indirectly involved in the K-12 education of culturally and linguistically diverse exceptional learners. It is appropriate for use with both practicing as well as pre-service educators in college or university courses that are designed to teach methods for assessing and educating culturally and linguistically diverse learners with disabilities. This book may also serve as a valuable resource for professional development staff, school administrators, school psychologists, and other related service providers as well as content teachers for identifying and selecting appropriate methods for meeting diverse needs in the classroom.
- “Teaching and Learning with Technology”: (2nd edition, Lever-Duffy, McDonald & Mizell).
Written by teachers for teachers, this text offers a clear and current look at educational technology within a framework of teaching and learning to help pre-service and in-service teachers explore, evaluate and effectively integrate the full range of instructional technologies in their classroom.
- “Annual Editions - Early Childhood Education 06/07”: (27th edition, McGraw Hill).
Early Childhood Education 06/07 is one in a series of over sixty-five volumes, each designed to provide convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most respected magazines, newspapers, and journals published today. Within the pages of this volume are interesting, well-illustrated articles by educators, researchers, and writers providing effective and useful perspectives on today’s important topics in the study of early childhood education.
- “Comprehensive Classroom Management – Creating Communities of Support and Solving Problems”: (7th edition, Jones and Jones).
Comprehensive Classroom Management presents practical methods for creating a positive learning environment, working with behavioral problems, and dealing with a range of challenges in the K-12 classroom. This text uses real-life examples to help both pre- and in-service teachers understand and apply the principles of classroom management in their own classroom situations. Through numerous case studies, examples, and descriptions of specific strategies based on solid research and classroom experience, Comprehensive Classroom Management features classrooms ranging form kindergarten through twelfth grade. The book focuses on creating positive learning environments for students, and provides extensive, practical materials on both problem solving and building individual behavior change plans for students with behavioral problems.
- “Self-Paced Phonics – A Text for Educators”: (3rd edition, Baer).
The purpose of this text is to provide prospective elementary teachers with instruction that will assist them in developing a sound understanding of both the content and pedagogy of phonics.
- “Classroom Management for All Teachers – Plans for Evidence-based Practice”: (3rd edition, Cipani).
This teacher manual presents user-friendly information on 10 classroom management plans, derived form an empirical research basis, for use with individual children or entire classes. Management plans are detailed for two common problems areas: 1) Disruptive behavior and rule violations, and 2) On-task and assignment completion problem.
- “Special Education – What It Is and Why WE Need It”: (Kauffman & Hallahan).
Misunderstanding of special education is common, even among educators. Just what special education is, who gets it or who should get it, and why it is necessary are matters that relatively few teachers, parents, school administrators, or educators of teachers can explain accurately or with much confidence. This book will help readers build a foundation of understanding from which to fashion a realistic, rational view of the basic assumptions and knowledge on which special education rests.
- “Teaching Children to Read: The Teacher Makes the Difference”: (5th edition, Reutzel & Cooter).
Why is preparation so critical for literacy teachers? Because research tells us that it’s the teacher who makes the difference in effective reading instruction. Capable literacy teachers think about their teaching decisions and they understand and meet the needs of individual students. The new edition of Teaching Children to Read: The Teacher Makes the Difference emphasizes the teacher’s role in literacy development, pointing out the five pillars of effective reading instruction: teacher knowledge, assessment, effective practice, differentiated instruction, and family/home connections. Chapters are organized around each of these pillars to present a solid understanding of the teacher’s role in every aspect of literacy education.
- “Educational Psychology”: (9th edition, Woolfolk).
Derived from Anita Woolfolk’s market-leading Educational Psychology, ninth edition, the most thorough, accessible, and authoritative text on the market, this new Active Learning Edition breaks educational psychology content into manageable “modules.” The Ninth Edition’s 15 chapters now appear as 42 briefer modules, which are easy to cover in shorter academic terms and will make learning easier for students. In addition to presenting comprehensive, expert coverage of all topics teachers need to understand about how students learn and all the classroom applications for which the author is justly renowned, the modules are grouped into clusters that allow for deeper context and background for each topic. Further, each module is a self-contained learning unit, with learning objectives and review questions (“Check Yourself”) that provide immediate reinforcement of key concepts and build students’ confidence in their grasp of the material.
- “Teaching English Learners and Immigrant Students in Secondary Schools”: (Faltis & Coulter).
Are you looking for new ways to help your new immigrant students and English learners succeed in school? Teaching English Learners and Immigrant Students in Secondary Schools provides you with practical, research-based approaches and strategies to ensure the inclusion and academic success of all students.
- “Teaching English Language Learners: A Differentiated Approach”: (Rothenberg & Fisher).
Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Based on a solid foundation in language acquisition and learning theory, this text shows you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. It is designed to help your students develop proficiency in both everyday and academic English while developing their listening, speaking, reading, and writing skills. The text focuses on high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement
- “Interdisciplinary Instruction: A Practical Guide for Elementary and Middle School Teachers”: (3rd edition, Wood).
This book provides pre-service and in-service elementary and middle school teachers and administrators with a handbook that introduces the interdisciplinary method and offers practical suggestions on how to plan for and implement the method in classrooms.
- “Fifty Strategies for Teaching English Language Learners”: (3rd edition, Herrell & Jordan).
Are you prepared to meet the learning needs of your English language learners? Closely aligned to the TESOL standards, Fifty Strategies for Teaching English Language Learners offers you a wealth of practical strategies for enhancing student instruction through planning, supporting student involvement, building vocabulary and fluency, and strengthening comprehension. Each strategy is presented in a clear, step-by-step, procedural format, with scenarios that show how to use them in your classroom.
- “Are You Prepared to Teach Reading? – A Practical Tool for Self-Assessment”: (Zarrillo).
Are You Prepared to Teach Reading? Presents future teachers an opportunity to self-assess and monitor their understanding of reading development, assessment, and instruction. Covering the NCATE/IRA Standards for Reading Professionals, this concise and wide-ranging discussion of current findings on best-practice reading pedagogy provides a timely and thorough review to prepare pre-service teachers for licensure testing. The text includes a sample examination with classroom-based multiple-choice questions, short essays, and a well-developed case study. A collection of suggested readings directs readers to additional resources, ensuring their success as they prepare for licensure.
- “Teachers, Schools, and Society”: (7th edition, Sadker & Sadker).
Teachers, Schools, and Society is designed to introduce you to the world of education and: How one becomes a teacher; Who the students are today-what student diversity means; What it means to be an effective teacher; What schools are like today; What is taught in schools today; Key issues in education-like the No Child Left Behind legislation-that have a large impact on how teachers teach; The history of education; What it means to have a philosophy of education; The role of the government in schools; The roles of law and ethics in education; How technology is used in education and; What your first classroom will be like.
- “Professionalism in Teaching”: (2nd edition, Husrt & Reding).
With increasing demands being placed on teachers, those new to the profession need an understanding of what it truly means to be a professional. They need to enter their classrooms armed with the necessary skills to face those demands with aplomb and confidence. The purpose of this supplemental, nuts-and-bolts book is to provide new teachers with practical, yet theory-based approaches to becoming the professional teachers they dream of being.
- “Teacher-Tested Classroom Management Strategies”: (Nissman).
This booklet was developed in response to pre-school to high school level teachers’ concerns regarding the management of their classrooms and productive relationships with administration, their colleagues, and parents and within their communities.
- “Affirming Diversity: The Sociopolitical Context of Multicultural Education”: (4th edition, Nieto).
In this fourth edition of her best-selling book, renowned scholar Sonia Nieto explores the meaning, necessity, and benefits of multicultural education for students of all backgrounds. Intended for preservice and in-service teachers and educators, Affirming Diversity: The Sociopolitical Context of Multicultural Education looks at how personal, social, political, cultural, and educational factors affect the success or failure of students in today’s classroom. Expanding upon the popular case-study approach, the fourth edition examines the lives of 18 real students who are affected by multicultural education, or a lack thereof. Topics include racial, linguistic, religious, cultural, and sexual diversity. Social justice is firmly embedded in this view of multicultural education, and teachers are encouraged to work for social change in their classrooms, schools, and communities.
- “Classroom Management – For Middle and High School Teachers”: (7th edition, Emmer, Evertson & Worsham).
Quick Guide to the Text: Case Studies – Case studies are incorporated into nearly all chapters. These case studies provide realistic applications of concepts and principles of classroom management. They may be used as a basis for class discussions, or for self-study. Preparations for the School Year – Provides checklists that summarize key elements of classroom management: Room Preparation; Rules and Procedures; Accountability Procedures; Preparation for Beginning of School; Planning for Instruction; Planning for Cooperative Group Instruction. Activities and Problems – At the end of each chapter, several activities or problems are suggested to reinforce or extend ideas presented in the text. These can be used as individual or small-group assignments. Beginning of the Year – Planning and preparation for the beginning of the year emphasized. Designed to provide a concrete and systematic guide to this important time so that teachers will be able to focus their energies on what’s really important to attend to. Cooperative Learning – Cooperative Learning groups are increasingly being used in elementary and secondary classrooms. Text addresses managerial aspects of this instructional approach so that teachers who would like to use it have some guidance about what key areas they should address in their planning.
- “The Art of Classroom Management – Building Equitable Learning Communities”: (2nd edition, Landau).
The Art of Classroom Management is written to provide teacher educators, teachers, administrators, those enrolled in preservice teacher preparation programs, and anyone who shares the belief that every child should have a fair chance to be successful in life with a comprehensive overview of the legal, ethical, and cultural issues associated with classroom management. Public school educators are addressing and increasingly diverse student population that brings with it a broad range of personal needs and interests. A one-size-fits-all approach to management cannot adequately serve teachers who seek to create calm, safe, and productive learning environments for all their students. It is time to expand our shared professional vision of what is meant by the term classroom management.
- “Educational Psychology-Developing Learners”: (5th edition, Ormrod).
A Focus on Core Ideas and Helping You Understand Those Ideas Deeply: An emphasis on identifying, discussing, and summarizing core concepts and principles that matter in classrooms; A persistent focus on helping you discover more about yourself as a thinker and learner in Experiencing Firsthand exercises and other features; Practical teaching strategies and concrete classroom examples in tables and features, including Creating a Productive Classroom Environment, Principles/Assumptions, and Into the Classroom.
A Focus on Helping You Truly See and Better Understand Children and Adolescents: Artifacts from across-section of real kids and their classrooms; Case studies introducing and closing each chapter, along with other vignettes; Interpreting Student Artifacts and Behaviors features, providing practice in evaluating student work and applying new knowledge authentically; Developmental progressions of four grade levels and their implications for practice in Developmental Trends tables.
Extensive and Integrated Coverage of Diversity: An entire section devoted to diversity in every chapter; A section on accommodating students with special needs, including a Students in Inclusive Settings feature, ends every chapter, providing concrete classroom adaptation and inclusion strategies; New and expanded discussions of diversity throughout the text, including deeper coverage of socioeconomic status, gender, and ethnicity.
- “Educational Psychology-Developing Learners”: (6th edition, Ormond).
A Focus on Core Ideas and Helping You Understand and Apply Those Ideas: An even more tightly focused presentation, an even more accessible text; An emphasis on identifying, discussing, and summarizing core concepts and principles that matter in classrooms; A persistent focus on helping you discover more about yourself as a thinker and learner in Experiencing Firsthand exercises and other features; Practical teaching strategies and concrete classroom examples in tables and features including Creating a Productive Environment, Principles/Assumptions, and Into the Classroom.
A Focus on Helping You Truly See and Better Understand Children and Adolescents: Artifacts from a cross-section of real students and their classrooms; Case studies introducing and closing each chapter, and other vignettes; The Interpreting Student Artifacts and Behaviors feature, providing practice in evaluating student work and applying new knowledge authentically; Developmental progressions of four grade levels and their implications for practice in the Developmental Trends table.
- “Words Their Way with English Learners-Word Study for Phonics, Vocabulary, and Spelling Instruction”: (Bear, Helman, Templeton, Invernizzi and Johnston).
One reality of today’s classrooms is the limited help available to teachers trying to support English learners’ literacy skills. The educators and researchers who developed Words Their Way understand this challenge. Their original text-a phenomenon in word study-provides the proven framework and application to allow students to develop literacy skills. And now they apply this approach to teaching English learners. Based on the same solid research, Words Their Way with English Learners helps you determine what your students bring with them from their home languages, where their instruction in English orthography should begin, and how best to move these students through their literacy development. Word study can be a powerful instructional method for teachers and their English learning students. With this text, you can evaluate students’ language needs. You can empower your students to grasp this new language at the word level, building skills to understand how English differs from their primary language and providing them with the skills to predict word meaning through spelling. Words Their Way with English Learners will help you build vocabulary, spelling, and word recognition skills in your English learners, giving them the foundation to master their new language.
- “102 Content Strategies for English Language learners-Teaching for Academic Success in Grades 3-12”: (Reiss).
Are you looking for classroom-tested content strategies to help your English Language Learners achieve academic success in your classroom? This user-friendly resource offers 102 practical instructional and assessment strategies built on a strong foundation of second language acquisition theories and principles that you can easily incorporate into your daily classroom instruction. All 102 strategies are concise and easy to follow with helpful guides to maximize your students’ performance potential at every level of English language development. These strategies address cultural considerations, instructional processes, difficulties of traditional testing, alternative testing formats, grading, and accountability in high-stakes tests.
- “How to Develop a Professional Portfolio – A Manual for Teachers”: (3rd edition, Campbell, Cignetti, Melenyzer, Nettles, Wyman).
This versatile and practical book helps pre-service and in-service teachers create a teaching portfolio that can be used effectively in their interviews and throughout their teaching careers. This manual provides clear, manageable, step-by-step guidelines and tips for professional portfolio development that can be followed by teachers at all stages of their careers. This new edition now includes a chapter on Digital Teaching Portfolios to help students learn to create portfolios on the web or on CD-ROM.
Special Features Include: Specific guidelines for assembling portfolios, step-by-step procedures for portfolio development, and tips on how to organize a portfolio to document achievement of professional goals; Explanations of national teaching standards that form the organizing system of the portfolio; scenarios of actual pre-service teaching activities that illuminate the standards; An extensive, annotated list of artifact possibilities helps students identify papers, projects, course assignments, etc. that can be used to document professional growth and competence; Includes specific interview questions and suggested responses, using the portfolio as a guide; In-service teachers learn how maintaining portfolios affects professional growth and ways of using portfolios to accomplish goals in classrooms and school districts; A sample brochure called “Portfolio At-A-Glance” illustrates how to summarize the contents of a portfolio to make it more understandable to a reviewer; A glossary of terms important to portfolio development.
- “Designing Professional Development or Teachers of Science and Mathematics”: (2nd edition, Loucks-Horsley, Love, Stiles, Mundry, Hewson).
Today’s teachers must prepare all students to understand, master, and apply important concepts and skills in mathematics and science and become able problem solvers and inquirers. As someone who plans professional development, you are in a unique position to meet these challenges by designing more powerful professional learning programs-programs that deepen teachers’ content and pedagogical knowledge, improve teaching skills, explore student thinking, and build a learning community.
Designing Professional Development for Teachers of Science and Mathematics, now in its second edition, guides professional developers, administrators, and teacher leaders to design learning experiences for teachers that are directly linked to improving student learning. It offers a framework for planning professional development, summarizes key research, and introduces critical issues. This book suggests many strategies to introduce professional learning into the daily work of teachers. Learn to design professional development programs that incorporate: Mentoring; Immersion experiences; Action research projects; Teacher-directed study groups; Lesson study.
Join the thousands of other educators who have used the ideas, tools, and resources in this book to transform teacher development programs and enhance student learning.
- “Phonics They Use – Words for Reading and Writing”: (4th edition, Cunningham).
An invaluable resource for any teacher in search of new ideas! The new edition of this bestseller is packed with new activities and strategies for teaching reading. It weaves together the complex and varied strategic approaches needed to help students develop reading and spelling skills. Written by well-known author Patricia Cunningham, Phonics They Use offers a coherent collection of practical, hands-on activities that provide a framework for teaching phonics.
The Fourth Edition continues to emphasize that what matters most is when students use phonics for decoding a new word, for reading and spelling a new word, and for writing. Rather than subscribe to a single theory, the book stresses a balanced reading program-incorporating a variety of strategic approaches-tied to the individual needs of children.
Full chapter on developing phonological and phonemic awareness, including activities designed to develop the concept of rhyme and teach blending and segmenting as well as activities using children’s names.
Includes classroom-tested ways to develop fluency as well as a Fluency Development Lesson that can be easily included in any teaching setting.
Includes assessment devices which focus not just on what children know about phonics but on what they actually use while reading and writing.
- “Models, Strategies, and Methods for Effective Teaching”: (Lang and Evans).
Practical in approach, this text focuses on how preservice and experienced teachers can demonstrate the attributes, acquire the competencies, and meet the standards essential to effective teaching. The framework for the text is the “Teacher Competency Profile,” which guides the preservice student’s professional development from basic teaching approaches to sophisticated strategies, methods, and skills. By identifying the essential competencies of teaching and providing guidelines for meeting professional standards, this text is also of value for use in seminars, workshops, and professional reading by practicing teachers.
Text provides a sequential layout: Part 1 describes the background and model needed for becoming an effective teacher, while Parts II and III develop what teachers need to know and do to acquire the theory, strategies, methods, and skills honed by effective teachers.
Text features topics, cases, activities, and data collection instruments that have been reviewed and tested by the authors and other professionals and positively received by instructors, students, field supervisors, and cooperating teachers.
Text maintains a practical and easy-to-understand format and content base for students, recognizing that professional development involves a clear explanation of the principles, strategies, methods, and skills to be mastered.
- “Introduction to Teaching: Becoming a Professional”: (Kauchak and Eggen).
The second edition of the best-selling case based introduction to teaching text, Introduction to Teaching: Becoming a Professional, is organized around three themes-Professionalism, Reform, and Decision Making-which provides the threads that bind the topics of the chapters together. As the only case-based introduction to teaching text, each chapter begins with a case study that provides a framework for the discussions that follow and helps the reader understand how chapter topics relate to the real world of teaching.
- “Student Teaching - A Process Approach to Reflective Practice: A Guide for Preservice and Inservice Teachers”: (2nd edition, Goethals, Howard, Sanders).
Student Teaching: A Process Approach to Reflective Practice encourages student or intern teachers and those pursuing alternative teacher certification to engage in reflective writing-the doors that lead to effective thinking, reflective practice, and reflective writing-the doors that lead to effective teaching based on sound pedagogy. Authentic teacher tasks are designed to invite beginning teachers to recall learning acquired through courses in art and sciences, content from the teaching major, and educational research and best practice. These reflective activities are process oriented and challenge each student or intern teacher to take ownership of the journey by actively engaging in a thoughtful examination of what they do in the classroom and the rationales that fuel their performance.
- “A Handbook for Classroom Instruction that Works”: (Marzano, Norford, Paynter, Pickering, Gaddy).
Based on a survey of thousands of comparisons between experimental and control groups, using a wide variety of instructional strategies in K-12 classrooms, across a variety of subject area, we were able to identify nine categories of instructional strategies proven to improve student achievement:
- Identifying similarities and differences
- Summarizing and note taking
- Reinforcing effort and providing recognition
- Homework and practice
- Representing knowledge
- Learning groups
- Setting objectives and providing feedback
- Generating and testing hypotheses
- Cues, questions, and advance organizers
This handbook is intended as a self-study guide to the effective use of specific strategies in each of these nine categories. Although you can use this handbook without having read Classroom Instruction That Works, we recommend that you do so, particularly if you are interested I the research that underlies the recommendation in this handbook.
- “Computers in Education: Annual Editions”: (12th edition).
Computers in Education, Twelfth Edition, is one in a series of over sixty-five volumes, each designed to provide convenient, inexpensive access to a wide range of current, carefully selected articles from some of the most respected magazines, newspapers, and journals published today. Within the pages of this volume are interesting, well-illustrated articles by technicians, educators, researchers, and writers providing effective and useful perspectives on today’s important topics in the study of computers in education.
- “Teaching in America”: (4th edition, Morrison).
Teaching in America, Fourth Edition, is a unique active learning text that provides pre-service teachers with comprehensive, current, and practical information about the profession of teaching and a realistic understanding of the foundations of education in America. The fourth Editions maintains its unique, engaging “working-text” style, providing pre-service teachers with extensive opportunities to interact with the text while establishing both the foundations of American education and a clear picture of the realities of contemporary teaching.
- “Principles and Standards for School Mathematics”: (National Council of Teachers of Mathematics).
Principles and Standards for School Mathematics is intended to be a resource and guide for all who make decisions that affect the mathematics education of students in prekindergarten through grade 12. The recommendations in it are grounded in the belief that all students should learn important mathematical concepts and process with understanding. Principles and Standards makes an argument for the importance of such understanding and describes ways students can attain it. Its audience includes mathematics teachers; teacher-leaders in schools and districts; developers of instructional materials and frameworks; district-level curriculum directors and professional development leaders; those responsible for educating mathematics teachers; preservice teachers; school, state, and provincial administrators; and policymakers. In addition, the document can serve as a resource for researchers, mathematicians, and others with an interest in school mathematics. Principles and Standards has been produced by the National Council of Teachers of Mathematics (NCTM), an international professional organization committed to excellence in mathematics teaching and learning for all students.
- “Ready or Not Here Life Comes”: Mel Levine, M.D.
More than ever young adults are struggling with career and life decisions that can sometimes see overwhelming. Some return home to live with their parents, or find themselves in unsatisfying jobs, or lack a sense of direction in their lives. They suffer from what Dr. Mel Levine calls “work-life unreadiness,” which prevents them from making a transition to full adulthood and which can cause considerable anguish. In Ready or Not, Here Life Comes, Dr. Levine examines why many young people seem to stall before beginning their adult lives and shows how they can get back on track.
There is much that young adults can do to improve their work-life readiness. Colleges can help too. In addition, parents and schools can better prepare children for a successful launch into adulthood, says Dr. Levine, by giving young people the skills they will need to thrive in the adult world. He suggests ways for schools to focus less on college prep (which generally amounts to “college admissions prep”) and, instead, teach “life prep.” At the same time, Dr. Levine recommends that parents balance their inclination to support their children with decisions that will offer them greater independence.
Insightful, wise, and compassionate, Ready or Not, Here Life Comes is a book that can help adolescents and young adults-with an assist from parents and educators-get a head start on a productive and successful adult life.
- “A Mind at a Time”: Mel Levine, M.D.
“DIFERENT MINDS LEARN DIFFERENTLY,” writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don’t fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child’s abilities and either bypass or help overcome the child’s weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns-and individual minds-so that we can maximize children’s success and gratification in life. In A Mind at a Time Dr. Levine shows us how.
- “Morning Meeting, Afternoon Wrap-Up: Motivate Kids, Teach to Their Strengths, and Meet Your State’s Standards” (K-2): Donna Whyte
Make a list of your state’s standards. Then see how many of them you can meet with the easy and practical suggestions presented in Morning Meeting, Afternoon Wrap-Up. Within this simple meeting framework, experienced teacher and presenter Donna Whyte shares hundreds of ideas she’s used in her own classroom to: Keep kids focused and engaged; Encourage every child to participate; Get kids working together and building a sense of community in the classroom; Teach students to solve their own problems; Assess learning every day for every child-in minutes; Deal with problem behaviors quickly, effectively, and in a positive way.
Here you’ll discover all kinds of suggestions for writing with your students, using short games for review and assessment, creating instant interactive bulletin boards, questioning kids in ways that include everyone, and so much more.
Complete with more than two dozen ready-to-use reproducibles and tons of samples to guide you every step of the way, Morning Meeting, Afternoon Wrap-Up is just what you need to build focused, energized, down-to-earth ideas, all presented in the knowledgeable and entertaining manner that Donna’s many fans have come to expect.
Sit down with this book for five minutes, and you’ll find ideas you can use in your classroom today!
- “I Can Learn! Strategies and Activities for Gray-Area Children” (K-4): Gretchen Goodman
Teachers often refer to gray-area children as slow learners, at-risk students, or the “tweeners.” These children qualify for no special education services. Without accommodations made for their particular learning needs, they are often in danger of falling between the cracks in the regular classroom.
Some Characteristics of Gray-Area Children: may move from school to school throughout the year; often hungry, not only for food, but attention; may appear to be immature, angry, unsettled, or unfocused; may have ‘invisible disabilities” such as language problems, fetal alcoholic syndrome, or attention difficulties; often perform at a slower pace than most children-require extra wait time; class work may be disorganized, late in arriving, or incomplete; usually learn better when shown instead of told. They work at a concrete, manipulative stage of development; often fear failure and may refuse to take part in learning.
I Can Learn! includes easy-to-implement, teacher-tested ideas for adapting math, reading, writing, handwriting, and spelling activities to fit students’ learning needs. Behavior management strategies and general classroom adaptations are also provided.
No activity in this book is only for gray-area children. Meaningful hands-on experiences can help all students reach their full learning potential.
- “More I Can Learn! Strategies and Activities for Gray-Area Children” (K-4): Gretchen Goodman
Struggling learners, or gray-area children, are often called “tweeners” or “crackers” because they can easily fall between the cracks of the educational system. While they don’t qualify for special education services, they do need more help than other students in order to succeed in school.
Gretchen Goodman’s first book on the subject, I Can Learn! Strategies and Activities for Gray-Area Children, provides hundreds of easy-to-implement activities and practices to help these children thrive in a school environment. The book was so successful that Gretchen received numerous requests for more ideas to use with these children. The result is this book, More I Can Learn! Strategies and Activities for Gray-Area Children.
Some of the interesting information you’ll find here includes: More adaptations for struggling learners in math, reading, writing, and spelling; Lots of activities in each section to help motivate struggling learners; Answers to the 20 most-often-asked questions about these children; parent pages, a section of reproducible pages for teachers to use in communicating effectively with parents about their children’s special needs.
More I Can Learn! Helps teachers integrate adaptations for struggling learners so these children can experience success along with children in their classroom. In fact, no activity in this book is only for gray-area children. Teachers can use these meaningful hands-on experiences to help all students reach their full learning potential.
- “The More Ways You Teach The More Students You Reach: 86 Strategies for Differentiating Instruction” (K-6): Char Forsten, Gretchen Goodman, Jim Grant, Betty Hollas, and DonnaWhyte
Drawing on years of classroom experience, as well as from popular presentations at national educational conferences, the authors have compiled a collection of best practices and successful strategies that help students reach their full academic potential. With activities that range from literacy, math, and community building to assessment, management, and teaching tools, this invaluable resource will enable you to: capture students’ interest with dynamic, relevant, and meaningful work; discover tried-and-true ways to reach and teach special needs students; compact your curriculum for gifted students or for those who just need something more to do; work with individuals, small groups, or large groups without losing control of the classroom; create a child-friendly classroom where students work with and learn form each other; save time and effort with ready-to-use reproducibles; and much more!
With these 86 teacher-tested and trusted techniques, you can now make your curriculum accessible to all students so they all can learn and grow.
- “Different Tools for Different Learners - Language Arts Activities to Start Using Today!”
(K-5): Donna VanderWeide, M.S.
The theory of differentiated instruction sounds great. Teachers know that every child is an individual, and that lesson plans need to teach to each child’s intelligences, skills, learning styles, and interests. But with all the demands on teachers’ time, developing learning options presents some real challenges.
Different Tools for Different Learners is like a mentor teacher by your side to help. With this resource, you’ll be able to: Model for and with students how to negotiate different genres of texts; Address multiple intelligences; “Reach” every one of your students; Teach higher level thinking skills; Give students options; Teach reading and writing skills across the curriculum; assess each child’s progress on an ongoing basis.
Here you’ll find: Task cards to encourage individual responses; Ready-to-use reproducibles; All kinds of interactive games and activities; Models of completed exercises.
In short, here are all the tools you and your students need to start using differentiated instruction in your classroom today.
- “Differentiated Instruction: Different Strategies for Different Learners” (K-8): Char Forsten, Jim Grant, and Betty Hollas
Differentiated Instruction: Different Strategies for Different Learners contains 101 unique, practical, and easy-to-implement classroom-tested strategies. Designed with the busy teacher in mind, this resource will provide educators with everything they need-right at their fingertips: Strategies arranged by grade level within each of the six sections: Classroom Management, Community Building, Teacher’s Toolbox, Literacy, Math, and Assessment; Helpful graphics and brief explanations of how teachers can immediately and most effectively use strategies in their classrooms; Time-saving reproducibles and supplementary materials; A comprehensive recommended resources list sure to assist teachers in locating information on anything from curriculum issues to teaching practices.
Differentiated instruction will find a welcome place in any classroom of students whose learning needs are as varied as the strategies found within this book.
- “Qualitative Reading Inventory -4 w/CD”: (Lauren Leslie and JoAnne Caldwell)
The Qualitative Reading Inventory-4 continues to emphasize authentic assessment of children’s reading abilities, from the most emergent readers to advanced readers. With expanded coverage of critical areas of assessment, the QRI-4 is a valid research-based measure of reading improvement.
Highly respected scholars and researchers Lauren Leslie and JoAnne Caldwell have incorporated the latest reading research in line with No Child Left Behind Reading First components. This comprehensive inventory is widely used for its focus on assessment of specific questions regarding word identification, fluency, and comprehension. It provides suggestions for intervention instruction, procedures for assessment of strategic reading, and inclusion of results in classroom portfolios.
- “Educating Teachers of Science, Mathematics and Technology, New Practices for the New Millennium”: (National Research Council).
Every new headline about American students’ poor performance in mathematics and science leads to calls for reform for teaching. Educating Teachers of Science, Mathematics, and Technology examines the key issues in the debate and offers a vision and recommendations for improving teacher education in science, mathematics and technology.
This book examines important issues in teacher professionalism, including what and how teachers should learn about the subjects they will teach and the role of credentials. With a clear view of the current realities of the teaching profession, it reviews alternative models for teacher education and presents vignettes of exemplary teacher education practices in science and mathematics.
Educating Teachers of Science, Mathematics, and Technology makes recommendations for significantly improving the nation’s education of its teachers, based on research and the work of numerous organizations for improving teaching. It is a strong and articulate call for immediate attention to teacher education-not merely incremental change, but a new vision of professionalism in the teaching of mathematics and science.
- “Designing Mathematics or Science Curriculum Programs – A Guide for Using Mathematics and Science Education Standards”: (National Research Council).
Provides a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state and district level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling.
Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievements. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level.
Designing Mathematics or Science Curriculum Programs outlines: components of effective mathematics and science programs; criteria by which these components can be judged; a process for developing curriculum that is structured, focused and coherent.
Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality if education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs the develop new ideas and skills based on earlier ones-from lesson to lesson, unit to unit, year to year.
Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable.
- “Selecting Instructional Materials – A Guide for K-12 Science”: (National Research Council).
The National Science Education Standards set broad content goals for teaching grades K-12. For science teaching programs to achieve these goals-indeed, for science teaching to be most effective-teachers and students need textbooks, lab kits, videos, and other materials that are clear, accurate, and help students achieve the goals set by the standards. Selecting Instructional Materials provides a field-tested procedure to help education decisionmakers evaluate and choose materials for the science classroom. The recommended procedure is unique, adaptable to local needs, and realistic given the time and money limitations typical to school districts.
This volume includes a guide outlining the entire process for school district facilitators, and provides review instruments for each step. It critically reviews the current selection process for science teaching materials-in the 20 states where the state board of education sets forth a recommended list and in the 30 states where materials are selected entirely by local decisionmakers.
Selecting Instructional Materials explores how purchasing decisions are influenced by parent attitudes, political considerations, and the marketing skills of those who produce and sell science teaching materials. It will be indispensable to state and local education decisionmakers, science program administrators and teachers, and science education advocates.
- “Inquiry and the National Science Education Standards – A Guide for Teaching and Learning”: (National Research Council).
With the release of the National Science Education Standards, the National Research Council set board goals for teaching and learning science in grades K-12-so that all children would have the opportunity to experience the wonder and awe that learning science promises. Inquiry and the National Science Education Standards is the follow-up book that educators have been waiting for-a practical guide to teaching inquiry and teaching through inquiry. Clearly an important resource for all educators, it is especially relevant to those who must help others understand why science can’t be taught “the way it used to be.”
Inquisitiveness is a natural state of mind, especially in children; it follows that scientific inquiry us a form of human endeavor. As a learning process, “inquiry” refers to the diverse ways in which scientists study the natural world. It also speaks to the way in which scientists grasp science knowledge and the methods by which the knowledge is produced. Inquiry and the National Science Education Standards explains and illustrates how inquiry-based education helps students learn science content, master how to do science, and truly understand the very nature of science.
Important questions about structure, guidance, and assessment are addressed, including strategies for involving students in assessing their own learning. In addition, the book discusses administrative support, communication with parents, appropriate teacher evaluation, and other avenues for promoting and supporting the new teaching paradigm.
While exploring the dimensions of inquiry-based teaching and learning for K-12 students across a range of science topics, the book provides detailed examples that help clarify when and how teachers should use this approach. By describing classroom vignettes that explore different kinds of inquiries for elementary, middle, and high school and by providing a list of FAQs for teachers that respond to common concerns such as obtaining teaching supplies, the book is a practical tool that will be useful to educators, school system administrators, curriculum designers, classroom teachers, policymakers, and concerned parents.
- “Multicultural Education in a Pluralistic Society”: (Donna Gollnick and Philip Chinn)
Are you prepared to teach in today’s diverse classrooms? The eighth edition of this well-respected text now enables you to apply your understanding of multicultural education. Real classroom videos-on ethnicity and race, class and socioeconomic status, gender and sexual orientation, exceptionality, language, religion, geography, and age-will help you relate to, understand, and celebrate micro-cultures you may encounter in your future classrooms.
- “Reading Comprehension Instruction 1783-1987 – A Review of Trends and Research”: (Robinson, Faraone, Hittleman & Unruh).
Examines the methods, materials, outcomes, and technologies of past literacy practice.
- “Reading Process and Practice – From Socio-Psycholinguistics to Whole Language”: (Constance Weaver).
Since the publication of the first edition in 1988, Reading Process and Practice has helped countless numbers of preservice and practicing teachers to better understand the reading process and to translate this understanding into practice in the classroom. This second edition will be a major resource for teachers who want to implement a whole language curriculum that bases reading instruction on what is currently known about how children learn and how they learn to read and write naturally.
- Basic Skills for Effective Reading”: (Selma Wilf).
Designed to improve skills, this innovative text offers a hands-on, step-by-step approach to reading skill development and application. Following a structured approach, skills are presented in logical sequence, broken down into small units for easy mastery. Students are provided with opportunities for interactive learning experiences through critical thinking/writing assignments that follow the reading selections. Assignments encourage students to apply newly learned skills to reading materials of their own choice outside this text.
- “Structured Reading”: (Lynn Quitman Troyka & Joseph Wayne Thweatt).
Structured Reading offers a systematic, research-based approach for helping students improve their reading comprehension skills. Research in reading improvement consistently confirms that grade-point averages are raised significantly when instruction emphasizes the analytical and critical reading skills used in this book. Our approach in Structured Reading is grounded in psycholinguistic theory, based on the principle that readers improve not by reading about reading. Students learn best from guided, hands-on experience with the reading of complete, not excerpted, selections.
- “Writing Incisively: Do-It-Yourself Prose Surgery”: (William Strong).
In learning prose surgery, students learn techniques for revising, editing, and proofreading your writing. Six chapters introduce them to basic revising and editing “operations,” and an Appendix provides practical help for generating and drafting papers. Throughout this self-teaching text, students learn by doing-adding details and support, cutting unneeded material, reorganizing, diagnosing coherence, trimming flabby sentences, and correcting sentence errors. As they probe for meaning-without taking shortcuts-students learn to write incisively.
- “The Write Stuff – Learn How to Write Better Right Now With The Approach That Combines Creativity and Computer Logic”: (Harley Bjelland).
Whether you are a student struggling through term papers, a business executive wrestling with budget proposals or a would-be novelist sweating through your first work of art, you know how painful the creative process can be.
Now, the Write Stuff provides solutions to every writer’s challenges: How to harness those brilliant thoughts that escape while you’re still writing your introduction; How to create an outline that works; What to do when the middle of your project is ready to be written before the beginning; How to combat writer’s block.
Author, Harley Bjelland, with more than 20 years experience with writing and computer programming, presents an innovative approach to writing, using the organizational logic that computer programs are based on.
- “Theoretical Models and Processes of Reading”: (Robert Ruddell, Martha Ruddell & Harry Singer).
Here are the texts of the experts, rich with questions for researchers and an important resource for professors and their students. They tell us where the reading field has been, is now, and might be going. The earlier editions of Theoretical models and processes of Reading are known to many of us, and readers of this edition will be eager to see what is new and to ponder the criteria for selection of what is old.
The collection testifies to the existence of diverse approaches to reading, encourages productive discussion, and expands the knowledge base from which we all work. The editors balance new ideas with classic articles that remind us not to reinvent the wheel through ignorance of ideas that have stood the test of time, and they present this comprehensive and diverse material in an open and nondirective format.
- “Teaching Reading Skills through the Newspaper”: (Arnold Cheyney).
- “Teaching Reading & Study Strategies at the College Level”: (Rona Flippo & David Caverly).
- “Reading/Writing Connections – Learning from Research”: (Judith Irwin & Mary Anne Doyle)
- “Self-Paced Phonics – A Text for Education”: (G. Thomas Baer)
The purpose of this text is to provide prospective teachers with a sound, basic understanding of phonics content and strategies of instruction, and it is presented in the belief that teachers who are knowledgeable in phonics will be better equipped to effectively meet the many demands of teaching reading.
- “Sentence Combining – A Composing Book”: (William Strong).
- “Sentence Combining and Paragraph Building”: (William Strong).
This book is written in the form of a story. Its core consists of ten sequential episodes that are set in a classroom. The story, told from the point-of-view of one of its character-a writing teacher, deals with both the theory and technique of sentence combining. While this teacher persona is based in part on my own classroom experience, it mainly grows out of my observations of excellent writing teachers in action.
- “Access in the Information Age: Community Colleges Bridging the Digital Divide”: (League for Innovation in the Community College).
This publication is one of many League efforts aimed at inspiring community college educators to take the strategic steps that will help provide the necessary information technology access and skill sets for a growing number of underserved and economically challenged populations. This publication is a call for community college educators to move beyond definition and dialogue about the Digital Divide and take actions. Specifically, this volume (1) defines and describes the Digital Divide in the community college context; (2) review the literature; and (3) describes model programs and successful strategies based on key recommendations.
- “Assessing Candidates’ Performance for Impact on K-12 Student Learning – Florida Teacher Education Conference August 2006”: (Florida Department of Education).
Resource and Test includes every presentation with PowerPoint and Handouts that can be copied for use in classrooms.
- “The Essential 55 Workbook”: (Ron Clark).
Based on the New York Times bestseller The Essential 55, this workbook will provide the tools any parent or teacher needs to show a child how to act with consideration and respect, and how to receive the same from that child. The workbook provides a step-by-step guideline to help the reader utilize the rules, including ways to improve classroom learning and homework. To make it fun, there are dozens of games, quizzes, word searches, and riddles to get kids excited and proud of the effort they put forth. Every one of Ron Clark’s 55 rules is outlined here, with specific and fun suggestions to get kids to understand why each rule is important and how to implement it.
- “Are You Prepared to Teach Reading? A Practical Tool for Self Assessment”: (James Zarrillo)
Presents future teachers an opportunity to self-assess and monitor their understanding of reading development, assessment, and instruction. Covering the NCATE/IRA Standards for reading Professionals, this concise and wide-ranging discussion of current findings on best-practice reading pedagogy provides a timely and thorough review to prepare pre-service teachers for licensure testing. The text includes a sample examination with classroom-based multiple-choice questions, short essays, and a well-developed case study. A collection of suggested readings directs readers to additional resources, ensuring their success as they prepare for licensure.
- “Language Arts”: Content and Teaching Strategies: (Third Edition, Tompkins & Hoskisson).
The third edition of Language Arts: Content and Teaching Strategies is a significant revision of this popular core text designed for elementary and middle-school language arts methods courses and language and literacy methods “block” courses. These revisions reflect the changes that are occurring in how language arts is taught in elementary and middle schools, most notably in the areas of emergent literacy, multicultural learning, the reader response perspective, and authentic assessment.
Both preservice, and inservice teachers find this text valuable enough to keep for their professional libraries. For preservice teachers who will work with students in kindergarten through eighth grades, the text provides a consistent model of instruction that helps beginning teachers control the number of instructional decisions they have to make. For inservice teachers, the text provides a rich array of strategies and ideas that experienced teachers can adapt to suit their personal instructional style.
- “Humanities In The Elementary School”: A Handbook for Teachers: (Lucy Fuchs).
The book consists of the following:
- The content of the humanities and a broad division of the humanities into primitive, classic, and modern.
- Specific suggestions offered for various levels of students for each of these areas, including music to listen to, to sing, to play along with; art to study and create; drama to study and create; drama and movement to try out; books to read.
- Suggested ways to incorporate these elements into the subjects being taught.
- Resources including books, companies, catalogues, materials which are presently available.
- “Teaching Students with LEARNING PROBLEMS”: (Sixth Edition, C. Mercer & A. Mercer).
This book provides a comprehensive, practical text for special education and remedial education methods courses: a resource for special education and remedial education in-service programs; and a handbook for individual teachers.
- “Understanding Child Development”: (7th Edition, Rosalind Charlesworth)
Understanding Child Development is designed for teachers in training and teachers in service whose major interest is the prekindergarten, kindergarten, and primary child. It is also a valuable tool for social service workers, special educators, parents, home visitors, and others who require a practical understanding of the young child. For students, it introduces the uniqueness of the young child as distinguished from the older child and shows how to work with young children in a way that corresponds with their developmental level. For teachers in service, this text offers an opportunity to evaluate their views of the young child and compare them with the views presented in the text. For all adults who work with young children, this book presents a picture of the child in the context of family, school, culture, and language.
- “Classrooms that Spark!” Recharge and Revive Your Teaching: (McDonald, M. Ed. & Hershman)
Rekindle the Fire of Learning in Your Classrooms
Finally! A book that helps teachers rekindle the fire of learning within themselves and their students. This user-friendly resource acts as a blueprint for creating successful classrooms and successful learners. Let your classroom shine through improved parent communication, student learning, and teacher effectiveness!
- Written in easy-to-read conversational style
- Guides teachers through practical advice and real-life scenarios
- Utilizes research-based strategies
Classrooms that SPARK! is a complete resource with ideas, instructions, and reproducible pages that will help you:
- Create a positive classroom environment where a love of learning is fostered
- Develop a learner-centered classroom
- Teach motivating lessons that engage students throughout the class period
- Manage the classroom more efficiently
- “Exceptional Learners”: Introduction to Special Education: (Eighth Edition, Hallahan & Kauffman)
Exceptional Learners: Introduction to Special Education, 8e is general introduction to the characteristics of exceptional learners and their education. (Exceptional is the term that traditionally has been used to refer to persons with disabilities as well as to those who are gifted.) This book emphasizes classroom practices, as well as the psychological, sociological, and medical aspects of disabilities and giftedness.
We have written this text with two primary audiences in mind: those individuals who are preparing to be special educators and those who are preparing to be general educators. Given the current movement toward including students with disabilities in general education classrooms general educators must be prepared to understand this special student population and be ready to work with special educators to provide appropriate for professionals in other fields who work with exceptional learners (e.g., speech-language pathologists, audiologists, physical therapists, occupational therapists, adapted physical educators, and school psychologists).
- “Social Studies in Elementary Education”: (Tenth Edition, Parker & Jarolimek).
The purpose of this book is to introduce new teachers to the world of social studies teaching and learning in elementary and middle schools, and to help them unleash their creativity on this vitally important subject area. The social studies curriculum is a great collection of ideas and tools—a garden of delights—without which children are ill-equipped for both private life and public life in a fast-changing world. When children are empowered by skillful teachers with the facts, ideas, skills, values, questions, and dispositions that compose the social studies curriculum, their judgment is dramatically improved. Consequently, they are better able to help solve community problems, reason historically, appreciate diversity, cultivate civic life, protect the environment, and, with deep understanding empathize with the hopes, dreams, and struggles of people everywhere.
- “Teaching special Students in General Education Classrooms”: (Fifth Edition, Lewis & Doorlag)
This book is about two things: special students and teaching. It is designed to prepare the professional educator to effectively teach the range of students found in the typical elementary or secondary classroom. It provides information about four groups of students with special needs: students at risk for school failure. In addition, it presents practical strategies for adapting standard instruction to meet the learning needs of all students in general education classrooms.
- “In the Classroom”: An Introduction to Education: (Second Edition, Reed & Bergemann)
Addresses the growing need for a text that provides coverage of both the foundations of modern education and their application to the methods of teaching in an integrated fashion.
Using a research-based approach, the authors skillfully interweave explanations of educational theory, concepts, and controversies with anecdotes and viewpoints that personalize and enliven the text discussion.
Students of education will appreciate the clear presentation of material, the incorporation of many useful learning aids, and the current coverage of the major themes in education and teaching.
- “A Guide to Observation and Participation: “In the Classroom”: An Introduction to Education (Reed & Bergemann, Second Edition)
In this easily portable volume, student teachers will find clear, concise textual explanations of the process of observing teachers, students, and school procedures, accompanied by specific forms for systematically arranging the information gathered. These forms consist of such things as sample lessons plans, checklists for organizing daily routines in the classroom, sociograms, and other materials to help student teachers make full and effective use of the time spent preparing to teach. Where appropriate, a sample form, filled in by an actual student observer, is provided as a means of clarifying the process. The volume is perforated and three-hole punched to allow easy access and filling of each finished form.
- “Educating Special Learners”: (Fourth Edition, G. Cartwright, C. Cartwright, & Ward).
What you must know about special learners…
With this engaging study, readers develop a strong understanding of the many components involved in educating special learners—the theoretical research, legal and humanistic issues, types of learning problems and physical and mental disabilities, teaching and assessment strategies, and services available to special learners and their families. Focusing on progress, the authors show readers—be they prospective teachers, concerned parents, or other child advocates—that care patience, and knowledge can make a real difference in the growth of special learners.
- “Mathematics – A Good Beginning”: (Fifth Edition, Troutman & Lichtenberg)
This edition is solidly grounded in the research on how teachers develop attitudes, beliefs, and knowledge that are prerequisite to successful teaching.
- “Teaching Children Science – A Discovery Approach”: (Fourth Edition, Joseph Abruscato)
Includes sections on: Strategies and Techniques for Teaching Children Science; Methods, Content and Activities for Teaching Science and Technology Units; For the Teachers Desk.
- “Educational Testing and Measurement – Classroom Application And Practice”: (Fifth Edition,
Kubiszyn & Borich)
This edition presents complex test and measurement content in a friendly, nonintimidating, and unique manner. This text is designed for classroom teachers fully in mind while presenting often abstract and sometimes difficult concepts and procedures in an accessible manner. Focuses on application of theory with a friendly, conversational style while providing sufficient theory to ensure that students will understand the foundations of measurement and avoid an oversimplified approach. This edition is committed to improving the student’s ability to make sound educational decisions in an increasingly complex, technical and demanding environment.
- “Literature and the Child”: (Third Edition, Cullinan & Galda)
Children’s literature has become increasingly important in today’s schools, libraries and homes. It is our hope that this book will make you want to read as many children’s books as you can get your hands on, and you will read them with clear and critical eyes. This edition probes fewer books in depth in order to emphasize critical thinking and reading skills; it clearly defines the criteria and demonstrates how to evaluate and select new books. Recognizing that nothing develops in a vacuum, that literature in particular reflects a projects all of life’s experiences, and that significant parallels exist in the experiences of different cultures, the textbook shows how interrelated the genres are and carefully integrates books of cultural diversity in each chapter.
86. “Guide for Alternative Route Teachers: Strategies for Literacy Development, Classroom Management, and Teaching and Learning K-12: (Second Edition, Levin & McCullough) Text offers new teachers and alternate route teachers a wealth of hands-on advice and ready-to-use strategies for successfully navigating their first year in a classroom. Designed to provide guidance to professionals in all content area, the book covers the important issues new teachers face as they begin their careers as educators-classroom management; unit and lesson planning; assessment and evaluation; literacy instruction; literacy in the content area; working successfully with English language learners, struggling readers, and students with special needs; using technology effectively in the classroom; and making a successful home-school connection. For alternative route teachers in particular, it effectively bridges information gap as they complete their educational training.
87. “Human Exceptionality: School, Community and Family”: (Eighth Edition, Hardman, Drew and Egan)
The Council of Exceptional Children has established a comprehensive set of ten standards for the preparation of all special education teachers. All newly prepared special educators are expected to develop a professional portfolio that includes evidence of their knowledge and skills across each of the ten domains: Foundations; Development and Characteristics of Learners; Individual Learning Differences; Instructional Strategies; Learning Environments and Social Interactions; Communication; Instructional Planning; Assessment; Professional and Ethical Practice; and Collaboration.
88. “Teachers Discovering Computers – A Link to the Future”: (Shelly Cashman Series)
Text provides a solid understanding of educational technology, including how to access information on the World Wide Web, and most importantly how to integrate computers and educational technology into classroom curriculum.
89. “Communication for Business and the Professions”: (Seventh edition, Andrews and Baird)
Text emphasizes skills acquisition in the context of organizational communication theory and research. Based on the experience of successful managers, the text focuses on day-to-day communication situations in a variety of organizational settings to illustrate concepts.
90. “Curriculum: Foundations, Principles, and Issues”: (Third edition, Ornstein and Hunkins)
This is a book for researchers, theoreticians, and practitioners of curriculum. It is a basic text for those studying curriculum development, design and/or planning, as well as a reference for teachers, supervisors, and administrators who participate in curriculum making.
The book is a comprehensive and documented overview of the foundations, principles, and issues of curriculum: foundations are the areas of study outside curriculum that affect the field; principles refer to the means and methods used in reflecting about the totality of curriculum and for developing, designing, implementing, and evaluating curriculum; issues address the theories and trends that influence the field.
91. “Assessment of Exceptional Students – Educational and Psychological Procedures”: (Seventh edition, Taylor, Ronald)
Assessment is a constantly changing area. New laws, philosophies, and assessment instruments and techniques quickly make information in this field obsolete. This text contains information that reflects changes that have occurred in the past three years.