For years, the teaching and learning of fractions has been associated with rote memorization. But this mechanical approach to instruction-which strips students of an ability to reason or make sense of math-has resulted in a failure of understanding. Author Monica Neagoy, drawing on decades of research studies, evidence from teacher practice, and 25 years of experience working around the world with teachers, students, and parents, addresses seven big ideas in the teaching and learning of fractions in grades 2-6. Each idea is supported by a vignette from a real classroom, common misconceptions, a thorough unpacking of productive mathematical thinking, and several multistep and thought-provoking problems for teachers to explore. She offers three fundamental reasons why it's imperative for us to take a closer look at how we teach fractions: Fractions play a key role in students' feelings about mathematics. Fractions are fundamental to school math and daily life. Fractions are foundational to success in algebra. While a solid grounding in algebra is necessary for a STEM career, the worthy goal of "algebra for all" will not be possible until "fractions for all" is a reality. Unpacking Fractions provides teachers with concrete strategies for achieving that reality-in short, helping all students gain the knowledge they need to feel at ease with fractions.

To differentiate instruction is to act on the belief that all kids deserve access to the richest, most compelling learning experiences and to provide the scaffolding they need to seize that opportunity. While a handful of teachers in a school might be using differentiation to great success, it takes a collaborative, schoolwide approach to maximize differentiation's effectiveness and improve outcomes for all students. Leading for Differentiation lays out the reflective thinking and action-oriented steps necessary to launch a system of continuous professional learning, culture building, and program assessment that will allow differentiation to flourish in every classroom. Incorporating their own experienced insights, real-world examples, and practical tools, world-renowned differentiated instruction expert Carol Ann Tomlinson and change leadership authority Michael Murphy explore: Why a move to schoolwide differentiation makes so much sense for today's students and today's standards- and accountability-focused climate. How to transform a vision for schoolwide differentiation into manageable, year-by-year plans to achieve it. How to incorporate the principles of differentiation, motivation, and adult learning into respectful, responsive, and truly effective professional learning throughout all stages of the change initiative. How to foster and recognize growth in teachers' differentiation practices, and how to chart the impact differentiation is having on student learning. How to recognize, understand, and respond to resistance-in both its predictable forms and surprising ones. What schoolwide differentiation looks like when it's fully established, and how to tend to it for long-term success. Leading the change to a differentiated school means creating an environment in which each individual feels valued, challenged, supported, and part of a team working together for success. In this book, school leaders will learn how to set the course for positive change and create the structural supports that will help teachers grow as differentiators so that their students will thrive as learners.

Building a better data culture can be the path to better results and greater equity in schools. But what do we mean by data? Your students are not just statistics. They aren't simply a set of numbers or faceless dots on a proficiency scale. They are vibrant collections of experiences, thoughts, perspectives, emotions, wants, and dreams. And taken collectively, all of that information is data-and should be valued as such. Equity in Data not only unpacks the problematic nature of current approaches to data but also helps educators demystify and democratize data. It shows how we can bake equity into our data work and illuminate the disparities, stories, and truths that make our schools safer and stronger-and that help our students grow and thrive. To this end, the authors introduce a four-part framework for how to create an equitable data culture (along with a complementary set of data principles). They demonstrate how we can rethink our approach to data in the interest of equity by making five shifts: Expand our understanding of data. Strengthen our knowledge of data principles. Break through our fear of data. Decolonize our data gathering processes. Turn data into meaningful, equitable action. We have an opportunity to realign school data with what students want out of their educational experiences. When we put equity first, we put students first.

15 Steps to Effective Prayers a " Knowing how to Pray with Results! will teach you how you can pray effectively and get results by doing so. Our walk and spiritual growth depends on our prayer life! This book aims to show every Christian the importance of such a prayer life from the viewpoint of an experienced Prayer Intercessor, Sharon Downer. The author will teach you the importance of praying continually, praying for others, praying for miracles and communicating with the Lord, which will help you build a closer relationship with Him through prayer. Ita s a must read for every Christian as prayer moves mountains.

180 Days of Language is a fun and effective daily practice workbook designed to help students improve their grammar skills. This easy-to-use second grade workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Students will practice punctuation, capitalization, and spelling with daily activity pages. Watch as students improve their grammar and writing skills with these quick independent learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

Richard A. Villa and Jacqueline S. Thousand provide an in-depth, research-based guide for ensuring that your school provides the federally guaranteed ""least restrictive environment"" for students no matter the severity of the challenges they face. Leading an Inclusive School: Access and Success for ALL Students offers administrators, teachers, and other educators working to promote inclusion a wealth of information about: The history and research base of inclusive education in the United States, including pivotal amendments to and reauthorizations of the EHCA, landmark court cases, and the philosophical underpinnings of the movement. Essential curricular and instructional practices for inclusive schools, such as heterogeneous grouping, creative problem solving, and co-teaching. Powerful organizational structures such as Multitiered System of Support and Schoolwide Positive Behavior Supports to help optimize the benefits of differentiation for all students. A conceptual framework for coordinating educational initiatives and best practices for educating all students in general education. Also included are vivid personal stories of students with disabilities that illustrate how these students flourish when they learn alongside their general education peers. Educators who are serious about committing to the success of learners at all levels of perceived physical, intellectual, communication, and social/emotional ability will find the examples, advice, and tools in this book indispensable for planning, implementing, and promoting inclusion in their schools.

This book explores the effects of trauma on newcomer students and presents stress-mitigating strategies that empower these multilingual students as they transition to a new environment. Diverse insights and experiences bring high-powered learning spaces to life. However, the cultural backgrounds of newcomer students and their families can be very different from the dominant norms of the new community, resulting in misalignments that constitute a persistent challenge. In addition, the process of arriving can exacerbate stress. Entering a new school or classroom means situating oneself within a new context of language, culture, community, and shifting personal identities. This transition shock contributes to a sense of diminished power. In serving these students, we can't afford to leave transition shock out of our conversations about trauma. We must not only stitch together pieces of culturally responsive practice and trauma-informed care but also become practitioners of stress-mitigating strategies that empower newcomer students. We must focus instruction on our students' unique identities. We must restore their power. In Restoring Students' Innate Power, newcomer educator and cultural competency expert Louise El Yaafouri presents An understanding of transition shock and how stress and trauma affect recent arrivers. The four pillars of transition shock and how they affect learning. How students see themselves and how the cultural aspects of their identities inform teachers' work in mitigating transition shock. How social-emotional learning links to trauma-informed practice. This book isn't exclusively about trauma; it's about restoring power. The distinction is critical. Focusing on the trauma or traumatic event roots us in the past. Restoration of power moves us forward.

What are the secrets to unlocking student success? And what can teachers do to get better at helping students develop deep understanding of content, attain higher-order thinking skills, and become secure, confident, and capable learners? In this book, teacher and professor Jeff Marshall showcases how teaching with intentionality answers these questions. Specifically, he introduces the Teacher Intentionality Practice Scale (TIPS), a framework for both supporting and measuring effective teaching. Taken together, the framework's seven TIPs provide a research-based, classroom-tested guide to help teachers: Create coherent, connected lessons. Use strategies and resources, including technology, that truly enhance learning. Organize a safe, respectful learning environment. Develop challenging and rigorous learning experiences. Promote interactive, thoughtful learning. Nurture a creative, problem-solving classroom culture. Deliver feedback and formative assessment that inform teaching and learning. Marshall's needs-assessment instrument can help teachers, working independently or in a cohort, determine the best starting point for improving their practice. Practical, straightforward rubrics for each TIP describe the various levels of teacher proficiency. Based on his own teaching experience and observations in hundreds of classrooms, Marshall also offers action tips for each framework component and a list of resources for further study. Written for teachers and leaders at all levels and in all content areas, The Highly Effective Teacher is a guidebook for thoughtful, intentional teaching with one goal: success for all students, in every classroom.

Moody. Reckless. Impractical. Insecure. Distracted. These are all words commonly used to describe adolescents. But what if we recast these traits in a positive light? Teens possess insight, passion, idealism, sensitivity, and creativity in abundance-all qualities that can make a significant positive contribution to society. In this thought-provoking book, Thomas Armstrong looks at the power and promise of the teenage brain from an empathetic, strength-based perspective-and describes what middle and high school educators can do to make the most of their students' potential. Thoroughly grounded in current neuroscience research, the book explains what we know about how the adolescent brain works and proposes eight essential instructional elements that will help students develop the ability to think, make healthy choices, regulate their emotions, handle social conflict, consolidate their identities, and learn enough about the world to move into adulthood with dignity and grace. Armstrong provides practical strategies and real-life examples from schools that illustrate these eight key practices in action. In addition, you'll find a glossary of brain terms, a selection of brain-friendly lesson plans across the content areas, and a list of resources to support and extend the book's ideas and practices. There is a colossal mismatch between how the adolescent brain has evolved over the millennia and the passive, rote learning experiences that are all too common in today's test-obsessed educational climate. See the amazing difference-in school and beyond-when you use the insights from this book to help students tap into the power of their changing brains.

A teacher's guide to the SIAS document is aimed at providing all role players who are involved with children with a hands-on guide to using the South African policy document on Screening, Intervention, Assessment and Support (SIAS). It is an interactive and informative guide offering detailed guidance to all professionals who work with children on how to obtain the optimum support for the learners who are entrusted to them, whether it be for education, legal assistance, professional help or medical interventions. This book is aimed especially at the emerging teacher, but also addresses the more seasoned educator in highlighting support avenues for alternative actions and resources that tend to be forgotten, overlooked or simply ignored. The avenues that should be followed by all those working with children have been clearly defined in an effort to emphasise the importance of inclusion in the lifeworld of the next generation. All children have the potential to thrive, survive and achieve to the best of their abilities if they are given equal opportunities and are shown the nature of encompassing humanity. It must be remembered that the future will be in the hands of the youth of today.

This timely Research Handbook provides a broad analysis and discussion on how academics are managed. It addresses key issues, including the changing nature of academic work and academic labour markets, issues of power, leadership, ageing, human resource management practices, and mobility. As academia is increasingly questioned as an elite profession, a narrative of casualisation, precarity, inequality, long hours, surveillance, austerity, erosion of pay, exacerbated competition, and harmful power relations has come to dominate. Expert contributors provide multiple perspectives on how academics are managed and how the management of academics influences their roles and careers. Chapters consider how academics' characteristics, such as gender, age, and position in their academic career, influence or are influenced by the way in which academics are managed. Drawing together a range of theoretical approaches as well as a broad geographical coverage, this Research Handbook offers an important contribution to the debates surrounding the shifting frontiers of managing academics and the questions raised for individuals, higher education institutions, and higher education systems. This Research Handbook will be a useful resource for academics and advanced students with an interest in human resource management, management and universities, and management education. Higher education professionals and policy makers will also find it to be a helpful guide.

Teaching and learning resources are all the materials, aids and equipment that teachers use to facilitate effective teaching and learning within their classrooms. Teaching resources should include a wide range of visual, auditory, audio-visual, text/graph-based, tactile or multimedia materials, such as posters, flashcards, storybooks, digital storybooks, videos, songs, puppets. They also include equipment such as white boards, laptops and projectors. Teaching and learning resources can assist learners throughout the learning process and make learning more memorable because visual and tactile experiences amplify long-term memory. Resource development: a practical guide for teachers is aimed at teachers in preschools and schools that use teaching and learning resources daily to enhance their classroom activities, as well as parents that need to assist their children with school projects.

The last two decades have seen a marked increase in efforts to ensure accessibility at all levels of education, especially for people who traditionally may have been excluded, such as those with disabilities and special needs, immigrants/refugees, and those coming from different cultural, racial, religious, socioeconomic, gender and sexual backgrounds. Inclusion in education means that the educational needs of all learners are met and requires all stakeholders to work collaboratively. Strengthening inclusive education from ECD to post-school education addresses the inequalities still prevalent in many countries and discusses how to overcome them. Strengthening inclusive education from ECD to post-school education takes the view that diversity is not a problem but rather an opportunity to learn. It analyses, assesses and critiques many of the current issues surrounding inclusive education, and provides suggestions for better practice in order to mitigate them.