We all know teachers who, in the face of insurmountable district and school level challenges, inspire underserved students to succeed. These teachers are more than good - they are 'stars'. Haberman maintains that school districts still gamble when selecting teachers as an overwhelming number are not stars and are unprepared or underprepared to work effectively with marginalized students. Haberman explains that teacher selection is more important than teacher training. The ability to identify educators with the necessary social justice or relational characteristics may lead to an increase in academic achievement among learners as well as lower teacher attrition. Consequently, all those who are interested in building America's teaching force with stars - including human resources managers for K-12 school districts, administrators, teachers, teacher advocates, teacher education faculty and graduate students - will benefit from this book. Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman's most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman's seven relational dispositions of star teachers; or teachers' ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.

The authors describe a new demographic phenomenon: the settlement of Latino families in areas of the United States where previously there has been little Latino presence.This New Latino Diaspora places pressures on host communities, both to develop conceptualizations of Latino newcomers and to provide needed services.These pressures are particularly felt in schools; in some New Latino Diaspora locations the percentage of Latino students in local public schools has risen from zero to 30 or even 50 percent in less than a decade.Latino newcomers, of course, bring their own language and their own cultural conceptions of parenting, education, inter-ethnic relations and the like. Through case studies of Latino Diaspora communities in Georgia, North Carolina, Maine, Colorado, Illinois, and Indiana, the eleven chapters in this volume describe what happens when host community conceptions of and policies toward newcomer Latinos meet Latinos' own conceptions. The chapters focus particularly on the processes of educational policy formation and implementation, processes through which host communities and newcomer Latinos struggle to define themselves and to meet the educational needs and opportunities brought by new Latino students.Most schools in the New Latino Diaspora are unsure about what to do with Latino children, and their emergent responses are alternately cruel, uninformed, contradictory, and inspirational.By describing how the challenges of accommodating the New Latino Diaspora are shared across many sites the authors hope to inspire others to develop more sensitive ways of serving Latino Diaspora children and families.

This second edition of The Teaching Assistant's Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant. This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupils' independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additional needs Understanding the principles behind effective classroom talk Carefully scaffolding pupils' learning Delivering intervention programmes The Teaching Assistant's Guide to Effective Interaction is an essential read for all teaching assistants and will also be of interest to school leaders, SENCOs and teachers in both primary and secondary schools who wish to improve their deployment of teaching assistants and their own interactions with pupils. Used in combination with Maximising the Impact of Teaching Assistants in Primary Schools, The Teaching Assistant's Guide to Effective Interaction is a comprehensive and unrivalled resource for supporting school workforce improvement.

* It has been established that learning to read and being part of a rich reading curriculum has a huge impact upon emotionally and academically and this book, importantly, focuses on how to open that up to all learners. * Provides a practical framework to create an inclusive reading curriculum. * Includes a range of case study examples to demonstrate how to put the theory into practice. * Explores how storytelling and reading are absolutely key to developing resilience and supporting wellbeing in all our learners.

This book highlights research that expands on our knowledge of second- language collocation acquisition. It presents original findings based on the largest collocation database to date, encompassing over 8,000 collocations: verb + noun, adjective + noun, and noun + noun. These collocations, collected from a one-million-learner corpus, were not confined to English as a foreign language (EFL) learners at a particular proficiency level, but also included learners at three levels. As such, the book provides a panoramic view regarding L2 collocation acquisition, not only in terms of learners' acquisition of different types of collocations, but in terms of the developmental patterns in L2 collocation learning. One major discovery is that there is a collocation lag as learners' proficiency levels rise, which is associated with vocabulary increase, in particular semantic domains-a remarkable insight for second-language acquisition researchers, English teachers and EFL learners alike. The findings reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book discusses pedagogical aspects that arise from considering how learners can be helped with collocation learning.

Special education encompasses a broad range of techniques and tools for a catering to children with unique educational needs. Children in need of additional learning support, including children on the autism spectrum, benefit from continued research in emerging educational tools and pedagogies for best catering to their needs. Supporting the Education of Children with Autism Spectrum Disorders focuses on a well-rounded approach to special education, including perspectives on administration and leadership, course development, psychological and counseling support, educational technologies, and classroom management strategies. Emphasizing timely research focused on creating opportune learning environments for children on the autism spectrum, this publication is an essential reference source for educators, school administrators, graduate-level students, and researchers in the field of education.

For courses in Special Education Law. Long-recognized as one of the top special education law books in the field, The Law and Special Educationpresents the necessary information for educators to understand the history and development of special education laws and the requirements of these laws in the field of special education. In the highly litigated area of Special Education, it is imperative that professionals in the field understand the legal requirements of providing a free appropriate public education to students with disabilities. This indispensable textbook prepares the reader with the essential skills to locate pertinent information in law libraries, on the Internet, and other sources to keep abreast of the constant changes and developments in the field. Now in the third edition, the entire textbook has been thoroughly updated and revised with the latest information on the statutes, regulations, policy guidance, and cases on special education law, as well as the most current information on: the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act and the Elementary and Secondary Education Act, The Family Educational Rights and Privacy Act (FERPA), and the Health Insurance Portability and Accountability Act (HIPAA).

For students taking courses in early childhood special education. A practical, activity-based approach to early childhood special education built on a foundation of theory and research. This comprehensive text on early childhood special education emphasizes a developmental focus over a disability focus. The authors believe that children are more alike than different in their developmental processes and avoids the negative impact of labeling children with disability categorical names. The authors have produced a book that offers educators a practical and effective guide to finding learning opportunities within daily curriculum activities and routine. The current edition maintains the focus on inclusive, family-centered, real-world approaches that are also theoretically based. The text also provides ample detail related to specific intervention strategies that enhance teachers' ability to work with young children with special needs and their families. Readable and practical, the illustrations of techniques and strategies throughout make this text a valuable resource long after students leave their formal education.

A primary text for use in high-prevalence courses in special education programs. A critical look at four high-prevalence mild disabilities as seen from several unique perspectives. Learners with Mild Disabilities focuses on four high-prevalence disorders: mild intellectual disabilities, learning disabilities, emotional/behavioral disorders, and ADHD. The text also considers the Autism Spectrum Disorders, such as HFA and Asperger's Syndrome, in addition to other mild conditions such as communication disorders. This text looks first at the concept of disability from conventional categorical perspectives, and then shifts to focusing on learners from the perspective of alternative, non-categorical frameworks. It describes students with disabilities and related conditions with respect to a variety of individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. The reader is encouraged to apply these conceptual frameworks through the analysis of numerous vignettes and extended case studies that are drawn from the experiences of real children and teachers throughout the text. Using this non-categorical framework best prepares special educators for the complex job of providing effective services to the full and unique spectrum of students with mild disabilities.

For students taking courses in classroom or behavior management. ' An essential how-to guide to positive behavior support in schools. ' Written as a methods manual for positive behavior support (PBIS) in school settings, this first edition text focuses on practical strategies for the classroom with step-by-step application examples. After an opening chapter that reviews the key literature and concepts related to evidence-based practice in positive behavior support, the text quickly moves on to a well-organized collection of indispensible tutorials, methods, and applications for teachers written in clear, down-to-earth language and supplemented with real-life examples.

For Methods courses in Severe/Multiple Disabilities and Moderate and Severe Disabilities. Comprehensively succinct and advanced in its scope, this widely adopted text addresses the full-range of curriculum and instructional topics involved in educating individuals with moderate, severe, and multiple disabilities. Evidence-based practices for teaching this low-incidence population of students are presented in clearly defined ways so that teachers can easily understand the research and apply it in the real classroom. All chapters in the book are unique in their authorship, written by leaders in the field known for their research and writing on the specific topics. Case studies of students are applied to chapter content in vignettes, tables, and figures found throughout the chapters. All content in the textbook rests on a solid evidence-base with appropriate citation of research provided. The seventh edition features many new updates including: a greater emphasis on teaching students with autism; six new chapters authored by experts in the field; core chapters strengthened and expanded; and PowerPoint slides for course instructors. Additionally, the new edition has even more information on: teaching methods that are supported by research, including peer support, teaching academic skills, the process for planning and implementing instruction within general education classrooms, transition planning, and alternate assessment.

This text is intended for instructors who emphasize teaching students how to locate, read, and interpret, and apply the findings of educational research studies. This revision addresses how to design and conduct a research study in more detail. The text includes numerous recent, published research articles involving high-interest problems of educational practice. The chapters, which treat quantitative, qualitative, and applied forms of educational research, stand alone, allowing instructors to choose those they want to cover. This text brings research alive for educators by introducing readers to people who actually "do" research. Designed for courses focused primarily on applying, rather than conducting research, it includes 13 actual research articles, reprinted in their entirety. The book makes no assumptions about readers' prior knowledge of research or statistics. This text builds students' confidence so that they are able to successfully read research reports and research. For the first time, readers will see the relevance of research to educational practice.

For communication science and disorders students taking courses on language and communication disorders. An excellent overview of the characteristics of language disorders in children paired with information on assessments and interventions. The fourth edition of An Introduction to Children with Language Disorders provides readers with an in-depth and comprehensive overview that is unsurpassed in comparable texts. In three parts, this guide to child communication disorders presents the characteristics of common language disorders seen in children, discusses assessments for these disorders, and presents the most current information on language disorder intervention. In addition, this popular text covers topics often left out by similar books, such as special populations of children with language disorders, gifted children, children with other learning disabilities, children with cleft palates, bilingual children, and children with visual impairments.

For undergraduate students taking classes in behavior management and behavior analysis. A popular, practical, and comprehensive guide for educators regarding how to create positive, healthy, and pro-social classroom settings. Long an established and popular text in its field, Behavior Management: A Practical Approach for Educators successfully balances theory and practice to provide readers with a comprehensive manual for creating a positive, pro-social educational environment in which all children can truly learn and enjoy that learning experience. By presenting students with both research and the proven practices that developed from that research, the authors are able to fully explain behavior management from four perspectives-behavioral, psychodynamic, biophysical, and environmental-in straightforward, jargon-free prose. At the same time, real-life case studies, classroom techniques, clear examples, and helpful plan designs allow preservice and inservice teachers to easily bring what they have learned into the classroom. The new tenth edition has been revised and rewritten to improve its usability and readability, and includes recently identified evidence based practices. A new chapter on response-to-intervention, and its relationship to functional behavioral assessment has also been added, as well as updated information on designing individualized behavior plans.

Logically organized, comprehensive, and thoroughly applied, the eighth edition of Teaching Students with Learning Problems contains the resources teachers need to make informed decisions concerning their students with learning or behavior problems. No text on the market offers this many classroom-tested strategies, including activities and games. Unique in its coverage the materials and computer software most appropriate for students with learning problems in every content area, this top-selling text continues to be the most practical and well-researched resource for classroom teachers.

For undergraduates taking introduction courses in communication sciences and disorders. This leading introductory book on communication disorders uses student-friendly content to explore current research, central theories, and the nuts and bolts of clinical therapy. Updated with the most current research and information, the newly revised eighth edition of Human Communication Disorders continues to cover a broad range of topics including speech and language development, genetics, the biology and physics of communication, and an overview of cultural and linguistic diversity. With an emphasis on evidence-based practice, experts in speech-language pathology and audiology place communication processes and communication disorders in perspective, define basic theories of causation, introduce identifying characteristics, and present an overview of procedures for evaluation and treatment - while at the same time focusing on the real people who both have communication disorders and the real people who study them. The new eighth edition has been rewritten with a more contemporary, student-friendly approach and style that makes the content more engaging and easier to process.

This book highlights how to conduct research in gifted education when researchers have to choose from myriad theoretical ideas, hypotheses, claims, practical models, and strategies. It shows researchers how to build clarity, rigor, and relevance into a research agenda that combats fragmentation and contributes to enhanced theoretical and practical endeavors in the field. Specifically, Paradigms of Gifted Education advocates a paradigmatic approach to conducting research in gifted education and shows how it can be done every step of the way by specifying the essential questions of What?, Why?, Who?, and How? in a coherent manner, and by selecting methods that are appropriate for the question asked and the phase of the research efforts. To facilitate the development of a research agenda, the book identifies three major paradigms of gifted education and 20 essential research questions that would help move the field forward.

Stuttering Perspectives is a highly engaging book that interweaves discussion and research about stuttering with personal accounts. Written in a reader-friendly and informal style, the book considers stuttering from a variety of angles, providing the reader with a nuanced and holistic view. In this way, topics such as therapy, support groups, listener reactions, and many others are not only explained within the context of current research, but also illustrated with lively examples demonstrating the stuttering experience. Fully updated in its second edition, the book includes new stories, additional discussion questions, and inclusion of contemporary stuttering issues not contained in the original version. This book is highly relevant reading for speech and language professionals, as well as students of communication sciences and disorders. It will also be of great interest to people who stutter and anyone with an interest in fluency disorders.

Instructing Students Who Have Literacy Problems has long been valued because it covers both assessment and instructional strategies in a sound, research-based format. It reflects a balanced view of literacy instruction, comprehensively examining both word study and comprehension. It is the definitive research-based book on assessment and instruction of struggling readers. Four complete chapters on formal and informal assessment, plus chapters on instructional interventions, including reading instruction for special populations, allow professors the option of using the book for one inclusive course, or, using it across two courses in those universities where diagnosis and instruction are taught separately. Many case studies of students, as well as vignettes of teachers in action, illustrate real-world applications of the textbook content. There are practical strategies suggested in the text for both elementary and secondary students and for students from a variety of language backgrounds. This valuable book will successfully guide teachers so they can best help students who have reading difficulties - difficulties of all types and at all levels of severity.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133406563. A clinical, case-based approach to communication sciences and disorders. Communication Sciences and Disorders, 3/e introduces students to the field through clinicians, patients and families. Rich with examples, the first part covers foundational concepts of development, anatomy, physiology, augmentative communication and complex communication. Following these foundations, the second part highlights inherited and acquired disorders affecting children and older adults. A new chapter features multicultural topics, while an expanded chapter delves into advancements in assessment and intervention. Strong themes of literacy weave throughout. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.

Bringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Assessment drives learning and determines who succeeds. Assessment for Inclusion in Higher Education is written to ensure that no student is unfairly or unnecessarily disadvantaged by the design or delivery of assessment. The chapters are structured according to three themes: 1) macro contexts of assessment for inclusion: societal and cultural perspectives; 2) meso contexts of assessment for inclusion: institutional and community perspectives; and 3) micro contexts of assessment for inclusion: educators, students and interpersonal perspectives. These three levels are used to identify new ways of mobilising the sector towards assessment for inclusion in a systematic and scholarly way. This book is essential reading for those in higher education who design and deliver assessment, as well as researchers and postgraduate students exploring assessment, equity and inclusive pedagogy. Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

Mainstream schools are consistently faced with numerous and often contradictory requirements, both to achieve high results and to be inclusive and incorporate children of every ability. This title, first published in 1999, describes how one renowned inclusive community school, Cleves School, responds to the challenges faced by themselves and other schools. Specifically, Priscilla Alderson shows how methods of inclusive learning can be incorporated with those designed to improve standards of achievement for every child. Practical and comprehensive, this title remains applicable to the challenges currently faced within the British education system.

As the first volume in the series sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and California Association for Asian and Pacific American Education, this book sheds important light on the educational issues and needs of Asian and Pacific American students in k- college. Each chapter illuminates the unique educational issues of Asian and Pacific Americans and provides crucial information necessary to understand how Asian and Pacific American students learn, how educational practitioners should work with Asian and Pacific students, and the outcomes we can expect from various programs in Asian and Pacific American education. This body of knowledge can inform researchers and practitioners, as well as policy makers of effective instruction for Asian and Pacific American students at all levels. The series intend to be a national voice for the education of Asian and Pacific Americans, and provide an integral view of new knowledge in the field of Asian and Pacific American education from scholarly and educational practitioners' perspectives.

What is play and why is it important? Worldwide, the role and significance of play-based learning as opposed to an academic curriculum is under scrutiny. Rethinking learning through play focuses on the role of play in young children in the early years and how it encourages optimal learning. Rethinking learning through play examines various theories and approaches to play, and explores a range of strategies and techniques to integrate play successfully in the learning environment and daily programme. With its strong theoretical foundation, it explains in practical terms what and how children learn through play, and how to support learning through play in different contexts. Rethinking learning through play is aimed at pre-service teachers as well as those who are already working in the field and who value the development and optimal learning of young children.