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Research indicates that the quality of classroom assignments makes
a difference in student learning. Moreover, assignment quality
varies between teachers even within the same school and there is
room for improvement in many of the assignments that teachers
provide to students. Assignment quality, as described in this book,
puts into practice powerful research-based concepts for teaching.
To support teachers in developing, reflecting on, and fine-tuning
the assignments they create, this book presents a series of
dimensions (or rubrics) with benchmark examples from elementary,
middle, and high school classrooms. The purpose of these rubrics is
to serve as diagnostic tools to assess the strengths and weaknesses
of an assignment, as well as to guide the creation of new
assignments for students. Questions also are included at the end of
every chapter to guide reflection on a specific dimension of
assignment quality. Topics cover: Choosing the right text, Setting
clear and rigorous learning goals, Developing an assignment
activity that gives students a chance to apply complex thinking
skills, Developing clear and rigorous grading criteria,
Communicating the expectations for high quality work to students,
Writing high quality assignment directions, Providing comments that
support student revision, Aligning the learning goals with the
assignment activity and the grading criteria. Will be useful to
teachers for self-assessment purposes, collaborative professional
development settings, or as a basic text in teacher education
courses.
This volume has two purposes. The first is to summarize,
substantiate, and extend current knowledge on the development of
children with high incidence disabilities--most notably, learning
disabilities, behavioral disorders, and mild mental retardation.
The second is to honor the career of Professor Barbara K. Keogh and
her contributions to the developmental study of children with high
incidence disabilities. Internationally recognized for her
accomplishments, Keogh is esteemed for her originality and clarity
of thought. For nearly forty years, she has set an extraordinary
model of analytic rigor combined with a kind and generous manner
that inspires, supports, and sets an exacting standard of
scholarship. The contributing authors to this volume represent only
a fraction of the students and scholars touched by her
distinguished career.
In conceiving this volume, the editors sought to represent the
topics, problems, and issues to which Keogh has devoted herself.
They invited chapters that summarize what is known about the high
incidence handicapping conditions that her research has mainly
addressed and sought to reflect the probing, questioning style that
she brings to her own work. Researchers, policymakers, and graduate
students in special education and associated disciplines who seek
to stay current will find this volume crucial reading.
Rousing Minds to Life is the education textbook for the '90s: A powerful synthesis of the theoretical advances in Vygotskian theory as applied to every aspect of teaching, learning, and schooling. Drawing on studies from preschool and elementary school through the university seminar, and on their own successful experience with thousands of students over two decades, this text integrates all recent work in the Vygotskian tradition with basic concepts in American and British behaviorism, cognitive science, anthropology, and sociolinguistics. Distinguished by a literate style and an extraordinarily rich content, it is appropriate for courses in educational psychology, curriculum and instruction, educational foundations, educational administration, special education, multicultural education, and any course that treats learning and cognitive development in social context.
Rousing Minds to Life is the education textbook for the '90s: A powerful synthesis of the theoretical advances in Vygotskian theory as applied to every aspect of teaching, learning, and schooling. Drawing on studies from preschool and elementary school through the university seminar, and on their own successful experience with thousands of students over two decades, this text integrates all recent work in the Vygotskian tradition with basic concepts in American and British behaviorism, cognitive science, anthropology, and sociolinguistics. Distinguished by a literate style and an extraordinarily rich content, it is appropriate for courses in educational psychology, curriculum and instruction, educational foundations, educational administration, special education, multicultural education, and any course that treats learning and cognitive development in social context.
Not only was John Wooden a great basketball coach, he was a master
teacher. In fact, he was a great coach because he was a master
teacher. What Wooden has learned from others in the classroom and
perfected on the practice court are fundamental principles of
effective teaching, which are conveyed in this book. Co-author Swen
Nater, one of Wooden's former players at UCLA, provides insightful
first-hand accounts on the many life lessons he learned from Wooden
that he has applied to his life since becoming a teacher himself.
Wooden's principles conveyed by Nater and co-author Ronald
Gallimore in this book can be studied and applied by teachers,
coaches, parents, and anyone else who is responsible for, works
with, or supervises others. In this revised version of the book,
the authors include an Afterword, in which specific examples and
anecdotes are provided of how the book has impacted people in the
teaching, coaching, and business industries.
This volume has two purposes. The first is to summarize,
substantiate, and extend current knowledge on the development of
children with high incidence disabilities--most notably, learning
disabilities, behavioral disorders, and mild mental retardation.
The second is to honor the career of Professor Barbara K. Keogh and
her contributions to the developmental study of children with high
incidence disabilities. Internationally recognized for her
accomplishments, Keogh is esteemed for her originality and clarity
of thought. For nearly forty years, she has set an extraordinary
model of analytic rigor combined with a kind and generous manner
that inspires, supports, and sets an exacting standard of
scholarship. The contributing authors to this volume represent only
a fraction of the students and scholars touched by her
distinguished career.
In conceiving this volume, the editors sought to represent the
topics, problems, and issues to which Keogh has devoted herself.
They invited chapters that summarize what is known about the high
incidence handicapping conditions that her research has mainly
addressed and sought to reflect the probing, questioning style that
she brings to her own work. Researchers, policymakers, and graduate
students in special education and associated disciplines who seek
to stay current will find this volume crucial reading.
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