-Titulo Original : CORWIN CLM310/310B Rivet Nut Gun Mandrel And Nose Pieces Replacement Tip Accessaries M6 Mtric Mandrel=2 Nose Piece=1-Fabricante : CORWIN-Descripcion Original: - Accesorio para taladro inalámbrico - Paquete de 2 mandriles - Funciona con CLM310 y el mismo adaptador de taladro para tuercas remachables de otras marcas. - Mandriles métricos y SAE de 10 tamaños disponibles CLM310 Pieza de mandril del adaptador de taladro de pistola para tuercas de remache (M6-2mandrel-1nose...

-Titulo Original : A Series Hand Rivet Nut Gun Mandrel And Nose Pieces Accessary(M6 2 Pack)-Fabricante : Corwin-Descripcion Original: - Alta dureza - Varios tamaños disponibles - Caja de almacenaje - Compatible con muchas herramientas para remachar tuercas - Punta de tuerca remachable M...

-Titulo Original : Modifying Your Thinking Classroom For Different Settings A Supplement To Building Thinking Classrooms In Mathematics (corwin Mathematics Series)-Fabricante : Corwin-Descripcion Original: Keep thinking…keep learning in different settings In Peter Liljedahl’s bestselling Building Thinking Classrooms in Mathematics: 14 Teaching Practices for Enhancing Learning, readers discovered that thinking is a precursor to learning. Translating 15 years of research, the anchor book introduced 14 practices that have the most potential to increase student thinking in the classroom and can work for any teacher in any setting. But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? This follow-up supplement will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic. This guide: Provides the what, why, and how to adapt each practice in face-to-face settings that require social distancing, fixed seating, or small class sizes; synchronous and asynchronous virtual settings; synchronous and asynchronous hybrid settings; independent learning; and homeschooling. Includes guidance on using thinking classroom practices to support students in unfinished learning in small groups and one-on-one teaching or tutoring. Offers updated toolkits and a recommended order for the implementation of the practices for each of the settings. This supplement allows teachers to dip in as needed and continually modify the practices as their own classroom situations change and evolve, always keeping the thinking at the forefront of their mathematics teaching and learning...

-Titulo Original : Bundle Liljedahl Building Thinking Classrooms In Mathematics, Grades K-12 Liljedahl Modifying Your Thinking Classroom For Different Settings (corwin Mathematics Series)-Fabricante : Corwin-Descripcion Original: This bundle includes Liljedahl?s bestselling anchor book Building Thinking Classrooms in Mathematics, Grades K-12 and his new supplement title Modifying Your Thinking Classroom for Different Settings. Much of what happens in math classrooms today is guided by institutional norms laid down at the inception of an industrial-age model of public education. These norms have enabled a culture of teaching and learning that is often devoid of student thinking. Building Thinking Classrooms presents the results of over 15 years of research into which teaching practices are effective for getting students to think and which ones do not. This book takes you through a step-by-step approach that you can use to transform your classroom from a space where students mimic to a space where students think. But how do these practices work in a classroom with social distancing or in settings that are not always face-to-face? The follow-up supplement, Modifying Your Thinking Classroom for Different Settings, will answer those questions, and more. It walks teachers through how to adapt the 14 practices for 12 distinct settings, some of which came about as a result of the COVID-19 pandemic...

-Titulo Original : The Dissertation Journey A Practical And Comprehensive Guide To Planning, Writing, And Defending Your Dissertation (updated)-Fabricante : Corwin-Descripcion Original: Review The Dissertation Journey has been a valuable read for graduate and doctoral students for more than a decade, providing an accessible and practical guidebook for the journey of research. Dr. Roberts and Dr. Hyatt bring years of doctoral teaching and dissertation advising experience to this essential book. My students’ comments and my own experiences with referring to the book for my dissertation seminars reinforce the value of this highly recommended text. -- Stuart Allen, Ph.D., Professor, Department of Organizational Leadership, Robert Morris University Published On: 2018-05-07 This book offers an excellent practical guide for doctoral students working on their dissertations. Dr. Roberts and Dr. Hyatt’s work ensures the student will have a rigorous,yet rewarding dissertation experience. The book contains sound academic research advice in an easy to understand and follow format. The book is thorough and its benefits extend beyond the dissertation to any subsequent scholarship that the reader undertakes. -- Dr. Farzin Madjidi, Associate Dean, Education Division and Professor of Leadership, Pepperdine University Published On: 2018-05-11 How to reach the pinnacle of academic achievement The dissertation is a tough mountain to climb; half of all doctoral students never make it to the top. To overcome the practical, social, and psychological obstacles along the way, you need a knowledgeable guide and the right tools. This comprehensive how-to guide to developing and writing a quality dissertation provides: Expanded and updated coverage of crucial topics such as conducting a literature review, dissertation support groups, and harnessing technology to conduct research Progress tracking tools, sample forms, resource lists, and other user-friendly elements Thoroughly updated and revised chapters with the most current need-to-know information About the Author Carol Roberts is a professor at the University of La Verne, where she teaches in the Organizational Leadership Doctoral Program. She advises doctoral students, chairs dissertations, and teaches a variety of leadership courses, primarily in personal leadership, communication, conflict, and coaching. Carol is a speaker, consultant, and seminar leader specializing in organizational and team development, strategic planning, conflict resolution, coaching, and personal mastery. She has been a consultant and trainer for the Administrator Trainer Center and Effective Schools Program, the California School Leadership Academy, and the California School Boards Association. She received her doctoral degree in planning, policy, and administration from the University of Southern California. Carol served on the executive board for the Southern Counties Women in Educational Management and was awarded its Woman of the Year award. Laura Hyatt is a professor at the University of La Verne, where she served as department chair and teaches in the Organizational Leadership Doctoral Program. She is an associate of an international think tank, participated as an advisor to the Office of the Assistant Secretary for Planning and Evaluation at the Department of Health and Human Services in Washington, D.C., and was appointed to a White House Policy Conference by the President of the United States. Prior to teaching, she was vice president of education for a production company and part of a collaborative effort that won several awards in the entertainment industry. She earned her doctorate degree from Pepperdine University. Dr. Hyatt has published books, book chapters, and journal articles and serves on editorial boards for peer-reviewed journals. She has developed contemporary research methods utilized by researchers in the United States and in Europe, including the Dynamic Narrative Approach and the Case Story research method. Dr. Hyatt has received recognition and grants for her research, which focuses on the intersections of learning, neuroscience, change, and the po...

-Titulo Original : Grading For Equity What It Is, Why It Matters, And How It Can Transform Schools And Classrooms-Fabricante : Corwin-Descripcion Original: Review This book will stop educators who want to improve their practices with underserved students right in their tracks. Feldman offers an insightful invitation to teachers who dare change the ways in which we have been taught to grade students’ products. He demonstrates how our grading practices are grossly under-substantiated and too often unquestioned, and he challenges educators to build equitable assessment tools and mechanisms to support learning and development of all students. Grading for Equity penetrates macro-level grading policies to transform micro-level teaching practices that embrace the cultural and the contextual. A must read for justice-centered educators. -- Rich Milner, Co-Author of “?These Kids are Out of Control:? Why We Must Reimagine Classroom Management for Equity Published On: 2018-05-08 Wow, Wow Wow!!! This book hooked me as a not-to-be-missed read right from the Prologue. Joe Feldman makes a strong case for shared grading practices to overcome the inequity of traditional grading, with solid reasoning, well-chosen research evidence, and perhaps most significantly, the powerful and frequent use of teacher voice. The chapters’ organizing structure encourages thoughtful and reflective reading, and will be particularly beneficial for book study within PLCs. . . . The main message of the book for me is summed up in this quote, ?We teachers cannot continue to sacrifice the integrity and reliability of our grades at the altar of professional autonomy.? -- Ken O?Connor, Author and Consultant, How to Grade for Learning Published On: 2018-05-21 There is growing awareness within the industry of education that traditional grading practices have become a barrier to meaningful student learning. One dilemma is that there is a lack of resources to support educators who want to adopt new grading practices that are both accurate and equitable. Joe Feldman addresses this need with his book, Grading for Equity. Joe skillfully makes a compelling argument for change and offers specific ways educators can make profound differences to their grading practices. Students become intrinsically motivated to learn when their grades accurately measure where they are in the learning process. Students who typically give up any hope of success can now approach learning with a positive growth mindset. Grading for Equity will provide clarity and tools for an individual instructor or as a book study for an entire organization. -- Jeffrey Tooker, Deputy Superintendent of Educational Services, Placer Union High School District Published On: 2018-05-21 Joe Feldman peels back the curtain and shows the many flaws of our traditional grading system. His arguments are convincing - and the alternatives he proposes are both practical and powerful. Reading this book will make you re-think the way you assess students and will inspire you to enact a system that encourages revision and redemption instead of compliance and corruption. -- Denise Pope, Senior Lecturer, Stanford Graduate School of Education, and Co-Founder, Challenge Success Published On: 2018-06-01 We don’t usually think of grading when talking about equity, but in Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms, Joe Feldman helps us see why grading is an integral part of an equity agenda. He shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. He reminds us that authentic assessment and transparent grading are essential parts of a culturally responsive classroom. This must-have book will help teachers learn to implement improved, equity-focused grading for impact. -- Zaretta Hammond, Education Consultant and Author of Culturally Responsive Teaching and the Brain Published On: 2018-06-19 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed...

-Titulo Original : Street Data A Next-generation Model For Equity, Pedagogy, And School Transformation-Fabricante : Corwin-Descripcion Original: Review Street Data calls upon readers to ?flip the dashboard? from a focus on big data to a focus on the voices at the margins - those learners and their families who have been most affected by deep-rooted systemic inequities. When we listen closely to these voices with curiosity, courage, and humility, we gain a greater understanding of the meaning and root causes of these inequities, as well as how they can be addressed in ways that transform and heal. Policymakers and educators at every level of the system need this book to forge a path to genuine equity. -- Linda Darling-Hammond Published On: 2020-10-12 For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted - the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this ?new normal? of street-level data to unlock racial justice in our schools. -- Taryn Ishida, Youth Organizer and Executive Director Published On: 2020-11-03 With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work’s human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary. -- Napoleon Wells , Ph.D. Published On: 2020-10-06 Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children?s learning and development: ?What if policy decisions were anchored in the lived experiences of students, their families, and their educators?? Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception. -- Sophie Fanelli, President Published On: 2020-11-06 Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives. Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, ...

-Titulo Original : A Fresh Look At Phonics, Grades K-2 Common Causes Of Failure And 7 Ingredients For Success (corwin Literacy)-Fabricante : Corwin-Descripcion Original: Review When Wiley Blevins wrote his first book on teaching phonics 20 years ago I thought that it was one of the most practical approaches to teaching this foundational reading competency. It may seem like a cliche, but Wiley has outdone himself with this book!. In A Fresh Look at Phonics he provides teachers and others interested in effective phonics instruction with a comprehensive and practical guide to making phonics instruction work for all students, all year. Just as the title promises, Wiley provides us with a truly fresh way of thinking about how phonics plays out in classrooms. -- TIMOTHY RASINKSIWiley combines the latest research and his own years of trusted know-how to provide educators with a timely trove of high impact tools they can readily use to deliver world-class phonics instruction. A Fresh Look at Phonics is sure to be another must-have, well-worn classic. -- JANIEL WAGSTAFFI devoured this book! Who would have thought that a book on phonics would be a page-turner? It’s quick, practical, and teacher friendly and yet comprehensive enough to be a refresher course for experienced teachers and the needed foundation for teachers new to teaching beginning readers. I can’t wait to share this with teachers with whom I work in professional development they are going to love the clear links to reading, writing, and spelling. My favorite feature? The broad scope and sequence that pairs with guided reading instruction and provides links back to phonics lessons. -- JUDY LYNCHWiley Blevins’ fresh take on phonics is a must-read for anyone looking to improve phonics instruction. He boils phonics down into critical ingredients and supports teachers in the ever-important process of reflection. The book gives professional learning communities the tools needed to turn common instructional failures into effective, timeless practices. -- CAROLYN BANUELOS, DANIELLE JAMES, AND ELISE LUND In a Fresh Look at Phonics, Wiley Blevins, author of the blockbuster Phonics from A Z, explains the 7 ingredients of phonics instruction that lead to the greatest student gains, based on two decades of research in classrooms. For each of these seven must haves, Wiley shares lessons, routines, word lists, tips for ELL and advanced learners, and advice on pitfalls to avoid regarding pacing, decodable texts, transition time, and more. A Fresh Look at Phonics is the evidence based solution you have been seeking that ensures all students develop a solid foundation for reading. About the Author Wiley Blevins has taught elementary school in both the United States and South America. A graduate of Harvard Graduate School of Education, he has written over 15 books for teachers including Phonics from A to Z, Building Fluency, Teaching Students to Read Nonfiction, and most recently, A Fresh Look at Phonics, (Corwin Literacy 2016). He has authored elementary reading programs, conducted research on topics ranging from fluency to using decodable text, and regularly trains teachers throughout the U.S. and Asia. His current interests include using adaptive technology and working with districts to correct instructional and material deficits. Wiley lives in New York City and also writes children’s books...

-Titulo Original : Building Thinking Classrooms In Mathematics, Grades K-12 14 Teaching Practices For Enhancing Learning (corwin Mathematics Series)-Fabricante : Corwin-Descripcion Original: Review Building Thinking Classrooms in Mathematics exudes enthusiasm for students, how they think, and how those thoughts coalesce into powerful thinking classrooms. It?s also deeply practical, describing how everything from the teacher?s questions to the arrangement of the furniture can add to your students? learning. -- Dan MeyerIf your students are not the ones doing the thinking in your classroom, then this book is for you! Peter Liljedahl provides concrete advice on each of 14 research-based practices, along with answers to frequently asked questions and suggestions for getting started, which will help you build a classroom where student thinking is the norm. -- Peg SmithPeter Liljedahl’s Thinking Classroom framework transformed my mathematics classroom overnight. I was frustrated that despite my best teaching efforts, some of my students still couldn’t solve simple problems by their final exam. This framework gave me a starting point that I started implementing the very next day and next steps to continue incorporating as my practice evolved. Students began to talk to each other, think through complex problems, rely less on me and more on each other and best of all had better success in the courses I taught. The Thinking Classroom framework was exactly what my students and I needed! -- Laura WheelerPeter refers to his research as ?mucking about,? and that is the key thing for me, that he goes into actual classrooms, and does math with students. We learn the most from being in actual classrooms, talking to students, and figuring out how they think about mathematics tasks. We need our students to be better thinkers, and to see mathematics for what it is: a beautiful way of thinking. We need them to see that they, too, can have powerful insights into interesting mathematics problems. -- Matthew OldridgeAn in-depth action plan backed with significant research and data, Liljedahl’s plan is one that can improve every classroom for the better, and he foresees and addresses any questions or concerns you may have regarding implementation. It is clear Liljedahl understands the students I teach in his list of student behaviors and this book outlines methods to increase the thinking and engagement of all my students. I was able to implement many of the methods the very next day. -- Leslie MohlmanPeter Liljedahl’s work is accessible, inspired by research, and embedded in classroom practice. He digs deeply and concisely into what it means to teach, learn, and assess in a thinking mathematics classroom. Elementary teachers, especially, will recognize themselves in this resource. Peter makes visible the often intuitive moves of elementary classroom teachers, describing what it is we are doing when it all just works, and how to meaningfully shift our practice when it doesn’t. From the way the furniture is arranged to how mathematical questions are posed, from who holds the pen to how to foster productive struggle and resilience, Peter sets the stage for genuine mathematical engagement in learners of all ages. -- Carole FullertonResearch in education that turns right around and informs our practice is invaluable in today’s schools and classrooms. Peter uses evidence gathered in mathematics classrooms to directly inform how we make changes to our teaching and learning that enhances learning. This is the essence of evidence-based practice, practice based on evidence from the very classrooms we seek to influence. -- John AlmarodeAfter years of leading lessons in an ‘I do, we do, you do’ format, I found that my students lacked a productive disposition towards mathematics and would give up on problems easily. I knew something had to change, but what was I going to change in my teaching practice and how was I going to get there? After 10 years of experimenting with different pedagogical approaches, classroom environment setups, and developing my own content knowledge, I realize that this book is the resource that could...

-Titulo Original : Como Aprende El Cerebro -Fabricante : Corwin-Descripcion Original: Segunda Edicion The powerful best-seller on brain research and education is available in a Spanish Language Edition. Como Aprende el Cerebro siempre se ha concentrado en brindar informacion que puede ayudar a los educadores a tomar los descubrimientos sobre las funciones cerebrales y transformarlos en lecciones y actividades practicas para la clase. La nueva segunda edicion sigue incluyendo datos basicos acerca del cerebro que pueden ayudar a los estudiantes a aprender, brinda informacion sobre la manera en que el cerebro procesa informacion y da sugerencias para maximizar la retencion, usando los momentos de minima retencion. siempre se ha concentrado en brindar informacion que puede ayudar a los educadores a tomar los descubrimientos sobre las funciones cerebrales y transformarlos en lecciones y actividades practicas para la clase. La nueva segunda edicion sigue incluyendo datos basicos acerca del cerebro que pueden ayudar a los estudiantes a aprender, brinda informacion sobre la manera en que el cerebro procesa informacion y da sugerencias para maximizar la retencion, usando los momentos de minima retencion. About the Author David A. Sousa, EdD, is an international consultant in educational neuroscience and author of more than a dozen books that translate brain research into strategies for improving learning. He has presented to more than 200,000 educators across the United States, Canada, Europe, Australia, New Zealand, and Asia. He has taught high school chemistry and served in administrative positions, including superintendent of schools. He was an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University. Dr. Sousa has edited science books and published dozens of articles in leading journals. His books have been published in French, Spanish, Russian, Chinese, Arabic, Korean, and several other languages. He is past president of the National Staff Development Council (now Learning Forward) and has received honorary degrees and awards for his commitment to research, professional development, and science education. He has appeared on NBC’s Today Show and National Public Radio to discuss his work with schools using brain research. ...

-Titulo Original : Awakening The Sleeping Giant Helping Teachers Develop As Leaders-Fabricante : Corwin-Descripcion Original: Empower teachers as leaders to improve student learning and performance! With updated research and new teacher inventories and surveys, this third edition of a bestseller draws on the authors’ two decades of experience studying and observing the work of teacher leaders. Katzenmeyer and Moller examine the importance of teacher leadership in improving outcomes in schools, and cover the development of teacher leaders from preservice preparation to careerlong support. The book discusses the challenges that many teacher leaders face, including: Deciding to accept a leadership role Building principal-teacher leader relationships Working with peers Facilitating professional learning for themselves and others Review The ultimate for those who promote teacher leadership and those who would be teacher leaders. -- Roland S. Barth, Educational Consultant Published On: 2009-01-09 This seminal text left me nothing short of energized when I first picked it up almost ten years ago. Drawing from their continued experience developing and defining teacher leadership, Katzenmeyer and Moller bring additional transparency to a widely recognized concept that remains poorly understood. Filled with new surveys, tools, and suggestions for today’s teacher leader, the newest edition is simply a must-read for anyone driving meaningful change in the classrooms of our country. -- Bill Ferriter, Senior Fellow Published On: 2009-01-09 Katzenmeyer and Moller usher in a new age of teacher leadership, an age of mutuality in learning and leading, broad-based participation, and shared responsibility. Their work is based on the powerful assumption that all of us especially teachers have the right, capacity, and responsibility to lead. -- Linda Lambert, Professor Emeritus Published On: 2009-01-26 From the Back Cover This third edition of a bestseller draws on the authors two decades of experience in studying and observing the work of teacher leaders. About the Author Marilyn Katzenmeyer is president of Professional Development Center, Inc., and she currently engages in consultation, instructional design, and professional writing. She most recently served as a faculty administrator at the University of South Florida, where she was responsible for the development and implementation of the Executive Leaders Program, a leadership development opportunity for school-based administrators and teacher leaders who were transitioning into district-level leadership roles, and for the coordination of a Transition to Teaching project with a local school district. She was formerly executive director of the West Central Educational Leadership Network, which provided leadership training and school improvement assistance to educators throughout 13 school districts in southwest Florida. She has been a human resource development professional throughout her career, and she was the first director of the Broward County School District (Ft. Lauderdale, FL) Human Resource Development Department. Katzenmeyer worked in Ohio and Florida as a secondary school teacher. She received her doctorate in adult education from The Florida State Uni¬versity. Her research focused on effective strategies for measuring the impact of leadership training programs on the behavior of school administrators. Gayle Moller recently retired as associate professor in the Department of Educational Leadership and Foundations at Western Carolina University in Cullowhee, North Carolina. She was formerly executive director of the South Florida Center for Educational Leaders. The Center served large, urban school systems in South Florida that provided staff development for school leaders. Moller worked in the Broward County Public Schools (Ft. Lauderdale, Florida) for 19 years as a teacher, school administrator, and staff development administrator. She received her doctorate from Teachers College/Columbia University. Teacher leadership an...

-Titulo Original : 50 Tech Tools For School Counselors How To Be More Engaging, Efficient, And Effective-Fabricante : Corwin-Descripcion Original: Digital tools that can transform your practice Educating students in the 21st century is about more than preparing them for work in the digital age; it?s also about connecting with the whole student and transcending barriers. 50 Tech Tools for the 21st Century School Counselors provides insightful descriptions of tools that can be used to not only enrich intervention and instruction but also guide decision making, streamline work, enhance communication, and promote happier students. Readers will find: a framework for leadership and advocacy through the lens of technology vignettes demonstrating implementation and quotes from students and other stakeholders step-by-step guides and checklists Perspectives from counselors around the country that provide a peer-to-peer feel narratives, technical descriptions, and diagrams Review 50 Tech Tools for School Counselors is a much-needed resource for experienced school counselors who want new tools as well as for counselors who are just beginning to use technology to deliver their school counseling programs. We are at a turning point in the profession, where school counselors understand the importance of being tech-savvy but sometimes don’t know where to start. 50 Tech Tools provides program delivery, data collection, and organizational tools and resources. This book is a must for every school counselor’s bookshelf! -- Carol Kaffenberger, PhD Published On: 2018-12-10 School counselors have long needed access to quality technology tools in their vital roles supporting students. This book provides them the opportunity to use data and tech tools to more efficiently and effectively implement the design, delivery, and evaluation of comprehensive school counseling programs aligned with the ASCA National Model. -- Trish Hatch, President and CEO Published On: 2018-12-10 In order for school counselors to meet the diverse, evolving needs of students as they traverse their educational paths, technological literacy is essential. This book is not only needed but also essential for supporting school counselors and school counselor educators’ technological literacy. It is a valuable resource for intentional technology integration in school counseling and school counselor education and written in a user-friendly manner. -- Molly Strear, Assistant Professor in Counselor Education Published On: 2018-11-15 As school counselors we have an ethical obligation to demonstrate appropriate use of technology. For those who are new to integrating technology into their work, this book offers great insight, including what some of those tech tools are, why you should use them, and exactly how to get started. And for those who are more familiar with using technology, you just might find a new tool to help you become more effective, efficient, and engaging. -- Franciene Sabens, School Counselor Published On: 2018-11-15 Our job as school counselors is based on relationships, and our youth rely more and more on technology as a way to connect and communicate. This book is a quick reference guide for educators to browse and quickly determine which application best fit their needs. It provides user-friendly overviews of many tech tools along with step-by-step guidance for how to get them set up. -- Jeffrey Gielow, Middle School Counselor Published On: 2018-11-15 This book is coming out at just the right time! We need to use more technology and become more digitally-oriented in order to keep our students interested and provide the most up-to-date, effective information to our parents, staff. and communities. It definitely gives me ideas about tools that can help my job (and life) become easier if I use them. -- Kara Proctor-Dunn, School Counselor Published On: 2018-11-15 Technology is a growing industry and is frequently used in the school setting. While there are many websites that provide information about technology, the process of searching for...

-Titulo Original : Concept-based Curriculum And Instruction For The Thinking Classroom (corwin Teaching Essentials)-Fabricante : Corwin-Descripcion Original: Develop students’ critical thinking, abstract reasoning, and creative learning skills with concept-based teaching! Take learning beyond the facts with a teaching approach that develops conceptual thinking and problem-solving skills. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of using one’s mind well. Concept-Based teachers will learn how to: Meet the demands of rigorous academic standards Use the Structure of Knowledge and Process when designing disciplinary units Engage students in inquiry through inductive teaching Identify conceptual lenses and craft quality generalizations Review This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking both too long absent in too many schools. -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts. -- Julie Stern, Independent Trainer and Curriculum Designer This new, updated edition of Erickson’s Concept-Based Curriculum and Instruction for the Thinking Classroom provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators! -- Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they’ve learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. Concept-Based Curriculum and Instruction does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development. I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors. -- Karen L. List, Project Director, PK - 3rd Grade Leadership Program, Executive Coach, LEAD CT Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance. Given the pressures of a coverage curriculum, developing students’ critical, creative and conceptual minds is one of the biggest challenges our teachers face ...

-Titulo Original : The Reflection Guide To The Impact Cycle What Instructional Coaches Should Do To Foster Powerful Improvements In Teaching-Fabricante : Corwin-Descripcion Original: Jim Knight is one of the wise men of coaching. His well is deep; he draws from it the best tools from practitioners, the wisdom of experience, and research-based insights. And he never loses sight of the bigger picture: the point of all this is to have more impact in this life we?re lucky enough to live. MICHAEL BUNGAY STANIER, Author of The Coaching Habit Every decade or so a book comes along that has such a profound impact on professional practice that it launches a movement. Such was the case ten years ago with Jim Knight’s Instructional Coaching. Now, it’s about to happen again with The Impact Cycle and this The Reflection Guide to The Impact Cycle, in which Jim shares his latest thinking, and advances an all-new instructional coaching cycle to help teachers and, in turn, their students improve in clear, measurable ways. What makes this Reflection Guide the perfect companion to The Impact Cycle? Because it functions almost like a daily planner for reaching, even exceeding, your coaching goals. Jam-packed with key concepts, prompts, and exercises, this guide will prove indispensable to Coaches who wish to accelerate progress toward goals and move their practices forward Leaders of coaches looking for a simple, effective model to get all stakeholders on the same page Join the hundreds of thousands of educators who already have benefited from Jim’s ground-breaking work. Read The Impact Cycle, build upon your expertise with this companion Reflection Guide, and soon enough you, too, will experience the next Jim Knight phenomenon. View Jim Knight’s Impact Cycle video trailer: About the Author Jim Knight has spent more than two decades studying professional learning, effective teaching, and instructional coaching. He is a Research Associate at the University of Kansas Center for Research on Learning and the President of the Instructional Coaching Group. Jim wrote the first article on the topic of instructional coaching for The Journal of Staff Development, and his book Instructional Coaching: A Partnership Approach to Improving Instruction (Corwin, 2007) popularized the idea. Jim edited Coaching: Approaches and Perspectives (Corwin, 2009) and co-authored Coaching Classroom Management (Pacific Northwest Publishing, 2010). Jim’s other books include Unmistakable Impact: A Partnership Approach to Dramatically Improving Instruction (Corwin, 2011), High-Impact Instruction: A Framework or Great Teaching (Corwin, 2013), and Focus on Teaching: Using Video for High-Impact Instruction (Corwin, 2014).Jim’s articles on professional learning, teaching, and instructional coaching have appeared in journals such as The Journal of Staff Development, Principal Leadership, The School Administrator, Kappan, and Educational Leadership. Frequently asked to lead professional learning, Jim has presented to more than 30,000 educators from six continents. He has a Ph.D. in Education from the University of Kansas and has won several university teaching, innovation, and service awards. Jim also writes the Radical Learners blog...

-Titulo Original : The Action Research Guidebook A Process For Pursuing Equity And Excellence In Education-Fabricante : Corwin-Descripcion Original: Think of yourself as an educational architect By tapping into the power of action research, you can improve overall student performance, eliminate achievement gaps, and enhance your own efficacy and morale. In the third edition of this bestselling guidebook, you’ll find: New insights on how to use reflective practice, qualitative and quantitative methods, and culturally responsive teaching to improve the success of all students A field-tested, four-stage action research process to lead you from brainstorming to breakthrough Illustrative examples, charts, handouts, worksheets, and sample action research reports to demystify and simplify the action research process Review I love the four-step model and how it is emphasized throughout the text. This approach clearly makes the text unique and a ?must read? for all teachers wanting to enhance their teaching through Action Research. -- Christopher J. Maglio, Professor of Education, Research Methods, and Design The most successful educators are those that purposefully reflect on their practices, with a focus on how and to what degree these practices impact student learning. This book provides a four-stage structured approach for teachers and administrators to engage in action research, with the ultimate goal being to move our schools and classrooms closer to universal student success. -- Eric Carbaugh, Associate Professor of Education & Author of The Flipped Differentiated Classroom About the Author Richard Sagor recently retired from his position as professor and director of the Educational Leadership Program at Lewis & Clark College. In 1997 he founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU). Prior to his work at the university level, Sagor had 14 years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition. Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a PhD in Curriculum and Instruction from the University of Oregon. Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education’s Secondary School Recognition Program and has worked with the Department of Defense’s overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth. His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor’s books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: How to Get It, Keep It, and Improve School Performance; Guiding School Improvement With Action Research; Motivating Students and Teachers in an Era of Standards; and Collaborative Action Research for Professional Learning Communities. Sagor can be contacted at the Institute for the Study of Inquiry in Education, 16420 SE McGillivray, Suite 103-239, Vancouver, WA 98683, or by e-mail at rdsagor@isie.org. Charlene Williams currently supervises school lea...

-Titulo Original : The Education Dissertation A Guide For Practitioner Scholars-Fabricante : Corwin-Descripcion Original: Use these focused guidelines to help you through every stage of the dissertation process! Written for practicing educators pursuing a doctoral degree, this resource provides a step-by-step process for developing and completing an academically rigorous dissertation in a time-efficient manner. Grounded in adult learning theory, this volume: Offers a clear, easy-to-follow approach with concrete goals and workable methods Discusses how practitioner scholars can apply their work experience to the dissertation Includes organizational templates, detailed charts, checklists, a timeline, student examples, and rubrics Provides tips throughout to help students think through situations Covers both quantitative and qualitative research Review The book is rich with ideas and strategies for thinking about every phase of the dissertation and for undertaking each phase once it has been carefully thought out. -- Daniel L. Duke, Professor of Educational Leadership Published On: 2009-03-23 The author does an excellent job of taking a serious, technical, overwhelming topic and making it fun and interesting to read. -- Tammy J. Graham, Assistant Professor of Education Published On: 2009-03-23 With each turn of the page I found myself nodding ?exactly!? Whether as a class text assigned by faculty or as a self-study resource used by students, this book will resonate with readers. -- Doug Leigh, Associate Professor of Education Published On: 2009-03-23 About the Author Dan W. Butin is the founding dean of the school of education at Merrimack College. He is the editor and author of over fifty books, articles, and book chapters, including the books Teaching Social Foundations of Education and Service-Learning and Social Justice Education. Dr. Butin’s research focuses on issues of educator preparation and policy and community engagement. Dr. Butin has been the assistant dean of the school of education at Cambridge College and a faculty member at Gettysburg College. Prior to working in higher education, Dr. Butin taught middle school, in an adult GED program, and was the chief financial officer of Teacher For America. More about Dr. Butin’s teaching and scholarship can be found at ...

-Titulo Original : Digital Leadership Changing Paradigms For Changing Times-Fabricante : Corwin-Descripcion Original: Lead for efficacy in these disruptive times! Cultivating a school culture focused on the achievement of students while anticipating change is imperative, but it’s tough to keep up with varying leadership demands when it seems like society and technology are constantly changing as well! Moving beyond the skills and tools introduced in the first edition, this revamped second edition features: New organization emphasizing the interconnectivity of the Pillars of Digital Leadership Innovative strategies and leadership practices that enhance school culture and drive learning improvement Updated vignettes from digital leaders who have successfully implemented the included strategies New informative graphics and end of chapter guiding questions An updated companion website with resources on leading during COVID-19 Interested in having Eric join you and your team for a virtual book study? If you order 200 or more copies of Digital Leadership, 2nd edition, Eric will lead a 5-week synchronous book club via Zoom or Google Hangouts for your team members. Here’s how it works: - Purchase at least 200 copies of Digital Leadership, 2nd edition. - Send Eric your receipt, PO, or other proof of purchase: . - Eric will respond to coordinate the details for your book study. - Contact Eric Sheninger at with any questions. Review Sheninger’s Digital Leadership, second edition is straight from the heart of practice and it shows. Well advanced and consolidated from the first edition, more than anyone else Sheninger has integrated technology, learning, and change leadership. The seven pillars of learning are comprehensive. Leadership for quality implementation is captured beautifully. And the prominent positioning of efficacy and competencies nails impact. Digital Leadership is comprehensive for educators who want to advance learning with the latest know-how. -- Michael Fullan, Author, Professor Emeritus If you were not an inspired leader and advocate for technology before reading this book you will be by the end of it. As technology advances and becomes a way of being for students, Eric challenges school leaders not only to keep up but to excel. The book is thought provoking, encouraging, and most important practical for today’s leaders. -- Dr. Russell J. Quaglia, Author, Executive Director I’m glad to see that Sheninger revisits Digital Leadership for a second time. There is great value in the fact that Eric looked at this topic through a lens of efficacy during this revisit. He focuses on the fact that it’s not that educators are resistant to technology, but that they often don’t have the confidence to keep up with the changing nature of it all, and Eric presents us all with a way to do that. -- Peter DeWitt, Author, Consultant Digital Leadership is quite simply a tour de force of a book. It is timely, relevant, and essential reading for those leading educational change within a fast and furious digital world. The book is fundamentally about learning and pedagogy rather than software or hardware. It is a manifesto for change in a digital age and is fundamentally concerned with using technology to enhance the learning outcomes and life chances of all students. It is a must read! -- Professor Alma Harris, Head of the School of Education This book will equip leaders to model the skills, competencies, and pillars of Digital Leadership like never before. One of the biggest misnomers of this generation is the idea that leadership is an act of knowing. The thing that’s truly missing in many schools is modeling. Sheninger’s Digital Leadership (2nd Edition) tackles the leadership gap head on by moving leaders from knowing the way to showing the way. -- Dr. Brad Gustafson, Best-Selling Author, Speaker, Digital Innovation in Learning Award Winner, and National Distinguished Principal Published On: 2018-12-09 There can be a perceived hysteria when it comes to integrating technology into education, esp...

-Titulo Original : Every Teacher A Leader Developing The Needed Dispositions, Knowledge, And Skills For Teacher Leadership (corwin Teaching Essentials)-Fabricante : Corwin-Descripcion Original: Discover the secrets of successful teacher leadership! Whether you’re a teacher who’s ready to take on new roles or an administrator looking to develop strong leaders, this content-driven handbook is here to help you make distributed school leadership a reality. Inside you’ll find specific how-tos for the essential skills teacher leaders need most: running meetings, teaching colleagues, providing feedback, conducting needs assessments, delivering effective professional development, resolving conflicts, employing technology, and more. The book features: Well-tested content and activities Reflective writing prompts Scenarios for discussion Self-evaluations Two companion guides: one for teachers, and one for administrators Review Who are your teacher leaders? What are you doing to encourage them? In Every Teacher A Leader, Levin and Schrum provide a well-researched yet practical framework for identifying and cultivating teacher leaders. Whether you are a school administrator, current teacher, or an aspiring teacher, this book is essential for ensuring that every teacher can be equipped to lead. Throughout the book, Levin embeds various self-evaluations, resources and suggestions for activities to implement within your organization making this book a cornerstone for a long term professional development project. -- Spike Cook, Principal This book addresses a fundamental shift in thinking about leadership in schools. Rather than leadership being held in the office of an administrator, this book shows how more impactful leadership actually resides in the classrooms among the teachers. This book not only makes a case for leadership being the responsibility of the teachers, but also lays out a clear path why teacher leadership is truly the leadership we need in our schools and how to get there. -- Josh Stumpenhorst, Teacher, 2012 Illinois Teacher of the Year Barbara Levin and Lynne Schrum have greatly added to the knowledge base of teacher leadership. The text they have authored provides in-depth information for understanding school climate and vital interpersonal skills, along with many more valuable ideas and dispositions for educators at all levels. This text takes understanding teacher leadership to a higher level. Every teacher and principal should read Every Teacher a Leader . -- Doug Roby, Professor of Educational Leadership As schools and universities emphasize the need for developing teacher leaders, Levin and Schrum present a practical guide for doing so. Grounded in literature and offering activities, questions to ponder, and self-assessment tools, this book is useful for practitioners as well as college classrooms. -- Pamela S. Angelle, Associate Professor and Graduate Program Coordinator Levin and Schrum’s book is more than a book of theory and idealism. It makes leadership a concrete, identifiable, and learnable goal for any teacher. It analyzes the qualities of leadership as it relates to the unique needs of our schools. Furthermore, and most importantly, Every Teacher a Leader provides resources to help nurture and leverage the leadership in one’s staff or even in oneself. Teacher leadership is necessary on every campus and in every district. -- Heather Wolpert-Gawron, Middle School Teacher & Author, Writing Behind Every Door Opening our minds to a wide range of possibilities for developing teacher leadership, Levin and Schrum lay out a career pathway for aspiring teacher leaders committed to the classroom and guidance for their site administrators. Teachers’ voices bring the narrative alive with authentic perspectives from the field. Embedded in this eclectic, practical approach to leadership is an optimistic, attainable vision for improving teaching and learning for all students. -- S. David Brazer, Ph.D., Associate Professor and Director Get inspired to act with Every Teacher a Leader , a practical guide for amplifying teacher leadership t...

-Titulo Original : Equity By Design Delivering On The Power And Promise Of Udl-Fabricante : Corwin-Descripcion Original: When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by teachers they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation Every student, Mirko and Katie insist, deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability. Consider Equity by Design a critical first step forward in providing that all-important opportunity. Our calling is to drop our egos, commit to removing barri­ers, and treat our learners with the unequivocal respect and dignity they deserve. ~Mirko Chardin and Katie Novak Review M any teachers and educators are struggling with the concept that ?teaching is a political act.? Many want to know, ?s that my responsibility to teach about social issues that are often controversial?? Equity by Design will allow educators to be reflective and introspective. It is a practical, realistic and useful guide and workbook. -- Paul Forbes Published On: 2020-02-04 Social justice should be the pursuit of every school, institution, organization and individual. The authors have demonstrated how UDL (Universal Design for Learning) can be the technique by which social justice is achievable. Their text makes clear that simply having a social justice lens or desire is insufficient; action is what is needed. From culturally responsive teaching, to restorative justice, to the design process, to navigating holidays, Novak and Chardin provide clear rationales, practical strategies, explicit examples, and next step actions for every educator interested in a just society. -- Wendy Murawski Published On: 2020-02-03 Equity by Design is critically relevant for educators of today’s youth, the leaders of our future global society, to understand how our work influences their place in the world. -- Lisa Graham Published On: 2020-01-22 This book offers a powerful and concrete pathway for educators to incorporate social justice in curriculum development, teaching strategies and practices. Readers meet an array of educators who put these ideas into practice and learn many ideas for creating an equitable and inclusive school. -- Becki Cohn-Vargas Published On: 2020-02-12 Equity by Design will promote usefulness for teachers and students through its research based foundation and practical applications. It is thought provoking! -- Melanie Sitzer Hedges Published On: 2020-02-08 Equity by Design is a must-read for anyone engaged in educating young people. It does a phenomenal job of identifying the barriers that many students face, as w...

-Titulo Original : Better Conversations Coaching Ourselves And Each Other To Be More Credible, Caring, And Connected-Fabricante : Corwin-Descripcion Original: Check out The Better Conversations trailer: s://youtu.be/y3FrWTXC8Uw I thought I knew how to have a conversation; I’ve had millions of them. Some were good, others not so much so. But I want to have GREAT conversations, and Jim Knight has taught me how. The proof is in: better conversations are possible and the results are worth the investment. --DOUGLAS FISHER Coauthor of Rigorous Reading and Unstoppable Learning Because conversation is the lifeblood of any school You don’t want this book you need this book. Why this confident claim? Think about how many times you’ve walked away from school conversations, sensing they could be more productive, but at a loss for how to improve them. Enter instructional coaching expert Jim Knight, who in Better Conversations honors our capacity for improving our schools by improving our communication. Asserting that our schools are only as good as the conversations within them, Jim shows us how to adopt the habits essential to transforming the quality of our dialogues. As coaches, as administrators, as teachers, it’s time to thrive. Learn how to: Coach ourselves and each other to become better communicators Listen with empathy Find common ground Build Trust Our students’ academic, social, and emotional growth depends upon our doing this hard work. It’s time to roll up our sleeves, open our minds, and dare to change for the better of the students we serve. You can get started now with Better Conversationsand the accompanying Reflection Guide to Better Conversations. Review I thought I knew how to have a conversation; I’ve had millions of them. Some were good, others not so much so. But I want to have GREAT conversations, and Jim Knight has taught me how. The proof is in: better conversations are possible and the results are worth the investment. -- Douglas Fisher Better Conversations stimulates the mind, spirit, and soul of those who coach, regardless of their role or position, by unpacking and reshaping the mental models that drive how they think, speak, and act. . . I found myself frequently thinking about how helpful this book will be to nearly every human who interacts with others whether in school or beyond. -- Joellen Killion I read more education books than I care to admit. Some are good, some are bad, and very few are great. Jim Knight’s book Better Conversations is BRILLIANT! Insightful, innovative, and practical are the three words that kept coming to me when I was reading and learning from his book. Jim treats the subject of communication as an art and gives all of us, regardless of position or years of experience, practical ways to use our voice to improve the teaching and learning environment, as well as ourselves! -- Russell J. Quaglia Better Conversations is just what the title says. Jim Knight moves learning conversations ahead for educators to deepen trust, meaning, and actions. He summarizes current thinking from multiple authors that will make learning for adults and students better. Activities at the end of each chapter can be used for self-reflection, team learning, and schoolwide focus on learning. The vignettes are real issues in schools, which makes this book very important for our profession. -- William Sommers Doing the Better Conversation study, I think I have started to see a better version of myself, and who doesn’t want that? . . . -- Ben Collins The Better Conversations process pushed me to video record myself in the same way that I ask others to engage in video protocols with the purpose of deeper understanding. Reflecting on my experiences felt like a gift I gave myself. I actually savored the time and experience of answering questions and considering my strengths as well as areas in which I can grow. -- Michelle Murray I find that I am using the Better Conversations process in all walks of life, not just in professional coaching. I am seeing aspects of my personal life d...

-Titulo Original : Don?t Suspend Me! An Alternative Discipline Toolkit-Fabricante : Corwin-Descripcion Original: Learn how alternative discipline methods can create long-term change Suspensions don’t work. They don’t improve behavior and they don’t address the social-emotional needs of students. There are better, alternative discipline methods that can create positive, meaningful long-term changes in the behavior of challenging students. Aligned with educational law, Don’t Suspend Me! gives educators the tools they need to apply these alternative methods. Readers will find A toolkit with alternative strategies to use for the most common behavior challenges Case study examples and testimonials from educators in the field Worksheets and exercises for the major discipline incidents that occur in schools Answers to commonly asked questions Review Don’t Suspend Me! is needed across all schools. This book will give administrators an easy-to-follow plan while dealing with the variety of discipline issues on a daily basis. -- Leo Castillo, Principal Don’t Suspend Me addresses a timely topic and gets into the nuts and bolts of the practitioner?s point of view. The toolbox nature is exactly what is needed for those who are determined to try alternative discipline options and now need specific guidance on how to implement them. -- Jason Thompson, Assistant Principal The depth of coverage in this book is great, no matter what issues are being dealt with. Don?t Suspend Me! is a comprehensive toolkit that is very practical, well written, and useful. -- Mimi Bonds, Director Student Services About the Author Dr. Jessica Djabrayan Hannigan is an Assistant Professor in the Educational Leadership Department at California State University, Fresno. She works with schools and districts throughout the nation on designing and implementing effective behavior systems. Her expertise include Response to Intervention (RTI) Behavior, Multi-Tiered System of Supports (MTSS), Positive Behavior Interventions and Supports (PBIS), Social and Emotional Learning (SEL) and more. The combination of her special education and student support services background, school and district level administration, and higher education research experiences has allowed her to develop inclusive research based best practices around systemic implementation of behavior initiatives throughout the nation. She is the co-author of the following educational books: The PBIS Tier One Handbook, The PBIS Tier Two Handbook, The PBIS Tier Three Handbook, Don’t Suspend Me! An Alternative Discipline Toolkit, Building Behavior, The MTSS Start-Up Guide, and Behavior Solutions. Some of her recognitions include being named California Outstanding School Psychologist of the Year, Administrator of the Year, Outstanding Faculty Publications and Service Award recipient, being recognized by the California Legislature Assembly for her work in social justice and equity, and receiving the inaugural Association of California School Administrators Exemplary Woman in Education Award in 2017 for her relentless work around equity in schools. Dr. John Hannigan has served in education for over 20 years as a teacher, instructional coach, principal, and county office leadership coach. John is a sought-after consultant who works with schools and districts throughout North America on designing and implementing systematic multi-tiered systems of support for academics and behavior. During his nine years as principal of Reagan Elementary in California’s Sanger Unified School District, it earned California State Distinguished School, California Title I Academic Achievement Award, Gold Ribbon School, California Honor Roll School, Bonner Award for Character Education, and Platinum Level Model School Recognition for positive behavior interventions and supports. John has written numerous articles, co-authored nine books, and is the co-founder of Hannigan Ed-Equity Group LLC. John holds a doctorate in educational leadership from California State University, Fresno...

-Titulo Original : The Common Core Mathematics Companion The Standards Decoded, Grades 3-5 What They Say, What They Mean, How To Teach Them (corwin Mathematics Series)-Fabricante : Corwin-Descripcion Original: This book is modeled after Jim Burke’s successful Common Core Companion Series. It is the second of two books (K 2, 3 5) in the series. The book will include a clear explanation of the mathematics within each domain, cluster, and standard and suggested grade level appropriate visual models and representations. It is a book for math teachers who may or may not be math specialists. As teachers plan and develop their curriculum, this book will help them determine important mathematics in a cluster and how that mathematics connects from one grade to the next as well as within a grade. Review This companion supports implementation of the Common Core Mathematics Standards with attention to the instructional shifts: focus, coherence, and rigor. The standard-by-standard examples provide an image of what the standards looks like in the classroom for both teachers and students. The attention to students’ conceptions helps teachers plan with student thinking in mind and contributes to the collaborative work of grade-level teams. -- Nicole Rigelman, Associate Professor This practical, exemplary resource supports teachers in their understanding and learning of the Common Core Mathematics Standards. The book does an excellent job of unpacking what the standards mean and makes explicit connections both to the Standards for Mathematical Practice and common student misconceptions. It is an ideal choice for a book study at either the grade or school level. -- Jeffrey Shih, Associate Professor This book is a ‘must-go-to’ for classroom teachers as well as coaches and leaders who support teachers in implementation of the Common Core Mathematics Standards. Connecting both the content standards and the practice standards with the effective teaching practices (Principles to Actions, NCTM, 2014), Linda Gojak and Ruth Harbin Miles provide the practical resources to enhance teachers’ understanding of the mathematics in the standards in ways that will bring them alive for all students. This is a book that will be the cornerstone of our professional development. -- Cathy Martin, Director of PreK-12 Mathematics The Common Core Companion series for ELA became a runaway bestseller because it made instructional planning to address the standards manageable and meaningful. Jim Burke and his co-authors put best practices first, equipping teachers with the ?what-it-looks-like? teaching ideas for each and every standard. Teachers have been clamoring for math version for more than a year, and now it?s here! Linda Gojak and Ruth Harbin Miles do an amazing job demystifying the standards for grades 3-5. The authors have created a format and design that will have teachers dog-earing this book as they plan for instruction! -- Leslie Blauman, Author of The Common Core Companion: The Standards Decoded, Grades 3-5 I would use this book as a starting place to plan lessons because it gives a teacher a good idea of activities and some examples for each standard. It can also be used as a toolkit for understanding how standards connect across clusters and grade levels. -- Kari Everett NCTM About the Author Winner of the Presidential Award for Excellence in Science and Mathematics Teaching, Linda M. Gojak directed the Center for Mathematics and Science Education, Teaching, and Technology (CMSETT) at John Carroll University for 16 years. She has spent 28 years teaching elementary and middle school mathematics, and has served as the president of the National Council of Teachers of Mathematics (NCTM), the National Council of Supervisors of Mathematics (NCSM), and the Ohio Council of Teachers of Mathematics. Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia’s Ma...

-Titulo Original : Differentiated Instructional Strategies One Size Doesn?t Fit All-Fabricante : Corwin-Descripcion Original: About the Author Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:* Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)* Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman)* Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)* Differentiated Literacy Strategies for English Language Learners, Grades K-6 and Differentiated Literacy Strategies for English Language Learners, Grades 7-12 (2011, with Amy Burkman)* Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)* Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)* Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)* Differentiated Instructional Strategies for Science, Grades K-8 (2009, with Elizabeth Hammerman)* Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)* The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).Gayle consults internationally with teachers, administrators, and staff developers.She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape , gaylehgregory , and @gaylegregory6. Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional development training sessions challenge educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differentiated instruction, multiple intelligences, multiple assessments, and the brain-compatible classroom. She is coauthor with Gayle Gregory of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn?t Fit All. Your favorite differentiated instruction text just got better! If you?re in need of a single resource to put differentiated instruction immediately into practice, then follow the lead of 100,000 teachers and look to Gregory and Chapman?s ground-breaking text. With new strategies, updates throughout, a Common Core lesson-planning template, and a larger format, the third edition is an even richer resource with:A deep research base coupled with immediately useable examples A start-to-finish six-step process, beginning with establishing a classroom climate, then getting to know students An emphasis on formative assessment before, during, and after learning 70 tem...

-Titulo Original : The Common Core Companion The Standards Decoded, Grades 9-12 What They Say, What They Mean, How To Teach Them (corwin Literacy)-Fabricante : Corwin-Descripcion Original: Review I must say, I am duly impressed. This book gives the kind of ‘hands-on’ support classroom teachers and curriculum committees really need in doing the work of ‘unpacking’ the standards and interpreting those standards into curriculum documents. The very detailed, complete discussions of the standards and the breakdowns that the Burke does are, in my opinion, exemplary . . . Well done! -- Joe Crawford, Author of Aligning Your Curriculum to the Common Core State StandardsFundamentally different from other Common Core books, The Common Core Companion is s a user’s guide designed by a teacher who actually uses the standards in his daily work with students. Jim Burke gently demystifies the Common Core State Standards and offers a practical tool for curricular alignment. I think you will find The Common Core Companion helps schools help themselves. -- Carol Jago, MemberI love what Jim Burke has done to make the Standards less threatening and more useful for teachers. In particular, the indicators for what students and teachers should be doing, given the Standard, are extremely helpful; as are such a clear glossary and illuminating examples. All in all, The Common Core Companion is bound to be enormously useful and thus dog-eared! -- Grant Wiggins, PresidentI have never read a book for teachers so well laid out and highly useful. I predict administrators across the country will purchase this book for their secondary teachers to use in their staff meetings, individual department meetings, their PLCs, and for individual teachers to use as Burke puts it as ‘a personal compass to navigate the complexities of the Common Core Curriculum.’ -- Debbie Silver, Ed.D., Author of Drumming to the Beat Different Marchers and Fall Down 7 Times, Get Up 8The subtitle for this guide, ?What They Say, What They Mean, How to Teach Them? clearly defines the purpose of this outstanding resource. Utilizing a simple, consistent, and easy-to-read layout, the guide is divided into sections focusing on Reading, Writing, Speaking and Listening, and Language. -- Library Media Connection, August/September 2014 That version of the 9-12 standards you wish you hadIf you’re a high school teacher, no need to despair. Jim Burke has created a Common Core Companion for you, too. This time positioning the grades 9-10 standards alongside 11-12, it’s every bit the roadmap to what each standard says, what each standard means, and how to put that standard into practice across subjects. Jim clearly lays out:Key distinctions across grade levels Different content-area versions of each standard Explanations of each standard, with student prompts Content to cover, lesson ideas, and instructional techniques Glossary and adaptations for ELL students About the Author A longtime English teacher, Jim Burke is the author of more than 20 books and senior consultant for the Holt McDougal Literature program. Jim has received several awards, including the 2000 NCTE Exemplary English Leadership Award. In 2009, he created the English Companion Ning the largest online community of English teachers in the world. More recently, Jim has served on the AP English Course and Exam Review Commission and the PARCC Consortium...