Books : Nonfiction : Education : Instruction Method : General

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Books : Nonfiction : Education : Instruction Method : General

• Teaching with Love & Logic: Taking Control of the Classroom

  Jim Fay, David Funk

  
  Teachers often find themselves facing a variety of classroom situations never covered in initial training. This valuable resource helps teachers increase skills, enhance professional development and maximize classroom learning time. .Discover why Love and Logic works in the school environment and understand the psychological reasons for its effectiveness. Jim Fay and David Funk's truly positive approach and time-tested ideas and strategies will empower teachers to effectively manage classroom dynamics while bringing the joy back to teaching.
  
   

• Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

  Robert J. Marzano, Debra Pickering, Jane E. Pollock

  
  What works in education? How do we know? How can teachers find out? How can educational research find its way into the classroom? How can we apply it to help our individual students? Questions like these arise in most schools, and busy educators often don't have time to find the answers. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning:

  * Identifying similarities and differences.
  * Summarizing and note taking.
  * Reinforcing effort and providing recognition.
  * Homework and practice.
  * Nonlinguistic representations.
  * Cooperative learning.
  * Setting objectives and providing feedback.
  * Generating and testing hypotheses.
  * Questions, cues, and advance organizers.

  This list is not new. But what is surprising is finding out what a big difference it makes, for example, when students learn how to take good notes, work in groups, and use graphic organizers. The authors provide statistical effect sizes and show how these translate into percentile gains for students, for each strategy. And each chapter presents extended classroom examples of teachers and students in action; models of successful instruction; and ma

  
   

• Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition)

  John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams

  

  “It is fun to figure out the puzzle of how children go about making sense of mathematics and then how to help teachers help kids.”  John A. Van de Walle, Late of Virginia Commonwealth University

   

  This is the philosophy behind Elementary and Middle School Mathematics:  Teaching Developmentally.  John A. Van de Walle wrote this book to help students understand mathematics and become confident in their ability to teach the subject to children in kindergarten through eighth grade.  Although he could not have foreseen the changes in mathematics teaching over the last three decades, he was at the forefront of the movement towards a constructivist view of teaching, or teaching developmentally.  Constructivism says that children construct their own knowledge.  They are not blank slates waiting to absorb whatever the teacher tells them.  Teachers must understand both mathematics itself and how students learn mathematics in order to teach it effectively. 

   

  Learning through problem solving is another major theme of this book.  Students solve problems not just to apply mathematics, but also to learn new mathematics.  Effective problems will take into account where students are, the problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn and not be diluted by non-mathematical activities such as cutting or pasting, and the problem must require justifications and explanations for answers and methods.  Learning then becomes an outcome of the problem solving process. 

   

  The book also addresses in more detail than any other book on the market the effect that the trends of standards-based education, increased pressure to test, and increased teacher accountability have had on teaching mathematics.  He addresses the 2000 NCTM Standards in depth, in Chapter 1 on Teaching Mathematics in the Era of the NCTM Standards, through the NCTM icon that appears in the margins throughout the text, and in two appendices in the back of the book.  Chapter 5 on Building Assessment into Instruction has also been heavily revised to focus on increased testing pressure, creating more explicit links between objectives and assessment, and including assessments for students with special needs. Additionally, samples of Pearson's reformed-based curricula, Connnected Math Project  (5-8) as well as Investigations (K-4),  are featured in the text and on the myeducationlab site.

   

  Elementary and Middle School Mathematics:  Teaching Developmentally is a book for doing math today–for both students who want to become teachers, and the students they will eventually teach. 

   

  New To This Edition:

   

  NEW!  Revises Chapter 5 on assessment--Discusses increased testing pressure and accountability, adds more information on equitable assessments, creates more explicit links between objectives and assessment, and includes assessments for students with special needs.

   

  NEW!  Updates the Literature Connections feature to remove all out of print children’s literature and include more non-fiction, poetry, and other types of readings.

   

  NEW!  Weaves the Focal Points throughout the chapters as well as links them with the Big Ideas feature–Focal Points have also been added to the Appendix. 

   

  NEW!  Includes expanded coverage of working with diverse learners. 

   

  NEW!  Gives greater emphasis on dealing with math anxiety.

  
   

• The Essential 55: An Award-Winning Educator's Rules for Discovering the Successful Student in Every Child

  Ron Clark

  
  When Ron Clark walked into his fifth-grade class in rural North Carolina, he was confronted with a tremendous challenge. The children had little interest in learning, and were sorely lacking in guidance. How would he transform a group of apathetic kids into disciplined, thoughtful, and curious students? He quickly realized that they needed to learn some basic rules. Clark compiled a list of 55 lessons, and soon, his fifth-grade students-who once struggled to read at the third-grade level-were reading at the sixth-grade level . . . and loving it. What's more, they were gaining something crucial-self-respect. Those 55 lessons evolved into what Clark calls The Essential 55-guidelines for living and interacting with others The Essential 55 will prepare parents and educators to teach students the rules for life-everything from knowing how to say thank you, to acing an interview.
  
  
   

• The Reading Lesson: Teach Your Child to Read in 20 Easy Lessons

  Michael Levin MD, Charan Langton MS

  
  Even the best software can not teach your child to read. You need books and the most important tool of all - the kitchen table - where you sit and do the lessons. The Reading Lesson book gives you an easy to follow recipe for teaching your child to read.
  

  This 444 page book contains twenty lessons. The lessons are easy to do both for parent and the child. You will need to work with your child about 15 to 20 minutes a day. A typical lesson can be finished in approximately one to two weeks.
  
   

• Guided Reading: Good First Teaching for All Children

  Irene Fountas, Gay Su Pinnell

  

  Among the many changes to sweep American literacy education has been a move toward whole class instruction. Nonetheless, children still bring to literacy a wide range of experiences and competencies. How, then, might teachers best support a literate community yet still meet the needs of individual readers? For Fountas and Pinnell, the answer lies in guided reading, which allows children to develop as individual readers within the context of a small group. Their new book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.

  Guided Reading was written for K-3 classroom teachers, reading resource teachers, teacher educators, preservice teachers, researchers, administrators, and staff developers. Based on the authors' nine years of research and development, it explains how to create a balanced literacy program based on guided reading and supported by read aloud, shared reading, interactive writing, and other approaches. While there is an entire chapter devoted solely to the process by which children become literate, every chapter clearly presents the theoretical underpinnings of the practices it suggests. Also included are guidelines for:

• observation and assessment
• dynamic grouping of readers
• creating sets of leveled books
• sele