Now that the No Child Left Behind Act has left its mark on public education, educators across the United States are all the more invested in preparing their students for state and national assessments.
Research confirms that the teacher makes the greatest difference in the learning success of students, so it's important that new teachers get off to a strong start.
Whether students leave the classroom confident and goal-directed or frustrated and aimless depends on our ability to do two things: diagnose their needs and deliver support.
Teachers share one vital characteristic with students: they function best in settings that are organized enough to provide structure and focus, yet flexible enough to respect developmental and personality differences.
In this inspiring and thought-provoking follow-up to his 2009 best-seller Motivating Black Males to Achieve in School and in Life, Baruti Kafele makes the case that the achievement gap between white and minority students can be closed only if educators first transform students' negative attitudes toward learning.
In this inspiring and thought-provoking follow-up to his 2009 best-seller Motivating Black Males to Achieve in School and in Life, Baruti Kafele makes the case that the achievement gap between white and minority students can be closed only if educators first transform students' negative attitudes toward learning.
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.
Even in an education system driven by the Common Core State Standards and high-stakes testing, teachers must adapt their methods to the styles of the modern learner.
Even in an education system driven by the Common Core State Standards and high-stakes testing, teachers must adapt their methods to the styles of the modern learner.
Group work is a growing trend in schools, as educators seek more complex, more authentic assessment tasks and assign projects and presentations for students to work on together.
Group work is a growing trend in schools, as educators seek more complex, more authentic assessment tasks and assign projects and presentations for students to work on together.
Engaging Teachers in Classroom Walkthroughs is a practical guide to planning and implementing brief but focused classroom observations that involves teachers in every step of the process.
Engaging Teachers in Classroom Walkthroughs is a practical guide to planning and implementing brief but focused classroom observations that involves teachers in every step of the process.
Reading comes easily to some students, but many struggle with some part of this complex process that requires many areas of the brain to operate together through an intricate network of neurons.
How to Help Your School Thrive Without Breaking the Bank will help you improve your school without investing in externally developed, expensive, and time-consuming reform programs or initiatives.
This book's breakthrough approach to supervision, built on the Teaching Schema for Master Learners introduced in the ASCD best-seller Improving Student Learning One Teacher at a Time, is a simple way to help teachers make the right adjustments in curriculum, instruction, assessment, and feedback--the four areas of practice that make the most difference in how learners learn.
Smart implementation of the Common Core State Standards requires both an overall understanding of the standards and a grasp of their implications for planning, teaching, and learning.
Smart implementation of the Common Core State Standards requires both an overall understanding of the standards and a grasp of their implications for planning, teaching, and learning.
"e;Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students' race and class.
"e;Unless we believe that those who have more are inherently superior to those who have less, we should be troubled by the fact that patterns of achievement are often fairly predictable, particularly with respect to students' race and class.
