The monograph Promising Practices for Teachers to Engage with Families of English Language Learners provides practical activities, communication skills, events, resources, and policies to work with families who are English language learners.
(special supplemental workbook)The goal of this manual is to enhance the capacity of all members of the educational context, whether student, parent, teacher, administrator, or consultant, to activate the benefits of infused technologies for all learners, including those who are blind or have low vision.
This volume explores issues involved with teaching social theory to preservice teachers pursuing degrees through teacher education programs and experienced teachers and administrators pursuing graduate degrees.
The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing.
This book is different than its predecessors in that it identifies and synthesizes twelve key constructs that have important implications for both administrators and researchers; these constructs guide administrators engaged in meaningful school improvement efforts and provide researchers an agenda for future study.
The purpose of this volume is to present a selection of chapters that reflect current issues relating to children's socialization processes that help them become successful members of their society.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States.
The volume begins with a chapter by Henri Savall, founder and director of the ISEOR Institute and creator of the SEAM methodology, that presents an overview of the development of the socio-economic approach to management, and its guiding frameworks and methodology.
The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference.
In this book we are interested in patterns of education, rehabilitation service, socialization, and ideas about blindness that in large part produce the above-mentioned distinct patterns.
Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning.
This book presents cases of schools (Part One) and programs at the district level and beyond (Part Two) in which reform, while driven by high-stakes accountability, became larger and deeper through data-driven dialogue, culture change, organizational learning, and other elements of high performing cultures.
The chapters contained in the book present a new and exciting set of conceptual tools that will not only allow us to think about transfer in more productive ways, but will also enable the development of educational and measurement tools that will greatly facilitate our ability to educate the children in our schools.
This text is divided into four parts: exploring theoretical paradigms in design, development and enactment of PDSs; standard-based teacher education and PDSs; best practices profiles of PDSs that advance understanding of research in the field; and toward a research agenda that strengthens PDSs.
This volume is the seventh in the Advances in Service-Learning Research series, and presents a collection of papers selected from those presented at the Sixth International Service-learning Research, hosted by Portland State University in Portland, Oregon in October 2006.
This research anthology is the fourth volume in a series sponsored by the Special Interest Group Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education.
This book aims to fill this gap in the scholarship on social education by drawing on the research findings and/or experiences from scholars in eight East and Southeast Asian societies.
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
This book, "e;The perspective of women's entrepreneurship in the Age of Globalization"e; addresses the issue of female entrepreneurship development in the context of globalization.
"e;Know thyself"e; is something that has been advocated by great philosophers, psychologists, and religious leaders since the beginning of recorded history.
(Published in cooperation with The Center on Innovation & Improvement)As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.
The Impact of the Laboratory and Technology on K-12 Science Learning and Teaching examines the development, use, and influence of active laboratory experiences and the integration of technology in science teaching.
This book is intended to help you enhance your common sense (your intuitive decision making skills) as well as your critical thinking skills (your rational planning and decision-making skills).
In this Hebrew language learning setting, students' backgrounds and histories are diverse: some were born and raised in Canada, the United States, or South Africa and studied Hebrew at Jewish day schools; others were born in the former USSR, immigrated to Israel as children, and moved to Canada with their families as teenagers; others were children of Israeli emigrants who learned Hebrew at home.
This book explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom.
How Stakeholders Can Support Teacher Quality compiles the proceedings from the Milken Family Foundation's National Education Conference (NEC), which took place in Washington, D.
