books by Association for Supervision & Curriculum Development
 
 



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Brain-Friendly Strategies for the Inclusion Classroom
Judy Willis

Association for Supervision & Curriculum Development, 2007

Many teachers in regular classrooms feel unprepared to teach students with learning disabilities. Fortunately, brain research has confirmed that strategies benefiting learners with special challenges are suited for engaging and stimulating all learners. In this book, neurologist and classroom teacher Judy Willis explains that we can best help students by putting in place strategies, accommodations, and interventions that provide developmentally ...
  
  











  



  
Making Connections: Teaching and the Human Brain
Renate Nummela; Caine, Geoffrey Caine

Association for Supervision and Curriculum Development, 1991
  
  











  



  
Getting to Got It! Helping Struggling Students Learn How to Learn
Betty K. Garner

Association for Supervision & Curriculum Development, 2007

It s one of the great mysteries of teaching: Why do some students get it and some students don t? In this book, Betty K. Garner focuses on why students struggle and what teachers can do to help them become self-directed learners. Difficulty reading, remembering, paying attention, or following directions are not the reasons students fail but symptoms of the true problem: underdeveloped cognitive structures the mental processes necessary to ...
  
  











  



  
Building Background Knowledge for Academic Achievement: Research on What Works in Schools (Professional ...
Robert J. Marzano

Association for Supervision & Curriculum Development, 2004

Discover how a carefully structured combination of two approaches--sustained silent reading and instruction in subject-specific vocabulary--can help rescue low achievers and boost the academic performance of all students.
  
  











  



  
The Well-Balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out
Mike Anderson

Association for Supervision & Curriculum Development, 2010

You've probably heard the advice put on your own oxygen mask before assisting others. This is true both in airplanes and in classrooms. You have to take care of yourself before you can help someone else. If teachers are stressed out and exhausted, how can they have the patience, positive energy, and enthusiasm to provide the best instruction for students? Author Mike Anderson asked that question as a teacher himself, and the answers he found ...
  
  











  



  
Engaging Students with Poverty in Mind: Practical Strategies for Raising Achievement
Eric Jensen

Association for Supervision & Curriculum Development, 2013

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. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals * Smart, purposeful engagement strategies that all teachers can use to expand students' ...
  
  











  



  
Essential Questions: Opening Doors to Student Understanding
Jay McTighe, Grant Wiggins

Association for Supervision & Curriculum Development, 2013

What are essential questions, and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students discussions and promote a deeper understanding of the content. ...
  
  











  



  
The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson

Association for Supervision & Curriculum Development, 1999

Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it's so important to today's children. Yet she offers much more than theory, filling the pages with real-life ...
  
  











  



  
How to Create and Use Rubrics for Formative Assessment and Grading
Susan M. Brookhart

Association for Supervision & Curriculum Development, 2013

What is a rubric? A rubric is a coherent set of criteria for student work that describes levels of performance quality. Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused. The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two ...
  
  











  



  
Discipline With Dignity: New Challenges, New Solutions
Richard L. Curwin, Allen N. Mendler, ...

Association for Supervision & Curriculum Development, 2008

Discipline with Dignity details an affirming approach to managing the classroom that promotes respect for self and others. This completely updated 3rd edition offers practical solutions that emphasize relationship building, curriculum relevance, and academic success. The emphasis is on preventing problems by helping students to understand each other, work well together, and develop responsibility for their own actions, but the authors also ...
  
  











  



  
Short on Time: How do I make time to lead and learn as a principal? (ASCD Arias)
William Sterrett

Association for Supervision & Curriculum Development, 2013

There's never enough time. Sound familiar? This might be the most common lament voiced by school principals today. How can we find time to meet students' and teachers' needs, foster ingenuity and innovation, and apply best practices when so much is demanding our attention right this minute? School leadership expert and former principal William Sterrett comes to the rescue with practical advice on how principals can make the most of their time ...
  
  











  



  
Building Literacy in Social Studies: Strategies for Improving Comprehension and Critical Thinking
Donna Ogle, Ron Klemp, ...

Association for Supervision & Curriculum Development, 2007

Summary: Preparing students to be active, informed, literate citizens is one of the primary functions of public schools. But how can students become engaged citizens if they can t read, let alone understand, their social studies texts? What can educators--and social studies teachers in particular--do to help students develop the knowledge, skills, and motivation to become engaged in civic life? Building Literacy in Social Studies addresses this ...
  
  











  



  
Insights into Action: Successful School Leaders Share What Works
William Sterrett

Association for Supervision & Curriculum Development, 2011

Do you ever wonder whether researchers and professional developers really know what it s like to be a school leader? Do you sometimes struggle to connect articles and conference presentations with the challenges you face day to day? For award-winning educator William Sterrett, the answer to those questions was a resounding yes. So he made it his mission to identify the most important issues facing today s school leaders and offer practical, ...
  
  











  



  
What Teachers Really Need to Know About Formative Assessment
Laura Greenstein

Association for Supervision & Curriculum Development, 2010

What does formative assessment look like, and when should I use it? What kind of planning does it require, and what kinds of data does it generate? How will formative assessment improve my teaching and help my students succeed in a standards-based environment? How does it relate to my application of multiple intelligences theory, to differentiated instruction, and to everything else I m already doing in my classroom? In this volume, author ...
  
  











  



  
Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding
Nancy Frey, Douglas Fisher, ...

Association for Supervision & Curriculum Development, 2009

The benefits of collaborative learning are well documented and yet, almost every teacher knows how group work can go wrong: restless students, unequal workloads, lack of accountability, and too little learning for all the effort involved. In this book, educators Nancy Frey, Douglas Fisher, and Sandi Everlove show you how to make all group work productive group work: with all students engaged in the academic content and with each other, building ...
  
  











  



  
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd ...
Douglas Fisher, Nancy Frey

Association for Supervision & Curriculum Development, 2013

In this updated 2nd edition of the ASCD best-seller, Douglas Fisher and Nancy Frey dig deeper into the hows and whys of the gradual release of responsibility instructional framework. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. On a day-to-day level, it means delivering lessons purposefully planned to incorporate four essential and interrelated instructional phases: 1. ...
  
  











  



  
Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12
Carol Ann Tomlinson, Cindy A. Strickland

Association for Supervision and Curriculum Development, 2005

Join Carol Ann Tomlinson and Cindy A. Strickland in the continuing exploration of how real teachers incorporate differentiation principles and strategies throughout an entire instructional unit. Focusing on the high school grades, but applicable at all levels, Differentiation in Practice, Grades 9–12 will teach anyone interested in designing and implementing differentiated curriculum how to do so or how to do so more effectively. Inside, ...
  
  











  



  
Habits of Mind Across the Curriculum: Practical and Creative Strategies for Teachers
Arthur L. Costa

Association for Supervision & Curriculum Development, 2009

Distinguished educators Arthur L. Costa and Bena Kallick present this collection of stories by educators around the world who have successfully implemented the habits in their day-to-day teaching in K 12 classrooms. The collective wisdom and experience of these thoughtful practitioners provide readers with insight into the transdisciplinary nature of the 16 Habits of Mind--intelligent behaviors that lead to success in school and the larger ...
  
  











  



  
The Technology Fix: The Promise and Reality of Computers in Our Schools
William D. Pflaum

Association for Supervision and Curriculum Development, 2004

During the technology boom of the 1980s and 1990s, computers seemed set to revolutionize education. Do any of these promises sound familiar? -Technology would help all students learn better, thanks to multimedia programs capable of adapting to individual needs, learning styles, and skill levels. -Technology would transform the teacher’s role from a purveyor of a one-size-fits-all curriculum to a facilitator of student exploration. -Technology ...
  
  











  



  
Transforming Professional Development Into Student Results (ASCD Member Book)
Douglas B. Reeves

Association for Supervision & Curriculum Development, 2010

How can we create and sustain professional learning programs that actually lead to improved student achievement? In this thoughtful and informative guide for teachers, administrators, and policymakers, Douglas B. Reeves provides answers. First he casts a critical eye on professional learning that is inconsistent, unfocused, and ultimately ineffective, and explains why elaborate planning documents and brand-name programs are not enough to achieve ...
  
  











  








   



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