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Annual Editions is a series of over 65 volumes, each designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. The Annual Editions volumes have a number of common organizational features designed to make them particularly useful in the classroom: a general introduction; an annotated table of contents; a topic guide; an annotated listing of selected World Wide Web sites; and a brief overview for each section. Each volume also offers an online Instructor's Resource Guide with testing materials. Using Annual Editions in the Classroom is the general instructor's guide for our popular Annual Editions series and is available in print (0073301906) or online. Visit www.mhcls.com for more details..
Table of Contents
|AE Educational Psychology, 09/10PrefaceCorrelation GuideTopic GuideInternet|
|Perspectives on Teaching Unit Overview|
|Character and Academics: What Good Schools Do,Jacques S. Benninga et al.,Phi Delta Kappan,February 2006 The authors present a strong argument that well-defined character education programs should exist alongside traditional academic programs in schools. Students need to learn about values such as respect for people, civility, honor, perseverance, and others|
|Memories from the ‘Other’: Lessons in Connecting with Students,Thomas David Knestrict,Phi Delta Kappan,June 2005 Mr. Knestrict reflects on his time as K-12 student and vividly shows how he beat the odds to become an assistant professor of education. He shows how important it is thateffective teachersbuild a human connection with each student, making each feel lovable and capable|
|A National Tragedy: Helping Children Cope, National Association of School Psychologists,2002 This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in response toa national tragedyand suggests waysto teachers and parents to help them cope|
|Development Unit Overview|
|Play: Ten Power Boosts for Children’s Early Learning,Alice Sterling Honig,Young Children,September 2007 Ms. Honig discusses the benefits ofplayfor the physical, social, and cognitive development of young children|
|Sustaining Resilient Families for Children in Primary Grades,Janice Patterson and Lynn Kirkland,Childhood Education,Fall 2007 Janice Patterson and Lynn Kirkland show how parents and teachers can create resilientfamiliesso that children can weather the tough times successfully. It discusses the importance of communication, routines, and children’s literature as ways to support theresilienceof children and their families|
|The Curriculum Superhighway,Thomas Armstrong,Educational Leadership,May 2007 The author argues that in our attempts to focus on academic achievement, educators may be ignoring important developmental needs of students-not only in elementary grades-but in middle and high school as well. He reminds readers of the importantdevelopmental milestonesassociated with each grade range andsuggests ways to approach curriculumthat is sensitive to meeting these needs|
|The Under-Appreciated Role of Humiliation in the Middle School,Nancy Frey and Douglas Fisher,TheMiddle East Journal,January 2008 The authors explain that students feel humiliated in school because of bullying, placement in remedial classes, and embarrassment by teachers. They explain the effects of humiliation onadolescent developmentand offer suggestions for reducing humiliation in schools|
|Risk Taking in Adolescence: New Perspectives from Brain and Behavioral Science,Laurence Steinberg,Current Directions in Psychological Science,April 2007 Laurence Steinberg argues thatadolescentstake more risks than younger children because brain development has a different rate for the cognitive control system and socioemotional network. He discusses the role of peers in adolescent risk-taking|
|Individual Differences among Learners Unit Overview|
|Exceptional Learning Needs|
|Thinking Positively: How Some Characteristics of ADHD Can Be Adaptive and Accepted in the Classroom,Jody Sherman, Carmen Rasmussen, and Lola Baydala,Childhood Education,Summer 2006 The authors note that many gifted individuals, such as Mozart and Einstein, had the characteristics of ADHD. They describe the positive traits as energetic, creative, good brainstormer, and "poly-active, " meaning that these students can work on numerous tasks. They suggest instructional strategies to support these strengths and facilitate theinclusionofstudents with ADHDin typical classrooms|
|Universal Design in Elementary and Middle School,Margaret M. Flores,Childhood Education,Summer 2008 One important way to meet the needs of learners withspecial needsin aninclusive classroomis to provide appropriate accommodations to instruction. The principles of universal design, explained here, can help general education teachers design educational environments that ensure that all students have access to instruction|
|Gifted and Talented|
|Recognizing Gifted Students: A Practical Guide for Teachers,Sandra Manning,Kappa Delta Pi Record,Winter 2006 Sandra Manning provides numerous characteristics ofgifted students,including classroom behaviors that may be challenging|
|Melange Cities,Blair A. Ruble,Wilson Quarterly,Summer 2006 The author discusses the phenomenon of immigration into major North American cities. He argues that new immigrants are frequently a great benefit to the American society and quotes Montreal, Canada as an example. The author views immigration from an international perspective and argues that it can be a positive force in urban development, which ultimately impacts the schools|
|Nine Powerful Practices: Nine Strategies Help Raise the Achievement of Students Living in Poverty,Ruby Payne,Educational Leadership,April 2008 Multi-cultural educationincludeseffectively teachingat-risk students. Ruby Payne describes nine interventions that can help raise the achievement of low-income students|
|Becoming Adept at Code-Switching,Rebecca S. Wheeler,Educational Leadership,April 2008 One of the challenges for teachers inmulti-cultural settingsis that many students in dialectically diverse classrooms struggle to read and write. Rebecca Wheeler argues that teaching students about code-switching and reflecting on their language can help them become successful|
|Boys and Girls Together: A Case for Creating Gender-Friendly Middle School Classrooms,David Kommer,The Clearing House,July/August 2006 Mr. Kommer examinesgenderdifferences in classroom performance,brain functioning,andsocial development.He proposes using multiple instructional strategies that meet the needs of both boys and girls|
|Learning and Instruction Unit Overview|
|Learning and Cognition|
|Differentiating for Tweens,Rick Wormeli,Educational Leadership,April 2006 |
|Table of Contents provided by Publisher. All Rights Reserved.|