Preface | |
Correlation Guide | |
Topic Guide | |
Internet References | |
Perspectives on Teaching | |
Unit Overview | |
What Makes a Great Teacher? PDK Summit Offers Many Ideas | |
The Spectrum of Education Research | |
Embarking on Action Research | |
Teaching with Awareness: The Hidden Effects of Trauma on Learning | |
Supporting Adolescents Exposed to Disasters | |
Development | |
Unit Overview | |
Childhood | |
Play and Social Interaction in Middle Childhood | |
Childhood Obesity in the Testing Era: What Teachers and Schools Can Do! | |
The Curriculum Superhighway | |
Adolescence | |
The Under-Appreciated Role of Humiliation in the Middle School | |
Adolescent Decision Making: An Overview | |
Academic Instructors or Moral Guides? Moral Education in America and the Teacher’s Dilemma | |
Individual Differences among Learners | |
Unit Overview | |
Exceptional Learning Needs | |
Improving the Way We Think about Students with Emotional and/or Behavioral Disorders | |
Sam Comes to School: Including Students with Autism in Your Classroom | |
Universal Design in Elementary and Middle School: Designing Classrooms and Instructional Practices to Ensure Access to Learning for All Students | |
Gifted and Talented | |
Social and Emotional Development of Gifted Children: Straight Talk | |
Cultural Diversity | |
Understanding Unconscious Bias and Unintentional Racism | |
Nine Powerful Practices: Nine Strategies Help Raise the Achievement of Students Living in Poverty | |
Becoming Adept at Code-Switching | |
Do Single-Sex Classes and Schools Make a Difference? | |
Learning and Instruction | |
Unit Overview | |
Learning and Cognition | |
A Fresh Look at Brain-Based Education | |
What Will Improve a Student’s Memory? | |
When Students Seem Stalled | |
Classroom Assessment and Grading to Assure Mastery | |
Backward Design: Targeting Depth of Understanding for All Learners | |
Learning-Style Responsiveness Approaches for Teaching Typically Performing and At-Risk Adolescents | |
Instructional Strategies | |
The Goals of Differentiation | |
Time for Time on Task and Quality Instruction | |
"To Find Yourself, Think for Yourself": Using Socratic Discussions in Inclusive Classrooms | |
Setting the Record Straight on "High-Yield" Strategies | |
Technology & the Internet | |
Strategies for Planning Technology-Enhanced Learning Experiences | |
Plagiarism in the Internet Age | |
Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying | |
R U Safe? | |
Motivation, Engagement, and Classroom Management | |
Unit Overview | |
Motivation and Engagement | |
The Perils and Promises of Praise | |
Should Learning Be Its Own Reward? | |
Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students | |
Successful Teachers Develop Academic Momentum with Reluctant Students | |
"I’ll Repeat Myself, Again?!": Empowering Students through Assertive Communication Strategies | |
Classroom Management | |
Strategies for Effective Classroom Management in the Secondary Setting | |
Tackling a Problematic Behavior Management Issue: Teachers’ Intervention in Childhood Bullying Problems | |
Middle School Students Talk about Social Forces in the Classroom | |
Dimensions of Person-Centered Classroom Management | |
Assessment | |
Unit Overview | |
Standards, Accountability, and Standardized Testing | |
Who Is No Child Left Behind Leaving Behind? | |
Upper Elementary Grades Bear the Brunt of Accountability | |
Grading Education | |
Measuring the Achievement Elephant | |
Exit Exams Harm Students Who Fail Them-and Don’t Benefit Students Who Pass Them | |
Classroom Assessment | |
Reliability and Validity of Information about Student Achievement: Comparing Large-Scale and Classroom Testing Contexts | |
Feedback That Fits | |
Using Self-Assessment to Chart Students’ Paths | |
Peer Assessment | |
Assessment-Driven Improvements in Middle School Students’ Writing | |
Test-Your-Knowledge Form | |
Article Rating Form | |
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