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This is the 25th edition with a publication date of 3/11/2010.
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TheAnnual Editionsseries is 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 Editionsare 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. TheAnnual Editionsvolumes 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 onlineInstructor's Resource Guidewith testing materials.Using Annual Editions in the Classroomis a general guide that provides a number of interesting and functional ideas for usingAnnual Editionsreaders in the classroom. Visit www.mhhe.com/annualeditions for more details.
Table of Contents
|Perspectives on Teaching|
|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|
|Play and Social Interaction in Middle Childhood|
|Childhood Obesity in the Testing Era: What Teachers and Schools Can Do!|
|The Curriculum Superhighway|
|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|
|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|
|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|
|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|
|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|
|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|
|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|
|Standards, Accountability, and Standardized Testing|
|Who Is No Child Left Behind Leaving Behind?|
|Upper Elementary Grades Bear the Brunt of Accountability|
|Measuring the Achievement Elephant|
|Exit Exams Harm Students Who Fail Them-and Don’t Benefit Students Who Pass Them|
|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|
|Assessment-Driven Improvements in Middle School Students’ Writing|
|Article Rating Form|
|Table of Contents provided by Publisher. All Rights Reserved.|