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Purchase Benefits
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List of Figures and Tables | p. vii |
Foreword | p. xi |
Preface | p. xiii |
Acknowledgments | p. xv |
About the Authors | p. xvii |
From Information Glut to Well-Known FACES | p. 1 |
Introduction | p. 1 |
Toward Well-Known FACES | p. 3 |
How the 14 Parameters Came to Be | p. 7 |
Parallel Research | p. 12 |
Simcoe County District School Board Case Study | p. 15 |
The Power of Putting FACES on the Data | p. 29 |
Genesis of the Dialogue with Educators | p. 30 |
When and How We Asked the Research Questions | p. 30 |
Research Findings: Question 1 | p. 32 |
Clustering the Parameters | p. 41 |
Why Do We Put FACES on the Data? | p. 41 |
How Do We Drill Down to Find "the Lovely Apparition"? | p. 44 |
To Be, or Not to Be (Good): That Is the Question | p. 45 |
FACES at High School | p. 53 |
Community Schools Case Study | p. 55 |
Making It Work in Practice-Assessment | p. 59 |
Assessment Case Study | p. 59 |
What Have We Learned about Assessment from This Case Study? | p. 64 |
Grande Prairie Case Study | p. 87 |
Making It Work in Practice-Instruction | p. 94 |
Tier 1-Good First Teaching and Classroom Practice | p. 95 |
Tier 2-Case Management Approach | p. 120 |
Tier 3-Early Intervention | p. 124 |
Eastern Ontario Case Study | p. 135 |
Leadership-Individualizing for Improvement | p. 151 |
Leading-by-Example Case Study | p. 151 |
Know-ability, Mobilize-ability, Sustain-ability | p. 157 |
Case Study from Vail Unified School District, Vail, Arizona | p. 176 |
Ownership-Of All the FACES | p. 184 |
An Entire State as a Case Study | p. 184 |
Public Policy Implications | p. 190 |
Parents and Communities Are "Owners," Too! | p. 193 |
Case Studies Reveal "Ownership by All" | p. 194 |
Epilogue | p. 199 |
Glossary of Terms | p. 202 |
Matrix of Scaffolded Learning Using the Gradual-Release-of-Responsibility Model: From Modeled to Shared to Guided to Interdependent Practice for Practitioners | p. 208 |
Data Collection Placemat for Research | p. 220 |
Case Management Template | p. 222 |
The Teaching-Learning Cycle | p. 228 |
Weekly Literacy Block Planner | p. 229 |
Task-Oriented Question Construction Wheel Based on Bloom's Taxonomy | p. 233 |
Cross-Curricular Literacy Indicators of Success | p. 234 |
Guiding Questions for Collaborative Team Book Study | p. 236 |
References | p. 243 |
Index | p. 248 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.