This book seeks to provide researched-based literature focused on high-school-level educational reform-an area not addressed very well by the current literature on school reform. The authors place the notion of "the productive high school" in a historical context, address research on productive high school classrooms, and link organizational structures and routines with enhanced learning.
Leaders Helping Leaders provides a guide to planning and implementing a structured mentoring programme to support educational leaders on a local basis. John Daresh presents a three-phase model which leads the reader through initial planning, implementation, and evaluation issues. He discusses: the definitions and purposes of mentoring; benefits derived from mentoring; the kinds of training programmes available to assist school system planners in the design of local mentor preparation programs; Chapters are filled with suggested issues and activities that will assist readers in developing effective programmes at the local level. The book concludes with detailed prompts to sketch a mentoring plan for one's district - a mentor-protege action planning form. The first edition of Leaders Helping Leaders was published by Scholastic in 1992.
This book is about developing a Peer Assistance and Review (PAR) programme, where teacher partnership through joint responsibility improves the quality of teaching, strengthens teacher professionalism, and ultimately, enhances student learning. Peer assistance helps both new and veteran teachers improve and update their knowledge and skills by linking them with "consulting teachers" who provide support through observation, modeling, and sharing of information. Chapters 1 through 4 clearly define teacher peer assistance and review and why it is such a valuable tool for both teachers and administrators. The chapters guide us through the key concepts and major components of the programme, the good decision-making skills needed and asks many of the questions that must be answered in order to successfully implement this programme. Key players, their roles and responsibilities, methods, standards and criteria are also discussed at length. These concepts are skillfully drawn and will help all teachers and administrators from the most novice to the most senior raise the standards of their knowledge while improving the quality of learning for all students. Useful Web sites, sample forms, job descriptions, and applications, and an example of an educational policy trust agreement offer practical how-to help. Both administrators and teachers interested in understanding and incorporating a Peer Assistance and Review program will find this book an essential guide.
Using Performance Criteria for Assessing and Improving Student Performance
This book is a practical guide to the development and use of scoring rubrics in the classroom to achieve three goals. The first goal is clarifying the targets of instruction, especially those that are complex and hard to define such as problem solving, writing, and group process skills. Goal number two is providing valid and reliable assessment of student learning on these same complex and hard assess student outcomes. The third goal is to improve student motivation and achievement by helping students understand the nature of quality for performances and products. Each chapter is framed by an essential question, including illustrative stories, provides practical examples, offers tips and cautions, and concludes with a summary of key points and recommended resources for further information.
`Intriguing ways of explaining the concepts of constructivist education. Excellent analogies and examples!' - Maryellen Towey Schultz, Assistant Professor of Education, Nebraska Wesleyan University The purpose of the Constructivist Learning Design is to offer teachers and students of teaching a way to think about organizing for learning by ......
Adapting Schools to Meet the Needs of Students With Disabilities
Technology, Curriculum and Professional Development highlights some important considerations for making technology implementation meaningful and enduring for students with disabilities. Implementing technologies or new curricula creates intricate complexities that educators in both general and special education have seldom anticipated, much less managed well. John Woodward and Larry Cuban examine what researchers have learned about instructional interventions for students with disabilities. While the majority of the chapters focus on innovative uses of technology, there is also careful consideration of pedagogical, curricular, and classroom organizational approaches. The authors: provide a critical examination of the efforts made; detail the successes, failures, and enduring dilemmas that have been faced in validating research-based strategies for students with disabilities; suggest important design considerations for researchers and developers; provide ideas for giving research a more powerful voice by expanding its vocabulary of real world implementation
This book provides useful teaching ideas for secondary beginning teachers who wish to focus on their students, parents, colleagues, teaching associates, and school site administrators. The author includes examples and directions which beginning teachers can put to practical use in the classroom the next day. The tools, techniques, and strategies that will be lifesavers during the first year of teaching are all discussed here. The volume is the culmination of researching and assembling materials from beginning teachers in high schools over the course of three years.
This book provides useful teaching ideas for secondary beginning teachers who wish to focus on their students, parents, colleagues, teaching associates, and school site administrators. The author includes examples and directions which beginning teachers can put to practical use in the classroom the next day. The tools, techniques, and strategies that will be lifesavers during the first year of teaching are all discussed here. The volume is the culmination of researching and assembling materials from beginning teachers in high schools over the course of three years.
Adapting Schools to Meet the Needs of Students With Disabilities
Technology, Curriculum and Professional Development highlights some important considerations for making technology implementation meaningful and enduring for students with disabilities. Implementing technologies or new curricula creates intricate complexities that educators in both general and special education have seldom anticipated, much less managed well. John Woodward and Larry Cuban examine what researchers have learned about instructional interventions for students with disabilities. While the majority of the chapters focus on innovative uses of technology, there is also careful consideration of pedagogical, curricular, and classroom organizational approaches. The authors: provide a critical examination of the efforts made; detail the successes, failures, and enduring dilemmas that have been faced in validating research-based strategies for students with disabilities; suggest important design considerations for researchers and developers; provide ideas for giving research a more powerful voice by expanding its vocabulary of real world implementation
