The SAT I Reasoning Test is widely used in colleges throughout the United States as a screening device for student admission. This guide is designed to help high school teachers assist their college applicants in preparing for this crucial test. The book provides an overview of the SAT I Test and a selective review of mathematics taught through elementary algebra and geometry. Curricular issues addressed include: what to teach, how to present it, and what consititutes the best possible setting. The importance of students' development of accuracy and speed is stressed throughout, and specific problem-solving strategies and short-cuts are presented in detail along with instructions for advising students on how and when to use them - and when it's best to guess.
What teachers do to nurture healthy bonds with students, while maintaining high academic standards and high expectations for student achievement, is the concern of this book. Basing her work on a study of teachers and students, and illustrating the book with examples, Judith A Deiro describes six strategies that teachers can use to encourage strong bonds that do not require the teacher to become a counsellor or parent. She also discusses personal and professional resources of support for caring teachers.
How do exemplary teachers `reach' students, and how do they know when they have? How can other teachers develop the skills and awareness necessary to become exemplary teachers? Vivienne Collinson addresses these questions and provides detailed information on successful practical strategies. She also illustrates the influence of teachers' beliefs on how they structure the physical, intellectual and social culture of their classrooms. The book links theory and classroom practice to increase understanding of the role of intrapersonal and interpersonal knowledge and skills in teaching and learning.
The Politics of Quality in African American Schooling
This book presents a discussion among scholars about the need for, implications of and critical issues involved in looking beyond school desegregation to focus on the quality of African American schooling. The strategy of school desegregation is examined in the context of the power used by whites to control policy-making and implementation. The use of power by African Americans to resist schooling imposed by whites to maintain oppressive social relations is also discussed.
Creating lesson plans for teaching English literature in high schools is the theme of this book. Consideration is given to students and their needs, the literary work being studied and the most appropriate and effective instructional strategies. Four units of study are included to demonstrate the variety of approaches to teaching literature.
Why should the school curriculum be integrated? How can this best be accomplished? Nancy G Nagel discusses integrative teaching using real-world problems to which both students and teachers can relate. She provides case studies of integretive teaching units from inner city, suburban and private schools in the United States, together with teacher and student feedback on the units. The book concludes with suggestions for implementing an integrative curriculum.
A Female High School Principal's Guide to Survival
Women are currently being offered more leadership opportunities in educational administration. Writing from her own experience as a high school principal in the United States, Anna T Hicks explores a range of gender and equity issues. Her experiences and insights, though personal, have universal relevance.
Creating lesson plans for teaching English literature in high schools is the theme of this book. Consideration is given to students and their needs, the literary work being studied and the most appropriate and effective instructional strategies. Four units of study are included to demonstrate the variety of approaches to teaching literature.
In current practice most staff development in the United States education system is designed for an entire school or district in a `one size fits all' approach. However, new approaches to staff development, based on constructivist learning theory, are beginning to acknowledge the individuality and self-determination of professional teachers. Nine such models of staff development are presented clearly in this book, and the profiles of teachers and administrators most likely to succeed in each model are discussed. Methods of accountability for each model are also explained.