Formerly published by Peytral Publications This comprehensive and practical publication provides parents with the tools necessary to enhance their child's learning experience both at home and in school. The author answers questions about inclusive education, offers tools to help parents enhance children's learning, and provides activities, questionnaires, checklists, and graphs.
This easy-to-follow guide can help teachers become leaders rather than followers in the new high-tech, high-speed, digital era. Students and teachers, even the most technology-resistant, can learn to solve problems from sources like Internet sites, news groups, chat-rooms, e-mail and other Internet resources.
This easy-to-follow guide can help teachers become leaders rather than followers in the new high-tech, high-speed, digital era. Students and teachers, even the most technology-resistant, can learn to solve problems from sources like Internet sites, news groups, chat-rooms, e-mail and other Internet resources.
A Comprehensive Guide to New Directions and Practices
The original edition, published in 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Kenneth D Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how schools can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.
A Comprehensive Guide to New Directions and Practices
The original edition, published in 1995, challenges current teacher evaluation and school practice. The book discusses stages of teacher choice, teacher responsibilities for evaluation, and suggests ways for teachers to become more involved and in control of their own evaluation. Combining information and techniques from his academic studies and evaluation experiences, Kenneth D Peterson presents a coherent, field-tested set of new practices for teacher evaluation. The revised edition adds new chapters on the role of the principal in changed teacher evaluation, how schools can transition from current practice to improved practices, the use of national standards, developments in using pupil achievement data, and puts a new emphasis on developing sociologically. The Internet as a resource for local development is encouraged (67 web sites are recommended as starting points). New resources for local development have been added from extensive field-testing and analysis; forms have been improved and district-level principles have been assembled. Substantial material has been added on the topic of responding to deficient teacher practice. Finally, the research literature has been augmented.
Building Portfolios for Middle and High School Students
`This is one of the best books I have seen on topics for writing. All students could benefit from this - not just the reluctant writer' - Carol Miller, Intervention Specialist, Mineral Ridge High School, Mineral Ridge, Ohio Primarily intended for at-risk and/or special education students, this proposed workbook provides journal topics designed to inspire even the most reluctant writers. The topics begin with general non-revealing, non-threatening ideas. These topics will help to introduce writing as a means of expression and allow the student to test the teacher's reactions before encountering material that requires more personal responses. The topics have multiple questions, because many students (especially reluctant writers) will answer any question with as few words or as simple a sentence as possible. Using journals as daily practice and requiring weekly formal essays can provide students with the tools they need to become proficient writers. Each journal topic is followed by a video, and half have related readings that can be used for a more comprehensive English course. All of the ideas in this book are simply starting points for teachers to develop and use in the manner that best fits their students and classroom environment.
Read! Read! Read!, outlines a programme to address a need among educators to involve parents in the process of helping their children learn to read and write. Although the at-risk reader is provided with supplemental support at school, additional reinforcement is needed from home to maximize children's learning potential. While much has been written about how parents should read aloud to their children, this book goes beyond other publications by supplying the educator with a structured programme that trains parents to implement a variety of techniques. The authors encourage parents to truly participate in their children's literacy development, armed with knowledge of the reading process and aware of their invaluable role.
Strategies for Teaching in Extended Periods of Time
This book offers practical, tested strategies for teaching within extended periods of instructional time -- blocks. An excellent guide for teachers and administrators lookking to implement block scheduling in their schools.
The National Commission on Teaching and America's Future
Yearbook of the Politics of Education Association. This is an educational policy book for students and researchers, and anyone interested in teacher education reform.
