Author: Donyal Dickey
Publisher:
ISBN: 9780999422205
Category :
Languages : en
Pages :

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Book Description
A results-driven model for improving performance, leadership, and the culture of instruction at your school

Author: Donyall D. Dickey
Publisher:
ISBN: 9781934583395
Category : Academic achievement
Languages : en
Pages : 140

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Book Description

Author: Educational Epiphany
Publisher:
ISBN: 9781637870198
Category :
Languages : en
Pages :

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Book Description

Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0

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Book Description

Author: Bruce Charles Burt
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 324

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Book Description

Author: Elizabeth Rebecca Wentworth
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Three major differences were identified: the research group used function notation more frequently than the control group, the control group demonstrated confusion between composition of functions and inverse functions while the research group did not and the research group showed more mathematical work for the applications portion of the exam than the control group. Qualitative analysis was also done to identify trends in the questionnaire data. Among the major differences between groups was the increased willingness to work with mathematical applications in the future by the research group compared to the control group. The integrated instruction led to comparable and in some cases significantly better mathematics outcomes than the control group and led students to an increased willingness to work with mathematical applications both on the posttest and moving forward.

Author: L. Dee Fink
Publisher: John Wiley & Sons
ISBN: 0787971219
Category : Education
Languages : en
Pages : 317

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Book Description
Dee Fink poses a fundamental question for all teachers: "How can I create courses that will provide significant learning experiences for my students?" In the process of addressing this question, he urges teachers to shift from a content-centered approach to a learning-centered approach that asks "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?" Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction. He takes important existing ideas in the literature on college teaching (active learning, educative assessment), adds some new ideas (a taxonomy of significant learning, the concept of a teaching strategy), and shows how to systematically combine these in a way that results in powerful learning experiences for students. Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.

Author: Ellen B. Eisenberg
Publisher: ASCD
ISBN: 141662371X
Category : Education
Languages : en
Pages : 193

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Book Description
Unlike “fix-it” strategies that targeted teachers are likely to resist, educator-centered instructional coaching—ECIC—offers respectful coaching for professionals within their schoolwide community. Evidence-based results across all content areas, authentic practices for data collection and analysis, along with nonevaluative, confidential collaboration offer a productive and promising path to teacher development. Coaches and teachers implement ECIC through a before-during-after—BDA—cycle that includes comprehensive planning between coach and teacher; classroom visitation and data collection; and debriefing and reflection. Drawing on their extensive experience with ECIC, authors Ellen B. Eisenberg, Bruce P. Eisenberg, Elliott A. Medrich, and Ivan Charner offer this detailed guidance for coaches and school leaders on how you and your school can create the conditions for an effective ECIC program, get buy-in from teachers, clearly define the role of coach, roll out a coaching initiative, and ensure ongoing success with coaching. Filled with authentic advice from coaches, Instructional Coaching in Action provides valuable insight and demonstrates how educator-centered instructional coaching can make a difference in teacher learning, instructional practice, and student outcomes.

Author: Denise D. Nessel
Publisher: Corwin Press
ISBN: 1452239363
Category : Education
Languages : en
Pages : 249

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Book Description
"This resource provides a repertoire of high-effect comprehension strategies. It is important for classroom teachers and school leaders to be able to justify why they are using specific strategies and what the benefits are of a specific strategy. Nessel and Graham provide this justification." -W. Dorsey Hammond, Professor of Education Salisbury University Use these strategies to develop your students′ thinking skills and increase their learning in all subject areas. How can teachers improve students′ higher level and creative thinking? The revised edition of this handbook provides strategies and sample lesson plans to help students learn to think more effectively and to raise their achievement levels. Drawing upon past and recent research, the authors discuss the importance of actively engaging all students-including those with a history of low achievement-in higher levels of thinking. Thirty specific strategies, including K-W-L, Read and Think Math, and Reciprocal Teaching, can be readily integrated into daily lesson plans. This step-by-step guide shows teachers how to: Help students develop, refine, and extend their thinking capacities Challenge students to creatively approach complex and unfamiliar material Encourage students to bring their own perspective to class assignments Provide students at all learning levels with appropriate support With its user-friendly, practical approach, this important resource should be in the hands of every educator!

Author: Carolyn J. Kelley
Publisher: Corwin Press
ISBN: 1452273308
Category : Education
Languages : en
Pages : 217

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Book Description
"With the spotlight on schools and the achievement of subgroups of students, educators need to read this book and reflect on the guiding questions. Then we need to take the challenge and do what we know is right so we are doubling student performance and closing achievement gaps." —Leslie Standerfer, Principal Estrella Foothills High School, Goodyear, AZ "This text is the product of considerable research and disciplined reflection on closing the student achievement gap in schools, unquestionably the most important challenge facing schools. The book offers a wealth of well-illustrated advice about how to address this challenge and should be required reading for every principal and superintendent." —Kenneth Leithwood, Professor of Educational Leadership and Policy Ontario Institute for Studies in Education, University of Toronto The keys to closing achievement gaps from principals who have been there! What does it take to reach across cultural and socioeconomic barriers to bridge student achievement gaps? Drawing on five years of nationwide research, the authors present Learning First, an integrated schoolwide framework of collaborative leadership that helps school leaders advance learning for all students. Using case examples that illustrate how Learning First works in action and providing worksheets, checklists, and rubrics to support implementation, the book shows principals how to apply this field-tested model to four critical dimensions of leadership: Advancing equity and excellence in student learning Developing teachers′ instructional capacity Managing and aligning resources Building and engaging community Learning First! offers an approach that strengthens principals′ leadership skills, delineates shared goals for professional communities, and helps educators keep their eyes on the prize—closing the achievement gap in their schools.