Look at good writing in any genre, and you'll find these traits. Think of them as the fuel that stokes the engine of writing. With this book, teachers will learn how to assess student work for these traits and plan instruction. And they'll be amazed at how the writing in their classroom improves. Includes scoring guides, focus lessons, and activities for teaching each trait.

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    Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Words shows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

    Admissions Confidential is a definitive look at why those books don't work. Toor lifts the veil on a process that anxious parents and high school students have never had decoded before. And they may be shocked to find out:--that elite colleges spend thousands of dollars recruiting students they will never admit--why some students at the bottom of their high school classes are admitted to top schools when the valedictorians are rejected--how pricey independent college counselors can hurt an applicant's chances--why admission to a top school depends on who reads your application--why the top of the class at a high-performing high school may end up at their second and third choiceWritten in engaging first-person and covering the entire admissions process--from recruiting to enrollment--Admissions Confidential is a year in the life of a college admissions officer.

    Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

    A series of dialogues between a novice and a master teacher and between a new and a seasoned principal demonstrate how framing--and then reframing--challenges brings clarity.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.

    -- M. Carolyn Clark, Department of Educational Human Resource Development, College of Education, Texas A&M University Since Merriam's definitive Case Study Research in Education first appeared in 1988, significant advances have occurred in the field of qualitative research. To meet the demand for a book that reflects these important changes, Merriam has completely revised and updated her classic work.Timely, authoritative, and approachable, Qualitative Research and Case Study Applications in Education is a practical resource that offers the information and guidance needed to manage all phases of the qualitative and case study research process.

    Like all teachers, Cris struggles to balance her student-centered instruction with school system mandates. Her recommendations are realistic and practical; she understands that what isn't manageable isn't sustainable.Cris describes the systems and structure she uses in her own classroom and shows teachers how to use assessments to monitor student growth and provide targeted feedback that enables students to master content goals. She also shares ways to bring students into the assessment cycle so they can monitor their own learning, maximizing motivation and engagement.So What Do They Really Know? includes a wealth of information:Lessons from Cris's classroomTemplates showing how teachers can use the workshop model to assess and differentiate instructionStudent work, including samples from linguistically diverse learners, struggling readers, and college-bound seniorsAnchor charts of student thinkingIdeas on how to give feedbackGuidelines that explain how conferring is different from monitoringSuggestions for assessing learning and differentiating instruction during conferencesAdvice for managing ongoing assessmentCris's willingness to share her own struggles continues to be a hallmark of her work. Teachers will recognize their own students and the challenges they face as they join Cris on the journey to figure out how to raise student achievement.

    This text includes provocative essays written by scholars to refresh both teacher and student, successful and understandable techniques for teaching through performance, and teaching methods that engage students at all levels.

    According to veteran classroom teacher and educational consultant Suzy Pepper Rollins, the true answer to supporting struggling students lies in acceleration. In Learning in the Fast Lane, she lays out a plan of action that teachers can use to immediately move underperforming students in the right direction and differentiate instruction for all learners--even those who excel academically. This essential guide identifies eight high-impact, research-based instructional approaches that will help you* Make standards and learning goals explicit to students.* Increase students' vocabulary--a key to their academic success.* Build students' motivation and self-efficacy so that they become active, optimistic participants in class.* Provide rich, timely feedback that enables students to improve when it counts.* Address skill and knowledge gaps within the context of new learning.Students deserve no less than the most effective strategies available. These hands-on, ready-to-implement practices will enable you to provide all students with compelling, rigorous, and engaging learning experiences.

    This collection of templates, design tools, examples, and exercises helps you give all staff members a firm grasp of key UbD principles, includingHow to use backward design to align curriculum with assessment and instruction.Why to focus curriculum on the big ideas in your content standards.Which learning activities are more apt to enable students to achieve desired results.Give staff members at all levels clear action steps they need in every stage of the UbD process, including Drafting curriculum units based on essential questions.Creating performance tasks and rubrics for assessing student understanding in any subject.Organizing, sequencing, and guiding classroom learning experiences.Included are steps for conducting a peer review of unit designs plus process steps to guide your implementation of UbD systemwide.

    A contemporary companion to City Kids, City Teachers: Reports from the Front Row, this new and timely collection has been compiled by four of the country's most prominent urban educators. Contributors including Sandra Cisneros, Jonathan Kozol, Sapphire, and Patricia J. Williams provide some of the best writing on life in city schools and neighborhoods. Young people and practicing teachers, poets and scholars, social critics and journalists offer unique takes on topics ranging from culturally relevant teaching and scripted curricula to the criminalization of youth, gentrification, and the inequities of school funding.In the words of Sonia Nieto, City Kids, City Schools "challenge[s] the conventional wisdom of what it means to teach in urban schools."

    Jackson, author of the best-selling Never Work Harder Than Your Students and Other Principles of Great Teaching.In this book for school leaders, Jackson presents a new model for understanding teaching as a combination of skill and will and explains the best ways to support individual teachers' ongoing professional development. Here, you'll learn how to meet your teachers where they are and help every one of them--from the raw novice to the savvy veteran, from the initiative-weary to the change-challenged to the already outstanding--develop the mindset and habits of master teachers. Real-life examples, practical tools, and strategies for managing time and energy demands will help you build your leadership capacity as you raise the level of instructional excellence throughout your school.To move your school forward, you must move the people in it. If you want a master teacher every classroom, you must commit to helping every teacher be a master teacher. That work begins here.

    The suggested strategies are supported by research and are grounded in enough theory to enable teachers to adapt them to their own situations. The author does not suggest a "set of recipes" to be followed mechanically, but gives teachers the tools they need to deal with the ever changing dynamics of teaching and learning.