Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole-school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning.Includes everything teachers and school leaders need to implement a successful Student-Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book's eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for EL Education and a former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement.DVD and other supplementary materials are not included as part of the e-book file, but are available for download after purchase.

    But with quotes like, “Just be kind” or, “Throw kindness around like confetti,” we’ve oversimplified what it takes to actually demonstrate kindness in a world crying out for it. Deep Kindness pairs anecdotes with actions that can make real change in our own lives, the lives of others, and throughout the world. Diving into the types of kindness the world needs most today, this book takes an honest look at the gap between our belief in kindness and our ability to practice it well—and shows us how to put intention into action. Exploring everything from the empathy gap to the skill of emotional regulation, Deep Kindness is perfect for anyone who believes in a kinder world and recognizes that there is a lot of work to do before we achieve it.

     At the age of sixteen, R. Dwayne Betts — a good student from a lower-middle-class family — carjacked a man with a friend. He had never held a gun before, but within a matter of minutes he had committed six felonies. In Virginia, carjacking is a “certifiable” offense, meaning that Dwayne would be treated as an adult under state law. A bright young kid, weighing only 126 pounds — not enough to fill out a medium T-shirt — he served his eight-year sentence as part of the adult population in some of the worst prisons in the state. “A Question of Freedom” is a coming-of-age story, with the unique twist that it takes place in prison. Utterly alone — and with the growing realization that he really is not going home any time soon — Dwayne confronts profound questions about violence, freedom, crime, race, and the justice system. Above all, “A Question of Freedom” is about a quest for identity — one that guarantees Dwayne’s survival in a hostile environment and that incorporates an understanding of how his own past led to the moment of his crime.

    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.

    Routledge is an imprint of Taylor & Francis, an informa company.

    You can buy in the best behaviour tracking software, introduce 24/7 detentions or scream ‘NO EXCUSES’ as often as you want – but ultimately the solution lies with the behaviour of the adults. It is the only behaviour over which we have absolute control. Drawing on anecdotal case studies, scripted interventions and approaches which have been tried and tested in a range of contexts, from the most challenging urban comprehensives to the most privileged international schools, behaviour training expert and Pivotal Education director Paul Dix advocates an inclusive approach that is practical, transformative and rippling with respect for staff and learners. An approach in which behavioural expectations and boundaries are exemplified by people, not by a thousand rules that nobody can recall. When the Adults Change, Everything Changes illustrates how, with their traditional sanction- and exclusion-led methods, the ‘punishment brigade’ are losing the argument. It outlines how each school can build authentic practice on a stable platform, resulting in shifts in daily rules and routines, in how we deal with the angriest learners, in restorative practice and in how we appreciate positive behaviour. Each chapter is themed and concludes with three helpful checklists – Testing, Watch out for and Nuggets – designed to help you form your own behaviour blueprint. Throughout the book both class teachers and school leaders will find indispensable advice about how to involve all staff in developing a whole school ethos built on kindness, empathy and understanding. Suitable for all head teachers, school leaders, teachers, NQTs and classroom assistants – in any phase or context, including SEND and alternative provision settings – who are looking to upgrade their own classroom management or school behaviour plan. Contents include: Visible Consistency, Visible Kindness; The Counter-Intuitive Classroom; Deliberate Botheredness; Certainty in Adult Behaviour; Keystone Classroom Routines; Universal Microscripts: Flipping the Script; Punishment Addiction, Humiliation Hangover; Restore, Redraw, Repair; Some Children Follow Rules, Some Follow People; Your Behaviour Policy Sucks!; and The 30 Day Magic.

    The book demonstrates what sharply rising standards for literacy have meant to successive generations of Americans and how--as students, workers, parents, and citizens--they have responded to rapid changes in the meaning and methods of literacy learning in their society. Drawing on more than 80 life histories of Americans from all walks of life, the book addresses critical questions facing public education at the start of the twenty-first century.

    It explores the three worlds which together shape a student’s learning – the public world of the teacher, the highly influential world of peers, and the student’s own private world and experiences. What becomes clear is that just because a teacher is teaching, does not mean students are learning.Using a unique method of data collection through meticulous recording -audio, video, observations, interviews, pre and posttests - and the collation and analysis of what occurred inside and outside the classroom, Graham Nuthall has definitively documented what is involved for most students to learn and retain a concept. In the author’s lifetime the significance of his discoveries and the rare mix of quantitative and qualitative methods were widely recognised and continue to be one of the foundation stones of evidence-based quality education.This book is the culmination of Professor Graham Nuthall’s forty years of research on learning and teaching. It is written with classroom teachers and teachers of teachers in mind. But realising time was short and that his life’s work was laid out in learned papers for fellow researchers, he wrote this brief but powerful book for a much wider audience as well: for all those who seek a better understanding of classroom learning.After completing his PhD at the University of Illinois, Graham Nuthall returned to take up academic positions at the University of Canterbury New Zealand. Throughout his long and distinguished career he continued to work closely with his academic colleagues in the USA and other countriesHe served on the editorial boards of international journals including Journal of Education for Teaching, Social Psychology of Education, Journal of Classroom Interaction and was Joint Editor of Teaching and Teacher Education: an International Journal of Research and Studies. His work has been translated into several languages and he was a visiting fellow at Stanford, London, Illinois and other universities. The recipient of many awards including The Royal Society of New Zealand’s Science and Technology Medal, The McKenzie Award for Excellence in Research in Education, Member of the New Zealand Order of Merit, his students and those he worked with remember him as warm, empathetic, and inspiring."Teachers who care about students and learning will be fascinated by the student voices that speak on the pages of this book, and what those voices reveal about learning in classroom settings, The Hidden Lives of Learners is a generous gift from Graham Nuthall to teachers everywhere."- Greta Morine-Dershimer

    That’s the philosophy behind this confidence-building, sanity-saving book. Fostering organized thinking in your child will help with concrete concerns (think a tidier bedroom!) and build critical life skills like learning to plan and grasping the big picture. Dr. Korb’s 5 Steps to Raising an Organized Child apply to all ages. So, whether you have an infant or a teenager, it’s never too late (or too early!) to foster organization in him or her and harmony in your whole family. Raising an Organized Child presents specific activities for your child’s age and developmental level to improve executive function. No matter if your child is just your average chaotic kid or struggling with additional challenges like ADHD, you can boost your child’s organization and lower your frustration with Dr. Korb’s guidance.

    Students need to know how writers’ and speakers’ choices are shaped by elements of the rhetorical situation, including audience, occasion, and purpose. In Teaching Arguments: Rhetorical Comprehension, Critique, and Response , Jennifer Fletcher provides teachers with engaging classroom activities, writing prompts, graphic organizers, and student samples to help students at all levels read, write, listen, speak, and think rhetorically. Fletcher believes that, with appropriate scaffolding and encouragement, all students can learn a rhetorical approach to argument and gain access to rigorous academic content. Teaching Arguments opens the door and helps them pay closer attention to the acts of meaning around them, to notice persuasive strategies that might not be apparent at first glance. When we analyze and develop arguments, we have to consider more than just the printed words on the page. We have to evaluate multiple perspectives; the tension between belief and doubt; the interplay of reason, character, and emotion; the dynamics of occasion, audience, and purpose; and how our own identities shape what we read and write. Rhetoric teaches us how to do these things. Teaching Arguments will help students learn to move beyond a superficial response to texts so they can analyze and craft sophisticated, persuasive arguments—a major cornerstone for being not just college-and career-ready but ready for the challenges of the world.

    Her initial experience working with mothers in the nursery and women in the Mental Observation Unit was rewarding, and she returned to Rikers for full time employment after finishing graduate school. But her second time around was radically different: assigned to a men's jail, her return coincided with the dawn of "stop-and-frisk" policy, unprecedented arrests, and the biggest jailhouse movement in history.Committed to the possibility of growth for her charges, Buser tried to keep the new regime at bay-yet soon her patients began arriving to their sessions with bruises, black eyes, and punched-out teeth, whispering that they'd been beaten by officers. And-because of the anxiety surrounding their respective legal cases and the sheer impossibility of their release-they refused to report it. As she was transferred between different jails, including the Mental Health Center and the dreaded "solitary," she saw horrors she'd never imagined. Finally, it became too much to bear, and Buser escaped Rikers and never looked back-until now.Lockdown on Rikers shines a light into the deepest and most horrific recesses of the criminal justice system, and shows how far it has really drifted from the ideals we espouse.

    The subject of widespread attention when it was first published in 2004—including a full front-page review in the Washington Post Book World and features on NPR’s Talk of the Nation and the History Channel—this book gives us a glimpse into classrooms across the globe, where opinions about the United States are first formed.Heralded as “timely and important” (History News Network) and “shocking and fascinating” (New York Times), History Lessons includes selections from Russia, France, Iran, Saudi Arabia, Cuba, Canada, and others, covering such events as the American Revolution, the Cuban Missile Crisis, the Iran hostage crisis, and the Korean War, providing an alternative history of the United States from the Viking explorers to the post–Cold War era.By juxtaposing starkly contrasting versions of the historical events we take for granted, History Lessons affords us a sometimes hilarious, often sobering look at what the world learns about America’s past.