With millions of copies sold, the Publication Manual of the American Psychological Association is the style manual of choice for writers, editors, students, educators, and professionals in psychology, sociology, business, economics, nursing, social work, and justice administration, and other disciplines in which effective communication with words and data is fundamental.In addition to providing clear guidance on grammar, the mechanics of writing, and APA style, the Publication Manual offers an authoritative and easy-to-use reference and citation system and comprehensive coverage of the treatment of numbers, metrication, statistical and mathematical data, tables, and figures for use in writing, reports, or presentations. The new edition has been revised and updated to include: The latest guidelines and examples for referencing electronic and online sources New and revised guidelines for submitting papers electronically Improved guidelines for avoiding plagiarism Simplified formatting guidelines for writers using up-to-date word-processing software All new guidelines for presenting case studies Improved guidelines for the construction of tables Updates on copyright and permissions issues for writers New reference examples for audiovisual media and patents An expanded and improved index for quick and easy access Writers, scholars, and professionals will also find: New guidelines on how to choose text, tables, or figures to present data Guidelines for writing cover letters for submitting articles for publication, plus a sample letter Expanded guidelines on the retention of raw data New advice on establishing written agreements for the use of shared data New information on the responsibilities of co-authors New and experienced readers alike will find the 5th Edition a complete resource for writing, presenting, or publishing with clarity and persuasiveness.Approximately 400 pages

    Effective vocabulary instruction is particularly vital in the content areas, where the specialized language used by “insiders” often creates a barrier to understanding for those new to the subjects. In Inside Words, Janet Allen merges recent research and key content-area teaching strategies to show teachers how to help students understand the academic vocabulary found in textbooks, tests, articles, and other informational texts.Each instructional tool is listed alphabetically along with its purpose: building background knowledge; teaching words that are critical to comprehension; providing support during reading and writing; developing a conceptual framework; and assessing students' understanding of words and concepts.Inside Words builds on Janet's previous books Words, Words, Words and Tools for Teaching Content Literacy, to provide a much-needed middle and secondary school resource for teaching vocabulary, not only in the language arts, but in all of the content areas.

    Pose the same question to students and many will use words like "boring", "useless", and even "humiliating". In  Becoming the Math Teacher You Wish You'd Had , author Tracy Zager helps teachers close this gap by making math class more like mathematics. Tracy has spent years working with highly skilled math teachers in a diverse range of settings and grades. You'll find this book jam-packed with new ideas from these vibrant classrooms.  How to Teach Student-Centered Mathematics: Zager outlines a problem-solving approach to mathematics for elementary and middle school educators looking for new ways to inspire student learningBig Ideas, Practical Application: This math book contains dozens of practical and accessible teaching techniques that focus on fundamental math concepts, including strategies that simulate connection of big ideas; rich tasks that encourage students to wonder, generalize, hypothesize, and persevere; and routines to teach students how to collaborateKey Topics for Elementary and Middle School Teachers:  Becoming the Math Teacher You Wish You'd Had  offers fresh perspectives on common challenges, from formative assessment to classroom management for elementary and middle school teachersAll teachers can move towards increasingly authentic and delightful mathematics teaching and learning. This important book helps develop instructional techniques that will make the math classes we teach so much better than the math classes we took.

    You want to make everything about reading or math. It's not always about that. At school, you guys do everything except listen to me. Y'all want to use your essays and vocabulary words to save my future, but none of y'all know anything about saving my now.In We Got This Cornelius Minor describes how this conversation moved him toward realizing that listening to children is one of the most powerful things a teacher can do. By listening carefully, Cornelius discovered something that kids find themselves having to communicate far too often. That my lessons were not, at all, linked to that student's reality.While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. What we hear can spark action that allows us to make powerful moves toward equity by broadening access to learning for all children. A lone teacher can't eliminate inequity, but Cornelius demonstrates that a lone teacher can confront the scholastic manifestations of racism, sexism, ableism and classism by showing:exactly how he plans and revises lessons to ensure access and equity ways to look anew at explicit and tacit rules that consistently affect groups of students unequally suggestions for leaning into classroom community when it feels like the kids are against you ideas for using universal design that make curriculum relevant and accessible advocacy strategies for making classroom and schoolwide changes that expand access to opportunity to your students We cannot guarantee outcomes, but we can guarantee access Cornelius writes. We can ensure that everyone gets a shot. In this book we get to do that. Together. Consider this book a manual for how to begin that brilliantly messy work. We got this.

    In Thrive, Meenoo shares the five strategies that helped her become a confident, connected teacher. From how to find mentors and build networks, both online and off, to advocating for yourself and empowering your students, Thrive shows new and veteran teachers alike how to overcome the challenges and meet the demands of our profession. Praise for Thrive "Whether you are entering your first year of teaching or your 40th, Thrive feels as if it were written just for you. At a time in our profession when many of us are feeling stretched thin, Meenoo Rami offers strategies to reignite our passions and rediscover why we chose to teach." -Christopher Lehman, coauthor of Falling in Love with Close Reading "Teaching is a profession that eats its young. Meenoo Rami offers guidelines for surviving the challenges of the classroom as well as the faculty room." -Carol Jago, author, teacher, and past president of NCTE "Thrive includes a mosaic of dynamic teacher voices from many grade levels and content areas. Reading their stories deepened my thinking about the immense untapped potential of our profession. Meenoo Rami's vision of teaching and learning can sustain us all." -Penny Kittle, author of Book Love Join the conversation on Twitter at #edthrive. SAVE on a book study bundle! 15% off 15 copies.

    Since the first edition was published in 2007, thousands of educators have used The Power of Our Words as their guide to getting the most from positive teacher language.The second edition includes the concise explanations, concrete examples from real classrooms, and quick-scan charts showing recommended language for many classroom situations that made this book a bestseller, and adds:Greater academic focus: More on using teacher language to boost academic engagement and achievementLighter, more open page design: Easier reading and scanningInspiring foreword: A powerful vision linking teacher language, Common Core State Standards, and 21st century learning.Index: Quick help finding the topic you need

    Jones describes how highly successful teachers produce orderly, productive classrooms without working themselves to death. This program is the whole package - discipline, instruction and motivation - described in the down-to-earth language of "how to" with plenty of examples for guidance. You will learn how to decrease classroom disruptions, backtalk, dawdling and helpless hand raising while increasing responsible behavior, motivation, independent learning and academic achievement.Like previous editions, the 3rd edition of Tools for Teaching: Discipline, Instruction, Motivation describes the specific skills of classroom management that increase learning while reducing teacher stress. Taken together, these skills provide the synergy required for both the primary prevention of discipline problems and a dramatic increase in teaching efficiency and time-on-task.WHAT'S NEW IN THE 3RD EDITION?The 3rd Edition includes the latest research on both successful teaching practices and the neuropsychology of skill building, as well as two completely new chapters.Chapter 8: Say, See, Do Teaching, reviews the ground-breaking work of John Hattie, Ph.D. Dr. Hattie places the extensive outcome research regarding different teaching methodologies onto a common scale so that their effectiveness can be directly compared. Many of the sacred cows of education do not fair so well, whereas variations of Say, See Do Teaching do extremely well.Chapter 20: Teaching Skills Efficiently, reviews the latest finds of neuropsychology concerning the amount of work needed to create mastery. Once again Say, See, Do Teaching leads the way. This new research provides critical information for teachers when making decisions about how to teach a given lesson.

    Sharing her expertise as a world-renowned curriculum designer and calling upon the collective wisdom of 10 education thought leaders, Jacobs provides insight and inspiration in the following key areas:* Content and assessment: How to identify what to keep, what to cut, and what to create, and where portfolios and other new kinds of assessment fit into the picture.* Program structures: How to improve our use of time and space and groupings of students and staff.* Technology: How it's transforming teaching, and how to take advantage of students' natural facility with technology.* Media literacy: The essential issues to address, and the best resources for helping students become informed users of multiple forms of media.* Globalization: What steps to take to help students gain a global perspective.* Sustainability: How to instill enduring values and beliefs that will lead to healthier local, national, and global communities.* Habits of mind: The thinking habits that students, teachers, and administrators need to develop and practice to succeed in school, work, and life.The answers to these questions and many more make Curriculum 21 the ideal guide for transforming our schools into what they must become: learning organizations that match the times in which we live.

     Twenty minutes a day is all you need, and within 100 teaching days your child will be reading on a solid second-grade reading level. It’s a sensible, easy-to-follow, and enjoyable way to help your child gain the essential skills of reading. Everything you need is here—no paste, no scissors, no flash cards, no complicated directions—just you and your child learning together. One hundred lessons, fully illustrated and color-coded for clarity, give your child the basic and more advanced skills needed to become a good reader.

    Krashen also explores research surrounding the role of school and public libraries and the research indicating the necessity of a print-rich environment that provides light reading (comics, teen romances, magazines) as well as the best in literature to assist in educating children to read with understanding and in second language acquisition. He looks at the research surrounding reading incentive/rewards programs and specifically at the research on AR (Accelerated Reader) and other electronic reading products.

    How did they do it? For the first time, Kenny reveals the secret to creating a powerful workplace culture that attracts the most talented people and brings out their passion and highest performance—a culture that produces stunning student achievement results and teachers who regularly use words like “magical” to describe the workplace environment. It is a must-read for anyone who cares about children and the future of this country and for leaders who want to inspire fierce dedication in their employees.

    That situation has changed. Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book they share what they have learned.Through a variety of creative research methods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed-factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.Building their findings on their understanding of the powerful and engaging experiences boys had outside of school, Smith and Wilhelm discuss why boys embrace or reject certain ways of being literate, how boys read and engage with different kinds of texts, and what qualities of texts appeal to boys. Throughout, the authors highlight the importance of choice, the boys' need to be shown how to read, the cost of the traditional teaching of difficult canonical texts, and the crucial place of meaningful social activity.The authors' data-driven findings are provocative, explaining why boys reject much of school literacy and how progressive curricula and instruction might help boys engage with literacy and all learning in more productive ways. Providing both challenges and practical advice for overcoming those challenges, Smith and Wilhelm have produced a book that will appeal to teachers, teacher educators, and parents alike.

    Little has changed, however, since then: over half of our children still read at a basic level and few become highly proficient. Many American children and adults are not functionally literate, with serious consequences. Poor readers are more likely to drop out of the educational system and as adults are unable to fully participate in the workforce, adequately manage their own health care, or advance their children's education. In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds. Both an expert look at our relationship with the written word and a rousing call to action, Language at the Speed of Sight is essential for parents, educators, policy makers, and all others who want to understand why so many fail to read, and how to change that.

    In the Clubhouse Classroom, students learn new skills and explore their talents with the help of educators who are invigorated by the subjects they teach.Contents include:Achievement Gap or Passion Gap?A Passion-Driven Classroom: The EssentialsOrganizing the Clubhouse ClassroomManaging the Clubhouse ClassroomLearn how to move away from prescription-driven learning toward passion-driven learning, and begin to make a real difference in the lives of your students. These strategies will help teachers in Grades K-12 put the "heart" back into teaching and learning - and make a lasting impact as educators!

    And you'll look into the authors' own teaching minds and hearts as they unpack the moves and decisions they make to design and implement instruction that allows every student to make significant and personally relevant meaning of texts. Along the way, you'll learn how to: notice and name what students are doing as readers to build their identity and agency move beyond simple strategy instruction to step students into more complex texts show students how readers draft and revise as they read to promote engagement, self-monitoring, and deeper comprehension.Filled with student voices and classroom examples including read-alouds, small groups, and conferences, What Readers Really Do will challenge, inspire, and empower you to become the insightful, independent teacher your students need you to be. And it will remind both you and your students why and how we really read.