It is a book for everybody who wants to learn how to write or who needs to do some writing to get through the day, as almost everybody does in the age of e-mail and the Internet. Whether you want to write about people or places, science and technology, business, sports, the arts or about yourself in the increasingly popular memoir genre, On Writing Well offers you fundamental priciples as well as the insights of a distinguished writer and teacher. With more than a million copies sold, this volume has stood the test of time and remains a valuable resource for writers and would-be writers.

    For scholars frustrated with disciplinary conventions, and for specialists who want to write for a larger audience but are unsure where to begin, here are imaginative, practical, witty pointers that show how to make articles and books a pleasure to read and to write.Dispelling the myth that you cannot get published without writing wordy, impersonal prose, Sword shows how much journal editors and readers welcome work that avoids excessive jargon and abstraction. Sword s analysis of more than a thousand peer-reviewed articles across a wide range of fields documents a startling gap between how academics typically describe good writing and the turgid prose they regularly produce."Stylish Academic Writing" showcases a range of scholars from the sciences, humanities, and social sciences who write with vividness and panache. Individual chapters take up specific elements of style, such as titles and headings, chapter openings, and structure, and close with examples of transferable techniques that any writer can master.

    Dylan Wiliam faces this challenge head-on by making a case for the important role of formative assessment in increasing teacher quality and student learning. While there are many possible ways in which we could seek to develop the practice of serving teachers, attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes. Wiliam s view of formative assessment differs from the popular view in that he regards formative assessment as a process rather than a tool.Wiliam outlines what formative assessment is, and what it is not, and presents the five key strategies of formative assessment:1. Clarifying, sharing, and understanding learning intentions and criteria for success2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning3. Providing feedback that moves learning forward4. Activating learners as instructional resources for one another5. Activating learners as owners of their own learningThe book presents a summary of the research evidence that shows the impact of each strategy and offers a number of practical techniques that teachers have used to incorporate the strategy into their regular classroom practice.

    Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on--time.Flash Feedback seeks to alleviate these struggles by taking teachers to the next level of strategic feedback by sharing:How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use

    In total, 29 different approaches to coding are covered, ranging in complexity from beginner to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldana discusses the method's origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example.Also included in the book is an introduction to how codes and coding initiate qualitative data analysis, their applications with qualitative data analysis software, the writing of supplemental analytic memos, and recommendations for how to best use the manual for particular studies.

    Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught. In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure. Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.

    Keeping themorganized can be a challenge, but an organized classroom is essential and allows students and the teacher to fully focus on learning by eliminating distractions. Organized Teacher, Happy Classroom provides practical, proven methods for maintaining an organized classroom throughout the entire school year.Inside you’ll find:• Strategies for managing students’ papers, curriculum material, and essential paperwork• Time management tips to maximize your instruction time and lesson planning• Organizing systems you can teach your students to improve self reliance andaccountability• Checklists for starting and ending the year well organized• Helpful forms and templates you can use in your classroom• Plans for arranging a classroom that promotes positive student participation• Support to simplify your classroom• Efficient storage solutions for all teacher and student materialsWhether you teach primary, intermediate, middle school or high school, this bookwill help you organize your time, paperwork, and classroom spaces.

    This is an aspiring story of one teacher who resisted the pressures of 'teaching to the test' and created a curriculum based on his students' needs, wants, and desires.

    This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world.There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book.The book is organized into seven chapters:Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.)Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.)Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.)Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language)Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.)Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.)Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.)There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book.

    Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!"

     Jammed with sage advice, genuine encouragement, and surprising examples of how to write and how not to write, this book gives beginning writers and confident students alike an easy-to-follow roadmap for improving one of the most important skills for success. En route to Sin Boldly!-induced, A+ paper bliss, readers encounter such topics as:Choosing a Topic and Telling Your Story ("K.I.S.S.-Keep It Simple, Stupid")Literary Games (featuring "Francobabble for Freshman")Choosing a Voice ("Dissing the Prof")Grammatical Horrors ("A does not equal they")Common Mistakes ("Hopefully and Other Controversies") Fully revised and updated with new examples, quizzes, and tips, Sin Boldly! is not only a comprehensive guide, but also a fantastic, fun read for anyone who wants to write clearly and effectively.

    The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action. Contents: Introduction New Thinking, New Practice, New Result; Chapter 1 Restorative Practices in the Classroom; Chapter 2 Restorative Practices and Discipline; Chapter 3 Leadership and School Change

    It has sold 30,000 copies in each edition and will continue to reach a huge academic audience.In this renowned book, Everett M. Rogers, professor and chair of the Department of Communication & Journalism at the University of New Mexico, explains how new ideas spread via communication channels over time. Such innovations are initially perceived as uncertain and even risky. To overcome this uncertainty, most people seek out others like themselves who have already adopted the new idea. Thus the diffusion process consists of a few individuals who first adopt an innovation, then spread the word among their circle of acquaintances--a process which typically takes months or years. But there are exceptions: use of the Internet in the 1990s, for example, may have spread more rapidly than any other innovation in the history of humankind. Furthermore, the Internet is changing the very nature of diffusion by decreasing the importance of physical distance between people. The fifth edition addresses the spread of the Internet, and how it has transformed the way human beings communicate and adopt new ideas.

    Based on literacy learning and motivation research, they created a structure called The Daily Five which has been practiced and refined in their own classrooms for ten years, and shared with thousands of teachers throughout the United States. The Daily Five is a series of literacy tasks (reading to self, reading with someone, writing, word work, and listening to reading) which students complete daily while the teacher meets with small groups or confers with individuals.This book not only explains the philosophy behind the structure, but shows you how to carefully and systematically train your students to participate in each of the five components.Explicit modeling practice, reflecting and refining take place during the launching phase, preparing the foundation for a year of meaningful content instruction tailored to meet the needs of each child.The Daily Five is more than a management system or a curriculum framework; it is a structure that will help students develop the habits that lead to a lifetime of independent literacy.

    She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.