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.

    It is for teachers who refuse to harden their hearts, because they love learners, learning, and the teaching life." - Parker J. Palmer [from the Introduction] Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do -- give heart to our students?In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors.

    

    It offers hundreds of tips, warnings, and anecdotes from experienced educators--all in one warm and charming package. Benefit from their wisdom: ""Principals love a heads-up on both good and bad news. It only makes you look good if you keep the principal in the loop. Don't hide in your classroom "" --Fifth grade teacherLearn from their mistakes: ""Don't put off returning phone calls of a pushy parent. The longer you wait, the longer they have to think of new questions "" --U.S. History and Government teacherAnd remember that humor conquers all: ""When you're having a hard day, remember why you became a teacher in the first place. My neighbors wouldn't listen to me talk about environmental science, so I had to find a captive audience "" --Environmental Science teacher

    It has introduced thousands of teachers to ways of observing children's progress in the early years of learning about literacy. It has also helped them determine which children need supplementary teaching. Now the revised Second Edition updates this important sourcework with new data, ideas, and implementations from U.S. and U.K. classrooms.

    This classic text has been reconceptualized and restructured by the author to include * Increased emphasis on teachers and students working together cooperatively to maintain classrooms that are safe, enjoyable, and productive. * Better discussion of the behavior patterns of students from various ethnic, cultural, and societal groups. * Information for understanding and working productively with students with Neurological Based Behavior (NBB). * A clear progression of advances in classroom discipline over the past six decades, helping readers better understand the rationales and procedures featured in today's approaches to discipline. * Presentation and analysis of strategies that help students conduct themselves with greater civility, responsibility, and moral intelligence. The text analyzes 18 models of school discipline developed by educational thinkers over the past 60 years and shows how they can be applied in realistic situations. also coordinate with Professor Charles to ensure accuracy in the presentation of their models. Teachers are motivated to create a structure of positive discipline based on the most effective elements from traditional and current disciplinary approaches.

    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.

    This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

    Now in paperback, Kathleen Cushman's groundbreaking book offers original insights into teaching teenagers in today's hard-pressed urban high schools from the point of view of the students themselves. It speaks to both new and established teachers, giving them firsthand information about who their students are and what they need to succeed.Students from across the country contributed perceptive and pragmatic answers to questions of how teachers can transcend the barriers of adolescent identity and culture to reach the diverse student body in today's urban schools. With the fresh and often surprising perspectives of youth, they tackle tough issues such as increasing engagement and motivation, teaching difficult academic material, reaching English-language learners, and creating a classroom culture where respect and success go hand in hand.

    For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try--and that strategies which make cheating less worthwhile also improve student learning. "Cheating Lessons "is a practical guide to tackling academic dishonesty at its roots.Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning.Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem--they will have become better educators all around.

    Recognizing that these students are no different than their peers in terms of cognitive capacity, this book offers a set of strategies and interventions to rebuild the available cognitive resources necessary to succeed in college and reach their full potential.Members of these groups systematically experience conditions in their lives that result in chronic stress and, therefore, decreased physical and mental health and social and economic opportunity. The costs of the many kinds of scarcity in their lives - money, health, respect, safety, affirmation, choices, belonging - is seriously reduced -mental bandwidth, - the cognitive and emotional resources needed to deal with making good decisions, learning, healthy relationships, and more. People who are operating with depleted mental bandwidth are less able to succeed in school, starting in childhood, and are much less likely to make it to college. For those who do make it, their bandwidth capacity often interferes with learning, and therefore, persisting and graduating from college.This book presents variety of evidence-based interventions that have been shown, through implementation in high schools and colleges, to help students to regain bandwidth. They are variously intended for application inside and outside the classroom, and address not only cognitive processes but also social-psychological, non-cognitive factors that are relevant to the college environment as a whole. Beginning with an analysis of the impacts on mental and physical health and cognitive capacity, of poverty, racism, and other forms of social marginalization, Cia Verschelden presents strategies for promoting a growth mindset and self-efficacy, for developing supports that build upon students' values and prior knowledge, and for creating learning environments both in and out of the classroom so students can feel a sense of belonging and community. She addresses issues of stereotyping and exclusion and discusses institutional structures and processes that create identity-safe rather than identity-threat learning environment. This book is intended for faculty, student affairs professionals, and college and university administrators, all of whom have an interest in creating learning environments where all students have a chance to succeed.Published in association with AAC&U

    Teaching Shakespeare is a major contribution to the knowledge and expertise of all teachers of Shakespeare in schools, colleges and institutions of higher education. It makes explicit the principles of active learning which underpin Cambridge School Shakespeare, and helps teachers to develop their existing good practice. Practical examples are given from the plays most frequently used in schools, but Rex Gibson shows that the principles apply equally to the less frequently studied plays, thereby extending the canon of school Shakespeare.

    This book defines what rubrics are, and how to construct and use them. It provides an introduction for those starting out to integrate rubrics in their teaching.

    The Passionate Teacher draws on voices, stories, and successes of teachers in urban, suburban, and rural classrooms to help you become, and remain, a passionate teacher despite the obstacles. This edition includes a new chapter for teachers beginning their careers