Buch, Englisch, 208 Seiten, Format (B × H): 208 mm x 274 mm, Gewicht: 399 g
Reihe: Annual Editions: Education
Buch, Englisch, 208 Seiten, Format (B × H): 208 mm x 274 mm, Gewicht: 399 g
Reihe: Annual Editions: Education
ISBN: 978-0-07-805076-3
Verlag: Dushkin Publishing
The Annual Editions series is designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. The Annual Editions volumes have a number of common organizational features designed to make them particularly useful in the classroom: a general introduction; an annotated table of contents; a topic guide; an annotated listing of selected World Wide Web sites; and a brief overview for each section. Each volume also offers an online Instructor's Resource Guide with testing materials. Using Annual Editions in the Classroom is a general guide that provides a number of interesting and functional ideas for using Annual Editions readers in the classroom. Visit www.mhhe.com/annualeditions for more details.
Autoren/Hrsg.
Weitere Infos & Material
Annual Editions: Education 11/12PrefaceCorrelation GuideTopic GuideInternet ReferencesUNIT 1: Reformatting Our SchoolsUnit Overview1. ‘Quality Education Is Our Moon Shot’, Joan Richardson, Phi Delta Kappan, September 2009Richardson interviews Arne Duncan, U.S. Secretary of Education, regarding the plans for revision of No Child Left Behind and the implementation of President Obama’s four areas of educational policies and school reform.2. Duncan’s Strategy Is Flawed, ASBJ Reader’s Panel, American School Board Journal, February 2010These letters to the Reader’s Panel reflect a variety of thought regarding the educational policies and strategies of the Secretary of Education, Arne Duncan.3. Response to Intervention (RTI): What Teachers of Reading Need to Know, Eric M. Mesmer and Heidi Anne E. Mesmer, The Reading Teacher, December 2008/January 2009Educational law, Individuals with Disabilities Education Act, introduced Response to Intervention (RTI) as a method for establishing eligibility for special education services. These authors explain the five step process. A vignette of a real student provides an example of teacher duties and responsibilities when implementing RTI.4. Responding to RTI, Anthony Rebora, Teacher Magazine, April 2010In this interview, Richard Allington explains his views that RTI may be the last best hope for achieving full literacy in the United States. Throughout his career, Allington has advocated for intensifying instructional support for struggling readers, but he is critical of the actual implication of RTI in many schools.UNIT 2: Preparing Teachers to Teach All Students in All SchoolsUnit Overview5. Reluctant Teachers, Reluctant Learners, Julie Landsman, Tiffany Moore, and Robert Simmons, Educational Leadership, March 2008These authors suggested a primary reason for reluctant students is teachers who are reluctant to authentically engage with students who do not look, act, or talk like the teacher. They discuss how and why this happens. Finally, they offer suggestions that teachers can use immediately to prevent or change the possiblity that their actions are affecting student learning and behavior.6. Musing: A Way to Inform and Inspire Pedagogy through Self-Reflection, Jane Moore and Vickie Fields Whitfield, Reading Teacher, April 2008In order to deal with the social and educational issues facing teachers, these authors suggest that teacher engage in self-reflection. Musing allows teachers to grow and defend their teaching practices. After explaining the reasons to reflect and three levels of reflection, they offer questions to guide personal musings.7. All Our Students Thinking, Nel Noddings, Educational Leadership, February 2008This is a thoughtful piece about teaching our students to think at all levels rather than merely making them memorize facts. As our world is changing, all citizens, whether employed in blue, pink, or white collar jobs, must be life-long learners who can think independently and solve problems effectively.8. Start Where Your Students Are, Robyn R. Jackson, Educational Leadership, February 2010Jackson asserts that every classroom has its own currency which is a medium of exchange. This currency is the behavior students engage in to learn knowledge and skills in the class. She describes the conflict that results when the currency desired by students is not acknowledged and used by the teacher.9. Should Learning Be Its Own Reward?, Daniel T. Willingha
