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Author: Colleen Pennell Publisher: Routledge ISBN: 0429536690 Category : Education Languages : en Pages : 315
Book Description
As your school district undertakes the process of evaluating its K–12 reading program, literacy curriculum, or literacy instructional practices, this book will be your go-to resource. Pennell offers a step-by-step guide for educators, school leaders, or professional learning communities to evaluate high-quality instructional materials and standards-aligned literacy practices. It includes a wealth of tools such as timelines, full meeting agendas, stakeholder surveys, and evaluation rubrics. Chapters cover key topics, including: Literacy leadership team meetings Reviewing foundational skills Comprehension and vocabulary Evaluating writing Selecting new materials Implementing new literacy materials Supporting educators through instructional coaching and professional learning Pennell provides a straightforward framework for how educators can work together collaboratively to analyze, reflect, and ultimately evaluate their school district’s literacy program. Each chapter is grounded in salient research on the why of literacy teaching and learning and helps you understand how instruction can be meaningfully aligned with current standards. The research and theory that support effective literacy instruction—including culturally responsive practices—are explained in an accessible and pragmatic manner. The practical tools in this book are essential for administrators and educators tasked with evaluating literacy programs and practices, as well as graduate students who must learn how to audit a literacy curriculum. Whether you’re a school administrator, teacher, or reading specialist, this book will ensure all your students can reach success in literacy.
Author: Colleen Pennell Publisher: Routledge ISBN: 0429536690 Category : Education Languages : en Pages : 315
Book Description
As your school district undertakes the process of evaluating its K–12 reading program, literacy curriculum, or literacy instructional practices, this book will be your go-to resource. Pennell offers a step-by-step guide for educators, school leaders, or professional learning communities to evaluate high-quality instructional materials and standards-aligned literacy practices. It includes a wealth of tools such as timelines, full meeting agendas, stakeholder surveys, and evaluation rubrics. Chapters cover key topics, including: Literacy leadership team meetings Reviewing foundational skills Comprehension and vocabulary Evaluating writing Selecting new materials Implementing new literacy materials Supporting educators through instructional coaching and professional learning Pennell provides a straightforward framework for how educators can work together collaboratively to analyze, reflect, and ultimately evaluate their school district’s literacy program. Each chapter is grounded in salient research on the why of literacy teaching and learning and helps you understand how instruction can be meaningfully aligned with current standards. The research and theory that support effective literacy instruction—including culturally responsive practices—are explained in an accessible and pragmatic manner. The practical tools in this book are essential for administrators and educators tasked with evaluating literacy programs and practices, as well as graduate students who must learn how to audit a literacy curriculum. Whether you’re a school administrator, teacher, or reading specialist, this book will ensure all your students can reach success in literacy.
Author: Thomas DeVere Wolsey Publisher: Guilford Publications ISBN: 1462542085 Category : Education Languages : en Pages : 209
Book Description
This clear, no-nonsense book guides current and future teachers through the concepts, tools, methods, and goals of classroom literacy assessment. The expert authors examine the roles of formative, summative, and benchmark assessments; demystify state and national tests and standards; and show how assessment can seamlessly inform instruction. Strategies for evaluating, choosing, and interpreting assessments are discussed, as are ways to communicate data to parents and administrators. User-friendly resources include boxed vignettes from teachers and researchers, practical assessment tips (and traps to avoid), and 12 reproducible planning forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Author: Pheriba Jane Fell Greene Publisher: ISBN: 9781593183714 Category : Language arts (Elementary) Languages : en Pages : 340
Book Description
Providing the opportunity to master the literacy skills needed to succeed in classroom instruction at their grade level and to learn the structure and function of the English language.
Author: Geneva Gay Publisher: Teachers College Press ISBN: 0807750786 Category : Education Languages : en Pages : 321
Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: National Research Council Publisher: National Academies Press ISBN: 0309092426 Category : Education Languages : en Pages : 289
Book Description
This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.
Author: IRA/NCTE Joint Task Force on Assessment Publisher: International Reading Assoc. ISBN: 0872077764 Category : Education Languages : en Pages : 60
Book Description
With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
Author: National Research Council Publisher: National Academies Press ISBN: 0309214459 Category : Education Languages : en Pages : 400
Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Douglas Fisher Publisher: Corwin Press ISBN: 1506344038 Category : Education Languages : en Pages : 143
Book Description
"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
Author: Colleen Pennell
Author: Colleen Pennell
Author: Thomas DeVere Wolsey
Author: Pheriba Jane Fell Greene
Author: Geneva Gay
Author: National Research Council
Author: 
Author: IRA/NCTE Joint Task Force on Assessment
Author: National Research Council
Author: National Reading Panel (U.S.)
Author: Douglas Fisher