These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12
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.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB).
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
The Sage Handbook of Measurement is a unique methodological resource in which Walford, Viswanathan and Tucker draw together contributions from leading scholars in the social sciences, each of whom has played an important role in advancing the study of measurement over the past 25 years. Each of the contributors offers insights into particular measurement related challenges they have confronted and how they have addressed these. Each chapter focuses on a different aspect of measurement, so that the handbook as a whole covers the full spectrum of core issues related to design, method and analysis within measurement studies. The book emphasises issues such as indicator generation and modification, the nature and conceptual meaning of measurement error, and the day-to-day processes involved in developing and using measures. The Handbook covers the full range of disciplines where measurement studies are common: policy studies; education studies; health studies; and business studies.
