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Why did I get a B? : and other mysteries we're discussing in the faculty lounge / by Reed, Shannon,author.(CARDINAL)616540;
Preface: You are not alone -- Do you have what it takes to become a teacher? : a quiz -- If people talked to other professionals the way they talk to teachers -- How I came to teach preschool -- Other vehicular styles of parenting -- All of your children are broken -- It's cooking day at preschool! -- A letter from your child's teacher, on winter holiday gifts -- Middle school parent-teacher conference night, in internet headlines -- How I imagined my teachers conversed about me when I was thirteen -- Memo to parents and legal guardians : our updated schedule for spirit days at Mapledale Middle School -- How I came to teach high school -- The unspoken rules of the teachers' lounge -- An alphabet for the school at the end of Beach 112th -- Student essay checklist -- A conclusive ranking of the students at Hogwarts by order of how much i would enjoy teaching them -- Dear parents : we're going with Hamilton-centered curriculum this year! -- Somewhat more free -- Random school motto generator -- The other class -- A field guide to spotting bad teachers -- Paulie -- It's your twenty-minute lunch period! -- To Stan, with love -- Field trip rules -- Teachers reveal the holiday gifts they actually want -- I'm going to make it through the last faculty meeting of the year by "yes, and..."-ing it -- All part of a plan, maybe, or, how I came to be a professor -- If Bruce Springsteen wrote about adjuncts -- On adjuncting -- Classic college movies updated for the adjunct era -- A brief list of what students have called me -- On student evaluations -- My ideal student evaluation questionnaire -- Worst, weirdest, and best -- A short essay by a student who googled the professor instead of reading Jane Eyre -- Moral quandaries for professors -- I see you. -- An incomplete list of sources I have seen plagiarized -- I know you're asleep right now, but please get back to me ASAP -- Sports analogies for academics -- "Why did I get a B?" An answer in four fables -- Taught -- Everyone who attends must converse -- My last pieces of good advice for teachers -- How I imagine retirement from teaching will be at seventy-two."This hilarious, inspirational, and wise collection of personal essays and humor from a longtime educator explores all the joys, challenges, and absurdities of being a teacher, following in the footsteps of such classics as Teach Like Your Hair's on Fire, The Courage to Teach, and Up the Down Staircase. Shannon Reed did not want to be a teacher, but now, after twenty years of working with children from preschool to college, there's nothing she'd rather be. In essays full of humor, heart, and wit, she illuminates the highs and lows of a job located at the intersection of youth and wisdom. Bringing you into the trenches of this most important and stressful career, she rolls her eyes at ineffectual administrators, weeps with her students when they experience personal tragedies, complains with her colleagues about their ridiculously short lunchbreaks, and presents the parent-teacher conference from the other side of the tiny table. From dealing with bullies and working with special needs students to explaining the unwritten rules of the teacher's lounge, Why Did I Get a B? is full of as much humor and heart as the job itself"--
Subjects: Autobiographies.; Anecdotes.; Humor.; Essays.; Reed, Shannon.; Reed, Shannon; Teachers; Teaching; Teaching;
Available copies: 5 / Total copies: 6
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50 ways to close the achievement gap / by Downey, Carolyn J.(CARDINAL)381990;
Includes bibliographical references and index.context, and cognitive type -- Select or modify instructional resources for lessons to ensure full alignment with system objectives and tested learning -- Place students in programs and activities in an equitable manner and with equal access to the curriculum -- Implement effective programs and strategies with English language learners -- Standard four : use a mastery learning approach and effective teaching strategies -- Implement a mastery learning model -- Align teaching to the curriculum -- Provide differentiated curriculum and instruction as well as differentiated time to learn -- Provide practice to master the curriculum -- Use effective teaching practices -- Use powerful vocabulary development strategies -- Establish ILPs for low achieving students -- Standard five : establish curriculum expectations, monitoring and accountability -- Provide for high expectations for achievement of each student -- Monitor the curriculum -- Visit classrooms and provide feedback -- Use disaggregated data in the decision-making process -- Focus staff appraisal on professional growth -- Standard six : institute effective district and school planning, staff development, resource allocations and provide a quality learning environment -- Develop a district planning process that is strategic in nature and provides guidance for the development of district and school long range plans -- Create and implement a singular, focused, multi-year district plan incorporating change strategies for higher student achievement -- Align school plans to the district plan -- Implement aligned teacher training to reach district and school goals -- Implement administrative training aligned to the curriculum and to assessment and district plan priorities -- Provide differentiated staff development -- Link resource allocation to goals, objectives, priorities, and diagnosed needs of the system -- Provide qualified and adequate personnel -- Remove or assist to satisfactory functioning incompetentstaff -- Provide a quality learning environment -- Provide quality facilities.Standard one : establish a well-crafted, focused, valid and clear curriculum to direct teaching -- Embed external assessment target objectives in the written content standards and link to state standards -- Have clear and precise district curriculum objectives -content, context, and cognitive type -- Deeply align objectives from external assessments -- Sequence objectives for mastery well before they are tested -- Provide a feasible number of objectives to be taught -- Identify specific objectives as benchmark standards -- Place objectives in a teaching sequence -- Provide access to written curriculum documents and direct the objectives to be taught -- Conduct staff development in curriculum and its delivery -- Standard two : provide assessments aligned to the curriculum -- Develop aligned district pre/post criterion referenced assessments -- Have a pool of unsecured test items by objective -- Establish secured performance benchmark assessments -- Conduct assessment training -- Use assessments diagnostically -- Teach students to be test wise -- Establish a reasonable testing schedule and environment -- Disaggregate assessment data -- Maintain student progress reports -- Standard three : align program and instructional resources to the curriculum and provide student equality and equity -- Align programs to the curriculum to ensure congruity -- Use research data the documents results to drive program selection, and validate the implementation of programs with action research -- Evaluate programs to determine effectiveness to strengthen student achievement of curriculum objectives -- Align textbooks and instructional resources to the district curriculum objectives and assessment in both content and context dimensions -- Use technology in design or selection procedures to ensure strong connections to system learning expectations and feedback -- Provide training in the use of instructional resources and their alignment with system curriculum objectives : content,
Subjects: Academic achievement.; School improvement programs.;
Available copies: 1 / Total copies: 1
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Redesigning education / by Wilson, Kenneth G.(Kenneth Geddes),1936-2013.(CARDINAL)208561; Daviss, Bennett.(CARDINAL)208562;
Includes bibliographical references (pages 237-242) and index.Reforming school reform: redefining the mission, means, and meaning of U.S. education -- Pursuit of excellence: the power of the redesign process -- Reading recovery: precursor for a process of educational redesign -- Missing links: how the structure of the teaching profession thwarts innovation -- Culture of the school: educational politics and the problem of change -- Measuring up: assessment and evaluation in educational redesign -- Enacting the new paradigm: new structures of the redesigned school -- Key to reform: the systems redesign school.Kenneth G. Wilson, a Nobel Prize-winning physicist and educational reformer, argues that American public education is dangerously out of step with the demands of today's postindustrial, knowledge-based society. "What educators need most is to find an organizing, driving vision - a new paradigm powerful enough to promise a systematic redesign of American public education." But until we upset traditional assumptions about education, Wilson and coauthor Bennett Daviss warn, necessary reforms will languish regardless of their importance.Combining Wilson's experience in science and industry and curriculum design with Daviss's experience as a journalist specializing in education, Redesigning Education shows how the redesign process can produce a series of integrated changes around which a national educational infrastructure can develop. To spread the most effective ideas from school to school, the authors envision a national educational system modeled on the Agricultural Extension Service.Reading Recovery, a unique method of teaching lagging first-graders to read, indicates that research, development, and ongoing teacher education can - contrary to conventional wisdom - play a crucial part in making teaching and learning more efficient and effective, even in the most difficult teaching situations.Wilson and Daviss offer evidence to suggest that a basic shift away from a set of century-old assumptions may already be under way. A school-restructuring program devised at Johns Hopkins University, for example, reveals that when detailed authority over curricula is taken away from regulatory bureaucracies and is organized across a network of schools backed by a research and development organization, learning improves markedly. Several studies demonstrate that groups of students working together learn more than students studying alone.
Subjects: Educational change; Educational evaluation;
Available copies: 1 / Total copies: 1
On-line resources: Suggest title for digitization;
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Creative bible teaching / by Richards, Larry,1931-2016,author.(CARDINAL)504292; Bredfeldt, Gary J.,author.;
Includes bibliographical references (pages 369-378).Preface -- Introduction -- Studying the bible. This bible: the need for and nature of the bible ; Inspired by God: the divine authorship and human literature of the bible ; Person to person: the message and role of the bible ; Rightly divided: the study of the bible ; A sample bible study: the creative bible teacher's inductive method -- Focusing the message. Focus on needs: understanding and assessing learner needs ; Focus on learning: truth into life ; Focus on results: teaching for life change -- Structuring the lesson. The pattern: HBLT approach ; The process: engaging student response ; The means: methods make a difference ; The tools: choosing and using a curriculum -- Teaching the class. Teaching principles: common practices of truly great teachers ; Teaching effectiveness: motivating the learner ; Teaching the bible to adults: can we get practical here? ; Teaching the bible to youth: what difference does this make? ; Teaching the bible to children: please understand me ; Teaching the bible to preschoolers: more than babysitting -- Evaluating the results. A model for evaluation: assessing the outcomes of teaching ; Developing and improving as a teacher: you can get there from here."Scripture is full of complex passages written to ancient cultures vastly different from ours. For such reasons, teaching the Bible to students today can be incredibly difficult. If Bible teachers want to connect with students, capture the heart of each verse, and unleash the transforming power of God's word, they must get creative. Creative Bible Teaching is the perfect resource for anyone enthusiastic about teaching God's Word. Each section will teach you how to practically: study the bible, focus the message, structure the lesson, teach the class, evaluate the results. This updated and revised edition also includes guidance for adapting lesson plans and teaching styles for the digital age of learning. Creative Bible Teaching is essential for every teacher's library and will renew your passion for bringing God's Word to life."--
Subjects: Handbooks and manuals.; Instructional and educational works.; Biblical teaching.; Christian education.;
Available copies: 1 / Total copies: 1
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Original sins : the (mis)education of Black and Native children and the construction of American racism / by Ewing, Eve L.,author.(CARDINAL)676085;
Includes bibliographical references (pages 275-359) and index.PART I: Jefferson's Ghost and the Purpose(s) of School -- An American Classic -- Making Citizens: Schools for White People -- Saviorism and Social Control: Schools for Black People -- Disappearance by Design: Schools for Native People -- PART II: Defective Strains -- The Gospel of Intellectual Inferiority -- A Nation for the Fittest: Measurement and the Architects of Progress -- Race and IQ: The "Debate" that Never Dies -- Whose Knowledge? -- PART III: Hands Clasped -- Carceral Logics -- To Resist is to Be Criminal -- Absolute Obedience and Perfect Submission -- PART IV: Somebody's Got to Mow the Lawn -- A Crooked Playing Field -- Slavery, Settler Colonialism, and American Wealth -- Dispossession by Degrees: Universities and the Legacy of Theft -- A Place to Learn Your Place: Education and Racial Capitalism -- Conclusion: Strands Together."American public schools have been called "the great equalizer." If all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour-de-force makes it clear that the opposite is true: the educational system has played an instrumental role in creating racial hierarchies, preparing children to expect unequal treatment throughout their lives. In Original Sins, Ewing demonstrates that schools were designed to propagate the idea of white intellectual superiority, to "civilize" Native students and to prepare Black students for menial labor. Schools were not an afterthought for the "founding fathers"; they were envisioned by Thomas Jefferson to fortify the country's racial hierarchy. And while those dynamics are less overt now than they were in centuries past, Ewing shows that they persist in a curriculum that continues to minimize the horrors of American history. Ewing argues that the most insidious aspects of the system are under the radar: standardized testing, tracking, school discipline, and access to resources. By demonstrating that it's in the DNA of American schools to serve as an effective, and under-acknowledged, mechanism maintaining inequality in this country today, Ewing makes the case that there should be a profound re-evaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place they send their children for eight hours a day"--
Subjects: Informational works.; Discrimination in education; Racism in education; Public schools; Segregation in education; Racism; Education;
Available copies: 27 / Total copies: 31
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Original sins [Large print] : the (mis)education of Black and native children and the construction of American racism / by Ewing, Eve L.,author.(CARDINAL)676085;
Includes bibliographical references (pages [427]-513) and index.What are schools for? Jefferson's ghost -- Making citizens: schools for White people -- Saviorism and social control: schools for Black people -- Disappearance by design: schools for Native people -- Defective strains. The gospel of intellectual inferiority -- A nation for the fittest: endless measurement and the architects of progress -- Whose knowledge? -- Hands clasped. Carceral logics -- To resist is to be criminal -- Absolute obedience and perfect submission -- Somebody's got to mow the lawn. A crooked playing field -- Slavery, settler colonialism, and American wealth -- A place to learn your place: education and racial capitalism -- Conclusion: Strands together: imagination, liberation, and braiding."American public schools have been called "the great equalizer." If all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour-de-force makes it clear that the opposite is true: the educational system has played an instrumental role in creating racial hierarchies, preparing children to expect unequal treatment throughout their lives. In Original Sins, Ewing demonstrates that schools were designed to propagate the idea of white intellectual superiority, to "civilize" Native students and to prepare Black students for menial labor. Schools were not an afterthought for the "founding fathers"; they were envisioned by Thomas Jefferson to fortify the country's racial hierarchy. And while those dynamics are less overt now than they were in centuries past, Ewing shows that they persist in a curriculum that continues to minimize the horrors of American history. Ewing argues that the most insidious aspects of the system are under the radar: standardized testing, tracking, school discipline, and access to resources. By demonstrating that it's in the DNA of American schools to serve as an effective, and under-acknowledged, mechanism maintaining inequality in this country today, Ewing makes the case that there should be a profound re-evaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place they send their children for eight hours a day"--
Subjects: Large print books.; Discrimination in education; Public schools; Segregation in education; Racism; Education;
Available copies: 2 / Total copies: 3
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Nursing fundamentals demystified / by Vaughans, Bennita W.,author.(CARDINAL)489552; Keogh, James Edward,1948-author.(CARDINAL)513825;
Includes bibliographical references and index.Part I : Introduction to the nursing profession. Nursing -an evolving profession -- The nursing process -- Part II : Fundamental principles of nursing care. Communication and documentation -- Vital sign assessment -- Health assessment -- Medication administration -- Safety -- Part III : Meeting basic human needs. Skin integrity -- Activity and mobility -- Sensory and cognition -- Sleep and comfort -- Oxygenation -- Nutrition -- Fluid, electrolyte, and acid-base balance -- Urinary elimination -- Bowel elimination -- Psychosocial needs -- Mental health nursing."Nursing students usually have their first formal introduction to nursing concepts in Fundamentals of Nursing courses. As the course name implies, the intent of the course is to provide students with foundational information that will be used throughout the remainder of the nursing curriculum. Assimilating the information presented in the course can be quite an overwhelming task. Students are challenged not only to learn a new body of knowledge but also to begin to analyze, synthesize, and apply this information in clinical situations. The intent of Nursing Fundamentals Demystified is to facilitate students' understanding of this new and uncharted territory of information. This book is not intended to replace core "fundamentals of nursing" textbooks; instead, it emphasizes the most critical concepts. This book can be used as a supplemental resource for both novice students and nurses who need a quick and simple reference resource"--"Nursing success beings with the fundamentals and this student acclaimed review! Nursing Fundamentals Demystified, Second Edition offers a fast, fun, and interesting way for students to learn the fundamental concepts and must-know information that will be the cornerstone of their entire nursing education and career. This unique resource helps readers sort through the mountain of information nursing students face and focus on the essentials that which they truly must know to be a successful nurse. Readers will also learn how to apply the information to real-world clinical situations. Learning aids include key terms, tables and boxed information which summarizes important concepts, nursing alerts which spotlight critical safety information, nursing care plans, procedural tips to assist with the clinical application of the content, questions that appear throughout each chapter to help readers evaluate their comprehension, and NCLEX®-style questions at the end of each chapter"--
Subjects: Nursing.;
Available copies: 2 / Total copies: 3
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Teaching with text-based questions : helping students analyze nonfiction and visual texts / by Smith, Kevin Thomas.(CARDINAL)406099;
Includes bibliographical references.Why text-based questions? -- The different types of nonfiction text -- Questions students should be asking about texts -- Working with multiple texts -- Writing good responses to text-based questions -- Evaluating students' responses to text-based questions."Help your students navigate complex texts in social studies and across the curriculum! This book shows you how to use a key to text-based question, to build students' literacy and critical thinking skills and meet the common core state standards. You'll learn how to ask text-based questions about different types of nonfiction and visual texts, including primary and secondary sources, maps, charts, and paintings. You'll also get ideas for teaching students to examine point of view, write analytical responses, compare texts, cite textual evidence, and pose their own high-level questions. The book is filled with examples that you can use immediately or modify as needed. Each chapter ends with a reflection section to help you adapt the ideas to your own classroom, helpful information on teaching different types of nonfiction texts, including literary nonfiction, informational texts, primary and secondary sources, and visual texts Ideas for locating primary sources questions students should ask about every text techniques for soliciting higher-order questions from students ways to get students to think critically about the relationships between texts strategies to help students integrate information from different types of sources, tips for teaching students to write good responses to text-based questions, including how to cite sources and incorporate point of view, ideas for using rubrics and peer grading to evaluate students' responses, connections to the informational reading standards of the common core state standards for English language arts for grades 3-12 and of the common core state standards for literacy in history/social studies, science, and technical subjects" -- Provided by publisher.
Subjects: Handbooks and manuals.; Problems and exercises.; Critical thinking; Developmental reading.; Education; Reading comprehension; Teaching; Test-taking skills; Thought and thinking;
Available copies: 2 / Total copies: 2
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Critical links : learning in the arts and student academic and social development / by Deasy, Richard.(CARDINAL)292814; Catterall, James S.(CARDINAL)292813; Hetland, Lois,1953-(CARDINAL)287264; Winner, Ellen.(CARDINAL)292812; Arts Education Partnership (U.S.)(CARDINAL)292811;
Includes bibliographical references.[Part 1.] Dance -- Teaching cognitive skill through dance: evidence for near but not far transfer -- The effects of creative dance instruction on creative and critical thinking of seventh grade female students in Seoul, Korea -- Effects of movement poetry program on creativity of children with behavioral disorders -- Assessment of high school students' creative thinking skills: a comparison of the effects of dance and non-dance classes -- The impact of Whirlwind's Basic Reading Through Dance program on first grade students' basic reading skills: study II -- Art and community: creating knowledge through service in dance -- Motor imagery and athletic expertise: exploring the role of imagery in kinesthetic intelligence -- Informing and reforming dance education research -- [Part 2.] Drama -- The effects of creative drama on the social and oral language skills of children with learning disabilities -- The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of fifth-grade remedial readers -- Role of imaginative play in cognitive development -- A naturalistic study of the relationship between literacy development and dramatic play in five-year-old children -- An exploration into the writing of original scripts by inner-city high school drama students -- A poetic/dramatic approach to facilitate oral communication -- Drama and drawing for narrative writing in primary grades -- Children's story comprehension as a result of storytelling and story dramatization: a study of the child as spectator and as participant -- The impact of Whirlwind's Reading Comprehension Through Drama program on 4th grade students' reading skills and standardized test scores -- The effects of thematic-fantasy play training on the development of children's story comprehension -- Symbolic functioning and children's early writing: relations between kindergarteners' play and isolated word writing fluency -- Identifying causal elements in the thematic-fantasy play paradigm -- The effect of dramatic play on children's generation of cohesive text -- Strengthening verbal skills through the use of classroom drama: a clear link -- "Stand and unfold yourself": a monograph on the Shakespeare & Company research study -- Nadie papers no. 1, drama, language, and learning: reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania -- The effects of role playing on written persuasion: an age and channel comparison of fourth and eighth graders -- "You can't be Grandma, you're a boy": events within the thematic fantasy play context that contribute to story comprehension -- The flight of reading: shifts in instruction, orchestration, and attitudes through classroom theatre -- Research on drama and theater in education -- [Part 3]. Multi-Arts -- Using art processes to enhance academic self-regulation -- Learning in and through the arts: the question of transfer -- Involvement in the arts and success in secondary school -- Involvement in the arts and human development: extending an analysis of general associations and introducing the special cases of intensive involvement in music and in theatre arts -- Chicago Arts Partnerships in Education (CAPE): evaluation summary -- The role of the fine and performing arts in high school dropout prevention -- Arts education secondary schools: effects and effectiveness -- Living the arts through language and learning: a report on community-based youth organizations -- Do extracurricular activities protect against early school dropout? -- Does studying the arts engender creative thinking?: evidence for near but not far transfer -- The arts and education reform: lessons from a four-year evaluation of the A+ Schools Program, 1995-1999 -- Placing A+ in a national context: a comparison to promising practices for comprehensive school reform -- The A+ Schools Program: school, community, teacher, and student effects -- The Arts In the Basic Curriculum Project: looking at the past and preparing for the future -- Mute those claims: no evidence (yet) for a causal link between arts study and academic achievement -- Why the arts matter in education, or Just what do children learn when they create an opera? -- SAT scores of students who study the arts: what we can and cannot conclude about the association -- Promising signs of positive effects: lessons from multi-arts studies -- [Part 4.] Music -- Effects of an integrated reading and music instructional approach on fifth-grade students' reading achievement, reading attitude, music achievement, and music attitude -- The effect of early music training on child cognitive development -- Can music be used to teach reading? -- The effects of three years of piano instruction on children's cognitive development -- Enhanced learning of proportional math through music training and spatial-temporal training -- The effects of background music on studying -- Learning to make music enhances spatial reasoning -- Listening to music enhances spatial-temporal reasoning: evidence for the "Mozart effect" -- An investigation of the effects of music on two emotionally disturbed students' writing motivations and writing skills -- The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantaged children -- The effect of the incorporation of music learning into the second-language classroom on the mutual reinforcement of music and language -- Music training causes long-term enhancement of preschool children's spatial-temporal reasoning -- Classroom keyboard instruction improves kindergarten children's spatial-temporal performance: a field experiment -- A meta-analysis on the effects of music as reinforcement for education/therapy objectives -- Music and mathematics: modest support for the oft-claimed relationship -- An overview of research on music and learning -- [Part 5.] Visual arts -- Instruction in visual art: can it help children learn to read? -- The arts, language, and knowing: an experimental study of the potential of the visual arts for assessing academic learning by language minority students -- Investigating the educational impact and potential of the Museum of Modern Art's visual thinking curriculum: final report -- Reading is seeing: using visual response to improve the literary reading of reluctant readers -- Reflections on visual arts education studies -- [Part 6.] Overview -- The arts and the transfer of learning.
Subjects: Arts; Art; Academic achievement.; Cognition.;
Available copies: 1 / Total copies: 1
On-line resources: Suggest title for digitization;
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"You can't fire the bad ones!" : and 18 other myths about teachers, teachers' unions, and public education / by Ayers, William,1944-author.(CARDINAL)265539; Laura, Crystal T.,author.(CARDINAL)357372; Ayers, Rick,author.(CARDINAL)265538;
Includes bibliographical references."Overturns common misconceptions about charter schools, school "choice," standardized tests, common core curriculum, and teacher evaluations. Teachers have always been devalued in the United States, but in recent years the pace and intensity of attacks by politicians, the media, and so-called education reformers have escalated sharply. Indeed, the "bad teacher" figure has come to dominate public discourse, obscuring the structural inequities that teachers and students face everyday. This book flips the script on enduring and popular myths about teachers, teachers unions, and education that inform policy discussions and choices. Some of these myths, such as "student scores on standardized tests should be used to evaluate teachers," have ushered in an era of high-stakes exam-centric classrooms. Other myths, such as "unions are good for teachers but bad for kids," have led to reduced protection and rights for teachers in public schools, making it harder for educators to serve their students. By unpacking these myths, and underscoring the necessity of strong and vital public schools as a common good, Ayers and Laura challenge readers - whether parents, community members, or policymakers - to rethink their own assumptions about teaching and education"--
Subjects: Teachers; Teaching; Public schools; Education; Education;
Available copies: 2 / Total copies: 2
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