Susan Timperley's Books

Far from Home

Aboriginal Prisoners of Rottnest Island, 1838-1931

By: Neville Green,Susan Moon

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Far from Home

Aboriginal Prisoners of Rottnest Island, 1838-1931

By: Neville Green,Susan Moon

Over a period of almost 100 years, at least 3,670 Aboriginal men went to the prison on the cold and dreary island of Rottnest, off the coast of Western Australia. An historical account of the prison is followed by alphabetically arranged entries for all of the Aborigines detained. Entries include biographical information on where the prisoners lived before sentencing, the charges against them, and the dates when they were admitted and dismissed. The tenth volume of the Dictionary of Western Australians. Distributed by ISBS. Annotation copyrighted by Book News, Inc., Portland, OR

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384

Publisher

UWA Publishing

Published Date

ISBN 10

1875560920

ISBN 13

9781875560929

Using Feedback to Improve Learning

By: Maria Araceli Ruiz-Primo,Susan M. Brookhart

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Using Feedback to Improve Learning

By: Maria Araceli Ruiz-Primo,Susan M. Brookhart

Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.

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Page Count

163

Publisher

Routledge

Published Date

ISBN 10

1317238222

ISBN 13

9781317238225

Bringing Math Students Into the Formative Assessment Equation

Tools and Strategies for the Middle Grades

By: Susan Janssen Creighton,Cheryl Rose Tobey,Eric Karnowski,Emily R. Fagan

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Bringing Math Students Into the Formative Assessment Equation

Tools and Strategies for the Middle Grades

By: Susan Janssen Creighton,Cheryl Rose Tobey,Eric Karnowski,Emily R. Fagan

Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX

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222

Publisher

Corwin Press

Published Date

ISBN 10

1483385965

ISBN 13

9781483385969

Ten Assessment Literacy Goals for School Leaders

By: Steve Chappuis,Susan M. Brookhart,Jan Chappuis

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Ten Assessment Literacy Goals for School Leaders

By: Steve Chappuis,Susan M. Brookhart,Jan Chappuis

Of all school-related factors that influence student learning, only classroom instruction has greater impact than leadership. And leaders have the greatest impact when they set direction, citing that the goals and purpose they provide serves to strengthen and solidify the faculty. The ten competencies for school leaders described in this book are based on a few factors. First, standards-driven reform has created new knowledge requirements and responsibilities for school leaders. In today's systems, sorting students along a bell curve and artificially creating winners and losers has been replaced by a mission that all students must learn well. Instead of a curriculum focused on what a teacher should teach, the curriculum identifies what students must know and be able to do. These standards are public, and communicate what a state or district values when it comes to student learning. Assessing the standards day to day, not through large-scale accountability tests or even local short-cycle or common assessments, is a requirement for effective standards-based reform. Second is the reward of improved student learning brought about by the use of classroom assessment for learning. Assessment for learning has implications not just for school leaders but also for broader educational practice: The research is conclusive, and improved learning lies within the grasp of anyone wishing to apply it. What does it look like when school leaders demonstrate mastery of the Ten Assessment Competencies? Included in the book are examples, learning activities, and opportunities for practice as well as success indicators for each competency as leaders work toward mastery"--

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289

Publisher

Corwin Press

Published Date

ISBN 10

1071821849

ISBN 13

9781071821848

Nurse as Educator: Principles of Teaching and Learning for Nursing Practice

By: Susan B. Bastable

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Nurse as Educator: Principles of Teaching and Learning for Nursing Practice

By: Susan B. Bastable

Nurses play a crucial role as educators no matter their professional position in the workforce. They often lead in patient teaching, health education, and health promotion. Award-winning educator, Susan Bastable, comprehensively covers the major principles of teaching and learning for all audiences in a new edition of her best-selling text, Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. She prepares nurse educators, clinical nurse specialists, and nurse practitioners and students for their expanding role as nurses and educators. With a focus on multiple audiences, Nurse as Educator applies to both undergraduate and graduate nursing courses. It covers topics in nursing education and health promotion not often found in other texts, such as health literacy, teaching people with disabilities, the impact of gender and socioeconomics on learning, technology for teaching and learning, and the ethical, legal, and economic foundations of the educational process.

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Page Count

746

Publisher

Jones & Bartlett Learning

Published Date

ISBN 10

1284258815

ISBN 13

9781284258813

Advocacy for Teacher Leadership

Opportunity, Preparation, Support, and Pathways

By: Susan Lovett

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Advocacy for Teacher Leadership

Opportunity, Preparation, Support, and Pathways

By: Susan Lovett

This book advocates for an alternative to the hierarchical positioning of leaders. It proposes to value leadership practices which emerge from collective concerns about learning and the realisation that collegial interactions offer opportunities for rich explorations of pedagogy and new understandings to be developed. The book draws upon illustrative examples from a longitudinal study of early career teachers, entitled “Teachers of Promise: Aspirations and realities”. It explores matters of personal ambition, support from significant others, and barriers to teacher leadership. It shows that these vary from context to context and individual to individual. Examples highlight the ways in which each teacher’s experience has been enabled and constrained by different considerations. In combination, the examples offered demonstrate the need for the teaching profession to be more systematic in identifying and supporting talented teachers who could be the leaders of learning for tomorrow. The book shows that individuals themselves need to have an openness to consider how they might become more effective teachers through their engagement in leadership work. This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching. The more promising portrayal is to link teacher leadership explicitly with learning.

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149

Publisher

Springer

Published Date

ISBN 10

3319744305

ISBN 13

9783319744308

How to Give Effective Feedback to Your Students

By: Susan M. Brookhart

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How to Give Effective Feedback to Your Students

By: Susan M. Brookhart

Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including Strategies to uplift and encourage students to persevere in their work. How to formulate and deliver feedback that both assesses learning and extends instruction. When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.

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154

Publisher

ASCD

Published Date

ISBN 10

1416623094

ISBN 13

9781416623090

How Learning Works

Seven Research-Based Principles for Smart Teaching

By: Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman

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How Learning Works

Seven Research-Based Principles for Smart Teaching

By: Susan A. Ambrose,Michael W. Bridges,Michele DiPietro,Marsha C. Lovett,Marie K. Norman

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

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336

Publisher

John Wiley & Sons

Published Date

ISBN 10

0470484101

ISBN 13

9780470484104

Assessment Literacy

An Educator's Guide to Understanding Assessment, K-12

By: Thomas DeVere Wolsey,Susan Lenski,Dana L. Grisham

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Assessment Literacy

An Educator's Guide to Understanding Assessment, K-12

By: Thomas DeVere Wolsey,Susan Lenski,Dana L. Grisham

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.

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209

Publisher

Guilford Publications

Published Date

ISBN 10

1462542077

ISBN 13

9781462542079

Effective Supervisory Relationships

Best Evidence and Practice

By: Helen Beinart,Susan Clohessy

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Effective Supervisory Relationships

Best Evidence and Practice

By: Helen Beinart,Susan Clohessy

Effective Supervisory Relationships: Best Evidence and Practice is the first book to explore in detail the Supervisory Relationship, which research has consistently found to be the most critical component of any supervisory process. Helen Beinart and Sue Clohessy – two experts in the field – draw on world-wide studies that cover all major therapeutic approaches to the Supervisory Relationship, and include detailed coverage of cultural competence and issues of effective multicultural supervision. The result is a comprehensive resource that offers cutting-edge, internationally relevant information in order to inform study, training, continuing professional development and practice.

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232

Publisher

John Wiley & Sons

Published Date

ISBN 10

1118973615

ISBN 13

9781118973615

Formative Classroom Walkthroughs

How Principals and Teachers Collaborate to Raise Student Achievement

By: Connie M. Moss,Susan M. Brookhart

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Formative Classroom Walkthroughs

How Principals and Teachers Collaborate to Raise Student Achievement

By: Connie M. Moss,Susan M. Brookhart

[Authors provide teachers with numerous examples and guides to improve teaching and student learning.]"--

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234

Publisher

ASCD

Published Date

ISBN 10

1416619887

ISBN 13

9781416619888

What We Know About Grading

What Works, What Doesn't, and What's Next

By: Thomas R. Guskey,Susan M. Brookhart

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What We Know About Grading

What Works, What Doesn't, and What's Next

By: Thomas R. Guskey,Susan M. Brookhart

Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence. Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice. Ultimately, Guskey and Brookhart identify four themes emerging from the research that can guide these efforts: - Start with clear learning goals, - Focus on the feedback function of grades, - Limit the number of grade categories, and - Provide multiple grades that reflect product, process, and progress criteria. By distilling the vast body of research evidence into meaningful, actionable findings and strategies, this book is the jump-start all stakeholders need to build a better understanding of what works—and where to go from here.

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Page Count

250

Publisher

ASCD

Published Date

ISBN 10

1416627243

ISBN 13

9781416627241

Kiss Her Goodbye

The most addictive thriller you'll read this year

By: Susan Gee

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Kiss Her Goodbye

The most addictive thriller you'll read this year

By: Susan Gee

Kirsten Green is my best friend. Kirsten Green has gone missing. I killed Kirsten Green. Seventeen-year-old Hayley Reynolds is unwanted at home, and an outsider at school. Pushed away by her best friend Kirsten Green, she makes a deliberate, chilling decision – if Kirsten can't belong to her, then she won't belong to anyone... DI Beverley Samuels has the body of a schoolgirl on her hands – a murder that brings back the hauntingly painful memories of the case she's tried so desperately to forget. There's something deeply disturbing about this crime – and yet with little hard evidence it's up to her to decide who she will believe... Kiss Her Goodbye is a dark psychological crime novel featuring a brilliantly manipulative psychopath – and with a shock ending that is the best twist of 2018!

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377

Publisher

Bloomsbury Publishing

Published Date

ISBN 10

178854773X

ISBN 13

9781788547734

Leadership and Literacy

Principals, Partnerships and Pathways to Improvement

By: Neil Dempster,Tony Townsend,Greer Johnson,Anne Bayetto,Susan Lovett,Elizabeth Stevens

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Leadership and Literacy

Principals, Partnerships and Pathways to Improvement

By: Neil Dempster,Tony Townsend,Greer Johnson,Anne Bayetto,Susan Lovett,Elizabeth Stevens

This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.

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226

Publisher

Springer

Published Date

ISBN 10

3319542982

ISBN 13

9783319542980

Culturally and Socially Responsible Assessment

Theory, Research, and Practice

By: Catherine S. . Taylor

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Culturally and Socially Responsible Assessment

Theory, Research, and Practice

By: Catherine S. . Taylor

This book addresses a problem that affects the work of all educators: how traditional methods of assessment undermine the capacity of schools to serve students with diverse cultural and social backgrounds and identities. Anchored in a commonsense notion of validity, this book explains how current K-12 assessment practices are grounded in the language, experiences, and values of the dominant White culture. It presents a timely review of research on bias in classroom and large-scale assessments, as well as research on how students' level of engagement influences their performances. The author recommends practices that can improve the validity of students' assessment performances by minimizing sources of bias, using culturally responsive assessment tools, and adopting strategies likely to increase students' engagement with assessment tasks. This practical resource provides subject-specific approaches for improving the cultural and social relevance of assessment tools and offers guidance for evaluating existing assessment instruments for bias, language complexity, and accessibility issues. Book Features: Research-based recommendations for improving assessment fairness, validity, and cultural/social relevance. Practices that have been shown to improve the effectiveness of classroom assessments in supporting student learning. Concrete examples of how to create culturally relevant assessment tasks that target valued learning goals in language arts, mathematics, social studies, and science classrooms. Appendixes that provide tools educators can use to improve grading practices.

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289

Publisher

Teachers College Press

Published Date

ISBN 10

0807766887

ISBN 13

9780807766880

Advancing Formative Assessment in Every Classroom

A Guide for Instructional Leaders

By: Connie M. Moss,Susan M. Brookhart

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Advancing Formative Assessment in Every Classroom

A Guide for Instructional Leaders

By: Connie M. Moss,Susan M. Brookhart

Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.

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Page Count

259

Publisher

ASCD

Published Date

ISBN 10

1416626727

ISBN 13

9781416626725

How to Look at Student Work to Uncover Student Thinking

By: Susan M. Brookhart,Alice Oakley

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How to Look at Student Work to Uncover Student Thinking

By: Susan M. Brookhart,Alice Oakley

Are you picking up all your students' work is trying to tell you? In this book, assessment expert Susan M. Brookhart and instructional coach Alice Oakley walk teachers through a better and more illuminating way to approach student work across grade levels and content areas. You’ll learn to view students' assignments not as a verdict on right or wrong but as a window into what students "got" and how they are thinking about it. The insight you'll gain will help you * Infer what students are thinking, * Provide effective feedback, * Decide on next instructional moves, and * Grow as a professional. Brookhart and Oakley then guide teachers through the next steps: clarify learning goals, increase the quality of classroom assessments, deepen your content and pedagogical knowledge, study student work with colleagues, and involve students in the formative learning cycle. The book's many authentic examples of student work and teacher insights, coaching tips, and reflection questions will help readers move from looking at student work for correctness to looking at student work as evidence of student thinking.

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143

Publisher

ASCD

Published Date

ISBN 10

1416629890

ISBN 13

9781416629894

Questioning the Language of Improvement and Reform in Education

Reclaiming Meaning

By: Nicole Mockler,Susan Groundwater-Smith

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Questioning the Language of Improvement and Reform in Education

Reclaiming Meaning

By: Nicole Mockler,Susan Groundwater-Smith

Questioning the Language of Improvement and Reform in Education challenges the language used in education by linking the language of both the public and professional domains with the changing intentions of the governance of education. Exploring various issues, which embody the many manifestations of the manner in which strident, conservative language has captured the public view of education, the book covers topics such as the importance of language in the context of educational practice, the media's portrayal of teachers globally, the role of students in the face of curriculum reform and the language used in educational policy worldwide. The book addresses the ways in which the words ‘improvement’ and ‘reform’ have been appropriated and hollowed-out by policymakers in order to justify globalised education policies. Using international case studies and reports, the authors argue that the employment of specific words masks the reality that new educational policies are regressive and require re-examination, while perpetuating the illusion that progressive educational practice is being brought to the fore. Questioning the Language of Improvement and Reform in Education is a fascinating and original take on this topic, which will be of great interest to educational practitioners, policymakers and linguists.

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152

Publisher

Routledge

Published Date

ISBN 10

1315519550

ISBN 13

9781315519555

Police Courts in Nineteenth-Century Scotland, Volume 1

Magistrates, Media and the Masses

By: David G. Barrie,Susan Broomhall

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Police Courts in Nineteenth-Century Scotland, Volume 1

Magistrates, Media and the Masses

By: David G. Barrie,Susan Broomhall

Taking the form of two companion volumes, Police Courts in Nineteenth-Century Scotland represents the first major investigation into the administration, experience, impact and representation of summary justice in Scottish towns, c.1800 to 1892. Each volume explores diverse, but complementary, themes relating to judicial practices, relationships, experiences and discourses through the lens of the same subject matter: the police court. Volume 1, with the subtitle Magistrates, Media and the Masses, provides an institutional, social and cultural history of the establishment, development and practice of police courts. It explores their rise, purpose and internal workings, and how justice was administered and experienced by those who attended them in a variety of roles. Special attention is given to examining how courtroom discourse was represented in print culture, the role of the media in providing a discursive commentary on summary justice, and the ways in which magistrates and the police engaged in a law and order dialogue with the press. Throughout, consideration is given to uncovering the relationship between magistrates, the courts, the police and the wider community, and to charting the implications of the rise of summary justice and the ’police-man’ state for the urban masses (as evidenced through prosecution, conviction and punishment patterns). Volume 2, with the subtitle Boundaries, Behaviours and Bodies, explores, through themed case studies, how police courts shaped conceptual, spatial, temporal and commercial boundaries by regulating every-day activities, pastimes and cultures.

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534

Publisher

Routledge

Published Date

ISBN 10

1317079272

ISBN 13

9781317079279

How Learning Works

Eight Research-Based Principles for Smart Teaching

By: Marsha C. Lovett,Michael W. Bridges,Michele DiPietro,Susan A. Ambrose,Marie K. Norman

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How Learning Works

Eight Research-Based Principles for Smart Teaching

By: Marsha C. Lovett,Michael W. Bridges,Michele DiPietro,Susan A. Ambrose,Marie K. Norman

Apply these eight learning principles for more effective teaching As educators in the ever-evolving landscape of higher education, we are continuously challenged to keep our courses effective, engaging, relevant, and inclusive. The updated and expanded second edition of How Learning Works can help! It incorporates the latest research, provides a wider range of strategies, and adds a new principle to your toolkit. Readers will find eight essential learning principles that distill the overwhelming research literature into: Real-world teaching and learning scenarios Examples that reflect a diverse set of teaching environments and learner populations 150 practical strategies you can apply to your teaching context With these practical, broadly applicable insights, you can: Understand why your successful teaching approaches work Solve common teaching and learning problems Adapt your teaching to new modalities (e.g., online, hybrid) and challenges Ground your innovations in evidence-based practice Based on research from cognitive psychology, developmental psychology, education, anthropology, and more—this book makes learning work…for you and your students.

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345

Publisher

John Wiley & Sons

Published Date

ISBN 10

1119861691

ISBN 13

9781119861690

Progression and Progress in Physical Education

By: Susan Capel,Margaret Whitehead,Julia Lawrence

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Progression and Progress in Physical Education

By: Susan Capel,Margaret Whitehead,Julia Lawrence

How well do I take account of the needs of different classes and individual learners to facilitate and enhance progress? Do I plan for progress based on where learners are currently at? Does the curriculum facilitate and enhance progress? Exploring these questions and more, this book examines what progress in physical education looks like and conditions for facilitating and enhancing the progress of individual learners across different domains of learning. Progression and Progress in Physical Education contains 12 units, each of which highlights an aspect of progression or progress in physical education. Throughout, the book emphasises that it is individual learners that make progress therefore highlighting the importance of catering for the holistic, individual learner. Grouped into four sections, units cover: - What is meant by progression, progress and learning? - The holistic nature of individual learners - The Physical, Cognitive and Affective Domains of learning - Teaching to facilitate and enhance progress - Recognising and charting progress - The role of the curriculum in facilitating and enhancing progress - The broader context in which physical education teachers work Filled throughout with examples of existing good practice and useful tips, this text will support all primary and secondary physical education teachers in facilitating and enhancing learner progress in physical education.

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261

Publisher

Taylor & Francis

Published Date

ISBN 10

104019365X

ISBN 13

9781040193655

Learning Targets

Helping Students Aim for Understanding in Today's Lesson

By: Connie M. Moss,Susan M. Brookhart

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Learning Targets

Helping Students Aim for Understanding in Today's Lesson

By: Connie M. Moss,Susan M. Brookhart

In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call "today's lesson"—or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book - Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. - Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. - Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. - Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment. What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

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232

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ASCD

Published Date

ISBN 10

1416614818

ISBN 13

9781416614814

How to Make Decisions with Different Kinds of Student Assessment Data

By: Susan M. Brookhart

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How to Make Decisions with Different Kinds of Student Assessment Data

By: Susan M. Brookhart

In How to Make Decisions with Different Kinds of Student Assessment Data, best-selling author Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district. Readers will learn-- * What different kinds of data can--and cannot--tell us about student learning; * What different analyses reveal about changes in student achievement; * How to interpret, use, and share relevant data; and * How to create a model to go from problem to solution in a data-based decision-making process. With easy-to-understand explanations, supplemented by examples and scenarios from actual schools, this book offers a path to better understanding, more accurate interpretation of assessment results, and--most important--more effective use of data to improve teaching and learning.

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146

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ASCD

Published Date

ISBN 10

1416621059

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9781416621058

Engaging Readers

Supporting All Students in Knowledge-Driven Reading, Grades 4-8

By: Dana A. Robertson,Evelyn Ford-Connors,Susan Dougherty

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Engaging Readers

Supporting All Students in Knowledge-Driven Reading, Grades 4-8

By: Dana A. Robertson,Evelyn Ford-Connors,Susan Dougherty

An important goal of teachers is to get all students, especially those in the upper elementary and middle grades who struggle with academic work, engaged in reading. This book examines current research on instructional principles and actions related to engaged reading. It shows how teachers can translate this research into evidence-based actions that promote productive instructional contexts and focus students’ purposeful use of literacy in acquiring knowledge. The authors integrate descriptions of principles and actions with concrete examples of classroom instruction and thematic teaching across disciplinary contexts and demonstrate how teachers might mediate students’ reading of complex texts. The book provides readers with a vivid picture of the complexities of teaching reading in the upper elementary and middle grades. In particular, the book blends individual principles and practices into a holistic approach to creating productive and engaged learning environments for all upper elementary and middle grade learners.

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205

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Rowman & Littlefield

Published Date

ISBN 10

1475823312

ISBN 13

9781475823318

Passing CTLLS Assessments

By: Ann Gravells,Susan Simpson

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Passing CTLLS Assessments

By: Ann Gravells,Susan Simpson

The CTLLS qualification has been replaced with the Certificate in Education and Training (CET). However, the content has since been updated and is now in the book Passing Assessments for the Certificate in Education and Training. Please note: the qualification unit content contained in the appendices has since changed, and some legislation mentioned in the book has been updated.

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162

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SAGE

Published Date

ISBN 10

0857253700

ISBN 13

9780857253705

Programming and Planning in Early Childhood Settings

By: Leonie Arthur,Bronwyn Beecher,Elizabeth Death,Susan Dockett,Sue Farmer

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Programming and Planning in Early Childhood Settings

By: Leonie Arthur,Bronwyn Beecher,Elizabeth Death,Susan Dockett,Sue Farmer

Programming & Planning in Early Childhood Settings explores a range of approaches to curriculum and to documenting children's learning in early childhood settings. This valuable resource for early childhood education students and practitioners provides a broad view of the concepts and issues in early childhood curriculum. Chapters reflect ongoing discussions about what is meant by the terms 'planning' and 'programming' in the context of early childhood, what is authentic curriculum for young children, and effective teaching strategies to extend young children's learning. The strong focus on sociocultural theories of learning promotes awareness of children's diverse experiences, competencies and learning styles, and helps readers recognise the need for collaborative partnerships between educators, children and families in order to develop appropriate programs. Thoroughly revised and updated, this new edition shows how chapters of the text are relevant to the Australian Professional Standards for teachers, and highlights connections to the school-based context. Numerous real-life examples, reflections, articles and case studies assist students to understand a variety of educational theories, philosophies and frameworks. Throughout the book there is a focus on the processes of reflection, evaluation and ongoing improvement.

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480

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Cengage AU

Published Date

ISBN 10

0170386325

ISBN 13

9780170386326

Gender and Emotions in Medieval and Early Modern Europe: Destroying Order, Structuring Disorder

By: Susan Broomhall

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Gender and Emotions in Medieval and Early Modern Europe: Destroying Order, Structuring Disorder

By: Susan Broomhall

States of emotion were vital as a foundation to society in the premodern period, employed as a force of order to structure diplomatic transactions, shape dynastic and familial relationships, and align religious beliefs, practices and communities. At the same time, societies understood that affective states had the potential to destroy order, creating undesirable disorder and instability that had both individual and communal consequences. These had to be actively managed, through social mechanisms such as children's education, acculturation, and training, and also through religious, intellectual, and textual practices that were both socio-cultural and individual. Presenting the latest research from an international team of scholars, this volume argues that the ways in which emotions created states of order and disorder in medieval and early modern Europe were deeply informed by contemporary gender ideologies. Together, the essays reveal the critical roles that gender ideologies and lived, structured, and desired emotional states played in producing both stability and instability.

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282

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Routledge

Published Date

ISBN 10

1317130693

ISBN 13

9781317130697

Teaching Secondary Geography

By: Malcolm McInerney,Susan Caldis,Stephen Cranby,John Butler,Alaric Maude,Susanne Jones,Michael Patrick Law,Rebecca Nicholas

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Teaching Secondary Geography

By: Malcolm McInerney,Susan Caldis,Stephen Cranby,John Butler,Alaric Maude,Susanne Jones,Michael Patrick Law,Rebecca Nicholas

Geography is not only the study of the surface of the planet and the exploration of spatial and human - environment relationships, but also a way of thinking about the world. Guided by the Australian Curriculum and the Professional Standards for Teaching School Geography (GEOGstandards), Teaching Secondary Geography provides a comprehensive introduction to both the theory and practice of teaching Geography. This text covers fundamental geographical knowledge and skills, such as working with data, graphicacy, fieldwork and spatial technology, and provides practical guidance on teaching them in the classroom. Each chapter features short-answer and 'Pause and Think' questions to enhance understanding of key concepts, and 'Bringing It Together' review questions to consolidate learning. Classroom scenarios and a range of information boxes are provided throughout to connect students to additional material. Written by an author team with extensive teaching experience, Teaching Secondary Geography is an exemplary resource for pre-service teachers.

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327

Publisher

Cambridge University Press

Published Date

ISBN 10

1108983510

ISBN 13

9781108983518

Police Courts in Nineteenth-Century Scotland, Volume 1

Magistrates, Media and the Masses

By: Professor Susan Broomhall,Dr David G Barrie

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Police Courts in Nineteenth-Century Scotland, Volume 1

Magistrates, Media and the Masses

By: Professor Susan Broomhall,Dr David G Barrie

Taking the form of two companion volumes, Police Courts in Nineteenth-Century Scotland represents the first major investigation into summary justice in Scottish towns, c.1800 to 1892. Volume 1, with the subtitle Magistrates, Media and the Masses, provides an institutional, social and cultural history of the establishment, development and practice of police courts. It explores their rise, purpose and internal workings, and how justice was administered and experienced by those who attended them in a variety of roles.

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537

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Ashgate Publishing, Ltd.

Published Date

ISBN 10

1472400666

ISBN 13

9781472400666

Implementing RtI With Gifted Students

Service Models, Trends, and Issues

By: Mary Ruth Coleman,Susan K. Johnsen

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Implementing RtI With Gifted Students

Service Models, Trends, and Issues

By: Mary Ruth Coleman,Susan K. Johnsen

Implementing RtI With Gifted Students shares how RtI can fit within the framework of gifted education programming models. This edited book will serve as a reference guide for those interested in learning more about RtI and how it might be effectively implemented to meet the needs of all gifted students. Chapters contributed by top gifted education experts focus on topics including tiered supports and services for gifted learners; screening, assessment, and progress monitoring; evidence-based practices; popular gifted education models that fit within a tiered framework; and diversity. Additional resources for schools include a self-assessment needs survey; guidelines for planning; forms, templates, and timelines for getting started; and rubrics for reviewing implementation fidelity and progress.

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243

Publisher

Routledge

Published Date

ISBN 10

1000493601

ISBN 13

9781000493603

Book's by Susan Timperley

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