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Close the achievement gap with equity-focused professional learning communities!

Integrating the four Tools of Cultural Proficiency with the PLC framework, this relevant guide offers school leaders, district administrators, and staff developers a collaborative approach to address bias and inequity. The authors discuss the impact of our history on cultural understanding and provide a wealth of practical strategies and tools for building equity-focused PLCs, including:

• Templates, protocols, activities, and rubrics for deconstructing inequity in student achievement
• Stories, tools, and thinking prompts to guide an inside-out transformation toward cultural proficiency
• An extended example of one school district’s journey

• Sales Rank: #298155 in Books
• Brand: Corwin
• Published on: 2009-08-03
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .50" w x 6.90" l, .80 pounds
• Binding: Paperback
• 168 pages

Features

• Templates, protocols, activities, and rubrics for deconstructing inequity in student achievement
• Stories, tools, and thinking prompts to guide an inside-out transformation toward cultural proficiency
• An extended example of one school district"s journey in becoming a culturally proficient learning communitySchools
• Title - Culturally Proficient Learning Communities
• Sub Title - Confronting Inequities Through Collaborative Curiosity

Review
"From the very first word, this book provokes thinking and cultural responsibility for educating one’s self and others. The collaboration of the authors and their collective knowledge and experiences both challenge and celebrate every culture’s contribution for every student’s success. The focus on student achievement through the development of cultural proficiency is imperative to creating a community of learners where all students perform at levels higher than before. The end results will not only create culturally proficient educators, but also culturally proficient learning communities that promote and foster global education, collaboration for lifelong learning, and world citizenship." (Duncan DeBruhl, Assistant Superintendent, Educational Services Department 2009-02-19)

"This groundbreaking publication is unrivaled in its explication of the role of cultural awareness in ensuring equity for the diverse groups in a school community. The authors deftly provide a treasure trove of tools and ideas that can give direction to educators who seek to support the varied cultures served in their schools. The volume is indispensible for leaders of learning community schools." (Sylvia Roberts, Associate Professor and Chair of Educational Leadership 2009-02-24)

"Culturally Proficient Learning Communities challenges the paradigm of the current PLC structure. This book brings in a crucial tenet that until now has been left out of the PLC discussion: a willingness to have deeper conversations about issues of equity and access. The new framework is sure to stretch educators as they begin the process of using an inside-out approach to examine personal cultural norms and the way the norms impact leadership and instructional practices." (Stacie Stanley, Program Director, Office of Equity and Integration 2009-02-25)

"This book is an affirmation of the combined experiences of the valiant authors and their commitment to the process of positive change within the educational system. This is truly a book that can be used in any school in America, and should be read by every administrator whose vocabulary includes the word 'diversity.'" (Jean M. Rogers, Educator 2009-03-03)

"Cultural proficiency challenges learning communities to go even deeper when inquiring about student barriers to success. This perspective is necessary to truly address the achievement and expectation gaps in our schools. Before we ask ourselves why our students are not succeeding, we must examine and understand our own perceptions and assumptions about them." (Timothy A. Bias, Administrator 2009-03-03)

"In many schools, professional learning communities are being established to enhance collaboration and communication among faculty. Many of these learning communities are focused on improving teaching and learning, but they continue to struggle to raise achievement for all of their students. This new book challenges professional learning communities to advance to the next level―to tackle the hard issues of diversity in the school setting. In a thoughtful and engaging style, the authors provide guidance for school faculties to close achievement gaps." (Rose Owens-West, Senior Project Director 2009-03-03)

"This book asks two questions: What does it take to ensure that all students perform at higher levels than ever before? And what does it take to shake up our own thinking as educators, administrators, and parents in our communities to ensure that all students achieve these high levels of performance in a sustained manner? Whether we are Americans or Africans, answering these questions requires nothing less than that we turn our educational systems as well as ourselves inside out." (Leloba Molema, Professor 2009-03-04)

"The authors help us to understand that a professional learning community is not an activity, but a way of being with others as co-learners. This guide includes valuable protocols and activities, as well as real-world scenarios that encourage reflection and allow us as school leaders to construct our own understandings. From the outset, we are gently coached to examine our core beliefs and how they frame our purpose as educators. This reflective process allows us to develop the skills necessary to lead school teams toward cultural proficiency." (Luis R. Valentino, Director of School Service, and Elizabeth J. Valentino, Assistant Principal 2009-03-04)

"A book that encourages educators to examine their practices by asking tough questions and providing a road map for collaborative inquiry in straightforward, accessible language." (Teaching Tolerance magazine 2011-10-18)

About the Author
Delores B. Lindsey, Ph.D., retired as Associate Professor of Education at Cal State San Marcos, San Marcos, CA, but did not retire from the education profession. As a former middle grades and high school teacher, assistant principal, principal, and county office of education administrator, her primary focus is developing culturally proficient leadership practices aimed at closing educational gaps. She helps educational leaders examine their organizations' policies and practices, and their individual beliefs and values about cross-cultural communication. Her message to her audiences focuses on socially just educational practices, culturally proficient leadership practices, and diversity as an asset to be nurtured. Dr. Lindsey offers keynote address and facilitates educators to develop their own inquiry and action research. Her favorite reflective question is: "Are we who we say we are?"

She is also a Training Associate for Cognitive Coachingsm and Adaptive Schoolssm. Delores and husband Randall, her favorite Sage/Corwin author, continue to co-write about the application of the four Tools of Cultural Proficiency. They enjoy working together with school districts to guide school leaders on their journey toward equity and socially just practices for all learners.

Dr. Linda Jungwirth, Association of California School Administrators (ACSA) California Educator of the Year–Professor of Education (2013), and President of Convening Conversations, Inc., is passionately devoted to supporting organizations in Culturally Proficient Leadership, building trusting, inclusive, collaborative communities. Dr. Jungwirth taught middle and high school science, and served as: district technology coordinator; county office curriculum and professional development coordinator serving 66 districts in Southern California; and director of the Center for the Advancement of Small Learning Environments for 19 high schools in 11 Southern California districts. Dr. Jungwirth is adjunct professor for Pepperdine University’s Educational Leadership, Administration, and Policy doctorate program teaching culturally proficient leadership and communication. Dr. Jungwirth is recognized internationally for her work in Cultural Proficiency, and is co-author of Corwin’s bestseller, Culturally Proficient Learning Communities: Confronting Inequities Through Collaborative Curiosity, and Rowman-Littlefield’s 10 Models of Teacher Evaluation: The Policies, The People, The Potential. Dr. Jungwirth is a National Training Associate for Thinking Collaborative (ThinkingCollaborative.com) in the areas of Cognitive CoachingSM and Adaptive Schools―Facilitating and Developing Collaborative Groups. Additional recognition includes Administrator of the Year, California League of High Schools, Region 10, and the Association of California School Administrators (ACSA) Wilson A. Grace Award for her ideals of tolerance, compassion, and professional leadership, and as a leader who motivates and inspires personal and professional growth in others.

.

Jarvis V.N.C. Pahl is executive director of Pahl Business & Educational Consortium (PBEC). She taught biology and microbiology in California, Maryland, Connecticut, and Brazil. She also taught while in the Peace Corps, and in Botswana Africa. As a school administrator, she worked in California high schools and school districts. She was a member of the Graduate School of Education’s School Management Program at the University of California in Los Angeles. She has traveled in Asia, Africa, Europe, North America, South America, Antarctica, and the Arctic Circle. She speaks Portuguese, some Setswana (language of Botswana), and Spanish. As a consultant, she has designed, planned, and facilitated hundreds of learning experiences for parent groups, students, teachers, administrators, and blended groups of educators, parents, students, and individuals from the business world. She believes individuals have a gene for leadership in their area of specialty.

Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.

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0 of 0 people found the following review helpful.
Makes my head hurt.
By Amazon Customer
Very boring. Dry and hard to read. Nothing to gain from reading this book.

0 of 0 people found the following review helpful.
blah
By Steev Wilkie
A lot of rehashed theories ... nothing groundbreaking or novel at all

0 of 0 people found the following review helpful.
Five Stars
By Mr. Phiny
Every educator should read this book!

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Praise for the Second Edition:

"This book is one of the best that I've read in the field! You can't get much better than this." ―――Leo Wilton, SUNY Binghamton

"I have to say that I really love this book. I find it has a clear and consistent focus.
―Kyle Colling, Montana State University Billings

Widely respected as the classic text in the field, the Handbook of Multicultural Counseling is the world's most cited work on multicultural counseling. The new Third Edition is completely updated and expanded, with 53 brand new chapters covering state-of-the art advances in theory, ethics, research, measurement, and clinical practice and assessment in multicultural counseling and therapy. Contributing chapter authors represent nationally and internationally renowned researchers, clinicians, administrators, and social justice advocates.

Features of the Third Edition:

• Latest developments on theory, research, and measurement of racial, ethnic, multiracial, and gay/lesbian identity development
• An expanded research section covering quantitative, qualitative, and mixed methods research designs
• New chapters outlining how to both design and translate psychological instruments for multicultural research
• The latest ethical updates with regard to practice and research
• Applied guidelines for clinical practice and assessment across the lifespan
• Recent advances in multicultural career counseling across the lifespan
• Updates on spirituality and multicultural counseling
• Twelve new life-stories of multicultural pioneers who have helped shape the advancement of multicultural practice, research, and social advocacy

The Handbook of Multicultural Counseling, Third Edition can be used as a core textbook for graduate counseling students as well as a critical resource for counselors and other mental health professionals who are seeking to improve their competence in treating a culturally diverse clientele.

• Sales Rank: #708351 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-08-25
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x 1.30" w x 8.00" l, 3.25 pounds
• Binding: Paperback
• 848 pages

Features

• Used Book in Good Condition

Review
This is an excellent book. (Dr. Alicia Lamberghini-West 2009-09-25)

About the Author

Joe Ponterotto is Professor and Coordinator of the Counseling Psychology Program at Fordham University’s Graduate School of Education. Prior to his arrival at Fordham in 1987, he was Assistant Professor at the University of Nebraska-Lincoln. Active in APA and ACA, Joe is also the author of numerous journal articles and books and coeditor of Sage’s Handbook of Multicultural Counseling.

J. Manuel Casas is Professor Emeritus in the Department of Counseling, Clinical, and School Psychology at the University of California, Santa Barbara. He has published extensively on sociocultural, psychological, and contextual factors that negatively affect ethnic/racial populations including immigrants. He counteracts the negativity of these factors by directing attention to resiliency factors that can help these populations lead sound and healthy lives. His work has been widely cited both within and outside of the United States. 

Lisa A. Suzuki Is an associate professor in the Department of Applied Psychology at New York University.  She is co-editor with Dr. Joseph Ponterotto of the Handbook of Multicultural Assessment: Clinical, Psychological and Educational Applications now in its third edition.  She is also co-editor of Qualitative Strategies for Ethnocultural Research with Drs. Nagata and Kohn-Wood.  Her main research interests have been in the areas of multicultural assessment and qualitative research methods.  

Charlene Alexander is the Associate Provost for Diversity and Professor of Counseling Psychology at Ball State University where she is responsible for implementing strategic initiatives to support the diversity efforts of the university. Her research interests are in the areas of multicultural counseling, school counseling and the impact of immersive learning experiences on counseling students’ multicultural competency development. 

Most helpful customer reviews

6 of 6 people found the following review helpful.
understanding complexities of human backgrounds
By W Boudville
The book offers a global perspective on multiculturalism. Showing a complex interplay of how individuals construct their identities from multiple sources. This is reinforced by a varied choice of authors who have contributed to this book.

Several authors speak on their personal experiences, offering these as examples of diversity. One example is Nadya Fouad. She said that she could "pass" for white. But she also identifies strongly with her mother's Brazilian culture, and calls herself hispanic. But she also has an Arab surname. Another example was Daya Sandhu. His parents were Sikhs from Pakistan. Who had to flee to India due to discrimination from Muslims.

Such examples of contributors enrich the book, by letting the reader develop an awareness of and a sensitivity to the subtleties of human backgrounds.

24 of 24 people found the following review helpful.
State of the Art
By Edward Delgado
This book embodies what multicultural counseling is all about, the state of the art. Not only are the most recent empirical findings and directions presented, but we are also treated to the real life narratives of prominent multicultural counselors (in particular I really enjoyed Janet Helms and her sense of humor). In my opinion this is the perfect melding of head and heart/soul and represents both science and art. My gratitude goes out to the 85 people who have put this important work together. This book is a must have.

1 of 1 people found the following review helpful.
Great text book!
By Dlo
I used this textbook for a class and really liked it. The chapters are short but interesting and they cover a wide variety of topics. A "must" for any counseling class!

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Social Problems, Third Edition is now available as a packaged bundle with How Can We Solve Our Social Problems?, Second Edition.

Social Problems, Third Edition
With an engaging writing style that has made it a popular choice at both 2- and 4-year schools, this Third Edition clearly presents contemporary social problems and addresses their consequences while emphasizing community involvement by both individuals and groups to achieve real solutions. With an overarching focus on social inequalities, this proven text provides a platform for discussion that encourages critical thinking and inspires hope rather than simply present a disheartening parade of maladies.

How Can We Solve Our Social Problems?, Second Edition
Updated with recent issues such as the national debate on health care reform, this Second Edition of How Can We Solve Our Social Problems? gives students a sense of hope by demonstrating specific, realistic steps we can take to solve some of the most pervasive social problems in America today. Author James Crone maintains a sense of sociological objectivity throughout and helps students realize that we can take steps to solve such key social problems as poverty, racial and ethnic inequality, unequal education, and environmental issues. The book's first two chapters define “social problem,,” provide a theoretical background, discuss the daunting barriers we face in attempting to solve social problems, and demonstrate how sociology can help.

• Sales Rank: #8708428 in Books
• Published on: 2011-01-11
• Original language: English
• Number of items: 1
• Dimensions: .0" h x .0" w x .0" l, .0 pounds
• Binding: Paperback

About the Author

Anna Leon-Guerrero is Professor of Sociology at Pacific Lutheran University in Washington. She received her PhD in sociology from the University of California, Los Angeles. She teaches courses in statistics, social theory, and social problems. Her areas of research and publications include family business, social welfare policy, and social service program evaluation. She is also the author of Social Problems: Community, Policy, and Social Action.

James Crone has been a member of the sociology faculty at Hanover College faculty for over 30 years. In the course of his career, he has taught courses on social problems, social stratification, and social theory. Research in all these areas has contributed to his Pine Forge Press book, How Can We Solve Our Social Problems? During his time at Hanover, Professor Crone has served as Chair of the Department of Sociology and Anthropology, president of the local chapter of Habitat for Humanity, and president of the Hanover Town Council.

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~~ PDF Ebook Managing Noncompliance and Defiance in the Classroom: A Road Map for Teachers, Specialists, and Behavior Support TeamsFrom Brand: Corwin

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This systematic approach to classroom management provides evidence-based strategies for assessing student insubordination and offers guidelines for developing individual intervention plans that improve cooperation.

• Sales Rank: #691048 in Books
• Brand: Brand: Corwin
• Published on: 2009-03-17
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .60" w x 8.40" l, .95 pounds
• Binding: Paperback
• 152 pages

Features

• Used Book in Good Condition

Review
“This book is an invaluable resource for teachers, behavior specialists, and school teams interested in creating a positive learning environment for students. Geoff Colvin provides practical advice for addressing student noncompliance in ways that are easy to integrate into your classroom, school, and district.” (Rachel Freeman, Associate Research Professor and Director 2008-10-07)

"Colvin addresses two of the most difficult and frustrating categories of misbehavior encountered by teachers and provides a wealth of strategies for preventing and intervening with these problems." (From the Foreword by Randy Sprick 2008-10-07)

"Finally, a book derived from research but written with practical examples so that teachers can better understand how to develop successful interventions in addressing noncompliance in the classroom." (Heather Peshak George, Assistant Professor and Codirector 2008-10-09)

"Colvin is a true leader education and psychology. He effectively presents research-based strategies for proactively managing noncompliance and defiance in the classroom. The strategies are supplemented with chapter summaries, case studies, and reproducible materials. This book is a must-have for teachers and school personnel seeking to effectively manage student behavior and improve student achievement." (R. Anthony Doggett, Associate Professor and Program Coordinator of School Psychology 2008-10-17)

"Colvin provides a helpful road map for school teams. The case studies provide real examples that make the information easily understood and translated into real-life situations. The book provides practical, easy-to-use, reproducible tools for assessing problem behaviors and developing effective intervention strategies. It is an excellent resource for creating a positive, safe, and productive learning environment." (Sylvia Martinez and Laura Zeff, District Behavior Specialists 2008-10-30)

The coverage is extremely important for educators to know. The content is absolutely a must for classroom teachers and consultants. (Sheila Raza-Self 2012-02-02)

About the Author
Geoff Colvin draws on his experience as a classroom teacher and administrator, researcher at the University of Oregon, and national public school consultant. Recognized as a national expert on the subjects of school safety and violence prevention, Colvin has provided inservice training for teachers and administrators in more than 100 school districts and agencies nationally and internationally. He recently served as research associate at the University of Oregon and independent consultant in the areas of schoolwide discipline, school climate, school safety, and violence prevention, and has also directed a juvenile detention school and a program for seriously emotionally disturbed youth. Colvin has authored more than sixty publications, books, book chapters, journal articles, and video programs on the subject of teaching and managing students with problem behavior.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Managing Difficult Behavior
By Glennda
This book provided a very easy-to-comprehend description of behavior and how to address it effectively. I liked the simplified ABC form to use when tracking and collecting behavior data.
I have it highlighted all throughout and have used it in my school counseling job!!

0 of 0 people found the following review helpful.
Five Stars
By bdizzle
A great resource for teachers. Simple to read and it includes scenarios for different strategies. Love it

0 of 0 people found the following review helpful.
Very helpful information
By Angela Syhlman
I like the forms and the explainations in this text. It was easy to read and gave me what I expected.

See all 3 customer reviews...

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>> Ebook Download Using RTI to Teach Literacy to Diverse Learners, K-8: Strategies for the Inclusive Classroom, by Sheila Alber-Morgan

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Practical intervention strategies for diverse learners who struggle with literacy!

Covering reading and writing, this book shows K–8 teachers how to build the literacy skills of diverse learners in inclusive classrooms. The author discusses instruction and assessment within a Response to Intervention (RTI) framework and how to provide targeted support to students who may require special attention. The book offers:

• Specific literacy intervention strategies for each tier in a 3-tier RTI framework
• Examples of assessments and graphic organizers
• Brief case studies illustrating how the strategies can be used with students
• A discussion on using thematic units to integrate reading and writing

• Sales Rank: #1218310 in Books
• Brand: Corwin
• Published on: 2010-04-07
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .40" w x 8.50" l, .95 pounds
• Binding: Paperback
• 152 pages

Features

• Evidence-based practices such as guided note taking, the use of response cards, peer-mediated
• Strategies for phonemic awareness, fluency, vocabulary and comprehension.
• Methods for teaching handwriting, spelling, keyboarding and the writing process.
• A discussion on using thematic units to integrate reading and writing.With sample assessments, graphic
• Sub-Title - Strategies for the Inclusive Classroom.

Review
"The author makes a significant contribution to establishing evidence-based and data-driven programs for diverse learners. The text provides a clear and comprehensive approach that can be used at all levels of teacher development, and serve as a primary text in teacher education courses. Alber-Morgan combines a thorough knowledge of progress monitoring using curriculum-based measurement (CBM) with summaries and illustrations of evidence-based practices in reading, writing, and learning subject matter content. The book is filled with useful references and many tables and figures that have practical application to daily practice." (Stanley L. Deno, Professor Emeritus 2009-11-10)

"Sheila Alber-Morgan has written an information-rich book that teachers will find clearly written, interesting, and remarkably helpful for assessing and implementing literacy interventions in inclusive classrooms." (Richard M. Kubina Jr., Associate Professor of Special Education 2009-11-30)

"In a small volume, Sheila Alber-Morgan addresses RTI in a much more comprehensive way than other texts. The book provides critical features of RTI across reading, writing, handwriting, and spelling. Each area is supported by strategies for assessment and multi-tiered instruction grounded in basic principles of applied behavior analysis, UDL, generalization, and inclusion. It is packed with practical information for each tier and many references for greater elaboration." (Nancy L. Cooke, Associate Professor of Special Education 2009-12-10)

"By placing scientifically based assessment and instruction into the RTI context, the author offers readers an opportunity to select practices in accordance with student needs, their responsiveness to instruction, and existing federal and state mandates. The text comes with easy-to understand graphics, practical applications, and numerous instructional resources. This book can be used with preservice and inservice teachers and as a primary text in teacher education courses. The assessment and instructional strategies provided have strong empirical support that meets educators’ needs now and in years to come." (Larry Maheady, Professor of Curriculum and Instruction 2010-01-04)

"Alber-Morgan clearly and concisely articulates the theoretical and empirical bases of RTI―an important and worthy achievement. For the classroom teacher, her book provides numerous assessment and instructional strategies for turning the great promise of RTI into reality for students. The book outlines five powerful strategies for increasing the likelihood that students will remember and later use the literacy skills they have learned. Each strategy for programming generalization is then fleshed out with specific examples at the tactical level." (William L. Heward, Professor Emeritus 2009-11-30)

About the Author

Sheila Alber-Morgan has been an associate professor of special education at The Ohio State University since 2005. She was also a faculty member at The University of Southern Mississippi for eight years. After teaching for several years in inclusive classrooms in both urban and rural South Carolina, Dr. Alber-Morgan began doctoral training at The Ohio State University and earned her Ph.D. in 1997. For the past 15 years, Dr. Alber-Morgan’s research has focused on examining the effects of various literacy interventions on the learning outcomes of elementary and secondary students with and without disabilities. Additionally, her research incorporates strategies for programming for generalization and maintenance of academic and social skills. Almost all of Dr. Alber-Morgan’s research has been designed and implemented in collaboration with classroom teachers, and she has over 50 research and practitioner publications including peer reviewed journal articles, textbook ancillaries, and book chapters.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Early Shipment
By davisam3
Great purchase for school. Very early shipment of the textbook. In the same condition that it was said to be in.

0 of 0 people found the following review helpful.
Five Stars
By Trent
Brief yet informative--concise!

3 of 6 people found the following review helpful.
Specific strategies for interventions for Tiers 1,2 and 3 provide evidence-based practices & real-world examples
By Midwest Book Review
A top pick is Sheila Alber-Morgan's USING RTI TO TEACH LITERACY TO DIVERSE LEARNERS, K-8: STRATEGIES FOR THE INCLUSIVE CLASSROOM, a survey of practical intervention strategies for diverse learners and teachers who use RTI to reach them. Specific strategies for interventions for Tiers 1,2 and 3 provide evidence-based practices, real-world examples, and methods for teaching spelling, keyboarding, writing and more.

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* Ebook Free Engage the Brain: Games, Math, Grades 6-8, by Marcia L. Tate

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This exciting new resource offers fun, innovative games in math. Based on the most recent brain research, the games engage students in becoming active, motivated learners.

• Sales Rank: #895270 in Books
• Brand: Corwin Press
• Model: COR9781412959261
• Published on: 2008-02-28
• Original language: English
• Number of items: 1
• Dimensions: 11.02" h x .20" w x 8.50" l, .66 pounds
• Binding: Paperback
• 96 pages

Features

• Weight - 0.66
• Depth - 0.00
• Width - 0.00
• Height - 0.00

About the Author

Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System, Decatur, Georgia and has been presenting to adult audiences for more than 25 years. During her 30-year career with the school district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. She received the Distinguished Staff Development Award for the State of Georgia, and her department was chosen to receive the Exemplary Program Award for the state.

Marcia is currently an educational consultant and has taught more than 400,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the following seven bestsellers: Worksheets Don’t Grow Dendrites: 20 Instructional Strategies that Engage the Brain; “Sit & Get” Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain; Reading and Language Arts Worksheets Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain; Shouting Won’t Grow Dendrites: 20 Techniques to Detour Around the Danger Zones; Mathematics Worksheets Don’t Grow Dendrites: 20 Numeracy Strategies That Engage the Brain; Preparing Children for Success in School and in Life: 20 Ways to Increase Your Child’s Brain Power; and Science Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain; as well as Social Studies Worksheets Don’t Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Participants in her workshops refer to them as “some of the best ones they have ever experienced” since Marcia uses the 20 strategies outlined in her books to actively engage her audiences.

Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University. Spelman College awarded her the Apple Award for excellence in the field of education.

Marcia is married to Tyrone Tate and is the proud mother of three children, Jennifer, Jessica, and Christopher, and is the doting grandmother of two granddaughters, Christian and Aidan Brooke, and three grandsons, Maxwell Connor, Aaron Bryan, and Roman Alexander.

 

Most helpful customer reviews

13 of 13 people found the following review helpful.
I don't like it...
By R. Taylor
...basically a collection of games to make learning math fundamentals more entertaining and engaging...and though creative and entertaining the games are basically all competitive...I don't like that at all...kids behind the curve find themselves to be "losers" -- a not very entertaining prospect and hardly a good way to inspire effort...I also suspect "losers" could find themselves the butt of jokes -- facilitating learning is not worth the risk of damaging self-esteem...I allowed it an extra star because in the right circumstances -- e.g. a gifted math class where competition might be enjoyable -- the is a worthy resource.

0 of 0 people found the following review helpful.
Engage the Brain
By G C Haire
This is a great book for ideas that a teacher needs to help
her student reinforce skills taught. I love the dice games.

0 of 0 people found the following review helpful.
Games, games, games!
By Sheila McD
Great variety of math games!

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Award-winning teachers describe their successful practices for effectively managing classrooms, using technology, and teaching across the curriculum at the middle school level.

• Sales Rank: #1894152 in Books
• Brand: Corwin
• Published on: 2010-03-09
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .60" w x 5.90" l, .70 pounds
• Binding: Paperback
• 200 pages

Features

• Managing effective classrooms, using technology, and assessing students
• Teaching in science, mathematics, language arts, and social studies
• Engaging students in music, art, and physical educationLearn how some of the best teachers in
• Title - MORE Best Practices for Middle School Classrooms
• Sub-Title - What Award-Winning Teachers Do

Review
"There is a little something for everyone." (David Callaway, Eighth-Grade Language Arts Teacher 2009-08-13)

"Although there are many books that provide lessons and units for various levels, the lessons in this book are very well written and provide more than just the unit instructions. Providing standards is unique, and I am thankful for that." (Diane Smith, School Counselor 2009-08-13)

About the Author
Randi Stone is the author of nine Corwin Press books: Best Practices for Teaching Reading: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Writing: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Mathematics: What Award-Winning Classroom Teachers Do, and Best Practices for Teaching Science: What Award-Winning Classroom Teachers Do. She is a graduate of Clark University, Boston University, and Salem State College. She completed her doctorate in education at the University of Massachusetts, Lowell.

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2 of 2 people found the following review helpful.
A 'must' key for engaging students more efficiently
By Midwest Book Review
Randi Stone's MORE BEST PRACTICES FOR MIDDLE SCHOOL CLASSROOMS: WHAT AWARD-WINNING TEACHERS DO comes packed with lessons and units written by teachers who have used these ideas successfully in classrooms. Each lesson includes grade levels, objectives, state and national standards, and more, offering keys to managing classrooms and teaching in all disciplines. A 'must' key for engaging students more efficiently.

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>> PDF Ebook Facilitator's Guide to What Successful Teachers Do: 101 Research-Based Classroom Strategies for New and Veteran Teachers, by Neal A. Glasg

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Help teachers improve instruction and student achievement with research-based methods for organizing curricular goals, designing lessons, integrating assessment with instruction, developing a culturally sensitive environment, and more.

• Sales Rank: #6372428 in Books
• Brand: Corwin
• Published on: 2009-05-05
• Original language: English
• Number of items: 1
• Dimensions: 10.70" h x .20" w x 8.30" l, .26 pounds
• Binding: Paperback
• 32 pages

Features

• Developing a supportive and culturally sensitive learning environment.
• Organizing curricular goals, designing lessons and delivering instruction.
• Integrating assessment with instruction to improve student performance.
• Selecting a variety of strategies to inspire student reading and writing.
• Using technology effectively to serve instructional goals.

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Applying curriculum theory to classroom reality of K-12 classrooms

Practical and engaging, this book contains 21 case studies that help students apply curriculum theory to classroom reality. Each case is authored by an in-service teacher, reflecting on ways to improve instruction by making changes to various aspects of the curriculum. These real-life examples investigate up-to-date curricular issues ranging from accountability in education to curriculum design, implementation, and evaluation, school reform, pedagogy, and decision making in diverse educational settings.

Key Features

• Consistent formatting- Each case follows the same structure and includes proposed/actual solutions and expected/observed outcomes, allowing readers to compare their solutions to those in the text- leading to reflective, data-driven decision making
• Points to Ponder- Open-ended questions invite readers to further elaborate on how the solution proposed by the practitioner may impact additional curricular levels
• Text Boxes- Brief background information related to each cases provides a context for analysis

• Sales Rank: #1459259 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-11-06
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .50" w x 7.30" l, .75 pounds
• Binding: Paperback
• 200 pages

Features

• Used Book in Good Condition

About the Author

Marius Boboc earned his M.A. in Teacher Leadership from Roosevelt University in Chicago and his Ed.D from University of Northern Iowa, majoring in curriculum and instruction.

Dr. Boboc’s research interests include differentiated instruction; classroom management and conflict resolution; curriculum theory; pedagogy of online teaching and learning; postmodernism in education; and instructional design. He authored two journal articles written during his involvement in the InTime project at the University of Northern Iowa. He is currently under contract to write a textbook Teaching with Educational Psychology, a collaborative endeavor with a colleague at Cleveland State and a professor at Merrimack College in Massachusetts. Research both in progress and under review connects his teaching practice with topics that prompt the investigation of student-centered pedagogy and reflective professionalism. Dr. Boboc currently teaches undergraduate courses in general teaching methods and student assessment, as well as graduate courses in curriculum and instruction and classroom and school-wide management.

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