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Use teacher-made tests, appropriate testing accommodations, technology-based testing, and classroom-based assessments to give students with diverse needs the opportunity to achieve!

• Sales Rank: #1511279 in Books
• Brand: Corwin
• Published on: 2009-10-01
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .40" w x 8.50" l, 1.10 pounds
• Binding: Paperback
• 176 pages

Features

• Classroom and school-based examples in each chapter.
• Bulleted information outlining hands-on, research-based strategies for teacher implementation.
• Forms, reproducibles, stories, vignettes, reflection questions and checklists that guide
• Tips on using technology to help all students perform better.Teachers know their students best. This
• Sub-Title - Beyond Standardization.

Review
“A rare opportunity for the new generation of educators to learn alongside an experienced educator to integrate all learning styles into assessments. Principals should consider this for faculty book studies. The presented techniques will, no doubt, raise standardized test scores while teachers continue to present real curriculum.” (Janette Bowen, Sixth-Grade Teacher 2009-03-03)

"Middle and secondary teachers will find this book extremely useful. It flows logically through the assessment process with a plethora of examples for a range of students." (Erin E. Barton, Assistant Professor of Special Education 2009-03-03)

About the Author
A former teacher in the New York City School System, Spencer J. Salend is a professor at SUNY-New Paltz, where he teaches courses on educational assessment and serves as the coordinator of the Special Education Program. He is the author of the best-selling, easy-to-read, and practical book, Creating Inclusive Classrooms: Effective and Reflective Practices. Widely known for his work in translating research into practice, he has published and presented on such topics as educational assessment, inclusive educational practices, and teaching students from culturally and linguistically diverse backgrounds. In recognition of the significance of his research and its benefits to others, he was selected as a recipient of the State University of New York’s Faculty Scholar Award and the Chancellor’s Research Recognition Award. He has also served as a project director and program evaluator for numerous federal and state projects and has shared his work by engaging in a variety of professional development and activities.

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1 of 1 people found the following review helpful.
Forms, stories, vignettes, and checklists guide educators in the latest techniques
By Midwest Book Review
Spencer J. Salend's CLASSROOM TESTING AND ASSESSMENT FOR ALL STUDENTS: BEYOND STANDARDIZATION tells how to give all students an equal chance at superior performance on tests. Classroom and school-based examples supplement information outlining research-based strategies for teacher implementation. Forms, stories, vignettes, and checklists guide educators in the latest techniques.

0 of 0 people found the following review helpful.
Great book!
By S.ell
My professor wrote this book and we used this book in his class. This book is easy to read. Outlines and explains the purpose of assessments and how to create them to get the best results. I will use this book in the future, when creating tests for students or choosing assessments to use in my classroom.

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^ PDF Ebook Parallel Curriculum Units for Science, Grades 6-12From Corwin

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Breathe new life into science learning with this powerful guidebook that shows how to create more thoughtful curriculum and differentiate lessons to benefit all students.

• Sales Rank: #2202420 in Books
• Brand: Corwin
• Published on: 2011-02-15
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .56" w x 8.51" l, 1.44 pounds
• Binding: Paperback
• 240 pages

Features

• ISBN13: 9781412965422
• Condition: New
• Notes: BRAND NEW FROM PUBLISHER! 100% Satisfaction Guarantee. Tracking provided on most orders. Buy with Confidence! Millions of books sold!

Review
“The parallel curriculum model provides a useful framework for creating lessons that are appropriate for all students. Applying it to science, the authors challenge students to think critically in all they do, synthesizing material within the STEM disciplines as well as reaching out to connect to the humanities. The teacher reflections offer relevant tips to maximize the effect of each aspect of the lesson. Most of all, the authors respect their students and their right to interact with challenging curriculum. I highly endorse these units for secondary students and am so excited with the challenge these units provide.” (Felicia A. Dixon, Professor Emerita of Psychology 2010-10-18)

"Dr. Leppien and her colleagues provide a user-friendly approach to motivating young people through meaningful scientific investigations. I am pleased to incorporate this text into my graduate courses in gifted education." (Thomas P. Hébert, Professor 2010-10-25)

"Teachers at various stages of professional development in curriculum design will find these materials powerful examples that will guide their growth and development and sharpen their skills." (Mary L. Slade, Professor 2010-10-01)

“President Obama stated that 'Science is more essential for our prosperity, our security, our health, our environment, and our quality of life than it has ever been' (2009). This statement speaks to an urgent call for young people to acquire increased scientific knowledge. This book addresses that need by providing carefully designed, highly engaging, and intellectually stimulating lessons." (Karen L. Westbert, Associate Professor 2010-11-10)

About the Author
Jann Leppien served as a gifted and talented coordinator in Montana prior to attending the University of Connecticut, where she earned her doctorate in gifted education and worked as a research assistant at the National Research Center for the Gifted and Talented. She has been a teacher for 24 years, spending 14 of those years working as a classroom teacher, enrichment specialist, and coordinator of the Schoolwide Enrichment Model in Montana. She is past president of the Montana Association for Gifted and Tal­ented Education. Currently, she is an associate professor in the School of Education at the University of Great Falls in Montana. Leppien teaches graduate and under­graduate courses in gifted education, educational research, curriculum and assess­ment, creativity, and methods courses in math, science, and social studies. Her research interests include teacher collaboration, curriculum design, underachievement, and planning instruction for advanced learners. Leppien works as a consultant to teachers in the field of gifted education and as a national trainer for the Talents Unlimited Program. She is coauthor of The Multiple Menu Model: A Par­allel Guide for Developing Differentiated Curriculum. She is active in the National Association for Gifted Children (NAGC), serving as a board member and newsletter editor of the Curriculum Division, and a board member of the Association for the Education of Gifted Underachieving Students.

Jeanne H. Purcell is the consultant to the Connecticut State Depart­ment of Education for gifted and talented education. She is also director of UConn Mentor Connection, a nationally recognized summer mentorship program for talented teenagers that is part of the NEAG Center for Talent Development at the University of Con­necticut. Prior to her work at the State Department of Connecticut, she was an administrator for Rocky Hill Public Schools (CT); a pro­gram specialist with the National Research Center on the Gifted and Talented, where she worked collaboratively with other researchers on national issues related to high-achieving young people; an instructor of Teaching the Talented, a graduate-level program in gifted education; and a staff developer to school districts across the country and Canada. She has been an En­glish teacher, community service coordinator, and teacher of the gifted, K-12, for 18 years in Connecticut school districts and has published many articles that have appeared in Educational Leadership, Gifted Child Quarterly, Roeper Review, Educa­tional and Psychological Measurement, National Association of Secondary School Principals’ Bulletin, Our Children: The National PTA Magazine, Parenting for High Potential, and Journal for the Education of the Gifted. She is active in the National Association for Gifted Children (NAGC) and serves on the Awards Committee and the Curriculum Committee of NAGC, for which she is the co-chair for the annual Curriculum Awards Competition.

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> Download Ebook Handbook of Online Learning, by Kjell Erik Rudestam, Judith Schoenholtz-Read

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The Handbook of Online Learning is a comprehensive reference text for teachers and administrators of online courses and programs. It presents a discussion of the conceptual and theoretical foundations of online learning along with an exploration of practical implementation strategies.

New and Ongoing Features

• Emphasizes interactive teaching/learning strategies – challenging readers to think differently about pedagogy
• Provides a strong theoretical base before discussing applications: Part I first presents the changing philosophies and theories of learning, while Part II covers implementation or the practice of online learning
• Offers several chapters that deal with the issues related to the growing corporate online learning environment
• Includes twelve NEW articles on the latest issues such as psychology of online learning, training faculty, digital libraries, ethical dimensions in online learning, legal issues, course management systems and evolving technologies. key articles retained from current edition are revised and updated to reflect current trends and changes in the field

Praise for the First Edition

"The Fielding Institute authors apply an impressive wealth of organizational management theory and experience in their analyses of computer-mediated teaching and learning. The result is an enjoyable-to-read, fresh and lively book, delivering an abundance of ideas about how to establish a supportive learning environment, design a well structured course and manage electronically mediated dialog, -- in other words, how to successfully facilitate learning in the new context of on-line distance education."
―Michael G. Moore, Pennsylvania State University and Editor, The American Journal of Distance Education

"This book is a fascinating, comprehensive, revealing array of information about online learning. It is full of practical applications and significant implications for a future where online learning will play an increasingly larger role. It is essential for any library keeping up on online learning innovations."
―Dr. Bernard J. Luskin, President and Co-CEO, GlobalLearningSystems, Inc. Visiting Professor, Claremont Graduate University

"This book not only is that rare breed that addresses online learning in both higher education and corporate environments but every chapter is intriguing, informative, and accurately grounded. This book provides a comprehensive, timely, and informative look at online learning in higher education and corporate training settings. For an update on the state of e-learning in educational and training environments, simply read this book."
―Curtis J. Bonk, Ph.D., Indiana University and Courseshare.com

"Business and Learning have enjoyed a symbiotic relationship in our culture. The pace of change, however, has created separation between these two vital elements. The "Handbook of Online Learning" showcases the latest thinking and applications in learning delivery, and offers real promise that the gap is being bridged."
―D.M. Verkest, AT&T Wireless Services, Vice-President-National Operations

"The authors of this book are all experienced distance educators who know what the issues are: How are people engaged in teaching and learning at a distance "present" to one another? How do you create a community in the class? How can a teacher deal with an obstreperous student? What are the teaching/learning environments in universities and corporations as they affect distance education? The essays in this book inhabit the border where the idea of distance education meets the reality. The give practical advice and provide examples informed by both theory and experience."
―Stanley Chodorow, Professor Emeritus, University of California, San Diego & Former CEO, California Virtual University

• Sales Rank: #1132546 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2009-05-15
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .90" w x 6.90" l, 1.75 pounds
• Binding: Paperback
• 520 pages

Features

• Used Book in Good Condition

About the Author

Kjell Erik Rudestam is Professor of Psychology at Fielding Graduate University, Santa Barbara, California, where he served as Associate Dean of Academic Affairs for many years. He was previously a psychology professor at York University, Toronto, and Miami University, Oxford, Ohio, after receiving his PhD in Psychology (Clinical) from the University of Oregon. He is the author of Your Statistical Consultant: Answers to Your Data Analysis Questions, 2nd edition (also with Rae R. Newton), Handbook of Online Learning, 2nd edition (with Judith Schoenholtz-Read), and eight other books, as well as numerous articles in professional journals on topics including suicide, psychotherapy, and family and organizational systems. He is a Fellow of the American Psychological Association (Division 12), a Diplomate of the American Board of Examiners in Professional
Psychology (Clinical), a Diplomate of the American Academy of Experts in Traumatic Stress, and holds an Honorary Doctorate of Science from The Professional School of Psychology.

Judith Schoenholtz-Read, Ed.D., is a member of the Psychology Program at The Fielding Graduate Institute, Santa Barbara, California. In 1999, she coauthored "Group Supervision Meets Technology: A Model for Computer Mediated Group Training at a Distance" (with Dean Janoff) for the International Journal of Group Psychotherapy. She is a fellow in the Canadian Group Psychotherapy Association and is Secretary of Division 49 (Group Psychology and Psychotherapy) of the American Psychological Association. Her research interests include feminist theory and practice, group psychotherapy, non-verbal methods of psychotherapy, psychotherapy integration, and narrative research methods.

 

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7 of 7 people found the following review helpful.
Academic but understandable overview of e-learning
By Tom W.
Some e-learning handbooks provide essentially a cookbook step-by-step guide to using a particular software package the teach little about education, whereas others are so full of pedagogy jargon that they are all but unintelligible. This work is at the latter end of the scale, with free use of terms and numerous references. However, it is readable and provides useful ammunition for those (such as myself) defending e-learning against the charge that it is shallow and lacking in academic rigour. The introduction provides a good overview of where adult e-learning is at and how we got there. It should be noted that this book is about adult learning (that is androgogy), not teaching children.

After the introduction, the chapters can be read in any order, being grouped into themes but largely independent. I found "Revisiting the Design and Delivery of an Online Graduate Program" by Judith Stevens-Long and Charles Crowell, of particular value. This discusses the use of online discussion for small groups of mature students. This is how I teach and it was very useful to find the history and intellectua underpinnings of this approach, derived from the UK's Open University, so well laid out.

The book is not perfect, in particular Moodle is mentioned several times, but the description of its origins a little odd. It acknowledges Martin Dougiamas as having created Moodle. But it suggests that he was only vaguely aware of the pedagogy it related to. Anyone who has read the Wikipedia entry for Moodle will see that Martin set out to write a PHD thesis on "The use of Open Source software to support a social constructionist epistemology of teaching and learning within Internet-based communities of reflective inquiry" and that there was a very clear theory underpinning Moodle. As to if Moodle actually depends on any such theory is a separate issue. ;-)

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Rather than providing definitive answers about gender, this unique book exposes readers to new material that will lead them to question their assumptions. The author uses both historical and cross-cultural approaches―as well as a focus on intersectionality and transgender issues―to help students understand the socially-constructed nature of gender. Debunking ideas of what is normal and abnormal, this provocative book explores the core theories and topics of the course, including the gender of sexuality, the gender of friendship and dating, the gender of media and popular culture, and the gender of politics and power.

• Sales Rank: #405112 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2011-01-25
• Original language: English
• Number of items: 1
• Dimensions: 1.30" h x 7.30" w x 9.10" l, 2.02 pounds
• Binding: Paperback
• 568 pages

Features

• Used Book in Good Condition

About the Author

Robyn Ryle is an associate professor of sociology at Hanover College in Hanover, Indiana, where she has been teaching sociology of gender and other courses for 7 years. She went to Millsaps College in Jackson, Mississippi, for her undergraduate degrees in sociology and English with a concentration in women’s studies. She received her PhD in sociology from Indiana University–Bloomington and is originally from northern Kentucky. She is a member of the American Sociological Association and has served on the editorial board of the journal Teaching Sociology. She enjoys digging in her garden, cooking what comes out of her garden, and generally enjoying small town life. She currently lives in a 170-year-old house in scenic Madison, Indiana, with her husband, Jeff, stepdaughter Grace, and two rather peculiar cats. You can find her on Twitter (@robynryle), on the Facebook page for Questioning Gender (https://www.facebook.com/questioninggender?ref=hl), or at her blog: you-think-too-much.com.

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0 of 0 people found the following review helpful.
Not a great book for intro classes.
By Jessica
Very difficult to understand if ethnographic research is new to you.

0 of 0 people found the following review helpful.
Five Stars
By Robert
Decent Read for my class!

1 of 2 people found the following review helpful.
needless to say I was disappointed with the class's and this
By myplanetjane
This book I brought for a class, needless to say I was disappointed with the class's and this book

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> Download PDF Safe & Secure Schools: 27 Strategies for Prevention and Intervention, by Judy M. Brunner, Dennis K. Lewis

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Make a difference in school safety and security with these practical, realistic strategies!

This timely resource for new, veteran, and aspiring school administrators offers cost-effective techniques for creating a safe environment for students, staff, and the community. The authors use their experience in education and law enforcement to show how administrators can combine the need for a secure campus with the desire to maintain an open and welcoming school. Educators will find recommendations that can: 

• Help prevent or minimize a potential crisis 
• Facilitate a stronger, more informed response when needed 
• Allow a school to recover and return to normalcy

• Sales Rank: #1067614 in Books
• Brand: Corwin
• Published on: 2008-08-20
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .40" w x 7.00" l, .65 pounds
• Binding: Paperback
• 136 pages

Features

• Helping prevent or minimize a potential crisis
• Facilitating a stronger, more informed response when needed
• Aiding in school recovery and a return to normalcyFor easy reference, readers will find strategies
• Title - Safe & Secure Schools
• Sub-Title - 27 Strategies for Prevention and Intervention

Review
"An indispensable resource for practicing administrators and central office personnel. When it comes to student and staff safety, there are no excuses. The authors have created a handbook that is comprehensive, explicit, and relevant to educational environments." (Darlene R. Jones, Principal 2008-02-15)

"Brunner and Lewis have done an outstanding job creating a series of commonsense reminders that will guide school leaders in creating and enhancing safety in their school and community." (Ronald Stephens, Executive Director 2008-02-15)

"A pioneering leap for school safety. It should be in the hands of every school leader." (Roberto Gonzalez, Jr., Drug Abuse Prevention Coordinator 2008-02-15)

"A definite asset to all administrators involved with safety and crisis response planning and protocols in their districts. The succinct information can be used to effectively train staff, students, and the community to help ensure a safe and secure school." (Roddie S. Miller, Safety Administrator 2008-02-15)

About the Author

Judy Tilton Brunner is an author and consultant having served as an elementary, middle, and high school principal. She is currently Clinical Faculty at Missouri State University in the Department of Reading, Foundations, and Technology and a regular presenter at national and state conferences on the topics of literacy, differentiated instruction, student engagement, classroom management, school safety, and the prevention of bullying behaviors.

As consultants, Judy and Dennis K. Lewis work with school districts across the United States on topics related to creating and maintaining safe schools, crisis planning and management, managing aggressive and violent students, and the prevention of bullying behaviors. They have served as expert witnesses in matters of litigation on school violence and bullying and have written numerous articles for national school safety magazines, periodicals and served as guest lecturers for several universities. They are the co-founders of Edu-Safe LLC, a school safety and advisory service, as well as Instructional Solutions Group.

Their method of training school staff and crisis management teams for responding to classroom and school emergencies by problem solving events through the use of tabletop exercises has been featured in a variety of national publications. Both are widely respected in the field of school safety.

Dennis K. Lewis has over thirty-eight years of experience in working to provide safe schools and communities, including seventeen years as the director of a school police department for a large mid-western school district. He has held numerous offices for the National Association of School Safety and Law Enforcement Officers (NASSLEO) and is the past President of that organization.

As consultants, Dennis and Judy Brunner work with school districts across the United States on topics related to creating and maintaining safe schools, crisis planning and management, managing aggressive and violent students, and the prevention of bullying behaviors.  They have served as expert witnesses in matters of litigation on school violence and bullying and have written numerous articles for national school safety magazines, periodicals and served as guest lecturers for several universities.  They are the co-founders of Edu-Safe LLC, a school safety and advisory service, as well as Instructional Solutions Group.

Their method of training school staff and crisis management teams for responding to classroom and school emergencies by problem solving events through the use of tabletop exercises has been featured in a variety of national publications.  Both are widely respected in the field of school safety.

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0 of 0 people found the following review helpful.
Lots of helpful information that applies to the entire school ...
By Amazon Customer
Lots of helpful information that applies to the entire school setting..Applications for teachers, non-teaching staff members and administrators. Set up with many 'checklists' for quick references. Helps to build a school culture of safety.

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# Fee Download Techniques of Close Reading, by Barry S. Brummett

Fee Download Techniques of Close Reading, by Barry S. Brummett

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In a world in which messages increasingly ask us to believe, accept, buy, and follow, the ability to read texts closely in order to gain a deeper understanding of their meanings is an indispensable survival skill.

Techniques of Close Reading is a brief book that helps students see what texts may be saying, be they written, oral, visual, or mediated. Renowned scholar and professor Barry Brummett explains and explores the various ways to "read" messages (such as speeches, cartoons, or magazine ads), teaching students how to see deeper levels of meaning and to share those insights with others. Students learn techniques for discovering form, rhetorical tropes, argument, and ideologies within texts.

This book differs from other books in rhetorical criticism, textual analysis, or critical thinking by:

• Focusing on the act and techniques of criticism rather than on schools of thought, grand theories, and specific methods, thus helping students to engage in the act of critical close reading in ways that are congenial to a wide range of methods - making the book an ideal companion to texts focused on specific methods
• Explaining the relationships among theory, methods, and techniques of rhetorical criticism
• Examining the ethics and risks of doing and reading rhetorical criticism via plenty of examples, figures, and exercises taken from everyday life
• Serving as a brief, affordable text, thus allowing instructors the flexibility to assign other textbooks

 

• Sales Rank: #423180 in Books
• Brand: Brummett, Barry
• Published on: 2009-09-30
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .20" w x 5.90" l, .55 pounds
• Binding: Paperback
• 152 pages

Features

• Used Book in Good Condition

Review
This book is helpful at all levels of the Communication Program: undergraduate and graduate. A clear, useful text. (Alice L. Crume)

About the Author
Barry Brummett is the Charles Sapp Centennial Professor in Communication and chair of the Department of Communication Studies at the University of Texas, Austin. He received his PhD from the University of Minnesota in 1978, and taught at Purdue University and the University of Wisconsin before coming to the University of Texas, Austin in 2001. Brummett has authored, coauthored, or edited numerous articles, scholarly essays, and books, including Contemporary Apocalyptic Rhetoric, Techniques of Close Reading, Rhetoric of Machine Aesthetics, and The Politics of Style and the Style of Politics. His research pursuits include the rhetoric of popular culture, epistemology, homologies relating the troubled physical structures represented in popular culture and troubled social structures, and the theories of Kenneth Burke.

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0 of 3 people found the following review helpful.
This book would be great for a freshman level class
By Brian Paul Hanks
This seemed to be a rather oversimplified work on critique. This book would be great for a freshman level class, but why my professor chose it for a senior level class I don't understand.

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~ Download PDF The SAGE Handbook of Interpersonal CommunicationFrom Brand: SAGE Publications, Inc

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The revised Fourth Edition of The SAGE Handbook of Interpersonal Communication delivers a clear, comprehensive, and exciting overview of the field of interpersonal communication. It offers graduate students and faculty an important, state-of-the-art reference work in which well-known experts summarize theory and current research. The editors also explore key issues in the field, including personal relationships, computer-mediated communication, language, personality, skills, nonverbal communication, and communication across a person's life span. This updated handbook covers a wide range of established and emerging topics, including:

• Biological and Physiological Processes
• Qualitative and Quantitative Methods for Studying Interpersonal Communication
• Interpersonal Communication in Work, Family, Intercultural, and Health Contexts
• Supportive and Divisive Transactions
• Social Networks

Editors Mark L. Knapp and John A. Daly have significantly contributed to the field of interpersonal communication with this important reference work―a must-have for students and scholars.

• Sales Rank: #936978 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2011-08-26
• Original language: English
• Number of items: 1
• Dimensions: 10.10" h x 1.40" w x 7.10" l, 3.16 pounds
• Binding: Hardcover
• 800 pages

Features

• Used Book in Good Condition

About the Author
Mark L. Knapp (Ph.D., Penn State University, 1966) is the Jesse H. Jones Centennial Professor Emeritus in Communication and Distinguished Teaching Professor Emeritus at the University of Texas at Austin. Three of his books are: Nonverbal Communication in Human Interaction (with J. A. Hall); Interpersonal Communication and Human Relationships (with A. L. Vangelisti); and Lying and Deception in Human Interaction. He is past president of the International Communication Association and the National Communication Association, a Fellow of the International Communication Association, and a Distinguished Scholar in the National Communication Association. He served as editor of Human Communication Research, and developed and edited the Sage Series in Interpersonal Communication.

John A. Daly (Ph.D., Purdue University, 1977) is the Liddell Professor of Communication, TCB Professor of Management, and University Distinguished Teaching Professor at the University of Texas at Austin. He has served as President of the National Communication Association and on the Board of Directors of the International Communication Association and the International Customer Service Association. He is the author of more than 100 scholarly articles and book chapters, and he has served as editor of the journal Communication Education and as coeditor of the journal Written Communication. His most recent book is Advocacy: Championing Innovations and Influencing Others (Yale, 2011).

Most helpful customer reviews

3 of 3 people found the following review helpful.
Great textbook
By Penny Pincher
The most recent interpersonal communication handbook is a must have for communication studies grad students. Well written and updated with new information on a wide variety of constructs. ecampus provided the best price and speedy delivery. Excellent customer service.

0 of 0 people found the following review helpful.
Helpful
By teresa morales
I read the first chapter and I learned so much about the main theorists of Interpersonal Communication. It is definitely an important read.

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!! Ebook Preventing Problem Behaviors: Schoolwide Programs and Classroom Practices, by Bob Algozzine, Ann P Daunic, Stephen W. Smith

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Prevention is the key to a successful school behavior plan!

This research-based guide offers strategies and plans for preventing problem behavior at both the classroom and school level. The book focuses on four essential areas—foundations, intervention, collaboration, and evaluation—and features:

• Information on prevention science and practice
• Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention
• Effective practices for teaching social skills to young children
• Proven techniques for implementing schoolwide positive behavior support
• Ideas for home-school and community partnerships 
• Critical strategies for monitoring student progress
• Information on preschool behavior support and RTI

• Sales Rank: #1214629 in Books
• Brand: Corwin
• Published on: 2010-03-09
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .60" w x 8.40" l, 1.50 pounds
• Binding: Paperback
• 248 pages

Features

• The latest information on the science and practice of prevention.
• Reasons why conflict resolution, peer mediation and bully-proofing are essential to prevention.
• Effective practices for teaching social skills to young children.
• Proven techniques for implementing schoolwide positive behavior support.
• Tools for using individual behavior plans to prevent problems.

Review
"A wonderful tool for administrators and teachers that offers child-centered resources and ideas to help our learners succeed, thereby making our classrooms more effective. The book contains tools to help our students think through their problems, learn social skills necessary in everyday life, and focus on positive results. I especially love the sample behavior reports, progress monitoring charts, and the self-monitoring chart. It is so effective to help students see that they are responsible for their actions and to make them partners in their education." (Megan M. Allen, Fourth-Grade Teacher 2009-08-24)

"This clearly written book provides a comprehensive review of programs and strategies that support positive behaviors in our schools. The connection between social behavior and academic achievement has long been recognized. The authors go beyond describing this link to clearly delineate the factors that must be addressed, including early intervention, the use of evidence-based practices, and progress monitoring. They also address the need for building and sustaining the supports necessary for success, such as partnerships with families and community agencies and culturally responsive teaching. This book is for educators and administrators who are committed to preventing problem behaviors in schools." (Joan Robbins, Director of Special Services 2009-09-10)

"The authors provide a rigorously researched, highly accessible resource for preventing, minimizing, and responding to students' challenging behaviors. A major strength is the wide array of evidence-based, culturally responsive practices presented in ways that school personnel can readily apply. Teachers, administrators, and related service personnel will find this well-sequenced text both motivating and instructive as they consider how best to address the academic and behavioral needs of their students." (Michael S. Rosenberg, Associate Dean for Research and Professor of Special Education 2009-10-02)

About the Author
Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.

Ann P. Daunic is an Associate Scholar in the Department of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. For the past 12 years, she has directed applied research projects focused on the prevention of problem behaviors through school- and classroom-based interventions including conflict resolution, peer mediation and instruction in social problem solving. Her interest in preventive interventions for students at risk for school failure reflects an academic background in psychology and her experience as a college counselor for economically and educationally disadvantaged students from the New York City metropolitan area. She has also served as a private high school administrator and guidance counselor, collaborating with teachers and parents to address the social and instructional needs of students with behavioral and academic difficulties. She is currently director of the Prevention Research Project, a four-year study funded by the Institute of Education Sciences to evaluate the efficacy of a social problem-solving curriculum for fourth and fifth grade students. Associated research interests include merging social-emotional and academic learning and the role of social cognition in the self-regulation of emotions and behavior.

Stephen W. Smith is a Professor in the Department of Special Education at the University of Florida (UF). Prior to receiving his Ph.D. in Special Education from the University of Kansas, he was a teacher of special education students for eight years. Dr. Smith teaches graduate courses in the area of emotional and behavioral disorders and research in special education at UF and has conducted multiple federally funded investigations of effective behavior management techniques including the study of social conflict and the effects of school-wide peer mediation programs. As the Principal Investigator of a large-scale prevention science research grant funded by the US Department of Education, Institute of Education Sciences (IES), Dr. Smith is investigating the effects of a universal cognitive-behavioral intervention in the form of a social problem solving curriculum to reduce student aggression and chronic classroom disruption. He has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at UF, Dr. Smith has received three teaching awards, a University Research Award, and has served twice as a UF Research Foundation Professor. He is a member of the IES Social and Behavioral Education Scientific Research Review Panel and is a member of the Executive Board of the Division for Research, Council for Exceptional Children.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Packed with important ideas
By Midwest Book Review
Bob Algozzine, Ann P. Daunic and Stephen W. Smith's PREVENTING PROBLEM BEHAVIORS, 2ND EDITION identifies and offers the latest insights on prevention, surveying why conflict resolution and bully-proofing are key components of prevention and offering tools for using individual behavior plans to prevent problems. From new strategies to monitor student progress to updated chapters on preschool behavior support and RTI, this is packed with important ideas.

0 of 0 people found the following review helpful.
Great Resource
By BostonGirl
I purchased this book for a graduate behavior management class. It was clear and concise. I found the text to be informative and it provided a number of examples of everyday behavior management strategies. The only thing I would have preferred was more of a focus on the pre-k and k level, as only one chapter of the book was devoted to this age range out of the entire book.

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Order this discounted bundle and save your students money – while sparking classroom discussion.  Plus, a portion of sales from both of these texts helps fund the SAGE Pine Forge Teaching Innovations & Professional Development Awards, helping graduate students and pre-tenure faculty pay to attend the annual ASA Preparing Future Faculty preconference.

The Second Edition of Our Social World: Introduction to Sociology is truly a coherent essay that inspires students to develop their sociological imaginations, to see the world and personal events from a new perspective, and to confront sociological issues on a day-to-day basis. This innovative and engaging text introduces the discipline of sociology to the contemporary student and provides an integrated, comprehensible framework from which to view the world. In each chapter, authors Jeanne H. Ballantine and Keith A. Roberts provide an organizing theme that is not exclusively tied to one theoretical paradigm to help students see relationships between topics.
Our Social World, Second Edition presents the perspective of students living in the larger global world.

Sociology Through Active Learning: Student Exercises, Second Edition student workbook is designed to allow you to easily integrate multiple active learning exercises into your Introduction to Sociology courses. Many teachers want to use “active learning” in their class, but don’t have the materials commensurate with that pedagogy. These 51 active learning exercises have been carefully selected from a nationwide search of the best class-tested active learning material available in sociology. Affordably priced, this workbook provides the best that sociology has to offer!

• Sales Rank: #13132501 in Books
• Published on: 2008-12-03
• Original language: English
• Dimensions: .0" h x .0" w x .0" l, .0 pounds
• Binding: Paperback

About the Author

Jeanne H. Ballantine is professor of sociology at Wright State University in Dayton, Ohio. She received an MA from Columbia University and a PhD from Indiana University, with a specialty in sociology of education. She has been teaching and writing for more than 30 years and has written or coauthored several texts, including Sociology of Education: A Systematic Analysis, Teaching Sociology of Education, Sociological Footprints, and Our Social World: Introduction to Sociology. She has also published in other areas, including gender and teaching of sociology, and has been an active member of sociology of education organizations, including the ASA Section on Sociology of Education, the American Educational Research Association (AERA), and the International Sociological Association (ISA) Research Committee on Sociology of Education. She has won numerous awards, including the ASA Distinguished Contributions to Teaching Award.

Keith Roberts, Professor of Sociology at Hanover College, has not only won teaching awards, but has been honored by several sociological associations for "Distinguished Contributions to Teaching"-including the ASA’s 2010 Award He has published on teaching and conducted workshops around the country. He is a member of the Departmental Resources Group of the ASA, which among other activities involves consulting work with departments of sociology on curriculum and on teaching issues. He is the co-author of Religion in Sociological Perspective, Fifth Edition (SAGE, ©2012), Our Social World (SAGE, ©2011) and Our Social World Condensed (SAGE, ©2010), and a monograph on Writing in the Undergraduate Sociology Curriculum. He is active in the ASA Section on Teaching and Learning, and for the past 21 years has organized and lead workshops for high school sociology teachers. Keith has taught a rather wide range of sociology courses at a two-year campus, at a Research 1 University, and more recently at a very competitive small liberal arts college.

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