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What Successful Mentors Do

What Successful Mentors Do Author Cathy D. Hicks
ISBN-10 0761988874
Release 2005
Pages 198
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Find mentoring strategies, research, applications, and precautions in this state-of-the-art handbook. Theory and practice are synthesized to help mentors guide and challenge their new teachers.



What Successful Teachers Do

What Successful Teachers Do Author Neal A. Glasgow
ISBN-10 1412966191
Release 2009-01-08
Pages 253
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Providing classroom applications, precautions, and references, this updated edition translates the latest research into 101 strategies for successful instruction for new and veteran teachers.



Facilitator s Guide

Facilitator s Guide Author Neal A. Glasgow
ISBN-10 9781412967082
Release 2009
Pages 23
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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.



Mentoring New Teachers

Mentoring New Teachers Author Hal Portner
ISBN-10 9781452280646
Release 2008-04-25
Pages 168
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A comprehensive guide for developing successful mentors! In the latest edition of this bestseller, the author draws upon research, experience, and insights to provide an overview of essential mentoring behaviors. Packed with strategies, exercises, and resources, this book examines four critical mentoring functions and gives school leaders, mentors, and staff developers the tools to create a dynamic mentoring program or revitalize an existing one. Features and topics new to this edition include: Classroom observation methods and instruments Teacher mentor standards based on the NBPTS Core Propositions Approaches to mentoring the nontraditional new teacher A guide for careerlong professional development



What Successful Literacy Teachers Do

What Successful Literacy Teachers Do Author Neal A. Glasgow
ISBN-10 9781412916141
Release 2007-05-02
Pages 163
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Presents easy-to-implement literacy strategies covering phonics, phonemics, and decoding; vocabulary, spelling, and word study; fluency, comprehension, and assessment; and technology, special learners, and family literacy.



What Successful Science Teachers Do

What Successful Science Teachers Do Author Neal A. Glasgow
ISBN-10 9781412972345
Release 2010-09-20
Pages 248
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This easy-to-use guide features 75 research-based strategies for teachers of students in Grades K–12. Engage your students' creativity and build their science literacy.



What Successful Schools Do to Involve Families

What Successful Schools Do to Involve Families Author Neal A. Glasgow
ISBN-10 9781412956031
Release 2009
Pages 190
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This resource offers 55 research-based strategies to help educators bridge the gap between school and home by forming effective partnerships with every type of family group.



New curriculum for new times

New curriculum for new times Author Neal A. Glasgow
ISBN-10 UOM:39015038562123
Release 1997-01
Pages 169
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Clear examples show how to develop and assess your school's problem-based curriculum. Involve mentors from the community to help manage student projects across a wide range of subjects.



What Successful Teachers Do in Diverse Classrooms

What Successful Teachers Do in Diverse Classrooms Author Neal A. Glasgow
ISBN-10 9781452212548
Release 2006-04-05
Pages 192
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Grounded in the best peer-reviewed research, each strategy presents guidelines and appropriate precautions to ensure successful transfer to actual classroom practice.



Cultivating High Quality Teaching Through Induction and Mentoring

Cultivating High Quality Teaching Through Induction and Mentoring Author Carol A. Bartell
ISBN-10 0761938591
Release 2005
Pages 188
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This indispensable handbook focuses on new teachers' needs while emphasizing high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice.



Tips for the Science Teacher

Tips for the Science Teacher Author Hope J. Hartman
ISBN-10 0761975896
Release 2002
Pages 233
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In this clear-cut guide, Hartman and Glasgow decipher the latest educational research and translate it into easy-to-use classroom applications that foster effective science learning and professional development.



Teacher Mentoring and Induction

Teacher Mentoring and Induction Author Hal Portner
ISBN-10 9781483361338
Release 2005-04-27
Pages 280
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In this groundbreaking work, Harry K. Wong, Laura Lipton, Bruce Wellman, and other top names in the field examine how successful mentoring and induction programs are developed and demonstrate how they can be replicated.



What Successful Teachers Do in Inclusive Classrooms

What Successful Teachers Do in Inclusive Classrooms Author Sarah J. McNary
ISBN-10 9781483304106
Release 2005-03-30
Pages 152
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Test-drive these research-based strategies in your inclusive classroom! Bridging the gap between theory and practice, this book focuses on extending academic research to classroom practices that address the problems faced by teachers working with special needs learners in inclusive classrooms. It outlines a full range of research-based strategies that can be interwoven and tailored to create the best instructional plan for special learners, including: A straightforward one-line action statement An easy-to-read synthesis of relevant studies Specific tactics for immediate application in the classroom Pointers on how to identify and avoid potential pitfalls Sources for further reading on the research/strategy outlined



Taking the Classroom Into the Community

Taking the Classroom Into the Community Author Neal A. Glasgow
ISBN-10 0803964781
Release 1996-05-20
Pages 80
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The focus of this helpful book is on using the community as a classroom for students to gain `real-world' experience. Neal A Glasgow offers examples of activities that utilize community resources, provides clear instruction for recruiting and using community mentors, and addresses insurance and liability issues for students who are involved in learning activities away from school. He also describes the project portfolio that students will present as part of their final assessment.



Doing science

Doing science Author Neal A. Glasgow
ISBN-10 STANFORD:36105018399845
Release 1996-08-23
Pages 154
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"Offers new views and strategies to enliven the teaching of science by incorporating the investigative aspects of the subject. Bound to provide invaluable help in solving a very serious national problem." William J. Lennarz, Professor and Chairman Dept. of Biochemistry and Cell Biology State University of New York at Stony Brook Provides science teaches with innovative ways to involve students in working on dynamic, real-world problems and projects. This probmel-based, student-centered approach to "doing science" focuses on life science learning and includes lessons from biology, chemistry, and physics. This holistic method has been incorporated into the national standards for science education. Includes practical examples on how to: * Utilize the natural curiosity, concern, and creativity of students to turn them into active participants in instruction, instead of passive recipients * Design and develop problem and activity scenarios, and assess and evaluate the end results * Teach students where and how to collect and analyze data in order to find the solutions to questions and problems * Recruit and incorporate community mentors into your students' projects Addresses issues of liability and includes sample projects, policies, and release and permission forms. The author provides all the tools you need to turn life sciences into a "living" science.



Ethnographic and qualitative research in education

Ethnographic and qualitative research in education Author Patricia Brewer
ISBN-10 STANFORD:36105127762388
Release 2006-02-01
Pages 216
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Inquiry into the complexity of human interaction is the basis of educational research. How do we determine the circumstances of interaction that lead to relevant and productive learning environments?How can we begin to address the complexities of diversity in our interactions with learners, parents, and each other? How do we obtain needed skills for interpreting the dialogue that accompanies our work?The first part of this volume [chapters 1-6] explores the theme of communication and interaction in very diverse settings, from the tennis court (Arem) to the architect's studio (Popov). Two studies review cultural factors associated with student life on college campuses (Hughey and Sims) while Sperry, et.al. and Yamakawa, et.al. focus specifically on the role of dialogue. Action research, that which is designed to fill the gap between theory and practice, is represented in the second section [chapters 7-12]. Here, researchers explore a variety of professional concerns but are particularly focused on improvement of teacher education, whether at the point of preparation (Capobianco, et.al.), early professional experiences (Hamilton and Rademaker), or teacher continuing education (Hampton, et.al. and Raffanti). Palladino and Swafford examine educator-family relationships and factors that may affect that aspect of professional work.The collection appropriately closes with a series of projects that examine the instruction of qualitative research methods at colleges and universities [chapters 13-15]. As Peter Demerath notes in the keynote address, ethnographic and qualitative research methods continue to be scrutinized heavily in this age of education accountability. Current trends and predictions of "what works" rarely agree that evidence from qualitative inquiry is sufficient to explore important issues of teaching and learning. Through qualitative study, however, educators can systematically evaluate the learning environment, the instructional methods, and the results of students' collective experience.Improving the instruction of qualitative methods becomes an essential part of our curriculum, as well as a tool for our own professional practice. In this section, Firmin provides an introduction to teaching the reiterative process of qualitative inquiry and Zagumny reports on initiatives to promote qualitative inquiry in a technology school setting that prefers quantitative inquiry. Hockett, et. al. provide a rich description of "double loop" learning through a research project that documents the experiences of instructors and students who are engaged in a qualitative methods course. All represent the inextricable link between process and content, that which forms the foundation of qualitative research in education.



Mentoring Programs for New Teachers

Mentoring Programs for New Teachers Author Susan Villani
ISBN-10 0761978690
Release 2002
Pages 244
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Get started on the right mentoring model to establish a program that will affect hiring, orientation, teacher effectiveness, and staff morale for the better!