Book Description
What matters most? With 10 years of research and work in 300 schools to guide them, Silver, Strong, and Perini offer four standards that can be used to help students meet the various standards dictated by districts, states, and regions:
* Rigor: helping students make sense of challenging texts and ideas. * Thought: helping students become adept users of powerful learning disciplines. * Diversity: helping students understand themselves and others. * Authenticity: helping students apply what they learn to the real world.
These standards elicit popular support-they are understandable and attractive to diverse communities and constituencies throughout the United States. They are also manageable-a majority of students can attain them. In this book, the authors use practical lessons from real classrooms to demonstrate that these four standards, when used to guide decisions about curriculum, instruction, and assessment, can prepare students to perform well on state tests while preserving the democratic traditions of U.S. education.
Customer Reviews:
A recommended addition to teacher education curriculums.......2001-09-18
In Teaching What Matters Most, education specialists Richard W. Strong, Harvey F. Silver, and Matthew J. Perini effectively collaborate to draw upon ten years of research and professional experience in three hundred schools to develop four standards that classroom teachers can utilize to help their students meet the scholastic standards established by districts, states and regions. These standards include: Rigor (helping students make sense of challenging texts and ideas); Thought (helping students become adept users of powerful learning disciplines); Diversity (helping students understand themselves and others); Authenticity (helping students apply what they learn to the real world). Coherent, accessible, and readily understandable, these standards are thematically applicable to all of the diverse communities and constituencies that compose the American educational landscape today. Documented lessons from real classrooms showcase and illustrate the application of these standards as applied to curriculum development, instruction, assessment, and student state test performances. Teaching What Matters Most is a strongly recommended addition to teacher education curriculums, classroom instructors K-12, and school administrators at all levels of responsibility from department heads to school district superintendents.
Book Description
"This resource provides a repertoire of high-effect comprehension strategies. It is important for classroom teachers and school leaders to be able to justify why they are using specific strategies and what the benefits are of a specific strategy. Nessel and Graham provide this justification."
-W. Dorsey Hammond, Professor of Education
Salisbury University
Use these strategies to develop your students’ thinking skills and increase their learning in all subject areas.
How can teachers improve students’ higher level and creative thinking? The revised edition of this handbook provides strategies and sample lesson plans to help students learn to think more effectively and to raise their achievement levels.
Drawing upon past and recent research, the authors discuss the importance of actively engaging all students-including those with a history of low achievement-in higher levels of thinking. Thirty specific strategies, including K-W-L, Read and Think Math, and Reciprocal Teaching, can be readily integrated into daily lesson plans.
This step-by-step guide shows teachers how to:
- Help students develop, refine, and extend their thinking capacities
- Challenge students to creatively approach complex and unfamiliar material
- Encourage students to bring their own perspective to class assignments
- Provide students at all learning levels with appropriate support
With its user-friendly, practical approach, this important resource should be in the hands of every educator!
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Motivation, Thought, and Action
Julius Kuhl , and
John W. Atkinson
Manufacturer: Praeger Publishers
ProductGroup: Book
Binding: Hardcover
 Motivational
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ASIN: 0275920968 |
Book Description
The past three decades of research on human motivation have presented theories of cognitive decision-making that fail to account for numerous behavioral "paradoxes" such as the disproportional rise in motivation following the reduction in anxiety. This text provides empirical evidence and a broad theoretical framework for integrating cognitive, emotional and motivational psychology though a systems-oriented perspective.
Book Description
"Following a presentation of the what, why, and how of Thinking Maps, the reader is treated to a panoramic view into schools that have successfully used this unique tool kit to bridge the gap from research to practice. All are worthy models to examine-and follow-as schools focus on continuous growth for all through both individual and school improvement. The book is a must read!"
-Marti Richardson, President
National Staff Development Council
How do we support all learners to use thinking skills across disciplines?
Visual organizers reflect what we know of how the brain processes, stores, links, and builds new learning. In this new resource David Hyerle, the originator of Thinking Maps®, shares stories from teachers, principals, and trainers who have adopted the maps to increase student achievement and revitalize learning communities.
Among the specific successes here, teachers and leaders will find ways to use Thinking Maps® as a visual language and a frame of reference to:
- Help all students access difficult content areas
- Provide a bridge to overcome cultural disconnects between teachers and learners
- Spur higher-order thinking and discussion even in young children
- Offer a tool to assess content understanding in students with limited English
- Provide a means for students to think and talk more deeply about mathematics
- Provide prompts and organizers for more effective writing
- Offer new learning supports for students with differences
- Provide a common learning community toolbox for teachers, students, and parents
- Integrate learning across grades and subjects and from prior knowledge to new learning
Students, teachers, and administrators, have proven that Thinking Maps® are a key to improving performance by students across cultures and languages, raising the quality of instruction and offering new pathways to sustain constructive conversations within schools.
Customer Reviews:
Regrettably, the author's 'Thinking Maps' technology is not available to private individuals!, .......2007-02-10
Student Successes With Thinking Maps(R): School-Based Research, Results, and Models for Achievement Using Visual Tools
by David Hyerle
According to my personal assessment, this book is the third in a trilogy of research-based books written by David Hyerle, an educational researcher & founder of Innovative Sciences in the 70's/80's.
The earlier two research-based books are:
- Visual Tools for Constructing Knowledge;
- Field Guide to Using Visual Tools;
The author is very smart to use these three research-based books as a self-promotional vehicle to market his core learning technology, embedded in what they call the 'Thinking Maps'.
In a nut shell, 'Thinking Maps' integrate thinking skills & mapping techniques. They are based on our fundamental thinking processes: We analyzes information in more or less eight different ways: define, describe, compare/contrast, classify, break down into parts, sequence,
cause/effect, establish relationships between things.
Application-wise, they comprise eight specific types of graphic organisers (the author prefers to use the term, visual tools) to help students & teachers in constructing knowledge, organising information, solving problems & communicating with others.
The eight tools are:
- Brace Map;
- Bridge Map;
- Bubble map;
- Circle map;
- Double Bubble Map;
- Flow Map;
- Multi-Flow Map;
- Tree Map;
Additionally, the core technology also includes a proprietary software, plus videos & other training manuals.
I can sense that their 'Thinking Maps' technology has been influenced somewhat by the Whimbey method, developed by Dr Arthur Whimbey. He wrote two great classics, 'Analytical Reading & Reasoning' & 'Mastering Reading Through Reasoning'.
There is only one singular snobbish aspect of 'Thinking Maps' products: They are only restricted to schools for system-wide implementation. Hence, the technology is, regrettably, not available to private individuals. They don't even bother to entertain enquires from solos.
In my earlier review of 'Visual Tools for Constructing Knowledge', I had mentioned that "This book is more suitable for teachers and students, and not so suitable for business readers...it cannot be used to cover all kinds of reading materials in schools. For examples, a story grid - which is not covered in the book - would be more appropriate to shape understanding of literature texts; a time line or time series - also not overed - would be more appropriate to track chronological events in history textbooks."
I added further that "For the businessman, this book can be somewhat boring, although one or two of the tools e.g. cluster and fishbone diagrams, can be used to organise visually one's thoughts or ideas while reading business books."
I have concluded in my review as follows: "Nevertheless, this book is still worth reading, especially if you want a deep understanding of why we are 'visual'. Also, David Hyerle's tools and ideas are still useful for the business reader, especially if one is pursuing business management studies e.g. MBA, in the evenings. The visual tools can be useful in that respect, particularly for probing understanding through the text, and taking/making personal notes."
Coming back to this book, which gives a panoramic view into schools (sometimes, their promotional literature mentions 3,000 schools, others mention 2,000 schools, so I don't know which one is true & correct?) that have successfully used their core technology on a school-wide basis, there is even one case study from Singapore.
In this book as well as in the earlier two books, the author shares many stories from teachers, principals, & trainers who have adopted their 'Thinking Maps' to increase student achievement & revitalize learning communities.
In retrospect, the first book gives quite a good introduction to graphic organisers &/or visual tools, in addition to their own 'Thinking Maps' technology. Tactically, it explains in quite elaborate details WHAT visual tools are, WHY we should use them, and HOW to get the most out of these tools.
The second book follows up with more quantified evidence to support their core technology in addition to more practical applications as part of the educational curriculum.
I reckon, for a first timer/beginner into visual thinking, especially one looking for applications within an eduational setting, the three books are definitely worth exploring.
Readers should also read Nancy Margulies' Mapping Innerspace, which adopts a spontaneous, free-form approach to using visual tools.
Best book to discuss research on Thinking Maps.......2007-01-29
First - buy directly from the publisher / author for about half the price. I am not sure why Amazon has it priced wrong.
This is the best book available to actually present research, sometimes soft and sometimes poorly documented (but the best out there on any type of mapping program), on what a set of eight visual primitives can do to improve student performance by using the primitives in Thinking Maps.
No book on the market can compare with the qualify of the material in this book. I highly recommend it to anyone who is wondering how student achievement can be improved across all grades and across all subjects.
This book is especially recommended for parents of home based / homeschool students. By using Thinking Maps students of all types can improve their performance in any area. I am using information in this book as I develop a course in "Creating Intelligence".
Of greatest interest to me is that this book shows how Thinking Maps has been successful with preschool children all the way through to a community college's nursing program.
This is not a "how to" book but a book on showing that the system works. To get the "how to" you have to look to other resources.
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Dynamic Thought: Harmony, Health, Success, Achievement, Self Mastery, Optimism, Prosperity and Peace of Mind Through the Power of Right Thinking 1923
Henry Thomas Hamblin
Manufacturer: Kessinger Publishing, LLC
ProductGroup: Book
Binding: Paperback
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Similar Items:
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Creative Mind and Success (Dover Empower Your Life Series)
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The Law of Attraction: The Basics of the Teachings of Abraham
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Thought Vibration Or, The Law of Attraction in the Thought World
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It Works
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Law of Attraction: The Science of Attracting More of What You Want and Less of What You Don't
ASIN: 1417980052 |
Book Description
"This book will provide valuable assistance, organization, and vision to teachers for whom lesson planning is new or challenging!"
—Stephen M. Bongiovi, English Department Chair
Seaford High School, NY
"I found myself engrossed, reading every word, and quite frankly, wishing for even more! Beyond a doubt, teachers will use this book!"
—Ronald W. Poplau, Instructor
Shawnee Mission Northwest High School, KS
"A very useful addition to my teaching methodology! There is a need for this book."
—J. Petrina McCarty-Puhl, Science Teacher
Robert McQueen High School, Reno, NV
Strengthen critical thinking skills with strategies that dramatically improve student performance!
Coauthored by two internationally renowned educators and researchers, this resource helps teachers strengthen their classroom practice with lessons that promote successful intelligence—a set of abilities that allow students to adapt and succeed within their environment, make the most of their strengths, and learn to compensate for their weaknesses.
The authors demonstrate how to design instructional units that help students apply successful intelligence to solve problems and make decisions. This research-based text also includes:
- Sample unit plans and 40 ready-to-use lessons illustrated with classroom examples
- Proven assessment techniques to promote the development of creative, analytical, and practical thinking skills
- Approaches to encourage both passive and active learning
With teacher reflection activities and suggested homework for students, this resource is ideal for strengthening students' higher-order thinking abilities and raising overall academic performance!
Customer Reviews:
This guide will find a place on the shelves of any serious educator........2007-09-02
Robert J. Sternberg and Elena L. Grigorenko's TEACHING FOR SUCCESSFUL INTELLIGENCE, 2ND EDITION is written by two internationally renowned educators and helps teachers with their classroom practice, offering lessons that promote successful intelligence. From sample unit plans and forty ready-to-use lessons backed with classroom examples to activities for teachers and students alike, this guide will find a place on the shelves of any serious educator.
Product Description
History: Fiction or Science? is the most explosive tractate on history ever written - however, every theory it contains, no matter how unorthodox, is backed by solid scientific data. The book is well-illustrated, contains over 446 graphs and illustrations, copies of ancient manuscripts, and countless facts attesting to the falsity of the chronology used nowadays, which never cease to amaze the reader. Eminent mathematician proves that: Jesus Christ was born in 1153 and crucified in 1186 The Old Testament refers to mediaeval events. Apocalypse was written after 1486. Does this sound uncanny? This version of events is substantiated by hard facts and logic - validated by new astronomical research and statistical analysis of ancient sources - to a greater extent than everything you may have read and heard about history before. The dominating historical discourse in its current state was essentially crafted in the XVI century from a rather contradictory jumble of sources such as innumerable copies of ancient Latin and Greek manuscripts whose originals had vanished in the Dark Ages and the allegedly irrefutable proof offered by late mediaeval astronomers, resting upon the power of ecclesial authorities. Nearly all of its components are blatantly untrue! For some of us, it shall possibly be quite disturbing to see the magnificent edifice of classical history to turn into an ominous simulacrum brooding over the snake pit of mediaeval politics. Twice so, in fact: the first seeing the legendary millenarian dust on the ancient marble turn into a mere layer of dirt - one that meticulous unprejudiced research can eventually remove. The second, and greater, attack of unease comes with the awareness of just how many areas of human knowledge still trust the three elephants of the consensual chronology to support them. Nothing can remedy that except for an individual chronological revolution happening in the minds of a large enough number of people.
Customer Reviews:
Has history been tampered with?.......2007-10-23
Watch Video Here: http://www.amazon.com/review/RAZQNMXM4M9CL Has history been tampered with? Yes, it has! Did events and eras such as the crucifixion of Jesus Christ, the Roman Empire , the Dark Ages, and the Renaissance, actually occur within a very different chronology from what we've been told? Yes, they certainly did!
The history of humankind is both drastically shorter and dramatically different than generally presumed.
Why is it so? On one hand, it was usual custom to justify the claims to title and land by age and ancestry, and on the other the court historians knew only too well how to please their masters. The so called universal classic world history is a pack of intricate lies for all events prior to the 16th century. World history as we learn it today was entirely fabricated in the 16th-18th centuries. It's likely that nobody told you before, but
there is not a single piece of firm written evidence or artefact that is reliably and independently dated prior to the 11th century.
Naturally, after what you've learned in school and university, you will not easily believe that the classical history of ancient Rome, Greece, Asia, Egypt, China, Japan, India, etc., is manifestly false.
You will point accusing finger to the pyramids in Egypt, to the Coliseum in Rome and Great Wall of China etc., and claim, aren't they really ancient, thousands of years ancient? Well, there is no valid scientific proof that they are older than 1000 years!
The oldest original written document that can be reliably dated belongs to the 11th century!
New research asserts that Homo sapiens invented writing (including hieroglyphics) only 1000 years ago. Once invented, writing skills were immediately and irreversibly put to the use of ruling powers and science.
The consensual chronology we live with was essentially crafted in the 16th century by the Jesuits.
The world history was compiled from contradictory mix of innumerable copies of ancient Latin and Greek manuscripts and other irrefutable proofs delivered by late mediaeval astronomers that were cemented by the authority of writings of the Church Fathers.
Early in life, we learn about ancient history. Children love the magical lessons of history - they are like fairy tales. Teachers recite breathtaking stories; very soon We learn by heart the names and deeds of brave warriors, wise philosophers, fabulous pharaohs, cunning high priests and greedy scribes.
We learn of gigantic pyramids and sinister castles, kings and queens, dukes and barons, powerful heroes and beautiful ladies, emaciated saints and low-life traitors.
Ancient history is based documents, manuscripts, printed books, paintings, monuments and artefacts - called primary sources.
The problem is that neither these ancient documents, nor events described therein can be irrefutably dated, moreover they contradict each other for the most part.
When a school textbook tells us that Genghis Khan in year X or Alexander in year Y, have each conquered half of the world, it means only that it is so said in some of the written sources.
There are no answers to simple questions:
When were these primary sources written?
Where and by whom were these sources found?
It is wrongly presumed that ancient and medieval chronicles, written by Genghis Khan's or Alexander the Great contemporaries and eyewitnesses, are readily available. Actually, only sources written hundreds or even thousands of years after the events are there, compiled mostly in the 16th 18th centuries, or even later.
As a rule, these sources suffered considerable multiple manipulations, falsifications and distortions by editing. At the same time,
innumerable originals of ancient documents under various pretexts were destroyed in Europe under various pretexts.
The names of persons and geographical sites often changed meaning and location during the course of the centuries.
Geographical locations became clearly defined on maps only with the advent of printing.
This made possible the circulation of identical copies of the same map for purposes of the military, navigation, education and governance tasks.
Historians from Oxford say: "hey, everybody knows that Julius Caesar lived in the first century B.C.
`Julius Caesar' statement is only a point of view as
there is simply no irrefutable documentary proof that Julius Caesar or any other great name of antiquity ever existed.
Better than that - extremely rare sources that can be reliably dated back to the 10th-14th centuries A D, do not show the polished picture of classical history.
They show a picture both contradictory and confusing.
All methods of dating of ancient sources and artefacts are erroneous:
Radio-carbon C14 method produces dating with exactitude of plus minus 1500 years, therefore it is too crude for dating of events in historical timeframe!
The Almagest tractate, which lies as corner stone contemporary chronology, compiled in the 2nd century A D by Ptolemy, the founding father of astronomy, contains astronomical data of 9th to 16th century!
The Bronze Age,that has supposedly began 5000 years ago. Bronze is made of 90% copper and 10% tin, but the technology for tin extraction dates back to 14th century A D!.
All eclipses contained in manuscripts, like Thucydides one, relating 'ancient' events have exclusively medieval dating. All horoscopes cut in stone or painted in Egyptian temples, like Dendera have exclusively early medieval dating solutions.
Not quite what you have learned in school? Open your eyes, and, you will find sufficient proof to reach step by step the inevitable conclusion that the classical chronology is false and therefore, that the history of ancient and medieval world universally accepted today, is also false. Have a fresh outlook on everything said or printed about "ancient" and "enigmatic" Roman, Greek and Egyptian, medieval as well as all other "lost and found" civilizations.
Antiquity and Dark Ages are phantoms invented in the 16th 18th and polished in 19th 20thcenturies. Human civilization is in fact barely 1000 years old!
This book will change your perception of History forever!
What if Ancient Rome, Greece and Egypt were invented during Renaissance?
What if The Old Testament was a rendition of events of the Middle Ages?
What if Jesus Christ was born in 1053 and crucified in 1086 AD?
Sounds Unbelievable?
Not after you've read "History: Fiction or Science?" by Anatoly Fomenko, the genius mathematician.
Armed with astronomy and computers Anatoly Fomenko turns History into a rocket science.
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
Book Description
Help students become independent learners.
Customer Reviews:
Good Advice for Teachers.......2006-08-21
This book provides useful advice for teachers from elementary school to high school. There are many ideas for how to develop independence and educational curiosity in students. In particular, it places emphasis on group work and Socratic questions. The key to education is for students to think for themselves. They must do this through critical thinking. Check out this book for some ideas on how to encourage this in the classroom.
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Blueprints for Achievement in the Cooperative Classroom
James A. Bellanca , and
Robin J. Fogarty
Manufacturer: Corwin Press
ProductGroup: Book
Binding: Paperback
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ASIN: 1575175487 |
Book Description
Formerly a SkyLight Publication
This step-by-step classic
,
Blueprints for Achievement in the Cooperative Classroom, embeds the teaching of critical thinking within the cooperative learning setting explicitly linking the strategies that best support learning.
Thousands of teachers are currently using the guidelines and sample lessons from this text to apply the tools of cooperative learning and thinking in their classrooms. This updated edition clarifies the role of standards in the assessment process to further support student achievement.
Books:
- The Anatomy of Peace: Resolving the Heart of Conflict
- The Art of the Start: The Time-Tested, Battle-Hardened Guide for Anyone Starting Anything
- The Business Startup Checklist and Planning Guide: Seize Your Entrepreneurial Dreams!
- The Compensation Handbook
- The Complete ACOA Sourcebook: Adult Children of Alcoholics at Home, at Work and in Love
- The Complete Guide to Contracting Your Home
- The Complete Idiot's Guide to Buying Foreclosures
- The Eagle Has Landed
- The Feng Shui Kit: The Chinese Way to Health, Wealth, and Happiness at Home and at Work/Book and Kit
- The First 90 Days: Critical Success Strategies for New Leaders at All Levels
Books Index
Books Home
Recommended Books
- Green to Gold: How Smart Companies Use Environmental Strategy to Innovate, Create Value, and Build C
- The Stories We Live by: Personal Myths and the Making of the Self
- Martingale Methods in Financial Modelling
- Play Better Chess
- Stochastic Calculus for Finance II: Continuous-Time Models
- The Shenandoah Valley Campaign of 1864
- The Journal of a Civil War Surgeon
- Ernst & Young's Profit from the New Tax Law
- McCloskey's Economic Thought: The Rhetoric of an Economist
- Plant Litter: Decomposition, Humus Formation, Carbon Sequestration
Six Great Ideas
Assessment As Learning: Using Classroom Assessment to Maximize Student Learning (Experts In Assessment Series)
Getting Results With Curriculum Mapping
Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching
Educational Leadership: Changing Schools, Changing Roles
