03161nam 2200625 a 450 991078196710332120230802004145.01-118-12027-21-283-33221-397866133322191-118-12025-6(CKB)2550000000062139(EBL)817329(OCoLC)769188940(SSID)ssj0000540638(PQKBManifestationID)11346585(PQKBTitleCode)TC0000540638(PQKBWorkID)10586209(PQKB)11310207(MiAaPQ)EBC817329(Au-PeEL)EBL817329(CaPaEBR)ebr10509875(CaONFJC)MIL333221(EXLCZ)99255000000006213920110711d2012 uy 0engur|n|---|||||txtccrReading success for all students[electronic resource] using formative assessment to guide instruction and intervention /Thomas G. Gunning1st ed.San Francisco Jossey-Bassc20121 online resource (258 p.)Jossey-Bass teacherDescription based upon print version of record.0-470-94222-3 Includes bibliographical references and index.Reading Success for All Students; About the Book; About the Author; Contents; Introduction; Chapter 1: Early Reading; Chapter 2: Phonics; Chapter 3: High-Frequency Words; Chapter 4: Syllabic and Morphemic Analysis; Chapter 5: Spelling; Chapter 6: Fluency; Chapter 7: Vocabulary; Chapter 8: Comprehension; Appendix: Basic Comprehension Cumulative Maze and Answer Key; References; Index"Help for reading teachers in continuous monitoring, assessment and instruction that targets students' problem areas This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so that teachers know exactly how to teach necessary skills. Tests and other evaluative devices are aligned with Common Core State Standards and state frameworks. Offers a proven model for monitoring and assessing students Assessments and instructional strategies are easy to implement as part of any curriculum Practical strategies are modeled on a tested approach for helping students work through their problem areas "--Provided by publisher.Jossey-Bass teacher.Reading (Elementary)Reading (Elementary)Ability testingReading (Elementary)Reading (Elementary)Ability testing.372.4EDU029020bisacshGunning Thomas G1183843MiAaPQMiAaPQMiAaPQBOOK9910781967103321Reading success for all students3761579UNINA06196nam 2200649 a 450 991095363250332120251116141416.00-7914-9764-X(CKB)111000211285914(EBL)3406900(OCoLC)923396209(SSID)ssj0000228459(PQKBManifestationID)11197435(PQKBTitleCode)TC0000228459(PQKBWorkID)10149016(PQKB)10295670(MiAaPQ)EBC3406900(BIP)76147512(BIP)47474654(EXLCZ)9911100021128591419970819d1998 ub 0engurcnu||||||||txtccrProfessional development for cooperative learning issues and approaches /edited by Celeste M. Brody and Neil Davidson1st ed.Albany State University of New York Pressc19981 online resource (152 p.)Description based upon print version of record.0-7914-3849-X Includes bibliographical references and index.CONTENTS; PART I. BEGIN WITH THE TEACHER: FOCUSING PROFESSIONAL DEVELOPMENT FOR COOPERATIVE LEARNING; Introduction: Professional Development and Cooperative Learning by Celeste Brody and Neil Davidson; 1. The Significance of Teacher Beliefs for Professional Development and Cooperative Learning by Celeste Brody; 2. Creating Sustained Professional Growth through Collaborative Reflection by Carole Cooper and Julie Boyd; 3. The Role of Staff Developers in Promoting Effective Teacher Decision-Making by Carol Rolheiser and Laurie Stevahn4. Staff Development That Makes a Difference by Patricia Roy PART II. LESSONS FROM THE FIELD: APPROACHES TO COOPERATIVE LEARNING AND IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT; 5. Staff Development and the Structural Approach to Cooperative Learning by Spencer Kagan and Miguel Kagan; 6. Beyond the Workshop: Evidence from Complex Instruction by Rachel Lotan, Elizabeth Cohen, Christopher Morphew7. A Social Constructivist Approach to Cooperative Learning and Staff Development: Ideas from the Child Development Project by Marilyn Watson, Sylvia Kendzior, Stefan Dasho, Stanley Rutherford, and Daniel Solomon 8. Preparing Teachers and Students for Cooperative Work: Building Communication and Helping Skills by Sydney Farivar and Noreen Webb; 9. The Cognitive Approach to Cooperative Learning: Mediating the Challenge to Change by James Bellanca and Robin Fogarty; 10. Professional Development for Socially-Conscious Cooperative Learning by Nancy Schniedewind and Mara Sapon-ShevinPART III. THE LEARNING COMMUNITY: COOPERATIVE LEARNING AND ORGANIZATIONAL CHANGE 11. Effective Staff Development in Cooperative Learning: Training, Transfer, and Long-Term Use by David Johnson and Roger Johnson; 12. Mutually-Sustaining Relationships between Organization Development and Cooperative Learning by Richard Schmuck; 13. Faculty Development Using Cooperative Learning by Susan Ellis; 14. Developing a Collaborative Environment through Job-Embedded Staff Development: One District's Journey by Linda Munger; PART IV. RETURN TO THE VISION OF COMMUNITY15. Cooperative Learning Communities: Expanding from Classroom Cocoon to Global Connections by Liana Forest 16. Afterword: Promising Practices and Responsible Directions by Celeste Brody and Neil Davidson; CONTRIBUTORS; INDEX; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; V; W; YDescribes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools. Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process. Celeste M. Brody is Associate Professor at Lewis and Clark College. She is coeditor, with James Wallace, of Ethical and Social Issues in Professional Education , also published by SUNY Press. Neil Davidson is Professor of Curriculum and Instruction at the University of Maryland at College Park. He is the coauthor and editor of several books, including Cooperative Learning in Mathematics: A Handbook for Teachers .Group work in educationConstructivism (Education)TeachersIn-service trainingTeachersTraining ofGroup work in education.Constructivism (Education)TeachersIn-service training.TeachersTraining of.371.39/5Brody Celeste M1811222Davidson Neil1870371MiAaPQMiAaPQMiAaPQBOOK9910953632503321Professional development for cooperative learning4478785UNINA