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Using Phonics to Teach Reading & Spelling
by John BaldIncludes CD-Rom Times Educational Supplement Star Read! 'This is an authoritative yet lively and eminently readable book. It is well grounded in both the latest academic theory and experienced hands-on pedagogic practice, and it summarises succinctly the implications of the recent Rose Report, giving a masterly exposition of both synthetic and analytic phonics and their places in the processes of learning to read and spell. Practical and organisational issues are tackled in a most supportive way, with very useful checklists and photocopiable proformas on an accompanying CD. The book also provides and excellent guide to provision for professional development, involving the use of lesson observation and part of the evaluation and planning cycle for CPD. Its style is clear and well signposted with subheadings, case-study boxes to illuminate points, and with aims given at the start of each chapter as well as challenging points for reflection and guides to further reading at the ends. Every staff room should have one!' - Dorothy Latham, Primary Education Consultant, English specialist and author of How Children Learn to Write 'Synthetic phonics may well be only one tool for teaching reading and spelling, but it is the single most important one' - Ruth Kelly, Education Secretary, March 2006 'Teachers - and particularly Literacy Co-ordinators or SENCOs - who are enthusiastic about children's learning and about their own professional development will undoubtedly benefit from using this book and CD, with its combination of useful explanation and practical resources to support the implementation of the ideas' - Lorna Gardiner, General Adviser, Foundation Stage, North Eastern Education and Library Board, Northern Ireland Are you looking for practical advice on how to teach phonics? By giving the reader a basic introduction to teaching reading and spelling using phonics, this book will provide you with easy-to-use ideas for your classrooms. Following on from the recommendations of the Rose Report, the author explains why teaching phonics works, and how to present irregular as well as straightforward features of English. The book: o contains practical examples and activities for teachers o explains the basis of synthetic and analytic phonics o gives advice on choosing the best resources o looks at how to help the weakest readers o includes a CD Rom with photocopiable resources and INSET materials o contains a glossary of key terms Literacy Co-ordinators, teachers and teaching assistants will find this an invaluable resource.
Using Picture Books to Enhance Children’s Social and Emotional Literacy: Creative Activities and Programs for Parents and Professionals
by Susan ElswickChildren can struggle to engage with and articulate certain emotions, which can have a profound impact on their behaviour, confidence and ability to form relationships, follow instructions and perform tasks. This resource for teachers, therapists, counsellors and parents uses children's literature and some of its well-known characters, such as the Rainbow Fish and Stanley Yelnats IV from Holes, as a basis for practical activities that enable children to express and manage these emotions. Social-emotional literacy training assists students in developing important life skills such as the ability to develop good relationships and empathy skills, as well as being able to understand, manage and communicate their own emotions. This book offers an introduction to social-emotional literacy, followed by activities related to emotions such as empathy, friendship, grief and self-esteem, aiming to embed this literacy training into daily school and home activities to increase children's chances of future success.
Using Playful Practice to Communicate with Special Children (nasen spotlight)
by Margaret CorkePlayfulness is important; it creates an alternative space where emotional, cognitive and social dimensions can be explored and tested. This highly practical book explores the endless possibilities of using playful, creative and interactive activities to meaningfully engage with children with multiple learning difficulties or autistic spectrum disorders. The author presents playfulness as ‘an experimental frame of mind’, and encourages practitioners to play with roles, ideas, words, concepts and objects in order to enhance relationships and interventions. By providing accessible steps to playfulness, this text explores some of the contemporary issues surrounding the education of children with severe learning needs, in particular the use of ‘intensive interaction’. This text considers different areas of creative interactive work for practitioners to draw inspiration from, including: Music Interactive Musical Movement Finger Dance Story and Drama Artwork Reflective Circle. The varied array of tried and tested original activities have been devised to encourage the development of social interaction, cognition, play, experimentation and creativity, in particular but not exclusively, for children whose learning needs are more complex. The author also invites teachers working in mainstream, particularly early years and primary education, to investigate the creative possibilities inherent in playfulness and to use the activities in this book to enhance the learning environment. This text offers an abundance of advice, practical strategies and tips for teachers working in special and mainstream early years and primary education. Practitioners such as therapists, care workers, community musicians and creative arts specialists will also find this book useful.
Using Positive Psychology to Enhance Student Achievement: A schools-based programme for character education
by Tina Rae Ruth MacConvillePositive psychology, properly understood and applied, offers a tremendous opportunity for improving student and teacher experiences and the overall success of any school. The connection between education and happiness is recognised to be mutually reinforcing; education helps students to be happy and happy students gain more from education. Research has confirmed what educators have long known - that happy students typically achieve more in the classroom and exam room than unhappy students and are more energetic, persistent, creative and better able to get on with others. Using Positive Psychology to Enhance Student Achievement is unique in translating a complex literature written by academic psychologists into a highly practical resource. The activities have been designed to provide a creative and engaging way of enabling students to discover their strengths both in terms of their cognitive abilities and `virtues’, i.e. character strengths. Throughout the programme students are introduced to the key insights of positive psychology: the importance of being connected to others; character training and metacognitive strategies; positive rather than reactive thinking and habits; developing the skills essential for building optimism and resilience; recognising and combating negative thoughts; and understanding that there are certain ways of thinking that can make their lives better. Easy-to-deliver sessions with comprehensive facilitator instructions and activity resources are provided. All lessons are interactive and based on group discussions and role play to ensure that students learn more about themselves and others. Students are encouraged to practise skills and ideas that are discussed during the sessions in their everyday lives with home practice in the form of `take away’ activities being a core element of the programme. This unique resource will be of real relevance and benefit to both staff and students at upper primary and lower secondary level and will give students the tools they need to achieve their full potential.
Using Psychology in the Classroom
by Mr Stephen James MintonPsychology can be applied to understanding a range of current issues and topics in teaching and educational practice. Starting with the question, 'what is psychology?', and a topical overview of child and adolescent development, Stephen James Minton moves on to discuss seven areas of contemporary concern in education, showing how psychological approaches can help teachers in key areas of practice. Areas covered include: - the self, self-esteem, and self-esteem enhancement - intelligence, learning styles and educational attainment - positive teaching, co-operative learning and assertive discipline - special educational needs - preventing and countering bullying and cyber-bullying - dealing with prejudice - stress and stress management This detailed text will be vital reading for all those studying psychology and applied psychology in primary and secondary teaching degree programmes. Constant links between theory and practice also make it a valuable read for practitioners reflecting on their approach to common classroom scenarios. Stephen James Minton is a lecturer in Psychology of Education at Trinity College Dublin.
Using Qualitative Methods To Enrich Understandings of Self-regulated Learning: A Special Issue of educational Psychologist
by Nancy E. PerryFirst published in 2002. In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social science and education. What can be made of these results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light. Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines-psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics-the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States-so frequently the only locus of attention-in global perspective. They abo show that the human species has no "races" in the biological sense (though cultures have a variety of folk concepts of "race"), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. This book offers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.
Using Qualitative Research to Promote Organizational Intelligence: New Directions for Institutional Research, Number 174 (J-B IR Single Issue Institutional Research)
by Ezekiel Kimball Karla I. LoyaLearn how to use qualitative research as a tool for institutional research. Although institutional researchers often employ informal qualitative methods (their experiences and anecdotal observations), this volume argues that true organizational intelligence is facilitated by formalizing the qualitative data collection and analysis process in institutional research. To that end, it presents a systematic approach to qualitative research in institutional research that connects technical and analytical skills with issues awareness and knowledge of context. Topics covered include: Technical/analytical awareness practices Issues awareness Practices that achieve contextual awareness. This is the 174th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Using Quality Benchmarks for Assessing and Developing Undergraduate Programs
by Dana S. Dunn Maureen A. Mccarthy Suzanne C. Baker Jane S. HalonenAssessing student learning effectively has become a priority in higher education. Faculty and administrators must demonstrate to various constituencies and stakeholders that their programs are effective and that there is correlation between teaching and learning. This book uses selected performance criteria?benchmarks?to assist undergraduate programs to define their educational missions and goals as well as to document their effectiveness. It helps faculty and administrators use benchmarks not only to assess outcomes of student learning, but to program assessment, evaluate student learning, create meaningful faculty scholarship, ensure quality teaching, and forge connection to the community.
Using Quality Feedback to Guide Professional Learning: A Framework for Instructional Leaders
by Shawn B. Clark Abbey S. DugginsProfessional development just got more effective. To help teachers make positive changes for their students, transform your feedback! With this guide to quality feedback, you’ll promote professional growth clearly and successfully, with lasting results. Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book helps you give feedback that’s both heard and understood. Features include Research-based ideas aligned with the Learning Forward Standards for Professional Learning Structures for offering feedback on teacher-created assessments, in observations, and through videos Advice that fits seamlessly into existing initiatives Tools, artifacts, and examples of quality feedback in action
Using Quality Feedback to Guide Professional Learning: A Framework for Instructional Leaders
by Shawn B. Clark Abbey S. DugginsProfessional development just got more effective. To help teachers make positive changes for their students, transform your feedback! With this guide to quality feedback, you’ll promote professional growth clearly and successfully, with lasting results. Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book helps you give feedback that’s both heard and understood. Features include Research-based ideas aligned with the Learning Forward Standards for Professional Learning Structures for offering feedback on teacher-created assessments, in observations, and through videos Advice that fits seamlessly into existing initiatives Tools, artifacts, and examples of quality feedback in action
Using Randomised Controlled Trials in Education (BERA/SAGE Research Methods in Education)
by Allen Thurston Liam O'Hare Dr Sarah Miller Andy Biggart Paul ConnollyThe use of randomised controlled trials (RCTs), most commonly a medical sciences research tool, is a hotly debated topic in Education. This book examines the controversial aspects of RCTs in Education and sets out the potential and pitfalls of the method. Drawing on their own extensive experience of running RCTs, and their work at the Centre for Evidence and Social Innovation (CESI) at Queen’s University, Belfast, the authors provide a thorough practical introduction to the use of randomised controlled trials in education. Using real data sets, chapters equip the reader with all of the key knowledge and skills required to design, run, analyse and report an RCT. Coverage includes: · Step-by-step guidance on analysing data · How to assess the reliability and validity of results · Advice on balancing the demands of various stakeholders Essential reading for postgraduate and more experienced researchers, as well as teachers and educationalists seeking to increase their knowledge and understanding of the use of such methods in education.
Using Randomised Controlled Trials in Education (BERA/SAGE Research Methods in Education)
by Allen Thurston Liam O'Hare Dr Sarah Miller Andy Biggart Paul ConnollyThe use of randomised controlled trials (RCTs), most commonly a medical sciences research tool, is a hotly debated topic in Education. This book examines the controversial aspects of RCTs in Education and sets out the potential and pitfalls of the method. Drawing on their own extensive experience of running RCTs, and their work at the Centre for Evidence and Social Innovation (CESI) at Queen’s University, Belfast, the authors provide a thorough practical introduction to the use of randomised controlled trials in education. Using real data sets, chapters equip the reader with all of the key knowledge and skills required to design, run, analyse and report an RCT. Coverage includes: · Step-by-step guidance on analysing data · How to assess the reliability and validity of results · Advice on balancing the demands of various stakeholders Essential reading for postgraduate and more experienced researchers, as well as teachers and educationalists seeking to increase their knowledge and understanding of the use of such methods in education.
Using Reading to Teach a World Language: Strategies and Activities
by Donna Spangler John Alex MazzanteTo help your students learn a world language, don’t forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you’ll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader’s Theater – a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book’s numerous classroom examples, ready-to-use templates, and free online reading sources. Bonus: The book includes eResources that are free to adapt and print for classroom use from our website, http://www.routledge.com/books/details/9781138853515.
Using Reflection and Metacognition to Improve Student Learning: Across the Disciplines, Across the Academy
by Matthew Kaplan Naomi Silver Danielle LaVaque-Manty Deborah MeizlishResearch has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently.Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.
Using Research Evidence in Education
by Kara S. Finnigan Alan J. DalyThis book includes a set of rigorous and accessible studies on the topic of "research evidence" from a variety of levels and educational vantage points. It also provides the reader with thoughtful commentaries from leading thinkers in the field. The complex process of acquiring, interpreting, and using research evidence makes for a rich and under examined area in educational research, practice and policymaking. Policy makers, practitioners and scholars are in need of additional knowledge and practical steps in terms of the uptake of evidence into practice. In addition, sharpening understanding in terms of the ways in which research evidence is shaped or adapted at different educational levels (school, district, state, federal) as well the factors that support or constrain the acquisition and use of research evidence is of immediate use. While professional support for evidence-based practice in schools has never been stronger, credible research has found only weak large-scale effects. This book provides us with key insights about the nature of this problem and a comprehensive approach to its solution; it is a major step toward realizing the considerable potential for school improvement of reciprocal working relationships among policy, practice and research communities. Ken Leithwood, Emeritus Professor, OISE/University of Toronto The problem of scant research use at school sites is old, but the federal to classroom level scope of this book is unique. The authors' analysis of the current status leads to despair, but they provide a clear and compelling path forward. Michael Kirst, Professor Emeritus, Stanford University; President, California State Board of Education. We have come a long way since the linear "Research, Dissemination, Utilization" models of knowledge use of the 1970s and 80s Each chapter in this book lays out new directions for understanding how individuals, relationships and systems advance or impede the movement of new ideas into policy/practice. Taken together, they redefine knowledge use as a dynamic process that affects and is affected by specific characteristics of the social structures in which is occurs It is a "must read" both for those interested in educational change and organizational theory. Karen Seashore Louis, Regents Professor, University of Minnesota
Using Research Instruments: A Guide for Researchers (Routledge Study Guides)
by Peter Birmingham David WilkinsonClear, accessible and practical, this guide introduces the first-time researcher to the various instruments used in social research. It assesses a broad range of research instruments - from the well-established to the innovative - enabling readers to decide which are particularly well suited to their research.The book covers: questionnaires interviews content analysis focus groups observation researching the things people say and do. This book is particularly suitable for work-based and undergraduate researchers in education, social policy and social work, nursing and business administration. It draws numerous examples from actual research projects, which readers can adapt for their own purposes. Written in a fresh and jargon-free style, the book assumes no prior knowledge and is firmly rooted in the authors' own extensive research experience.Using Research Instruments is the ideal companion volume to The Researcher's Toolkit. Together they offer a superb practical introduction to conducting a social research project.
Using Restorative Circles in Schools: How to Build Strong Learning Communities and Foster Student Wellbeing
by Nina Wroldsen Berit FollestadRestorative circles are an effective way of implementing restorative justice, through starting a conversation wider than just the victim and the offender. Proven to be an effective way of healing and building relationships, tackling bullying within schools and providing a sense of community, this book gives everything needed for a school to start implementing restorative circles.Accompanied by illustrations, interviews and case studies to show how to start using restorative circles, this practical guide is the perfect introduction for schools looking to improve their methods of conflict resolution.
Using ROI for Strategic Planning of Online Education: A Process for Institutional Transformation
by Kathleen S. Ives Deborah M. SeymourPublished in association with While higher education has rarely employed ROI methodology—focusing more on balancing its revenue streams, such as federal, state, and local appropriations, tuition, and endowments with its costs—the rapid growth of online education and the history of how it has evolved, with its potential for institutional transformation and as a major source of revenue, as well as its need for substantial and long-term investment, makes the use of ROI an imperative. This book both demonstrates how ROI is a critical tool for strategic planning and outlines the process for determining ROI.The book’s expert contributors lay the foundation for developing new practices to meet the compelling challenges of online education and identify new models that offer the potential for transforming the educational system, meeting new workforce demands, and ultimately improving the economy. The opening chapters of the book explore the dimensions of ROI as a strategic planning process, offering guiding principles as well as methods of measurement and progress tracking, and demonstrate the impact of ROI across the institution.The book identifies the role of previously overlooked constituents—such as online professionals as critical partners for developing institutional strategy and institutional stakeholders for vital input on inclusivity, diversity, and equity—and their increasingly important role in impacting the ROI of online programs.Subsequent chapters offer a range of approaches to ROI reflecting the strategic priorities and types of return institutions seek from their investment in online programming, whether they be increased profits or surpluses via reduced expenses or increased operating efficiencies or the development of increased brand awareness for their programs. They also address the growing competitive environment of recent commercial entrants and online program managers (OPMs). The contributors offer best practices for setting goals and identifying benchmarks for increasing and measuring payback, including the creation of cross-functional ROI teams from across an institution; and further address the advantages and disadvantages of universities partnering with external providers, or even other colleges and universities, to provide online programs with them and for them. This book offers presidents and senior administrators, faculty engaged in shared governance, online learning administrators, and stakeholders representing student, community and employer interests with a rigorous process for developing an online strategy.
Using RTI for School Improvement: Raising Every Student’s Achievement Scores
by Cara F. Shores Kimberly B. ChesterA step-by-step approach for implementing RTI to improve schoolwide achievement! This resource gives school and district leaders a comprehensive vision and framework for implementing RTI schoolwide and includes interventions and assessments for teachers. The authors take readers through a three-tiered RTI pyramid geared to provide effective instruction for all learners and develop interventions for at-risk and nonresponding students. The book presents: Reflective questions to help readers apply the information to their schools Charts, figures, and diagrams to illustrate key points Guidelines for developing action plans at school and district levels Practical suggestions for partnering with parents
Using RTI in Secondary Schools: A Training Manual for Successful Implementation
by Wayne A. CallenderEffective use of RTI: your road map for reaching every struggling secondary student! Learn how to use a school-wide Response to Intervention (RTI) program to identify and help at-risk students. This comprehensive guide outlines every step of planning, implementing, and maintaining an RTI program at the secondary level, including: Combining two leading, research-based RTI approaches (Standard Protocol and Problem-Solving) to make the most of existing resources Introducing a universal screening process that identifies at-risk students Creating a comprehensive student intervention plan (iPlan) for each student Using program measurement and monitoring techniques Adapting RTI for Special Education programs
Using RTI in Secondary Schools: A Training Manual for Successful Implementation
by Wayne A. CallenderEffective use of RTI: your road map for reaching every struggling secondary student! Learn how to use a school-wide Response to Intervention (RTI) program to identify and help at-risk students. This comprehensive guide outlines every step of planning, implementing, and maintaining an RTI program at the secondary level, including: Combining two leading, research-based RTI approaches (Standard Protocol and Problem-Solving) to make the most of existing resources Introducing a universal screening process that identifies at-risk students Creating a comprehensive student intervention plan (iPlan) for each student Using program measurement and monitoring techniques Adapting RTI for Special Education programs
Using RTI to Teach Literacy to Diverse Learners, K-8: Strategies for the Inclusive Classroom
by Sheila Alber-MorganPractical intervention strategies for diverse learners who struggle with literacy! Covering reading and writing, this book shows K–8 teachers how to build the literacy skills of diverse learners in inclusive classrooms. The author discusses instruction and assessment within a Response to Intervention (RTI) framework and how to provide targeted support to students who may require special attention. The book offers: Specific literacy intervention strategies for each tier in a 3-tier RTI framework Examples of assessments and graphic organizers Brief case studies illustrating how the strategies can be used with students A discussion on using thematic units to integrate reading and writing
Using Rubrics for Performance-Based Assessment: A Practical Guide to Evaluating Student Work
by Todd StanleyWriting a rubric that can accurately evaluate student work can be tricky. Rather than a single right or wrong answer, rubrics leave room for interpretation and thus subjectivity. How does a teacher who wants to use performance-based assessment in this day and age of SMART goals find a way to reliably assess student work? The solution is to write clear rubrics that allow the evaluator to objectively assess the student work. This book will show classroom teachers not only how to create their own objective rubrics, which can be used to evaluate performance assessments, but also how to empower their own students to create rubrics that are tailored to their work.
Using Rubrics for Performance-Based Assessment: A Practical Guide to Evaluating Student Work
by Todd StanleyWriting a rubric that can accurately evaluate student work can be tricky. Rather than a single right or wrong answer, rubrics leave room for interpretation and thus subjectivity. How does a teacher who wants to use performance-based assessment in this day and age of educational data and SMART goals find a way to reliably assess student work? The solution is to write clear rubrics that allow the evaluator to objectively assess student work. This book will show classroom teachers not only how to create their own objective rubrics, which can be used to evaluate performance assessments, but also how to develop rubrics that measure hard-to-assess skills, such as leadership and grit, and how to empower their own students to create rubrics that are tailored to their work.
Using Science to Develop Thinking Skills at Key Stage 3
by Pat O'BrienThis book presents a series of practical activities designed to help teachers build an effective science curriculum for more able children.