Call Number: Valley City State University 3rd Floor (372.5 H79u )
Publication Date: 2013-12-11
As schools are being encouraged to develop more flexible and creative approaches to education, Using the Visual Arts for Cross-curricular Teaching and Learningprovides practical guidance and ideas on using the visual arts as a starting point for imaginative, effective learning across a wide range of curriculum subjects. Underpinned by established and current educational thinking, it uses real-life examples to explore how this approach has been used successfully by individual class teachers and as whole-school projects. Offering proven strategies supporting the principles of personalized learning, it will help you involve children in devising cross-curricular themes and setting their own lines of enquiry. Supplemented throughout with case studies and ideas for great artworks to get projects started, as well as examples of children's own work, it explores: developing individual pupils' talent and respect for their own and other cultures; using a single painting as a starting point for learning in a range of subjects; finding inspiration for your own cross-curricular projects using the visual arts; underpinning all activities with educational purpose; planning for and assessing progression in learning; discovering and using art resources in your region. The tried and tested strategies in Using the Visual Arts for Cross-curricular Teaching and Learning will give all primary school teachers the confidence to explore the benefits of placing the visual arts at the centre of a creative, appealing curriculum.
Call Number: Valley City State University 2nd Floor (507.1 F332t )
Publication Date: 2016-03-07
Rethink traditional teaching methods to improve student learning and retention in STEM Educational research has repeatedly shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines. Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students' learning. The book draws on the authors' extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation. The book will help you: Plan and conduct class sessions in which students are actively engaged, no matter how large the class is Make good use of technology in face-to-face, online, and hybrid courses and flipped classrooms Assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach Help students develop expert problem-solving skills and skills in communication, creative thinking, critical thinking, high-performance teamwork, and self-directed learning Meet the learning needs of STEM students with a broad diversity of attributes and backgrounds The strategies presented in Teaching and Learning STEM don't require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be continual improvement in your teaching and your students' learning.
Call Number: Valley City State University 3rd Floor (371.94 K716y )
Publication Date: 2010-04-23
Thousands of edcuators have turned to You're Going to Love This Kid! for fresh ways to welcome and teach students with autism; and now the book teachers trust is fully revised and more practical than ever. Gathering feedback from teachers across the US during her popular workshops, autism expert Paula Kluth targeted this second edition to the specific needs of today's primary- and secondary-school educators. Still packed with the ready-to-use tips and strategies that teachers are looking for, the new edition gives readers: dozens of NEW reproducible forms, checklists, and planning tools; photos of curricular adaptations, sensory supports and classroom scenes; throughly revised and updated chapters on today's hottest topics; a study guide with challenging discussion questions for each chapter; and new ideas throughout the book based on the latest reasearch on autism, inclusion, literacy, and behaviour. Readers will also get updates on all of the other topics covered in the first edition, including fostering friendships, building communication skills, planning challenging and multidimensional lessons, and adapting the curriculum and the physical environment. And with the new first-person stories from people with autism and their teachers and parents, readers will have a better understanding of students on the spectrum and how to include them successfully.
Call Number: Valley City State University 3rd Floor (370.72 M557a )
Publication Date: 2016-08-09
Craig Mertler's Action Research: Improving Schools and Empowering Educators introduces practicing educators to the process of conducting classroom-based action research. Practical and comprehensive, the book focuses on research methods and procedures that educators can use in their everyday practice. This Fifth Edition adds enhanced coverage of rigor and ethics in action research, means of establishing quality of both quantitative and qualitative data, as well as strengthened pedagogical features. New material includes discussions of social justice advocacy as an application of action research and the inclusion of abstracts in research reports.
Call Number: Valley City State University 3rd Floor (372.52 Sz24 )
Publication Date: 2015-03-17
In Play and Creativity in Art Teaching, esteemed art educator George Szekely draws on his two classic volumes, Encouraging Creativity in Art Lessons and From Play to Art, to create a new book for new times. The central premise is that art teachers are not only a source of knowledge about art but also a catalyst for creating conditions that encourage students to use their own ideas for making art. By observing children at play and using props and situations familiar to them, teachers can build on children's energy and self-initiated discoveries to inspire school art that comes from the child's imagination. The foundation of this teaching approach is the belief that the essential goal of art teaching is to inspire children to behave like artists, that art comes from within themselves and not from the art teacher. Play and Creativity in Art Teaching offers plans for the study of children's play and for discovering creative art teaching as a way to bring play into the art room. While it does not offer a teaching formula or a single set of techniques to be followed, it demystifies art and shows how teachers can help children find art in familiar and ordinary places, accessible to everyone. This book also speaks to parents and the important roles they can play in supporting school art programs and nourishing the creativity of their children.
Call Number: Valley City State University 2nd Floor (707.12 M3568a )
Publication Date: 2014-09-05
This handbook provides teachers with a framework for implementing inquiry-based, substantive art integration across the curriculum, along with the background knowledge of models needed to do this. Drawing on ideas from Harvard Project Zero, the authors make a clear and compelling argument for how contemporary art supports student learning. The text features subject-specific chapters co-written by teaching scholars from that discipline. Each chapter includes examples of contemporary art with explanations of how these works explore the fundamental concepts of the academic discipline. The book concludes with a chapter on an integrated, inquiry-based curriculum inspired by contemporary art, including guidelines for developing art projects teachers can adapt to their students' interests and needs. This resource is appropriate for art teachers, as well as subject-area teachers who are not famililar with using contemporary art in the classroom.
Call Number: Valley City State University 2nd Floor (707.12 H882a )
Publication Date: 2008-11-24
Easy ways to infuse art into classroom learning<br /> <br /> One of the most popular books in the Jossey-Bass Teacher series is now available in a completely updated and expanded version. With more than 110 creative art projects in varied types of media--from drawing to digital--plus tips, tools, and curricular resources, The Art Teacher′s Survival Guide for Elementary and Middle Schools offers everything a teacher needs to know to present an effective arts education program. Classroom teachers who want to include art projects as part of the content curriculum and art teachers looking for new ideas will all find fresh inspiration in this exciting new edition. It features numerous new projects and draws on multicultural traditions, includes reproducible pages, and provides detailed instructions with illustrations, links to content learning, and modifications for different ages. Authoritative, practical, and user-friendly, this comprehensive guide is an invaluable addition to every K-8 teacher′s basic classroom tools.
Call Number: Valley City State University 2nd Floor (570.71 St497p )
Publication Date: 2014-08-12
Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow a lion as it stalks a gazelle, visit the exotic kapok tree in a rain forest, or swim alongside the underwater life in a pond. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books. Perfect Pairs, which marries fiction and nonfiction picture books focused on life science, helps educators think about and teach life science in a whole new way. Each of the twenty-two lessons in this book is built around a pair of books that introduces a critical life science concept and guides students through an inquiry-based investigative process to explore that idea--from animal/environment interactions to the role of structure in plant and animal survival, from inheritance of traits to variation of species. Each lesson starts with a "Wonder Statement" and comprises three stages. "Engaging Students" features a hands-on activity that captures student interest, uncovers current thinking, and generates vocabulary. The heart of the investigative process, "Exploring with Students," spotlights the paired books as the teacher reads aloud and helps students find and organize information into data tables. "Encouraging Students to Draw Conclusions" shows students how to review and analyze the information they have collected. Bringing high-quality science-themed picture books into the classroom engages a broad range of students, addresses the Performance Expectations outlined in the Next Generation Science Standards, and supports the goals of the Common Core State Standards for English Language Arts. Even if you are science shy, Perfect Pairs can help you become a more confident teacher whose classroom buzzes with curious students eager to explore their natural world.
Call Number: Valley City State University 2nd Floor (613.9071 Z656t )
Publication Date: 2016-09-13
Too Hot to Handle is the first truly international history of sex education. As Jonathan Zimmerman shows, the controversial subject began in the West and spread steadily around the world over the past century. As people crossed borders, however, they joined hands to block sex education from most of their classrooms. Examining key players who supported and opposed the sex education movement, Zimmerman takes a close look at one of the most debated and divisive hallmarks of modern schooling. In the early 1900s, the United States pioneered sex education to protect citizens from venereal disease. But the American approach came under fire after World War II from European countries, which valued individual rights and pleasures over social goals and outcomes. In the so-called Third World, sex education developed in response to the deadly crisis of HIV/AIDS. By the early 2000s, nearly every country in the world addressed sex in its official school curriculum. Still, Zimmerman demonstrates that sex education never won a sustained foothold: parents and religious leaders rejected the subject as an intrusion on their authority, while teachers and principals worried that it would undermine their own tenuous powers. Despite the overall liberalization of sexual attitudes, opposition to sex education increased as the century unfolded. Into the present, it remains a subject without a home. Too Hot to Handle presents the stormy development and dilemmas of school-based sex education in the modern world.
Call Number: Valley City State University 3rd Floor (371.1 B175s )
Publication Date: 2016-09-06
"In 2014, after a brief orientation course and a few fingerprinting sessions, Nicholson Baker became an on-call substitute teacher in a Maine public school district. He awoke to the dispatcher's five-forty a.m. phone call and headed to one of several nearby schools; when he got there, he did his best to follow lesson plans and help his students get something done. What emerges from Baker's experience is a complex, often touching deconstruction of public schooling in America- children swamped with overdue assignments, overwhelmed by the marvels and distractions of social media and educational technology, and staff who weary themselves trying to teach in step with an often outmoded or overly ambitious standard curriculum. In Baker's hands, the inner life of the classroom is examined anew-mundane worksheets, recess time-outs, surprise nosebleeds, rebellions, griefs, jealousies, minor triumphs, daily lessons on everything from geology to metal tech to the Holocaust to kindergarten show-and-tell-as the author and his pupils struggle to find ways to get through the day. Baker is one of the most inventive and remarkable writers of our time, and Substitute, filled with humor, honesty, and empathy, may be his most impressive work of nonfiction yet."
Call Number: Valley City State University 3rd Floor (371.1 M2645s )
Publication Date: 2014-10-28
Stop the Stress in Schools argues that conflict does not involve large isolated incidents but small daily frustrations and emphasizes the power teachers have in building a positive classroom environment. This timely book introduces mental health strategies that lead to an environment that supports student well-being, the ability to learn effectively, security, kindness, and motivation. A comprehensive approach to reducing stress for teachers and students, this book features practical examples, activities, samples of student work, and calming strategies that include slowing the pace, increasing positive engagement and interaction, considering the perspective of the student, and celebrating the process instead of the product.
Call Number: Valley City State University 3rd Floor (371.39 St342r )
Publication Date: 2015-03-28
For the vast majority of students, the skills and work habits that are crucial for successful learning are not in place when they arrive at the school door. These skills must be explicitly taught by teachers who recognize the unique learning styles, preferences, and interests of their students. Ready, Set, Learn focuses on the importance of encouraging students to set their own personal learning goals and persevere to achieve them. Along with organizers, prompts, and specific activities, this timely book includes lessons that explicitly teach organization, collaboration, communication, independence, memory, and initiative.
Call Number: Valley City State University 3rd Floor (371.39 H231s )
Publication Date: 2012-11-28
Teachers know that their students love to explore and learn. But, how do we make this possible with thirty students, with different needs, learning styles, and backgrounds, all in one small room with one teacher in the class? Designed to help teachers reflect on their current teaching practice, Student-Driven Learning suggests small shifts, medium-sized ideas, and big changes that can be made to encourage student engagement through flexible, student-centered learning. Experiential earning that is student-driven fosters autonomy and shifts the focus from the knowledge and influence of the teacher to the experiences of the students. Student-Driven Learning helps teachers introduce opportunities for students to learn their own way, to take initiative, and to experience, wonder, and create.
Call Number: Valley City State University 2nd Floor (373.7 D2494b )
Publication Date: 2015-12-01
Be the Change tells the remarkable story of an innovative public high school launched by dedicated teachers in East Palo Alto, California. The school's unique design, modeled after successful small schools in New York City offers authentic and engaging instruction in a personalized setting that has allowed students who start off far behind to graduate and go on to college in record numbers. Each chapter examines one of the critical elements the teachers found essential to enable student success: the creation of an academic culture, the development of high standards with high supports, and the process of learning to teach so that students can learn. Filled with the deep knowledge of education leaders and a team of dedicated teachers, and guided throughout by the expertise of renowned educator Linda Darling-Hammond, this book will help improve student achievement in ALL schools. This book features: a model for school success that includes advisories, inquiry learning, and capstone projects; valuable tools, including guidelines and policies, curriculum designs, student guidebooks, and performance rubrics; and real-world stories of how obstacles were overcome.
Call Number: Valley City State University 3rd Floor (323.07 Os51h )
Publication Date: 2016-05-20
Most of the struggles for equitable schooling, including multicultural curricula and culturally responsive teaching, have largely taken place on a local or national stage, with little awareness of how international human rights standards might support these struggles. Human Rights and Schooling explores the potential of human rights frameworks to support grassroots struggles for justice and examines the impact that human rights and child rights education can make in the lives of students, including the most marginalized. The author, Audrey Osler, examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Bringing scholarship and practice together, the text uses concrete examples to illustrate the links between principles and ideals and actual efforts to realize social justice in and through education. Osler anchors her examination of human rights in the U. N. Convention on the Rights of the Child , as well as the U.N. Declaration on Human Rights Education and Training. This book supports teachers in their everyday struggles for social justice, while contributing to theory and practice in human rights education. The authors advocate for greater international solidarity and cooperation in multicultural education.
Call Number: Valley City State University 3rd Floor (370.1 S125u )
Publication Date: 2016-12-09
In this Second Edition of her bestseller, Christine Sleeter and new co-author Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today's teachers navigate the Common Core State Standards. The book's field-tested conceptual framework elaborates on the following elements of curriculum design, ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. Un-Standardizing Curriculum show teachers what they can do to "un-standardize" knowledge in their own classrooms, while working toward high standards of academic achievement.
Call Number: Valley City State University 2nd Floor (375.01 Au1r )
Publication Date: 2016-07-15
Within curriculum studies, a "master narrative" has developed into a canon that is predominantly White, male, and associated with institutions of higher education. This canon has systematically neglected communities of colour, all of which were engaged in their own critical conversations about the type of education that would best benefit their childdren. Building upon earlier work that reviewed curriculum texts, this book serves as a much-needed correction to the glaring gaps in U.S. curriculum history. Chapters focus on the curriculum discourses of African Americans, Native Americans, Asian Americans, and Latinos during what has been construed as the "founding" period of curriculum studies, reclaiming their historical legacy and recovering the multicultural history of educational foundations in the United States. This book: challenges the historical foundations of curriculum studies in the United States during the turn of and early decades of the 20th Century; illuminates the curriculum conversations, struggles, and contentions of communities of colour; highlights curriculum historically as a site at the intersection of colonization, White supremacy, and Americanization in the United States; and brings marginalized voices from the community into the conversation around curriculum, typically dominated by university voices.
Call Number: Valley City State University 3rd Floor (323.07 H1995r )
Publication Date: 2016-02-12
For many students in urban public schools, the routines of standards-based instruction and frequent testing remove the possibilities for sustained inquiry and critical engagement in school and with the larger world. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an environment in which a culture of dignity, respect, tolerance, and democracy flourishes. The book examines the dynamics of HRE in practice, defines its constituent elements, and explains how these components work in tandem to produce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favoured strategies of increased testing, privitization, and disciplinary control.
Call Number: Valley City State University Lower Level (907.1 D7585t )
Publication Date: 2015-08-05
Teaching for Historical Literacycombines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.
Call Number: Valley City State University 3rd Floor (372.2 B9761p )
Publication Date: 2016-07-05
Games, in the right environment and with the right guidance from teachers, offer students opportunities to grow as independent problem solvers, decision makers, and team players. In addition, students can learn a host of other skills, strategies, and concepts that can transfer not only to other games but also to other life situations. Playing Fair shows teachers how to create the learning environments typical of the Teaching Games for Understanding (TGfU) approach. This text takes the TGfU approach to a new level, incorporating the development of group processes and democratic behaviors that promote personal growth as well as the ability to thrive in group situations. Antisocial behavior and bullying are ongoing problems in schools today. The concepts and practical ideas for lessons offered in Playing Fair address those problems proactively as students learn about conflict resolution, inclusion, democratic decision making, leadership, and bullying. The topics in this book come together in developing the cognitive, psychomotor, and affective domains, all primary goals of the physical education curriculum. A Peek Inside Playing Fair Playing Fair offers teachers these benefits: - Practical classroom stories showing teachers how they can apply theory and learning situations to their own students and school context - Activities that include modifications so teachers can apply the games with students of all developmental levels - Learning checks consisting of questions for teachers to ask their students in order to assess their learning - Key Concepts, a special element that calls out important concepts for readers The first part of the book covers the process of inventing games and the democratic principles involved, how social justice can be taught and learned through games, understanding the TGfU classification system, curriculum design, and pedagogical principles. The remaining 10 chapters show how to implement the concepts presented in the earlier chapters. Readers learn how to invent and play a variety of games: target games, striking games, net/wall games, and invasion games. What Your Students Will Gain Implementing the principles advocated in this book will help learners in these ways: - Better understand and appreciate the constructs of game play through external and internalized schemas - Transfer concepts, strategies, tactics, and skills within and among game categories - Improve their performance and become more engaged in their own learning - Become more self-effective and empowered as they understand and value the processes of decision making - Understand how democracy works from the bottom up - Grasp that democracy is tenuous, that it breaks down in the absence of active social justice, and that we all have a role and responsibility in constructing and reconstructing it, moment by moment Playing Fair will help students gain a better understanding of themselves and others, and it will make them sensitive to issues such as social justice, collaboration, negotiation, inclusiveness, and fairness. Students will learn to make informed decisions in the context of their invented games and to make intentional, reasoned inquiries about game situations, which they can then transfer to other areas of their lives. Bringing Systemic Change and Facilitating Personal Growth This book will help teachers and coaches teach the principles of game play and those of democracy and citizenship in concrete ways. They will contribute to systemic change in the school culture--a culture in which students learn to create their own games and gamelike situations wherein concepts, skills, and strategies can be learned in context through a process called democracy i
Call Number: Valley City State University 3rd Floor (025.524 B413L 2015 )
Publication Date: 2015-02-03
This groundbreaking textbook and guide for library school students and librarians will help you-regardless of experience level or environment-learn the ins and outs of working with online databases, the best tactics for effective research online, and the methods for conveying these search skills to others. * Features discussions of databases by discipline, including social science, science, medicine, and humanities, covering both bibliographic and numerical databases * Provides readers with a toolkit of fundamental search skills to increase research effectiveness * Presents advice and techniques for both virtual and in-person teaching * Offers a companion website with additional information and exercises * Includes new "Additional Resources" sections for each database chapter, providing exposure to more database names and vendors, as well as a new section on discovery services
Call Number: Valley City State University 2nd Floor (378.05 F1147a )
Publication Date: 2016-09-06
Public higher education in the postwar era was a key economic and social driver in American life, making college available to millions of working men and women. Since the 1980s, however, government austerity policies and politics have severely reduced public investment in higher education, exacerbating inequality among poor and working-class students of color, as well as part-time faculty. In Austerity Blues, Michael Fabricant and Stephen Brier examine these devastating fiscal retrenchments nationally, focusing closely on New York and California, both of which were leaders in the historic expansion of public higher education in the postwar years and now are at the forefront of austerity measures. Fabricant and Brier describe the extraordinary growth of public higher education after 1945, thanks largely to state investment, the alternative intellectual and political traditions that defined the 1960s, and the social and economic forces that produced austerity policies and inequality beginning in the late 1970s and 1980s. A provocative indictment of the negative impact neoliberal policies have visited on the public university, especially the growth of class, racial, and gender inequalities, Austerity Blues also analyzes the many changes currently sweeping public higher education, including the growing use of educational technology, online learning, and privatization, while exploring how these developments hurt students and teachers. In its final section, the book offers examples of oppositional and emancipatory struggles and practices that can help reimagine public higher education in the future. The ways in which factors as diverse as online learning, privatization, and disinvestment cohere into a single powerful force driving deepening inequality is the central theme of the book. Incorporating the differing perspectives of students, faculty members, and administrators, the book reveals how public education has been redefined as a private benefit, often outsourced to for-profit vendors who "sell" education back to indebted undergraduates. Over the past twenty years, tuition and related student debt have climbed precipitously and degree completion rates have dropped. Not only has this new austerity threatened public universities’ ability to educate students, Fabricant and Brier argue, but it also threatens to undermine the very meaning and purpose of public higher education in offering poor and working-class students access to a quality education in a democracy. Synthesizing historical sources, social science research, and contemporary reportage, Austerity Blues will be of interest to readers concerned about rising inequality and the decline of public higher education.
Call Number: Valley City State University 2nd Floor (613.7042 T599e )
Publication Date: 2015-01-30
There are plenty of books that help you use or create games that develop children's physical skills, and it's now widely accepted that physical activity can have a positive effect on academic achievement. But this is the first book that shows you how to tailor physical activity games specifically to enhance children's cognitive abilities. Enhancing Children's Cognition with Physical Activity Games, written by three authorities in teacher education, exercise physiology, and sport science, shows you how to apply current concepts in child development, cognitive science, physical education, and teacher training to create movement-based learning experiences that benefit children both physically and mentally. You will be guided in creating environments that lend themselves to cognitive development and enhanced academic achievement. And you will understand not only how to create games to foster cognitive development but why such games are so useful in developing the whole child. Enhancing Children's Cognition with Physical Activity Games offers the following features: -Two chapters of sample games, one for preschoolers and kindergarteners, the other for elementary school children -Expert guidance in creating your own games for children ages 3 to 12, with an emphasis on developmental ranges of 3 to 7 and 7 to 12 -A practice-oriented model of teacher education that shows you how you can best develop and implement physical activity games that support both motor and cognitive development The book contains a running glossary to help teachers and students understand the terms used. It also discusses several models of 21st-century learning, highlighting the role that physical activity games play in a comprehensive education. Enhancing Children's Cognition With Physical Activity Games is equally useful for teachers working with children in school, before school, or after school and for program directors working with children in community programs. The authors link their application to research, creating a practical reference for professionals in the field, whatever their setting. The book is presented in three parts. Part I grounds you in the research that shows how physical activity affects children's mental development. You will learn how physical activity benefits children's cognition and academics, how movement games help children think and learn, and how to create a motivational environment where children want to learn. Part II helps you translate research into practice. You will explore how movements create mental maps and affect mental health, how to engage children in playful learning, and how to incorporate physical activity into your teaching and enhance your teaching models. You will also consider how to assess children at play--how to collect data and know when your program is being effective--and how to apply physical activity games in both the home and the community. In part III, you are supplied with games for preschoolers, kindergartners, and elementary school children. You'll find games that emphasize three principles: contextual interference, mental control, and discovery. Each chapter concludes with practical implications for teachers, helping you to put into context the information you have come across in that chapter. Enhancing Children's Cognition with Physical Activity Games helps educators create, design, implement, and evaluate problem-solving games that foster children's mental engagement and thoughtful decision making. Kids are highly motivated by problem-solving games, and the cognitive skills they develop in solving those problems can be translated to their academic success.
Call Number: Valley City State University 3rd Floor (027.8222 H2622t )
Publication Date: 2016-12-05
Compact yet remarkably comprehensive, this book covers all the major aspects of school library services, from administration to instruction focused from the elementary school librarian perspective-now updated and expanded to include the latest developments in makerspaces, the Common Core, social networking, and eBooks. * Provides information written by a former practicing school librarian and guidance that is applicable immediately in school libraries * Updated to include collection development in the digital age to address eBooks and other digital acquisitions * Covers the instructional stance of school libraries
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 372.6 J793c v.1 )
Publication Date: 2011-10-04
The first books to present specific guidance for teaching the Common Core State Standards Forty-three states plus the District of Columbia and the U.S. Virgin Islands have signed on to adopt the Common Core State Standards (CCSS). The need for curriculum guides to assist teachers in helping students meet these standards has become imperative. Created by teachers, for teachers, the research-based curriculum maps in this book present a comprehensive, coherent sequence of thematic units for teaching the skills outlined in the CCSS for English language arts in Grades K-5. The maps address every standard in the CCSS, yet are flexible and adaptable to accommodate diverse teaching styles. Each grade is broken down into six units that include focus standards, suggested works, sample activities and assessments, lesson plans, and more Teachers can use the maps to plan their year and craft their own more detailed lesson plans Any teacher, school, or district that chooses to follow the Common Core maps can be confident that they are adhering to the standards.
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 372.6 J793c v. 2 )
Publication Date: 2011-10-04
The first books to present specific guidance for teaching the Common Core State Standards Forty-three states plus D.C and the U.S. Virgin Islands have signed on to adopt the Common Core State Standards (CCSS). The need for curriculum guides to assist teachers in helping students meet these standards has become imperative. Created by teachers, for teachers, the research-based curriculum maps in this book present a comprehensive, coherent sequence of thematic units for teaching the skills outlined in the CCSS for English language arts in Grades 6-8. Each grade is broken down into six units that include focus standards, suggested works, sample activities and assessments, lesson plans, etc. Teachers can use the maps to plan their year and craft their own more detailed lesson plans The maps address every standard in the CCSS, yet are flexible and adaptable to accommodate diverse teaching styles Any teacher, school, or district that chooses to follow the Common Core maps can be confident that they are adhering to the standards.
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 372.6 J793c v. 3 )
Publication Date: 2011-10-04
The first books to present specific guidance for teaching the Common Core State Standards Forty-three states plus the District of Columbia and the U.S. Virgin Islands have signed on to adopt the Common Core State Standards (CCSS). The need for curriculum guides to assist teachers in helping students meet these standards has become imperative. Created by teachers, for teachers, the research-based curriculum maps in this book present a comprehensive, coherent sequence of thematic units for teaching the skills outlined in the CCSS for English language arts in Grades 9-12. Teachers can use the maps to plan their year and craft their own more detailed lesson plans. Each grade is broken down into six units that include focus standards, suggested works, sample activities and assessments, lesson plans, and more The maps address every standard in the CCSS, yet are flexible and adaptable to accommodate diverse teaching styles Any teacher, school, or district that chooses to follow the Common Core maps can be confident that they are adhering to the standards.
Call Number: Valley City State University 3rd Floor (371.3 W1558c )
Publication Date: 2016-11-30
This newly updated and expanded second edition of Collaborating for Inquiry-Based Learning explains effective IBL scaffolding and the school librarian's role as the lead in the collaborative process of inquiry-based teaching. * Positions the librarian as a key leader and collaborator in the inquiry process * Offers educators an alternative resource and tech-based approach for integrating inquiry into instruction * Presents a research-based methodology with step-by-step instructions that ease real-world implementation * Introduces the research model PLAN that can be used with all grade levels and is built on educational theory
Call Number: Valley City State University 3rd Floor (370.1523 G94187 )
Publication Date: 2016-12-31
Edited by the creator of the Guided Inquiry Design#65533; (GID) framework as well as an educator, speaker, and international consultant on the topic, this book explains the nuances of GID in the high school context as well as background research and explanation of guided inquiry and the information search process. * Enables teachers, school librarians, and other educational partners to simultaneously target outcomes that bring about deep understanding and address curricular goals * Includes ready-to-implement Guided Inquiry Design#65533; (GID) lesson plans written by practicing high school librarians and teachers who have been refining their GID curricula for years * Serves to heighten student engagement at the high school level by going beyond fact-finding to foster deeper understanding and knowledge creation * Provides an explicit structure for developing instructional partnerships and collaborative teams within the school and with the larger community
Call Number: Valley City State University 3rd Floor (371.1023 T7567r )
Publication Date: 2016-09-28
Discovering what students are capable of and how they feel about things is the first step toward nurturing learning. Helping them develop their social-emotional skills sets the scene for academic growth and achievement. This book provides the scaffolding that teachers need to establish stronger relationships with their students and create caring classroom communities.
Call Number: Valley City State University 3rd Floor (371.394 N287p )
Publication Date: 2015-06-24
Wherever you are on the path to 1:1 teaching and learning, you need a guide that can help you make the best use of the powerful technology available in today's classrooms. In this inspiring and practical book, Diana Neebe and Jen Roberts draw on research and their extensive experience working with teachers across subject areas and grade levels to share the keys to success when teaching with a computer or tablet for every student. This is the book secondary teachers need to understand the changes in pedagogy, planning, classroom organization, time management, and collaboration that will help them be successful in a 1:1 environment. Whether providing immediate and detailed feedback to student writers, giving voice to quiet learners, or creating more time for actual work in a jam-packed school day, Neebe and Roberts show teachers how communication, differentiation, and other effective practices can be powered up with personalized technology. Throughout the book, Neebe and Roberts coach teachers through their initial concerns about technology integration, offer advice about avoiding common problems, and encourage innovation. Using detailed classroom examples, questions, and suggestions, they provide a framework for shaping the transformation of a traditional classroom into a student-centered, technology-rich learning environment. Readers will come away with a clear sense of how a fully implemented 1:1 classroom operates. Staff developers can use this book as a long-term program for teachers who are adapting to 1:1 classrooms. They also can draw on the companion study guide for additional discussion questions and prompts. Power Up makes the transition to 1:1 a manageable and exciting journey. It's a key part of supporting teachers and ensuring the success of your 1:1 program. Download the free companion study guide at www.stenhouse.com/1013. Visit the companion website, pluginpowerup.com, for updated links to resources.
Call Number: Valley City State University 3rd Floor (372.87 J396i )
Publication Date: 2015-02-03
Many practical books for music educators who work with special needs students focus on students' disabilities, rather than on the inclusive classroom more generally. In Including Everyone: Creating Music Classrooms Where All Children Learn, veteran teacher and pedagogue Judith Jellison offersa new approach that identifies broader principles of inclusive music instruction writ large. As she demonstrates in this aptly-titled book, the perceived impediments to successfully including the wide diversity of children in schools in meaningful music instruction often stem not from insurmountableobstacles but from a lack of imagination. How do teachers and parents create diverse musical communities in which all children develop skills, deepen understanding, and cultivate independence in a culture of accomplishment and joy? Including Everyone equips music teachers with five principles of effective instruction for mixed special needs / traditional settings that are applicable in both classroom and rehearsal rooms alike. These five guidelines lay out Jellison's argument for a new way to teach music that shifts attentionaway from thinking of children in terms of symptoms. The effective teacher, argues Jellison, will strive to offer a curriculum that will not only allow the child with a disability to be more successful, but will also apply to and improve instruction for typically developing students. In this compelling new book, Judith Jellison illustrates what it takes to imagine, create, and realize possibilities for all children in ways that inspire parents, teachers, and the children themselves to take part in collaborative music making. Her book helps readers recognize how this most centralcomponent of human culture is one that allows everyone to participate, learn, and grow. Jellison is a leader in her field, and the wealth of knowledge she makes available in this book is extensive and valuable. It should aid her peers and inspire a new generation of student teachers.
Call Number: Valley City State University 2nd Floor (741.642 Sa343c )
Publication Date: 2012-02-08
Children's picturebooks are the very first books we encounter, and they form an important, constantly evolving, and dynamic sector of the publishing world. But what does it take to create a successful picture book for children? In this publication, Martin Salisbury and Morag Styles introduce us to the world of children's picturebooks, providing a solid background to the industry while exploring the key concepts and practices that have gone into the creation of successful picturebooks.
Call Number: Valley City State University Juvenile Nonfiction - Curriculum (J 025.5 Up7i )
Publication Date: 2015-10-26
Every day researchers face an onslaught of irrelevant, inaccurate, and sometimes insidious information. While new technologies provide powerful tools for accessing knowledge, not all information is created equal. Valuable information may be tucked away on a shelf, buried on the hundredth page of search results, or hidden behind digital barriers. With so many obstacles to effective research, it is vital that higher education students master the art of inquiry. Information Now is an innovative approach to information literacy that will reinvent the way college students think about research. Instead of the typical textbook format, it uses illustrations, humor, and reflective exercises to teach students how to become savvy researchers. Students will learn how to evaluate information, to incorporate it into their existing knowledge base, to wield it effectively, and to understand the ethical issues surrounding its use. Written by two library professionals, it incorporates concepts and skills drawn from the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education and their Framework for Information Literacy for Higher Education. Thoroughly researched and highly engaging, Information Now offers the tools that students need to become powerful consumers and creators of information. Whether used by a high school student tackling a big paper, an undergrad facing the newness of a university library, or a writer wanting to go beyond Google, Information Now is a powerful tool for any researcher's arsenal.
Call Number: Valley City State University 2nd Floor (809.89282 L5621c )
Publication Date: 2008-06-15
Ever since children have learned to read, there has been children’s literature. Children’s Literature charts the makings of the Western literary imagination from Aesop’s fables to Mother Goose, from Alice's Adventures in Wonderland to Peter Pan, from Where the Wild Things Are to Harry Potter. The only single-volume work to capture the rich and diverse history of children’s literature in its full panorama, this extraordinary book reveals why J. R. R. Tolkien, Dr. Seuss, Laura Ingalls Wilder, Beatrix Potter, and many others, despite their divergent styles and subject matter, have all resonated with generations of readers. Children’s Literature is an exhilarating quest across centuries, continents, and genres to discover how, and why, we first fall in love with the written word. “Lerer has accomplished something magical. Unlike the many handbooks to children’s literature that synopsize, evaluate, or otherwise guide adults in the selection of materials for children, this work presents a true critical history of the genre. . . . Scholarly, erudite, and all but exhaustive, it is also entertaining and accessible. Lerer takes his subject seriously without making it dull.”—Library Journal (starred review) “Lerer’s history reminds us of the wealth of literature written during the past 2,600 years. . . . With his vast and multidimensional knowledge of literature, he underscores the vital role it plays in forming a child’s imagination. We are made, he suggests, by the books we read.”—San Francisco Chronicle “There are dazzling chapters on John Locke and Empire, and nonsense, and Darwin, but Lerer’s most interesting chapter focuses on girls’ fiction. . . . A brilliant series of readings.”—Diane Purkiss, Times Literary Supplement
Call Number: Valley City State University 3rd Floor (372.1 T643h )
Publication Date: 2016-05-24
InHow Children Succeed, Paul Tough introduced us to research showing that personal qualities like perseverance, self-control, and conscientiousness play a critical role in children's success. Now, inHelping Children Succeed, Tough takes on a new set of pressing questions: What does growing up in poverty do to children's mental and physical development? How does adversity at home affect their success in the classroom, from preschool to high school? And what practical steps can the adults who are responsible for them--from parents and teachers to policy makers and philanthropists--take to improve their chances for a positive future? Tough once again encourages us to think in a brand new way about the challenges of childhood. Rather than trying to "teach" skills like grit and self-control, he argues, we should focus instead on creating the kinds of environments, both at home and at school, in which those qualities are most likely to flourish. Mining the latest research in psychology and neuroscience, Tough provides us with insights and strategies for a new approach to childhood adversity, one designed to help many more children succeed.
Call Number: Valley City State University 3rd Floor (370.115 Ay24tw )
Publication Date: 2016-04-08
How do we see our schools and the project of education? Is this the best we can do? What would we like our schools to become? How might we get there? In this provocative book, Bill Ayers invites us to dream of schools in which each child "is of infinite and incalculable value." Blending personal anecdotes with critique of the state of education, this beautifully written little book is filled with big ideas that explore the challenges and opportunities for an education system that desperately needs repair. Teaching with Conscience in an Imperfect World is an urgent call to action and a plan to help educators, policymakers, and parents to stretch toward something new and dramatically better, schools that are more joyful and more just, more balanced and more guided by the power of love. This book is designed to promote meaningful discussion in teacher education courses. It addresses the problems with our current education system and how they came to be, and advocates, with illustrations, for schooling that promotes critical thinking and engaged learning. The author critiques school reform efforts, such as high-stakes testing, curriculum standardization, and dated performance metrics, and urges teachers to see students as full and equal human beings with agency and capacity.
Call Number: Valley City State University 2nd Floor (591.513 W111a )
Publication Date: 2016-04-25
What separates your mind from an animal's? Maybe you think it's your ability to design tools, your sense of self, or your grasp of past and future--all traits that have helped us define ourselves as the planet's preeminent species. But in recent decades, these claims have eroded, or even been disproven outright, by a revolution in the study of animal cognition. Take the way octopuses use coconut shells as tools; elephants that classify humans by age, gender, and language; or Ayumu, the young male chimpanzee at Kyoto University whose flash memory puts that of humans to shame. Based on research involving crows, dolphins, parrots, sheep, wasps, bats, whales, and of course chimpanzees and bonobos, Frans de Waal explores both the scope and the depth of animal intelligence. He offers a firsthand account of how science has stood traditional behaviorism on its head by revealing how smart animals really are, and how we've underestimated their abilities for too long.People often assume a cognitive ladder, from lower to higher forms, with our own intelligence at the top. But what if it is more like a bush, with cognition taking different forms that are often incomparable to ours? Would you presume yourself dumber than a squirrel because you're less adept at recalling the locations of hundreds of buried acorns? Or would you judge your perception of your surroundings as more sophisticated than that of a echolocating bat? De Waal reviews the rise and fall of the mechanistic view of animals and opens our minds to the idea that animal minds are far more intricate and complex than we have assumed. De Waal's landmark work will convince you to rethink everything you thought you knew about animal--and human--intelligence.
Call Number: Valley City State University 3rd Floor (371.33 Iv33d )
Publication Date: 2014-12-01
Discover how digital content creation supports 21st-century learning, providing new insights into organizing, synthesizing, and evaluating information. This practical guide will make it easy for you to engage your students through this powerful communications medium. * Uses a Common Core Approach, focusing on creativity and innovation, critical thinking and problem solving, and communication and collaboration * Details how to use the Decide, Design, Develop, and Evaluate (DDD-E) model, a process designed for the classroom * Provides blackline masters to assist you with every phase of the DDD-E model, including management and formative assessment * Includes sample activities and reproducible handouts and worksheets * Offers information on a wide range of resources, including free mobile and web apps for creating digital projects
Call Number: Valley City State University 3rd Floor (028.5 P7582g )
Publication Date: 2013
Get young readers hooked on some of the best titles in juvenile literature, ranging from humor to mystery to fantasy, with unusual and effective methods like games. * Focuses on the middle grades, an age when reading tends to falter * Features 40 of the best children's authors * Supplies reproducible games and usable booktalks * Applicable for school and public library programming
Call Number: Valley City State University 3rd Floor (371.1024 H232c )
Publication Date: 2015-01-28
Classroom routines are the well-oiled machines that can make a classroom function. But routines can also provide the groundwork for a learning environment that nourishes student-driven learning. From routines to start the school day to those that build classroom community, routines can help maximize learning by providing stability, consistency, and time management skills--for teachers and students. Well-structured routines can increase active student engagement, promote individual accountability, and establish a positive classroom climate.
Call Number: Valley City State University 3rd Floor (370.971 F957n )
Publication Date: 2015-11-01
Michael Fullan's New Meaning of Educational Change is the definitive textbook on the study of educational change. Based on practical and fundamental work with education systems in several countries, the text captures the dilemmas and leading ideas for successful large-scale systemic reform. This updated edition includes decisionmakers at all levels, from the local school community to the state and national level, and introduces many new and powerful ideas for formulating stategies and implementing solutions that will improve educational systems. Widely used by university professors, policy makers, and practitioners throughout North America and in many other countries this perennial bestseller shows us how to: develop collaborative cultures at the school level, while avoiding superficial versions of professional learning communities; foster district wide success in all schools illustrating how state and national systems can achieve total system transformation based on identifying and fostering meaning for education at every level; and integrate individucal and systemic success, a rare feat in today's school reform efforts.
Call Number: Valley City State University 3rd Floor (370.11 P9183e )
Publication Date: 2016-08-26
In his latest book, internationally renowned educator and futurist Marc Prensky presents a compelling alternative to how and what we teach our children. Prensky argues that a routinely taught combination of math, language arts, science, and social studies increasingly leaves the bulk of our students woefully unprepared for the future. Drawing on emerging world trends, he elaborates a comprehensive vision for K-12 education that includes new goals, new means, a new curriculum, a new kind of teaching, and a new use of technology. This is a book ultimately about developing young people's capacity to accomplish things that will make the world a better place, using means never before available. It offers an innovative and achievable vision for a Global Future Education that will better prepare all students from diverse backgrounds. Following the author's original ideas about Digital Natives and Digital Immigrants, this volume promises to have an important impact on the educational conversations over the coming years.
Call Number: Valley City State University 3rd Floor (370.117 H833w )
Publication Date: 2016-06-03
For author Gary Howard, the issues and passions that sparked the writing of the first edition of this now classic work are as intense today as they were then. In the Third Edition, Howard reviews the progress that has been made in the interim (for example, the first Black president in the White House), as well as the lack of progress (the gutting of the 1965 Voting Rights Act, the epidemic of Black youth killed by police, the persistence of race-based educational disparities). Making a case for the "fierce urgency of now" this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with the United States' ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development. New for the third edition is: a revised introduction that places the book in the context of the 50th anniversay of the 1963 march on Washington; an updated analysis of White social dominance, bringing in the Critical Race Theory and reflecting on the racist reaction to the election of the first US Black President; more detail to the White Identity Orientations model; a new section "The Whiteness of School Reform", demonstrating how White social dominance drives much of the corporate school reform movement; a rich discussion of the seven principles for Culturally Responsive Teaching, and an expanded Reflection and Discussion Guide authored by two educators who have been using the book in professional development sessions for many years.
Call Number: Valley City State University 3rd Floor (371.395 AL533f )
Publication Date: 2015-07-24
One of the most important shifts in schools in the last two decades has been the growing emphasis on collaboration among teachers and other educators. Whether you are a teacher facilitating a group for the first time or an experienced facilitator seeking to further develop your skills, this book is for you. Organized to be used as both an exploration of the role of facilitating and as a handbook of strategies, this resource covers a range of contexts that include faculty meetings, department meetings, professional learning communities, grade-level teams, and inquiry groups. This book is a perfect companion to the authors' bestseller, The Facilitator's Book of Questions, which focuses on the skills needed to facilitate protocols or structured conversations. Facilitating for Learning extends the scope of that work by also examining the facilitator's responsibilities for supporting a group's learning during all parts of a meeting, between meetings, and within the larger school context and culture. It is an essential resource for teachers, administrators, coaches, and teacher educators.
Call Number: Valley City State University 3rd Floor (371.94 C7916q )
Publication Date: 2016-04-08
Compared to their more sociable counterparts, shy children are at greater risk for a variety of difficulties in elementary school, including internalizing problems, difficulties with peer relationships, and poorer academic performance. Written by a developmental and an educational psychologist with decades of experience between them, this book demystifies the latest research on shyness. It offers a comprehensive and accessible guide to everything teachers should know about shy children. Topics covered include how shyness develops in childhood, the unique challenges faced by shy children at school, and general strategies and specific techniques for improving shy children's social, emotional, and academic functioning at school. Despite and increase in research on shyness, shy children are still not well understood by teachers and other school personnel. Quiet at Schooloffers research-based practices for creating safe and inclusive learning environments that will help shy students thrive.
Call Number: Valley City State University 3rd Floor (371.102 Sh66m )
Publication Date: 2016-06-10
This new and expanded edition of the bestselling The Mindful Teacher provides educators everywhere with practical ideas for improving teaching and learning. Dennis Shirley and Elizabeth MacDonald have created "Mindful Teacher" seminars that enable teachers to focus their craft so that students can learn with dignity and purpose. This updated second edition includes completely new sections on the promise of teacher leadership, the strengths and perils of technology, and schools in the midst of change. The Mindful Teacher is an indispensable and timely resource for all educators who seek to transform schools into places of learning and joy. This book features: nitty-gritty descriptions of teachers leading grassroots change; practical recommendations on ways to retain the best of previous practices while creatively blending them with new innovations; useful ways of using principles of mindful teaching for thinking through the affordances, as well as the distractions, that accompany new technologies; and research-tested approaches to whole-school change that honor the work of educatores and accelerate the learning of students. The Mindful Teacher describes real educators in real schools working with real students. It bridges the rapidly evolving field of mindfulness studies with educators' life-long quests for substantial and sustainable improvements in teh educations we provide our students.
Call Number: Valley City State University 3rd Floor (371.58 SL23s )
Publication Date: 2016-12-13
To effectively cope with school bullying it is essential to understand the issues underpinning student peer group dynamics in the school, classroom and community and this view lies at the heart of the text. While the experience of bullying others or being victimized is identified with an individual or group the solution lies with the systems eg community, school, classroom or family of which the individual is part. Particular emphasis is given to the role of prosocial behavior and a strengths based perspective in addressing how students cope with school bullying within a systemic context. The text is strongly informed by the author's experience in developing and conducting national and international school-based anti-bullying and mental health interventions. The book advocates a systems based approach to addressing school bullying as illustrated with a program developed and evaluated by the author called the 'P.E.A.C.E. Pack: A program for reducing bullying in schools'. This book translates research into practice with a strong evidence-based application drawing on an extensive data base. Each chapter contains practical information and research on school/classroom/community applications, trends and issues in the field and practical ideas for implementing anti-bullying measures. The first two sections consider ways to promote positive peer relations in schools and the dynamics of peer groups. Consideration is then given to cyber bullying and to theories explaining violence, aggression and bullying. Later sections examine the nature and effects of bullying, from early childhood through to adolescence on vulnerable groups, including students with special educational needs and disabilities and LGBTQ young people. The book details information for schools and teachers on ways to collect data and information to inform the interventions and policies of their school. School and classroom based resources for teachers, counsellors and administrators are identified. With school bullying now a matter of international concern not only to children, young people and their caregivers, but to schools and teachers at the forefront, this book will be important reading for all students in psychology, education, health and social welfare, as well as school administrators, teachers, counsellors and childcare professionals.
Call Number: Valley City State University 2nd Floor (379.111 Sch583s )
Publication Date: 2016-06-24
Proponents of market-driven education reform view vouchers and charters as superior to local-board-run, community-based public schools. However, the author of this timely volume argues that there is no clear research supporting this view. In fact, she claims there is increasing evidence of charter mismanagement, with public funding all too often being squandered while public schools are being closed or consolidated. Tracing the origins of vouchers and charters in the United States, this book examines the push to "globally compete" with education systems in countries such as China and Finland. It documents issues important to the school choice debate, including the impoverishment of public schools to support privatized schools, the abandonment of long-held principles of public education, questionable disciplinary practices, and community disruption. School Choice: The End of Public Education? is essential reading for anyone seeking a deeper understanding of the past and future of public education in America. This book: provides a comprehensive historical account of the origins of vouchers and charters; includes accounts of intriguing historical experiences; examines the defunding of neighborhood public schools in favor of often underregulated charters; and reveals charter school "churn" that often follows the closing of a mismanaged charter.
Call Number: Valley City State University 3rd Floor (371.1022 T2208 )
Publication Date: 2015-12-01
Many educators feel caught between mandates to meet literacy standards and the desire to respond to individual students' interests, skills, and challenges. This book illustrates how a dialogical approach to practice will enable teachers to meet the needs of today's diverse student population within a standardized curriculum. Chapters highlight the efforts of four high school teachers to create dialogical classroom space, documenting both the possibilities of and impediments to such an approach to teaching. Drawing on a theorectical framework and rationale for enagaged dialogical pracitce the authors present and analyze key classroom events that illustrate the productive and restrictive tensions for such work and suggest ways for teachers and schools to implement these ideas, especially for complementing and expanding the Common Core State Standards. This book features: examples of teachers using dialogue to engage students, as well as colleagues and adminsitrators, parents, policymakers, and other educational stakeholders; guidance for teachres in how to differentiate instruction to meet literacy standards; case studies illustrating how teachers navigate the tension between standardized and student-centered teacheing; an exemplary collaborative effort among a university researcher, doctoral students, and high school teachers; and the reflections and self-questioning of teachers who write honestly, engagingly, and insightfully about their dialogical practices.
Call Number: Valley City State University 3rd Floor (371.102 Eg13i )
Publication Date: 2015-12-01
Student's imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination, one of the great workhorses of learning, can be used to make all learning and all teaching more effective. Through techniques that any teachers can learn and easily apply in any classroom, they demonstrate how and why imagination can be used across the curriculum and grade levels to make teaching and learning more interesting, engaging, and pleasureable for all. Teachers who use these techniques will discover the emotions, images, stories, metaphors, sense of wonder, heroic narrative, and other cognitive tools that can bring life and energy to their classroom. This practical handbook will help teachers learn how to use these enlivening techniques in their daily practice to stimulate sudents' intellectual activity and growth. This book features: a comprehensive description of imagination's role in thinking and learning; field tested teaching strategies for the K - 12 classroom; cross curricular examples showing IE making a real difference for teachers and students; and a "cognitive toolkit" to spur active learning and meaningful interaction.
Call Number: Available at Valley City State University 3rd Floor (025.213 Sca44s )
Publication Date: 2015-04-14
Pat Scales has been a passionate advocate for intellectual freedom long before she launched the Scales on Censorship column with School Library Journal in 2006. Decades of experience as a school librarian informs her ongoing work on these important and often volatile issues, as did her tenure in leadership roles on the American Library Association s Intellectual Freedom Committee and at the Freedom To Read Foundation. It also earned her a place among the inaugural list of Library Journal s Movers & Shakers in 2002. Since her first column for SLJ she has been in an ongoing conversation of sorts with librarians, teachers, and parents a much needed conversation. This collection of the wide-ranging questions from readers and Scales informative answers are gathered in broad thematic groups to help readers explore the all-too daily reality of confronting efforts to censor, ban, or otherwise limit open and ready access to materials in our schools and libraries. They were all written in response to active book challenges or questions of intellectual freedom and library ethics. These columns have a ripped from the headlines immediacy even as they reflect the core values and policies of librarianship. They are organized by topic and each is framed with a brief new introductory essay. Scales powerful reputation and practical ethically-based solutions has made her a key spokesperson and support for librarians working under a censorship siege. Her passionate, unwavering voice provides valuable strategic and tactical approaches to censorship, fine-tuned insight into individual books often challenged, and critical moral support for managing trying conversations. Scales is focused throughout on fostering a culture that embraces and understands the importance of intellectual freedom, and the tools to make it a reality every day in our libraries, schools, and communities. Learn from her to build a background in the ethics involved in defending intellectual freedom and lean on her for insights into real-life situations. Scales on Censorship is an essential ally in the ongoing fight."
Call Number: Valley City State University 3rd Floor (371.2 D875L )
Publication Date: 2015-03-27
For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students--by learning with colleagues how to implement the most promising pedagogy in their classrooms
Call Number: Valley City State University 3rd Floor (371.26 F229m )
Publication Date: 2009-10-01
The No Child Left Behind Act uses the phrase scientifically-based research more than 100 times when discussing standardized testing, but Making the Grades raises serious questions about the validity of many large-scale assessments simply by describing one man's career in the industry. This first-hand account of life in the testing business is alternately edifying and hilarious.
Call Number: Valley City State University 3rd Floor (371.2 D852c )
Publication Date: 2006-01-13
The book orients and prepares aspiring and practicing administrators to be more effective in dealing with real and practical issues and problems in schools. It is a succinct, problem focused, oral history of issues articulated by newly hired and experience administrators as they consider their decisions. It reflects the honest introspections of practicing administrators, and is unique and original in its approach. It both reinforces existing knowledge and introduces new ideas and insights. Paramount to the information conveyed is the style in which it is presented. By examining leadership issues through the actual words of school leaders, Conversations with Principals distinguishes itself from other leadership material. The text lends itself to a Socratic style of teaching, making it is easy to discuss the issues and themes presented in an open-ended format whereby students exchange ideas and engage in the activities of questioning and analyzing administrative behavior and action. Each oral account is prefaced by contextualizing information about the school leader and the demographics of his or her school. Following each interview there is an analysis of the case, as well as a section with questions and activities for students to complete.
Call Number: Valley City State University 3rd Floor (302.343 W6173e )
Publication Date: 2016-10-25
The 8 Keys to End Bullying Activity Book for Kids & Tweens is designed to be both useful and fun. There are quizzes, experiments, questions, and answers mixed in with games, puzzles, journaling challenges, and real-life stories that teach kids how to: Tell the difference between rudeness, mean behavior, and bullying Respond well when someone is bullying them Stand up for someone else before, during, and after bullying Have fun online and while texting without hurting others or putting themselves at risk Keep a cool head and make good choices, even when they are upset Pick fun, kind, trustworthy friends Connect with helpful adults when necessary Reach out to kids who bully, knowing that everyone has a story Create awareness about the problem of bullying Every part of this book is designed to teach kids what to do to bring an end to bullying, and to choose kindness whenever possible. Organized around the groundbreaking principles of 8 Keys to End Bullying, the two-book 8 Keys to End Bullying Activity Program for Kids & Tweens builds key social-emotional skills in readers ages 8-12, empowering them to cope with conflict and end bullying in their communities and schools. Younger kids can complete the activities with a parent or teacher's guidance, while older kids can complete the activities independently. These simple activities cultivate (1) assertiveness, emotion management, and friendship skills in kids vulnerable to bullying, (2) problem-solving skills for kids who witness bullying, and (3) empathy and kindness skills in kids who are likely to bully their peers. Books are available individually or as a set.
Call Number: Valley City State University 3rd Floor (302.343 W6173ec )
Publication Date: 2016-10-25
The 8-12 age range marks a critical window of time in the social and emotional development of kids, one in which adults are still highly influential. The 8 Keys to End Bullying Activity Book Companion Guide for Parents & Educators , enhances the role of parents and educators in helping young people navigate challenging social dynamics and overcome bullying. As a “leader’s manual” for The 8 Keys to End Bullying Activity Book for Kids & Tweens , it provides helpful guidelines and vital background information for leading kids and students through each of the activities and lessons. Organized around the groundbreaking principles of 8 Keys to End Bullying, the two-book 8 Keys to End Bullying Activity Program for Kids & Tweens builds key social-emotional skills in readers ages 8-12, empowering them to cope with conflict and end bullying in their communities and schools. Younger kids can complete the activities with a parent or teacher's guidance, while older kids can complete the activities independently.These simple activities cultivate (1) assertiveness, emotion management, and friendship skills in kids vulnerable to bullying, (2) problem-solving skills for kids who witness bullying, and (3) empathy and kindness skills in kids who are likely to bully their peers. Books are available individually or as a set.
Call Number: Valley City State University 3rd Floor (371.94 So81f )
Publication Date: 2016-01-26
In this galvanizing book for all educators, Kristin Souers and Pete Hall explore an urgent and growing issue--childhood trauma--and its profound effect on learning and teaching. Grounded in research and the authors' experience working with trauma-affected students and their teachers, Fostering Resilient Learners will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, and educational settings. The authors--a mental health therapist and a veteran principal--provide proven, reliable strategies to help you * Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom. * Build strong relationships and create a safe space to enable students to learn at high levels. * Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles. * Head off frustration and burnout with essential self-care techniques that will help you and your students flourish. Each chapter also includes questions and exercises to encourage reflection and extension of the ideas in this book. As an educator, you face the impact of trauma in the classroom every day. Let this book be your guide to seeking solutions rather than dwelling on problems, to building relationships that allow students to grow, thrive, and--most assuredly--learn at high levels.
Call Number: Valley City State University 2nd Floor (808 St868t )
Publication Date: 2016-08-31
Teaching Plagiarism Prevention to College Students: An Ethics-Based Approach provides an innovative approach to plagiarism instruction by grounding it in ethics theory. By providing an ethics foundation to plagiarism instruction, this book helps the plagiarism instructor to address both unintentional and intentional plagiarism behaviors among students. This book provides tools to address why plagiarism is an important ethical issue in an academic environment. This book introduces general principles of ethics adaptable to library instruction of plagiarism in a variety of learning settings. It guides an instructor through curriculum pedagogical design drawing on library and ethics training literatures. It provides examples of materials to support the implementation of an ethical approach to plagiarism instruction. Finally, it outlines a detailed approach to assessment in order to measure changes in student reactions, learning, and behaviors as a result of this instruction. It further provides guidance in how to communicate institutional outcomes to key decision-makers.
Call Number: Valley City State University 3rd Floor (025.1977 G659m )
Publication Date: 2016-03-15
Here s an easy-to-follow, practical, easily-implementable, 21st-Century marketing book for academic and special libraries. Written by two practicing librarians who are passionate about communicating with users, the book provides both the inspiration and drive to market your library and practical tips and suggestions on how to do that effectively. Topics covered include: .The process of planning a marketing campaign and how some time spent on planning at the outset can help keep you focused and help you determine your level of success. .The importance of using brands and brand identity to help you establish your library s brand and market that aggressively to your users and potential users. Brand consistency is stressed here. .Marketing tools: oDigital publications, oSocial media, oVisual and print marketing materials, oPersonal interactions oEvents you can use throughout the year. For each topic, we will talk about best practices, what works, what often doesn t, and we share best concise case studies from all types of academic and special libraries."
Call Number: Valley City State University 3rd Floor (025.1974 D7442n )
Publication Date: 2015-04-01
Whether in person or electronically, users come to the public library from outside the library realm. And that's exactly where genuinely transformational ideas lie. In this book Doucett mines new territory by exploring how successful organizations "outside the stacks" conduct their business. By analyzing what several private-sector organizations and their leaders are doing outstandingly well, she quickly hones in on transformational concepts that are ready for application in public libraries, offering more than a hundred innovative ideas that can be put into practice to improve customer service and day-to-day library operations. Canvassing the worlds of advertising, online commerce, fundraising, retailing, and more, Doucett profiles such successful professionals as Margaret Atwell, Kickstarter Chris Wilson, L.L. Bean Brian Kevin and Ginny Wright, Down East Magazine Kate Chaney Chappell, Tom's of Maine Walter Briggs, Briggs Advertising An exciting survey of creativity in action, Doucett's book will encourage public library directors, managers, trustees, and staff to cross-pollinate their own expertise with innovative ideas from outside the stacks.
Call Number: Valley City State University 3rd Floor (025.5677 M3417m )
Publication Date: 2015-04-16
Designed for librarians who offer library instruction within the constraints of the hour-long one-shot, this book proposes a method for redesigning one-shot instruction that is both realistic and integrated into the larger curriculum. Working with faculty teams from academic departments, the authors used the collaborative Lesson Study method to redesign undergraduate research instruction. They describe how to winnow the one-shot down to a manageable active learning experience while simultaneously augmenting it with extra-sessional prerequisites and learning activities. They also discuss how to conceptualize the role of the one-shot within a course, a curriculum, and the larger information literacy goals of the institution. This book offers customizable strategies, sample lesson plans, and generalized observations based on the experiences of the authors. Maximizing the One-Shot: Connecting Library Instruction with the Curriculum covers the following aspects of one-shot development: Understanding the role of the one-shot institutionally and its limits. Setting realistic goals. The Lesson Study approach. Collaborating with departmental faculty. Assessment of the one-shot. Supporting the one-shot with additional materials. Expanding one-shot development to other departments and programs. In addition, the book provides interviews with collaborating faculty members of academic departments who have partnered with library faculty."
Call Number: Valley City State University 3rd Floor (020.92 R2297b )
Publication Date: 2015-10-01
Embedded librarianship is "not one size fits all," yet many books on the subject treat it in a cold, objective manner that doesn't adequately communicate how becoming an embedded librarian actually works in the real world. Here, Reale shares her own university classroom experiences to offer a step-by-step primer for those contemplating the practice. Demystifying what can sometimes feel intimidating to academic librarians, this down to earth resource defines what embedded librarianship is, and isn't; explains why being in the classroom is so important, and how it creates communities of learning; shows how to clarify the role of the librarian in a classroom by being a "facilitator of process"; offers strategies for relationship building, setting goals, and honing a teaching style; and discusses embedded librarianship and branding. Readers will feel confident applying the lessons learned from Reale's first-hand account to their own experiences both in and out of the classroom.
Call Number: Valley City State University 3rd Floor (070.573 C3148e )
Publication Date: 2014-11-01
eBooks offer students as well as teachers, school and public librarians, and parents tremendous possibilities. This book explains how to expand and enhance the reading experience through the use of technology. * Explains how any teacher or librarian can get started on the integration process of using eBooks as reading tools * Covers all the key critical information regarding eBook use: the different formats of eBooks and readers as well as how to collect and hold eBook files * Provides information on where teachers can get thousands of free digital books for their students to use, including text, audio, and video books
Call Number: Valley City State University 2nd Floor (379.26 C6244 )
Publication Date: 2013-05-28
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college, but every American should be given a fair chance to be prepared for college. In communities across the U.S., children lack the crucial resources and opportunities, inside and outside of schools that they need if they are to reach their potential. Closing the Opportunity Gap offers accessible, research-based essays written by top experts who highlight the discrepancies that exist in our public schools, focusing on how policy decisions and life circumstances conspire to create the "opportunity gap" that leads inexorably to stark achievement gaps. They also describe sensible policies grounded in evidence that can restore and enhance opportunities. Moving beyond conventional academic discourse, Closing the Opportunity Gap will spark vital new conversations about what schools, parents, educators, and policymakers can and should do to give all children a fair chance to thrive.
Call Number: Valley City State University 3rd Floor (370.115 SL155v )
Publication Date: 2013-10-16
Education today is increasingly focused on tests and testing. Teachers are being judged on how much they can increase test scores from one year to the next. These year-to-year gains in scores are part of a "value-added" approach to teacher evaluation, and value-added teacher assessment is all the rage now. A main point of this book is that while teachers do add value when they enable students to increase their performance on standardized tests, this is neither the only nor the most important value they add. An analysis of 40 years of data on teachers suggests that an equally if not more important value added is their contribution to the stability of our increasingly unsteady democracy. Teachers help steady modern democracy by teaching children the limits of liberty and by cultivating the social virtues--trust, cooperation, helpfulness, and the like--upon which civil society depends. We need not only to recognize this but also to avoid education policies that undermine their willingness and ability to do so.
Call Number: Valley City State University 3rd Floor (370.973 Ed83h )
Publication Date: 2016-05-10
In Educational Entrepreneurship Today, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field--including the development and deployment of new technologies--and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation. Over the past decade, entrepreneurship has moved from the periphery to the center of education reform. Policy measures, philanthropic support, and venture capital increasingly promote initiatives that drive innovation within and outside the traditional education sector. These initiatives have included spectacular successes, like Khan Academy, Teach For America, and Wireless Generation, as well as highly visible failures, like the InBloom data warehouse. Educational Entrepreneurship Today offers critical perspectives on the impact of entrepreneurship and also includes lessons from leading entrepreneurs, in which they use case studies drawn from their own experience to illustrate the realities of leading disruptive change in education and pose guiding questions for the next generation of innovators. In a time of increasing polarization around education policy, this timely, frank, and insightful volume shows how we can begin to create systems in which entrepreneurial ideas and fresh thinking are welcomed, constructively employed, and held accountable for the public good.
Call Number: Valley City State University 3rd Floor (028.7071 Ei835b )
Publication Date: 2016-05-01
This practical, hands-on book explains how to ensure that your students are information and communication technology literate—that is, competent with a range of tools, technologies, and techniques for seeking out and applying information. * Helps librarians better understand and implement the information and communication technology (ICT) skills required of 21st-century students * Presents dozens of figures, templates, and lessons to aid librarians in implementing comprehensive ICT literacy programs that reach all students in all schools * Provides highly relevant concepts for librarians at all schools or districts seeking to achieve local, state, or Common Core educational standards
Call Number: Valley City State University 3rd Floor (372.21 L4698 )
Publication Date: 2016-06-07
The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children's later academic achievement and long-term life outcomes. Editors Nonie K. Lesaux and Stephanie M. Jones bring together an impressive array of scholarly contributors. Topics include: · creating learning environments that support children's cognitive and emotional development; · identifying and addressing early risk factors; · using data to guide educators' practice; and · capitalizing on the use of technology. Recent years have seen a surge of local, state, and national initiatives aimed at expanding and improving early childhood initiatives, particularly regarding access to preK programs. The Leading Edge of Early Childhood Education promises to be a valuable resource for those charged with enacting the next level of work in this critical area.
Call Number: Valley City State University 3rd Floor (370.1523 K7608 )
Publication Date: 2016-04-07
Spirit mediums of East Africa. Healers and fishermen of the Amazon River Basin. Potters of the American Southwest. People contending with climate change long ago. All share "knowledge in motion," a process of drawing on experiences past and present while engaging in daily practice in relation to contexts of time, place, and power. In the last twenty-five years, scholars from a number of disciplines have explored "situated learning," specifically investigating how learning relates to social reproduction and daily life. In Knowledge in Motion, contributors focus on learning through time and at a variety of scales, particularly as they relate to power and politics, with implications for emergent communities and constellations of practice. This volume brings together archaeologists, historians, and cultural anthropologists to examine communities engaged in a range of learning practices around the globe, from Africa to the Americas. Contributors draw on the growing interdisciplinary scholarship on situated learning to explore those processes in relation to power and broader forces that shape knowledge during times of turbulent change. Enriching the diversity of regions and disciplines, Knowledge in Motion focuses on how learning, knowledge transmission, and the emergent qualities of communities and constellations of practice are shaped by changing spheres of interaction or other unstable events and influences. The contributions forge productive theories and methodologies for exploring situated learning and its broad-ranging outcomes.
Call Number: Valley City State University 2nd Floor (615.822 H1458h )
Publication Date: 2016-03-21
Focussing specifically on reflexology of the hands, this book covers all the information needed for effective practice, increased understanding of theory, and skill development. Fully illustrated with photographs and diagrams, expert author Nicola Hall describes the positions and functions of the reflex areas in each hand, and covers the basics of body and hand anatomy. She introduces a wide range of techniques and explains how they relate to each reflex area, as well as exploring which reflex areas to target in order to treat common conditions and disorders. In addition to basic hand reflexology, other traditions are described, including Meridian therapy, Korean Hand Reflexology, Vertical Hand Reflexology, Synergetic Reflexology and Nail Reflexology, giving practitioners and students a complete overview of the modality.
Call Number: Valley City State University 2nd Floor (378.1982 R7336b )
Publication Date: 2016-02-02
"College" is a word that means many things to many people: a space for knowledge, a place to gain lifelong friends, and an opportunity to transcend one's socioeconomic station. Today, though, this word also recalls a slew of headlines that have revealed a dark and persistent world of racial politics on campus. Does this association disturb our idealized visions of what happens behind the ivied walls of higher learning? It should-because campus racism on college campuses is as Americanas college football on Fall Saturdays. From Lawrence Ross, author ofThe Divine Nineand the leading expert on sororities and fraternities,Blackballed is an explosive and controversial book that rips the veil off America's hidden secret: America's colleges have fostered a racist environment that makes them a hostile space for African American students.Blackballed exposes the white fraternity and sorority system, with traditions of racist parties, songs, and assaults on black students; and the universities themselves, who name campus buildings after racist men and women. It also takes a deep dive into anti-affirmative action policies, and how they effectively segregate predominately white universities, providing ample room for white privilege. A bold mix of history and the current climate,Blackballed is a call to action for universities to make radical changes to their policies and standards to foster a better legacy for all students.
Call Number: Valley City State University 2nd Floor (379.26 L5851d )
Publication Date: 2015-09-02
On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters. Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.
Call Number: Valley City State University 3rd Floor (370.7 G8216b )
Publication Date: 2015-07-13
Launched with a hugely popular New York Times Magazine cover story, Building a Better Teacher sparked a national conversation about teacher quality and established Elizabeth Green as a leading voice in education. Green's fascinating and accessible narrative dispels the common myth of the "natural-born teacher" and introduces maverick educators exploring the science behind their art. Her dramatic account reveals that great teaching is not magic, but a skill—a skill that can be taught. Now with a new afterword that offers a guide on how to identify—and support—great teachers, this provocative and hopeful book "should be part of every new teacher’s education" (Washington Post).
Call Number: Valley City State University 3rd Floor (370.117 P871c 2016 )
Publication Date: 2015-09-22
Classroom Communication and Diversityprovides a useful framework for helping both new and experienced teachers and instructors navigate the communication challenges in today's diverse classroom. It encourages teachers to reflect on how their personal cultures influence their expectations regarding classroom communication. This textbook is distinctive in its distillation of research from numerous sources to provide the best viewpoint and systems for focusing on the needs of the individual learner. Dana L. Powell and Robert G. Powell draw on research in both the communication and education disciplines, and provide useful strategies for improving teaching practices alongside theoretical models regarding diversity in the classroom. Much of the information found in this text is also inspired by the authors' direct experience in schools and from the experience they have gleaned from other first-line instructors as well as from parents and children. Among the many updates to this Third Edition are: Expanded coverage of students with diverse needs Discussion on working effectively with parents Coverage of cultural influences and the impact of race and ethnicity on disciplinary actions Examination of the role of social media and its impact on instructional communication The increase of educational technology use. Teachers and scholars in the communication and education fields will find this text practical and valuable for their teaching efforts, and it is appropriate for instructional communication courses in both disciplines.
Call Number: Valley City State University 3rd Floor (371.358 C188e )
Publication Date: 2016-03-01
In the New York Times-bestselling The End of College, education expert Kevin Carey draws on new research to paint a portrait of the future of education. He explains how the college and university experiences are being radically altered and how this fact will emancipate millions of students. Insightful and readable, The End of College is an innovative roadmap to understanding tomorrow's higher education for teachers, parents and students.
Call Number: Valley City State University 3rd Floor (344.730798 P977 )
Publication Date: 2014-12-19
In 1954 the Supreme Court decided Brown v. Board of Education; ten years later, Congress enacted the Civil Rights Act. These monumental changes in American law dramatically expanded educational opportunities for racial and ethnic minority children across the country. They also changed the experiences of white children, who have learned in increasingly diverse classrooms. The authors of this commemorative volume include leading scholars in law, education, and public policy, as well as important historical figures. Taken together, the chapters trace the narrative arc of school desegregation in the United States, beginning in California in the 1940s, continuing through Brown v. Board, the Civil Rights Act, and three important Supreme Court decisions about school desegregation and voluntary integration in 1974, 1995, and 2007. The authors also assess the status of racial and ethnic equality in education today and consider the viability of future legal and policy reform in pursuit of the goals of Brown v. Board. This remarkable collection of voices in conversation with one another lays the groundwork for future discussions about the relationship between law and educational equality, and ultimately for the creation of new public policy. A valuable reference for scholars and students alike, this dynamic text is an important contribution to the literature by an outstanding group of authors.
Call Number: Available at Valley City State University 3rd Floor (306.848 C5999c )
Publication Date: 2015-01-13
A fresh and bold argument for revamping our standards of "merit" and a clear blueprint for creating collaborative education models that strengthen our democracy rather than privileging individual elites Standing on the foundations of America's promise of equal opportunity, our universities purport to serve as engines of social mobility and practitioners of democracy. But as acclaimed scholar and pioneering civil rights advocate Lani Guinier argues, the merit systems that dictate the admissions practices of these institutions are functioning to select and privilege elite individuals rather than create learning communities geared to advance democratic societies. Having studied and taught at schools such as Harvard University, Yale Law School, and the University of Pennsylvania Law School, Guinier has spent years examining the experiences of ethnic minorities and of women at the nation's top institutions of higher education, and here she lays bare the practices that impede the stated missions of these schools. Goaded on by a contemporary culture that establishes value through ranking and sorting, universities assess applicants using the vocabulary of private, highly individualized merit. As a result of private merit standards and ever-increasing tuitions, our colleges and universities increasingly are failing in their mission to provide educational opportunity and to prepare students for productive and engaged citizenship. To reclaim higher education as a cornerstone of democracy, Guinier argues that institutions of higher learning must focus on admitting and educating a class of students who will be critical thinkers, active citizens, and publicly spirited leaders. Guinier presents a plan for considering "democratic merit," a system that measures the success of higher education not by the personal qualities of the students who enter but by the work and service performed by the graduates who leave. Guinier goes on to offer vivid examples of communities that have developed effective learning strategies based not on an individual's "merit" but on the collaborative strength of a group, learning and working together, supporting members, and evolving into powerful collectives. Examples are taken from across the country and include a wide range of approaches, each innovative and effective. Guinier argues for reformation, not only of the very premises of admissions practices but of the shape of higher education itself.
Call Number: Available at Valley City State University 3rd Floor (371.9 En11 )
Publication Date: 2016-05-01
Disability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DS perspective while complying with the often incongruous and deeply entrenched policy and practice requirements in our schools. This book is ideal for current and future teachers seeking to create more just, equitable and inclusive schools.
Call Number: Valley City State University 3rd Floor (155.455 So1313 )
Publication Date: 2015-11-01
<p><em>The Social and Emotional Development of Gifted Children</em>remains the only book that provides a comprehensive summary of the empirical research on the social and emotional development of gifted children by leading authorities in the field. It includes several features that make it the leading text on what we know about the social and emotional development of gifted children. For example, it summarizes the most significant findings from the empirical research on the topic. It also includes noteworthy variations that have been observed across cultural groups or global contexts. Each chapter also provides a short description of the practical applications that can be made from the research. This second edition includes an entirely new section on the psychosocial aspects of talent development, as well as addresses the burgeoning interest and research base regarding gifted performance. The text also includes several new topics that have emerged from the research in the past decade, such as the neuroscience of talent development and motivation for talent development. This book is a service publication of the National Association for Gifted Children.</p>
Call Number: Valley City State University 3rd Floor (371.33 M895a )
Publication Date: 2015-10-14
"Using technology doesn't mean that we throw out those strategies that we've found to be successful with students," write Katie Muhtaris and Kristin Ziemke. "It's not the tools-it's what we do with them that counts. Katie and Kristin start with our most important educational goals-literacy, independence, and critical thinking-and helps you connect them to the technology available in your classroom or school. You'll help students dig into texts, research their questions, and create powerful learning communities by using digital tools effectively, responsibly, and in combination with trusted artifacts and print resources. Amplify does exactly what the title implies. "When introducing technological tools, we often apply the same practices and strategies we use in our daily teaching, but amplify their power with technology," write Katie and Kristin. "We model what we want students to do with the technology, guide them to try it out with us, provide time for practice, then share as a class." They help amplify your literacy curriculum with lessons and guidance for: explicitly teaching kids how to be effective digital readers and thinkers giving students practice with closely reading images, infographics, and video emphasizing student ownership and creativity Whether you are in a 1:1 school, want to squeeze everything you can out of the one device in your classroom, or your school is encouraging you to use more digital tools, read Amplify. You'll discover how to gradually release responsibility to empower students as you-and your students-make the most of any technology.
Call Number: Valley City State University 3rd Floor (371.102 St458t )
Publication Date: 2015-08-18
The essential guide for teaching beyond the test! Students with strong higher-order thinking skills are more likely to become successful, lifelong learners. Based on extensive, collaborative research by leading authorities in the field, this book shows how to implement teaching and learning strategies that nurture intelligence, creativity, and wisdom. This practical teaching manual offers an overview of the WICS model--Wisdom, Intelligence, Creativity, Synthesized--which helps teachers foster students' capacities for effective learning and problem solving. Teachers will find examples for language arts, history, mathematics, and science in Grades K-12, as well as: Hands-on strategies for enhancing students' memory, analytical, creative, and practical skills Guidelines on teaching and assessing for successful intelligence Details on how to apply the model in the classroom Teacher reflection sections, suggested readings, and sample planning checklists Teaching for Wisdom, Intelligence, Creativity, and Success is ideal for educators seeking to broaden their teaching repertoire as they expand the skills and abilities of students at all levels.
Call Number: Valley City State University 3rd Floor (372.35044 R813t )
Publication Date: 2012-03-01
If you like the popular "Teaching Science Through Trade Books" column in NSTA's journal Science and Children, or if you've become enamored of the award-winning Picture-Perfect Science Lessons series, you'll love this new collection. It's based on the same time-saving concepts: By using children's books to pique students' interest, you can combine science teaching with reading instruction in an engaging and effective way. In this volume, column authors Christine Royce, Emily Morgan, and Karen Ansberry selected 50 of their favourites, updated the lessons, and added student activity pages, making it easier than ever to teach fundamental sicence concepts through high-quality fiction and nonfiction children's books. Just as with the original columns, each lesson highlights two trade books and offers two targeted activities, one for K - 3 and one for grades 4 - 6. All activities are Standards-based and inquiry-oriented. From Measuring Penny and How Tall, How Short, How Far Away? to I Took a Walk and Secret Place, the featured books will help your students put science in a whole new context. TEeching Science Through Trade Books offers an ideal way to combine well-structured, ready-to-teach lessons, with strong curricular connections, and books your students just may remember, always.
Call Number: Valley City State University 2nd Floor (507.1 B99c )
Publication Date: 2013-01-01
If you're an education leader concerned with science, technology, engineering, and mathematics (STEM) initiatives, this book will help you both understand and implement STEM action plans. The books starts by putting STEM in context, as the early chapters outline the challenges facing STEM education, draw lessons from the Sputnick moments of the 1950s and 1960s, and contrast contemporary STEM with other education reforms. The author then explores appropriate roles for the federal government as well as states, districts, and individual schools. Finally, the book offers several ideas you can use to develop actual action plans for STEM. Throughout the book, author Rodge W. Bybee puts an emphasis on both thinking and acting. That's why The Case for STEM Education is a must-read for leaders at all levels: national and state policy makers, state-level educators responsible for STEM initiatives, college and university faculty who educate future STEM teachers, local administrators who make decisions about district and school programs, and teachers who represent STEM disciplines.
Call Number: Valley City State University 3rd Floor (370.711 R3143 )
Publication Date: 2015-04-13
The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes--learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation--Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 507.8 H3346s Gr. 5-8 )
Publication Date: 2013-01-01
Have you ever entered a science fair or carried out a real scientific investigation? Now is your chance! Science Fair Warm-Up, Grades 5 - 8, provides you with the opportunity to choose a great science project. For instance, you might carry out experiments about the best designs for paper helicopters or the best ways to prevent rusting, among other possibilities. If you prefer, you can select an inquiry of your own and even work with a partner. As you work on your project, your teacher will give you help along the way. Together you will explore problems other students have encountered, problems of designing and carrying out experiments, collecting and making sense of your findings, and sharing and displaying what you have learned. As you follow in the footsteps of scientists, you will learn about the ways in which scientists carry out scientific research and begin to understand how they have uncovered so much about how our universe works.
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 507.8 H3346s Gr.7-10 )
Publication Date: 2013-01-01
If you have used Science Fair Warm-Up, Grades 5 - 8, you already have a pretty good idea of what a science fair project or real scientific investigation is like; if not, don't worry. Science Fair Warm-Up, Grades 7 - 10, provides you with the opportunity to choose a great project. For instance, you might carry out experiments that explore the mysteries of suffocating candles when they are deprived of air or the possiblility of improving a water pump designed by the great Greek scientist Archimedes. If you prefer, you can select an inquiry of your own and even work with a partner. As you work on your project, your teacher will give you help along the way. Together you will explore some of the more difficult problems other students have encountered: problems of designing and carrying out experiements, collecting and making sense of your findings, and sharing and reporting on what you have learned. As you follow in the footsteps of scientists, you will learn about the ways in which scientists carry out scientific research and begin to understand how they have uncovered so much about how the universe works.
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 507.8 H3346st )
Publication Date: 2013-01-01
Even science fair enthusiasts may dread grappling with these two questions: How can you organize many students doing many different projects at the same time? How can you help students while giving them the freedom of choice and independence of thought that characterize genuine inquiry? Answer these questions with help from the Science Fair Warm-Up series. This series, which was originally designed as a three-year program for middle school students, now covers grades 5 - 12. The book for grades 5 - 8 introduces students to science fairs and invites them to investigate various scientific problems as they work on their projects. This book lays the foundation for the editions for grades 7 - 10 and 8 - 12, in which students encounter increasingly more challenging problems. Over the course of the series, the students are encouraged to become more independent. The series' manual, field-tested over the course of six years with students at different levels, will help your students develop the inquiry skills to carry their projects through, whether they're middle schoolers preparing for their first sceince fair or high schoolers ready for very challenging investigations. It aligns with US national standards and the Framework for K - 12 Science Education.Science Fair Warm-Up uniquely provides an authentic picture of how scientists carry out research. To help you meet these teaching goals, this series is based on the constructivist view that makes students responsible for their own learning and will prepare both you and your students for science fair success.
Call Number: Valley City State University Activity materials for teachers - Curriculum (ACT 808.042 C7936c )
Publication Date: 2016-03-24
Do you ever feel like your science classes could use a shot of imagination? Boost the creativity quotient by assigning a travel blog about the digestive system, a packing list for the planets, or an interview with an atom. You'll inspire students to be better writers while you enjoy new strategies to assess their scientific understanding.
Call Number: Valley City State University 2nd Floor (378.125 Sh613p )
Publication Date: 2016-03-31
Few seem to think conservatives should become professors. While the left fears an invasion of their citadel by conservatives marching to orders from the Koch brothers, the right steers young conservatives away from a professorial vocation by lampooning its leftism. Shields and Dunn quiet thesefears by shedding light on the hidden world of conservative professors through 153 interviews. Most conservative professors told them that the university is a far more tolerant place than its right-wing critics imagine. Many, in fact, first turned right in the university itself, while others saythey feel more at home in academia than in the Republican Party. Even so, being a conservative in the progressive university can be challenging. Many professors admit to closeting themselves prior to tenure by passing as liberals. Some openly conservative professors even say they were badlymistreated on account of their politics, especially those who ventured into politicized disciplines or expressed culturally conservative views. Despite real challenges, the many successful professors interviewed by Shields and Dunn show that conservatives can survive and sometimes thrive in one of America's most progressive professions. And this means that liberals and conservatives need to rethink the place of conservatives in academia.Liberals should take the high road by becoming more principled advocates of diversity, especially since conservative professors are rarely close-minded or combatants in a right-wing war against the university. Movement conservatives, meanwhile, should de-escalate its polemical war against theuniversity, especially since it inadvertently helps cement progressives' troubled rule over academia.
Call Number: Valley City State University 3rd Floor (372.21 C4618i )
Publication Date: 2016-02-09
"To a four-year-old watching bulldozers at a construction site or chasing butterflies in flight, the world is awash with promise. Little children come into the world hardwired to learn in virtually any setting and about any matter. Yet in today's preschool and kindergarten classrooms, learning has been reduced to scripted lessons and suspect metrics that too often undervalue a child's intelligence while overtaxing the child's growing brain. These mismatched expectations wreak havoc on the family: parents fear that if they choose the 'wrong' program, their child won't get into the 'right' college. But Yale early childhood expert Erika Christakis says our fears are wildly misplaced. Our anxiety about preparing and safeguarding our children's future seems to have reached a fever pitch at a time when, ironically, science gives us more certainty than ever before that young children are exceptionally strong thinkers.a In her pathbreaking book, Christakis explains what it's like to be a young child in America today, in a world designed by and for adults, where we have confused schooling with learning. She offers real-life solutions to real-life issues, with nuance and direction that takes us far beyond the usual prescriptions forafewer tests, more play. She looks at children's use of language, their artistic expressions, the way their imaginations grow, and how they build deep emotional bonds to stretch the boundaries of their small worlds. Rather than clutter their worlds with more and more stuff, sometimes the wisest course for us is to learn how to get out of their way.a Christakis's message is energizing and reassuring: young children are inherently powerful, and they (and their parents) will flourish when we learn new ways of restoring the vital early learning environment to one that is best suited to the littlest learners. This bold and pragmatic challenge to the conventional wisdom peels back the mystery of childhood, revealing a place that's rich with possibility. Advance Praise foraThe Importance of Being Little'Teach your children well. It's easier to sing than do. Erika Christakis wants to foment a revolution in early childhood education, and with this deeply insightful, scientifically grounded, and utterly original book, she may just get her way.'aDan Gilbert, author ofaStumbling on Happiness 'If only adults observed little children with half the energetic curiosity that little children bring to their scrutiny of adults! That, Erika Christakis argues in her wonderful book, is the key to making preschools the exciting and interesting places kids really need. For a guide to keen-eyed appreciation of preschoolers' amazing powers, you can't find a better one than Christakis. Read The Importance of Being Little and you won't look at kids, or classrooms, the same way again.'aAnn Hulbert, author ofaRaising America: Experts, Parents, and a Century of Advice About Childrena 'Drawing on a wealth
Call Number: Valley City State University 2nd Floor (379.26 AL533e )
Publication Date: 2016-06-14
American education as we know it today--guaranteed by the state to serve every child in the country--is still less than a hundred years old. It's no wonder we haven't agreed yet as to exactly what role education should play in our society. In these Tanner Lectures, Danielle Allen brings us much closer, examining the ideological impasse between vocational and humanistic approaches that has plagued educational discourse, offering a compelling proposal to finally resolve the dispute. Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education's trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
Call Number: Valley City State University 3rd Floor (372.425 B7897s )
Publication Date: 2016-05-24
The evidence-based strategies in this volume close the achievement gap among students from all sociological backgrounds. Designed according to local needs assessments, they provide the services, programs, initiatives, and relationships that are crucial for children's success in school and life. These practices and programs include afterschool and summer sessions, early-childhood education, school-linked health and mental health services, family engagement, and youth leadership opportunities. This book addresses the policy and funding requirements that help these partnerships thrive and offers effective counterarguments against those who would question their value. The text describes strategies that work in both rural and urban contexts and includes a chapter evaluating school-community partnerships across the world. Because it involves collaborations across professions and organizations, the book's interdisciplinary approach will appeal to those in social work, education, psychology, public health, counseling, nursing, and public policy.
Call Number: Valley City State University 3rd Floor (370.711 G9196 )
Publication Date: 2016-03-25
To meet the needs of the fast growing numbers of Latino/a English learners, this volume presents an approach to secondary education teacher preparation based on the work of the National Latino/a Education Research and Policy Project (NLERAP). Renowned scholar and educator Angela Valenzuela, together with an impressive roster of contributors, provides a critical framework for educating culturally responsive teachers. They examine the knowledge, skills, and predisposition required for higher education institutions to create curricula for educating Latino/a children, children of colour, and language minority youth. Growing Critically Conscious Teachers illuminates why growing our own teachers makes sense as an approach for not only addressing the achievement gap, but for also enhancing the well-being of our communities as a whole.
Call Number: Valley City State University 3rd Floor (371.829 H857h )
Publication Date: 2016-06-21
An education leader relates how his experiences with the civil rights movement led him to develop programs promoting educational success in science and technology for African Americans and others. When Freeman Hrabowski was twelve years old, a civil rights leader visited his Birmingham, Alabama, church and spoke about a children's march for civil rights and opportunity. That leader was the Reverend Martin Luther King Jr., and that march changed Hrabowski's life. Until then, Freeman was a kid who loved school and solving math problems. Although his family had always stressed the importance of education, he never expected that the world might change and that black and white students would one day study together. But hearing King speak changed everything for Hrabowski, who convinced his parents that he needed to answer King's call to stand up for equality. While participating in the famed Children's Crusade, he spent five terrifying nights in jail--during which Freeman became a leader for the younger kids, as he learned about the risk and sacrifice that it would take to fight for justice. Hrabowski went on to fuse his passion for education and for equality, as he made his life's work inspiring high academic achievement among students of all races in science and engineering. It also brought him from Birmingham to Baltimore, where he has been president of the University of Maryland, Baltimore County for more than two decades. While at UMBC, he co-founded the Meyerhoff Scholars Program, which has been one of the most successful programs for educating African Americans who go on to earn doctorates in the STEM disciplines. In Holding Fast to Dreams, Hrabowski recounts his journey as an educator, a university president, and a pioneer in developing successful, holistic programs for high-achieving students of all races.
Call Number: Valley City State University 3rd Floor (371.1 W6226n )
Publication Date: 2014-12-01
Why We Teach Now dares to challenge current motions of what it means to be a "highly qualified teacher" a la No Child Left Behind, and demonstrates the depth of commitment and care teachers bring to their work with students, families, and communities. This sequal to Nieto's popular book, Why We Teach, features powerful stories of classroom teachers from across the country as they give witness to their hopes and struggles to teach our nation's children. Why We Teach Now offers us the voices of teachers like 42-year veteran Mary Ginley, who wonders, "Why would anyone with any brains and imagination ever want to be a teacher?" Who then answers her own question affirmatively, "It's because somehow, even today, even with all the insanity, all the rules all the poorly designed textbooks, all the directives to teach to the test, there are kids out there who need good teachers. At a time when politicians, policymakers, and philanthropists are quick to denigrate teachers' work and arrogantly speak for the profession, Why We Teach Now offers teachers the room and respect to speak for themselves. Once again Nieto gives teachers and those who care about education, the inspiration and energy to embrace their role as advocates; a role that is vital not only for the well-being of students but also for the future of the profession and our nation.
Call Number: Valley City State University 3rd Floor (371.102 J6348t 2015 )
Publication Date: 2015-09-15
Bring a fresh perspective to your classroom Teaching Outside the Box: How to Grab Your Students by Their Brain, Third Edition integrates practical strategies and engaging advice for new and experienced teachers. Whether you are preparing for your first year of teaching or have been working in the classroom for decades, this conversational book provides you with answers to the essential questions that you face as an educator'how to engage students, encourage self-directed learning, differentiate instruction, and create dynamic lessons that nurture critical thinking and strategic problem solving. This updated edition includes expanded material that touches on Project-Based Learning, brain-based teaching, creating smooth transitions, integrating Common Core into the classroom, and other key subject areas. Questions for reflection at the end of each chapter help you leverage this resource in book groups, professional development courses, and in both undergraduate and graduate classes. The art of teaching is one that evolves with changing educational standards and best practices; to be the most effective teacher possible, daily self-reflection is critical, along with a need to see things from a different perspective. This means we must step outside the box'moving our focus from 'fixing' the students when a problem arises to helping a teacher improve his or her practice. Improve classroom management, discipline, motivation, and morale Explore strategies for arranging your classroom, engaging students, and avoiding the misbehavior cycle Create an environment where students learn and teachers teach Leverage insight from teachers and students Teaching Outside the Box: How to Grab Your Students by Their Brain, Third Edition is an essential resource for teachers at any stage in their careers.
Call Number: Valley City State University 3rd Floor (370.1 F763e )
Publication Date: 2016-04-01
Teacher-to-Teacher collaboration is more than a survival tactic; it is the social interaction that propels professional learning. In her new book, master teacher and educational consultant Robin Fogarty offers 13 guiding principles for new teachers and school leaders. These seminal ideas, along with the stories that accompany them, will invite, excite, and ignite teachers from kindergarten to college. Each chapter includes a description of the guiding principle, a companion vignette, classroom examples, teaching and learning tips, and discussion questions. While designed for new and pre-service teachers, coaches, mentors, and seasoned veterans will also find new perspectives and ideas for their own practice and for mentoring newcomers to the profession.
Call Number: Valley City State University 3rd Floor (378.198 B6957c )
Publication Date: 2015-12-15
Capturing Education examines the founding of the first tribally controlled American Indian colleges in the late 1960s and early 1970s and follows their subsequent growth and development, especially in the 1980s and 1990s. Based on oral histories recorded over a twenty-year period, it documents the motivations of the movement's founders and the challenges they faced while establishing colleges on isolated and impoverished Indian reservations. Early leaders discuss the opposition they encountered from both Indians and non-Indians at a time when few people believed Indians could or should start their own colleges. The development of degree programs relevant to the practical needs of reservation communities, however, contributed to their eventual success despite such opposition. Continuing efforts to define and implement a culturally based philosophy of education are also discussed.
Call Number: Valley City State University 3rd Floor (361.61 G445a )
Publication Date: 2015-12-22
In the United States today, the term "terrorism" conjures up images of dangerous, outside threats: religious extremists and suicide bombers in particular. Harder to see but all the more pervasive is the terrorism perpetuated by the United States itself, whether through military force overseas or woven into the very fabric of society at home. Henry Giroux, in this passionate and incisive book, turns the conventional wisdom on terrorism upside down, demonstrating how fear and lawlessness have become organizing principles of life in the United States, and violence an acceptable form of social mediation. He addresses the most pressing issues of the moment, from officially sanctioned torture to militarized police forces to austerity politics. Giroux also examines the ongoing degradation of the education system and how young people in particular suffer its more nefarious outcomes. Against this grim picture, Giroux posits a politics of hope and a commitment to accurate-and radical-historical memory. He draws on a long, distinguished career developing the tenets of critical pedagogy to propose a cure for our addiction to terrorism: a kind of "public pedagogy" that challenges the poisoned narratives of "America's dis-imagination machine."
Call Number: Valley City State University 3rd Floor (370.973 Eb39c )
Publication Date: 2015-02-04
Floors that generate power, the electronic wall, mix- n-match modular school buildings, along with the Education Congress of the States and the 622 Curriculum are among the suggestions offered by Ebert and Maxwell in this provocative view toward revolutionizing one of the oldest institutions in the United States: Public Education. But first is the in-depth treatment of the myth of education reform, our national identity crisis, the fading American culture, and the emergence of Culture X. The failure of school reform efforts to elevate public education in the United States to a preeminent position is due to the myth of educational reform; the mistaken belief that substantive changes actually occur. Culture X Goes to School offers a treatise, a workbook, and an invitation for you to become a player in determining who we are as a culture and where we are going. Some additional key features of this book include: Thought-provoking activities in every chapter Detailed guide for assessing school reforms at the local or state level Specific, innovative suggestions from school facilities to curriculum to administration"
Call Number: Valley City State University 2nd Floor (613.0434 W4621 )
Publication Date: 2015-07-23
Wellness Issues for Higher Education is an essential resource that addresses a range of student wellness issues confronting professionals in college and university settings. Organized around five dimensions of Wellness--Emotional, Social, Intellectual, Physical, and Spiritual--this book comprehensively covers key topics that contribute to students' success in college. Each topical chapter includes proactive wellness advice, and is designed to prepare the reader to better understand the facts, issues, and strategies appropriate for addressing the issue. Each Chapter Features: Background information, theory, and research Historical and emerging issues Common questions, controversies, challenging situations, and misconceptions Practical applications for the campus This practical guide prepares practitioners to understand and deal with the wellness and health promotion issues contributing to their students' overall success and well-being. Armed with this valuable resource, higher education and student affairs professionals can work to improve academic performance, retention, satisfaction, and quality of life. This thorough resource will guide those working at any level in residence life, student activities, orientation, health education, student leadership, advising, instruction, and other areas of student development.
Call Number: Valley City State University 2nd Floor (378.73 B627a )
Publication Date: 2014-10-13
American higher education is at a crossroads. Technological innovations and disruptive market forces are buffeting colleges and universities at the very time their financial structure grows increasingly fragile. Disinvestment by states has driven up tuition prices at public colleges, and student debt has reached a startling record-high of one trillion dollars. Cost-minded students and their families--and the public at large--are questioning the worth of a college education, even as study after study shows how important it is to economic and social mobility. And as elite institutions trim financial aid and change other business practices in search of more sustainable business models, racial and economic stratification in American higher education is only growing. In American Higher Education in Crisis?: What Everyone Needs to Know, Goldie Blumenstyk, who has been reporting on higher education trends for 25 years, guides readers through the forces and trends that have brought the education system to this point, and highlights some of the ways they will reshape America's colleges in the years to come. Blumenstyk hones in on debates over the value of post-secondary education, problems of affordability, and concerns about the growing economic divide. Fewer and fewer people can afford the constantly increasing tuition price of college, Blumenstyk shows, and yet college graduates in the United States now earn on average twice as much as those with only a high-school education. She also discusses faculty tenure and growing administrative bureaucracies on campuses; considers new demands for accountability such as those reflected in the U.S. Department of Education's College Scorecard; and questions how the money chase in big-time college athletics, revelations about colleges falsifying rankings data, and corporate-style presidential salaries have soured public perception. Higher education is facing a serious set of challenges, but solutions have also begun to emerge. Blumenstyk highlights how institutions are responding to the rise of alternative-educational opportunities and the new academic and business models that are appearing, and considers how the Obama administration and public organizations are working to address questions of affordability, diversity, and academic integrity. She addresses some of the advances in technology colleges are employing to attract and retain students; outlines emerging competency-based programs that are reshaping conceptions of a college degree, and offers readers a look at promising innovations that could alter the higher education landscape in the near future. An extremely timely and focused look at this embattled and evolving arena, this primer emphasizes how open-ended the conversation about higher education's future remains, and illuminates how big the stakes are for students, colleges, and the nation.
Call Number: Valley City State University 3rd Floor (371.207 D868e )
Publication Date: 2014-12-05
In the past decade, the number of students enrolled in private school choice programs has grown tenfold. But granting students access to public financing for their private education has not led to the vibrant marketplace of school options many of its supporters envisioned. If school choice policy is to improve the American education landscape, careful thought must be put in to understanding how it can expand existing high-quality schools and create new high-quality schools to serve more children. New and Better Schools attacks this problem from the perspective of both researchers and practitioners, documenting the hurdles entrepreneurial school leaders face, and offering a way forward. Book jacket.
Call Number: Valley City State University 3rd Floor (371.1 V547r )
Publication Date: 2015-08-12
As of spring 2015 in the states of New York, Tennessee, Washington, and Wisconsin all pre-service teacher candidates are required to pass the Education Teaching Performance Assessment to earn initial teaching certification. California, Georgia, Ohio and Massachusetts are planning to adopt the edTPA while eighteen other states are considering adopting this policy in the near future. Beat the Test : A Guidebook for Elementary Teacher Candidates is designed to assist elementary candidates with an educational methodology to pass the Education Teaching Performance Assessment. The methodology can be used to plan, implement, and assess student learning during instruction. Additionally, this method will assist elementary teacher candidates in using the Common Core Standards to design lessons to assess student learning while managing classroom instruction. Candidates who have used this method have successfully beat the tests.
Call Number: Valley City State University 2nd Floor (379.1 Er447c )
Publication Date: 2015-09-08
What America has at stake when some children go to school hungry and others ride in $1,000 strollers In an age of austerity, elite corporate education reformers have found new ways to transfer the costs of raising children from the state to individual families. Public schools, tasked with providing education, childcare, job training, meals, and social services to low-income children, struggle with cutbacks. Meanwhile, private schools promise to nurture the minds and personalities of future professionals to the tune of $40,000 a year. As Class War reveals, this situation didn't happen by chance. In the media, educational success is framed as a consequence of parental choices and natural abilities. In truth the wealthy are ever more able to secure advantages for their children, deepening the rifts between rich and poor. The longer these divisions persist, the worse the consequences. Drawing on Erickson's own experience as a teacher in the New York City school system, Class War reveals how modern education has become the real "hunger games," stealing opportunity and hope from disadvantaged children for the benefit of the well-to-do.
Call Number: Valley City State University 3rd Floor (371.01 H281r )
Publication Date: 2015-02-24
Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers taken for granted primacy in the education debate. It concludes with strategies educators can use to speak truth to power, reclaim their professional status, and reshape the education landscape in ways that serve all of America s children and preserve our democracy."
Call Number: Valley City State University 3rd Floor (371.1 On23 )
Publication Date: 2015-08-25
Twenty completely new stories of negotiating the triumphs and challenges of being an LGBT educator in the twenty-first century For more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America--and around the world--resulting in a rich tapestry of varied experiences. From a teacher who feels he must remain closeted in the comparative safety of New York City public schools to teachers who are out in places as far afield as South Africa and China, the teachers and school administrators in One Teacher in Ten in the New Millennium prove that LGBT educators are as diverse and complex as humanity itself. Voices largely absent from the first two editions--including transgender people, people of color, teachers working in rural districts, and educators from outside the United States--feature prominently in this new collection, providing a fuller and deeper understanding of the triumphs and challenges of being an LGBT teacher today.
Call Number: Valley City State University 3rd Floor (370.973 P44286t )
Publication Date: 2014-04-29
A comprehensive exploration of 21st Century school politics,Teachers versus the Public offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: * Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites. * The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually. * Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district. * Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools. * On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay. The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community. The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large. About the Research: In partnership with the Harvard Program on Education Policy and Governance and the journal, Education Next, authors Paul E. Peterson, Martin West and Michael Henderson surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013.
Call Number: Valley City State University 3rd Floor (371.01 P2492g )
Publication Date: 2014-04-10
Getting it Right: Dynamic School Renewal, Fixing What s Broken challenges citizens of this nation to right the wrongs in public education by elevating the graduation rate and by equipping every graduate with saleable skills for gainful employment in the marketplace and with foundation skills for postsecondary education success. This text encourages a proactive emphasis for prekindergarten through grade twelve supported with emerging research for early detection of at-risk students and subsequent early intervention. Getting It Right applauds uniting the community, home, and school in the education of each child. Poignant reflections of Dr. Parrish s experiences in public education in instructional, diagnostic, and central office administrative positions are embedded throughout Getting It Right with penetrating reflections of eloquently fulfilled promises, yet multiples of shattered dreams and lost childhoods of boys and girls. Dr. Parrish steps up to the plate proclaiming a quantifiable, higher level educational standard for every student is a global priority and a national emergency. This book culminates with definitive, research-based strategies for energized, dynamic school renewal in every community in this nation from metropolitan skyscrapers to barrio shanties from snow-capped mountains to parched deserts for every boy and every girl."
Call Number: Valley City State University 3rd Floor (371.9 M8234p )
Publication Date: 2016-02-02
Comprehensively addressing the challenges of transition, this book provides practical knowledge and tools geared toward real-world educators. It presents clear guidelines for all aspects of team-based transition planning for individuals with various levels of disability, illustrated with vignettes of three secondary students who are followed throughout the book. The authors describe evidence-based practices for conducting assessments and promoting optimal outcomes in the areas of employment, postsecondary education, and independent living. Keys to family involvement, self-determination, interagency collaboration, and problem solving are highlighted. Several reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
Call Number: Valley City State University 3rd Floor (371.3344678 Ed832 )
Publication Date: 2016-05-13
How are widely popular social media such as Facebook, Twitter, and Instagram transforming how teachers teach, how kids learn, and the very foundations of education? What controversies surround the integration of social media in students' lives? The past decade has brought increased access to new media, and with this new opportunities and challenges for education. In this book, leading scholars from education, law, communications, sociology, and cultural studies explore the digital transformation now taking place in a variety of educational contexts. The contributors examine such topics as social media usage in schools, online youth communities, and distance learning in developing countries; the disruption of existing educational models of how knowledge is created and shared; privacy; accreditation; and the tension between the new ease of sharing and copyright laws. Case studies examine teaching media in K--12 schools and at universities; tuition-free, open education powered by social media, as practiced by the University of the People; new financial models for higher education; the benefits and challenges of MOOCS (Massive Open Online Courses); social media and teacher education; and the civic and individual advantages of teens' participatory play. ContributorsColin Agur, Jack M. Balkin, Valerie Belair-Gagnon, danah boyd, Nicholas Bramble, David Buckingham, Chris Dede, Benjamin Gleason, Christine Greenhow, Daniel J. H. Greenwood, Jiahang Li, Yite John Lu, Minhtuyen Mai, John Palfrey, Ri Pierce-Grove, Adam Poppe, Shai Reshef, Julia Sonnevend, Mark Warschauer
Call Number: Valley City State University 3rd Floor (371.1 B9371t )
Publication Date: 2016-05-08
Great teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great teachers know why they do what they do in their classrooms. They do it strategically and purposefully based on technique. Teacher on Purpose! demostrates a high-quality research-based and practical approach to teaching that focuses on how to use data about students; identities, experiences, and knowledge to design responsive curriculum and instruction that ensures learning. The authors provide secondary school teachers with scientifically proven strategies for creating learning environments that increase student motivation, engagement, and academic achievement. The text features model units authored and taught by practicing classroom teachers in math, science, social studies, and language arts to demonstrate key principles that can be used in any classroom to be a true professional educator. Teach on Purpose! empowers teachers across all content areas to create meaningful teaching and learning experiences together with their students for the success of all.