Researching the Challenges and Opportunities for International Teacher
Recruitment and Retention : Report of the Fourth Commonwealth Teachers'
Research Symposium Hosted by the National Education Association,
Washington, DC, USA ...
Author: Roli Degazon-Johnson
Publisher: Commonwealth Secretariat
"Report prepared by Roli Degazon-Johnson Phd., Education Adviser, Commonwealth Secretariat."
A revised edition of a popular resource builds on the authors' findings that key problems in teaching methods are causing America to lag behind international academic standards, outlining a program for administrators, instructors, and ...
Author: James W. Stigler
Publisher: Simon and Schuster
A revised edition of a popular resource builds on the authors' findings that key problems in teaching methods are causing America to lag behind international academic standards, outlining a program for administrators, instructors, and parents that incorporates solutions based on current research. Reprint.
With a focus on nurturing pupils’ will and skill to read for pleasure and purpose, this essential volume provides practical solutions to help all teachers create a rich reading culture that will enable every student to thrive in school ...
Author: Alex Quigley
Our pupils’ success will be defined by their ability to read fluently and skilfully. But despite universal acceptance of reading’s vital importance, the reading gap in our classroom remains, and it is linked to an array of factors, such as parental wealth, education and book ownership, as well as classroom practice. To close this gap, we need to ensure that every teacher has the knowledge and skill to teach reading with confidence. In Closing the Reading Gap, Alex Quigley explores the intriguing history and science of reading, synthesising the debates and presenting a wealth of usable evidence about how children develop most efficiently as successful readers. Offering practical strategies for teachers at every phase of their teaching career, as well as tackling issues such as dyslexia and the role of technology, the book helps teachers to be an expert in how pupils ‘learn to read’ as well as how they ‘read to learn’ and explores how reading is vital for unlocking a challenging academic curriculum for every student. With a focus on nurturing pupils’ will and skill to read for pleasure and purpose, this essential volume provides practical solutions to help all teachers create a rich reading culture that will enable every student to thrive in school and far beyond the school gates.
Practical and useful ideas for individual teachers and schools.>
Author: Mike Hughes
Publisher: Network Continuum Education
This work is about eliminating the discrepancy between what we know constitutes effective learning and what we know goes on in classrooms. All of the strategies outlined have been used effectively and successfully in a wide range of secondary schools.
This is the approach taken by teachers who lead diverse students to great academic achievements." —Beverly Hall, superintendent of Atlanta Public Schools and 2009 National Superintendent of the Year
Author: Teach For America
Publisher: John Wiley & Sons
A road map for teachers who strive to be highly effective leaders in our nation's classrooms Teach For America has fought the daunting battle of educational equity for the last twenty years. Based on evidence from classrooms across the country, they've discovered much about effective teaching practice, and distilled these findings into the six principles presented in this book. The Teaching As Leadership framework inspires teachers to: Set Big Goals; Invest Students and Their Families; Plan Purposefully; Execute Effectively; Continuously Increase Effectiveness; Work Relentlessly. The results are better educational outcomes for our nation's children, particularly those who live in low-income communities. Inspires educators to be leaders in their classrooms and schools Demystifies what it means to be an effective teacher, describes key elements of practice and provides a clear vision of success Addresses the challenges every teacher, in every classroom, faces on a daily basis An accompanying website includes a wealth of tools, videos, sample lessons, discussion boards, and case studies.
Working conditions seem to matter a great deal for teacher effectiveness--but which ones? This policy brief offers a powerful perspective on teaching effectiveness and teacher collaboration.
Author: Barnett Berry
Over the last decade, policy and business leaders have come to know what parents have always known: teachers are the largest school-based factor in student achievement. Yet not all schools have equal access to the most effective teachers. High-needs schools that serve large proportions of economically disadvantaged and minority students are more likely to have difficulty recruiting and retaining teachers, particularly in high-demand subjects like math and special education. As a result, they are much more likely to fill those openings with out-of-field, inexperienced, and less well-prepared teachers. Simply put, the student achievement gap is largely explained by an effective teaching gap. The important question is how individuals seek to close that gap. Some pundits and policymakers suggest that effective teachers are born, not made--and that the academic ability and personal traits of new recruits are more important for teaching effectiveness than pedagogical training. However, recent studies have shown that teachers are significantly more effective if they are fully prepared when they enter teaching, are certified in the specific field they teach, have higher scores on their licensing tests, have graduated from a more competitive college, have at least two years teaching experience, and are National Board certified. In addition, a new body of research suggests that teaching experience and pedagogical preparation matters for student achievement when teachers have opportunities to learn from their peers in their schools over time. Working conditions seem to matter a great deal for teacher effectiveness--but which ones? This policy brief offers a powerful perspective on teaching effectiveness and teacher collaboration. Drawing on surveys and interviews of teachers in urban, high-needs schools as well as a broader research literature, the authors offer evidence to show that when teachers are given time and tools to collaborate with their peers, they are more likely to teach effectively and more likely to remain in the high-needs schools that need them most. (Contains 2 figures.).
Author: Donna Walker TilestonPublish On: 2009-03-31
This book provides so much more than any other text that I have ever used in an Introduction to Education course regarding working with diverse populations." —Rosemary Traoré, Assistant Professor of Urban Education University of North ...
Author: Donna Walker Tileston
Publisher: Corwin Press
Use instructional practices that lead students of poverty and diverse cultures to success! Donna Walker Tileston and Sandra K. Darling provide instructional strategies to help teachers improve learning in students of diverse cultures and poverty. This research-based book presents a six-part framework that builds on students’ assets and strengths. The authors discuss: Why some cultures are “turned off” by typical motivational approaches and what educators can do to reach students What research says about the brain’s desire to learn How teachers can build on students’ prior knowledge The importance of resiliency Teaching procedural and declarative knowledge and preparing students for tests
This must-read book presents the case for teacher-led efforts to develop students' vocabulary and provides practical solutions for teachers across the curriculum, incorporating easy-to-use tools, resources and classroom activities.
Author: Alex Quigley
As teachers grapple with the challenge of a new, bigger and more challenging school curriculum, at every key stage and phase, success can feel beyond our reach. But what if there were 50,000 small solutions to help us bridge that gap? In Closing the Vocabulary Gap, Alex Quigley explores the increased demands of an academic curriculum and how closing the vocabulary gap between our ‘word poor’ and ‘word rich’ students could prove the vital difference between school failure and success. This must-read book presents the case for teacher-led efforts to develop students' vocabulary and provides practical solutions for teachers across the curriculum, incorporating easy-to-use tools, resources and classroom activities. Grounded in the very best available evidence into reading development and vocabulary acquisition, Closing the Vocabulary Gap sets out to: help teachers understand the vital role of vocabulary in all learning; share what every teacher needs to know about reading (but was afraid to ask); unveil the intriguing history of words and exactly how they work; reveal the elusive secrets to achieve spelling success; provide strategies for vocabulary development for all teachers of every subject and phase. With engaging anecdotes from the author’s extensive personal teaching experience woven throughout, as well as accessible summaries of relevant research, Alex Quigley has written an invaluable resource suitable for classroom teachers across all phases, literacy leaders and senior leadership teams who wish to close the vocabulary gap.
Instructional Units from High School English Teachers ... Cher Sansone
addressed this strategy in her unit called “Book Clubs,” published in the first
installment of Closing the Gap—Teacher to Teacher. If you are new to group work
, you will ...
" --"Diane Lapp, San Diego State University" "I would definitely use this book in my work in school districts because it really ties everything we are dealing with together in a concrete way. Everything in this book is important. . .
Author: Thomas G. Gunning
Publisher: Allyn & Bacon
Category: Language Arts & Disciplines
At a time when so many pivotal education issues are closely tied to literacy and education policy, such as No Child Left Behind legislation, Tom Gunning provides critical insight into the key elements needed to close the literacy gap in America's schools, from pre-kindergarten through eighth grade. Closing the Literacy Gap addresses the demands of the No Child Left Behind legislation and provides a wide range of recommendations and a great number of practical suggestions for closing the literacy gap. This much-awaited text builds from an early emphasis on creating a vision statement to implementing effective techniques and assessing for instruction. Unlike other texts, Gunning provides a coherent plan for program implementation that has proven to successfully close the literacy gap. The recommendations provided within the text are specific and detailed and are built on basic principles.
Author: Canadian Career Information PartnershipPublish On: 1997
Developing Career Awareness in Our Schools : a Guidebook for Educators,
Parents, and Business and Community Leaders Canadian Career Information
Partnership. CLOSING THE SKILLS GAP Teachers have many opportunities to
From Superstar Assemblies to encourage their dreams and aspirations; to Munch 'n Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and ...
Author: Antony Luby
Category: Academic achievement
Closing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch 'n Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a 'can do' approach whilst never shying away from the very real issues within education.
... assist school districts in closing the teacher gap . 1 1 Source : L. 2007 : Entire
article added , p . 455 , § 1 , effective April 11 . 1 22-68-103 . Definitions . As used
in this article , unless the context otherwise requires : ( 1 ) “ Commission ” means
Chapters in this book, based on the efforts of the Urban Education National Network Task Force, define the nature of obstacles to the academic performance of urban students and identify, validate, and disseminate a knowledge base of theory ...
Author: Belinda Williams
Category: Academic achievement
Chapters in this book, based on the efforts of the Urban Education National Network Task Force, define the nature of obstacles to the academic performance of urban students and identify, validate, and disseminate a knowledge base of theory and practice to inform decision making about urban schools. The chapters are: (1) "The Nature of the Achievement Gap: The Call for a Vision To Guide Change" (Belinda Williams); (2) "Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience-Promoting Strategies" (Margaret C. Wang and John A. Kovach); (3) "Cultural Values in Learning and Education" (Patricia Marks Greenfield, Catherine Raeff, and Blanca Quiroz); (4) "Educating Teachers To Close the Achievement Gap: Issues of Pedagogy, Knowledge, and Teacher Preparation" (Kenneth M. Zeichner); (5) "Closing the Achievement Gap: Opportunity To Learn, Standards, and Assessment" (Floraline Ingram Stevens); (6) "Fostering Resiliency in Urban Schools" (Bonnie Benard); (7) "Teacher Engagement and Real Reform in Urban Schools" (Karen Seashore Louis and BetsAnn Smith); and (8) "A Social Vision for Urban Education: Focused, Comprehensive, and Integrated Change" (Belinda Williams). An appendix lists the Regional Educational Laboratories. Most chapters contain references. (Contains one figure.) (SLD)