Instructional Alignment

Author: Suzanne Houff
Publisher: R&L Education
ISBN: 1607094541
Format: PDF, ePub
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In response to a quagmire of jargon based and convoluted curriculum textbooks, Instructional Alignment offers a concise and basic approach to instructional design. By exploring the areas of planning, assessment, and methodology, this text outlines the essential components of effective teaching and illustrates how they align in order to maximize student learning.

Learning Science and the Science of Learning

Author: Rodger W. Bybee
Publisher: NSTA Press
ISBN: 1933531657
Format: PDF
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Sure, you teach science. But do your students really learn it? Students of all ages will absorb more if you adapt the way you teach to the way they learn. That's the message of this thoughtful collection of 12 essays by noted science teachers. Based on the latest research, this is definitely a scholarly book. But to bring theories to life, it includes realistic scenarios featuring classrooms where students are encouraged to construct their own science learning. These scenarios will give you specific ideas on how to help your students become more reflective about their learning process, including what they know, what their stumbling blocks are, and how to overcome them. You'll also examine how to use formative assessment to gauge student learning during the course of a lesson, not just at the end.

Curriculum Leadership

Author: Allan A. Glatthorn
Publisher: SAGE
ISBN: 1412967813
Format: PDF, ePub, Mobi
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Curriculum Leadership, Second Edition is a one-of-a-kind resource written for educational leaders (both administrators and teachers) who want to successfully restructure and enhance school curriculum. This book provides innovative and successful curriculum ideas, including reflective case studies, Keys to Leadership sections, curriculum tips, and Challenge sections with key issues and questions in every chapter. Also interspersed throughout the book are tried and true strategies that provide administrators with innovative ideas on meeting state and national standards. This is a much needed, highly informative, and easy-to-read account of curriculum development and change for curriculum leaders, those teaching curriculum courses, and those aspiring to become curriculum decision makers. It provides the knowledge and skills needed to develop and implement a K–12 school curriculum. New features to this second edition include: A new multiculturalism box in the text, either a case study/example or tips for incorporating multiculturalism into the classroom Integration of NCATE and any standards-coverage at the end of each chapter in relevant chapters. More material on developing curriculum that is specifically for teachers, rather than administrators, that covers how teachers develop curriculum together or influence the development of curriculu More pedagogy that is specific to teachers, which includes case studies and curriculum development tips for teachers and administrators working together Instructor’s Resource CD

50 Ways to Close the Achievement Gap

Author: Carolyn J. Downey
Publisher: Corwin Press
ISBN: 1412958989
Format: PDF, ePub, Mobi
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Written for school leaders, this completely revised edition outlines detailed, research-based strategies for developing high-performing schools and fostering educational equity for all students.

Developing Assessments for the Next Generation Science Standards

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309289548
Format: PDF, ePub, Mobi
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Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

Qualities of Effective Principals

Author: James H. Stronge
Publisher: ASCD
ISBN: 1416607447
Format: PDF, Kindle
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What does it take to be a good school principal? No two principals work in exactly the same way, but research shows that effective principals do focus on a core set of factors that are critical to fostering success for all students. In Qualities of Effective Principals, James H. Stronge, Holly B. Richard, and Nancy Catano delineate these factors and show principals how to successfully balance the needs and priorities of their school and continuously develop and refine their leadership skills. Throughout the book, the authors provide readers with helpful tools and extensive research that will help them to *Develop a blueprint for sustained school leadership *Create an effective school climate for learning *Select, support, and retain high-quality teachers and staff *Assess instructional high quality *Build a foundation for organizational management *Create, maintain, and strengthen community relationships *Make contributions to the professional educational community *Define their critical role in student achievement This book also includes practical skills checklists, quality indicators and red flags for effective leadership, and an extensive annotated bibliography. Qualities of Effective Principals is an excellent resource for both experienced and new principals committed to developing and leading strong schools that help all students succeed.

Teaching for Quality Learning at University

Author: John B. Biggs
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242766
Format: PDF
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This best-selling book explains the concept of constructive alignment in education and aids implementation of this at multiple levels.

Opportunity to Learn Curriculum Alignment and Test Preparation

Author: Jaap Scheerens
Publisher: Springer
ISBN: 3319431102
Format: PDF
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This book provides a review of the effectiveness of Opportunity to Learn (OTL) operationalized as the association between OTL and student achievement. In addition, it presents an elaborate conceptual map in which OTL is regarded as part of a larger concept of curriculum alignment. Major components of this framework are national goals and standards, school curricula, formative tests, textbooks, actual delivery of content as part of teaching, and summative tests and examinations.Alignment between educational goals, intended and implemented curricula, and educational outcomes is considered an important prerequisite for effective education. The expectation is that better alignment leads to better student performance. The concept of OTL is commonly used to compare content covered, as part of the implemented curriculum, with student achievement. As such it is to be seen as a facet of the broader concept of “alignment”. As it comes to enhancing OTL in educational policy and practice, proactive curriculum development is compared to a more retroactive orientation. Legitimate forms of test and examination preparation belong to this retroactive orientation, and are seen as favorable conditions for optimizing OTL. This book reviews the research evidence on the effects of OTL on student achievement by means of detailed descriptions of key-empirical studies, a review of meta-analyses, a “vote count” syntheses of 51 empirical studies, conducted between 1995 and 2015, and a secondary analysis based on TIMSS 2011, and PISA 2012 data. It concludes that the effect size of OTL, at about .30, is modest, but comparable in size to other effectiveness-enhancing conditions in schooling. The final chapter of the book provides suggestions for educational policy and practice to further optimize OTL. /div

Classroom Assessment and the National Science Education Standards

Author: Center for Education
Publisher: National Academies Press
ISBN: 030906998X
Format: PDF, Mobi
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The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.

How People Learn

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Format: PDF, ePub, Docs
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.