(De)Constructing ADHD: Critical Guidance for Teachers and Teacher Educators
by Linda J. Graham
Attention Deficit Hyperactivity Disorder (ADHD) has achieved celebrity status in many Western countries, yet despite considerable effort to prove its existence as a «real» disorder, ADHD still suffers from a crisis of legitimacy. Nonetheless, diagnosis and prescription of medication has grown at a phenomenal rate since the late 1980s, particularly in Western culture. Numerous accounts exist explaining how the ADHD diagnosis functions as a convenient administrative loophole, providing schools with a medical explanation for school failure, medication to sedate the «problem» into submission, or the means to eject children from mainstream classrooms.
This book provides a more holistic interpretation of how to respond to children who might otherwise be diagnosed with and medicated for «ADHD» – a diagnosis which, whether scientifically valid or not, is unhelpful within the confine of the school. Training teachers to recognise and identify «ADHD symptoms» or to understand the functions of restricted pharmaceuticals will only serve to increase the number of children diagnosed and the sale of psychoactive medications.
Research has shown that such activities will not help those children learn, nor will it empower their classroom teachers to take responsibility for teaching such children well.
This book seeks to provide school practitioners with knowledge that is useful within the educational context to improve the educational experiences and outcomes for children who might otherwise receive a diagnosis of ADHD.
Regular price: 49.50
Discounted member price: 47.50
|10 Mindframes for Visible Learning: Teaching for Success
by John Hattie & Klaus Zierer
ONLY $26.00 For a Strictly Limited Time
The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role.
In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success.
- thinking of and evaluating your impact on students’ learning;
- the importance of assessment and feedback for teachers;
- working collaboratively and the sense of community;
- the notion that learning needs to be challenging;
- engaging in dialogue and the correct balance between talking and listening;
- conveying the success criteria to learners;
- building positive relationships.
These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge.
This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximise success.
Regular price: 26.00
|Assessment and Student Success in a Differentiated Classroom
Authors: Tonya R Moon & Carol Ann Tomlinson
Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all year levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment – pre-assessment, formative assessment and summative assessment – and to grading and student reports. Readers learn how differentiation can:
- Capture student interest and increase motivation
- Clarify teachers’ understanding about what is most important to teach
- Enhance students’ and teachers’ belief in student learning capacity; and
- Help teachers understand their students’ individual similarities and differences so they can reach more students, more effectively
Throughout, the authors emphasise the importance of maintaining a consistent focus on the essential knowledge, understandings and skills that all students must acquire, no matter what their starting point.
Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias.
Grounded in research and the authors’ teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for and achieve their full potential.
Regular price: 32.95
Discounted member price: 30.95
|Developing Effective Learners: RTI Strategies
Developing Effective Learners: RTI Strategies for Student Success
by Toby Karten
Proactively address your students’ diverse needs, using multitiered systems of support and response to intervention (RTI). The author details how to impactfully respond to students’ academic, emotional, and behavioral challenges; embrace learning differences; and create inclusive classroom environments. Throughout the book, readers are supplied with tiered lessons, practical resources, instructional and staff scenarios, student vignettes, and responsive evidence-based interventions.
Gain evidence-based characteristics of effective learners. Study research that justifies the book’s suggested learner strategies.
Learn how to plan multitiered grade-level lessons across disciplines.
Receive guidance on how to implement multitiered, responsive interventions to meet students’ learning needs.
Discover how to create a supportive classroom culture that helps close achievement gaps and improve learning.
Toby J. Karten is an experienced educator who has worked in the field of special education since 1976. An accomplished author and researcher, she has presented successful staff development to local, national and international audiences. Toby is a lecturer at Drew University and an adjunct professor and graduate instructor at the Regional Training Center, which is affiliated with Gratz College, College of New Jersey, and Washington College. She has been a resource teacher, staff developer, adult educator, and inclusion consultant in New York and New Jersey schools and in many districts nationally and globally for students and educators in grades P–12 and beyond.
Regular price: 32.95
Discounted member price: 30.95
|Disability & Teaching
by Susan Gabel & David Connor
Disability and Teaching highlights issues of disability in K-12 schooling faced by teachers, who are increasingly accountable for the achievement of all students regardless of the labels assigned to them. It is designed to engage prospective and practicing teachers in examining their personal theories and beliefs about disability and education.
Part I offers four case studies dealing with issues such as inclusion, over-representation in special education, teacher assumptions and biases, and the struggles of novice teachers. These cases illustrate the need to understand disability and teaching within the contexts of school, community, and the broader society and in relation to other contemporary issues facing teachers. Each is followed by space for readers to write their own reactions and reflections, educators’ dialogue about the case, space for readers’ reactions to the educators’ dialogue, a summary, and additional questions.
Part II presents public arguments representing different views about the topic: conservative, liberal-progressive, and disability centered.
Part III situates the authors’ personal views within the growing field of Disability Studies in education and provides exercises for further reflection and a list of resources.
Disability and Teaching is the 8th volume in the Reflective Teaching and the Social Conditions of Schooling Series, edited by Daniel P. Liston and Kenneth M. Zeichner. This series of small, accessible, interactive texts introduces the notion of teacher reflection and develops it in relation to the social conditions of schooling. Each text focuses on a specific issue or content area in relation to teaching and follows the same format. Books in this series are appropriate for teacher education courses across the curriculum.
Regular price: 71.99
Discounted member price: 69.99
|Disability and the Politics of Education
Disability and the Politics of Education: An International Reader
By Susan L. Gabel and Scot Danforth
Disability and the Politics of Education: An International Reader is a rich resource that deals comprehensively with the many aspects of the complex topic of disability studies in education.
For nearly two decades, global attention has been given to education as a human right through global initiatives such as Education for All (EFA) and the Salamanca Statement. Yet according to UNESCO, reaching the goals of EFA remains one of the most daunting challenges facing the global community.
Today, millions of the world’s disabled children cannot obtain a basic childhood education, particularly in countries with limited resources. Even in the wealthiest countries, many disabled children and youth are educationally segregated from the non-disabled, particularly if they are labeled with significant cognitive impairment.
International agencies such as the United Nations and the World Bank have generated funds for educational development but, unfortunately, these funds are administered with the assumption that 'west is best', thereby urging developing countries to mimic educational policies in the United States and the United Kingdom in order to prove their aid-worthiness. This 'McDonaldization' of education reproduces the labeling, resource allocation, and social dynamics long criticized in disability studies.
The authors in this volume explore these subjects and other complexities of disability and the politics of education. In doing so, they demonstrate the importance and usefulness of international perspectives and comparative approaches.
Regular price: 77.00
Discounted member price: 75.00
|Eight Paths to Leadership: A Guide for Special Educators
by Belva C Collins
Administrators aren't the only education professionals who can take on leadership roles. Every teacher can be a leader—and this book shows special educators how to choose and navigate their own individual path to educational leadership.
Author Belva Collins, a seasoned educator herself, knows that many special education teachers are called on as “leaders by default” when colleagues turn to them for expertise. In this empowering professional development resource, she shows special educators how to pursue more intentional leadership roles so they can maximize their impact in preK–12 schools. Preservice and in-service teachers will discover eight different paths they can follow to become leaders:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
For each path to leadership, teachers will get detailed guidelines for success, grounded in up-to-date research and the author's deep understanding of the everyday challenges educators face. Throughout the book, “Voice of a Leader” interview excerpts share nuggets of practical wisdom and show how real teachers evolved and triumphed on diverse paths to leadership.
Based on the successful teacher leadership course Dr. Collins developed at the University of Kentucky, this forward-thinking book will prepare special educators to make a powerful difference in schools, communities, and the lives of their students.
PRACTICAL MATERIALS: Chapters include learning objectives, definitions of key terms, thought-provoking reflection questions, interview excerpts, and follow-up activities to help teachers delve deeper into each leadership path. Full transcripts of interviews with eight teacher leaders are available online.
Regular price: 62.00
Discounted member price: 60.00
|Essential Tips for the Inclusive Secondary Classroom
Essential Tips for the Inclusive Secondary Classroom: A Road Map to Quality-first Teaching
by Pippa Whittaker, Rachael Hayes
This go-to resource provides practitioners with quick, easy and cost-effective ways of improving inclusive practices in educational settings.
Addressing the needs of children with various disabilities, from ADHD, dyslexia and low literacy skills, to physical disabilities, mental health and social needs, the book offers practitioners tips and ideas for ensuring that each and every student is integrated and supported to maximum effect. Clearly presented, concisely written and easily implemented, tips relate to critical elements of the school setting, including:
the school environment and classroom organisation
teaching equipment and resources
lesson structures and timings
early recognition and collaboration with families
student–practitioner interaction and peer relationships.
Tips can be photocopied for display on staffroom noticeboards and circulation to colleagues. Engaging and accessible, this book will be an essential resource for practitioners, SENCOs and Inclusion Managers working in primary and secondary settings.
Regular price: 48.99
Discounted member price: 46.99
|How to Differentiate Instruction...
How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition
by Carol Ann Tomlinson
We differentiate instruction to honour the reality of the students we teach.
They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things or deeply immersed in a particular topic. They are academically advanced or “kids in the middle” or struggling due to cognitive, emotional, economic or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.
Written as a practical guide for teachers, this expanded third edition of Carol Ann Tomlinson’s ground-breaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You’ll learn:
what differentiation is and why it’s essential
how to set up the flexible and supportive learning environment that promotes success
how to manage a differentiated classroom
how to plan lessons differentiated by readiness, interest and learning profile
how to differentiate content, process and products
how to prepare students, parents and yourself for the challenge of differentiation.
First published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson’s continuing thinking about how to help each and every student access challenging, high-quality curriculum; engage in meaning-rich learning experiences; and feel at home in a school environment that “fits”.
Regular price: 35.00
Discounted member price: 33.00
|Leading for Differentiation: Growing Teachers Who Grow Kids
Authors - Michael Murphy & Carol Tomlinson
Leading for Differentiation lays out the reflective thinking and action-oriented steps necessary to launch a system of continuous professional learning, culture building and program assessment that will allow differentiation to flourish in every classroom. Incorporating their own experience insights, authentic examples and practical tools, world-renowned differentiated instruction expert Carol Ann Tomlinson and change leadership authority Michael Murphy explore
why a move to school-wide differentiation makes so much sense for today’s students and today’s standards- and accountability-focused climate
how to transform a vision for school-wide differentiation into manageable, year-by-year plans to achieve it
how to incorporate the principles of differentiation, motivation and adult learning into respectful, responsive and truly effective professional development throughout all stages of the change initiative
how to foster and recognise growth in teachers’ differentiation practices, and how to chart the impact differentiation is having on student learning
how to recognise, understand and respond to resistance – in both its predictable forms and surprising ones
what school-wide differentiation looks like when it’s fully established and how to tend to it for long-term success.
Leading the change to a differentiated school means creating an environment in which each individual feels valued, challenged, supported and part of a team working together for success. In this book, school leaders will learn how to set the course for positive change and create the structural supports that will help teachers grow as differentiators so that their students will thrive as learners.
Regular price: 39.95
Discounted member price: 37.95
|Rigor Is NOT a Four-Letter Word, 3rd Edn
Author - Barbara Blackburn
WAS $56.99 NOW $22.00
Learn how to increase rigor so that all students can reach higher levels of learning! In this new edition of a best seller, author Barbara R. Blackburn offers practical ideas for raising expectations, increasing complexity, integrating scaffolding into instruction, creating open-ended choices and projects, and much more. This timely new edition provides connections to rigorous standards, plus it features new sections on topics such as questioning models, student ownership, Genius Hour, summative assessments, becoming a teacher-leader, and increasing rigor in instructional technology.
Appropriate for teachers of all grade levels and subject areas, the book is filled with helpful strategies and tools that you can implement immediately.
With its practical advice and helpful tools, Rigor Is NOT a Four-Letter Word will set you and your students on the fast track to higher learning and sustained success.
Regular price: 22.00
Discounted member price: 21.00
|Teaching Literacy in the Visible Learning Classroom, K-5
Teaching Literacy in the Visible Learning Classroom, Grades K-5
by Douglas Fisher, Nancy Frey and John Hattie
It could happen at 10:10 a.m. in the midst of interactive writing, at 2:30, when listening to readers, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding?
In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools for effective literacy instruction that have high-impact on learning - and insights on which stage of learning they have that high impact.
With their expert lessons, video clips, and online resources, you can deliver sustained, comprehensive experiences in phonics, guided reading, interactive writing, content-area discussions - in virtually all you teach:
Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to “see” the purpose of what they are learning - and their own progress.
Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students.
Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts.
Teacher-Led Dialogic Instruction: Guide reading, writing, and thinking by using questioning and other teacher-led discussion techniques to help learners to clarify thinking, disagree respectfully, and reach consensus.
Student-Led Dialogic Learning: Foster cognitive growth with peer-mediated learning - reciprocal teaching, QAR, fish bowl, and more.
Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills.
Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for K-5 learners.
With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices - and knowing WHEN those practices are best leveraged to maximize student learning.
Regular price: 49.99
Discounted member price: 47.99
|The Ecology of Inclusive Education
The Ecology of Inclusive Education: Strategies to Tackle the Crisis in Educating Diverse Learners
by David Mitchell
Educators today face two major challenges. The first, is to develop an education system which meets the needs of an ever more diverse student population. The second, is to successfully implement such a system. This requires nothing less than a revolutionary transformation of current approaches taken to education.
Drawing on research-based evidence and offering over 70 concrete strategies to help educators respond to these challenges, this unique book provides a blueprint for an education system which will recognize the rights of all students, while engendering social cohesion and an equitable society. Broadening the scope of inclusive education, the author presents an ecological model – a system which places children at its centre and acknowledges the impacts of school, community, bureaucracy and society, to maximize opportunities for learning, and see students achieve the same levels of attainment, regardless of their gender, socio-economic status, ethnicity, religious beliefs or disability.
A timely book which addresses the concerns of teachers and educators around the globe, The Ecology of Inclusive Education will give its readers the knowledge and confidence they require to meet the needs of each and every learner.
Regular price: 62.99
Discounted member price: 60.99
|Visible Learning for Mathematics, Grades K-12: What Works Be
Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning
Authors - John Hattie, Douglas Fisher, Nancy Frey, Linda Gojak, Sara Moore and William Mellman
Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Math, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school.
That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in“visible” learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students.
Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle:
Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings.
Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency.
Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations.
To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Regular price: 60.00
|Visible Learning for Teachers: Maximizing Impact on Learning
Visible Learning for Teachers - Maximizing Impact on Learning
Author - John Hattie
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.
1. links the biggest ever research project on teaching strategies to practical classroom implementation;
2. champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up;
3. offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement; and
4. includes whole school checklists and advice for school leaders on facilitating visible learning in their institution; and
5. now includes additional meta-analyses bringing the total cited within the research to over 900;
6. comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
Regular price: 45.00
|What Really Works in Special and Inclusive Education
What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies, 2nd Edition
by David Mitchell
As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods.
What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices.
Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary.
In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field. From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools.
Updates to this new edition include:
* four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system
* over 350 new references
* an even wider international focus, including evidence drawn from Asia
* references to recent developments in neuroscience
* a new companion website, with extra case studies
This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher.
Regular price: 69.99
Discounted member price: 67.99