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Preface | |
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Correlation Guide | |
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Topic Guide | |
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Internet References | |
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Perspectives on Teaching | |
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Unit Overview | |
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What Makes a Great Teacher? PDK Summit Offers Many Ideas | |
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The Spectrum of Education Research | |
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Embarking on Action Research | |
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Teaching with Awareness: The Hidden Effects of Trauma on Learning | |
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Supporting Adolescents Exposed to Disasters | |
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Development | |
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Unit Overview | |
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Childhood | |
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Play and Social Interaction in Middle Childhood | |
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Childhood Obesity in the Testing Era: What Teachers and Schools Can Do! | |
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The Curriculum Superhighway | |
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Adolescence | |
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The Under-Appreciated Role of Humiliation in the Middle School | |
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Adolescent Decision Making: An Overview | |
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Academic Instructors or Moral Guides? Moral Education in America and the Teacher’s Dilemma | |
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Individual Differences among Learners | |
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Unit Overview | |
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Exceptional Learning Needs | |
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Improving the Way We Think about Students with Emotional and/or Behavioral Disorders | |
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Sam Comes to School: Including Students with Autism in Your Classroom | |
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Universal Design in Elementary and Middle School: Designing Classrooms and Instructional Practices to Ensure Access to Learning for All Students | |
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Gifted and Talented | |
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Social and Emotional Development of Gifted Children: Straight Talk | |
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Cultural Diversity | |
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Understanding Unconscious Bias and Unintentional Racism | |
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Nine Powerful Practices: Nine Strategies Help Raise the Achievement of Students Living in Poverty | |
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Becoming Adept at Code-Switching | |
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Do Single-Sex Classes and Schools Make a Difference? | |
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Learning and Instruction | |
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Unit Overview | |
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Learning and Cognition | |
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A Fresh Look at Brain-Based Education | |
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What Will Improve a Student’s Memory? | |
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When Students Seem Stalled | |
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Classroom Assessment and Grading to Assure Mastery | |
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Backward Design: Targeting Depth of Understanding for All Learners | |
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Learning-Style Responsiveness Approaches for Teaching Typically Performing and At-Risk Adolescents | |
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Instructional Strategies | |
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The Goals of Differentiation | |
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Time for Time on Task and Quality Instruction | |
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"To Find Yourself, Think for Yourself": Using Socratic Discussions in Inclusive Classrooms | |
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Setting the Record Straight on "High-Yield" Strategies | |
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Technology & the Internet | |
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Strategies for Planning Technology-Enhanced Learning Experiences | |
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Plagiarism in the Internet Age | |
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Strategies to Prevent and Heal the Mental Anguish Caused by Cyberbullying | |
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R U Safe? | |
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Motivation, Engagement, and Classroom Management | |
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Unit Overview | |
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Motivation and Engagement | |
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The Perils and Promises of Praise | |
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Should Learning Be Its Own Reward? | |
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Beyond Content: How Teachers Manage Classrooms to Facilitate Intellectual Engagement for Disengaged Students | |
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Successful Teachers Develop Academic Momentum with Reluctant Students | |
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"I’ll Repeat Myself, Again?!": Empowering Students through Assertive Communication Strategies | |
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Classroom Management | |
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Strategies for Effective Classroom Management in the Secondary Setting | |
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Tackling a Problematic Behavior Management Issue: Teachers’ Intervention in Childhood Bullying Problems | |
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Middle School Students Talk about Social Forces in the Classroom | |
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Dimensions of Person-Centered Classroom Management | |
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Assessment | |
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Unit Overview | |
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Standards, Accountability, and Standardized Testing | |
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Who Is No Child Left Behind Leaving Behind? | |
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Upper Elementary Grades Bear the Brunt of Accountability | |
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Grading Education | |
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Measuring the Achievement Elephant | |
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Exit Exams Harm Students Who Fail Them-and Don’t Benefit Students Who Pass Them | |
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Classroom Assessment | |
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Reliability and Validity of Information about Student Achievement: Comparing Large-Scale and Classroom Testing Contexts | |
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Feedback That Fits | |
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Using Self-Assessment to Chart Students’ Paths | |
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Peer Assessment | |
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Assessment-Driven Improvements in Middle School Students’ Writing | |
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Test-Your-Knowledge Form | |
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Article Rating Form | |