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Early Numeracy Assessment for Teaching and Intervention

ISBN-10: 141291020X
ISBN-13: 9781412910200
Edition: 2nd 2006 (Revised)
List price: $48.00
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Description: This best-selling text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the acclaimednbsp; Mathematics Recovery Program . This revised version of Early  More...

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Book details

List price: $48.00
Edition: 2nd
Copyright year: 2006
Publisher: SAGE Publications, Limited
Publication date: 1/26/2006
Binding: Paperback
Pages: 224
Size: 6.75" wide x 9.50" long x 0.50" tall
Weight: 1.056
Language: English

This best-selling text has been fully updated to include developments and refinements brought about by widespread international application of the assessment tools in the acclaimednbsp; Mathematics Recovery Program . This revised version of Early Numeracy: Assessment for Teaching and Intervention helps teachers identify children's difficulties and misconceptions, and become more skilled and confident in planning programs for intervention and monitoring children's progress. This new edition includes: Integrated frameworks of tasks for assessing children's knowledge and strategies Four separate and revised diagnostic assessment interviews Assessments for addition and subtraction strategies, base ten arithmetical strategies, early grouping strategies, and advanced grouping strategies

Robert Wright earned a Bachelor's degree in Chemistry from Kutztown University of Pennsylvania in 1966, and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and was employed as a public school counselor, first with high school students and later with middle school students. In 1974 he completed a doctorate (Ph.D.) in Educational Psychology with specializations in child & adolescent development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University. Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association. He is professionally licensed to practice in Pennsylvania. During his career Professor Wright chaired 114 doctoral dissertations, published and presented over 120 articles and paper presentations and has had four books published.

Ann Stafford's academic background includes graduate study at Southern Cross University, Australia, the University of Chicago, and Clemson University. She received a Master's degree from Duke University and an undergraduate degree from the University of North Carolina at Greensboro. Her professional experience includes teaching and administrative roles in K-5 classrooms and supervision in the areas of mathematics, gifted, early childhood, and remedial as well as teaching and research positions at Clemson University. She has led in the writing and development of Early Childhood and Mathematics Curricula for the School District of Oconee County, South Carolina. Ann has received numerous professional awards and grants for outstanding contributions to the region and state for mathematics and leadership. She was the leader in the implementation and classroom applications of Mathematics Recovery in the USA and currently is an academic consultant.

Jim Martland is a member of the International Board of Mathematics Recovery and Founder of the Mathematics Recovery Council (UK and Ireland). He was a Senior Fellow in the Department of Education at the University of Liverpool. In his long career in education he has held headships in primary and middle schools and was Director of Primary Initial Teacher Training. In all the posts he continued to teach and pursue research in primary mathematics. His current work is with local education authorities in the UK and Canada, delivering professional development courses on assessing children's difficulties in numeracy and designing and evaluating teaching interventions.

Children, Numeracy and Mathematics Recovery
The Learning Framework in Number
The LFIN and the Assessment Interview Schedule 1.1
The Stages of Early Arithmetical Learning (SEAL)
Identifying the Stages of Early Arithmetical Learning
Assessment Interview Schedule 1.2
Assessment Interview Schedules 3.1 and 3.2
Recording, Coding and Analyzing the Assessment Interview Schedules
Linking the Assessment to Teaching
Assessment Interview Schedule 1.1
Assessment Interview Schedule 1.2
Assessment Interview Schedule 2.1
Assessment Interview Schedule 2.2
Assessment Interview Schedule 3.1
Assessment Interview Schedule 3.2
Learning Framework in Number
Instructional Framework for Early Number
Linking the Diagnostic Assessment Interviews to the
Learning Framework in Number
Required Materials
The Mathematics Recovery Coding Schedule
Glossary

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