Understanding Standards-Based Education A Practical Guide for Teachers and Administrators

ISBN-10: 1412955726
ISBN-13: 9781412955720
Edition: 2008
List price: $33.95
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Description: This comprehensive guide to standards-based education takes a collaborative and respectful stance toward teaching, learning, and accountability that both incorporates and looks beyond No Child Left Behind. Grounded in the authors' pyramid of  More...

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Book details

List price: $33.95
Copyright year: 2008
Publisher: Corwin Press
Publication date: 11/13/2007
Binding: Paperback
Pages: 176
Size: 8.50" wide x 11.00" long x 0.50" tall
Weight: 1.386
Language: English

This comprehensive guide to standards-based education takes a collaborative and respectful stance toward teaching, learning, and accountability that both incorporates and looks beyond No Child Left Behind. Grounded in the authors' pyramid of responsibility, Understanding Standards-Based Education identifies what everyone needs to know about standards-based education, what "most" stakeholders need to know, and what only "some" stakeholders need to know. The authors focuson clarifying role responsibilities and then invite effective participation by all. Among the core stakeholder-participants in the authors system of standards-based education and accountability are students, parents, and teachers (level 1); team leaders, department chairs, and facilitators of standards-based curriculum (level 2); andprincipals, superintendents, and school boards/oversight committees (level 3). This invaluable resource includes: An overview of NCLB legislation highlighting current areas of concern for all three stakeholder levels A data-driven plan of action and assessment for transforming the traditional educational curriculum into a standards-based curriculum Clear step-by-step instructions in every chapter to ensure sustainability of the standards-based system The book's instructional approach incorporates best practices from direct instruction (Madeline Hunter), brain-based learning, differentiated instruction, and other core teaching methods as well as formative and summative student assessment techniques. Each chapter features ready-to-use templates, charts, rubrics, and checklists for stakeholders at each of the three levels of responsibility. Filled with the authors' wealth of hands-on experience, this teacher-friendly text is ideal for teachers, curriculum planners, and instructional leaders.

Richard A. Zagranski was a teacher for 40 years at South Hadley High School, South Hadley, MA. During that time he also held the following administrative positions: English Department Chairman; District Curriculum Coordinator for English; Chairman of the Teacher Evaluation Committee; Chairman of the Reaccreditation Committee; and Chairman of the Philosophy and Objectives Committee In addition, he has been an Adjunct Instructor at both Holyoke Community College as well as at Fitchburg State College, both in Massachusetts. Currently, he is a Standards-Based Consultant working with school systems in and around the New England area. The information and techniques presented in this Guide are field-tested approaches, which he has refined through research and trial and error.

William Whigham has been a teacher for over 30 years in both middle and high schools, during which time he has served as an Interim Assistant Principal, Co-Chairman of the District Curriculum Committee, Grants Manager, Director of Physical Education and Athletics, Adjunct Instructor for Student Teachers at Springfield College, Adjunct Instructor at Fitchburg State College, and Standards-Based Consultant. He is the author of the first NCLB implementation program used by the South Hadley, MA, school system. He is currently working with Springfield College, Springfield, MA, in the future teachers program bringing in accountability and assessment standards. Likewise, he serves as a Standards-Based Consultant in the New England region.

Patrice Dardenne has been involved in education for over 30 years during which time he has served as Assistant Superintendent for Accountability (responsible for the development, implementation, and operation of the school system's assessment systems, data management systems, NCLB grant program, curriculum and technology initiatives), Interim Superintendent, Assistant to the Superintendent for Management Services (including professional development programs for the staff), Adjunct Instructor at American International College, Director of Special Education, and Dean of Students/Guidance Counselor. Likewise he has served as an Evaluation Consultant and an Educational Software Consultant in Monterey, California, working with the school district to institute assessment and data management services. He was just appointed to the position of Superintendent of Schools in Hatfield, Massachusetts.

List of Figures
Preface
Acknowledgments
About the Authors
Introduction
Relevant Versus Relative
The Problems
The Solution
Content and Intent
Traditional Versus Standards-Based Education
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
How Do We Get There From Here
Questions for Reflection
Summary
Accountability
Raise the Drawbridge, Flood the Moat
Surprise, Surprise, Surprise!
Accountability 101
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
Summary
Performance Objective
Touching All the Bases But Getting Thrown Out at Home
What Everyone Needs to Know
Defining Performance Objectives
Performance Objective Tips
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
Summary
Performance Assessment
What? Where? Why? How?
Summative and Formative
Eliminate A and D; Guess B or C
What Everyone Needs to Know
Assessment Strategies
From Standard to Assessment
What Most People Need to Know
What Some People Need to Know
Summary
Data
What Is Data and From Where Does It Come?
The Standards-Based Model and Data
What Everyone Needs to Know
Form Versus Function
Simplicity Is the Key
Student Portfolios
What Most People Need to Know
What Some People Need to Know
Summary
Unit Design
Units Create Focus
What Everyone Needs to Know
Aids for the Educator
Measuring Success
What Did You Do in School Today?
What Most People Need to Know
What Some People Need to Know
Summary
Lesson Design
Hey, I Just Follow the Curriculum
Questions to Ask
Where There's a Need, There's A Way
What Everyone Needs to Know
Lesson Design Steps
The Transfer and Retention of Learning
Lesson Design Planner
What Most People Need to Know
What Some People Need to Know
Summary
Differentiation
Teaching Versus Learning
Differentiation Defined
Learning Styles Versus Teaching Styles
What Everyone Needs to Know
Differentiated Step Lessons: Method 1
Sample Step Lessons Using Method 1
Differentiated Step Lessons: Method 2
Sample Step Lessons Using Method 2
Differentiated Classroom 101
What Most People Need to Know
What Some People Need to Know
Summary
Scaffolding
Defining Scaffolding
What Everyone Needs to Know
Tools to Develop Understanding
The Three P's of Scaffolding Pieces: Problems, Projects, and Presentations
Model Behavior
Sample Lesson With Scaffolding
What Most People Need to Know
What Some People Need to Know
Summary
Instructional Grouping
Grouping Defined
What Everyone Needs to Know
Grouping Size
So, What If Grouping Strategies Are Not Working? Jump Ship or Row to Shore?
What Most People Need to Know
What Some People Need to Know
Summary
Brain-Based Learning
What Everyone Needs to Know
The Male and Female Brains
Engage the Brain
Strategies for Meaningful Learning
Sample Lesson
Am I Doing It Right?
What Most People Need to Know
What Some People Need to Know
Summary
Reporting Progress
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
Easy...Easier...Easiest in Grading Systems
Summary
Glossary
References
Index

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