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