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| 1 |
ID:
022923
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| Publication |
Alexandria, ASCD, 2013.
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| Description |
157pPurple Spine
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| Summary/Abstract |
Takes an in-depth look at assessment and shows how differentiation can improve the process in all grade levels and subject areas. A dynamic look at assessment and grading through the lens of differentiated instruction.
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| Standard Number |
9781416616177 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 021207 | 371.394/TOM | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 2 |
ID:
011130
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| Publication |
USA, ASCD, 2008.
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| Description |
150pOrange and White Spine
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| Summary/Abstract |
Describes how terachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice to collaborative learning and, finally, to independent tasks.
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| Contents |
Learning, or not learning, in school
Focus lessons: Establishing purpose and modeling
Guided instruction: Cues, prompts, and questions
Collaborative learning: Consolidating thinking with peers
Independent learning tasks: Not just 'Do it yourself school"
Implementing a gradual release of responsibility model
References
Index
About the authors
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| Standard Number |
9781416606352 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011415 | 371.39/FIS | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 3 |
ID:
012999
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| Edition |
2012 (2nd edition)
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| Publication |
Virginia, ASCD, 2012.
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| Description |
xx, 188pBlue Spine
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| Summary/Abstract |
This all-new, completely revised second edition of 2001, Classroom Instruction That Works pulls from years of research, practice, and results to reanalyze and reevaluate the nine instructional strategies that have the most positive effects on teaching and learning
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| Contents |
Foreword
Acknowledgements
Introduction
Creating the environment for learning
Helping students develop understanding
Helping students extend and apply knowledge
Putting the instructional strategies to use
References
Index
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| Standard Number |
9781416613626 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 012878 | 371.102/DEA | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 4 |
ID:
027015
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| Publication |
Virginia, ASCD, 2017.
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| Description |
ix, 314pPurple Spine
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| Summary/Abstract |
A guide for creating a schoolwide culture that both values reflection and uses it to ensure that teachers-and their students-reach their fullest potential.
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| Standard Number |
9781416624448 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 024750 | 371.102/HAL | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 5 |
ID:
020897
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| Publication |
Alexandria, ASCD, 2011.
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| Description |
231pGrey spine
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| Summary/Abstract |
Navigates the waters of evidence-based methodologies and charts a course toward closing (and eliminating) the academic achievement gap. The authors maintain that it is possible to close the gap by abandoning failed strategies, learning from successful schools, and simply doing more of what the research shows is most effective.
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| Contents |
Understanding the achievement gap
What are the dimensions of the gap?
What's race got to do with it?
Analyzing the research
Engagement
Guiding functions
Asset-focused factors: interpersonal relationships
Asset-focused factors: intersubjectivity
Asset-focused factors: information-processing quality
Applying what we know
Why are some schools making more progress than others?
What can we do to close the gap?
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| Standard Number |
9781416613060 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 012347 | 379.26/BOY | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 6 |
ID:
009729
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| Publication |
USA, ASCD, 2009.
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| Description |
x, 254pBlue Spine
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| Summary/Abstract |
A must-read book that makes a powerful case for why and how schools must overhaul, update, and breathe new life into the K-12 curriculum. Explains:
Why K-12 curriculum has to change to reflect new technologies and a globalized world.
What to keep, what to cut, and what to create to reflect 21st century learning skills.
Where portfolios and new kinds of assessments fit into accountability mandates.
How to improve your use of time and space and groupings of students and staff.
What steps to take to help students gain a global perspective and develop the habits of mind they need to succeed in school, work, and life.
How to re-engineer schools and teaching to engage and improve students' media literacy.
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| Contents |
Acknowlegements
Introduction
A new essential curriculum for a new time
Upgrading the curriculum: 21st century Assessment types and skills
Upgrading content: Provocation, Invigoration, and Replacement
New school versions: Reinventing and reuniting school program structures
Five Socio-Technology trends that change everything in Learning and Teachimg
A classroom as wide as the world
Makin learning irresistable: Extending the journey of Mabry Middle School
Media literacy: 21st century Literacy skills
Digital portfolios and Curriculum maps: Linking teacher and student work
Educating for a sustainable future
Power down or power up?
Creating learning connections with today's Tech-Savvy student
It takes some getting used to: Rethinking curriculum for the 21st century
References and resources
Index
About the editor and contributing authors
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| Standard Number |
9781416609407 Pb.
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Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 010175 | 375.001/JAC | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 7 |
ID:
011138
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| Publication |
USA, ASCD, 2008.
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| Description |
x, 182pPink Spine
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| Summary/Abstract |
Outlines a comprehensive approach built on beliefs that schools and oppotunity matter, that acceleration and enrichment will improve all students' achievement, and that all students deserve access to the best curriculum.
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| Contents |
Foreword by Jeannie Oakes and Martin Lipton
Introduction
1 One district's story
2 What tracking is and how to start dismantling it
3 The curriculum process for leveling-up instruction
4 The politics of detracking
5 Professional development for equitable practices
6 Teaching and learning in the heterogeneous classroom
7 Maintaining the reform and pushing forward
8 The essentials for excellence with equity
Appendix A: Growth portfolio model for student self-reflection
Appendix B: Rubric for differentiation
References
Index
About the authors
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| Standard Number |
9781416607083 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011417 | 371.254/BUR | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 8 |
ID:
022764
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| Publication |
Alexandria, ASCD, 2014.
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| Description |
195pRed Spine
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| Summary/Abstract |
Provides insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding.
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| Standard Number |
9781416618607 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 021060 | 371.394/TOM | Main | Issued | Teacher Resources | Teacher Resource | EMP00299 | 01-Mar-2024 |
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| 9 |
ID:
023117
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| Publication |
Alexandria, ASCD, 2007.
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| Description |
185pGrey Spine
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| Summary/Abstract |
Explores the Literacy Coaching Continuum by providing a solution to meet the diverse needs of literacy coaches and their charges.
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| Standard Number |
9781416606239 Pb.
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Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| I02128 | 371.148/MOR | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 10 |
ID:
022924
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| Publication |
Alexandria, ASCD, 2003.
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| Description |
197pBrick Red Spine
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| Summary/Abstract |
A guide to design and implement a differentiated curriculum how to do so or how to do so more effectively.
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| Standard Number |
9780871207609 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 021205 | 371.394/TOM | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 11 |
ID:
011522
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| Publication |
USA, ASCD, 2010.
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| Description |
xii, 180pBlue Spine
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| Summary/Abstract |
In Education Unbound: The Promise and Practice of Greenfield Schooling, Frederick M. Hess advocates for an entrepreneurial approach focused on supporting outstanding teaching and learning.
The goal, Hess argues, ought not to be the creation of a new best system but schools capable of evolving with the students and society they serve.
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| Contents |
Acknowledgements
Preface
What is greenfield schooling?
Tilling the field
Barriers
Quality
Talent
Money
Getting started
Notes
Index
About the author
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| Standard Number |
9781416609131 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011698 | 370.973/HES | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 12 |
ID:
009737
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| Publication |
USA, ASCD, 2010.
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| Description |
viii, 160pBlack Spine
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| Summary/Abstract |
Authors Douglas Fisher and Nancy Frey introduce you to a strengthened model of RTI that emphasizes formative assessment and refining core instruction rather than relying only on multiple layers of intervention. The components for this strengthened model, RTI2, consist of:
-Using core instruction that is responsive, standards-based, and data-driven.
-Building Tier 2 and Tier 3 interventions that ensure continuity and alignment among all levels of instruction.
-Developing a three-way feedback loop that uses formative assessment results to inform the learner, establish progress benchmarks, and improve curriculum and instruction for all students.
-Establishing a way for educators and families to work together effectively.
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| Contents |
Acknowledgements
Introduction
Choose your adventure: How RTI^2affects the educational environment
Response to intervention: Defining and refining the process
Quality core instruction: A necessary first step
Supplemental interventions: A second level defense
Intensive interventions for high risk learners: Mobilising experts and resources
The role of assessment in RTI^2: Progress monitoring for student success
Feed-up, feedback, and feed-forward: Progress monitoring in action
Leading RTI^2 efforts: Hardwiring excellence
Choose your adventure: Where RTI^2 can take our students
References
Index
About the authors
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| Standard Number |
9781416609872
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 010174 | 372.43/FIS | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 13 |
ID:
022928
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| Publication |
Alexandria, ASCD, 2003.
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| Description |
164pBrick Red Spine
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| Summary/Abstract |
Examine how successful teachers handle the three interdependent elements of the differentiated classroom -
Needs of students
Response of teachers
Use of curriculum and instruction to address learner needs
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| Standard Number |
9780871208125 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 021209 | 371.394/TOM | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 14 |
ID:
011131
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| Publication |
USA, ASCD, 2007.
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xviii, 170pDark Blue Spine
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| Summary/Abstract |
Focusses on why students struggle and what teachers can do to help them become self-directed learners.
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| Contents |
Acknowledgements
Introduction
Cognitive structures: What they are and why they matter
Recognition
Memorization
Conservation of constancy
Classification
Spatial orientation
Temporal orientation
Metaphorical thinking
The spiritual dimensionsof learning
Appendix A: Lesson plan model for cognitive engagement
Appendix B: An invitation to become a reflective researcher
Glossary
Resources
Index
About the author
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| Standard Number |
9781416606086 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011416 | 370.1523/GAR | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 15 |
ID:
020100
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| Publication |
Alexandria, ASCD, 2010.
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| Description |
159pBrown Spine
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| Summary/Abstract |
A practical guide to help teachers understand the demonstration of complex thinking on the part of the students.
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| Standard Number |
9781416610489 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 018929 | 371.271/BRO | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 16 |
ID:
026173
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| Edition |
3rd edition
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| Publication |
Alexandria, ASCD, 2017.
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| Description |
xi, 184pTeal Green Spine
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| Summary/Abstract |
Written as a practical guide for teachers, this expanded third edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it.
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| Contents |
Preface to the third edition --
Introduction --
What differentiated instruction is --
and isn't --
The rationale for differentiating instruction in academically diverse classrooms --
Thinking about the needs of students in a differentiated classroom --
The role of the teacher in a differentiated classroom --
The learning environment in a differentiated classroom --
A look inside some differentiated classrooms --
Strategies for managing a differentiated classroom --
Preparing students and parents for a differentiated classroom --
Planning lessons differentiated by readiness --
Planning lessons differentiated by interest --
Planning lessons differentiated by learning profile --
Differentiating content --
Differentiating process --
Differentiating products --
Grading in a differentiated classroom --
A final thought --
Appendix: A few instructional strategies helpful in academically diverse classrooms.
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9781416623304 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location | IssuedTo | DueOn |
| 023935 | 371.252/TOM | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 023936 | 371.252/TOM | Main | On Shelf | Teacher Resources | Teacher Resource | | |
| 023937 | 371.252/TOM | Main | Issued | Teacher Resources | Teacher Resource | EMP00029 | 25-Jun-2024 |
| 023956 | 371.252/TOM | Main | On Shelf | Teacher Resources | Teacher Resource | | |
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| 17 |
ID:
010042
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| Publication |
USA, ASCD, 2008.
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| Description |
121pGreen Spine
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| Summary/Abstract |
Describes important elements of feedback content (focus, comparison, function, valence, clarity, specificity, and tone) and strategy (timing, amount, mode, and audience).
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| Standard Number |
9781416607366 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 010471 | 371.1022/BRO | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 18 |
ID:
022929
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| Publication |
Alexandria, ASCD, 2006.
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| Description |
vi, 199pWhite Spine
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| Summary/Abstract |
Find out how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners.
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| Standard Number |
9780133388299 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 021210 | 371.394/TOM | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 19 |
ID:
022896
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| Publication |
Alexandria, ASCD, 2011.
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| Description |
187pRed Spine
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| Summary/Abstract |
A toolkit of activities and teaching strategies to help expand the capacity of teachers.
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| Standard Number |
9781416610748 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 021171 | 371.394/TOM | Main | On Shelf | Teacher Resources | Teacher Resource |
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| 20 |
ID:
011525
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| Publication |
USA, ASCD, 2010.
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| Description |
x, 192pBrown Spine
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| Summary/Abstract |
Harvey Alvy and Pam Robbins show how the legacy of Abraham Lincoln can guide today s education leaders as they tackle large-scale challenges, such as closing the achievement gap, communicating with constituents. Chapters devoted to each element explore the historical record of Lincoln s life and actions, then discuss the implications for modern educators. Exercises provide a structure for reflection, analysis of current behaviors, and guidance for future work, so that readers can create their own path to success - inspired by the example of one of the greatest leaders of all time.
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| Contents |
Acknowledgemets
Introduction
Implementing and sustaining a mission and vision with focused and profound clarity
Communicating ideas effectively with precise and straightforward language
Building a diverse and competent team to successfully address the mission
Engendering trust, loyalty, and respect through humility, humor, and personal example
Leading and serving with emotional intelligence and empathy
Exercising situational competence and responding appropriately to implement effective change
Rising beyond personal and professional trials through tenacity, persistence, resilience, and courage
Exercising purposeful visibility
Demonstrating personal growth and enhanced competence as a lifetime learner, willing to reflect on and expand ideas
Believing that hope can become a reality
Achieving authentic leadership in schools
Appendix A: A chronology of Abraham Lincoln's life
References
Index
About the authors
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| Standard Number |
9781416610236 Pb.
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| Accession# | Call# | Current Location | Status | Policy | Location |
| 011696 | 371.2/ALV | Main | On Shelf | Teacher Resources | Teacher Resource |
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