(Hardback)

This book demonstrates how providing ethical discussions of relevant ethical issues is an integral part of learning the course materials in ways that help students increase their critical ability to understand and apply course concepts to life.

(Paperback)

(Paperback)

(Paperback)

This series catalogues the Educational Test Service (ETS) database of standardized tests. Each volume describes tests used in a specific academic or diagnostic discipline. Every entry includes a full description of the test, its title, author, source and age or grade level.

(Paperback, 2nd Revised edition)

(Paperback, 2nd Revised edition)

(Hardback)

This book considers information in the several dimensions that must be considered if the contribution of geography to one's general education is to be reasonably understood. It is designed for teachers.

(Paperback)

This text focuses on the concern of teachers and others about the place of geography in the school curriculum . Topics include: the history of geography in the curriculum; the evolution of modern-day geographic thinking; and reviews of research relating to the development of spatial abilities.

(Paperback)

Detailing more than 200 cross-curricular activities for 39 children's books (most new to this edition), Fredericks shows you how to motivate and energize students to read and comprehend literature.

(Hardback)

Angene Hopkins Wilson presents case studies which illustrate how internationally experienced persons--including teachers who have travelled and lived abroad, returned Peace Corps volunteer teachers, and immigrant and international students--contribute to the curriculum in their schools.

(Paperback)

(Hardback)

Every nation in the world wants to know where its school system fits into the global education hierarchy. This book discusses how PISA (Programme for International Student Assessment) meets this need and why its influence extends beyond education and into the corridors of government, social, economic, and media power.

(Paperback)

A practical guide to designing primary curriculum. It looks at how schools can meet the requirements of a National Curriculum and yet be flexible enough to meet the needs, interests and concerns of pupils, to be rooted in their lives and localities and to give scope for teachers to use their own creativity.

(Paperback)

Today, practically any situation involving some kind of learning is liable to be referred to as an instance of curriculum. In this book, however, the author defines curriculum as the program or programs offered to students who enter ntar elementary school at age 5 or 6 and leave secondary school somewhere between the ages of 16 and 18.

(Hardback)

(Paperback)

(Paperback)

Transform your library into a "think tank" by helping teachers create an active learning environment in which students question, investigate, synthesize, conclude, and present information based on Common Core standards.

(Hardback)

The purpose of Thinking through Writing is to prove thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously instructing thinking skills. This book provides an example of a writing c...

(Paperback)

Thinking through Writing demonstrates that thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously developing thinking skills. These skills are invaluable in linking student experie...

(Paperback, 2nd edition)

Learning is a complex process. This book provides a model for furthering the development of successful learning in schools.

(Paperback)

Provides teachers with primary, secondary, and tertiary interventions for managing difficult student behavior in the classroom, specific to different mental health and behavioral disorders.

(Paperback)

(Hardback)

Provokes conversations about a future where learning is not confined by the carceral logic of academic disciplinary boundaries and brick and mortar walls.

(Paperback)

This book will show classroom teachers not only how to create their own objective rubrics, which can be used to evaluate performance assessments, but also how to empower their own students to create rubrics that are tailored to their work.