A laboratory for public scholarship and democracy
Eberly, Rosa A. (2006)
Call #: AZ103 .L33 2006 no. 105
Subject: Learning and scholarship--United States.
From the Publisher: This volume of New Directions for Teaching and Learning offers insights into how and why public scholarship has grown and is beginning to sustain itself at Penn State University and beyond. The research and writing contained here was generated by faculty and graduate students active in Penn State's Laboratory for Public Scholarship and Democracy.
A teacher’s guide to classroom assessment : understanding and using assessment to improve student learning
Butler, Susan M. (2006)
Call #: LB3051 .B86 2006
Subject: Educational tests and measurements.
From the Publisher: A Teacher’s Guide to Classroom Assessment is a comprehensive guide that shows step-by-step how to effectively integrate assessment into the classroom. Written for both new and seasoned teachers, this important book offers a practical aid for developing assessment skills and strategies, building assessment literacy, and ultimately improving student learning. Based on extensive research, this book is filled with illustrative, down-to-earth examples of how classroom assessment works in classrooms where assessment drives the instruction. The authors present the Classroom Assessment Cycle—Clarifying learning targets, Collecting assessment evidence, Analyzing assessment data, and Modifying instruction based upon assessment data—that demonstrates how one assessment action must flow into the next to be effective. Each chapter details the kinds of assessment evidence that are the most useful for determining student achievement and provides instruction in the analysis of assessment data.
A teacher’s pocket guide to school law
Essex, Nathan L. (2006)
Call #: KF4119.8.E3 E77 2006
Subject: Educational law and legislation
From the Publisher: As a teacher, do you need a resource that responds to contemporary legal problems you will face in the profession? Do you want a text that provides well crafted guides to assist prospective teachers to resolve legal issues and reduce their chances of facing law suits? You will find this guide to be practical, informative, easy to understand, entertaining, and extremely useful for teacher educators of the 21st century. This guide can be used to examine and stay current with legal issues in public schools, as a basic reference or a supplemental text, and is formatted to allow for easy reference and use.
Academic advising : new insights for teaching and learning in the first year
Mary Stuart Hunter, Betsy McCalla-Wriggins, Eric R. White (2007)
Call #: LB2343 .A294 2007
Subject: Academic Advising
From the Publisher: Grounded in the philosophy that academic advising is a robust form of one-on-one teaching, this monograph places advising in a new light, one that brings it to the center of the institutional mission and activity. The monograph challenges all readers to embrace the tremendous potential that academic advising has for educating today’s college students. Chapter authors explore the advising paradigm; examine current student demographics; and address learning patterns, self-assessment, and technology as key components of advising. Chapters also explore academic advising before enrollment and beyond the advising office, as well as the critical issue of advising assessment. The diverse populations of first-year students addressed in this monograph include adult learners, students of color, students with disabilities, honors students, undecided students, first-generation students, and GLBT students. The monograph editors conclude the volume by offering a series of recommendations and addressing the future of advising.
Action research : teachers as researchers in the classroom
Mertler, Craig A. (2006)
Call #: LB1028.24 .M47 2006
Subject: Action research in education.
Synopsis: Writing in particular for inservice teachers seeking graduate degrees, Mertler (Bowling Green State U.) presents a textbook on action research as a methodology in which he describes its process in a sequential manner. In presenting his discussion of the methodology, from identifying an area of research focus through reviewing the literature, designing the study, collecting and analyzing data, and sharing the results, he focuses on the practical and deemphasizes the theoretical and conceptual aspects of action research. Annotation ©2006 Book News, Inc., Portland, OR
Activating the desire to learn
Sullo, Robert A. (2007)
Call #: LB1065 .S863 2007
Subject: Motivation in education.
From the Publisher: The research is indisputable: Students are less disruptive and do better academically in schools that cultivate the internal motivation of students. In Activating the Desire to Learn, veteran educator Bob Sullo shows how to apply lessons from the research on motivation in the classroom. According to the author, we are all driven to fulfill five essential needs: to connect, to be competent, to make choices, to have fun, and to be safe. Studies show that when these needs are met in schools, good behavior and high achievement tend naturally to ensue. Written as a series of candid dialogues between the author and K–12 students, teachers, counselors, and administrators, Activating the Desire to Learn covers everything you need to know to change the dynamics of learning in your classroom or school:
Affirmative development : cultivating academic ability
Edmund W. Gordon (2007)
Call #: LC213.2 .A44 2007
Subject: Academic achievement
From the Publisher: Affirmative Development makes the case theoretically for deliberate intervention to develop academic ability for students not naturally disposed to develop such ability by the conditions under which they live. The book includes discussions of intellective competence and intellective character as products of the development of academic ability and reviews of the research evidence for the feasibility and morality of such action.
African American men in college
Cuyjet, Michael J. (2006)
Call #: LC2781 .A39 2006
Subject: African American men--Education (Higher)
From the Publisher: African American Men in College is a much-needed resource that includes examples of real-world programs and activities to enhance academic success in the college environment for African American men. The examples are collected from a variety of institutions across the country.With contributions from leading practitioners and scholars in the field, African American Men in College explores the factors that promote a climate of academic success. The book shows how participation in extracurricular activities can create a positive social climate and examines the advantages of developing communication and leadership skills. It shows how fostering relationships with administrators and community leaders can promote academic success. The book also describes a proven mentoring program and examines the role spirituality and religion can play in bolstering successful college experiences.
African Americans and whites : changing relationships on college campuses
Robert M. Moore III (2006)
Call #: LC191.94 .A37 2006
Subject: United States --Race relations.
From the Publisher: Including the work of nearly 20 authors, this essay collection explores the changing relationship between African Americans and whites on U.S. College and University campuses. These essays investigate and chronicle the tension and social distance felt between African Americans and whites in today's higher-education community. Although designed as supplemental reading for undergraduate and graduate students, and experts in the field, each chapter includes three or four provocative questions suitable for classroom discussions.
After-school success : academic enrichment strategies with urban youth
Bouie, Anne. (2007)
Call #: LC34.5.C2 B68 2007
Subject: After-school programs --California –Oakland
From the Publisher: In this inspiring book, Anne Bouie details her work with underachieving urban youth and their families at Project Interface, a math and science enrichment program, where she developed a unique approach to raising achievement. Bouie argues that rather than identifying deficits and dysfunctions in the family, a more effective method focuses on the strengths and builds on the inherent resilience of the community. She describes the design and implementation of a collaboratively organized, community-based after-school enrichment program that worked.
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