Authur N Applebee, Douglas Carnine, Robert T. Jimenez, Yvette Jackson, Robert J. Marzano, Carol Booth Olson, Donna M. Ogle, Mary Lou McCloskey, Carol Ann Tomlinson, Lydia Stack, Judith A. Langer, Janet Allen, Jim Burke

McDougal Littel Literature: British Literature

Teen & Young Adult

Janet Allen

Robert J. Marzano

Lydia Stack

DOUGLAS CARNINE

Judith A. Langer

jim-burke

Authur N Applebee

Robert T. Jimenez, Yvette Jackson

Carol Booth Olson, Donna M. Ogle

Mary Lou McCloskey, Carol Ann Tomlinson

Education & Reference

MCDOUGAL LITTEL

Getting to go on implementing standards. The authors present two assessment-based approaches to standards implementation--direct and indirect. Have you been told which standards to address in your classes? (Direct approach.) Then you'll want to know the four steps you should follow to organize your content, plan the types of assessments to use, organize your grade book, and redesign your report card. Maybe you haven't been told which standards to address, but you want to help your students using standards. (Indirect approach.) Where do you begin? By thinking about external tests and performance tasks and portfolios. This book will tell you how. Written for education employees at all levels, preschool through graduate studies.
Also available:
 Assessing English Language Learners - ISBN 0810620766 Assessing Learning in the Classroom - ISBN 0810620707
The NEA Professional Library is the book publishing arm of the National Education Association. Our books are enjoyed by teachers, education students, education support professionals, higher education faculty and retired educators. Our mission is to provide timely and topical titles that enhance the professional lives of our members.
Some of the areas we publish in include:
-Classroom Teaching Skills - The NEA Checklist series -Student Achievement -Professional Development -Peer Support -Classroom Management -Assessment &amp; Standards-Based Education -School and Classroom Resources

Implementing Standards-Based Education (Student Assessment Series) (Student Assessment Series)

Education & Teaching

John S. Kendall

Schools & Teaching

National Education Association

Teaching Science Fiction Through the Novel Stinker From Space (Literacy Plus)

Diane E Paynter

Zaner-Bloser

Teaching Biography Through The Endless Steppe (Literacy Plus)

Lorraine Marzano

Design and teach effective learning goals and objectives by following strategies based on the strongest research and theories available. This first book in the Classroom Strategies That Work library includes a summary of key research behind these classroom practices and shows how to implement them using step-by-step hands-on strategies. Dr. Robert J. Marzano translates theory into action, details the impact of well-designed and well-taught goals and objectives, and offers recommendations for classroom practice. Short quizzes help readers assess their understanding of the instructional best practices explained in each section. Use this book as a personal resource or as a group study tool.

Designing and Teaching Learning Goals and Objectives: Classroom Strategies That Work

Reference

Marzano Resources

Designing and Teaching Learning Goals and Objectives is the first in a series of books collectively referred to as the Classroom Strategies That Work library. The purpose of this series is to provide classroom teachers with practical, research-based instructional strategies that have been proven to enhance student achievement. Each book includes a short summary of the key research before showing how to apply it in step-by-step, hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section.  Designing and Teaching Learning Goals and Objectives can be used as a self-study, how-to text to effectively understand, design, and teach classroom goals and objectives. At the onset, this text turns the strongest research and theory on goal setting into easy-to-follow instructional strategies and shows the effect of well-taught, well-designed goals and objectives on student learning. Packed with Reproducibles, practical exercises, and engaging quizzes, it can be used for independent study, team learning, or facultywide. Following the useful instructional strategies and specific classroom applications, with Designing and Teaching Learning Goals and Objectives all teachers will be able to create clear and focused instructional activities to ensure learning for all students.

Designing & Teaching Learning Goals & Objectives

Marzano Research Laboratory

Learn everything you need to know to implement an integrated system of assessment and grading that will enhance both your own teaching and your students' learning. This book details the specific benefits of formative assessment. The author explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. Detailed examples bring each concept to life, and chapter exercises reinforce the content.
 Benefits -Learn how to design three types of formative classroom assessments that should be used in a comprehensive system. -Understand the difference between standards-based and standards-referenced systems. -Find out why it is usually inappropriate to use the 100-point scale in conjunction with formative assessment. -Gain a systematic approach to the design and use of rubrics. -Learn four basic approaches to tracking student progress using reproducible grade sheets. -Use technology to track progress and generate reports. -Create grades for teachers using formative approaches. -Utilize an appendix that clearly explains the concept of effect size. -Discover exercises to help readers assess and reinforce their understanding of the new strategies. Contents 1. Research and Theory 2. The Anatomy of Formative Assessment 3. The Need for a New Scale 4. Designing Assessments 5. Tracking Student Progress 6. Grading and Reporting Appendix A: Answers to Exercises Appendix B: What Is an Effect Size?

Formative Assessment and Standards-Based Grading: The Classroom Strategies Series (Designing an Effective System of Assessment and Grading to Enhance ... Learning) (Classroom Strategies That Work)

Marzano Research

Formative Assessment and Standards-Based Grading offers teachers everything they need to know to implement an integrated system of assessment and grading that will enhance both their own teaching and their students¿ learning. Much has been written about the benefits of formative assessment¿that is, assessment that is used while instruction is occurring rather than at the end of a course or unit¿but most descriptions of the practice have been general. Dr. Robert Marzano provides the specifics. He explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. He brings each concept to life with detailed examples of teachers from different subject areas applying it in their classrooms. 
The second book in the Classroom Strategies That Work library, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of assessment and grading strategies, each chapter includes helpful exercises to reinforce the reader¿s understanding of the content.

Formative Assessment & Standards-Based Grading (Classroom Strategies That Work)

Politics & Social Sciences

Social Sciences

If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class. A basic premise of The Highly Engaged Classroom is that student engagement happens as a result of a teacher s careful planning and execution of specific strategies. In other words, student engagement is not serendipitous. This book was designed as a self-study text that provides an in-depth understanding of how to generate high levels of attention and engagement. Engagement is obviously a central aspect of effective teaching. Using the suggestions presented in this book, every teacher can create a classroom environment in which engagement is the norm instead of the exception. Part of the Classroom Strategies That Work library, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of engagement strategies, each chapter includes helpful exercises to reinforce the reader's understanding of the content. Because research and theory can provide only a general direction for classroom practice, The Highly Engaged Classroom (and each book in the series) goes one step further to translate that research into applications for the classroom. Specifically, it addresses four emblematic questions students ask themselves, the answers to which determine how involved students are in classroom activities: How do I feel?, Am I interested?, Is this important?, and Can I do this? For each of these four emblematic questions, specific classroom strategies are provided in chapters 2 through 5.

The Highly Engaged Classroom: The Classroom Strategies Series (Generating High Levels of Student Attention and Engagement)

Debra J. Pickering

with Tammy Heflebower

Strong vocabulary is a vital foundation needed all academic subject areas. Unfortunately, learning vocabulary is not always enjoyable or easy for students. With Vocabulary Games for the Classroom, however, Lindsay Carleton and Robert J. Marzano have devised a way to make this important instruction something both students and teachers look forward to. Vocabulary Games for the Classroom provides K 12 teachers with thirteen games designed to build academic vocabulary. While these games are certainly fun, and teachers should capitalize on the energy and excitement they generate, they should also be seen as one part of a systematic approach to direct vocabulary instruction. This resource includes hundreds of hand-picked vocabulary terms compiled from Marzano s work with schools, districts, and states. These vocabulary lists include terms for four different content areas language arts, math, science, and social studies across all grade levels. If a teacher s school or district has already established lists of academic terms for core content areas at each grade level, they can use the lists provided here as a supplement. Teachers should also feel free to make adaptations and additions to both the games and the provided vocabulary lists in order to enhance students knowledge of new terminology. The structure of Vocabulary Games for the Classroom is simple, straightforward, and easy to use. Each game begins with a brief description that includes details about which grade levels it was designed for, which subject areas it works best with, and whether the students should already be familiar with the vocabulary used or not. Next, the necessary materials are listed to help teachers prepare for the game ahead of time. Instructions to set up the game are then provided; this section includes any preparation that would need to be completed in advance. Following the set up, the game s directions are explained clearly and concisely so that the reader can visualize the game in his or her classroom. Finally, the vocabulary terms used for the game are discussed; in some cases vocabulary lists are provided, in others, the vocabulary list would be tailored to the classroom or pulled from the extensive appendix. Many games also include sample questions and exercises that can be used straight from the book. With this resource, readers will be able to make vocabulary instruction in their classroom not only fun, but also successful.

Vocabulary Games for the Classroom

Lindsay Carleton

Words, Language & Grammar

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Books by Robert J. Marzano