Understanding Standards-Based Education: A Practical Guide for Teachers and Administrators / Edition 1

Understanding Standards-Based Education: A Practical Guide for Teachers and Administrators / Edition 1

ISBN-10:
1412955726
ISBN-13:
9781412955720
Pub. Date:
11/13/2007
Publisher:
SAGE Publications
ISBN-10:
1412955726
ISBN-13:
9781412955720
Pub. Date:
11/13/2007
Publisher:
SAGE Publications
Understanding Standards-Based Education: A Practical Guide for Teachers and Administrators / Edition 1

Understanding Standards-Based Education: A Practical Guide for Teachers and Administrators / Edition 1

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Overview

This comprehensive handbook—which includes action plans, ready-to-use charts, rubrics, and real-world examples—shows educators how to design a curriculum that meets today's performance and assessment goals.

Product Details

ISBN-13: 9781412955720
Publisher: SAGE Publications
Publication date: 11/13/2007
Edition description: New Edition
Pages: 176
Product dimensions: 8.50(w) x 11.00(h) x (d)

About the Author

Richard A. Zagranski was a teacher for 40 years at South Hadley High School, South Hadley, MA. During that time he also held the following administrative positions: English Department Chairman; District Curriculum Coordinator for English; Chairman of the Teacher Evaluation Committee; Chairman of the Reaccreditation Committee; and Chairman of the Philosophy and Objectives Committee In addition, he has been an Adjunct Instructor at both Holyoke Community College as well as at Fitchburg State College, both in Massachusetts. Currently, he is a Standards-Based Consultant working with school systems in and around the New England area. The information and techniques presented in this Guide are field-tested approaches, which he has refined through research and trial and error.

William Whigham has been a teacher for over 30 years in both middle and high schools, during which time he has served as an Interim Assistant Principal, Co-Chairman of the District Curriculum Committee, Grants Manager, Director of Physical Education and Athletics, Adjunct Instructor for Student Teachers at Springfield College, Adjunct Instructor at Fitchburg State College, and Standards-Based Consultant. He is the author of the first NCLB implementation program used by the South Hadley, MA, school system. He is currently working with Springfield College, Springfield, MA, in the future teachers program bringing in accountability and assessment standards. Likewise, he serves as a Standards-Based Consultant in the New England region.

Patrice Dardenne has been involved in education for over 30 years during which time he has served as Assistant Superintendent for Accountability (responsible for the development, implementation, and operation of the school system’s assessment systems, data management systems, NCLB grant program, curriculum and technology initiatives), Interim Superintendent, Assistant to the Superintendent for Management Services (including professional development programs for the staff), Adjunct Instructor at American International College, Director of Special Education, and Dean of Students/Guidance Counselor. Likewise he has served as an Evaluation Consultant and an Educational Software Consultant in Monterey, California, working with the school district to institute assessment and data management services. He was just appointed to the position of Superintendent of Schools in Hatfield, Massachusetts.

Table of Contents

List of Figures
Preface
Acknowledgments
About the Authors
1. Introduction
Relevant Versus Relative
The Problems
The Solution
Content and Intent
2. Traditional Versus Standards-Based Education
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
How Do We Get There From Here
Questions for Reflection
Summary
3. Accountability
Raise the Drawbridge, Flood the Moat
Surprise, Surprise, Surprise!
Accountability 101
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
Summary
4. Performance Objective
Touching All the Bases But Getting Thrown Out at Home
What Everyone Needs to Know
Defining Performance Objectives
Performance Objective Tips
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
Summary
5. Performance Assessment
What? Where? Why? How?
Summative and Formative
Eliminate A and D; Guess B or C
What Everyone Needs to Know
Assessment Strategies
From Standard to Assessment
What Most People Need to Know
What Some People Need to Know
Summary
6. Data
What Is Data and From Where Does It Come?
The Standards-Based Model and Data
What Everyone Needs to Know
Form Versus Function
Simplicity Is the Key
Student Portfolios
What Most People Need to Know
What Some People Need to Know
Summary
7. Unit Design
Units Create Focus
What Everyone Needs to Know
Aids for the Educator
Measuring Success
What Did You Do in School Today?
What Most People Need to Know
What Some People Need to Know
Summary
8. Lesson Design
Hey, I Just Follow the Curriculum
Questions to Ask
Where There's a Need, There's A Way
What Everyone Needs to Know
Lesson Design Steps
The Transfer and Retention of Learning
Lesson Design Planner
What Most People Need to Know
What Some People Need to Know
Summary
9. Differentiation
Teaching Versus Learning
Differentiation Defined
Learning Styles Versus Teaching Styles
What Everyone Needs to Know
Differentiated Step Lessons: Method 1
Sample Step Lessons Using Method 1
Differentiated Step Lessons: Method 2
Sample Step Lessons Using Method 2
Differentiated Classroom 101
What Most People Need to Know
What Some People Need to Know
Summary
10. Scaffolding
Defining Scaffolding
What Everyone Needs to Know
Tools to Develop Understanding
The Three P's of Scaffolding Pieces: Problems, Projects, and Presentations
Model Behavior
Sample Lesson With Scaffolding
What Most People Need to Know
What Some People Need to Know
Summary
11. Instructional Grouping
Grouping Defined
What Everyone Needs to Know
Grouping Size
So, What If Grouping Strategies Are Not Working? Jump Ship or Row to Shore?
What Most People Need to Know
What Some People Need to Know
Summary
12. Brain-Based Learning
What Everyone Needs to Know
The Male and Female Brains
Engage the Brain
Strategies for Meaningful Learning
Sample Lesson
Am I Doing It Right?
What Most People Need to Know
What Some People Need to Know
Summary
13. Reporting Progress
What Everyone Needs to Know
What Most People Need to Know
What Some People Need to Know
Easy...Easier...Easiest in Grading Systems
Summary
Glossary
References
Index
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