3493 Chapters
Medium 9781936763689

Appendix: Additional Resources for Parents

Matthew R. Larson Solution Tree Press ePub

This appendix provides an annotated list of additional resources parents might find useful as they support their child’s mathematics learning. The resources include print materials to further their understanding of mathematics education, online games, and websites offering additional mathematics sources.

Figure This! (http://figurethis.nctm.org): NCTM developed this resource to help families enjoy mathematics outside of school through a series of fun and engaging, high-quality challenges. Check out the Family Corner for tips on helping your child with mathematics.

Gamequarium (www.gamequarium.org/dir/Gamequarium/Math): This free web resource provides grade-level practice for all mathematics standards and supports student practice at home for additional skill building.

Helping Your Child Learn Mathematics (U.S. Department of Education, 2005) www2.ed.gov/parents/academic/help/math/math.pdf): This free guide discusses what it means to be a problem solver, communicate mathematically, and demonstrate reasoning ability. It also includes many suggestions for activities you can use to help your child develop mathematics skills. The activities are arranged by level of difficulty and grade level and include a tip box as well as an explanation of the mathematics concept behind each activity. It includes a reference list of mathematics-related resources, including websites, books, computer software, and magazines.

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Medium 9781934009512

Chapter 2 Existing RTI Structures in Middle and High Schools

William N. Bender Solution Tree Press ePub

The RTI effort holds the potential to significantly restructure most middle and high school programs (NASDSE, 2006), and such a restructuring effort is likely to involve all educators at these grade levels, though relatively few high school or middle school educators have been involved in RTI to date. In a 2008 survey of administrators of special education, 67 percent reported that implementation of RTI had already begun in the elementary grades, while only 27 percent indicated such implementation had begun for middle school, and 16 percent indicated such implementation in high school (Spectrum K—12 School Solutions/Council of Administrators of Special Education [CASE], 2008).

Still, a variety of middle and high school RTI initiatives have been described in the research (Allen et al., 2011; Duffy, n.d.; Gibbs, 2008; Johnson & Smith, 2008; NHSC et al., 2010; Rozalski, 2009), and these can help educators see the level of restructuring that may be necessary as well as how RTI procedures are already being implemented in middle or high schools. The model programs described in this chapter provide an initial point of departure for middle and high school RTI efforts. First, however, educators must consider one overriding question: how must RTI be structured within middle and high school schedules?

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Chapter 4 Analyzing and Discussing Expository Texts

Douglas Fisher Solution Tree Press ePub

WHEN ANGELICA ASKED HER TEACHER for a book about stars, he asked, “What kind of stars? You know, that word has a lot of different meanings. Are you thinking about the night sky or famous people?” Angelica, who was used to her teacher’s encouraging her to use specific terminology, responded, “I want to read more about celestial stars, like the ones in our textbook.” Her teacher replied, “Oh, excellent. I think you’ll find some very good information about these massive, luminous balls of plasma that are held together by gravity in this book,” and he handed her A Child’s Introduction to the Night Sky (Driscoll, 2004). “Wow, cool! Thanks!” Angelica exclaimed as she left her sixth-grade science class on her way to humanities.

When she got to her humanities class, her teacher, Mr. Ryan, noticed the book she was carrying and asked, “Did you pick that one? I didn’t know you were into stars.” Angelica replied, “I wasn’t, until we read about these balls of plasma in the sky. Now I want to find out more and more. Why?” Mr. Ryan responded, “I think there’s a book in here someplace about Tycho Brahe [Gow, 2002], the astronomer who built his own observatory way back in the 1500s, medieval times.” Angelica, with a look of astonishment on her face, asked, “Really, they’ve been able to study stars, I mean plasma held together with gravity, for that long? Can you help me find that book?”

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Chapter 1

Marzano, Robert J.; Warrick, Philip B.; Rains, Cameron L.; DuFour, Richard Solution Tree Press PDF

Chapter 1

High Reliability Organizations and School Leadership

R

ick DuFour’s introduction provides the context for schools that seek high reliability status using the PLC process as a foundation. Without a doubt, the PLC process, particularly as articulated by Rick and his colleagues, brings the vision of a true high reliability school within our grasp.

It is important to remember that the PLC process and the HRS model developed independently of one another. The PLC process has its roots in the literature on professional collaboration (Rosenholtz, 1991) as well as reflective practice (Schön,

1983; Stenhouse, 1975). The term professional learning community became popular in education in the 1990s (Cuban, 1992; Hord, 1997; Louis, Marks, & Kruse, 1996;

McLaughlin, 1993). These early discussions noted it was the work of Rick DuFour and his colleagues that solidified the nature and importance of the PLC process in

K–12 education (DuFour, DuFour, & Eaker, 2008; DuFour, DuFour, Eaker, &

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Medium 9781574411713

3: Introduction

Guadalupe San Miguel Jr. University of North Texas Press PDF

CHAPTER 3

RETRENCHMENT AND

REDEFINITION, 1980–1988

INTRODUCTION

During the 1980s, organized opposition to bilingual education policy grew significantly. Politicians, educators, scholars, and parent groups began to criticize bilingual education policies and programs at all levels of government and to call for their curtailment.

Several specific factors were responsible for the growth of this opposition. Among the specific factors were the changes in policy over time, the increased federal support of bilingual education methods, growing minority empowerment, and misunderstandings and ignorance of pedagogical methods concerning first and second language learning among language majority and minority students in the United States.

A variety of underlying factors also contributed to the emergence of organized opposition to bilingual education in this decade. One of these was the rise of conservatism in American life in general and the control by the Republican Party of the executive branch of the federal government in particular. In 1980, Ronald Reagan, a one-time film actor, former California governor, and staunch Republican, won by a landslide.

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