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Grounded in the best peer-reviewed research, each strategy presents guidelines and appropriate precautions to ensure successful transfer to actual classroom practice.
- Sales Rank: #1308070 in Books
- Color: Other,
- Brand: Corwin
- Published on: 2006-04-12
- Released on: 2006-04-12
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .44" w x 6.80" l, .90 pounds
- Binding: Paperback
- 192 pages
- A clear, concise description of the recommended strategy
- A synthesis of the research base
- Guidelines for application within the classroom
- Precautions and pitfalls to avoid during implementation
- Source citations for further research and follow-upUse this innovative resource to create a culturally
Review
"The topics will be helpful to teachers especially in these times of high stakes accountability. These strategies will provide teachers with the tools that will ensure that they comply with the No Child Left Behind law." (Steve Hutton 2005-06-21)
"It has been a while since a useful book in the field of teaching diverse learners has come along and I can’t wait to share it with my faculty to allow every teacher to better accommodate our diverse learners...I love the clear organization and outline, as well as the reader friendly chapters with sources listed at the end of every chapter. The book provides teacher-friendly strategies that make it easy to accommodate the needs of diverse learners in every classroom. Finally, a book that shows every teacher ways to accommodate students with diverse learning needs! Thank you!" (Verena Shanin 2005-06-17)
"...the book address some very important topics that are at times difficult to even talk about let alone address in print." (Thomas S.C. Farrell 2005-06-15)
"I have to admit this is one of the best three books I have ever reviewed for Corwin...coming from an urban environment, the authors have done a great job. This book is a wonderful contribution to the field." (William Sommers 2005-06-26)
"Right away, the importance of this book is established, since educators need to increase their MC knowledge due to changing demographics and rising expectations. Sarah McNary says it best when she states how there is no one definition of culture and no single technique that works every time. That sums up the complexity of this issue for educators" (Toby Karten 2005-06-29)
About the Author
Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).
Sarah J. McNary is currently teaching a credit recov-ery program for the San Dieguito Union High School District in Southern California, where she is also the district’s consultant for special education working with the Beginning Teacher Support and Assessment (BTSA)/Induction program. She is a faculty member in the Masters of Education program for the University of Phoenix. Over the past 15 years she has taught SH, SDC, RSP, and general education classes at the ele-mentary, middle school, and high school levels. She is a frequent presenter on a variety of aspects of special education and student support. She is innately curious and is a firm believer in lifelong learning. When asked what she teaches, Sarah will answer, “Kids”; when asked what she teaches kids, she responds, “Life! I just use my curriculum to do it!” She and her husband split their time between Encinitas and their mountain home. She is also the mother of two teenagers.
Cathy D. Hicks most recently directed the Beginning Teacher Support and Assessment (BTSA) program for the San Dieguito Union High School District in Southern California. She oversaw an induction program supporting beginning teachers. She served for ten years on the executive board of the California Association of School Health Educators (CASHE) and has been an adjunct faculty member at California State University at San Marcos. She is co-author of five books: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); What Successful Mentors Do: 81 Research- Based Strategies for New Teacher Induction, Training, and Support (2005); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That help Special Learns (2005); and What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do: 101 Research-Based Strategies for new and Veteran Teachers (2009).She is a frequent presenter on educational topics both at the state and national level. She taught Physical Education and Health at both the middle and high school level for more than 25 years. During that time, she was involved in the California State Mentor Teacher Program and mentored new teachers in her district for more than 17 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for “good enough,” but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching career.
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great resource...even better condition
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Great resource. Great service. Quick shipping. Great experience. I look forward to using some of these DI strategies in my class this year!
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