Bøger udgivet af Association for Supervision & Curriculum Development

Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works - and what doesn't. In this guide, co-teaching and inclusion experts Toby Karten and Wendy Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls.

With warmth and wisdom informed by her experience as a school administrator, autism educator, clinician, and parent, Barbara Boroson provides a holistic look at the challenges students on the spectrum face in the areas of anxiety, executive function, sensation, communication, socialization, engagement, and cognitive acquisition.

Expanding on the authors' original framework's concepts of actions and school culture, this book incorporates new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action.

Unpacks the cognitive science underlying research-supported learning strategies so you can sequence them into experiences that challenge, inspire, and engage your students. As a result, you'll learn to teach with more intentionality - understanding not just what to do but also when and why to do it.

Explores the how and why of self-determined learning - which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally.

Reflects the dream of a true partnership in listening, learning, and leading together. When the potential of voice is fully realized, schools will look and feel different. Cooperation will replace competition and conflict, collaboration will replace isolation, and confidence will replace insecurity.

Argues that schoolwide success starts with relationships - not only between students and adults, but also among all adults up and down the education hierarchy. It's by leveraging these relationships that educators can influence outcomes and effect real change.

Aimed at educators from preK to high school, The Power of Place is a definitive guide to developing programs that will lead to successful outcomes for students, more fulfilling careers for teachers, and lasting benefits for communities.

Sharing the wisdom gained from colleagues and her own experience as a principal, Jen Schwanke offers an engaging, accessible account of the ups and downs of the job, along with helpful, step-by-step suggestions for how to reinvigorate a flagging career and restore the joy that comes with making a school the best that it can be.

Offers educators a practical guide for navigating design thinking's invigorating challenges and reaping its considerable rewards. The authors dig deep into the five-stage design thinking process, highlighting risk factors and recommending specific steps to keep you moving forward.

Thanks to unprecedented advances in brain science, we know more about the brain today than ever before. But what does that science tell us about how we learn? How can we capture the power of neuroscience research so that it benefits our students? Judy Willis and Malana Willis answer these questions with clarity and insight.

Far too often, our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond. In Teaching for Deeper Learning, renowned educators and best-selling authors Jay McTighe and Harvey Silver propose a solution: teaching students to make meaning for themselves.

Offers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity.

Brings together current research, authentic examples of best practices, and voices from the field to champion the power of purposeful collaboration and provide educators with resources that will empower them to support English learners and their families.

Provides a structure to begin meaningful conversations about race, culture, bias, privilege, and power within the time constraints of an ordinary school. The 56 exercises include activities, discussions, and readings in which to engage during each of the four quarters of the school year.

Offers an holistic approach to school leadership, one that grounds education in the complexities of the real world and aims to prepare all students to understand, engage with, and influence what happens in that interconnected world.

Explores what an empowered student looks like in our increasingly diverse contemporary schools. The book's evidence-based strategies show you how to foster an inclusive culture of agency, self-confidence, and collaboration that will give students the opportunity, responsibility, and tools to become an active learner and engaged global citizen.

Dispels ten common misconceptions about ELLs and gives teachers the information they need to help their ELLs succeed in the classroom. From her perspective as a teacher of English as a second language, Barbara Gottschalk gives teachers a crystal-clear understanding of how to reach ELLs at each stage of English language acquisition.

This book's field-tested approach enables every educator to grow professionally by using the power of conversation to develop trust, ask powerful questions, really hear the answers - and learn together in ways that strengthen and invigorate the school and community.

Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning - in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom.

Replete with real-life examples from the author's years as a school leader, relevant findings from the research, and helpful strategies for use at all levels and with all K-12 populations, Taking Social-Emotional Learning Schoolwide is the ultimate blueprint for making sure students and staff are equipped to thrive.

Former professional athlete turned educator Robert Jackson reminds teachers and administrators that although ""a great majority of all the stories in the news about Black and Latino males are negative"", these young men need you to work through any biases you may have.

Design thinking prompts students to consider: "I've learned it. Now what am I going to do with it?" In Designed to Learn, cognitive scientist and educator Lindsay Portnoy shares the amazing teaching and learning that take place in design thinking classrooms.

Jackie Gerstein helps you plan, execute, facilitate, and reflect on maker experiences so both you and your students understand how the knowledge, skills, and attitudes of maker education transfer to real-world settings. She also shows how to seamlessly integrate these activities into your curriculum with intention and a clearly defined purpose.

Conversations between administrators and teachers take place every day, for many reasons, but what can we do to elevate them so that they lead to better professional relationships, more effective school leaders and teachers, and improved learning for students? C.R.A.F.T. Conversations for Teacher Growth offers the answer.

To realise authentic and equitable inclusion, we must relentlessly and collectively pursue change. This book - written for all educators - addresses the challenges, maps out the solutions, and provides tools and inspiration for the work ahead.

While leaders may desire or have been told that they must put certain structures into place in order to enhance their leadership capabilities, they may not know exactly what structures are needed, or the skills that are required for implementation. Michael Fullan and Lyle Kirtman detail the route to successful leadership.

How can we create calmer classrooms in which students concentrate better and feel more positive about themselves and others? Thomas Armstrong offers a compelling answer in the form of mindfulness, a secular practice he defines as the intentional focus of one's attention on the present moment in a non-judgmental way.

Do you sense that some students have mentally "checked out" of your classroom? Look closely and you may find that these students are bored by lessons that they view as unchallenging and uninteresting. In this follow-up to The Highly Effective Teacher, Jeff Marshall provides teachers with a blueprint for introducing more rigor to the classroom.

So, you want to be a principal? Are you a new principal who could benefit from the wisdom of a successful four-time principal? Could you use help preparing for a school administrator job interview? Then this is the book for you.