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Take your place in our passionate community of life-changing educators. View our video. Lead with Passion Amplify your voice to reach many. Find Balance Create harmony. Put Vision into Action Be an equity and instructional warrior. Chart Your Learning Journey Your pace. Latest Articles View all. Professional Learning. Four Myths on Coaching and Efficacy. Social-emotional learning. How Mattering Matters for Educators. Building a Culture of Efficacy with Habits of Mind.
Topics that can be found on ASCD. Classroom Management. Instructional Strategies. In March , ASCD launched its Whole Child Initiative to ensure all children are healthy, safe, engaged in learning, supported by caring adults, and academically challenged. This achievement, however, is but one element of student learning and development and only a part of any complete system of educational accountability. Some experts like David Magnani, an education policy consultant, believe it could take significant effort to convince lawmakers of the need for the broader definition of achievement and accountability that the Whole Child Initiative promotes.
ASCD has worked with a number of education experts to develop professional development programs, online courses, and publications to help educators learn, teach, and lead. Differentiated instruction , Understanding by Design , and What Works in Schools are the focus of much of its professional development offerings.
Psychology Wiki Explore. Contains 66 references. Democratic schools by Michael W. In four narratives, educators directly involved in four different school-reform efforts describe how they initiated demographic practices in their educational settings. The four schools serve as reminders that public schools play an important role in laying a firm foundation for the future of American democratic society.
Acting as models of democratic principles in action, the schools help students understand the nature of citizenship and teach them the knowledge and skills necessary to maintaining a democracy. The book is based on Dewey's belief that schools should offer students the very qualities that characterize education in a democratic society--shared interests, freedom in interaction, participation, and social relationships.
Chapter 1 offers a rationale for democratic schools and describes their characteristics. The educators are not unrealistic optimists; they recognize the challenges of financial cuts, pressure from powerful interest groups, bureaucracy, and politically based attacks on programs. Challenges and achievements of American education : yearbook of the Association for Supervision and Curriculum Development by Gordon Cawelti Book 2 editions published in in English and held by 3 WorldCat member libraries worldwide This yearbook, a retrospective and prospective exploration of educational change, focuses on the challenges of curriculum, instructional supervision, and leadership for education in the United States.
Madaus and Ann G. Tan ; 4 "Curriculum Reform" William H. Peterson and Nancy F. Supreme Court Decisions to " Cheryl D. The truth about testing : an educator's call to action by W. James Popham Book 2 editions published in in English and held by 3 WorldCat member libraries worldwide This book explores the serious destructive consequences of today's testing programs using actual test items to show what tests really measure and why they should not be used to evaluate school quality or teacher ability.
The book also proposes more meaningful ways to assess students and to meet the call for accountability in education. The following are included: "Executive Summary" Sharon S. The respectful school : how educators and students can conquer hate and harassment by Stephen Wessler Book 1 edition published in in English and held by 3 WorldCat member libraries worldwide This book presents ways to address the problems of bias, harassment, and violence in schools.
Part I covers the dynamics and effects of bias, harassment, and violence. In three chapters, it discusses the extent of the use of degrading language and slurs by students; the process of escalation from minor insult to violence; what happens when violence erupts; how violence manifests itself in schools; whether perpetrators can successfully be deterred from repeat behavior; and the emotional impact of bias, harassment, and violence on the children who are victimized.
Part II focuses on how to create what the author calls "respectful schools. Included is a list of organizations and Web sites. Designing personalized learning for every student by Dianne L Ferguson Book 1 edition published in in English and held by 3 WorldCat member libraries worldwide Students are more diverse than ever before in cultural background, learning style and interests, social and economic classes, and abilities and disabilities.
This diversity replaces the old statistically derived, bell-shaped curve that uncompromisingly identifies some students as "inside" and other as "outside. This book proposes a systemic-change framework that structures change efforts at district, school, and classroom levels. The approach rests on three main ideas: locate decisions with groups of teachers, create new roles for teachers, and redesign individualized education plans.
Using these ideas as starting points, strategies are described to help teachers design personalized curriculum and teaching that will accommodate the widest possible student diversity, including students who are officially designated as disabled.
A variety of practical tools is provided for gathering information about students, developing long-term curriculum plans, planning lessons, tailoring learning experiences, creating classroom-based assessment systems, writing individually tailored education reports, and reflecting on one's own teaching.
Each chapter ends with a list of recommended references and Web sites. An appendix contains an activity-based assessment inventory for ages The first discusses ways that schools are working to strengthen language learning for English language learners ELLs , noting that as the population of ELLs is growing, school districts are scrambling for resources and trying to find the best ways to place and educate such students.
Despite limited resources, districts are encouraging English-as-a-Second-Language teachers to work with general educators to help them modify their content instruction and materials to better meet student needs in diverse classrooms. The brief discusses how to reduce anxiety among ELLs, how to recognize the difference between students with language difficulties and students with disabilities, and how to help ELLs through two-way immersion programs.
Two sidebars discuss how ELLs will perform on high stakes tests in the wake of the No Child Left Behind Act of and offer tips for assisting language learners. The second article describes how family literacy programs can help students and parents achieve, focusing on one program that provides a community-based service for families designed to support children's learning.
Though parents and children have separate lessons, they also participate in shared activities to practice their language skills together. Lifelong learning : a human agenda by ASCD Yearbook Committee Book 3 editions published in in English and held by 3 WorldCat member libraries worldwide This potpourri of contemporary educational material is divided into three different types of information: the search for real and meaningful goals in education and in society at large; obstacles to the perfect attainment of educational, social, and personal goals; and the ways and means of coming to terms with the disparity between these two situations.
Anecdotes, statistical analyses, essays, jokes, autobiographical pieces, and excerpts from news programs are only some of the communicative methods this yearbook employs to convey its concern with the needs and aims of education and of North American culture. Information relating to the structure and activities of the Association for Supervision and Curriculum Development is also included. Arts with the brain in mind by Eric Jensen Book 1 edition published in in English and held by 3 WorldCat member libraries worldwide To push for higher standards of learning, many policymakers are eliminating arts programs.
This book presents the definitive case, based on what is known about the brain and learning, for making the arts a core part of the basic curriculum and thoughtfully integrating them into every subject. Separate chapters address musical, visual, and kinesthetic arts in ways that reveal their influence on learning. Evidence points to the following effects of a fully implemented arts program: fewer dropouts; higher attendance; better team players; an increased love of learning; greater student dignity; enhanced creativity; a more prepared citizen for the workplace of tomorrow; and greater cultural awareness as a bonus.
To answer various questions about the arts--What kind of art makes sense for what purposes?
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