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A student activity-centered text preparing students to participate in communicativeskills necessary for college success.

In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they're born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa's answer to that question is a definitive "no." Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, forty-five percent of these students demonstrate no significant improvement in a range of skills - including critical thinking, complex reasoning, and writing - during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise - instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents - all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa's report that colleges are failing at their most basic mission will demand the attention of us all.

New! This book is in the same immaculate condition as when it was published 0.6

In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and "kids in the middle" and struggling due to cognitive, emotional, economic, or sociological challenges. More of them than ever speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms.Written as a practical guide for teachers, this expanded third edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it. You'll learnWhat differentiation is and why it s essentialHow to set up the flexible and supportive learning environment that promotes successHow to manage a differentiated classroomHow to plan lessons differentiated by readiness, interest, and learning profileHow to differentiate content, process, and productsHow to prepare students, parents, and yourself for the challenge of differentiationFirst published in 1995 as How to Differentiate Instruction in Mixed-Ability Classrooms, this new edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson's continuing thinking about how to help each and every student access challenging, high-quality curriculum; engage in meaning-rich learning experiences; and feel at home in a school environment that "fits."

When Beating the Odds: Raising Academically Successful African American Males appeared in 1998, it was hailed as "a crucial book" (Baltimore Sun) and "undoubtedly one of the most important tools the African American parent can possess" (Kweisi Mfume, President NAACP). Now, in response to enormous demand, the authors turn their attention to African American young women. Statistics indicate that African American females, as a group, fare poorly in the United States. Many live in single-parent households-either as the single-parent mother or as the daughter. Many face severe economic hurdles. Yet despite these obstacles, some are performing at exceptional levels academically. Based on interviews with many of these successful young women and their families, Overcoming the Odds provides a wealth of information about how and why they have succeeded--what motivates them, how their backgrounds and family relationships have shaped them, even how it feels to be a high academic achiever. They also discuss the challenges of moving into African American womanhood, from maintaining self-esteem to making the right choices about their professional and personal lives. Most important, the book offers specific and inspiring examples of the practices, attitudes, and parenting strategies that have enabled these women to persevere and triumph. For parents, educators, policy makers, and indeed all those concerned about the education of young African American women, Overcoming the Odds is an invaluable guidebook on creating the conditions that lead to academic-and lifelong-success.

Today, young Black men are more likely to be killed or sent to prison than to graduate from college. Yet, despite all the obstacles, some are achieving at the highest academic and professional levels. Beating the Odds tells their remarkable stories and shows us what African American families have done to raise academically successful sons, sons who are among the top two percent of African American males in terms of SAT scores and grades. The result of extensive and innovative research, Beating the Odds goes beyond mere analysis--and beyond the relentlessly negative media images--to show us precisely how young Black men can succeed despite the roadblocks of racism, the temptations of crime and drugs, and a popular culture that values being "cool" over being educated. By interviewing parents and children from a range of economic and educational backgrounds and from both single and two-parent homes, the authors identify those constants that contribute to academic achievement and offer step-by-step guidance on six essential strategies for effective parenting: child-focused love; strong limit-setting and discipline; continually high expectations; open, consistent, and strong communication; positive racial identity and positive male identity; and full use of community resources. The proof of the effectiveness of such strategies is in the sons themselves, who speak eloquently in these pages about their struggles and successes in both the classroom and the often hostile world that surrounds it. Essential reading for parents, teachers, and school administrators, Beating the Odds offers insight, guidance, and hope for anyone concerned about the plight of young African American men and the society they live in.

Support and engage the many different kinds of learners in schools. This book examines the most effective strategies for leading diverse students in developing the skills they need inside and outside the classroom. By understanding and exploring students emotional, cultural, and academic needs, educators will be better prepared to teach all students and help them become lifelong learners. Benefits: Understand the journey of the teacher hero and the corresponding actions and mission. Recognize key traits of the nine most common types of unique learners. Gain six effective learning foundations to reach all learners. Identify emotional triggers, and explore ways to respond to problems with skills instead of emotions. Discover how the chunk, chew, check framework can simplify lesson design that engages all learners. Use resources and tools, including surveys and prompts, that can help readers effectively strategize on their heroes journeys. Contents: Introduction: Blaming the Lettuce Chapter 1: Understanding Our Inner Hero Chapter 2: Knowing Those Kids Chapter 3: Adopting Apprenticeship Learning Chapter 4: Learning Foundation One--A Safe Learning Environment Chapter 5: Learning Foundation Two--Procedures and Routines Chapter 6: Learning Foundation Three--A Growth Mindset Chapter 7: Learning Foundation Four--Student Talk Chapter 8: Learning Foundation Five--Student Self-Assessment Chapter 9: Learning Foundation Six--Mindfulness Chapter 10: Teaching With the Social-Emotional Self in Mind Chapter 11: Teaching With the Cultural Self in Mind Chapter 12: Teaching With the Academic Self in Mind Epilogue: Leaving a Hero's Legacy--The Choice Is Yours

Making Differentiation a Habit

Framed around critical elements for success in academically diverse environments, this book gives educators specific, user-friendly tools to optimize teaching, learning, and assessment. Following on the heels of Heacox's best-selling Differentiating Instruction in the Regular Classroom, this book offers new ideas, fresh perspectives, and additional research-based strategies designed to help teachers seamlessly integrate differentiation practices into their daily routines. Offers a wealth of practical and specific tools, templates, and checklists. Digital content includes reproducible forms.

Making Differentiation a Habit

Teacher's Manual - 1997 Updated Edition

Teacher's Manual - 1997 Updated Edition

Brand from Japan: DUO. The all-new version of DUO Temperature Pallet Wholesale Essence has a large volume of heat sensation.Academically adopted “Hot Active Formulation” – 1.3 times more mineral content, 30,000 times more sea salt ingredients.The warm heat texture is also helpful, the pores are blocked, the skin blood circulation is promoted, the skin is vitalized.Contains 3 types of vegetable oils and herbal beautifying ingredients, protects the skin from post-baby dryness, protects the skin, and protects the skin at the same time.Combined with a refreshing and healing natural essential oil fragrance, you can enjoy the water and enjoy the energy of all five senses at wholesale Moment.How to use:With dry hands, take an appropriate amount (a cherry-sized amount onto the spatula) and apply to the entire face, starting from the center to the outside and working from bottom to top.Gently use the pads of your fingers to make circular movements around the nose, eyes, mouth, and other areas wh

Season 10 features a roster of cases including a murderous rampage in Central Park, a sinister insurance scam involving Holocaust victims and an academically successful college student who is leading a double life.

In this second edition of her bestseller, Christine Sleeter and new coauthor Judith Flores Carmona show how educators can learn to teach rich, academically rigorous, multicultural curricula within a standards-based environment. The authors have meticulously updated each chapter to address current changes in education policy and practice. New vignettes of classroom practice have been added to illustrate how today’s teachers navigate the Common Core State Standards. The book’s field-tested conceptual framework elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenges, and curriculum resources. Un-Standardizing Curriculum shows teachers what they can do to “un-standardize” knowledge in their own classrooms, while working toward high standards of academic achievement. Book Features: Classroom vignettes to help teachers bridge theory with practice in the context of commonly faced pressures and expectations. Guidance for teachers who want to develop their classroom practice, including the possibilities and spaces teachers have within a standardized curriculum. Attention to multiple subject areas and levels of schooling, making the book applicable across a wide range of teacher education programs. A critique of the tensions between school reforms and progressive classroom practice.

The SAGE Guide to Writing in Criminal Justice equips you with transferable writing skills that can be applied across the field of criminal justice―both academically and professionally. Authors Steven Hougland and Jennifer M. Allen interweave professional and applied writing, academic writing, and information literacy, with the result being a stronger, more confident report writer and student in criminal justice. You are also exposed to a number of best practices for academic and professional writing, such as research papers, resumes and cover letters, and report writing. The perfect companion for any introductory criminal justice course, this brief text focuses on key topics that will benefit you in your classes and in the field.

The SAGE Guide to Writing in Criminal Justice equips you with transferable writing skills that can be applied across the field of criminal justice―both academically and professionally. Authors Steven Hougland and Jennifer M. Allen interweave professional and applied writing, academic writing, and information literacy, with the result being a stronger, more confident report writer and student in criminal justice. You are also exposed to a number of best practices for academic and professional writing, such as research papers, resumes and cover letters, and report writing. The perfect companion for any introductory criminal justice course, this brief text focuses on key topics that will benefit you in your classes and in the field.

The New Testament in Antiquity is a textbook for college and seminary students penned by three evangelical scholars with over fifty years of combined experience in the classroom. Their challenge was to build a text that would be engaging, academically robust, richly illustrated, and relevant to the modern student. This book strikes a balance between being accessible to all students and challenging them to explore the depths of the New Testament within its cultural worlds.The New Testament in Antiquity carefully develops how Jewish and Hellenistic cultures formed the essential environment in which the New Testament authors wrote their books and letters. It argues that knowing the land, history, and culture of this world brings remarkable new insights into how we read the New Testament itself. Numerous sidebars provide windows into the Jewish, Hellenistic, and Roman worlds and integrate this material directly with the interpretation of the literature of the New Testament. This is an ideal introductory text for classroom use, with ample discussion questions and bibliographies.

How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to "un-standardize" knowledge in their own classrooms, while working toward high standards of academic achievement. Features: * Detailed portraits of activist teachers committed to multicultural education, including the constraints and challenges they face. * Guidance for teachers who want to develop their classroom practice, illustrating the possibilities and spaces teachers have within a standardized curriculum. * A field-tested conceptual framework that elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenge, and curriculum resources.