Minding the Achievement Gap One Classroom at a Time

Autor/inn/en	Pollock, Jane E.; Ford, Sharon; Black, Margaret M.
Institution	Association for Supervision and Curriculum Development
Titel	Minding the Achievement Gap One Classroom at a Time
Quelle	(2012), (150 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4166-1384-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; Achievement Gap; Feedback (Response); Learning Strategies; At Risk Students; Second Language Learning; English (Second Language); Special Education; Teaching Methods; Educational Strategies; Instructional Improvement; Student Motivation; Student Evaluation; Academic Achievement; Mastery Learning; Educational Objectives; Access to Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Special needs education; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Unterrichtsqualität; Schulische Motivation; Schulnote; Studentische Bewertung; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtserfolg
Abstract	Do teachers have the power to close achievement gaps? Here's a book that boldly claims they do and lays out a blueprint for how to do something now to help students who are falling short of standards. Regardless of the student population you need to address--English language learners, special education, or just the unmotivated and hard to teach--this book equips you with planning, teaching, and assessment practices that support more effective learning in every student. Learn how to make small, specific adjustments every day, on a classroom-by-classroom basis, to: (1) Improve all students' access to, interaction with, and mastery of lesson content; (2) Design daily lessons that clarify learning goals and use high-yield learning strategies; and (3) Encourage students to seek feedback and reflect on their progress. By focusing on teaching habits that are deliberate and purposeful, the authors help you: (1) Reach academically at-risk students who don't "do school" well and appear unmotivated by increasing their engagement and helping them become master learners; (2) Boost the academic achievement of English language learners by addressing content and language goals and monitoring their progress toward both language acquisition and knowledge acquisition during pull-out or inclusion classroom time; and (3) Improve the performance of special education students by synchronizing teaching and assessment between co-teachers or intensifying instruction and feedback in a pull-out or resource classroom. This book is companion to the ASCD best-seller "Improving Student Learning One Teacher at a Time," which explains the four critical areas of teaching and describes how to align teaching with an updated synthesis of proven best practices. [For the related book, "Improving Student Learning One Teacher at a Time," see ED509098.] (As Provided).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10