Language : English
Published : 2018-05-31
Pages : 130
Changing the Course of Failure: How Schools and Parents Can Help Low-Achieving Students
The basic purpose of this book is to help policy makers at all levels of government understand that (1) widespread adolescent under-achievement is not susceptible to solution by educational interventions no matter how much money is allocated to public education; and (2) there are unidentified educational and civic costs to focusing on low achievement and to expecting public institutions of education (for K-12 and college) to solve a growing social problem. Many policy makers seem to think (1) that all Hispanic and African American students are low achievers even though only 25 percent of this country’s 15 year-olds are designated by tests as low achievers and Hispanic and African American children constitute 41% of our public school population; (2) that most children in low-income families are Hispanic or African American even though more “white” children are; or (3) that teachers/schools are the cause of low achievement. Educational institutions still cannot solve a non-education-caused problem and haven’t done so for over 50 years despite all the public and private money that has been allocated.
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Classroom Management 4E empowers you to develop an individual classroom management plan that suits your professional philosophy and teaching style. It introduces the Lyford model, a framework that illustrates the many elements of successful classroom management. Using the Lyford model as a scaffold, the authors: – compare and contrast the main theories and models that currently inform practice in Australian classrooms; – explore key practices for creating positive learning environments that will engage students and reduce the chance of disruptions; and – discuss a range of intervention strategies to consider when faced with challenging student behaviours. As you work towards developing your own individual approach to classroom management, engaging stories from early-career teachers help you to apply the concepts to real-life situations. A new chapter on contemporary issues in classroom management keeps you up to date with a wide range of topics that impact upon today's learning environments.
Cambridge English for Schools Practice Tests have been designed to familiarise students with the level and format of the Cambridge English Key, Preliminary and First (previously known as KET, PET and FCE) for Schools examinations. Students can be assured that they will receive the relevant, up-to-date, appropriate training to successfully undertake these tests. The guidance and tips sections advise students on how to approach each part of the examination and allow them to improve the skills required.
The Psych Book VCE Units 3 & 4 Teacher Manual has been fully revised to meet the changes to the VCE Psychology Study Design (2013). The Psych Book Teacher Manual VCE Units 3 & 4 supports The Psych Book VCE Units 3 & 4. This resource contains comprehensive solutions to all learning activities, glossary terms, revision questions and all multiple choice and short answer questions from the practice tests. Also included are suggested teaching strategies and timelines to match with the activities presented in The Psych Book workbook.
Organized around the authors’ coherent and cohesive Generalist Intervention Model, this introductory guide to generalist social work practice gives students the knowledge and skills they need to work with individuals and families, as well as the foundation to work with groups, communities, and organizations. Updated to reflect current topics and practice, the book focuses on micro levels of social work practice while also discussing the interrelationship between the micro, mezzo, and macro levels. Part of the BROOKS/COLE EMPOWERMENT SERIES, UNDERSTANDING GENERALIST PRACTICE, 7th Edition, clearly identifies content related to the latest Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) with icons throughout the text. New learning objectives, which are correlated to chapter headings and summaries, guide students’ reading and reinforce their understanding.
About the Author
Karen K. Kirst-Ashman, BSW, MSSW, PhD, has been a full professor and was a former chairperson in the Social Work Department at the University of Wisconsin-Whitewater, where she taught for 28 years. She is certified as a Licensed Clinical Social Worker in the State of Wisconsin. She has worked as a practitioner and administrator in child welfare and mental health agencies. She received the University of Wisconsin-Whitewater’s Excellence in Teaching Award in 1986 and the University Outstanding Teaching Award in 2007. She has been a member of the board of directors of the Council on Social Work Education (CSWE) in addition to being an accreditation site visitor. She is also a current member of CSWE, BPD, and NASW. She has served on the Editorial Board of Affilia: Journal of Women and Social Work, and as a consulting editor for many social work journals, including the Journal of Social Work Education. She has written six social work textbooks in multiple editions and numerous publications, articles, and reviews concerning social work and women’s issues.
Grafton H. Hull, Jr. (BS, MSW, PhD) has taught at Fort Knox Community College, Morningside College, the University of Wisconsin-Whitewater, University of Wisconsin-Eau Claire, Missouri State University, Indiana University Northwest, and, most recently, the University of Utah. He has been a faculty member, department chair, program director, director of a school of social work, and Special Assistant to the Senior Vice President for Accreditation. Among other professional activities, he has served on the CSWE Board of Directors, Commission on Accreditation, Nominations Committee, and as a President of the Association of Baccalaureate Social Work Program Directors (BPD). Dr. Hull has been a consultant to over 50 social work programs in the U.S. and Canada and a member of the editorial board or consulting editor for several journals. He is the co-author of seven texts and numerous articles in social work journals. Hull’s honors include the Mary Shields McPhee Memorial Award for Faculty Excellence in Research (Utah), Significant Lifetime Achievement Award (BPD), Social Work Educator of the Year (Wisconsin CSWE), and President’s Medal of Honor (BPD). His biography is listed in WHO’S WHO IN AMERICA and WHO’S WHO IN THE WORLD.