Tony Frontier and James Rickabaugh
Why have decades of school reform had so little measurable effect on student achievement? Why have billions of dollars spent on technology, small-school initiatives, and school-choice options failed to improve our schools? Too often, educators are simply pulling the wrong levers, say Tony Frontier and James Rickabaugh. They explain that the various components of schooling fall into five categories: structure, sample, standards, strategy, and self. Understanding how these five levers work-- and their relative power--can help unlock the potential for lasting improvements in teaching and learning. The authors show readers that changes to structure and sample (how schools are organized and how students are grouped) will not be effective without changes to standards (expectations for student learning), strategy (instructional strategies to engage students in meaningful learning), and self (the set of beliefs teachers and students have about their capacity to be effective). At the heart of this book is a simple message for teachers, administrators, board members, and education policymakers at all levels: the key to success is not doing more work and making more changes, but doing the right work, and making the right changes.
Mette Baran and Janice Jones
The clear division between quantitative and qualitative research methods becomes problematic when students begin conducting extensive research for the first time, often as part of a masters thesis or dissertation. In order to handle such complexities in the selection of research methods, a Mixed Methods Research (MMR) approach is one proposed solution.
Mixed Methods Research for Improved Scientific Study seeks to demonstrate how mixed methods research designs can address a wide array of scientific questions across disciplines. Focusing on essential concepts and methods for a hybrid approach to quantitative and qualitative research methods for real-world implementation, this publication is ideally designed for students and researchers interested in refining their research skills as well as educators seeking to integrate research methods coursework into the graduate curriculum.
Making Teachers Better Not Bitter: Balancing Evaluation, Supervision, and Reflection for Professional Growth
Tony Frontier and Paul Mielke
In too many districts, evaluation of teachers ensures competence but does little or nothing to encourage and support expertise. In this thought-provoking and groundbreaking book, Tony Frontier and Paul Mielke address this issue head-on, combining the conceptual and the practical by offering a compelling vision of teacher growth, along with nearly three dozen step-by-step protocols for working with teachers. They present a powerful rationale for reconceptualizing teacher evaluation by creating a balanced system of three equally important components:
- Reliable and valid evaluation.
- Empoweringand focused supervision.
- Meaningful and purposeful reflection.
Each component is discussed in terms of its purpose, premise, processes, practices, and payoffs. Revealing examples based on the authors' experiences in classrooms across the country show what evaluation, supervision, and reflection look like when they're not done well—and what they could look like if done more effectively.
Providing insight and inspiration, Making Teachers Better, Not Bitter paves a clear path to better teaching and helps you acknowledge and support the hard work that teachers do every day to make learning come alive for their students.
Dan J. Scholz
For many Christians and believers of all faith traditions, the nine books explored in The Catholic Epistles, Hebrews, and Revelation are the least-known parts of the New Testament. This book also presents eleven even less-known, important extracanonical writings produced during roughly the same period as those included in the Bible. Scholz explores themes of authorship, audience, style, and context to offer a broad sense of the history, theology, and culture that formed early Christians. With review and discussion questions and helpful content summaries, he offers fresh insights into the turbulent years following the deaths of the first generation of believers.
Dan J. Scholz
Jesus in the Gospels and Acts: Introducing the New Testament is a new edition of a popular text that has filled a market niche for books providing an easily accessible overview of Jesus in the New Testament. Content, layout, graphics, and reference updates enhance the appeal and educational value while making the resources more accessible. Jesus in the Gospels and Acts explores issues of authorship, historicity, culture, and theology through the perspectives of the four Gospels, the Acts of the Apostles, and the extracanonical gospels. Structured for a semester course, the book offers summaries, review questions, and recommended readings that make it ideal for classroom settings. Charts, maps, sidebars, and images offer the visual variety and graphic support essential to visual learners.
Dan J. Scholz
Paul of Tarsus is a biblical figure like no other because of his role in the development of the New Testament. The Pauline Letters is a clear, engaging text created for those studying Paul’s letters, a task essential for understanding Christianity.
Exploring the complexities of Paul’s life and work, the integration of Jewish theology and Greek thought in the Pauline letters, and questions of authorship of the letters, this text guides and challenges the reader to understand how Paul shaped Christianity.
This commentary-–perfect for students and an asset for any professor’s library-–addresses the historical, social, and literary contexts of each letter and what the letters reveal about Paul’s theology and ethics. The text’s summaries, review questions, and recommended additional readings make it ideal for undergraduate courses.
The Impact of Looping in Middle School: Evaluating the effects of looping on student academic motivation and attitudes toward school
The purpose of this study is to assess the effects of a looping program, serving grades seven and eight, at a middle school, located in northeastern Wisconsin on teachers, administrators, students, and parents utilizing both quantitative and qualitative research methods. It measures the impact of looping on students' academic motivation and attitudes toward school and school activities, identifies teachers' perceptions of the benefits and drawbacks of looping for both students and teachers, and analyzes parents' perceptions of the looping experience.
Tony Frontier and Robert J. Marzano
Effective Supervision shows school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. The focus is on developing a collegial atmosphere in which teachers can freely share effective practices with each other, observe one another's classrooms, and receive focused feedback on their teaching strategies.
Barbara Reynolds SDS and William E. Fenton
From two authors who embrace technology in the classroom and value the role of collaborative learning comes College Geometry Using The Geometer’s Sketchpad. The book's truly discovery-based approach guides readers to learn geometry through explorations of topics ranging from triangles and circles to transformational, taxicab, and hyperbolic geometries. In the process, readers hone their understanding of geometry and their ability to write rigorous mathematical proofs.
Stacey Floyd and Melissa Purdue
This collection of essays contributes to scholarship on the emerging voices of women writers during the fin de siecle. These 'New Woman' writers created a distinctly different body of literature that reflected their concerns about women's limited role in society. The essays cover a range of authors, shedding light on the ways New Woman texts also often offer new and progressive portrayals of women's authority as connected to strong physical bodies. These scholars highlight how New Woman endings re-envision the marriage plot, self destruction and even empowerment through pain. Additionally they help scholars, instructors and students contextualize the New Woman writers in terms of the Women's Movement, nineteenth-century laws related to marriage, Darwinian theory, athletics for women, the New Woman's navigation of urban life and even Jack the Ripper.
Peter M. Jonas
Here is a researched-based book in which author Peter Jonas explores how humor can enhance both leadership performance and improve the learning environment. Jonas attempts to use research and brain-based concepts to build a theoretical foundation and then provides practical components for connecting leadership, learning, and humor. Individuals need to understand the theoretical nature of leadership before they can translate the concepts into practice on a daily basis. The same is true for humor. The main theme of the book is that the proper use of humor will not only increase learning comprehension, but it can be used as an important tool for leaders to enhance their effectiveness.
Throughout the book, Jonas has interjected humorous jokes, stories, puns, exercises, activities, expressions, etc. in order to show specific examples to provide the reader with material that can be used in leadership situations and the classroom. The materials in the book can be learned, saved for later, or copied for immediate use. Moreover, each chapter is fun to read and contains practical points and examples of how to integrate humor into daily leadership activities and lesson plans. For teachers and leaders, or anyone in the field of education.
Unfailing Patience and Sound Teaching: Reflections on Episcopal Ministry in Honor of Rembert G. Weakland, O.S.B.
David A. Stosur
Unfailing Patience and Sound Teaching, in honor of Rembert G. Weakland, O.S.B., commemorates his seventy-fifth birthday and twenty—fifth anniversary as Archbishop of Milwaukee. The title is inspired from the presentation of the Book of the Gospels during the Rite of Episcopal Ordination: “Receive the Gospel and preach the word of God with unfailing patience and sound teaching.” Contributors respond to the question.- What does episcopal ministry that embraces the tenets ofthe Second Vatican Council look like at the beginning of the twenty-first century? Essays fall under three headings: episcopal office, the bishop and dialogue, and episcopacy and contemporary culture.
Peter M. Jonas and John Green Jr
Barbara Reynolds SDS and Ed Dubinsky
This book will greatly help readers introduce cooperative learning in their own undergraduate mathematics classes. Instructors who have tried some group activites as well as those who have not been involved at all with cooperative learning will find here detailed, useful discussions on every aspect of cooperative learning. The book reflects the extensive experience of the authors as well as that of over forty colleagues who responded to a survey on cooperative learning. Throughout the book cooperative learning is related to educational research results, which are clearly explained in one chapter.
Cooperative learning, as defined by the authors, involves students working in heterogeneous groups, usually assigned for the duration of the course. Students become responsible for each other's learning since the cooperative spirit permeates every facet of the course: homework, laboratory, assignments, classes, and even some tests.
The book includes directions for organizing students into groups as well as complete descriptions of what these groups do once they are formed. Examples of group problems and group test questions for various mathematics courses ilistrate the work that can be expected of the students in cooperative learning groups, the authors present methods for monitoring groups and dealing with problems that may arise in a cooperative learning environment. They also address the question of student assessment.
In addition to descriptions of their own methods, the authors include a chapter that summarizes forms of cooperative learning used by others. An extensive and annotated bibliography is also included.
This book is a valuable resource for any instructor who uses cooperative learning groups in an undergraduate mathematics class.