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Data use in teaching is at the heart of current educational policy and school improvement efforts. Dispelling magical thinking as a simple solution to underachieving schools, this timely book explores what data use in teaching really is, how it works in theory and practice, and why it sometimes fails to achieve expected goals. The authors dive deep into school systems and routines, as well as into teachers' practices and students' experiences. Each chapter includes a discussion of a new direction that schools and teachers can take to ensure that data use in teaching actually spurs growth in learning. This resource extracts lessons from both chaotic and productive data implementation in order to inform practice and fulfil hopes for better schooling, richer teaching and deeper learning.

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Linda Dorn and Carla Soffos describe the process of comprehension as a reflection of the mind - a window into the reader's thoughts. In Teaching for Deep Comprehension they discuss comprehension from a socio-cognitive perspective - specifically, how teachers can use the social context of reading workshop to promote deep comprehension. Linda and Carla mesh complex theories of comprehension with everyday practical examples in such a way as to help teachers develop a better understanding of what it means to comprehend while reading. The book's appendix contains a wealth of reproducible materials, including text maps, graphic organisers, book lists and resource charts.

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In A Teacher's Guide to Standards-Based Learning, authors Tammy Heflebower, Jan K. Hoegh, Philip B. Warrick and Jeff Flygare detail how F-12 teachers can make standards-based learning work in their classrooms. With their decades of classroom experience, the authors explain the research and theory behind standards-based learning and help F-12 teachers and leaders make the important paradigm shifts necessary to transform their curriculum, instruction, assessment and feedback practices. They provide numerous tools and examples to guide teachers in implementing a successful system of standards-based learning.

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Effective classroom assessment must go well beyond traditional assessment. A shift to a new paradigm for classroom assessment is necessary: where teachers use assessment to its full potential as a tool for feedback. In The New Art and Science of Classroom Assessment, authors Robert J Marzano, Jennifer S Norford and Mike Ruyle recognise this need and explain how to apply The New Art and Science of Teaching framework to classroom assessment. This book presents current research, theory and practice regarding classroom pedagogy across writing, reading, mathematics, science and other learning areas. With this book, F–12 teachers will learn how to change their methods of classroom assessment to create a more holistic model of assessment reflective of course curriculum and student progress.

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In this practical book, David Booth and Richard Coles explore the issues involved in the question What Is a "Good" Teacher? They examine this complicated inquiry from multiple perspectives, by including the diverse voices of educators from primary, secondary and tertiary contexts. Rather than outlining a fixed group of criteria, they have adopted a framework, based on theory and classroom practices, that allows teachers to develop a holistic understanding of teaching and learning as a proves for professional growth. The authors have collected thirty characteristics of excellence in teaching that offer teachers a vision for identifying their own strengths and opportunities for personal and professional growth as classroom leaders.

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Thinking about Thinking in IB Schools: How We Know What We Know is intended to complement and supplement the curriculum of international schools, and those utilising the International Baccalaureate program. The discussions within this resource target the "think links", connectors between subject matter and relevant processes across and with the learning areas. Each chapter features instructional strategies to teach, practise and apply deeper thinking with the rich and rigorous content of the international curricula. Seven thinking skill areas are delineated and each of the seven chapters features a lively discussion, explicit ways of thinking about particular ways of thinking and engaging strategies to involve students in the act of deep thinking about the required content.

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How do we prepare our students for the test of life? We give them the gift of self-reflection, self-awareness, self-initiative, self-direction, self-assessment and self-regulation - the gift of knowing when they know, and when they don't know. Metacognition: The Neglected Skill Set for Empowering Students, is written with the teacher in mind. It is more practical than theoretical, but most definitely grounded in research findings and connected to emergent data. With the 30 ready-to-use metacognitive strategies in this book, teachers will deepen learning for their students through explicit reflections on planning, monitoring and evaluating their own work. As students learn how to think about their own thinking, they become more aware and better able to make adjustments on their own work.

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Reveal students' preconceptions of fundamental concepts in science with the award-winning Uncovering Student Ideas in Science series. Each volume includes short formative assessment probes - covering physical, life, Earth and space sciences - that can help pinpoint what your students know, allowing you to adjust your teaching strategies accordingly. The probes are invaluable tools you can use either at the beginning of each topic, unit or as you progress through specific lessons. Accompanying each probe are detailed teacher materials that review science content; make connections to the Australian F-10 Curriculum and Senior Secondary Curriculum science standards; summarise relevant research on learning; and suggest instructional approaches for primary, middle years and high school students.

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Educational achievement carries more importance than ever for students to thrive in the complex, unpredictable world of the 21st century. In this second edition of the bestselling Embedded formative assessment, author Dylan Wiliam makes the case for the significant role of formative assessment in increasing teacher quality and student learning. Through a vast body of new research, insights, examples and formative assessment techniques, this rich resource shows F–12 teachers and administrators how to positively impact student achievement.

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The New Art and Science of Teaching by Robert J. Marzano is more than a revision of The Art and Science of Teaching. It is a greatly expanded volume, offering a framework for substantive change based on Marzano's fifty years of education research and observation. In The New Art and Science of Teaching, Marzano identifies ten design areas within three categories of teaching - (1) feedback, (2) content and (3) context - that form a road map for F-12 teachers' lesson and unit planning. Also included in the series are The New Art and Science of Classroom Assessment, The New Art and Science of Teaching Writing and The New Art and Science of Teaching Reading - companion books that focus on improving students' literacy skills and showing teachers how to make the most of feedback.

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The Power of Investigating invites you to capture the potential for learning with children - who are natural investigators. But this pedagogical picture book does more than just describe how to build investigations - it also shows you, so you can easily implement the investigations right away in your own F-5 classroom. As the second book in NSTA's Powerful Practices series, The Power of Investigating builds on the questioning strategies modelled in The Power of Questioning. The authors are veteran educators who know how busy and demanding today's F-5 classroom is. A powerful tool in a small package, the book provides fresh, lively strategies you and your students will learn from and enjoy.

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This practical book will help early childhood teachers (preK-2) understand and respond to the multiple influences (school, home, and societal) that affect emergent bilingual children’s academic achievement. Chapters address incorporating first-language strengths, acquiring a second language, learning to read, building vocabulary, comprehending and thinking with text and language, helping children persevere, and more. Approaches for collaborating with families accompany each chapter. This book is designed to help teachers understand the underlying principles so they can modify, develop, and adjust their practice to be most effective for the emergent bilingual children they teach. It is a valuable resource for developing bilingual programs, teacher preparation, and professional development Learn More