Books

Planning and teaching in the standards-based classroom provides an overview of standards-based learning along with detailed instructions for everything, from planning lessons to using proficiency scales to communicating with parents.

With this book, teachers get the guidance they need to help students engage in learning experiences that allow them to reflect on their level of knowledge and what they need to learn, while exploring topics that correspond with their interests. Readers will learn to guide students in creating tutorial videos, providing peer reviews, curating their own resources, participating in debates and more.

Best practices at Tier 2: Supplemental interventions for additional student support, elementary offers Years F–5 teachers proven response to intervention (RTI) strategies for responding to students who need additional support after core instruction.

Parent engagement with schools is known to be key to student achievement, but building such involvement can be a challenge, especially in economically disadvantaged schools that need it the most. Community connections and your PLC at Work® guides readers to build this vital engagement by broadening a school’s professional learning community so it includes parents, families and other community members in a productive collaboration toward success for all students.

Grounded in psychological and sociological theory, as well as authors Dennis Shirley and Andy Hargreaves’s own research, Five paths of student engagement: Blazing the trail to learning and success covers each facet of engagement and recommends practical approaches for classroom instruction, school leadership and educational policies.

Create a fun and friendly classroom environment through positive classmate interactions. The activities are a great way to energise students, have fun and get acquainted with their classmates.

An all-in-one guide to academic, behavioural and community solutions! Varying levels of personal, social and material resources can create specific challenges for students as well as for schools and communities. Educators are key: Teachers are integral to the lives of under-resourced young people who can and will achieve success if we understand them – and understand how to guide and teach them. This revised edition of Research-based strategies helps us do all that and more.

Educational leadership is never conflict-free. And poorly managed conflict can consume a great deal of educational leaders’ time and energy. This resource presents a wide-ranging set of efficient response strategies and equips F–12 leaders with a repertoire of skills for reacting professionally and effectively to conflict.

Today’s teachers face a daunting challenge: how to ensure a positive school experience for their students, many of whom carry the burden of adverse childhood experiences, such as abuse, poverty, divorce, abandonment and numerous other serious social issues. Spurred by her personal experience and extensive exploration of brain-based learning, author Marilee Sprenger explains how brain science – what we know about how the brain works – can be applied to social-emotional learning.

As schools are filled with increasingly diverse student populations with diverse learning needs, inclusive education becomes more important by the day. In Inclusion strategies and interventions, second edition, author Toby J Karten aims to help educators provide consistent and strong learning pathways and create classrooms conducive to learning for both general education learners and learners with special needs.

What role do student behaviours and emotional states play in school? What supports do students need in order to learn and pursue positive behaviours? Behavior solutions: Teaching academic and social skills through RTI at Work™ answers these questions and more to help F–12 teachers and administrators bridge the systemic behaviour gap.

When children of colour enter their classrooms each year, many often encounter low expectations, disconnection and other barriers to their success. In The innocent classroom, Alexs Pate traces the roots of these disparities to pervasive negative stereotypes, which children are made aware of before they can even walk through the school door. The cumulative weight of the stereotypes eventually takes shape as guilt, which inhibits students’ engagement, learning and relationships, and hurts their prospects for the future.