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Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement

Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement - 01 edition

ISBN13: 978-0871205049

Cover of Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement 01 (ISBN 978-0871205049)
ISBN13: 978-0871205049
ISBN10: 0871205041
Cover type:
Edition/Copyright: 01
Publisher: Assoc. for Supervision & Curriculum Development
Published: 2001
International: No

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Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement - 01 edition

ISBN13: 978-0871205049

Robert J. Marzano, Debra J. Pickering and Jane E. Pollock

ISBN13: 978-0871205049
ISBN10: 0871205041
Cover type:
Edition/Copyright: 01
Publisher: Assoc. for Supervision & Curriculum Development

Published: 2001
International: No

Author Bio

Marzano, Robert J. : Mid-continent Research for Education and Learning

Robert J. Marzano is a Senior Fellow at Mid-continent Research for Education and Learning (McREL) Institute in Aurora, Colorado. He is responsible for translating research and theory into classroom practice. He headed a team of authors who developed Dimensions of Learning, published by the Association for Supervision and Curriculum Development (ASCD), and is also the senior author of Tactics for Thinking (ASCD) and Literacy Plus: An Integrated Approach to Teaching Reading, Writing, Vocabulary, and Reasoning (Zaner-Bloser). His most recent efforts address standards as described in the two books Essential Knowledge: The Debate Over What American Students Should Know (Marzano, Kendall, & Gaddy/McREL, 1999) and A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms (Marzano & Kendall, ASCD/ McREL, 1996). He has also recently completed books entitled Transforming Classroom Grading (ASCD, 2000) and Designing a New Taxonomy of Educational Objectives (Corwin Press, 2000). He has developed programs and practices used in K-12 classrooms that translate current research and theory in cognition into instructional methods.

Marzano received his B.A. in English from Iona College in New York; an M.Ed. in Reading/Language Arts from Seattle University, Seattle, Washington; and a Ph.D. in Curriculum and Instruction from the University of Washington, Seattle. Prior to his work with McREL, Marzano was a tenured associate professor at the University of Colorado at Denver, and a high school English teacher and department chair.

An internationally known trainer and speaker, Marzano has authored 18 books and more than 150 articles and chapters in books on such topics as reading and writing instruction, thinking skills, school effectiveness, restructuring, assessment, cognition, and standards implementation.

He may be contacted at McREL, 2550 S. Parker Rd., Suite 500, Aurora, CO 80014. Phone: 303-632-5534. Fax: 303-337-3005. E-mail: bmarzano@mcrel.org.


Pickering, Debra J. : TopTutors.com

Debra J. Pickering is a private consultant and Director of Educational Content for TopTutors.com. During more than 25 years in education, she has gained practical experience as a classroom teacher and district staff development coordinator and has done extensive consulting with administrators and teachers, K-12. Her work in research and development centers on the study of learning and the development of curriculum, instruction and assessment that addresses clearly identified learning goals. With a combination of theoretical grounding and practical experience in the "real world," Pickering works with educators throughout the world who are attempting to translate theory into practice.

Pickering has coauthored a number of articles and programs, including Dimensions of Learning Teacher's Manual (2nd ed.) and other materials for ASCD's Dimensions of Learning series, a comprehensive model of learning that provides a framework for developing students who are independent learners and complex thinkers.

She received a B.S. degree in English/Drama Education from the University of Missouri, an M.A. in School Administration from the University of Denver, and a Ph.D. in Curriculum and Instruction with an emphasis on Cognitive Psychology from the University of Denver.

Pickering can be contacted at 10098 East Powers Ave., Englewood, CO 80111. Phone: 303-694-9899. E-mail: djplearn@hotmail.com.


Pollock, Jane E. : Mid-continent Research for Education and Learning

Jane E. Pollock, a researcher and trainer in the areas of standards, assessment, grading and record keeping, curriculum and instruction, and supervision, is a Principal Consultant for the McREL Institute in Aurora, Colorado. She has worked as a classroom teacher, district administrator, university professor, state department staff development coordinator, and K-12 curriculum coordinator.

In consultation with school districts and as part of state initiatives, Pollock designs curriculum based on state and national standards, aligned with state and national assessments. In addition, Pollock works side-by-side with teachers to develop classroom lessons and performance assessments. She organizes various national and international consortiums of schools to help improve student achievement using standards-based programs.

Pollock has conducted workshops in English and in Spanish in the United States, Australia, Canada, and many Central and South American countries. She is coauthor of ASCD's Dimensions of Learning Teacher's Manual and Trainer's Manual and Research Into Practice Series on Classroom Instruction and Assessment, Grading, and Record Keeping.

A native of Caracas, Venezuela, Pollock earned a B.A. at Duke University and an M.A. and Ph.D. at the University of Colorado at Boulder. She can be contacted at McREL, 2550 S. Parker Road, Aurora, CO 80014. Phone: 303-632-5508. E-mail: jpollock@mcrel.org.

Table of Contents

List of Figures

1. Applying the Research on Instruction: An Idea Whose Time Has Come
Research-Based Strategies
2. Identifying Similarities and Differences
3. Summarizing and Note Taking
4. Reinforcing Effort and Providing Recognition
5. Homework and Practice
6. Nonlinguistic Representations
7. Cooperative Learning
8. Setting Objectives and Providing Feedback
9. Generating and Testing Hypotheses
10. Cues, Questions, and Advance Organizers Specific Applications
11. Teaching Specific Types of Knowledge
12. Using the Nine Categories in Instructional Planning
13. Afterword

Appendix: Conversion Table for Effect Size/Percentile Gain
References
Index

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