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In a Fresh Look at Phonics, Wiley Blevins, author of the blockbuster Phonics from A-Z, explains the 7 ingredients of phonics instruction that lead to the greatest student gains, based on two decades of research in classrooms. For each of these seven must-haves, Wiley shares lessons, routines, word lists, tips for ELL and advanced learners, and advice on pitfalls to avoid regarding pacing, decodable texts, transition time, and more. A Fresh Look at Phonics is the evidence-based solution you have been seeking that ensures all students develop a solid foundation for reading.
As school and district leaders navigate the sea of new initiatives and standards, shoring up the faculty with an instructional coaching program is more critical than ever before. Research supports the value of coaches in improving school culture and facilitating change that leads to staff and student success. This comprehensive resource guides school and district leaders through the journey of developing and sustaining an effective coaching program. The authors engage readers with a nautical metaphor that outlines the planning and implementation process, including how to
For many years, the authors have been fellow travelers on the journey to help educators improve their schools. Their first coauthored book focuses on district leadership, principal leadership, and team leadership and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms
"A Visitor for Bear has the feel of a classic, and it’s so cozy no parent could object to reading it aloud every night." — The New York Times Book Review (starred review) Features an audio read-along! Bear is quite sure he doesn’t like visitors. He even has a sign. So when a mouse taps on his door one day, Bear tells him to leave. But the mouse — who keeps popping up in the most unexpected places — just won’t go away! Cheery persistence wears down the curmudgeonly Bear in a wry comedy of manners that ends in a most unlikely friendship.
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
As the inaugural issue in the Leadership for School Improvement (LSI) Special Interest Group (SIG) Book Series, this volume serves as a reflection on the foundations of the field of school improvement. Contents include connections between school improvement and the agency of principals, districts, universities, and policy. This volume will be placed in the school improvement literature with examinations of evolution, trends, policies, and future foci in the field of school improvement. This book is rich in research and literature about school improvement, school effectiveness, and school reform policy and implementation and thus holds significance for educational practitioners, scholars, and policy makers at all levels.