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Appropriate for all grade levels, these 25 field-tested, easy-to-use mathematics assessment probes help teachers modify instruction by determining students' understanding of core mathematical concepts.

• Sales Rank: #505523 in Books
• Brand: Corwin
• Published on: 2006-12-20
• Original language: English
• Number of items: 1
• Dimensions: 10.88" h x .49" w x 8.57" l, 1.23 pounds
• Binding: Paperback
• 200 pages

Features

• 25 ready-to-use mathematical probes
• Teacher guides for implementing each probe at any grade level
• Examples of typical obstacles and faulty thinking demonstrated by studentsThis rich resource combines
• Title - Uncovering Student Thinking in Mathematics
• Sub Title - 25 Formative Assessment Probes

Review
"A fresh and unique resource for mathematics teachers who recognize the importance of carefully establishing the starting points of instruction in terms of what students already know.  The collection of assessment probes is inventive, engaging for students, and invaluable for teachers." (Richard H. Audet, Associate Professor 2006-05-23)

"Shows us ways to listen and observe children and their mathematical understandings so we can find better ways to help them take their next learning steps. This book is a gift to educators who 'seek to understand before being understood.'" (From the Foreword by Anne Davies 2006-08-03)

“This resource for K–12 mathematics educators is exactly what the title suggests: It contains 25 formative assessment probes that can be used to drive instruction. This book is easy to read and implement.” (Mathematics Teaching in the Middle School, February 2008, Vol. 13(6) 2008-03-06)

“The probes in this book give teachers a basis for beginning assessments as well as a guide for assessing manipulatives and activities, not just paper-and-pencil tasks. The guide helps teachers understand student thinking and welcomes deeper understanding and mastery of topics. It is also easy to use with parents to show students’ thinking and to justify grades.” (Teaching Children Mathematics, February 2008, Vol. 14(6) 2008-05-28)

About the Author

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.

Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

Leslie Minton is currently a mathematics consultant for Math Matters 2, Portland, Maine. She is currently providing individualized mathematics professional development to area schools and districts PK-8, as well as, teaching Math Methods courses at the University of Southern Maine. Previously, Leslie was a Project Director for the Maine Mathematics and Science Alliance, Augusta, Maine. She provided technical assistance to schools as well as designed a professional development course and diagnostic materials designed to support numeracy understanding. She is a fellow of the second cohort group of Governor’s Academy for Science and Mathematics Educators. She has taught regular and special education for grades 4-12. Leslie receive her B.S. in elementary and special education from the University of Maine at Farmington and her M.Ed in curriculum, instruction and assessment from Walden University. Currently she is completing a M.Ed program, Educational Design and Media Technology, Full Sail University.

Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. Carolyn also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology.  She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant. Carolyn is a fellow of the second cohort group of the Governor’s Academy for Science and Mathematics Educators and serves as a mentor teacher with the current cohort. She participated as a mathematics mentor in the NSF-funded Northern New England Co-Mentoring Network (NNECN) and continues her role as a mentor teacher. She serves as a board member of the Association of Teachers of Mathematics in Maine (ATOMIM) and on local curriculum committees.  Carolyn received her B.S. in secondary mathematics education from the University of Maine.

Most helpful customer reviews

8 of 8 people found the following review helpful.
Excellent Assessment for Student Learning in Mathematics
By Math E. Matters
Uncovering Student Thinking in Mathematics: 25 Formative Assessment Probes is one of the best mathematics assessment books I have read! In addition to well-crafted assessments and alternative versions, the authors provide detailed information as to what conceptual or procedural gaps students may have based on distractor choices. The assessments can be used with all levels of students from kindergarten through high school. Gradeband scales associated with each assessment make it easy to determine when students would probably be introduced to skills covered by an assessment, and in what grade levels students usually still struggle with those skills. I found this an easy book to read, and I would recommend this book to any teacher who wishes to increase usage of assessment for learning to determine next instructional steps for students.

10 of 12 people found the following review helpful.
Activities designed to identify and correct such discrepancies.
By Midwest Book Review
Cheryl M. Rose, Leslie Minton and Carolyn Arline's UNCOVERING STUDENT THINKING IN MATHEMATICS offers teaches over twenty assessment strategies for identifying fallacies in students' preconceived ideas. These are mathematical probes which help teachers at all levels probe for conceptual understanding and common problems: chapters offer activities designed to identify and correct such discrepancies.

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Superintendents and board members are provided real-life vignettes highlighting challenges and successes, information on building relationships and managing conflict, and reflective practice questions and self-assessment.

• Sales Rank: #623661 in Books
• Brand: Corwin
• Published on: 2006-09-14
• Released on: 2006-09-14
• Original language: English
• Number of items: 1
• Dimensions: 9.90" h x .35" w x 6.90" l, .72 pounds
• Binding: Paperback
• 152 pages

Features

• Real-life vignettes that highlight problems, successes, key points and useful practices
• Indispensable information on building relationships, creating a team, managing conflict and staying
• Reflective practice questions and self-assessments throughoutThis rich resource offers knowledge,
• Title - Effective Superintendent-School Board Practices
• Sub Title - Strategies for Developing and Maintaining Good Relationships With Your Board

Review
"...clearly lays out the important role the superintendent has in leading the district in partnership with the board of education. This book is loaded with practical tips and pearls of wisdom. It is an easy read with loads of good examples...well worth the time of every current and aspiring superintendent and school board member!" (Anne Bryant 2006-01-17)

"The success of a school district is determined at least in part by the ability of the school board and superintendent to develop a constructive working relationship. This book provides practical insights and useful ideas that will prove to be helpful to district leaders who are serious about keeping the educational interest of children first among their priorities." (Pedro A. Noguera, Professor 2006-01-18)

"The authors of Effective Superintendent-School Board Practices have filled a gap in the literature by providing a practical, experience-based look at how superintendents should approach the most important relationship in their professional lives. Working effectively with school boards is what it is all about and this book shows you how." (Paul D. Houston, Executive Director 2006-02-07)

"A wonderful, clear, and jargon-free primer on how to be a successful superintendent. Not only is this book must reading for anyone who aspires to be a superintendent, it would be a real plus for school boards. As a former school board member myself, I would have benefited from having a better understanding of the myriad challenges facing the superintendent." (Dede Alpert, Former California State Senator 2006-02-08)

"This book is a must 'read-and-keep' for students interested in the superintendency as well as new and mature superintendents. An outstanding fieldbook for those interested in down-to-earth strategies needed to navigate the complexities of providing leadership in school districts." (General Davie, Jr. 2006-02-22)

"This book is a very useful tool in building school district governance teams. The collective wisdom of the authors will provide valuable insight to superintendents and school board members alike as they strive to provide a high-quality education for all of the children in their districts." (Luan B. Rivera, President 2006-02-13)

"An easy-to-read guide that can be referred to again and again by current and aspiring superintendents and board members." (The School Administrator, September 2007 2007-10-12)

About the Author
Rene Townsend, former superintendent for ten years, is executive director of the Urban Education Dialog (UED) and Public School Services (PSS), nonprofit organizations founded by Price Charities. PSS has a mission of reducing the price of goods and services to all public school districts; UED is a forum to confront challenges facing urban school districts and exchange best practices. With seven other superintendents, Townsend coauthored Eight at the Top; they are working on book two, offering more leadership insights for superintendents. Townsend received her bachelor of science from the University of Washington, her master's from San Diego State University, and her doctorate from Northern Arizona University. She serves on the national boards of Advancement Via Individual Determination (AVID) and Educators for Social Responsibility (ESR).

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## Ebook Encyclopedia of African American Education (1 & 2 Volume Set)From SAGE Publications, Inc

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Each topic in this 2-volume encyclopedia is discussed as it relates to the education of African Americans. The entries provide a comprehensive overview of educational institutions at every level, from preschool through graduate and professional training, with special attention to historically and predominantly Black colleges and universities. The encyclopedia follows the struggle of African Americans to achieve equality in education―beginning among an enslaved population and evolving into the present―as the efforts of many remarkable individuals furthered this cause through court decisions and legislation.

A unique appendix, "The Complete Bibliography of the Journal of Negro Education, 1932-2008," includes listings of the tables of contents and reprinted articles on segregation, desegregation, and equality.

Key Features

• Highlights individuals, organizations, and publications that have had a significant impact on African American education
• Incorporates discussions of curriculum, concepts, theories, and alternative models of education that facilitate the learning process
• Addresses the topics of gender and sexual orientation, religion, and the media

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• Alternative educational models
• Associations and organizations
• Biographies
• Collegiate education
• Curriculum
• Economics
• Gender
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• Sales Rank: #4992154 in Books
• Published on: 2009-10-21
• Original language: English
• Number of items: 2
• Dimensions: 11.20" h x 3.10" w x 8.80" l, 8.00 pounds
• Binding: Hardcover
• 1152 pages

From Booklist
This encyclopedia deals with historical and current educational issues related to African Americans. Editor Lomotey is chancellor and professor of education at Southern University and A&M College. The 247 signed entries, which vary in length from 1,000 to 4,000 words, cover a wide range of topics spanning from Black Codes to No Child Left Behind. The entries are written in an accessible style and provide multiple print and online references for further research. Thematic access is provided through the “Reader's Guide,” which lists entries under larger topics such as “Associations and Organizations,” “Curriculum,” “Historically Black Colleges and Universities,” and “Legal Cases.” The appendix comprises 75 percent of the second volume and is dedicated to coverage of the Journal of Negro Education. This journal, which is published by Howard University, has been at the forefront of issues related to African American education since its inception. The appendix reproduces the tables of contents of the journal for the years 1932–2008. Although a perusal of a series of tables of contents is an interesting read for historians, one wonders at the decision to devote 216 pages to this information without any access for author and subject in the index. The appendix also contains the full text of 11 selected articles, which provide an insightful time line of important issues dealing with segregation, desegregation, and equality in education for the years 1935–2004. This resource complements, and in many cases updates, the topics covered in the 1996 work of the same title published by Greenwood. Because the current work contains only 18 biographies, it complements major biographical works such as African American National Biography (2008). The entries and the full-text articles make it a worthwhile purchase for large public and academic libraries. Also available as an e-book. --Cynthia Crosser

About the Author
Current American Association of State Colleges and Universities (AASCU), P-LAN Enterprises, LLC Previous Southern University and A & M College, Fort Valley State University Education MA and PhD, Educational Administration at Stanford University

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Provides a clear and succinct introduction to teaching the language arts to elementary students

Key Features

• Focuses on integrating the six language arts―reading, writing, listening, speaking, viewing, and visually representing―with other subject areas
• Provides guidance on differentiating instruction to bring out the best in the rapidly growing number of students with special needs and English language learners in the regular classroom
• Includes a detailed lesson plan in each chapter along with instructional activities and techniques to integrate the language arts across all the subjects in the elementary curriculum

Accompanied by High-Quality Ancillaries!

Student Resource CD: Bundled with the book, this CD includes video clips and discussion questions that correlate with important chapter concepts.

Web-based student study site

This interactive study site provides practice tests, flashcards, chapter summaries, links to NCTE/IRA and state-specific Language Arts standards, and much more.

Instructor Resources on CD: Available by contacting SAGE Customer Care at 1-800-818-SAGE (7243), this CD for instructors offers resources such as lecture outlines, PowerPoint slides, a test bank, and sample syllabi for semester and quarter courses.

Intended Audience
This book is intended for undergraduate and graduate courses in elementary language arts methods, which teaches pre-service teachers and licensure/certification candidates specifically how to teach their students the basics of the six language arts – reading, writing, listening, speaking, viewing, and visually representing.

• Sales Rank: #1044076 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2008-08-05
• Original language: English
• Number of items: 1
• Dimensions: 10.25" h x 8.00" w x .75" l, 1.90 pounds
• Binding: Paperback
• 480 pages

Features

• Used Book in Good Condition

Review
"The pedagogical features are outstanding. Each one helps the reader understand the content and make connections to authentic teaching situations. The ideas are practical and helpful because they can be easily implemented in the classroom." (DeAnna M. Laverick 2007-09-04)

"Language Arts: Integrating Skills for Classroom Teaching supports teachers of language arts by providing a wealth of valuable resources, including sample lesson plans, instructional materials, recommendations for quality children’s literature, detailed descriptions of teaching strategies, and suggestions for meeting the needs of English language learners. The vignettes capture an authentic insider’s view on chapter topics; and together with the many resources, forge a connection between the theoretical and research base and the practical application of concepts." (DeAnna M. Laverick 2007-09-27)

"[The instructors' resources] are all nice features. As an instructor, having access to sample test questions, particularily ones that are similar to what students will experience on the PRAXIS tests are essential." (Sara Runge-Pulte, Ed.D. 2007-08-16)

"I really love this textbook. It has great coverage, is reader friendly, and has a great approach to integration." (Jeff L. Whittingham 2007-08-27)

"I like the easy read style, with anecdotes, lesson plans, charts and tables." (Roxanne Forgrave Adoption Reply Card 2009-04-06)

"Instructor’s resources were helpful. The book is up-to-date and comprehensive." (Karren Timmermans 2009-09-21)

The book is excellent and the difference in the price of this book and the text I have been using is about 50% less. I have known of Donoghue’s writing of Language Arts Texts for a number of years and find that she is always up-to-date on this subject area. Her current book is excellent!

(C. Glennon Rowell, Professor of Language Arts and Former Dean of Education 2009-10-07)

About the Author
Mildred R. Donoghue is a Professor of Education and Reading at California State University, Fullerton. She teaches courses in the Multiple Subject Credential Program and in the Master's program in Elementary Curriculum and Instruction (emphasis: Early Childhood Education). She is a member of Alpha Upsilon Alpha Honor Society of the International Reading Association.

Donoghue has published nine books to date in the language/literacy field, the latest being Language Arts: Integrating Skills for Classroom Teaching (SAGE). She serves on the editorial review board of the Journal of Children's Literature (NCTE) and The Dragon Lode (IRA) and has established the Donoghue Children's Literature Center at the University Library at Cal State Fullerton. Her work as supervisor of elementary student teachers allows her to visit public classrooms and maintain currency in her preparations and writing.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Seems like a good text
By K. Klaus
Easy to read, video clips are not too long. This is a required text for a class I am taking "Integrated Language Arts". Is a newer addition so has current resources. I find myself highlighting a lot.

0 of 0 people found the following review helpful.
very happy with this purchase
By Danielle I. Killinger
quick shipping, very happy with this purchase.

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! PDF Ebook Cooperative Learning: Integrating Theory and Practice, by Robyn M. Gillies

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"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." 

                                                                                                          ―Ted Wohlfarth, PSYCCRITIQUES

"This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful."

―Nancy L. Markowitz, San Jose State University

Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem―solving, and learning during cooperative learning.

Key Features

• Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing.
• Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning.
• Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities.
• Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy.

Intended Audience

This is an excellent supplementary text for several undergraduate and graduate level K―12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K―12 teaching methods courses.

Talk to the author! r.gillies@uq.edu.au  

• Sales Rank: #677285 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2007-03-16
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .65" w x 7.30" l, 1.04 pounds
• Binding: Paperback
• 288 pages

Features

• Used Book in Good Condition

Review
"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." ―Ted Wohlfarth, PSYCCRITIQUES (Ted Wohlfarth PSYCCRITIQUES 2007-12-14)

About the Author

Robyn M. Gillies is an associate professor in the School of Education at The University of Queensland, Brisbane, Australia.  She has worked extensively in schools to help teachers establish cooperative learning pedagogical practices in their classrooms. The results of this research have been published in many leading international journals including, The Journal of Educational Psychology, The Journal of Special Education, The International Journal of Educational Research, Learning and Instruction, and the British Journal of Educational Psychology. In 2003 she co-edited; Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups (RoutledgeFalmer). Gillies is a member of the editorial board for the International Journal of Disability, Development and Education and editor of the Australian Journal of Guidance and Counselling.

 

Most helpful customer reviews

0 of 0 people found the following review helpful.
Kindle ebook
By Jennifer Vreeland
If you are using a kindle to read this ebook, be aware that it does not have page numbers. It has "locations". It makes it very difficult to cite and reference pages.

1 of 1 people found the following review helpful.
Excellent advice.
By Sally
This book is part of the essentials in a teacher's digest of teaching education. Excellent advice.

0 of 0 people found the following review helpful.
I rented the Kindle version of this book for a ...
By Colleen Connors
I rented the Kindle version of this book for a college course. However, page numbers aren't listed so I can't create proper citations for my essays. A major drawback.

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