Even under ideal conditions, teaching is tough work. Facing unrelenting pressure from administrators and parents and caught in a race against time to improve student outcomes, educators can easily become discouraged (or worse, burn out completely) without a robust coaching system in place to support them. For more than 20 years, perfecting such a…

This document is intended to help teachers understand and create Student Learning Objectives (SLOs). This resource is a practical guide intended to provide clarity to a complex but worthwhile task. This resource may also be used by administrators for professional learning. As Utah moves toward providing a "Model for Measuring Educator…

Programs in which handicapped students tutor their nonhandicapped peers can enhance the tutors' academic achievement and personal/social growth. Steps to be considered in developing such programs include determining the type of tutoring (peer, cross-age, adult-child, etc.), choosing a content area, training and supervising the tutors, and…

Everyone knows that students from disadvantaged backgrounds, who are not well prepared for school, have the toughest time making the grade. But what hasn't been so clear is what schools can do about it ... until now. Here at last is a book that spells out how to overcome the deficiencies that hamper the achievement of so many students. Learn why…

Within the past decade, the movement toward family and community empowerment in literacy has grown dramatically. It is readily accepted that students' academic performance at school is closely related to the family literacy environment. Community-based programs that celebrate diversity and personal strength while strongly supporting literacy have…

Four books are incorporated into a volume for secondary and postsecondary teachers who wish to become familiar with experiential learning techniques. An overview on experience-based learning and the facilitative role of the teacher is presented in Book One. Book Two deals with planning with students, Book Three concerns the monitoring of student…

This implementation guide is intended to support the Grade 4 to Grade 6 portion of the Japanese Language and Culture Nine-year Program (the program of studies). It was developed primarily for teachers, yet it includes information that may be useful for administrators and other stakeholders in their efforts to plan for and implement the new Chinese…

Self-Programmed Counseling, the instructor's guidance, and Self-Programmed Control (SPC), the student's response, was initially developed by Title III Project USTED (United Students and Teachers for Educational Development) for Mexican American students on academic probation to use on a non-credit, special group counseling basis. As part of a…

The goals of this book are to provide a foundation for using the Cognitive Academic Language Learning Approach (CALLA), a list of practical guidelines for designing a CALLA program, and suggestions for implementing CALLA in major subject areas of the curriculum. Four conditions for improving the education of language minority students are…

Creating and evaluating Individualized Education Programs (IEPs) for students with disabilities is a major responsibility for teachers and school leaders, yet the process involves legal components not always understood by educators. In "Understanding, Developing, and Writing Effective IEPs," legal and special education experts Roger…

This manual is a collection of reports of library research, classroom research, and classroom experience of teachers of bilingual education and English as a Second Language. The guide is intended as an aid to teachers and administrators, who are encouraged to use and adapt the ideas for their own students. The essays include the following:…

Following up on the SEL program guide, "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs," this latest tool for front-line educators provides answers to questions frequently asked by educators, such as, "Now that I have selected a good program, how do I integrate it with the rest of what…

This resource guide was developed to help local adult basic and literacy education (ABLE) programs throughout Ohio implement the state's Indicators of Program Quality, which were drafted in 1992 in response to the National Literacy Act of 1991. The guide provides a context for using the Indicators in ABLE programs and includes suggestions for…

This document is designed to help adult basic and literacy education (ABLE) practitioners develop programs that address Ohio's Indicators of Program Quality. The 47 activities included, which were identified through an extensive search of the literature on ABLE programs outside Ohio, were selected based on the following criteria: relevance to one…