Overview

Full Product Details

Author:   Robert Slavin
Publisher:   SAGE Publications Inc
Imprint:   Corwin Press Inc
Dimensions:   Width: 17.70cm , Height: 0.90cm , Length: 25.40cm
Weight:   0.290kg
ISBN:  

9781483351216

ISBN 10:   1483351211
Pages:   136
Publication Date:   22 July 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Foreword - Rodger Bybee Introduction Preface - Robert Slavin About the Editor Chapter 1. What Works in Teaching Math - Robert Slavin Chapter 2. The Importance of the Early Years - Douglas Clements and Julie Sarama Chapter 3. Building Mathematics Skills - Chris Kyriacou Chapter 4. Which Instructional Methods Are Most Effective for Mathematics? - James Hiebert and Douglas Grouws Chapter 5. Understanding Mathematics Learning - Celia Hoyles Chapter 6. Depth of Knowledge for Mathematics - Norman Lott Webb Chapter 7. Supporting Sensemaking: Thinking Mathematically - Megan Franke Chapter 8. Effectively Using Technology in Education - Steven Ross and Deborah Lowther Chapter 9. Embedded Multimedia: Trailing Edge Technology Cuts a New Path - Bette Chambers Chapter 10. Interactive Whiteboards and Classroom Interactions - Neil Mercer Chapter 11. Whiteboards Are for Learning - Omar Lopez Chapter 12. The Role of Technology in Science Assessments - Jody Clarke-Midura Chapter 13. Digital Storytelling: Reinventing How Learners Communicate - Lynne Schrum and Barbara Levin Chapter 14. Blended Education for Elementary and Secondary Students - Cathy Cavanaugh Chapter 15. Online Social Networking for Learning - Christine Greenhow Chapter 16. Transforming Education, One-to-One - Leslie Wilson Chapter 17. Using Technology for Active Differentiation - Maureen Haldane and Rebecca Smith Chapter 18. Professional Development: The Key to Integrating Technology - Deborah Lowther and Steven Ross Chapter 19. Using Cooperative Learning to Engage Students in Science - Allen Thurston Chapter 20. Teaching Practices That Matter in Middle School Science - Christopher Harris and Ronald Marx Chapter 21. How Science Teachers Use Research Evidence - Mary Ratcliffe Chapter 22. Linking Textbooks to Science Learning - Jo Ellen Roseman Chapter 23. Diversity and Equity in Science Education - Okhee Lee Chapter 24. Learning to See Scientifically - Wolff-Michael Roth Chapter 25. Ideas About Designing Science Programs - Brenda Gustafson and Dougal MacDonald Chapter 26. Evidence-Based Policy Making: Theory Into Practice - Sir John Holman Index

Reviews

Overall, this book does an excellent job of putting current research into an accessible format for anyone interested in learning about the latest ideas for improving education practice and supporting student learning and development. -- Bethann Wiley, University of Minnesota-Minneapolis/St. Paul NCTM

Author Information

Robert E. Slavin is director of the Center for Research and Reform in Education at Johns Hopkins University, director of the Institute for Effective Education at the University of York, and the cofounder and chairman of the Success for All Foundation. He has authored or coauthored more than 200 articles and 20 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America’s Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), and One Million Children: Success for All (Corwin, 2001). He received the American Educational Research Association’s Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. He received his BA in psychology from Reed College in 1972 and his PhD in social relations in 1975 from Johns Hopkins University.

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