ECU Libraries Catalog
Librarian View
LEADER 08734cam 22005654a 4500
001
ocn670478770
003
OCoLC
005
20141212073950.0
008
110202s2011 caua bf 001 0 eng
010
a| 2011002971
016
7
a| 015762558
2| Uk
020
a| 9781412969499 (pbk.)
020
a| 1412969492 (pbk.)
029
1
a| AU@
b| 000046638346
029
1
a| NZ1
b| 13696716
035
a| (Sirsi) 99945516635
035
a| (OCoLC)670478770
035
a| 99945516635
040
a| DLC
b| eng
c| DLC
d| YDX
d| BTCTA
d| YDXCP
d| BWX
d| CDX
d| UKMGB
d| UtOrBLW
042
a| pcc
049
a| EREE
050
0
0
a| LB1025.3
b| .E235 2011
082
0
0
a| 371.102
2| 22
084
a| EDU029000
2| bisacsh
100
1
a| Ebert, Edward S.,
d| 1953-
=| ^A409151
245
1
4
a| The educator's field guide :
b| from organization to assessment (and everything in between) /
c| Edward S. Ebert II, Christine Ebert, Michael L. Bentley.
260
a| Thousand Oaks, Calif. :
b| Corwin,
c| ©2011.
300
a| xv, 221 pages :
b| illustrations ;
c| 28 cm
336
a| text
2| rdacontent
337
a| unmediated
2| rdamedia
338
a| volume
2| rdacarrier
520
a| "The Educator's Field Guide covers the four key areas of organization, classroom management, instruction, and assessment, and offers an excellent bridge from college to classroom"-- Provided by publisher.
520
a| "Targeted for pre-service and in-service teachers, this book is a guide to "what to do and how to do it in a very practical sense." It addresses four essential topics: organizing and planning for instruction, classroom management, instructional techniques, and assessment. Each of the areas is addressed in a user-friendly, resource-style format, and includes activities and templates to provide readers with a framework for developing their own styles. Coverage of the four main topics is arranged in sub-topics that follow a five-step format of conceptualization, content, planning, implementation, and reflection"-- Provided by publisher.
504
a| Includes bibliographical references and index.
500
a| Machine generated contents note: PrefaceUnit I. Instructional OrganizationBrief Outline for Unit IUnit I Concept MapUnit I Pep TalkFirst: Long Range Planning Why Plan Three Prerequisites Safety Demographics Content Area(s) Standards and AssessmentSecond Short Range Planning Unit Plans Goals and Objectives Lesson Plans Projects and Group WorkNow: Classroom Organization Student Seating Teacher's Seating Independent Work Areas Resource Storage/Availability Information Strategies for Moving From Place to Place Scheduling the Day in a Self-Contained ClassroomTomorrow: Instructional Presentation Use of the Primary Writing Surface Technology (The Old and the New)Finally: Communication with "Outsiders" School Staff Parents Museums, AgenciesConclusionUnit II. Classroom ManagementBrief Outline for Unit IIUnit II Concept MapUnit II Pep TalkFirst. Keys to Successful Classroom Management Management as the Basis for Effective Teaching The Basic Term Some Perspectives on Classroom ManagementSecond: Establishing a Management-Based Learning Environment Planning Communicating Expectations to the Students The Management Structure Teacher Behaviors Non-instructional TasksNow: Compiling Your Plan: A Template for Classroom ManagementWrite a Mission Statement Write Your Rules What Consequences will You Use? Discipline Program List Procedures for Your Classroom Ancillary Personnel Assessment of Your Classroom Management System ReflectionTomorrow: Implementing the Plan and Responding to Student Behavior A Signal Inform Practice ReinforceFinally: Assessing Your Classroom Management PlanUnit III. InstructionBrief Outline for Unit IIIUnit III Concept MapUnit III Pep TalkFirst: The Curriculum Defining "Curriculum" The Purpose of Curriculum You Actually Have Four Curriculums Perspectives of CurriculumSecond: The Student Cultural Influences and Ethnicity Reading Ability and Learning Styles Students with Exceptionalities Visual and Auditory Challenges Social Influences on DiversityNow: Conceptualizing Your Role Bringing the World to Your Students Instructional Techniques Monitoring and FlexibilityTomorrow: Putting it All Together Modeling Questioning Listening Demonstrating, Directing, and OrchestratingFinally: This is a People Profession Preparation, Preparation, Preparation Take Time to Enjoy Your ProfessionUnit IV. AssessmentBrief Outline for Unit IVUnit IV Concept MapUnit IV Pep TalkFirst: The Basics of Assessment The Basic Terms Standardized and Classroom AssessmentSecond: Making Assessment a Part of Instruction Foundation Ideas Questions to Ask of Any TestNow: Writing Tests The Table of Specifications: The Most Important Lesson Guidelines for Writing Test Items SummaryTomorrow: Analyzing the Results of Your Assessment Reviewing the Summary Statistics Item Analysis SummaryFinally: Assessment and the High-Stakes Environment Teaching, but not to the Test How Classroom Assessment Makes your Life EasierGlossaryReferencesIndex.
505
8
a| Machine generated contents note: PrefaceUnit I. Instructional OrganizationBrief Outline for Unit IUnit I Concept MapUnit I Pep TalkFirst: Long Range Planning Why Plan Three Prerequisites Safety Demographics Content Area(s) Standards and AssessmentSecond Short Range Planning Unit Plans Goals and Objectives Lesson Plans Projects and Group WorkNow: Classroom Organization Student Seating Teacher's Seating Independent Work Areas Resource Storage/Availability Information Strategies for Moving From Place to Place Scheduling the Day in a Self-Contained ClassroomTomorrow: Instructional Presentation Use of the Primary Writing Surface Technology (The Old and the New)Finally: Communication with "Outsiders" School Staff Parents Museums, AgenciesConclusionUnit II. Classroom ManagementBrief Outline for Unit IIUnit II Concept MapUnit II Pep TalkFirst. Keys to Successful Classroom Management Management as the Basis for Effective Teaching The Basic Term Some Perspectives on Classroom ManagementSecond: Establishing a Management-Based Learning Environment Planning Communicating Expectations to the Students The Management Structure Teacher Behaviors Non-instructional TasksNow: Compiling Your Plan: A Template for Classroom ManagementWrite a Mission Statement Write Your Rules What Consequences will You Use? Discipline Program List Procedures for Your Classroom Ancillary Personnel Assessment of Your Classroom Management System ReflectionTomorrow: Implementing the Plan and Responding to Student Behavior A Signal Inform Practice ReinforceFinally: Assessing Your Classroom Management PlanUnit III. InstructionBrief Outline for Unit IIIUnit III Concept MapUnit III Pep TalkFirst: The Curriculum Defining "Curriculum" The Purpose of Curriculum You Actually Have Four Curriculums Perspectives of CurriculumSecond: The Student Cultural Influences and Ethnicity Reading Ability and Learning Styles Students with Exceptionalities Visual and Auditory Challenges Social Influences on DiversityNow: Conceptualizing Your Role Bringing the World to Your Students Instructional Techniques Monitoring and FlexibilityTomorrow: Putting it All Together Modeling Questioning Listening Demonstrating, Directing, and OrchestratingFinally: This is a People Profession Preparation, Preparation, Preparation Take Time to Enjoy Your ProfessionUnit IV. AssessmentBrief Outline for Unit IVUnit IV Concept MapUnit IV Pep TalkFirst: The Basics of Assessment The Basic Terms Standardized and Classroom AssessmentSecond: Making Assessment a Part of Instruction Foundation Ideas Questions to Ask of Any TestNow: Writing Tests The Table of Specifications: The Most Important Lesson Guidelines for Writing Test Items SummaryTomorrow: Analyzing the Results of Your Assessment Reviewing the Summary Statistics Item Analysis SummaryFinally: Assessment and the High-Stakes Environment Teaching, but not to the Test How Classroom Assessment Makes your Life EasierGlossaryReferencesIndex.
650
0
a| Teaching
v| Handbooks, manuals, etc.
=| ^A450226
650
7
a| EDUCATION / Teaching Methods & Materials / General.
2| bisacsh
700
1
a| Ebert, Christine,
d| 1946-
=| ^A409150
700
1
a| Bentley, Michael Lee.
=| ^A423100
938
a| Baker and Taylor
b| BTCP
n| BK0009329723
938
a| YBP Library Services
b| YANK
n| 3588506
938
a| Blackwell Book Service
b| BBUS
n| 3588506
938
a| Coutts Information Services
b| COUT
n| 16063577
949
a| LB1025.3 .E235 2011
h| Joyner48
i| 30372013135097
o| jjlm
910
a| PromptCat
994
a| 92
b| ERE
596
a| 1
998
a| 2614742
999
a| LB1025.3 .E235 2011
w| LC
c| 1
i| 30372013135097
d| 2/2/2017
e| 1/22/2017
l| JGES
m| JOYNER
n| 5
r| Y
s| Y
t| JGESBK
u| 12/8/2011
x| BOOK
z| JSTACKS
o| .STAFF. jjlm