Jennie Hodge and Nancy K. Franz
It started with one backpack, or rather, one backpack program. Micah’s Backpack was an initiative launched in Blacksburg, Virginia. The group, organized by members of St. Michael Lutheran Church, initially started by distributing backpacks full of food to five children from low-resource families. Now, the outreach has grown to feed nearly three hundred children. In addition to Micah’s Backpack, new programs have flourished under the Micah’s Caring Initiative: Micah’s Mobile Backpack, Micah’s Garden, Micah’s Soup for Seniors, and Micah’s Closet. All provide vital services to the community.
Jon R. Star, Pia Caronongan, Anne M. Foegen, Joshua Furgeson, Betsy Keating, Matthew R. Larson, Julia Lyskawa, William G. McCallum, Jane Porath, and Rose Mary Zbiek
This practice guide provides three recommendations for teaching algebra to students in middle school and high school. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, administrators, and other educators who want to improve their students’ algebra knowledge.
Sydney Freeman Jr., Linda Serra Hagedorn, Lester F. Goodchild, and Dianne A. Wright
Where is higher education as a field of study going in this century? How will higher education program leaders design and sustain their degree programs' vitality in the face of perennial challenges from inside and outside the academy? While in 1979 the Council for the Advancement of Standards in Higher Education (CAS) defined standards for student affairs master's level preparation, and while 2010 saw the adoption of guidelines for higher education administration and leadership preparation programs at the master's degree level, there still are, however, no guidelines that address higher education leadership doctoral programs, despite increasing demands for assessment and evaluation. This book suggests that higher education administration doctoral degree guidelines are a critical next step in advancing their program quality and continuity. It offers a review of the field's history, the condition of its higher education programs, developments from the student affairs specialization and its guidelines, and a multi-chapter dialogue on the benefits or disadvantages of having guidelines. At a time of urgency to prepare the next generation of higher education faculty and leaders, this book sets out the parameters for the debate about what the guidelines should cover to ensure the appropriate and effective preparation of students. It also offers a useful framework for enriching the knowledge of deans, chairs, program coordinators and faculty who are engaged in program design, assessment, and revision. It will also be of interest to policymakers, the personnel of accrediting agencies, and not least graduate students within higher education preparation programs. All the contributors to this volume have the exemplary expertise, leadership experience, and a close association with higher education guidelines and standards, and have extensively contributed to the literature on higher education.
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Russell Gersten, Sybilla Beckmann, Benjamin Clarke, Anne Foegen, Laurel Marsh, Jon R. Star, and Bradley Witzel
Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RtI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.
Ann Thompson, Michael R. Simonson, and Connie Hargrave
Educational Technology: A Review of the Research, 2nd Edition was written with the teacher, trainer, graduate student, professor, and media specialist in mind. It provides a brief, yet comprehensive, overview of the theories and research that support the use of technology in teaching and learning. In addition to including a historical perspective on the research and theory foundations of the profession of educational technology, Educational Technology: A Review of the Research, 2nd Edition presents current research that constitutes the basis for use of newer technologies.
Ann D. Thompson, Michael R. Simonson, and Connie Hargrave
Educational Technology: A Review of the Research was written with the teacher, trainer, graduate student, professor, and media specialist in mind. It provides a brief, yet comprehensive, overview of the theories and research that support the use of technology in teaching and learning. In addition to providing a historical perspective on the research and theory foundations of the profession of educational technology, Educational Technology: A Review of the Research presents current research that constitutes the basis for use of newer technologies, such as a cross section of all research dealing with educational technology, not merely the positive studies.
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