What Successful Teachers Do: 91 Research-Based Classroom Strategies for New and Veteran Teachers / Edition 1

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Overview

This practical handbook offers research-based strategies to improve classroom teaching, support professional development, and strengthen relationships with students, parents, and colleagues.

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Editorial Reviews

Laura Whitten
"All teachers will benefit from these strategies, especially new teachers who will rely on the research to back up these commonsense techniques that they will utilize throughout their career in education. "
Stephen Sroka

"No matter where you are in your teaching career, this book will take you places you have been, will be, and wish to be. I have found some strategies that I can’t wait to try!"

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Product Details

  • ISBN-13: 9780761945741
  • Publisher: SAGE Publications
  • Publication date: 3/28/2003
  • Series: 1-Off Series
  • Edition description: First Edition
  • Edition number: 1
  • Pages: 232
  • Product dimensions: 7.12 (w) x 9.94 (h) x 0.49 (d)

Meet the Author

Neal A. Glasgow's experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

Cathy D. Hicks most recently directed the Beginning Teacher Support and Assessment (BTSA) program for the San Dieguito Union High School District in Southern California. She oversaw an induction program supporting beginning teachers. She served for ten years on the executive board of the California Association of School Health Educators (CASHE) and has been an adjunct faculty member at California State University at San Marcos. She is co-author of five books: What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); What Successful Mentors Do: 81 Research- Based Strategies for New Teacher Induction, Training, and Support (2005); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That help Special Learns (2005); and What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do: 101 Research-Based Strategies for new and Veteran Teachers (2009).She is a frequent presenter on educational topics both at the state and national level. She taught Physical Education and Health at both the middle and high school level for more than 25 years. During that time, she was involved in the California State Mentor Teacher Program and mentored new teachers in her district for more than 17 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for “good enough,” but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching career.

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Table of Contents

Introduction
Acknowledgements
About the Authors
1. Relating to Students
2. Discipline and Class Management
3. Managing Curriculum and Pedagogy
4. Assessment
5. Self-Management and Organization
6. Collaboration and Work With Colleagues
7. Time Management
8. Working With Special Needs Students
9. Integrating Technology in the Classroom
10. Embracing Diversity
11. Developing a Professional Identity
12. Tips for Interaction With Parents
Index

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