Keys to the Classroom
A Teacher's Guide to the First Month of School 2nd Revised edition
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Keys to the Classroom by Carrol E. Moran
Book DescriptionThe purpose of this guide is to pass on to new teachers the keys to opening the school year successfully. Providing assistance in planning for the first two weeks of school, and offering a wide assortment of activities from which to choose, the text guides the teacher in using the first month of school as a foundation for creating a rich learning environment for the rest of the year. Classroom management, the first day of school, student assessment, and parent communication are all covered in detail. The authors also offer an approach to long term planning and provide short term, minute by minute planning as well. Incorporating the input of many new and veteran teachers, Key to the Classroom's Second Edition offers greater detail and a more expanded format than the popular original text.
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Book DetailsISBN: 9780761975557
(280mm x 216mm x 19mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 10-Aug-2000
Country of Publication: United States
Books By Author Carrol E. Moran
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Author Biography - Carrol E. Moran
Janette Miller has taught grades K-6, served as a reading specialist, evaluated new employees in Santa Cruz City Schools District, and supported new teachers through the Santa Cruz New Teacher Project. She has extensive training in classroom management, peer coaching, and evaluation. She has particularly enjoyed training novice and veteran teachers in classroom management techniques, direct teaching model, the reading/writing connection, and conceptual math strategies. Currently she is a Cotsen Family Foundation mentor working with veteran teachers to improve their practices. Carrol Moran has worked in education for over 30 years. For the past 12 years, she has served as executive director of the Monterey Bay Educational Consortium and the UC Santa Cruz Educational Partnership Center. Her teaching experience encompasses preschool to graduate school, focusing on low-income students of diverse language backgrounds. She was a writer for Macmillan McGraw Hill on materials for English Learners. She has published over 20 articles and books on education, including "Bilingual Education: Broadening Research Perspectives," published in The Handbook of Research on Multicultural Education, and A Balanced Approach to Literacy, a resource document and introduction to K-3 literacy in teacher education faculty programs. Moran is coauthor on "Rethinking English Language Instruction: An Architectural Approach" in English Learners: Reaching the Highest Level of Literacy (edited by Gilbert Garcia), and she is the editor of Success by Design: The work of the UC Santa Cruz Educational Partnership Center. She earned her BA from University of California, Santa Cruz; her master's degree from San Jose State University; and her PhD in Education, Language Literacy, and Culture from Stanford University. Judy Stobbe is currently a classroom teacher and staff development specialist in a two-way bilingual immersion program specializing in emergent literacy, effective math instruction, second-language acquisition, and effective bilingual education. She has initiated a staff development model based on ongoing teacher collaboration that links authentic assessment to innovative classroom practices across an entire school. As a staff development specialist, she has worked with a wide range of teachers, from preservice to those with the most experience. Outside the classroom, she has written curriculum and articles for a variety of publications, including Into English!: Kindergarten Teacher's Guide, The Bilingual Classroom, for the DLM Early Childhood Program, Access to Science: Activities and Strategies for Students Acquiring English Kindergarten-Grade 2, and, coauthored with Carrol Moran, "Strategies for Working with Overage Students," published in The Power of Two Languages: Literacy and Biliteracy for Spanish-Speaking Students. Wendy Baron has taught Grades K-6, served as a Title I reading specialist, supervised and instructed prospective teachers at the University of California, Santa Cruz (UCSC), and for the past 20 years, she has worked directly with new teachers and principals in Grades K-12. As associate director with the New Teacher Center at UCSC, Baron oversees the Santa Cruz/Silicon Valley New Teacher Project, which supports over a 1,000 new teachers annually. She also consults with school districts throughout California and nationally on mentoring, teacher induction, and designing professional development for beginning teachers. Baron has extensive experience in coaching, adult learning theory, group facilitation, and professional development. She is a researcher and practitioner, and seeks continually to impact educational systems to support teacher development. Baron is the author of several articles and book chapters and has produced numerous videos related to mentoring and new teacher development. Ellen Moir is executive director of the New Teacher Center at the University of California, Santa Cruz (UCSC). She has also served for fifteen years as director of the Santa Cruz New Teacher Project, a beginning teacher induction program that has supported more than 12,000 beginning teachers during the first two years of their careers. From 1985 to 2000, she was director of teacher education at UCSC. In 2003, Moir received the California Council on Teacher Education Distinguished Teacher Educator Award. She has recently addressed issues of new teacher support at the conferences of the National Governor's Association, National Board for Professional Teacher Standards, American Educational Research Association, and National Staff Development Council. Recent journal publications include articles for Educational Leadership, Journal of Staff Development, Teacher Education Quarterly, and Chief State School Officers Council Newsletter. Moir has authored several book chapters related to induction and produced video documentaries on teacher induction and bilingual education.
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