Buchnummer des Verkäufers
Strategies for Teaching Content Effectively in the Inclusive Secondary Classroom provides classroom applications, school-wide recommendations and content-specific strategies to support students with disabilities in secondary general education settings. Learn how to develop inclusive climates in the general education classroom and across the entire school; implement content-specific teaching strategies; build stronger partnerships between general and special educators; promote social success among middle and high school students; motivate low achieving students; and assess secondary students with disabilities. Written for secondary special education teachers, general education teachers and support staff.
Strategies for Teaching Content Effectively in the Inclusive Secondary Classroom
Lisa Dieker and Rebecca Hines
Strategies for Teaching Content Effectively in the Inclusive Secondary Classroom provides classroom applications, school-wide recommendations and content-specific strategies to support students with disabilities in secondary general education settings.
By focusing on the planning pyramid, multiple intelligence, Universal Design for Learning and instructional time, the book shows how to create an inclusive climate across the school and in the classroom. Specific content-area chapters feature proven techniques for teaching all learners reading, writing, listening, speaking, science, math and social studies. Tips for co-teaching, behavior management, and assessment help teachers learn how to improve their instruction and make it more effective for secondary students with disabilities.
This is not only a text, but a daily reference tool.
- Terryl Swejk, State Support Team Region -9, Canton, Ohio
The scope of the text is large, in that it addresses both the ?big picture? of education, and the details and methods one uses when teaching.
- Michael P. O?Connor, Professor, Augusta State University, Augusta, Georgia
The overall focus is practical, classroom-friendly methods grounded in validated research. I think that this is very much in step with the field, and furthermore should serve as a valuable reference for students after they graduate and begin their teaching careers.
- Frances M. Butler, Professor, Weber State University, Ogden, Utah
Dr. Lisa Dieker, Professor and Lockheed Martin Eminent Scholar, coordinates the doctoral program in special education and is Director of the Lockheed Martin Mathematics and Science Academy. She received her undergraduate and master?s degree from Eastern Illinois University and her Ph.D. from the University of Illinois. Her primary area of research focuses on collaboration between general and special education at the secondary level with a specific interest in the unique opportunities that exist in urban schools. She also has a passion for how technology and specifically virtual classrooms can be used to impact teacher preparation. Prior to UCF, she served for 9 years on the faculty at the University of Wisconsin-Milwaukee.
Rebecca A. Hines, Associate Professor in the Department of Child, Family and Community Sciences at the University of Central Florida, has been an Assistant Professor in the Department of Secondary Education at the Southeast Missouri State University. She was a teacher of students with emotional and severe emotional disorders, as well as a language arts teacher and team leader in Florida. She has made many national presentations for such organizations as the Council for Exceptional Children, the National Association of Secondary School Principals, the National Middle School Association and the Midsouth Technology conference.
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