Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 provides current and prospective primary grade teachers with an understanding of the CCSS-ELA and CCSS-M that highlights their compatibility with developmentally appropriate practices (DAP), the instructional approach generally preferred by teachers of young children. The book begins by framing the CCSS as a distinct improvement over lengthy lists of academic content standards and as a carefully conceptualized and DAP-friendly set of curriculum guidelines. Next, the CCSS-ELA and CCSS-M for Grades K–3 are unpacked, analyzed, synthesized, and cross-referenced to key features of DAP. Finally, several "hot topic" issues—differentiating instruction to meet the needs of all learners, ensuring equitable access to the curriculum for English Language Learners, addressing assessment and accountability expectations, and educating parents and families about the CCSS and DAP—are prioritized and examined in depth. Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 is a highly useful guide for both pre-service and in-service early childhood education teachers.

Contemporary Challenges in Teaching Young Children provides both veteran and aspiring early childhood educators with the information and tools they need to build on their understanding of developmentally appropriate practice. Teachers face many challenges, including family configuration, social and political stressors related to accountability requirements, funding shortages, and the resulting need to teach with fewer resources. This innovative book focuses exclusively on problem-solving at the classroom level and fosters creative methods of ensuring best practices are in place for all children, including those with limited experience in formal social settings and a lack of self-regulatory behaviors. Drawing on current research and their own wealth of experience, expert contributors cover topics from the critical importance of social-emotional learning to culturally responsive teaching to using technology to empower teachers and learners. Written in accessible, non-technical language, this book addresses complex factors affecting child development, guiding readers through the best strategies for tackling real problems in their practice.

Foundations and Best Practices in Early Childhood Education: History, Theories, and Approaches to Learning (3rd Edition)

Dedicated to research-based practices only (as opposed to opinion-based practices), this text provides in-depth coverage of validated methods that may be applied to teaching across all the content areas. The authors emphasize effective teaching behaviors regardless of the content being taught. This book helps bridge the research-to-practice gap, and includes: Less is More Approach Limiting content to validated practices results in more thorough descriptions of the selected practices than what is typically found in methods books. Models The organizational structure of the book reflects the sequential process involved in effective teaching and learning (i.e., Planning Instruction, Delivering Instruction, and Evaluating Student and Teacher Performance). Formative review questions are provided after Chapters 3, 7, and 10, and a summative review is provided after Chapter 10 to promote synthesis and retention of important concepts. Each chapter is organized to model effective pedagogy. Overarching Themes The content is grounded in overarching themes (i.e., student diversity, importance of quality instruction, technology applications, and career-long learning among teachers) that reflect accurate understandings of current school contexts.

This book covers a vast range of different philosophical and practical approaches to early education, from Free/Open schools and Waldorf education, to the Core Curriculum and the learning standards approach of the U.S. federal No Child Left Behind Act. By the early years it is meant the ages from infancy through the end of elementary school. While some of the approaches, such as Montessori and Reggio Emilia, are best known for the pre-school years, and the standards approach is best know for American K-12 education, there is more and more overlap and merging across early childhood and elementary education approaches, world-wide. All the approaches covered in this text can be seen in programs from infancy through the end of elementary school, even if each may focus on a certain age within this time frame. We are seeing major changes in infant, pre-kindergarten and elementary school education approaches, world-wide. These changes are the result of several major factors, including the extensive and powerful new brain research; globalisation of markets, ideas, and the Internet; rapid demographic shifts in many developed countries, and a move to more universal education in developing countries and more universal pre-school programs in developed countries. Thus, the focus of this book in describing a variety of current education approaches, with a detailed description of their historical and philosophical foundations and their current practice is very timely.

This book is intended for use as a reference by undergraduate and graduate college professors, early childhood educators, parents, and caregivers who wish to learn about the latest theories, trends, and practices in multicultural education. The book features a wealth of photographs and illustrations that reinforce the historical and present perspectives on diversity.

"Fundamentals of Early Childhood Education provides a brief, reader-friendly introduction to the field of early childhood education. Fundamentals presents chapter features on early childhood programs, professionals in practice, diversity strategies, technology issues, and ethical decision making. Separate chapters on infants and toddlers, preschoolers, kindergartners, and primary-grade children explore each age group's unique developmental and educational needs. Fundamentals' emphasis on professionalism throughout keeps the focus on meeting the needs of all children and providing up-to-date information and strategies to develop competent, informed early childhood professionals."--BOOK JACKET.

Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom. Exceptionally clear and accessible, the book addresses a full range of topics in this vitally important field, including disciplinary literacy; vocabulary instruction; classroom discussion; motivation and engagement related to digital literacy; the use of multiple texts; and writing to learn. This book presents "usable knowledge" of the highest order and of immediate value to school leaders and teachers. It will be required reading for all educators concerned with promoting and furthering adolescent literacy today. "This volume is packed with new and useful ideas for educators working to promote adolescent literacy. Six essential and critical domains are discussed, providing instructional examples and frameworks for classroom use. This is the right book at the right time, describing instruction aligned with the Common Core State Standards." -- Rita M. Bean, professor emerita, University of Pittsburgh "A must-read for middle and high school content teachers, instructional/literacy coaches, and administrators. This book quickly brings newcomers up-to-date and both affirms and builds upon what others already know. Teachers and administrators alike will leave the book fully prepared for implementation of the Common Core State Standards and new technologies. This is a resource that won't just sit on a shelf!" -- Nancy L. Shanklin, literacy, language, and culturally responsive teaching program, School of Education and Human Development, University of Colorado Denver "The editors present research and practice that address six essential domains of adolescent literacy instruction. Readers will find instructional strategies that they can 'do now, ' as well as guiding principles for ongoing professional development." -- Pamela A. Mason, director, Language and Literacy Program and Jeanne Chall Reading Lab, Harvard Graduate School of Education Jacy Ippolito is an assistant professor in the School of Education at Salem State University. Joshua Fahey Lawrence is an assistant professor of Language, Literacy, and Technology in the Department of Education at University of California, Irvine. Colleen Zaller has a master's degree in applied linguistics with a focus on adolescent literacy and language development among English language learners.