Books: 'Classroom outcomes'

1

Doug, Marston, ed. Classroom-based assessment: Evaluating instructional outcomes. Columbus, Ohio: Merrill, 1990.

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2

Ziomek-Daigle, Jolie. School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.

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3

Nelson, J. Ron. Designing schools to enhance the academic and social outcomes of all students. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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4

Walker, Hill M. Teacher social behavior standards and expectations as determinants of classroom ecology, teacher behavior, and child outcomes. Eugene, OR: Center for Educational Policy and Management, University of Oregon, 1985.

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5

Leach, Debra. Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore: Paul H. Brookes Pub. Co., 2010.

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6

Leach, Debra. Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore: Paul H. Brookes Pub. Co., 2010.

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7

Leach, Debra. Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore: Paul H. Brookes Pub. Co., 2010.

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8

Leach, Debra. Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore: Paul H. Brookes Pub. Co., 2010.

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9

Effective school interventions: Evidence-based strategies for improving student outcomes. 2nd ed. New York: Guilford Press, 2008.

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10

Herie, Marilyn A. A comparison of learning outcomes, processes, online readiness, participation and subjective experiences in online and classroom-based cultural competence courses. Toronto: University of Toronto, 2002.

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11

Rhoades, Jacqueline. Outcome-based learning: A teacher's guide to restructuring the classroom. Sacramento, CA: ITA Publications, 1992.

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12

Coates, Brian. Early years physical education guidelines: This book provides you with a rationale, context, and framework for the planning of your early years physical education programme : it includes assessment, ideas for activities linked to the desirable learning outcomes through games, gymnastic activities, dance, parachute games and the outdoor classroom. Hayling Island, Hampshire: Brian Coates & Associates, 1998.

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13

Francis, Hilary. Next steps: Making the most of appraisal and inspection outcomes : an INSET manual to support action research in schools and classrooms. Edited by Vince Brian and Westall Karen. Lancaster: Framework, 1995.

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14

Classroom Management: Creating Positive Outcomes for All Students. Prentice Hall, 2008.

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15

Ziomek-Daigle, Jolie. School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes. SAGE Publications, Incorporated, 2015.

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16

Ziomek-Daigle, Jolie. School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes. SAGE Publications, Incorporated, 2015.

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17

Ziomek-Daigle, Jolie. School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes. SAGE Publications, Incorporated, 2015.

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18

A study of classroom literacy interventions and outcomes in Even Start. [Washington, D.C.]: U.S. Dept. of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, 2008.

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19

Perso, Thelma, and Colleen Hayward. Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Taylor & Francis Group, 2020.

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20

Perso, Thelma, and Colleen Hayward. Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Taylor & Francis Group, 2020.

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21

Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Allen & Unwin, 2015.

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22

Perso, Thelma, and Colleen Hayward. Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Taylor & Francis Group, 2020.

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23

Perso, Thelma, and Colleen Hayward. Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Taylor & Francis Group, 2020.

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24

Frank Porter Graham Child Development Center., ed. The children of the Cost, Quality, and Outcomes Study go to school: Technical report. [Chapel Hill, N.C.]: FPG Child Development Center, UNC-CH, 1999.

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25

Ketko, Paul Martin. The top quality learning system (TQL): A process to promote meaningful learning outcomes. 1995.

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26

Pawa, Manjit K. Peer dialogue: Cognitive and affective processes and outcomes in an adult EAP classroom. 2007.

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27

Frank Porter Graham Child Development Center., ed. The children of the cost, quality, and outcomes study go to school: Executive summary. [Chapel Hill, N.C.]: FPG Child Development Center, 2000.

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28

Rathvon, Natalie, T. Chris Riley-Tillman, and Matthew K. Burns. Effective School Interventions, Third Edition: Evidence-Based Strategies for Improving Student Outcomes. Guilford Publications, 2017.

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29

Rathvon, Natalie, T. Chris Riley-Tillman, and Matthew K. Burns. Effective School Interventions, Third Edition: Evidence-Based Strategies for Improving Student Outcomes. The Guilford Press, 2017.

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30

Rathvon, Natalie, T. Chris Riley-Tillman, and Matthew K. Burns. Effective School Interventions, Third Edition: Evidence-Based Strategies for Improving Student Outcomes. Guilford Publications, 2017.

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31

Rodriguez, Michael, and Anthony D. Albano. College Instructor's Guide to Writing Test Items: Measuring Student Learning Outcomes in the College Classroom. Taylor & Francis Group, 2017.

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32

Behnke, Patricia. Brief in-service teacher training in a proactive approach to classroom behaviour management: Teacher and student outcomes. 2006.

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33

Perot, Josette Anne-Marie. Teachers' beliefs and behaviour, and their relationship to the affective and social outcomes of students in integrated classrooms. 1997.

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34

Rathvon, Natalie. Effective School Interventions: Evidence-Based Strategies for Improving Student Outcomes. Guilford Publications, 2008.

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35

Wolff, Ralph, and Marilee J. Bresciani Ludvik. Outcomes-Based Program Review: Closing Achievement Gaps in- and Outside the Classroom with Alignment to Predictive Analytics and Performance Metrics. Stylus Publishing, LLC, 2018.

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36

Ludvik, Marilee J. Bresciani. Outcomes-Based Program Review: Closing Achievement Gaps In- and Outside the Classroom With Alignment to Predictive Analytics and Performance Metrics. Stylus Publishing, 2018.

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37

Wolff, Ralph, and Marilee J. Bresciani Ludvik. Outcomes-Based Program Review: Closing Achievement Gaps in- and Outside the Classroom with Alignment to Predictive Analytics and Performance Metrics. Stylus Publishing, LLC, 2018.

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38

Outcomes-Based Program Review: Closing Achievement Gaps in and Outside the Classroom with Alignment to Predictive Analytics and Performance Metrics. Stylus Press Publications, 2019.

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39

Fiscal, Rebecca. Let Them Move- Paperback: Why It's Essential Students Get More Movement in Schools & How to Integrate More Movement into the Classroom for Greater Learning Outcomes. Rebecca Kramer Fiscal, 2022.

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40

York-Barr, Jennifer, Robi M. Kronberg, and Mary Beth Doyle. Curriculum As Everything Students Learn in School Participant Guide: Individualizing Learning Outcomes, Module 3B. Paul H Brookes Pub Co, 1996.

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41

Gelman, Andrew, and Deborah Nolan. Probability. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.003.0008.

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This chapter contains many classroom activities and demonstrations to help students understand basic probability calculations, including conditional probability and Bayes rule. Many of the activities alert students to misconceptions about randomness. They create dramatic settings where the instructor discerns real coin flips from fake ones, students modify dice and coins in order to load them, students “accused” of lying based on the outcome of an inaccurate simulated lie detector face their classmates. Additionally, probability models of real outcomes offer good value: first we can do the probability calculations, and then can go back and discuss the potential flaws of the model.

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42

Marschark, Marc, Shirin Antia, and Harry Knoors, eds. Co-Enrollment in Deaf Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190912994.001.0001.

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Co-enrollment programming in deaf education refers to classrooms in which a critical mass of deaf and hard-of-hearing (DHH) students is included in a classroom containing mainly hearing students and the class is taught by both a mainstream teacher and a teacher of the deaf. It thus offers full access to both DHH and hearing students in the classroom through “co-teaching” and avoids both academic segregation of DHH students and their integration into classes with hearing students without the need for additional support services or modification of instructional methods and materials. Co-enrollment thus seeks to give DHH learners the best of both (mainstream and separate) educational worlds. Co-enrollment programming has been described as a “bright light on the educational horizon” for DHH learners, giving them unique educational opportunities and educational access comparable to that of hearing peers. Co-enrollment programming shows great promise, but research concerning co-enrollment programming for DHH learners is still in its infancy. This volume provides descriptions of 14 co-enrollment programs from around the world, explaining their origins, functioning, and available outcomes. Set in the larger context of what we know and what we don’t know about educating DHH learners, the volume offers readers a vision of a brighter future in deaf education for DHH children, their parents, and their communities.

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43

Burns, Anne, and Jack C. Richards, eds. The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press, 2012. http://dx.doi.org/10.1017/9781009024778.

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This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching. Written by internationally prominent researchers, educators, and emerging scholars, the chapters are grouped into five sections: rethinking our understanding of teaching, learner diversity and classroom learning, pedagogical approaches and practices, components of the curriculum, and media and materials. Each chapter covers key topics in teaching methodology such as reflective pedagogy, teaching large classes, outcomes-based language learning, speaking instruction, and technology in the classroom. Chapters assume no particular background knowledge and are written in an accessible style.

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44

Merrell, Christine, and Kapil Sayal. ADHD and school. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0044.

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Within the school environment, teachers are well placed to identify children who exhibit ADHD symptoms. Universal school-based screening for ADHD is, however, not recommended. Teachers’ ratings of children’s behaviour at age 5 have been found to predict later academic outcomes. Longitudinal research suggests that inattention is substantively and significantly associated with poor academic outcomes whereas hyperactivity is not significantly related to later academic attainment, and impulsivity might be advantageous. Symptoms of inattention remain largely stable over time but symptoms of hyperactivity and impulsivity change. Whilst the school environment can present significant challenges for children with ADHD, advice and guidance to teachers about how to help children with inattentive, hyperactive, and impulsive behaviour to succeed in the classroom can facilitate more positive behavioural and academic outcomes. There is a need for research that assesses long-term outcomes and cost-effectiveness of school-based interventions as well as the impact of transition into secondary schooling.

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45

Rhoades. Outcome Based Learning: A Teachers Guide to Restructuring the Classroom. Ita Pubns, 1992.

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46

From Possibility to Success: Achieving Positive Student Outcomes in Inclusive Classrooms. Heinemann, 2013.

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47

Pfiffner, Linda J., and Lauren M. Haack. Nonpharmacologic Treatments for Childhood Attention-Deficit/Hyperactivity Disorder and Their Combination with Medication. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0003.

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Of the nonpharmacological treatments for childhood attention-deficit/hyperactivity disorder (ADHD), behavioral interventions have the largest evidence base. Current behavioral interventions include behavioral parent training, behavioral classroom management, child skills training, behavioral multicomponent interventions, and multimodal treatment, which combines behavioral interventions and medication. This updated review of studies reveals significant behavioral treatment effects from randomized controlled trials on a wide range of child outcomes including ADHD and oppositional defiant disorder symptoms as well as areas of functional impairment such as homework, organizational, and social behaviors. Combined behavioral and medication treatments appear to reduce the needed dose or intensity of each intervention.

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48

Willis, Royce, David Lynch, Tony Yeigh, David Turner, Richard Smith, and Ken Sell. Towards a Strategic Blend in Education: A review of the blended learning literature. Oxford Global Press; London, 2017. http://dx.doi.org/10.53333/oxfgp/180221.

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How might schools harness technological innovation for classroom effects? In this book the authors seek to answer this question by introducing and investigating the concept of Blended Learning through a review of current research literature. In this book, the authors consolidate the current state of Blended Learning research, by defining what is meant by Blended Learning before discussing specific technologies used in Blended Learning, the professional development required of teachers and how to implement whole of school Blended Learning regimes in schools. The book includes descriptions of popular Blended Learning models with real-world examples of their implementation, addressing both student and teacher perspectives. This book will serve as a guide to hastening the progress of Blended Learning towards the improvement of student outcomes in a world of continuous technological innovation and social change.

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49

ALEXANDER, ROBIN, PATRICIA BROADFOOT, and DAVID PHILLIPS, eds. Learning from Comparing: new directions in comparative education research - Volume 1: contexts, classrooms and outcomes. Symposium Books, 1999. http://dx.doi.org/10.15730/books.1.

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50

(Editor), Robin Alexander, Patricia Broadfoot (Editor), and David Phillips (Editor), eds. Learning from Comparing: New Directions in Comparative Educational Research. Volume 1: Contexts, Classrooms and Outcomes. Symposium Books, 1999.

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Books on the topic 'Classroom outcomes'

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