Customer Reviews:
A Balanced Approach - 4th Edition.......2007-02-10
I purchased this book for a class I took in spring 06 and found it extremly helpful. I've applied the balance approach method in working with young children. I've also applied the information helping my 3 year old learn to read. He is now 4 and enjoys reading. I highly recommend this book.
Great book!!!.......2006-12-27
I found this book to be fantastic!!!! The green pages at the back give many great ideas for teachers of literacy.
Very useful.......2006-03-11
I needed to order this book for a class. It is well written and easy to read. As a reading teacher I can say that I will keep this book as a reference long after the class has ended. This edition comes with a CD (or DVD) which I have not previewed yet, but the instructor of my class raves about it.
A must have!!.......2003-03-08
I was first introduced to this book in one of my graduate literacy courses and I have been hooked every since. The teachers at my school pass it around constantly looking for ideas. My favorite aspect of this book is the fact that there are real teachers giving real examples of what works in their classrooms. There are no strategies that seem too hard implement in your classroom, because the layout is right there!! You know it can be done and it words because the examples in the book are proof! You don't feel like you are reading about some ideal or Utopia of a classroom. You are reading about REAL classrooms. I absolutely love it!
Excellent resource for teachers.......2002-11-17
This is an excellent resource. It is concise and contains a wealth of information. I teach second grade and am working on a Master's degree in literacy. I am finding this book to be invaluable. Much of the information is sorted into charts for easy referencing. So many of the books I have read lately seem to ramble on and on. This book makes it's point and moves on to other salient information. I get rid of so many of the professional books I purchase after I read them. This one is a keeper. It is very pertinent to the current trend in improving the literacy of our children.
Book Description
The FE Review Manual is designed to prepare you to pass the general FE exam even if you have very limited study time. You get an efficient review of all the current exam topics; diagnostic exams so you can see what areas you need to study; more than 1,150 practice problems (with solutions); a realistic simulation of the complete 8-hour exam; and free software to help reinforce what you've learned. Plus, the Review Manual is completely in sync (same terminology, formulas, topic order, etc.) with the NCEES handbook that is used during the exam. This combination is so effective that the publisher offers a unique "Pass or Don't Pay" Guarantee: pass the exam, or get a full refund for the book.
Please note, software is not included in the book, but you may request software by using the form inside the book. The software is free, but thereis a $4.95 shipping fee.
Customer Reviews:
Very Good.......2007-06-27
I received earlier than I expected. I think the delivery service is best than I've ever experienced. thank you.
Good review Book.......2007-06-03
This book is really helpful if you buy it when you start taking your engineering courses because most of the professors look at this book while picking up exam questions. Lets not forget its also a good review for FE.
If you buy this book when you are junior or upper sophomore and start using it as reference it wont be new book to you when you start reviewing it for FE.
Rapid Preparation for FE review.......2007-06-01
Great book, very helpful. Lots of solved examples. Nice break down into small chapters. Just great. If I will pass my exam I will rate it awesome.
Very thorough preparation.......2007-05-14
Make sure you get this book about 3 months before you are scheduled to take the FE exam, otherwise it won't be very helpful. All the questions follow the brief lectures and are organized by chapter, so it doesn't really give you the opportunity to practice in a style similar to the actual exam. I would first reccommend the sample question booklet availabe from NCEES, but if you feel you really need alot of prep, this is the way to go
A Lot of Helpful Information.......2007-05-12
Information was very useful but make sure you start more than 1 week ahead of time to get it all.
Book Description
Exemplary teacher research has established that explicit teaching plays a vital role in the K-8 classroom, with particular benefits for struggling readers. This book is a practical resource for explaining reading to students who do not learn to read easily. Identified are 22 major skills and strategies associated with vocabulary development, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated with abundant concrete examples, which teachers can use as starting points for developing lessons tailored to the needs, strengths, and interests of their own students. The book also shows how to move from the teacher's explanation to the student's independent use of new concepts, and how to embed explicit teaching within a context of rich, engaging literacy experiences.
Customer Reviews:
Analytical explanation of reading.......2007-01-04
I am a tutor for third and fourth graders (employed by the school) and have found this book to be priceless in explaining the strategies of reading to 8, 9 and ten year olds - my target audience. The book is structured well and offers many examples of how to help struggling readers learn the "secrets" of good readers. After looking at several other 'Reading Comprehension' books, I chose this one based on the TOC and the foreward. It has proven to REALLY help me clarify each objective and teach the invisible process of active reading to my students. I'm very excited about the book and what it has to offer. Thanks!
Excellent book.......2006-02-20
I bought this book last year from Amazon, after being recommended it by a resource literacy teacher. It is very helpful to me, a classroom teacher. I would recommend it as great value for any teacher. I recently had the pleasure of hearing G Duffy speak at a day's conference here in New Zealand. He was so clear, so able to show the recent history of the teaching of reading, and how we might go about showing students the skills of comprehension, and what good readers do. In this book, G Duffy helps teachers model what good readers do. He is realistic and down to earth.
Great Resource for Literacy Coaches.......2005-05-04
This is a wonderful book to use while working with teachers in your building. Use it as a resource for yourself or share it with teachers to support what you are saying or modeling in their classrooms. After you have identified the strategy or skill the students are having trouble with, locate the skill in the index. Then read through the pages as Dr. Duffy describes the conceptual understanding that must be in place for the students to learn the skill. He also outlines how to introduce the skill, model the thinking, scaffold towards independence, apply it in reading and writing, and determine how to know if the lesson was successful. Some topic categories are vocabulary, comprehension strategies, word recognition, and fluency.
Individual chapters cogently provide examples.......2003-10-14
Gerald G. Duffy is a former classroom teacher and professor emeritus at Michigan State University. He draws upon his many years of experience and his considerable expertise in Explaining Reading: A Resource For Teaching Concepts, Skills, And Strategies to provide the reader with a solid guide for aiding in their teaching literacy to students who are slow to absorb the skill. Individual chapters cogently provide examples and ideas for explaining vocabulary, teaching word recognition, comprehension strategies, and a great deal more. Explaining Reading is highly recommended as an excellent and detailed advice guide -- especially for classroom teachers and home schoolers involved in a literacy instructional program.
Average customer rating:
- Bringing Words to Life
- Valuable Vocabulary Strategies
- easy read with quick interventions for vocabulary instruction
- Fabulous, Fantastic, Superb...should I say more?
- A Refreshing Solution to Dry Vocabulary Instruction
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Bringing Words to Life: Robust Vocabulary Instruction
Isabel L. Beck ,
Margaret G. McKeown , and
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ASIN: 1572307536 |
Book Description
Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words.
Customer Reviews:
Bringing Words to Life.......2007-07-22
While I appreciated the premise of the research outlined in this book, and have no doubt the approach recommended would be effective, I question the practicality for application in a classroom. It seems that it would take a considerable amount of planning and cumbersome documentation particularly with younger children or multiage classes. I plan to try to implement some of the suggestions and like the idea of working to help children establish their own definitions, moving away from traditional dictionary definitions that are only confusing for young students.
Valuable Vocabulary Strategies.......2006-05-01
Bringing Words to Life is an essential book for any classroom. It offers valuable insights and strategies for teaching vocabulary in all classrooms, elementary through high school. It's written so that it's easy to understand and each chapter ends with activities for the reader to better understand the content of the chapter. There is also an easy reference appendix for books to use with vocabulary instruction. If you're looking to enhance the vocabulary of your students, this book has everything you need!
easy read with quick interventions for vocabulary instruction.......2006-03-26
I read this for a graduate class and found it to be a quick, easy read. The authors give you simple ways to enhance your vocabulary instruction. I would recommend this book to teachers at all levels but especially those working 3rd grade and above.
Fabulous, Fantastic, Superb...should I say more?.......2006-02-25
A great easy to ready and easier to use tool to enhance everyday classroom teaching to support vocabulary in students! A must for all teachers!
A Refreshing Solution to Dry Vocabulary Instruction.......2005-10-20
I still remember when my high school teachers would assign the dreaded weekly vocabulary homework. We would painstakingly look up each word in the dictionary, write down what was usually the shortest definition, and then take a wild stab at writing the word in a sentence. I'm not sure how many of those words I actually learned, but I do remember being bored, frustrated and confused. Dictionaries are not necessarily the only tool for deriving meaning of new words.
Thankfully, this book helps educators to realize the importance of meaningful vocabulary instruction. It outlines various techniques for robust instruction in both primary and secondary grade levels. If you teach vocabulary, you should consider this book for your collection.
Book Description
Ways with Words is a classic study of children learning to use language at home and at school in two communities only a few miles apart in the south-eastern United States. ‘Roadville’ is a white working-class community of families steeped for generations in the life of textile mills; ‘Trackton’ is a black working-class community whose older generations grew up farming the land but whose current members work in the mills. In tracing the children’s language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the ‘mainstream’ blacks and whites who hold power in the schools and workplaces of the region. Employing the combined skills of ethnographer, social historian, and teacher, the author raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces.
Customer Reviews:
important piece of work.......2007-05-04
As a graduate student in English, I am not one who wanted to take any courses on rhetoric and composition. I signed up for one class this semester that focused on literacy and race. This book was a required reading. I was actually one of the only students who liked this book. Heath immerses herself in the communities of Trackton and Roadville. As an instructor of some of the local teachers, she decided to look into the literacy learning of these two communities. Trackton, an all black community, consists of people reading to learn. In Roadville, the all-white community is struggling with desegregation and parents wanting their children to learn the "right" things. The study of the Piedmont Carolinas--the area where the two communities are located--is important because it specifies that culture has everything to do with the way language and literacy is learned. I give it four stars because in the course of a ten year study, it did not seem as if she gathered a lot of research. She seemed to focus only on their lifestyles.
Shirley Brice Heath Has a "Way With Words".......2000-08-23
Language is power. Heath, a reflective practitioner of both human nature and schooling, provides an in-depth view of communities which epitomize the struggle for such power. In her ethnographic study of Trackton and Roadville, Heath lays bare the socializing process of children through words. The discontinuity between home and school is disturbing; a realization that students who do not fit the traditional way of schooling are left behind. Clearly illustrated is the need for teachers and students to bridge the gap which exists in relation to both language and culture, for without this effort some students will never acquire the power needed to take control of their education or pursue opportunities from which they have previously been excluded. This is must reading for student ethnographers, doctoral students, and those dedicated to school reform, particularly those in the areas of diversity in public schools, and language. This extraordinary book compares favorably to "Growing Up Literate: Learning From Inner-City Families" by Denny Taylor & Catherine Dorsey-Gaines.
A Teacher's View.......2000-04-03
Teaching in a high school with a large number of minority children can be challenging. After reading this book, recommended by the debate teacher, I feel that I am better prepared. This book is an excellent resource for those wanting to understand the student from a background different form their own. If you plan to work in public school, this book is a must-read. I borrowed a friend's book, and then decided I had to have a copy of my own.
Book Description
The fifth edition of this landmark reference continues the tradition of offering the highest quality research and representing the best scholarship in the field. The selected pieces, 70% of which are new to this edition, will help educators develop an understanding of reading and literacy research and the ability to apply that understanding in generating new research and informing instructional decision making.
The volume is organized into the following sections:
Perspectives on Literacy Research and Its Application: Viewing the Past, Envisioning the Future
Processes of Reading and Literacy
Models of Reading and Writing Processes
Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice
Although pieces from past editions of Theoretical Models and Processes of Reading have been retained, the editors highlight more recent works that reflect new findings and promising directions in the field. Section One contextualizes the fifth edition in today's rapidly changing literacy scene. Section Two emphasizes the role that sociocognition and literacy development play in reading processes, provides a catalog of key factors influencing the acquisition and mastery of reading processes, and explores the role of teaching and tutoring in literacy development. Section Three presents models that represent markedly different reading and writing theories. Section Four focuses on literacy's future potential to develop insights into reading processes, instruction, technology, and educational policy.
Questions for Reflection accompany each section to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction. Plus, a supplementary CD includes a number of other classic and recent research pieces to enrich readers' understanding of the selections in this updated volume.
Theoretical Models and Processes of Reading, Fifth Edition, is an invaluable resource for teacher educators, curriculum and administrative leaders, graduate students, and researchers in their efforts to help individuals learn to read and understand language.
Customer Reviews:
More educational fads.......2007-08-29
When will education get over the fads and get down to teaching. This is must more blah, blah, blah.
Teaching Best Practice for All Students.......2007-06-09
I have seen Cris use the same teaching best practices for her college prep classes and classes with struggling readers. Their academic acheivement from these supportive structures greatly improves and the kids read! From her book and visiting her classrooms, I saw her approach best practice for struggling students as best practices for all students and it works! The text is written in a way that us non-english teachers can pick it up and easily incorporate comprehension strategies into our classrooms too. I highly recommend any Tovani text.
Insightful and informative--lots of good ideas for struggling middle and high school readers.......2007-04-09
In this book, Chris Tovani invites you into one of her high school reading workshop classes. This reading workshop class is filled with students who are fluent readers, but who are also unable to comprehend what they read. Also, they have not elected to take the course, resulting in a room full of bored expressions and bad attitudes. The book begins at day one, and as you begin to read, you start to really feel sorry for Tovani, wondering how she is ever going to reach these reluctant students and turn them into better readers. But as she takes you through the class, and you read about each of her strategies, she makes it seem almost effortless. Tovani is able to connect with her students, and it is clear that they quickly gain her respect. You also learn that she herself was a "fake reader" until her 30s! I believe that this is a major reason why she is able to teach her students so successfully; she knows exactly what they are going through, and as a result, she is able to show them what really works. Tovani, a nationally-known reading consultant, continues to teach English and reading at the high school level because of this dedication to helping students.
Comprehending what we read really is something that most of us take for granted, and it's a skill that is very difficult to teach. Oftentimes, students who struggle with comprehension will simply read the words on a page and expect the meaning to arrive automatically. Tovani also acknowledges that some students want to make their teachers responsible for their thinking. When they are confused, they think that it is the teacher's job to fix it. Tovani tells us that many times, students don't realize that they actually have the tools to change their reading habits themselves. The trick is to make them think about their reading, and in this book, she provides a variety of ways to do so.
This book is divided up into three major sections. In the first part of the book, Tovani talks about "fake" readers, and she discusses some of the strategies they use to fool their teachers and pass their classes. This was eye-opening, to say the least! Tovani herself admits that for book reports, she used to select a very obscure book in the library, copy down what was in the inside flap of the cover, and then hide the book elsewhere in the library so her teacher would never find it! In the second part of the book (essentially the meat of the book), Tovani introduces various reading comprehension strategies, and she lets you take a look at how they work on real students in her reading workshop class. Some of these strategies include: setting a purpose for reading, knowing when you're stuck (and what to do when you are), making connections with unfamiliar subject matter, asking questions of the text, and making inferences. As you read the book, you get a glimpse of how students at first struggle with each of Tovani's lessons, then find success. The last section of the book contains actual tools (worksheets, diaries, etc.) you can provide to your students to aid them in their reading assignments.
I would highly recommend this book to any middle or high school teacher in any subject area. It appears that too many of our students are struggling with comprehension, and it is imperative that we do all we can to make them better readers. Unfortunately, most teachers do not have the extra time it takes to teach students how to read well, and a vast amount of material must be covered in middle and high school. Yet, reading is a lifelong activity, and we must give students the tools they need to become better readers, and we need to make them responsible for their own learning. This book shows you how. It was a very quick and easy read, and even if you walk away with one new idea for your classroom, it will be well worth it--for your students and for yourselves.
A reading comprehension book with lots of good thoughts for parents and teachers!.......2007-03-13
I liked this book for its content, but I didn't like it for its outline and structure. I found it to be wordy and a bit too conversational. I particularly enjoyed the real life examples of how kids failed at comprehending what they read, and the solutions the author provided to help the kids overcome their problems. I got the following seven messages from this book:
>>Preview What You Read Before You Read It
>>Have a Purpose for Reading Before You Read
>>Concentrate and Focus While You Read (Don't Fake Read)
>>Think While You Read So You Gain Understanding
>>Relate What You Read to What You Already Know
>>Diagram What You Read (Preferably in Writing)
>>Outline What You Read (Preferably in Writing)
I would have liked the book better if there had been seven chapters in the book with the above titles. Unfortunately the chapter titles in this book did not really help me outline the book in my head. And I think that is a major flaw. As a result, this book took me longer to read than it should have. But I'm glad I took an extra hour to read it.
If you have students and/or children you are training how to read intelligently so they can read quickly and comprehend what they are reading, then I highly recommend you read this book along with How to Read a Book authored by Mortimer J. Adler (ISBN: 0671212095). By reading these two books you will get two different wonderful perspectives on the same topic and be well on your way to becoming an expert on reading comprehension. 4 stars!
A Must Have for those who teach Reading.......2006-06-18
I have been doing alot of professional reading on strategies to help my students comprehend what they read. I teach reluctant readers and this is one of the best I've read for middle school comprehension. This puts a new spin on strategies I've already been doing. This book plus Strategic Reading-Guiding Students to Lifelong Literacy 6-12 by Jeffrey Wilhelm are my strategic plans for learning-centered teaching: I do You watch, I do You help, You do I help and You do I watch. Powerful research!!!!
Book Description
Comprehensive and practical, this guide reveals the benefits of using multisensory instruction in any classroom. After they review 50 years of research and clinical experience with children and adults with learning disabilities, the contributing authors explain how and why multisensory methods work.
The result of their efforts is a thorough volume that puts theory into practice with specific teaching approaches that promote:
phonological awareness
alphabet skills
spelling
grammar
reading accuracy and fluency
reading comprehension
handwriting
composition
organization and study skills
communication with parents
In addition, the book pays special attention to the connection between oral language and literacy, the history of the English language, transition into the general classroom after special education, adult literacy, and high-functioning adults with learning disabilities. Field-tested instructional materials and activities are included, along with observation and assessment models.
Customer Reviews:
Multisensory Teaching of Basic Language Skills.......2006-06-28
This book gives language teachers a great wealth of information regarding dyslexia and reading problems.
A parent's point of view.......2003-02-10
...this is a great book that I've searched for. It pulls tons of useful information about dyslexia into one spot. Only one warning I would send out to parents - this is a textbook not a "pop culture" book. I've found the reading slow going as I'm unfamiliar with many of terms and concepts as I'm not a linguist or teacher. Having said that, I belive I now understand how to help my daughter learn easier which will open many previously closed doors to her. The textbook is worth the effort!!
Goldmine of Theory and Practicality.......2000-03-18
In Multisensory Teaching of Basic Language Skills, Dr. Judith Birsh has succeeded in bringing together the expertise of a constellation of respected and well-known contributors to produce what will undoubtedly become a highly prized and much-used text/reference book in the field of dyslexia and learning differences. Calling on various authorities to write sections in their area(s) of greatest interest and strength, she has developed a greatly needed resource for understanding, teaching, assessing, and parenting those who have dyslexia and related disorders.
Beginning with the definition and characteristics of dyslexia, a discussion of the latest research in the field, and the need for all teachers to understand the structure of the English written code, the book gives the prospective reader an overview of the eighteen chapters by offering chapter summaries. Other aids for the reader include extensive references for each chapter; graphics and other illustrations; a glossary of key terms; and a most carefully organized appendix of materials and sources.
In an enlightening and forthright discussion of multisensory instruction, the authors of the first chapter address the issue of lack of research studies concerning the efficacy of multisensory teaching. They conclude, however, that there is theoretical support for this approach and that, until research is able to confirm or disprove the effectiveness of multisensory instruction, it behooves teachers to rely on their own experience and professional judgment, as well as on the professional judgment of others who, over the years, report student success when multisensory instruction is used.
The Chapter One discussion of multisensory methods provides the platform upon which the remainder of the book is built. Subsequent chapters proceed logically from the role of oral language to the importance of phonological/phonemic awareness and alphabetic knowledge in the teaching of accurate decoding and reading fluency. A most helpful treatise on the teaching of reading comprehension follows discussion of these vital elements of effective reading from a multisensory perspective.
Readers will also find instructive and well-written sections on such subjects as multisensory mathematics instruction; oral language; phonological awareness; spelling; handwriting (including the multisensory presentation of manuscript letter forms); organization and study skills; and several other subjects. In addition, chapters dealing with adult and high functioning dyslexics, parenting issues, and transition to the general classroom and content areas present materials of high interest and utility.
Instructors in university undergraduate and graduate classes will find this book to be an excellent choice as the text for reading disability courses. It is suggested that the editor and publisher consider developing an instructor's manual and, perhaps, a student guide as supplementary materials for this book.
Having just ordered five copies of this book for use in our university classes for training dyslexia specialists, this reviewer submits that those who deal with learning different individuals will find this book to be a goldmine of theory and practicality.
Jo Polk, Certified Academic Language Therapist and Director of the Learning Therapist Certificate Program, Southern Methodist University
Customer Reviews:
Great Book!.......2007-09-21
This is a great book if you are trying to set up centers in your classroom. I really like these literacy stations, because these stations can last the whole year. You don't have to keep changing them! There are so so many activities your students can do at each station. The sections about differentation were very helpful.
Literacy Work Stations: Making Centers Work.......2007-08-13
This book was packed with wonderful ideas to get a teacher started with learning stations.
Powerful Centers.......2007-06-27
Alright, you want to differentiate your classroom instruction that really get kids involved. This powerful book will help any primary school teacher find their way with confidence in deciding which centers are most valuable, setting them up, and keeping them going. Debbie Diller is a master teacher who knows her stuff!
literacy workstations making centers work.......2007-06-08
If you need help setting up work stations or if you are in need of fresh ideas, this is the book for you. Great photos and very easy to read. I highly recommend this book.
Literacy Work Stations: Making Centers Work.......2007-04-01
This book is an awesome resource. I can't wait to get started.
Book Description
McKeachie's Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The strategies suggested in the text are adaptable to specific classroom situations. The book does not suggest a "set of recipes" to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning.
Customer Reviews:
Mostly buzz words and common sense.......2007-09-18
This book was only slightly helpful in my classes. The advice in this book sounds good to educators with its trendy terminology and emphasis on some amorphous "deep learning" but many students hate the collaborative exercises in this book and shut off to being taught in this manner. McKeachie is writing to other educators, none of whom understand how students in this generation actually think. Although most of the book was junk, there was the rare teaching strategy I found useful, but none of them were particularly ground-breaking or innovative.
Useful at various levels. .......2007-06-27
This book contains much information that is essential for a new college
instructor. For those of us who have been in the field, it also offers
an opportunity to reflect on class policies and teaching approaches through the lens of current thinking in cognitive psychology and practice in education.
Crucial Tips for the Enterprising and Advanced Instructor.......2007-06-21
There's a reason this book has gone through 12 editions over several decades, and that's because Wilbert McKeachie is the most widely respected expert on matters of college teaching. This latest edition is up to date with the latest theory and practice, and McKeachie has certainly not fallen into the pattern that is common with many multiple-edition books, in that he has avoided simply adding quick cosmetic updates. A look at the table of contents will tell you all you need to know about this expansiveness and inclusiveness of McKeachie's tips, and it's hard to imagine any area of the discipline that he hasn't covered. The only real issue with this book is that it is focused on teaching environments in which small class sizes or receptive administrators will allow for more personalized teaching strategies. However, not everyone will have that luxury, and other environments (especially large classes) are typically treated as mere exceptions and receive only cursory coverage. Another issue with the quality of this edition is some of the chapters that have only been edited by McKeachie but have been written by his colleagues, because these outside submissions damage the overall consistency of the book and the authors tend to focus on their own research and theories, as opposed to McKeachie's universal wisdom. [~doomsdayer520~]
This book gets better with each new edition.......2007-01-07
For the 12th edition of this book, McKeachie has added more valuable chapters that will benefit experienced as well as novice college instructors. Each chapter is fairly short -- often no more than 5 or 6 pages -- and edited to eliminate "fluff." Each quickly gets to the point and offers practical suggestions for such things as how to handle problem students in the classroom, how to create good test questions, and how to handle sticky issues that come up in grading. McKeachie has kept up with technology, too, and there is a new chapter on "teaching with technology" and an awareness throughout the book that today's students often prefer electronic media to face-to-face communication. The book is loosely structured and thus chapters can be read in any order. I especially recommend the series of chapters on testing and grading, as they provide great advice even for instructors who think they've heard everything. I use this book in my course on college teaching, along with Joe Lowman's book Mastering the Art of College Teaching and Robert Boice's Advice for New Faculty Members. This trio of books will serve you well, especially if you have never been formally trained in how to organize and run a college course.
New College and University Teacher's must have book.......2006-11-03
This book is an asset to new teachers. It is comprehensive, easy to read and understand and covers all areas that new teachers need to be a success in the classroom. I highly recommend it to all instructors not just new instructors.
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- Getting Things Done: The Art of Stress-Free Productivity
- An Outline History of Western Music
- The Legacy of Homer: Four Centuries of Art from the Ecole Nationale Superieure des Beaux-Arts, Paris
- West of Rehoboth: A Novel
- Yosemite and the Range of Light
- Chemistry: The Molecular Nature of Matter and Change
- Banco the Further Adventures of Papillon
- Express Yourself With Pastel
- Totem Salmon : Life Lessons from Another Species
- Genus Collybia
Phonics They Use: Words for Reading and Writing (4th Edition)
Elementary and Middle School Mathematics: Teaching Developmentally (6th Edition)
Ready for RICA: A Test Preparation Guide for California's Reading Instruction Competence Assessment (2nd Edition)
50 Literacy Strategies: Step By Step, Second Edition
