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Connecting Teachers, Students and Standards:

Title 2:
Strategies for Success in Diverse and Inclusive Classrooms
By:
Deborah Voltz, Michele Jean Sims & Betty Nelson (an ASCD production)
Details:
Paperback
Year:
2010
Pages:
159
Size:
7" x 9"
ISBN:
9781416610243
Item Code:
CTAS
Price: $23.95
QTY:
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How can you teach all students to achieve at the same high standards and still respect and accommodate their differences? This book answers that question and introduces you to a field-tested framework for teaching that ensures that inclusion and differentiated instruction are in harmony with standards-based education. Explore the six critical elements of instruction that respond to student diversity in the standards-based classroom. And get step-by-step guidance in

  • Selecting instructional methods and materials that provide multiple pathways to content.
  • Creating classrooms and curriculum that welcome all students and move them along a continuum of learning.
  • Using assessments that challenge and accommodate diverse learners.
  • Collaborating effectively with other teachers and specialists.

If you’re striving to teach a standards-based curriculum in a classroom with English language learners, students from culturally diverse backgrounds, or students with disabilities, this book has the comprehensive approach you need.

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About National Professional Resources, Inc.

National Professional Resources (NPR, Inc.) has been a leader in the field of education publishing since 1968. Founded and operated by educators with a deep commitment to the success of all learners, our mission is to provide teachers, administrators, and other school staff with quality tools and resources that will better enable them to help every student achieve success. To this end, we publish books, quick-reference laminated guides, and produce videos by leading voices in the field of education. We also carry thousands of the most in-demand educational resources from other leading publishers and producers, including material for parents and students.

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