Book Description
In Classroom Assessment and Grading That Work, Robert J. Marzano provides an in-depth exploration of what he calls "one of the most powerful weapons in a teacher's arsenal." An effective standards-based, formative assessment program can help to dramatically enhance student achievement throughout the K-12 system, Marzano says. Drawing from his own and others' extensive research, the author provides comprehensive answers to questions such as these:
*What are the characteristics of an effective assessment program?
* How can educators use national and state standards documents as a basis for creating a comprehensive, topic-based assessment system?
* What types of assessment items and tasks are best suited to measuring student progress in mastering information, mental procedures, and psychomotor procedures?
* Why does the traditional point system used for scoring often lead to incorrect conclusions about a student's actual knowledge?
* What types of scoring and final grading systems provide the most accurate portrayal of a student's progress along a continuum of learning?
In addition to providing teachers with all the tools they need to create a better assessment system, Classroom Assessment and Grading That Work makes a compelling case for the potential of such a system to transform the culture of schools and districts, and to propel K-12 education to new levels of effectiveness and efficiency.
Customer Reviews:
I can't understand it .......2007-08-01
I teach high school Spanish. Our principal makes frequent reference to Robert Marzano in faculty meetings. Apparently Marzano is very highly regarded among people with PhD in Education. Our principal especially recommended this book, so I bought it to read during the summer. I got half way thru it, dozed off many times, and put it down for good.
Customer Reviews:
Summer Reading for Teachers (or Weekend Reading, If Summer's Over!).......2007-07-12
Just out in 2006, Rick Wormeli's FAIR ISN'T ALWAYS EQUAL has the latest research on teaching (especially middle and high school) pulled together nicely in one 200-page package. For me, a lot of it was necessary review and reaffirmation of differentiated instruction, standards-based instruction, and various strategies I've read about but haven't gotten around to using. For beginning teachers or veteran teachers whose schools are converting to the standards-based and/or differentiated instruction mode of instructing, it is a terrific primer and source of discussion.
That's all well and good (and a terrific learning tool for teachers), but what really appeals is how Wormeli wades into some hot-button topics like grading (he calls it the "elephant in the room" we don't want to discuss). In addition to issues of assessment, fairness, and mastery teaching, Wormeli brings up whether or not we should grade participation, effort, behavior, and attendance. My school has been debating this very topic of late, and Wormeli not only provides both points of view, he dives into the debate fearlessly by taking a stand and giving a well-reasoned defense of his view.
In addition, there's loads of practical stuff on how to teach students of various abilities, how to keep a grade book, how to structure report cards, and how to create fair tests.
This would be a great professional reading "book group" choice for teachers to read, annotate, then discuss. As it uses the "See Inside" feature here at amazon, I recommend you check out the Table of Contents for a look at what's inside. It won't disappoint.
Teachers: Read This!.......2007-05-12
This is a good read for all teachers. It will make you think as well as give strategies for differentiating.
The Assessment Bible.......2007-03-31
Wormeli provides guidlelines which should be adopted by all educators and schools as the gold standards for assessment. He is practical with his suggestions and shares wisdom from many educators on a wide variety of assessment topics. This book should be on every educator's desk.
Differentiation and grading.......2007-01-04
Excellent book. This book covers alot of different perspectives on how to "grade" or evaluate student progress. I recommend it.
Amazon.com
The common and sensible dictum among carpenters--"Measure twice, cut once"--is only the beginning for Carroll, who manages to take some very complex information and distill it into readable and understandable form. There are chapters devoted to laying out foundations, frames, roofs, stairs, masonry units, and finishing materials, and many little-known tricks of the trade and shortcuts. Carroll covers all the basics of tools and techniques, shows how to measure larger dimensions on projects while working alone, and shows that one needn't be a master mathematician to assure accuracy in projects, nor use space-age, high-tech equipment to achieve near-perfect results in a building project. From the simplest how-to project for a home handyperson to constructing an entire house, proper, accurate measurements are the very foundation of a successful result. Using common sense and care in measuring can save time, materials, and money on any home repair or construction plan. This is the book to tell you everything you need to know before you get started. --Mark A. Hetts
Customer Reviews:
Worth a Truck Load of Tolls.......2007-07-19
This is probably the most important book I own in my "how to build it" arsenal.
Elementary .......2007-04-07
I was disappointed to say the least by this book. As a contractor with over thirty years of experience, I should have known I knew more. There are also some rather out-dated building practices put forth in this book. So, I would say, if you are already a pro, don't buy this book. If you are a DIY'er go fer it, or if you live somewhere they don't have building codes, yahoo. This book was clearly written for the less experienced builder.
for the pro's by the pro's!.......2007-04-05
I'm so glad I purchased this book, what a blessing! My wife and I are planning to build our dream home next year and the amount of detail for this type of project is NOT to be underestimated. This book covers the "how to" in great detail and shows the "tricks of the trade". I especially like the technique's for when your working alone (I always knew there was a better way, now I know). If your a "SKILLED" do-it-yourselfer but lack professional training then this book is definitely for you. I wish I had this book years ago it would have saved me a lot of time and headache. Also the price is right and you will start to get results like the pro's.
good reference book.......2006-03-18
author goes into a lot of detail...i learned a lot from this book
Over 20 Years In The Trade, I Still Learned A Thing Or Two........2005-11-28
I read this book thinking I might find something interesting. I was not disappointed. The book has historical commentary and personal experiences that are interesting. Old timer's secrets of layout, very cool. Geometrical calculations are easier to understand when you can see how they are to be applied. The formulas used in the book are reasonably simple. Most importantly, when there is a shortcut, it's shown in this book. From the ground to the roof, and all in between, there's detailed(but basic, no really fancy decorative work) explanation and excellent illustration. Handrails, masonry units, roofing, the book shows where to start and what to do next. He shows how to build many of the jigs and measuring/marking secrets that I use regularly. I don't do everything exactly as he does, but everybody has their own way of doing things. If this guy writes any more books, I and many of my competitors may not be needed any more. MANY secrets of the trade.
HEY! DON'T BUY THIS BOOK!! SOMEBODY STOP THIS GUY!!! I GOT KIDS TO FEED!! YA' CAN'T JUST GO AROUND INSPIRING CONFIDENCE IN THE AVERAGE HOMEOWNER! WHAT ARE YOU DOING? (gasp!) You might even make my competitors more competitive! Horrible book! I'm keeping mine, but I'm a professional!! Don't try this stuff at home!
_Call a PRO!!_
Seriously, Thank You Mr. Carroll. I enjoyed your book.
Book Description
Teachers, parents, students, administrators, and community members all agree that we need better grading and reporting systems. Often, these systems are inadequate because they are part of a tradition that can go unexamined and unquestioned for years. Here is the first serious look at the issue, written to provide all those involved — especially teachers — with a coherent and thoughtful framework.
Guskey and Bailey offer four pillars of successful grading and reporting systems:
- Communication is the primary goal of grading and reporting
- Grading and reporting are integral parts of the instructional process
- Good reporting is based on good evidence
- Creating change in grading and reporting requires creating a multi-faceted reporting system
Written to help readers develop a deeper and more reflective understanding of the various aspects of the subject, Thomas Guskey and Jane Bailey’s work brings organization and clarity to a murky and disagreement-filled topic.
Here is a practical and essential guide for teachers, administrators or anyone concerned with understanding and implementing best practices in grading and reporting systems.
Book Description
You need rubrics if:
* You find yourself repeating the same comments on most student papers
* You worry that you’re grading the latest papers differently from the first
* You’re concerned about communicating the complexity of a semester-long assignment
* You question the consistency of your and your colleagues’ grading scales
* Grading is taking up far too much of your valuable time
Research shows that rubrics save professors’ time while conveying meaningful and timely feedback for students, and promoting self-regulated and independent learning. The reason rubrics are little used in higher education is that few faculty members have been exposed to their use.
At its most basic a rubric is a scoring tool that divides an assignment into its component parts and objectives, and provides a detailed description of what constitutes acceptable and unacceptable levels of performance for each part.
Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more.
This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching.
The authors go on to describe a variety of processes to construct rubrics, including some which involve student participation.They demonstrate how interactive rubrics--a process involving assessors and the assessed in defining the criteria for an assignment or objective--can be effective, not only in involving students more actively in their learning, but in establishing consistent standards of assessment at the program, department and campus level.
Customer Reviews:
very accessible for college faculty.......2007-10-15
At our college I purchased one copy, then 6 more, then 4 more, then 25 more... handed out to various faculty members along with workshops on rubrics. The book is very accessible to get faculty over the hump to actually writing and using rubrics for themselves/their classes.
Read this!.......2007-08-06
I tried this summer communicating with Amazon without success; maybe someone will read this. I purchased a copy of "The University in Ruins" last March. The copy is defective! Pages 152-153, 160-161, 168-169, and 176-177 are missing and are replaced by earlier pages (120-121, 128-129, 136-137, and 144-145; "doubled").
What can be done about this?
Thank you.
Dr. John Nichols
Inspired to Create Rubrics!.......2007-07-26
I am a junior-faculty member and have tried my hand at creating rubrics in an effort to be fair and consistent in grading. However, I struggled with breaking down each area so I felt my rubrics were weak. Thus, I was looking for a "how-to" book and this book did not disappoint! It was well worth every penny! The book was written by two college faculty members who are seasoned in developing rubrics for college courses (individually, departmentally, and university-wide). I read the book in a day and then began working through the 4-stage process. It took the better part of a full day to create my first rubric, working through the steps methodically and thoughtfully, but I trust the authors that when it comes to grading, I will more than save the time, and most importantly, students will have a clear picture of where their grade comes from. Also, I am confident that the time required in producing rubrics for other assignments will decrease as I gain more experience.
In addition to the 4-stage process, the authors discuss a continuum of 5 models to rubric construction ranging from the instructor creating the rubric with no input from students to a rubric that is created completely by the students (of course, as the faculty member, one always has the opportunity to make adjustments). The point being that there is more than one way to construct a rubric depending on instructor's style and developmental level of the class. The book has a chapter on constructing rubrics with others, such as TA's, colleagues and tutorial staff. Even though my university does not use TA's and I am new faculty member, I liked the idea behind involving colleagues, and especially, tutorial support, like a writing center. Another chapter was designated to show how rubrics could be used in different disciplines. For example, rubrics for laboratory work in the sciences or a portfolio review in art were demonstrated along with rubric examples for assessing classroom participation and assignments that may be submitted in stages, such as a research paper.
I have only two slight criticisms: 1) the book only spends a page and half talking about assigning a grade after completing the rubric. The book used primarily one example throughout the book (although showing how to modify the rubric for a First-Year course versus a graduate course) which was really useful, but then, when it came time for discussing assigning a grade, they used a totally different type of rubric and assignment. I wish they would have shown assigning a grade to the example they had been using. It seems that would have completed the process. And, 2) the publishers have a website on the book where you can download rubric templates. This was good. The complaint is that the authors also have a website which promises discussion boards, more templates, etc. However, it is essentially a shell that was set up when the book was published in 2005 and nothing much has transpired since then. For these two reasons, I give it a 4-star versus a 5-star rating, but the bottom-line is, get this book to learn how to create assessment tools that will help your students and YOU!
Easy to use.......2007-05-10
I would recommend this guide for rubric development. It clear and provides many good examples to get started.
Useful Book!!!!!!.......2005-08-14
This book has cut my grading time in half. It is very practical. It has numerous examples and a step-by-step approach to make rubric creation easy. I read several other books about rubrics but most of them were for K-12, program assessment or were completly theoretical. This book tells you have to create a tool that will allow you to grade quickly and fairly. A must have for college teachers!
Book Description
Grading can be an invaluable tool for pinpointing strengths and weaknesses in students' understanding, provide a shared language for discussing learning, and help improve student performance over time. Unfortunately, current practices in classroom grading, such as the use of overall letter grades or percentage scores, are not amenable to this type of specific feedback. In fact, they do little more than label learning at periodic intervals. The antiquated grading system in use today has little or no research to support its continuation and is highly ineffective.
Transforming Classroom Grading presents viable alternatives. It is about designing grading systems that are both precise and efficient. Robert Marzano provides educators with a thorough grounding in grading research and theory. After clarifying the basic purposes of grades, he discusses what should be included in them, how to use a rubric-based approach to assessment and reporting, how to compute final topic scores and final grades, and how technology can streamline the grading process. He also addresses seven types of assessment, which, when coordinated, can provide a comprehensive view of student understanding and skill. Finally, he suggests alternatives to report cards with overall grades and ways to phase in their use.
The changes that Marzano recommends will require persistent--even courageous--educators, but those who systematically implement them will fundamentally change the way teachers, students, and parents think about and use grading. This book provides explicit guidance for those teachers, schools, and districts ready for true change.
Book Description
The Professors' Guide to Getting Good Grades in College is the first book to reveal the insider secrets about how professors really grade. The book offers high-value, practical tips about how to succeed at each of the five "grade-bearing" moments of the semester: (1) The Start (2) The Class (3) The Exam (4) The Paper and (5) The Last Month of the Semester. Fast-paced, entertaining, and easy-to-follow, the Professors' Guide will help you get truly excellent grades in college.
Customer Reviews:
Thoroughly 'user friendly' and an invaluable self-help manual .......2007-03-06
The collaborative effort of Lyn F. Jacobs (Associate Professor of Art History, University of Arkansas) and academician Jeremy s. Hyman (who manages 'Professors' Guide' projects), "Professors' Guide To Getting Good Grades In College" shows college and university students on how to pick courses with an eye to good grades; ten tips on effectively taking lecture notes; successful test-preparation and test-taking strategies; strategies and tactics for staying academically motivated; and perhaps most importantly - how to get the most from classroom and seminar professors. Of special note is the section on 'The 4 Hazards of the Last Month of the Semester". Especially recommended for students new to college, as well as university students needing to improve their scholastic performance, "Professors' Guide To Getting Good Grades In College" is thoroughly 'user friendly' and an invaluable self-help manual for securing a successful academic performance.
How to do college.......2006-12-19
This book is one I wish all my students would read. This isn't paternalism, but rather self-interest, at work. I'd be reading higher-quality work, and wouldn't be dogged as much with the suspicion that my students are not working to anywhere near their potential. The book is clearly written, transparently organized, and thoroughly engaging--it moves along briskly and efficiently, is dotted with numbered tips and illustrative anecdotes; its tone is light but not frivolous, prescriptive but not preachy. There's nothing in it that a reasonably serious and observant student blessed with a generous helping of common sense couldn't arrive at by the end of her or his senior year in college--in other words, too late to put into practice. For those who'd like to know how to get good grades while they're still in college, the book is a great guide. Through its thorough and systematic treatment of such topics as lecture attendance and participation, notetaking, test taking, doing research and writing papers, and strategies for that crucial last part of the course, it encourages students to adopt a thoughtful and methodical approach to their coursework. This is not a book with shortcuts for achieving educational results, and grades, without doing all the work. Instead, it encourages students to maximize their learning, and shows them exactly how to go about achieving this goal, which has the attendant benefit of boosting the GPA. If they put the program of this book into practice, they won't work any less hard, but they'll work smart. This is a great graduation gift to any college-bound high school seniors or an any-occasion gift to students in college, and it's a gift that keeps on giving, since the professors and teaching assistants with whom these students will study will also greatly, if indirectly, benefit. (I said it was self-interest at work.)
*GIVES REAL GOOD ADVICE!*.......2006-11-15
If you want to try to figure out what is going on in college, and what you ahould be doing, this is a good guide to start you off. Ultimately it comes down to taking godd lecture notes, and studying! It isn't supposed to be easy. :( Good luck to the future collegians!
Professors'Guide to getting Good Grades In College .......2006-11-03
Sorry, I bought this for my grandson to read and don't know if it is helping him or not...
Courtesy of Teens Read Too.......2006-10-21
Perfect for those already in college, those getting ready to attend a university, or even teens who are beginning to think about which college they'd like to attend, the PROFESSORS' GUIDE TO GETTING GOOD GRADES IN COLLEGE is a must-have! This is a book filled not just with advice, but with actual facts on how to take good notes during a lecture, how
professors grade papers, and even how to prepare for tests and exams.
The book is broken down into five parts, with additional chapters in each:
Part 1: The Start--10 Common Myths About Grades in College; How Do Professors Grade, Anyway?; and FAQs About Picking Courses with an Eye to Grades.
Part 2: The Class--Your Action Plan for the First Week of Class; Top 10 Tips for Taking Excellent Lecture Notes; and Why Prepare? Why Attend? Why Participate?
Part 3: The Exam--13 Best Ideas for A+ Test-Preparation; Acing Exams by Adjusting Your Attitudes; and The Hidden Value in Going Over Your Test.
Part 4 The Paper--Understanding the Assignment; Doing the Analysis, Doing the Research; Do's and Don't's for Going to See the Professor; and Top 10 Tips for Constructing the Perfect Paper.
Part 5: The Last Month--The 4 Hazards of the Last Month of the Semester; and 17 Strategies for Acing the Final.
With great mini-quizzes, notes from visiting professors, and checklists to keep track of your strategies, this is a book perfect for any older teen. If everyone had a copy of the PROFESSORS' GUIDE TO GETTING GOOD GRADES IN COLLEGE before setting off for that first semester, college would be a whole lot less stressful!
Reviewed by: Jennifer Wardrip, aka "The Genius"
Book Description
A practical guide to more effective assessment for improved student learning
Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities.
Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals:
- Clarify the targets of instruction, especially for hard-to-define problem solving
- Provide valid and reliable assessment of student learning
- Improve student motivation and achievement by helping students understand the nature of quality for performances and products
Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt.
Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.
Customer Reviews:
Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance.......2005-07-21
The book was not what I expected. I thought I would be receiving a book chock full of child friendly rubrics. Instead it was more for high school teachers or college professors. Pretty much a waste of money.
Great Book for Professors Interested in Grading Objectively!.......2004-08-26
Although one can never be truly objective, this book is a good step in the right direction. It explains what rubrics are, the theory behind them, and testimonials as to how they can be used. Many science professors use rubrics, but few arts faculty are aware that such cut and dried schemes can be useful to them.
Interestingly, if you are instructing adults (e.g. post-secondary), rubrics not only assist the instructor in grading, but also the student in understanding what your expectations are.
If you suffer from grade challenges or suggestions that your syllabi are too vague, this book may be helpful to you. It will help you understand why you should use rubrics, but, more importantly, it will help you work through the phases of creating them for your classes.
Book Description
The 1990s witnessed the emergence of a spectacular and widespread body modification culture that celebrates such practices as pierc-ing, tattooing, scarification, subdermal implants, and flesh hanging per--form-ances. Based on years of interviews with body modifiers through-out the U.S., In the Flesh provides the most comprehensive and objective look at this widespread phenomenon. From punk rock to 'modern primitives,' from queer SM to cyberpunks, sociologist Victoria Pitts provides insight into the vast diversity of body modifi-ca-tion subcultures and explores the way these groups alter their bodies in response to the social and psychological restrictions of the modern world.
Customer Reviews:
save your money.......2007-06-28
poor quality printing with very few photo's and what they were was not up to today's standards
Body modification-let the truth be told!.......2004-06-11
The book deals with a myriad of social issues pertaning to the body and its modification to show both resistance and conformaty to mainstreem and subculture respectively. And indeed the book was interesting to read once and maybe twice if one is writing their masters thesis or doctoral dissertaion. However, I felt that the book would someteimes just drag on and on. What was however interesting was the course that included the book in its uses. The work is very academic, professional and worth the time to read.
Superbly intelligent rendering of postmodern culture.......2004-05-11
Victoria Pitts's book "In the Flesh" is the most brilliant analysis of postmodern culture I have ever read. Through the lens of recent phenomena in body modification--from the beautifying to the erotic and grotesque--she shows how issues of subjectivity are complexly intertwined with body strategies--performances in which the actors at once gain and lose themselves. With exquisite analysis of fascinating subjects and clear-minded use of postmodern theory, her book is the epitome of rigorous scholarship, both theoretical and empirical. It is, in a word, a theory of flesh and its agencies; but beyond the body, it offers us a scaffolding from which to view the painfully complex issues of contemporary culture at large.
bodies and culture.......2004-04-07
This is a fascinating book that is theoretically sophisticated and guides us through the body in modern and postmodern theory. Her insight into the range of body modification practices and how they are linked to broader cultural shifts in late modernity is sharp and convincing.
Modifying the Medical Line.......2004-01-10
In the Flesh is an insightful examination of the more extreme body modification subculture, one that invites the reader to re-examine his or her expectations about bodies, body politics, and medical technologies. A generous writer, Pitts presents her research to the reader and offers a framework for investigating how some bodily alterations are medicalized or accepted because they enforce normative expectations about health and beauty, and how others are pathologized. In lively and lucid prose, the author provides us with a useful look at an important issue, and does so (much to her credit) without confining her research participants or her readers to a specific political camp. There may be bright political lines between circumcision, botox injections, Michael Jackson, and flesh hangings -- or then again, maybe there are not. In the Flesh gives us new tools with which to draw those lines for ourselves.
Book Description
Effective Grading is written for the faculty member who believes the grading process is a valuable measure of student learning. This hands-on guide for evaluating student work offers an in-depth examination of the linkage between teaching and grading. It uses grades not as isolated artifacts, but as part of a process that, when integrated with course objectives, provides rich information about student learning. The authors reveal how the grading process can also be used for broader assessment objectives, such as curriculum and institutional assessment.
As practical as it is informative, Effective Grading contains a wealth of special materials, including AAHE's Principles of Good Practice for Assessing Student Learning, types of assignments and tests, and a plan for a faculty workshop on grading and assessment. In addition, the book provides background to the principles of the grading process as well as a wealth of illustrative examples, offering faculty both a sound basis in assessment theory and the practical tools they need to put it to work.
Customer Reviews:
Almost a Grade-A Guide to Grading.......2007-06-06
While it may not seem like it to students, grading is a very complex exercise for teachers and instructors. Anyone hoping to go into that line of work will have to learn about how complex and uncertain the art of grading can be, and this book is a strong compendium of current theory on such matters. An especially valuable aspect of this book is its coverage of the different schools of thought on whether grading is really an accurate assessment tool at all, and how all parties in the education process (students, teachers, administrators, parents, employers) have different conceptions of the usefulness and value of grades. But while this book is hugely informative at the practical level, beware of a few larger theoretical weaknesses. Frequently, certain practices that are currently held in high esteem become overused examples of larger concepts. The most glaring example is the inaccurately-titled chapter "Establishing Criteria and Standards for Grading" which is entirely about just one method, Primary Trait Analysis. At a higher level, this book assumes that all instructors will have the privilege of smaller class sizes, or welcoming administrative environments, in which experimenting with grading methods is possible or practical at all. Meanwhile this book (and many others like it) fails to distinguish between future advancements in theory and the real world in which such theories and practices have yet to be implemented on any appreciable scale. [~doomsdayer520~]
Good resource.......2007-05-22
A good resource for faculty. Well written with nice integrated examples. I always recommend this book to faculty looking to develop rubrics for their teaching.
A book every teacher should read.......2000-08-03
Do you love to teach but hate the grading process? That's where I was when I picked up this book. Very practically written, "Effective Grading" shows you how to choose the proper grading model for a class, how to motivate students through properly communicating your grading system, and how to structure your assignments to increase student learning. All this while drastically reducing the amount of time you need to spend on grading papers. Within a week of reading this book, I've made some drastic changes in my courses which will benefit both my students and myself.
Excellent resource for college teachers.......2000-06-20
I admit I was skeptical when I started this book--so many pedagogically oriented texts seem to sacrifice content and standards for "feel-good" solutions to education. However, I have found this book to offer excellent suggestions for every aspect of structuring classes to teach and evaluate what you most want your students to learn. In my college English classes, I've used variations of Primary Trait Analyses and Gateway Criteria and they have made a big difference in the levels of thinking and writing in my own students. Giving students specific guidelines allows them to focus on what's important about the assignment, set their priorities appropriately, and makes things much easier for me when the time comes for grading. I highly recommend this book.
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- Darwin's Origin of Species: A Biography (Books That Changed the World)
- Doctors Talking with Patients/Patients Talking with Doctors: Improving Communication in Medical Visits Second Edition
- Drive Time: Italian (CD): Learn Italian While You Drive (LL(R) All-Audio Courses)
- Earn What You're Worth: A Widely Sophisticated Approach to Investing In Your Career-and Yourself
- Eat, Pray, Love: One Woman's Search for Everything Across Italy, India and Indonesia
- Elvis by the Presleys
Books Index
Books Home
Recommended Books
- The Handbook of Structured Finance
- James Baldwin : Collected Essays : Notes of a Native Son / Nobody Knows My Name / The Fire Next Time
- Capstone: Exemplary Lessons for High School Economics: Teacher's Guide/student activities set
- Capital Structure Decisions in Insitutional Buyouts
- Hedge Funds: Quantitative Insights
- Jack & Jill
- Indoor/Outdoor Team Building Games For Trainers: Powerful Activities From the World of Adventure-Bas
- America Beyond Capitalism: Reclaiming our Wealth, Our Liberty, and Our Democracy
- Curb Rights: A Foundation for Free Enterprise in Urban Transit
- Terrestrial Orchids: From Seed to Mycotrophic Plant
General
| Education
| Nonfiction
| Subjects
| Books
The New Taxonomy of Educational Objectives
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (ASCD)
Transforming Classroom Grading
Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment
Fair Isn't Always Equal: Assessing & Grading In the Differentiated Classroom
