Introduction to Page and Journal Databases
This page covers the practicalities of running a classroom or a childcare center. Here are two journals for you.
Physical books on Administration of Classrooms/Schools located at one of the Campuses
Developing and Administering a Child Care Center by E-Books on Administration of Classrooms/Schools in the OhioLINK digital database
Beyond Leadership: A Relational Approach to Organizational Theory in Education by E-Books on Diversity issues within Schools/Classrooms
Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry by 
Developing teacher diversity in early childhood and elementary education : the REACH program approach by Physical Books on Classroom Management located on one of the Campuses
Young Children's Behaviour by 
Teaching Outside the Box by 
The First Days of School by E-Books on Classroom Management in the OhioLINK digital databases
Learning to Trust: Attachment Theory and Classroom Management by 
Classroom Behaviour and Management in Post-Compulsory Education by 
Advancing Formative Assessment in Every Classroom by
Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together--every day, every minute--to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.
Forces of Influence by
In Forces of Influence, Fred Ende and Meghan Everette contend that schoolwide success starts with relationships-not only between students and adults, but also among all adults up and down the education hierarchy. It's by leveraging these relationships that educators can influence outcomes and effect real change.But how can educators make sure they exert their influence astutely and sensitively, navigating education's priorities and pressures while keeping their work focused on the mission? This thought-provoking book helps readers navigate this tricky terrain, introducing four "forces," or levels, of influence and explaining how educators can use them to support one another's practice and push for positive outcomes for all learners. The authors* Explore each of the four forces--the pull, the push, the shove, and the nudge--and explain why they work and what research shows about their effectiveness.* Introduce the Forces of Influence Leadership Matrix (FILM), a framework that identifies how the four forces connect and helps readers determine when to use which force, with whom, and how.* Provide advice on how to course-correct by switching and layering the forces for positive results--and how to recover from setbacks.* Offer copious tools to support this work, including role-plays, self-assessments, templates, and questions to spur reflection and action. Everything educators do requires them to build, sustain, and leverage relationships. With this guide, they no longer have to wing it.
Rise to the Challenge by
Do you sense that some students have mentally "checked out" of your classroom? Look closely and you'll probably find that these students are bored by lessons that they view as unchallenging and uninteresting. In this follow-up to The Highly Effective Teacher: 7 Classroom-Tested Practices That Foster Student Success, Jeff Marshall provides teachers with a blueprint for introducing more rigor to the classroom by* Reorienting themselves and their students toward active learning--and establishing the habits that allow it to flourish;* Creating a classroom culture where students aren't afraid to take risks--and where they grow as learners because of it;* Planning the same lesson at different levels of challenge for different levels of development--and designing assessments that gauge student progress fairly without sacrificing expectations; and* Implementing inquiry-based activities that push students beyond their comfort zones--and that result in well-rounded learners with stronger character and sharper thinking skills.Leveraging the latest research in the field as well as years of hard-won classroom experience, this book offers practical strategies, replicable examples, and thoughtful reflection exercises for educators to use as they work to help students embrace the mystery, complexity, and power of challenge.
The Formative Assessment Action Plan by
Winner of a 2012 Distinguished Achievement Award from the Association of Educational Publishers! Join Nancy Frey and Douglas Fisher as they outline a clear-cut, realistic, and rewarding approach to formative assessment. They explain how four discrete steps work in tandem to create a seamless, comprehensive formative assessment system one that has no beginning and no end. This ongoing approach enhances an active give-and-take relationship between teachers and students to promote learning.
Improving Student Learning One Teacher at a Time by
In this second edition of Improving Student Learning One Teacher at a Time, Jane E. Pollock and Laura J. Tolone combine updated research and real-world stories to demonstrate how it takes only one teacher to make a difference in student performance. Their approach expands the classic three-part curriculum-instruction-assessment framework by adding one key ingredient: feedback. This "Big Four" approach offers an easy-to-follow process that helps teachers build better curriculum documents with* Curriculum standards that are clear and well-paced, and describe what students will learn.* Instruction based in research, from daily lessons to whole units of study.* Assessment that maximizes feedback and requires critical and creative thinking.* Feedback that tracks and reports individual student progress by standards.Pollock and Tolone demonstrate how consistent, timely feedback from multiple sources can help students monitor their own understanding and help teachers align assignments, quizzes, and tests more explicitly to the standards. The Big Four shifts the focus away from the basics of what makes a good teacher toward what makes good learning happen for every student every day.
E-Books on Instructional Technology in OhioLINK Digital Databases
Self-Efficacy in Instructional Technology Contexts by 
Lessons in Leadership in the Field of Educational Technology by 
Handbook of Information Technology in Primary and Secondary Education by E-Books on Other Areas in OhioLINK Digital Databases
Diversity E-Books from the ASCD Specialty Collection
Reaching Out to Latino Families of English Language Learners by 
