MARC details
| 000 -LEADER |
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| fixed length control field |
10608cam a22003858i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
22971059 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240719172946.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
230213s2023 mdu b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2023003330 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781538143773 |
| Qualifying information |
(paperback) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
373.110 2 HOT |
| 245 00 - TITLE STATEMENT |
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| Title |
Quality instruction and intervention : |
| Remainder of title |
strategies for secondary educators / |
| Statement of responsibility, etc. |
Edited by Brittany L. Hott, PhD, BCBA-D. |
| 263 ## - PROJECTED PUBLICATION DATE |
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| Projected publication date |
2304 |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Lanham, Maryland : |
| Name of producer, publisher, distributor, manufacturer |
Rowman & Littlefield, |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2023] |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xii, 282 pages : illustrations (black and white) ; 27 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
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txt |
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rdacontent |
| 337 ## - MEDIA TYPE |
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unmediated |
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n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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volume |
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nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 1: Introduction to Quality Instruction and InterventionBrittany L. Hott and Angela GreenChapter 2: High-Quality Core Classroom Reading InstructionPamela Williamson, Kelly J. Williams, Dave Furjanic, and Jessica R. TosteUnderlying Policies, Standards, Theories, and ResearchEducational PolicyAcademic StandardsFoundational TheoriesGuiding ResearchReading Assessment and Instruction in Secondary English Language Arts ClassroomsAssessments to Guide Instructional Planning and Decision-MakingInstructional Methods for Core Reading InstructionEffective and Explicit InstructionVocabulary InstructionComprehension InstructionResourcesConclusionBridge from Instruction to InterventionReferencesChapter 3: Reading Intervention Methods for Secondary StudentsJessica R. Toste, Brennan Chandler, Erica Fry, and Kelly J. WilliamsTheories Informing Reading Interventions for Secondary StudentsEvidence Base on Reading InterventionsAssessment Methods to Guide Instructional Decision-MakingData-Based InstructionProgress MonitoringDiagnostic AssessmentIntervention AdjustmentsKey Intervention MethodsPrerequisite Skills InstructionFoundational Skills RoutineLetter-Sound ReviewBlending PracticeRead and Write WordsNew ConceptRead Connected TextMultisyllabic Word Reading FluencyMultisyllabic Word Reading Instructional RoutineAffix LearningPeel Off Reading.Word-Building ActivityWord Reading FluencyConnected Text ReadingFluency BuildingOral Reading Fluency RoutineContent-Area Knowledge BuildingVocabulary RoutineTopic Introduction RoutineBuilding and Monitoring Reading ComprehensionContext CluesGreek and Latin RootsQuestion TypesSummarizingGet the Gist RoutineConclusionIntervention ResourcesReferencesChapter 4: Quality 6–12 Mathematics Instruction Bradley S. Witzel, Tricia K. Strickland, and Jonté A. MyersChapter ObjectivesSetting Goals in Secondary MathematicsPlanned OutcomesProgressions across Grade and ContentSystematic InstructionTask Analysis StepsTask Analysis Example of Division of FractionsTask Analysis Example of LogsPractice StandardsPractice and HomeworkImmediate PracticeCompleted with Potential AssistanceMixed Problems of Multiple Math SkillsCompleted in a Reasonable Amount of TimeInstructional StrategiesCognitive StrategiesVisualsAssessment to Drive DifferentiationDifferentiationConclusionReferencesChapter 5: Mathematics Interventions for Secondary Students with Disabilities Tricia K. Strickland, Bradley S. Witzel, and Jonté A. MyersCharacteristics of Students with Mathematics Learning DisabilitiesTaxonomy of Intervention IntensityResearch-Based Instructional PracticesExplicit InstructionGuided Practice WorksheetQuadratic Functions Cue CardMultiple RepresentationsStrategy InstructionPrompt Cards and Structured WorksheetsLinear, Quadratic, and Exponential FunctionsLinear FunctionsQuadratic FunctionsExponential FunctionsClasswide Peer Tutoring (CWPT)Progress MonitoringConclusionsReferencesChapter 6: Teaching the Podcast: Using a Genre Approach to Secondary Writing InstructionAmber Curlee and Jessica Singer EarlyObjectivesFoundational Learning TheoryGuiding Research and PolicyConnection to StandardsProfessional GroupsFormative/Summative Assessment MethodsTeaching the Podcast GenreAssignment ExamplesMentor TextsWriting Workshop Tip: ScriptwritingFinding Focus for Your PodcastDigital ToolsCelebrating Writing and Making It PublicConclusionChapter 7: Writing InterventionAmbra L. Green and John RomigFormative Writing AssessmentsCurriculum-Based MeasurementExit SlipsError AnalysisHolistic RatingsGeneric RubricsGenre-Specific ElementsTeaching Writing Strategies for the Writing ProcessTheory Guiding Self-Regulated Strategy DevelopmentSelf-Regulated Strategy DevelopmentSix Stages of InstructionStage 1: Develop and Activate Background KnowledgeStage 2: Discuss ItStage 3: Model ItStage 4: Memorize ItStage 5: Support ItStage 6: Independent PerformanceWriting StrategiesSelf-Regulation StrategiesCase Study Example Using SRSD for the ACT Argumentative EssayPaul’s Independently Written Argumentative EssayWriting to LearnTechnology ToolsSentence ConstructionConclusionReferencesChapter 8: Science and Social Studies Content Sami Khan, Tim Lintner, Darren Minarik, and Jonte C. TaylorWhy Science and Social Studies?What Is Science?Nature of Science (NOS)Scientific InquiryScientific LiteracyThe Framework for K-12 Science Education and the Next Generation Science Standards (NGSS)Quality Assessment in Science EducationSome Key Instructional Methods in Science EducationProject-Based Learning (PBL)Socioscientific Issues (SSI)Engineering Design ChallengesModels and SimulationsWhat Is Social Studies?Nature of Social StudiesSocial Studies InquirySocial Studies LiteracyThe College, Career, and Civic Life (C3) Framework for Social Studies State StandardsQuality Assessment in Social StudiesKey Instructional Strategies in Social Studies EducationEngagementAnalysisProject-Based LearningApplying Best Practices in Science and Social Studies through a Case StudyPlanning Instruction for All StudentsScience Assessments ExplainedPlanning Instruction for All StudentsSocial Studies Assessment ExplainedConclusionReferencesChapter 9: Science and Social Studies InterventionJonte C. Taylor, Darren Minarik, Sami Khan, and Tim LintnerEvidence-Based and High Leverage Practices in Science and Social StudiesGeneral Literacy and Content Acquisition Interventions for Science and Social StudiesGeneral Literacy Interventions in Science and Social StudiesSupported InquiryScience-Based Inquiry ResearchSocial Studies-Based Inquiry ResearchHigher Order Thinking and ReasoningConcept ComparisonQuestion ExplorationCause and EffectDecision-MakingCross-Curricular ArgumentationKey PointsContent Acquisition Interventions in Science and Social StudiesMnemonicsScience-Based Mnemonics ResearchSocial Studies-Based Mnemonics ResearchGraphic OrganizersScience-Based Graphic Organizer ResearchSocial Studies-Based Graphic Organizer ResearchPeer-Mediated Support StrategiesScience-Based Peer-Mediated Strategies ResearchSocial Studies-Based Peer-Mediated Strategies ResearchKey PointsConclusionReferencesChapter 10: Quality Behavior Instruction: Classroom ManagementAshley MacSuga-Gage, Jasmine Justus-McDowell, Nicholas A. Gage, and Brittany Batton Theoretical Foundations of Evidence-Based Classroom ManagementRelevant Educational Policy Associated with Classroom ManagementClassroom Management and Professional Standards of Educational PracticeEvidence-Based Classroom ManagementMaximize Classroom StructureDescription of the SkillResearch SupportHow to Implement the SkillPost, Teach, Review, Monitor, and Reinforce Positively Stated Rules and ExpectationsDescription of the SkillResearch SupportHow to Implement the SkillActively Engage Students in Observable WaysDescription of the SkillResearch SupportHow to Implement the SkillEstablish a Continuum of Acknowledging Appropriate BehaviorsDescription of the SkillResearch SupportHow to Implement the SkillEstablish a Continuum of Strategies to Respond to Inappropriate BehaviorsDescription of the SkillResearch SupportHow to Implement the SkillConclusionReferencesChapter 11: Social, Emotional, and Behavioral InterventionKathleen M. Randolph, Glenna Billingsley, and Jasmine Justus-McDowellChapter ObjectivesOperational Definitions of BehaviorExplicit Social Skills InstructionTier 2 Evidence-Based Interventions Classroom ManagementCheck-In/Check-OutDescription of the InterventionResearch SupportHow to Implement the InterventionHigh Probability (High-P) SequenceDescription of the InterventionResearch SupportHow to Implement the InterventionSelf-MonitoringDescription of the InterventionResearch SupportHow to Implement the InterventionGroup ContingenciesDescription of the InterventionResearch SupportHow to Implement the InterventionAdding Intensive InterventionsBehavior ContractingDescription of the InterventionResearch SupportHow to Implement the InterventionDaily Behavior Report CardsDescription of the InterventionResearch SupportHow to Implement the InterventionFBA/BIPDescription of the InterventionResearch SupportHow to Implement the InterventionRelevant Educational PolicyFoundational Learning TheoryGuiding ResearchProfessional StandardsFormative and Summative AssessmentConclusionReferencesChapter 12: Good Study StrategiesB. Keith Ben-Hanania LenzWhat Should Be Studied?Teaching Students with Poor Study StrategiesFeatures of Good Study StrategiesApproaches to Teaching Good Study StrategiesGood Ways to StudyOrganizing Information to Structure StudyListening and NotetakingStructuring Good StudyThe Overall Study PlanProgress Monitoring and StudyingConclusionAdditional ResourcesReferencesChapter 13: Additional Resources Julie Atwood, Jacquelyn Purser, and Brittany L. HottReferencesIndexAbout the Contributors |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
"This book equips educators with an introduction to quality general education instruction and the most up to date evidence-based academic and behavioral interventions, including instruction and intervention practices. Author teams of content area and strategy experts bridge the gap between effective instruction and quality intervention"-- |
| Assigning source |
Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
High school teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Youth with disabilities |
| General subdivision |
Education, Secondary. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Effective teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Educational psychology. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Education, Secondary |
| General subdivision |
Aims and objectives. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Hott, Brittany L., |
| Relator term |
editor. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Relationship information |
Online version: |
| Title |
Quality instruction and intervention |
| Place, publisher, and date of publication |
Lanham : Rowman & Littlefield, [2023] |
| International Standard Book Number |
9781538143780 |
| Record control number |
(DLC) 2023003331 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
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1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Reference text books |
