WorldCat Identities

McCann, Thomas M.

Overview
Works: 25 works in 48 publications in 1 language and 1,948 library holdings
Genres: Handbooks and manuals 
Roles: Author, Editor
Publication Timeline
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Most widely held works by Thomas M McCann
Teaching matters most : a school leader's guide to improving classroom instruction by Thomas M McCann( )

6 editions published in 2012 in English and held by 293 WorldCat member libraries worldwide

Saying "teaching matters most" is easy, and seems obvious. Making it the top priority for school leaders and staff is not so easy--in fact, it's messy. If we want to change how students write, compute, and think, then teachers must change how they teach. They must transform the old "assign-and-assess" model into engaging, compassionate, coherent, and rigorous instruction. The authors show school leaders how to make this happen amidst myriad distractions, initiatives, and interruptions. The authors provide helpful guidance on issues such as hiring, induction, professional development, mentoring, and teacher evaluation. Each chapter offers specific action steps toward building the blueprint for improvement. Also included are frameworks for completing instructional audits in schools, and probes, instruments, and protocols for measuring and tracking the quality of instruction. Leaders will find excellent guidance for spearheading and sustaining a focused and aligned effort to improve the quality of teaching to impact all learners. --Publisher description
Transforming talk into text : argument writing, inquiry, and discussion, grades 6-12 by Thomas M McCann( Book )

4 editions published in 2014 in English and held by 241 WorldCat member libraries worldwide

Reflective teaching, reflective learning : how to develop critically engaged readers, writers, and speakers( Book )

3 editions published in 2005 in English and held by 234 WorldCat member libraries worldwide

"Reflective Teaching, Reflective Learning describes specific, practical activities that create authentic, active learning through inquiry, meaningful peer interaction, and reflection. These activities can be put to immediate use as either additions to your existing lessons or as patterns for building new curricular and instructional models." "In an era when teachers face more pressures and scrutiny than ever, Reflective Teaching, Reflective Learning provides compelling testimony to what thoughtful, reflective language-arts teachers can accomplish. Read Reflective Teaching, Reflective Learning and discover that greatness in education is measured one student success at a time."--Jacket
Defense manufacturing management : guide for program managers by Thomas M McCann( )

2 editions published in 1989 in English and held by 232 WorldCat member libraries worldwide

Talking in class : using discussion to enhance teaching and learning( Book )

2 editions published in 2006 in English and held by 210 WorldCat member libraries worldwide

Guides readers in developing skills that promote and facilitate authentic discussion within the English language arts classroom
Literacy and history in action : immersive approaches to disciplinary thinking, grades 5-12 by Thomas M McCann( Book )

3 editions published in 2015 in English and held by 210 WorldCat member libraries worldwide

This book offers a solid research and theoretical foundation for combining social studies and literacy instruction. A collaboration between a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teachers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments. The authors present extended simulation activities that immerse students in three eras of U.S. history: European incursions into North America, pre-Revolutionary War colonialism, and the Civil War and Reconstruction. These simulations allow learners to experience these major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. The final chapter guides teachers in constructing their own classroom simulations and identifies useful resources
Supporting beginning English teachers : research and implications for teacher induction by Thomas M McCann( Book )

2 editions published in 2005 in English and held by 204 WorldCat member libraries worldwide

Examines the challenges high school English teachers face early in their careers and offers advice on how they can overcome those challenges and avoid early burnout
In case you teach English : an interactive casebook for prospective and practicing teachers by Larry R Johannessen( Book )

3 editions published in 2002 in English and held by 144 WorldCat member libraries worldwide

The dynamics of writing instruction : a structured process approach for middle and high school by Peter Smagorinsky( Book )

2 editions published in 2010 in English and held by 118 WorldCat member libraries worldwide

Describes a structured approach to teaching writing to middle and high school students, features structured sequences of activities for teaching fictional, experience, argumentation, comparison and contrast, and definition essays, and research papers, and includes principles for creating a writing curriculum
Teaching on Solid Ground : Knowledge Foundations for the Teacher of English by Thomas M McCann( )

3 editions published between 2018 and 2019 in English and held by 24 WorldCat member libraries worldwide

Raise your voices : inquiry, discussion, and literacy learning by Thomas M McCann( )

3 editions published between 2018 and 2019 in English and held by 16 WorldCat member libraries worldwide

Raise Your Voices shows English language arts teachers how to prompt, sustain, connect, and assess classroom discussions, especially about issues that adolescents find consequential. The chapters explore the basics for facilitating discussion to support literacy learning and the principles for assessing the progress and effect of discussion
Discussion pathways to literacy learning by Thomas M McCann( Book )

2 editions published in 2018 in English and held by 8 WorldCat member libraries worldwide

"Examines the function of classroom discussion as an essential element in inquiry and literacy learning, illustrated through examples of classroom discussion activities that have been part of an ongoing partnership between university professors and high school English teachers"--
Generic English Teaching English in an Alternative High School by Thomas M McCann( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

The School Program Addressing Non-attendance (SPAN) is an alternative program in Morton, Illinois, East High School addressing the needs of students removed from their regular classes for excessive absenteeism. Materials and activities used in the SPAN English program are both highly motivating and general enough to benefit students when they reenter the freshman or sophomore English sequence. To avoid repetition, literature is selected from works seldom read in the regular classroom. As there is little time to explore topics in depth, SPAN English emphasizes grammar, helps students identify and imitate five basic sentence patterns, and develops a basic vocabulary for discussing sentence construction. The program also requires that students write four or five multiple paragraph compositions during the 10-week term using the modes of persuasion, definition, or process. Reading activities involve developing strategies for reading textbooks and literature. In general, the program's important features are (1) limiting educational objectives to a manageable number, (2) stating the objectives clearly in language students can understand, (3) maintaining consistency with the regular English program, (4) coordinating reading and writing activities, and (5) providing students with frequent and positive feedback. (HOD)
Argumentative writing at three grade levels : the effects of age, prior knowledge, available information, and instruction by Thomas M McCann( )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

Decision Rules for Enhanced Breakout( Book )

1 edition published in 1987 in English and held by 1 WorldCat member library worldwide

This report presents a recommended cost model to support the AFLC Competition Advocate personnel in the evaluation of candidate items for breakout or competition. The model recommended includes five major elements: 1) Estimated savings over the expected remaining service life; 2) Non-recurring costs for breakout to direct purchases; 3) Recurring costs for breakout to direct purchase; 4) Non-recurring costs for breakout to competition and 5) Recurring costs for breakout to competition. The model describes the composition of each of these elements, the sources for the necessary data and provides, where possible, interim estimates to be used until detailed historical data can be developed. (Author)
Transforming Talk into Text'Argument Writing by Thomas M McCann( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

Increasing Competition for Spares within AFLC. Revision( Book )

1 edition published in 1983 in English and held by 1 WorldCat member library worldwide

The research objective is to identify specific actions which may be taken by the Air Force to increase the extent of competition in the purchase of spare parts for major weapon systems. The current phase of the research effort has focused on the gathering and evaluation of data through literature search and interviews to determine the current procedures, the proposed changes, and the data available to support in-depth study at the Air Logistics Centers. The results of each of these inquiries is described, and specific research hypotheses which are to be evaluated during Phase 3 of this contract is identified
Centered on writing : the relationship among writing centers, writing programs, and training methodology by Anne Kathleen Marquette( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

This thesis is focused on writing center training methods and the ideologies transmitted through training to new writing tutors. It examines the effect of the working relationship among writing centers and the other writing programs on their campuses on training. This examination found that while the closeness of these working relationships did not affect training methodology, it was related to the ideologies emphasized during training. Specifically, writing centers with close working relationships with other campus writing programs emphasized non-directive tutoring in training less often than writing centers with distant or no working relationships. Furthermore, the importance of tutors' interpersonal skills were emphasized across the writing centers surveyed, suggesting that these skills are universally valued by writing centers. Ultimately, the results of this research suggest that writing centers value flexibility in their tutors, in their training methods, and in their positions within their home institutions
Teaching argument : how prepared are middle school teachers to teach argument? by Victoria D Albon( )

1 edition published in 2015 in English and held by 1 WorldCat member library worldwide

This study examines how prepared middle school teachers are to teach argument in the classroom. Specifically, the review focuses on what teachers report that they know about how to teach argument in their classroom, and how they are aligning argument instruction with Common Core State Standards. This study also focuses on what approaches teachers use to instruct argument writing, and what their instruction reveals about what they know about principled practice. A review of the literature highlights the work of Stephen Toulmin and the alignment of his conception of argument patterns with Common Core State Standards. It also focuses on studies in various disciplines that incorporate argument into the classroom. The study relies on a mixed methods approach that examines data from surveys, interviews, and classroom observations. The findings of this study reveal that while most teachers report that they understand the concepts of argument and recognize that argument holds a "special place" in the Common Core State Standards, they lack the training to understand how to incorporate argument into their classroom. Additionally, teachers are not teaching argument in a way that aligns with Common Core State Standards, nor do they teach argument in a way that aligns with practice supported by 50 years of research in the teaching of writing. This study offers several recommendations that may inform future studies, curriculum development, and instructional practices in teaching argument in the middle school classroom
The evaluation of a Title I writing project by Thomas M McCann( )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

 
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Reflective teaching, reflective learning : how to develop critically engaged readers, writers, and speakers
Covers
Talking in class : using discussion to enhance teaching and learningThe dynamics of writing instruction : a structured process approach for middle and high school
Languages
English (43)