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National Education Association, Washington, Dc

Overview
Works: 958 works in 1,194 publications in 1 language and 2,062 library holdings
Genres: Reference works  Abstracts 
Publication Timeline
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Most widely held works by Washington, Dc National Education Association
Every Child Deserves Our Best : Recommendations from North Carolina's National Board Certified Teachers on How to Support & Staff High-Needs Schools by Barnett Berry( Book )

1 edition published in 2006 in English and held by 273 WorldCat member libraries worldwide

This report contains recommendations from North Carolina's National Board Certified Teachers (NBCTs) on how to support and staff high-needs schools and solve the state's staffing problems in these schools. Beyond financial incentives, a comprehensive approach is recommended that takes into account the working conditions that North Carolina's NBCTs say are necessary to attract, promote, and sustain quality teaching in a school, including: (1) skillful administrators; (2) sufficient curriculum resources; (3) a high quality, results-driven professional development program; and (4) the time for teachers to reflect collaboratively on student data and their own teaching practice, searching for the most effective strategies to reach every child. (Contains 7 notes.) [This report was written with Carolyn McClennahan Banks and Kathy Drew. It was produced by the Center for Teaching Quality, formerly known as the Southeast Center for Teaching Quality.]
Rankings & estimates : rankings of the states 2009 and estimates of school statistics 2010 by Washington Education Association( Book )

5 editions published between 1999 and 2007 in English and held by 6 WorldCat member libraries worldwide

This document contains National Education Association research data on issues and trends affecting public education systems and their employees. The data come from state departments of education and other, mostly governmental, sources. Part 1, rankings of the states for 2002, contains information on the following: (1) state population data; (2) enrollment figures for 2001-02; (3) the number of classroom teachers; (4) classroom teachers' salaries; (5) expenditures per student for 2001-02; (6) total personal income; (7) state and local government revenues; (8) school funding; and (9) government expenditure for public education, including higher education. Part 2, estimates of school statistics for 2003, offers projections on the following: (1) enrollment patterns; (2) the number of classroom teachers; (3) classroom teachers' salaries; (4) expenditures per students; and (5) public school financial support from federal and state governments. Along with many tables and figures, the report contains an executive summary that provides highlights of the report and a glossary. (WFA)
Teaching writing in the content areas : middle school/junior high by Stephen Tchudi( Book )

6 editions published in 1983 in English and held by 6 WorldCat member libraries worldwide

The third in a series on content area writing instruction, this booklet is intended for high school teachers who have taught writing, but who want to move into content writing topics and for teachers who are novices at teaching writing but who think content writing instruction might be an important skill to teach their students. The three sections of the booklet demonstrate how content area instruction can be integrated into existing curricula, enhancing instruction rather than being a separate component. The first section offers some basic principles and procedures that show how to start content writing in the classroom. The second section offers specific model units and lessons. The third section, concerned with applications and extensions, shows teachers how to move beyond the sample lessons to develop specific materials for their own classrooms and includes a discussion of evaluation and grading of content area writing. (Hth)
Selected Collective Bargaining Agreements of Michigan Two-Year Colleges by Washington, Dc National Education Association( Book )

2 editions published between 1987 and 1989 in English and held by 4 WorldCat member libraries worldwide

Collective bargaining agreements of 19 selected Michigan two-year colleges are presented, representing contracts in effect in 1987. Contracts for the following colleges are included: Alpena Community College, Bay de Noc Community College, Gogebic Community College, Grand Rapids Junior College, Kalamazoo Valley Community College, Kellogg Community College, Kirtland Community College, Macomb Community College, Mid Michigan Community College, Monroe County Community College, Montcalm Community College, Mott Community College, Muskegon Community College, Oakland Community College, Schoolcraft Community College, St. Clair Community College, Washtenaw Community College, Wayne County Community College, and West Shore Community College. With some variation in content and detail, the agreements deal with unit recognition and rights, employer rights and responsibilities, member rights, faculty appointments, hours and working conditions, paid and unpaid leaves of absence, academic freedom, faculty evaluation, grievance procedures, salary schedules, employee benefits, reduction in workforce, and the scope, effect, and term of the agreement. Most agreements contain salary schedules. (Ejv)
Classroom discipline : case studies and viewpoints by Sylvester Kohut( Book )

4 editions published between 1979 and 1986 in English and held by 4 WorldCat member libraries worldwide

The basic purpose of this text is to provide teachers with a practical guide for understanding and improving classroom management. Case studies included in the publication represent problems and issues common to urban, suburban, and rural school districts and personnel. Chapter 1, which focuses on broad perspectives on discipline, provides a historical overview and definitions, followed by discussions of regionalism and discipline, violence in the schools, and attitudes toward educators' use of corporal punishment. Chapter 2 views discipline from the perspectives of theory, research, and practice. Discussion concerns tips for getting off to a good start in classroom management; organizational and instructional procedures; the process of understanding student needs and behaviors; development of self-discipline; and culturally different students. Case studies from early childhood and elementary education settings and from middle school, junior high school, and senior high school settings are presented in chapters 3 and 4. Forty-seven references are cited, and an appendix lists 17 general resources as well as selected resource materials on self-development, discipline, and classroom management. (Rh)
Selected Collective Bargaining Agreements of Oregon Two-Year Colleges by Washington, Dc National Education Association( Book )

2 editions published between 1987 and 1989 in English and held by 4 WorldCat member libraries worldwide

Collective bargaining agreements between the boards of trustees and faculty associations of six selected community colleges in Oregon are presented, representing contracts in effect in 1988 and 1989. Contracts for the following colleges are presented: (1) Portland Community College; (2) Central Oregon Community College; (3) Clackamas Community College; (4) Treasure Valley Community College; (5) Chemeketa Community College; and (6) Clatsop Community College. With variation among the agreements in terms of coverage and detail, the following topics are dealt with: bargaining agent recognition; association dues and rights; grievance procedures; faculty rights; compensation; paid and unpaid leaves of absence; probationary periods, laying off and termination of staff; personnel files; copyrights and patents; tuition waiver; governance; retirement; salaries and fringe benefits; strikes and lockouts; workload; faculty and staff development; a savings clause; and duration, termination, and renewal of the agreement clauses. Salary schedules are included with some of the agreements. (Jmc)
Selected Collective Bargaining Agreements of Pennsylvania Two-Year Colleges by Washington, Dc National Education Association( Book )

2 editions published between 1987 and 1989 in English and held by 4 WorldCat member libraries worldwide

This collection of collective bargaining agreements contains one- to three-year contracts for four two-year institutions in Pennsylvania. The agreements are between the Board of Trustees of Reading Area Community College and the Federation of Reading Area Community College, Local 3137, American Federation of Teachers bargaining unit; between Lehigh County Community College and the college's Faculty Association, an affiliate of the National Education Association (nea); between the Westmoreland County Community College (wccc) Professional Association, an nea affiliate, and wccc; and between the Community College of Beaver County and the college's Society of the Faculty, an nea affiliate. With some variation in terms of content and detail, the contracts set forth provisions related to promotion, tenure, salaries, fringe benefits, teaching load, personnel files, academic freedom and responsibility, grievance procedures, seniority, retrenchment, paid and unpaid leaves of absence, and management and faculty rights. (Jmc)
Selected Collective Bargaining Agreements of Ohio Two-Year Colleges by Washington, Dc National Education Association( Book )

2 editions published between 1987 and 1989 in English and held by 4 WorldCat member libraries worldwide

This collection of collective bargaining agreements contains contracts for two Ohio two-year colleges. The first agreement, between Edison State Community College and the Edison State Education Association, covers the contract period from 1989 to 1992. The 21 articles in the contract set forth provisions related to union recognition, management rights, association rights, contract year, workload and responsibilities, faculty rank and salary, individual contracts, evaluations, personnel files, outside commitments, authorized leaves of absence, supplemental benefits, sick leave, college-related travel, state teachers retirement system (strs) tax deferral plan, no strike and no lock-out provisions, grievance procedure, termination of employment, separability, alteration of agreement, and term of agreement. The second agreement, between the Jefferson Technical College District Board of Trustees and the Jefferson Technical College Education Association, covers the contract period between 1989 and 1991. The agreement contains 29 articles which focus on the following: management rights, job security, individual contracts, fringe benefits, tuition remission/reimbursement, leaves, payroll deduction option, strs, the retirement incentive program, additional compensation and contracts, personnel files, evaluations, faculty rank, continued performance, travel policy, workload, reduction-in-force, grievance/arbitration procedure, salary schedule, severability, no reprisal clause, and contract duration. Appendixes contain a grievance report form, a faculty member salaries chart, and a memorandum of understanding. (Jmc)
Selected Collective Bargaining Agreements of Nebraska Two-Year Colleges by Washington, Dc National Education Association( Book )

2 editions published between 1987 and 1989 in English and held by 4 WorldCat member libraries worldwide

This collection of collective bargaining agreements contains contracts between four Nebraska two-year institutions and their faculty. The first agreement is between the Area Board of the Metropolitan Technical Community College Area and the Metropolitan Technical Community College Educational Association, covering the period from 1989-90 to 1990-91. The second agreement is between the Central Community College Board of Governors and the Central Community College Education Association, covering the contract year 1988-89. The third agreement is between the Mid-Plains Technical Community College Area Board and the Mid-Plains Education Association, covering the period between 1989-90 and 1990-91. The final agreement is between the Southeast Community College Board of Governors and the Southeast Community College Faculty Association, covering the period between 1989-90 and 1990-91. With some variation in coverage and detail, the contracts set forth provisions related to grievance procedures, terms of employment, insurance, salaries, fringe benefits, and leaves of absence. (Jmc)
Selected Collective Bargaining Agreements of Kansas Two-Year Colleges by Washington, Dc National Education Association( Book )

2 editions published between 1987 and 1989 in English and held by 4 WorldCat member libraries worldwide

Collective bargaining agreements between the boards of trustees and faculty associations of 10 selected community colleges in Kansas are presented, representing contracts in effect in 1987. Contracts for the following colleges are included: Butler County Community College, Dodge City Community College, Fort Scott Community College, Garden City Community College, Hutchinson Community College, Independence Community College, Johnson County Community College, Kansas City Kansas Community College, Labette Community College, and Pratt Community College. With some variation among the agreements in terms of coverage and detail, the following topics are dealt with: bargaining agent recognition; probation period; professional workload; retained rights; grievance procedures; reduction in force and recall; personal and professional leaves of absence; personnel files; evaluation procedures, teacher discipline, suspension, termination, and nonrenewal; extra-curricular involvement and committee assignments; outside employment; salary and fringe benefits; insurance; retirement; a savings clause; and the duration, termination, and renewal of the agreement. Salary schedules are appended to many of the agreements. (Ejv)
Teach-practice-apply : the TPA instruction model, K-8 by Judy Reinhartz( Book )

4 editions published between 1986 and 1988 in English and held by 4 WorldCat member libraries worldwide

Before explaining the Teach-Practice-Apply (tpa) model for instructional improvement, an overview is presented of three general factors necessary for effective instruction: knowledge of content area; knowledge of teaching and learning theory; and the ability to select and use appropriate teaching strategies. It is assumed that teachers using the tpa model are competent in each of these areas. A description is given of the components of the tpa. The Teach component is the part of a lesson that presents students with what they need to know. The Practice component of the lesson provides opportunities for students to "practice" what has been presented by completing work directly related to the lesson topic. In the Apply component of tpa, students begin to use the skill either with less teacher supervision or with teacher encouragement to use the skill in broader contexts. Discussions are given of how the tpa model may be used in student concept attainment, teacher demonstrations, problem solving, guided discussions, and simulations. The discussion of each teaching strategy is presented within the tpa format, and is accompanied by examples appropriate for elementary classrooms. A description is given of how the tpa approach may be used in further teaching strategies: learning centers, role playing, independent study, and small group work. The final chapter examines how the tpa model and the instructional strategies enhance student achievement, and offers suggestions for the teacher. Seventy references are citied in the bibliography. (Jd)
Movement education by Robert E Gensemer( Book )

3 editions published in 1979 in English and held by 4 WorldCat member libraries worldwide

The concept of mind-body integration is applied to motor learning through the use of a problem-solving approach. Emphasis is on the inherent unity of cognitive and motor ability. Suggestions are given for learning exercises designed to encourage the total mental and physical growth of elementary and secondary school children. The material may also be used in a college-level education methods course. Examples are given of specific lessons, many of which require no special equipment, and samples of teacher-student dialogue are used to illustrate the teaching approach appropriate to the theory. (LH)
Cooperation in the classroom : students and teachers together by James S Cangelosi( Book )

4 editions published between 1984 and 1990 in English and held by 4 WorldCat member libraries worldwide

The central question addressed by this book is, "How can middle and secondary school teachers overcome seemingly impossible circumstances in the classroom and elicit students' attention, effort, and cooperation?" The first five chapters focus on teachers' responsibility for student's classroom behavior, and ways for teachers to manage time and space, secure student interest, establish rules of conduct, and avoid miscommunication. Chapter 6 suggests ways to respond to student misbehavior and lack of engagement in lessons. In this second edition, Chapter 6 has been revised and expanded to include additional suggestions and examples. A section on drug abuse among students is included. The suggestions for teachers are an outgrowth of classroom experiences and the findings of numerous studies related to behavior management, student engagement, and time on task. Suggestions are concisely stated and printed in bold type. Techniques for helping students develop cooperative behavior patterns and suppress those that are uncooperative are based on principles of positive and negative reinforcement, punishment, modeling, satiation, shaping, schedules of reinforcement, generalization, and discrimination. Numerous vignettes of good and bad instruction are included in the text. A total of 46 citations have been added to the 84 references of the first edition, and the two lists are provided separately. (Rh)
Cooperative learning by Robert E Slavin( Book )

4 editions published between 1982 and 1987 in English and held by 4 WorldCat member libraries worldwide

This monograph presents descriptions of six extensively researched and widely used cooperative learning methods and discusses research on the effects of cooperative learning. The term "cooperative learning" refers to instructional methods in which students of all levels of performance work together in small groups toward a common goal. The essential feature of cooperative learning is that the success of one student helps other students to be successful. The six methods are: (1) Student Teams Achievement Divisions (STAD); (2) Teams-Games-Tournaments (TGT); (3) Team-Assisted Individualization (TAI); (4) Jigsaw; (5) Learning Together; and (6) Group Investigation. Some methods are highly structured, with well-specified group tasks and group rewards, while others give more autonomy to students and have fewer specified group rewards. Some of these methods are used almost exclusively in social studies, and one is designed only for mathematics. Several can be used in all subject areas. All grade levels are represented. A case study of a junior high school student experiencing student team learning methods is presented, illustrating how team learning methods are used and where they are most effective. Reports are presented on research studies that examined the various methods of implementing student team cooperative learning. Their impact on academic achievement, intergroup relations, mainstreaming, and student self-esteem is discussed. The overall conclusion drawn from this research was that, when the classroom is structured so that students can work cooperatively on learning tasks, students benefit academically as well as socially. A 58-item bibliography is appended. (JD)
Let's Team Up! a Checklist for Paraeducators, Teachers and Principals. Nea Checklist Series by Kent Gerlach( Book )

1 edition published in 2001 in English and held by 4 WorldCat member libraries worldwide

This checklist is designed to help paraeducators, teachers, and principals understand their roles and responsibilities as they relate to each other. It offers tips for teachers on working effectively with paraeducators, practical suggestions for paraeducators on clarifying their jobs and relationships with students and school staff, and advice for principals on the administrative supervision of paraeducators. Five sections focus on: "Introduction" (E.G., how the checklist can be beneficial and who should use it); "The Paraeducator's Role" (E.G., major responsibilities, learning school policies and procedures, working with teachers and supervisors, and performing assigned tasks); "The Teacher's Role" (E.G., major responsibilities, beginning the school year, managing paraeducators, assigning tasks, and giving feedback); "The Principal's Role" (E.G., major responsibilities, hiring paraeducators, creating a professional climate, and supporting the teacher-paraeducator team); "a Winning Team" (reasons to team up, 10 characteristics of an effective team, breaking in a new team member, and promoting and assessing the team); and "Resources" (books, articles, videos, Web sites, and organizations). (Sm)
Strategies for learning and remembering : study skills across the curriculum by Mary Ann Rafoth( Book )

2 editions published in 1993 in English and held by 3 WorldCat member libraries worldwide

This seven chapter book offers guidance to elementary and secondary teachers on how to help students develop strategic study skills. Chapter 1 summarizes current knowledge about information-processing theory, the teacher's role in facilitating learning, and the necessity for changes in instructional techniques across grade levels. Chapter 2 outlines the research on memory development and on the developmental nature of memory monitoring and knowledge about study skills. Two methods of teaching study skills, the detached strategy training approach and the embedded strategies approach, are compared in chapter 3. Chapter 4 focuses on kindergarten and first grade students and suggests specific methods classroom teachers can use to promote the development of effective memory and study skills in this age group. Chapter 5 outlines relevant changes in children's memory strategies during elementary school and presents information and strategy suggestions related to specific content areas. Chapter 6 describes children's strategic development during the middle grades and offers suggestions for helping middle grade students develop both general and curriculum-related study skills. Addressing the specific study-skill needs of secondary students, the concluding chapter discusses systems designed to aid studying and memory skills, including aids for enhancing note taking, reading comprehension, and test preparation. References are included at the end of each chapter. (Tjq)
Coping with standards, tests, and accountability : voices from the classroom by Allan A Glatthorn( Book )

2 editions published in 2000 in English and held by 3 WorldCat member libraries worldwide

This book presents the views of teachers, teacher educators, and administrators who write about accountability, testing, and standards programs. The chapters are: (1) "From Policy to Practice: The Research" (Allan A. Glatthorn); (2) "New York's Test-Driven Standards" (Jean Fontana); (3) "Voices from a Native American Classroom in Nebraska" (Katherine Bauer-Sanders); (4) "Educational Reform in Texas" (Kathy Hogan); (5) "California: The Golden State" (Carol Jago); (6) "Developing Rigorous Standards in Massachusetts" (James Kelleher); (7) "Vermont's Standards and the Teacher Adventure" (Patricia McGonegal); (8) "Politics, Pedagogy, and Professional Development in Michigan" (Laura Schiller); (9) "Observations of a Novice Teacher in North Carolina" (John Walsh); (10) "In Colorado, People Should Ask Not What Standards Can Do for Them, But What They Can Do for Standards" (Rob Weil); (11) "Teachers' Perspectives: A Colleague's Commentary" (Jean Fontana); and (12) "Standards, Tests, and Accountability: What They Mean for the Classroom Teacher" (Allan Glatthorn). (SLD)
The Teacher's Day in Court: Review of 1970. an Annual Compilation. School Law Series by Washington, DC National Education Association( Book )

3 editions published between 1968 and 1971 in English and held by 3 WorldCat member libraries worldwide

This report contains digests of 143 court decisions published in 1970 concerning legal issues of particular significance to teachers. The case digests are arranged by (1) certification and eligibility, (2) salaries, (3) contracts, (4) tenure, (5) school desegregation, (6) teacher-school board negotiations, (7) liability for pupil injury, (8) retirement, (9) civil rights, and (10) miscellaneous. A summary describes some of the major issues and significant cases presented in the report. Related documents are ed 019 744 and ed 030 212. (Author)
The NEA 1993 Almanac of Higher Education by Rebecca L., Ed Robbins( Book )

2 editions published in 1993 in English and held by 3 WorldCat member libraries worldwide

This 1993 Almanac of the National Education Association for the higher education sector offers, for the first time, faculty salary data, as well as a review of the year, a listing of resources, and analysis of policy developments. The faculty salary report analyzes the current state of academic salaries by rank and type of institution, and places this compensation data in historical perspective. The "Review of the Year" section begins with charts that compare bargaining and nonbargaining faculty salaries, state appropriations for higher education, and federal spending for higher education. This section also looks at 1992 campus trends throughout the country, higher education legislation, supreme court decisions, and a selected bibliography of higher education books. The"Resources and References" section lists schedules of upcoming academic meetings, prices and ordering information for higher education journals and reference aids, and current fellowship sources for faculty in higher education. The final section reprints the National Education Association's policy statements, resolutions, and legislative programs for the 103rd Congress. Also included is information on standing committees, advocacy groups for higher education, and a listing of higher education bargaining units that includes a listing of faculty and other professional and support personnel. (JB)
Teaching with Technology. Nea Teacher-to-Teacher Books by Washington, Dc National Education Association( Book )

1 edition published in 1999 in English and held by 3 WorldCat member libraries worldwide

Nea Teacher-to-Teacher Books are designed to promote team building, to enhance collegial leadership, and to give all k-12 teachers ideas and strategies for improving student learning. This book describes the personal odysseys of six teachers who have used technology to transform their teaching. Each story illustrates step-by-step how the teachers integrate technology into their school curriculum. The teachers share the strategies they have used to start up programs, get around stumbling blocks, and find needed funds for equipment and software. They also describe how they use technology to help their students develop the critical thinking and interpersonal skills they need to become better learners. Each chapter includes diagrams, checklists, or tables to help other teachers develop, facilitate, or improve similar programs in their district. At the end of each chapter is a "Reader Reflections" page where readers can jot down immediate thoughts and ideas to follow up on. Ferdi Serim, a computer resource teacher in the Princeton Regional Schools, works with social studies, science, and language arts classes on a Year 2000 project that explores the impact of society's reliance on technology. Technology coordinator Janis Lowe describes how she and her colleagues at Roosevelt-Perry Elementary, a Title I school and State Model Technology School, use technology to improve reading, help teachers control their workload, and link the school to the surrounding community. Al Bode, a high school Spanish teacher, uses the Internet to provide his students with a cultural and linguistic immersion that would otherwise be hard to come by in rural Iowa. Library/Media Specialist Elaine Snider has evolved from teaching library skills with a card catalog to helping students prepare multimedia reports with sophisticated software. English teacher Beth Cristensen was once terrified of computers, but now she and her eighth grade class have an award-winning Web site with an international audience. When students complete Stephen Lalonde's class on radio and video production, they are ready for the real world of work. (Aef)
 
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Coping with standards, tests, and accountability : voices from the classroom
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Coping with standards, tests, and accountability : voices from the classroom
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English (54)