When packaged with an Education title, the 1st guide is available at no additional cost, and a 2nd is $2 net to your bookstore. Individual prices vary.

ALLYN & BACON’S What Every Teacher Should Know SERIES

& MERRILL EDUCATION’S

Student Enrichment SERIES

What Every Teacher Should Know About Multicultural and Global Education, 1e Susan C. Brown Marcella L. Kysilka, University of Central Florida ISBN 0-20-538051-4 This booklet introduces the essential concepts of multicultural and global education. It describes how they can be combined into a cohesive and effective philosophy of education using six major principles and then discusses the application of these principles in the classroom.

What Every Teacher Should Know About Assistive Technology, 1e Dave L. Edyburn, University of Wisconsin, Milwaukee ISBN 0-20-538274-6 This much needed booklet provides the core, practical information every students should know about assistive technology including: what it is, who needs it and the legal mandates concerning it. Most importantly, this guide describes how to use assistive technology to increase the success of students with and without disabilities in the general education classroom.

What Every Teacher Should Know About No Child Left Behind, 1e Nathan L. Essex ISBN 0-20-548256-2 This new guide provides teachers with an understanding of the key requirements of the No Child Left Behind Act and how it impacts education. It describes how NCLB affects school and teacher accountability, student improvement and parental empowerment.

What Every Teacher Should Know About English Language Learners, 1e Nancy L. Hadaway Ph.D., University of Texas at Arlington Sylvia M. Vardell Ph.D., University of Texas at Arlington ISBN 0-20-541504-0 Teachers across the country are finding their classrooms increasingly diverse, and this booklet is designed to help teachers cater to the needs of English language learners, both in ESL and non-ESL classrooms. By examining the background of English language learners, this booklet helps teachers to create a framework for organizing the classroom environment. Practical classroom strategies for literacy and content education are also emphasized.

Professionalism in Teaching, 2e Beth Hurst, Southwest Missouri State University Ginny Reding, Willard High School ISBN 0-13-170550-4 This book is designed to provide new teachers with practical, yet theory-based, approaches to becoming professional, confident, and skilled classroom instructors, with emphasis on the social and communication skills needed to deal appropriately with students, parents, colleagues, administrators, and the public.

What Every Teacher Should Know About Action Research, 1e Andrew P. Johnson ISBN 0-20-536217-7 This booklet covers some of the basic steps teachers can use in action research. From defining the problem, developing a plan of action, evaluating the plan and sharing it to solving real classroom problems, this handy guide provides students with the basics they need to know.

Your First Year of Teaching: Guidelines for Success, 4e Richard D. Kellough, California State University, Sacramento ISBN 0-13-613046-1 Your First Year of Teaching: Guidelines for Success is a collection of strategies on how to succeed and thrive during your first year of teaching. This brief, practical text presents guidelines on how to manage your first day, differentiate instruction, cope with high-stakes testing, deal with parents and colleagues, set a homework policy, manage disruptive behavior, and other challenges. This is a book you should keep close at hand for a year that promises to be both challenging and exhilarating.

What Every Teacher Should Know About Creating Digital Teaching Portfolios, 1e Clare R. Kilbane, University of Massachusetts, Amherst Natalie B. Milman, The George Washington University ISBN 0-20-538050-6 Digital Teaching Portfolios are persuasive professional tools for pre-service and in-service teachers- displaying tangible evidence of their knowledge and skills. In this booklet, readers will learn about portfolios, the ways they benefit teachers and how to create one.

What Every Teacher Should Know About Transition and IDEA 2004, 1e Carol A. Kochhar-Bryant, George Washington University ISBN 0-20-549643-1 This brief book advances a new vision of transition as a unifying framework for post-secondary planning for youth. Using side-by-side frameworks, it explains the connections between transition services and standards-based education, as well as the connections between IDEA 2004 and the No Child Left Behind Act. The book provides an introduction to the new Summary of Performance (SOP) that is required by every school district for all youth with disabilities who have IEPs, and will present a first of its kind template for a nationally ratified SOP available to state and local educational agencies. This book is for all who work with special needs students in secondary schools and those preparing youth for transition to post-secondary education and employment, including special and general education teachers, school and guidance counselors, transition coordinators, administrators and many others.

What Every Teacher Should Know About Classroom Management, 1e James Levin, Pennsylvania State University James F. Nolan, Pennsylvania State University ISBN 0-20-538064-6 Classroom management can be one of the biggest challenges and concerns for a new teacher. This handy guide focuses on developing classroom management decisions, prevention strategies, managing common misbehaviors, and managing chronic misbehaviors.

What Every Teacher Should Know About IDEA 2004 Laws & Regulations, 1e Myrna Mandlawitz, MRM Associates, Legislative and Consulting Services ISBN 0-20-550568-6 This clear, comprehensive, jargon-free resource outlines the IDEA 2004 "laws and regulations" and highlights their practical implications for practicing and pre-service teachers and administrators. The booklet provides concise descriptions of the aspects of the IDEA law every classroom teacher should know, with a side-by-side comparison of the "old" regulations versus those just issued in August 2006. When a little friendly background would help the reader better understand the practical implications of the regulations, an additional note is provided.

A Guide to Ethical Conduct for the Helping Professions, 2e Merrill Education ISBN 0-13-239886-9 Professional helpers, through their associations, have established codes of ethics to guide them in the practice of assisting others. This brief handbook contains an overview of ethics in the helping professions and the ethical codes from various associations. Covered in the handbook are: American Counseling Association Code of Ethics (2005); Ethical Principles of Psychologists and Code of Conduct (2002); National Board for Certified Counselors Code of Ethics (2005); American Association for Marriage and Family Therapy (AAMFT) Code of Ethics (2001); Ethical Standards for School Counselors (2004); Code of Ethics of the American Mental Health Counselors Association (AMHCA) (2000); and the Code of Ethics of the National Association of Social Workers (1999).

Artifact Case Studies: Interpreting Children's Work and Teachers' Classroom Strategies, 1e Jeanne Ellis Ormrod, Emerita, University of Northern Colorado; University of New Hampshire ISBN 0-13-114671-8 This book is useful for students in teacher education and other professional programs learning to apply psychological concepts and principles related to learning, motivation, development, instruction, and assessment. The case studies or artifact cases within this text offer work samples and instructional materials that cover a broad range of topics, including: literacy, mathematics, science, social studies, and art.

Teacher-Tested Classroom Management Strategies, 2e Blossom S. Nissman ISBN 0-13-171509-7 This guide presents over 100 teacher-tested classroom management strategies for K-12 classrooms, including addressing management problems such as: absenteeism, disruptive behavior, tardiness, lack of motivation, and short attention spans. Readers are presented with a classroom management problem, the teacher's concern, and workable options for solving each discipline problem. Additionally, classroom management problems are organized alphabetically for easy reference.

This guide was designed to present management methods that will give the classroom teacher the freedom to provide each child with maximum opportunities to learn, as well as facilitate productive relationships with administration, colleagues, parents, and communities.

What Every Teacher Should Know About Educational Assessment, 1e W. James Popham, University of California, Los Angeles ISBN 0-20-538063-8 This handy guide covers the basics of authentic and standardized assessments. It is a perfect guide to the basic information about assessment tools and their use in evaluation of students, teachers and schools.

Infant Development, 1/e Margaret B. Puckett, Professor Emerita, Texas Wesleyan University Janet K Black, Texas A&M International University ISBN 0-13-098643-7

This three-part booklet discusses major developmental theories and applications as they relate to the physical psychosocial, and cognitive domains in infancy. Includes a section on brain growth and neurological development. Throughout, you will find developmental stages and milestones, real-life examples illustrating concepts, practical applications including the “Role of the Early Childhood Professional” feature, photos, margin definitions, activities, key terms, lists of readings and resources, and more.

Pass the Praxis II® Test: Principles of Learning and Teaching, 2e Christina Shorall, Carlow College ISBN 0-13-218766-3 This brief, 96 page booklet provides an overview of the topics that are covered on the Praxis II (Principles of Learning and Teaching) exam. Topics include: student diversity, student assessment, instructional design, cognition and knowledge construction, among others. The last chapter offers practice test questions to help students prepare to pass the Praxis.

No Child Left Behind: A Guide for Professionals, 1e Mitchell L. Yell, University of South Carolina Erik Drasgow, University of South Carolina ISBN 0-13-118532-2

This timely addition to Merrill's Student Enrichment Series offers a thorough, though not exhaustive, examination of the No Child Left Behind Act of 2001 (NCLB) and its effect on American public education. Coverage provides a description of the legal structure of the 1000+ pages of the NCLB, along with a succinct summary of the law's purpose and major principles. The authors explain the Act's relationship to its predecessor, the Elementary and Secondary School Act, and explore the implications for teachers, principals, and school administrators of this significant and controversial expansion of the federal government's role in education today.

Explanation of The Individuals with Disabilities Education Act as Amended in 2004, 2e H. Rutherford Turnbull, Beach Center on Disability, The University of Kansas Nancy Huerta, Beach Center on Disability, The University of Kansas Matthew Stowe, Beach Center on Disability, The University of Kansas ISBN 0-13-172174-7 Do your students need to learn the basics of the IDEA 2004 Amendment? This brief guide, written by the leading experts in special education law, outlines the history of IDEA; the major purposes of the 2004 Law; specific definitions to terms in the 2004 Amendment; and a discussion of IDEA's principles: IEPs, learning disabilities, transition, over-identification, early intervening services, and discipline.