Best Selling Books by Douglas Fisher

From acclaimed educators and best-selling authors Douglas Fisher and Nancy Frey comes Teaching Reading: Mastering the Fundamentals, a series of four laminated guides that provide teachers with essential information and strategies for teaching students in grades K-6 how to read. The guides, which are designed to be used sequentially as a set but can also be stand-alone resources for targeting certain components of teaching reading, draw from the latest research and present practical, powerful strategies that teachers can utilize right away in their classrooms. This guide, #2 in the series, focuses on methods for building the reading fluency of elementary students to foster comprehension. Readers will learn about: reading fluency terms measures of oral reading fluency using oral fluency norms to guide instruction and intervention measures of prosody six techniques for teaching fluency profiles of disfluent readers fluency interventions for disfluent readers sight word recognition high-frequency words sight word techniques using flashcards effectively heart words common mistakes to avoid

Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in “visible” learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.

Featuring practical instructional routines that are clearly linked to cognitive strategies students need to make sense of text, this book combines a rationale written from the perspective of current research that supports the use of the strategy or instructional routine with clear step-by-step directions and multiple examples from the classroom experiences of teachers across the United States. These experiences appear as boxed features that are easily identifiable by the reader. The text is written in such a way that readers may start on page one and work through the end of the book or use the book as a reference for their own practice or as an inservice tool. Each cognitive strategy is linked via convenient matrices to the instructional routines that promote precision thinking on the part of students. Features: Differentiation between cognitive strategies for students and instructional routines teachers might use. Provides teachers and preservice teachers with a means to think about the tools they use to promote cognitive proficiency on the part of students. Often, strategies are used a catch-all term that does not clarify the difference between what teachers do and how students incorporate learn from those routines. Boxed features: Real teachers’ explain how they have used the tools discussed in the book. Provides teachers with examples to which they may be able to relate. Instead of an isolated example, the voices of classroom teachers will explain how they have implemented instructional routines or promoted cognitive strategies for their students. Sound rationale coupled with step-by-step procedures. Teachers often like to know what works, but many texts ignore their need and desire to know why a strategy or routine works. This text links rationale with tools so that readers will be able to explain why they are using a routine or assisting students to use cognitive tools to understand how they might think more precisely about the books they read. Theme: Prediction. Prediction is a popular request teachers make of their students, but often teachers lack sufficient experience or rationale to know how students might use prediction to increase precision in thinking about books and other texts they read. Approach: Combination of both theoretical and research with useful tools students and teachers can implement tomorrow. Many books take either a theoretical approach with little classroom application provided or a practical approach that does not help teachers understand why a given tool is useful and under what circumstances. This book combines the best of both approaches to help teacher-readers understand why a strategy or routine is worth the instructional time that might be devoted to it.

This comprehensive and far-reaching book describes the growth and economic integration of the European economy from 1500 to 1913. The authors apply macroeconomic techniques to identify growth rates, inflation, product markets, trade networks and business cycles across a set of countries over the period. The book demonstrates that growth was the natural state for European economies throughout the period although, under the impetus of the industrial revolution, growth rates generally accelerated by the end of the nineteenth century. Similarly, business cycles in the modern sense seem to have been in evidence at the beginning of the period but by the eighteenth century there is no doubt that modern cycles affected these countries, sometimes simultaneously. Inflationary episodes are both distinct and shared in this long period, with the long inflation of the sixteenth century attesting to the integration of European markets. Finally, the authors find abundant quantitative evidence to support the argument that economies linked by international trade in 1500 came close to achieving global integration by 1913. The European Macroeconomywill be of interest to scholars of economic history, international economics and macroeconomics.

Finally, middle school educators and administrators will have the practical information they need to bring successful inclusion practices into their schools. In this issue-focused, easy-to-read book, readers will see a diverse range -- from urban to suburban school settings -- of real middle school students and teachers in their classrooms. Each chapter gives middle school teachers the latest information and research-based strategies they''ll use to successfully implement inclusion. They''ll learn all the keys to inclusion, including how to collaborate, differentiate instruction, manage behavior, and modify the core curriculum. For professionals in special education, especially those who work with students with severe disabilities, this positive, upbeat handbook will inspire them to make inclusion work in their middle school.

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134170733. Practical, straightforward, and affordable, this guide gives middle and secondary school teachers the tools they need to support their students’ comprehension and success in literacy and in content area learning. The classroom-proven strategies and procedures included are taken from the authors’ and their colleagues’ experience in middle and secondary classrooms. Each chapter opens with a vignette from an actual classroom to show readers effective teaching in action and to give them a look at how the chapter’s instructional approach works within content area teaching. Research-based rationales for each strategy follow the vignettes and provide an in-depth look at how to implement the strategy, along with examples of each strategy across the curriculum. The Enhanced Pearson eText features embedded video and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

A book of strategies that will help you become successful in a social studies classroom.

An analysis of the literature dealing with the demand for money

We are in this together and will get through this together Parent involvement has always been a vital part of any child’s education, but the pandemic and resulting remote instruction require that parents and educators partner at a deeper level. Following the tremendous success of The Distance Learning Playbook, K-12, education authorities Doug Fisher, Nancy Frey, and John Hattie have teamed up with New York Times bestselling author and parenting expert Rosalind Wiseman to bring you the consummate guide to support your child′s academic, social, and emotional development in any learning environment – while not overwhelming you in the process. This essential guide will arm you with the tools and insight to Create an environment conducive to learning, establish routines, and most importantly, take care of yourself and your child Maximize the time you spend supporting learning by focusing on what is proven to work best in education Help your child develop the cognitive attitudes and habits that foster creativity, critical thinking, and increased responsibility for their learning Support the development of your child’s social and emotional learning skills, including the ability to navigate social interactions, build friendships, and regulate emotions at a time when they have never been more important to have, and more challenging to maintain The Distance Learning Playbook for Parents outlines supportive strategies for navigating virtual environments to ensure effective and impactful learning that aligns the needs and expectations of teachers, parents, and students alike.

Select the right task, at the right time, for the right phase of learning It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students′ learning—what’s going to generate that light bulb "aha" moment of understanding? In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Joseph Assof, John Hattie, and Nancy Frey help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of high school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction. Using grade-leveled examples and a decision-making matrix, you’ll learn to Articulate clear learning intentions and success criteria at surface, deep, and transfer levels Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers Use formative assessments to track what students understand, what they don’t, and why Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning Adjust the difficulty and complexity of any task to meet the needs of all learners It’s not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.

Call it neuronal networks or schema-building or just good teaching. The historical, neurological, and educational fields point to the same advice-let me show you, then you can make it your own.

Professor Fisher''s analysis reveals the rationality, or rather the lack of it, of current environmental decision-making. It also provides the evidence for an environmental grundnorm to guide legal reasoning. Without it, political and legal decision-makers will not be able to achieve ecologically sustainable development. A timely book on a hugely important issue.'' - Klaus Bosselmann, University of Auckland, Australia ''I am afraid that an endorsement of this kind, however condense and packed with praise, cannot do justice to Doug Fisher''s latest book. A respected and seasoned environmental law scholar, Fisher skilfully reminds us that law is about language and that language is the point of commencement of legal reasoning, also in environmental law and governance. Importantly, language and legal argumentation and reasoning will play a determinative role in our efforts to achieve sustainability. The book''s detailed account of the different forms of legal argumentation; the methodology of legal decision-making; and the connection between law, language and legal reasoning in international environmental law and governance, is an invaluable resource for scholars of legal hermeneutics, international lawyers generally, and specifically, for environmental lawyers.''BRu003e- Louis J. Kotzé, North West University, South Africa Legal Reasoning in Environmental Law provides a comprehensive review and analysis of the range of legal reasoning processes to support the understanding, interpretation and application of international, regional and national rules of environmental law. The book considers how rules for environmental governance are designed to accommodate the various competing interests within each of the private and public sectors and also between the two sectors. The author then examines how decisions in particular cases reflect the sources of these rules together with their form, structure and language. He exposes the ways in which reliance upon an extensive range of legal reasoning processes are used to justify the particular decision by interpreting and applying these rules to the case in question. Much has been written about legal reasoning and about environmental law but relatively little about the relationship between the two. This book will strongly appeal to legal scholars for its analysis of intellectual processes, and to legal practitioners for its exposition of how decisions are made. Contents Preface Part I: Reasoning in a Legal Context 1. Law, Language and Reasoning 2. Forms of Legal Argumentation 3. The Methodology of Legal Decision-making Part II: Legal Reasoning in International Environmental Law 4. Rules of Competence and Limitation: Territorial Resources 5. Rules of Limitation: Common Resources 6. Internationally Accepted Rules: The Normative Framework 7. Internationally Accepted Rules: Implementation Measures 8. Judicially Constructed Rules: Biological Resources 9. Judicially Constructed Rules: Common Resources Part III: Legal Reasoning in Applying Environmental Law 10. Rules in the Form of Human Rights 11. Rules in Instrumental Form 12. Rules in the Form of Constitutional Rights 13. Rules in the Form of Environmental Rights 14. The Structure, Form and Language of Statutory Rules 15. Rules Informing Adjudication 16. Strategic Rules Informing Decisions 17. Strategic Rules Regulating Decisions Part IV: Conclusion 18. Legal Reasoning in Environmental Law Bibliography Index

This research-based guide addresses the challenge of implementing differentiated small-group instruction in K–6 classrooms where students'' abilities, needs, and interests vary widely. It is packed with ideas about how to structure literacy lessons that incorporate both collaborative and needs-based small-group instruction in order to help all students succeed. The authors explain how to use assessment to group students appropriately and how to develop whole-class instruction that leads to productive work in groups. Each chapter details engaging activities that will improve speaking listening, writing, reading, and technology skills for diverse students, including English language learners. In a large-size format for ease of photocopying, the book includes more than two dozen teaching tools.

Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension was written to give k-5 teachers the tools they need to lay an educational groundwork that promotes students'' success with informational text from the early grades. Packed with research-based, classroom-proven strategies, the book follows a before, during, and after reading format that models the most effective approach to reading for information, focusing on the processes required to develop content literacy. You''ll meet the teachers, sit in on their lessons, witness their students'' responses, and come away from this book with a model for teaching your students to read successfully for information and a handbook of proven strategies to implement. Features: Examples of instructional strategies-This book follows six elementary teachers (grades K-5) as they utilize strategies with informational texts. These examples are detailed and include student and teacher dialogue to provide readers with the sense they are watching the lesson unhold. Each focus instructional strategy is research-based-The instructional strategies outlined in this book have a research base and have been implemented in schools across the country. Margin notes provide readers with additional information and resources-Readers are referred to other sources of information at common places that they may have questions. A clear process for organizing instruction is provided-The strategies and texts presented in the book follow the before/during/after instructional organization used by teachers to foster reading comprehension. Book covers of informational texts-Each chapter features the covers and bibliographical information of some of the best informational texts available today.