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Promising Practices for Elementary Teachers: Make No Excuses!, by Susan M. Benner
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Proven strategies to put struggling students on the path to success!
This book offers educators much-needed tools to break the cycle of failure for students who are unsuccessful in school. With vignettes and reflective practice scenarios and questions, this book provides:
- Strategies for parental involvement, multi-tiered instruction, peer learning models, and universal design for learning
- Approaches for fostering student success before a child is referred to special education
- Practices and programs that address the needs of at-risk populations, including English language learners, children living in poverty, and learners with disabilities
- Interventions and positive support for learners with behavioral challenges
- Sales Rank: #2229222 in Books
- Brand: Corwin
- Published on: 2009-12-07
- Original language: English
- Number of items: 1
- Dimensions: 10.00" h x .45" w x 6.94" l, .85 pounds
- Binding: Paperback
- 184 pages
- A broad spectrum of alternative instructional strategies for all learners, including fostering parental
- Effective approaches for fostering student success before a child is referred to special education
- Practices and programs that address the needs of at-risk populations, including English language
- Specific interventions and positive support for learners with behavioral challengesPromising Practices
- Title - Promising Practices For Elementary Teachers
Review
"Presents an abundance of effective strategies for adapting instruction such that children with disabilities, those who exhibit behavioral or motivational problems, or those who speak a language different from English will succeed in every classroom. If American schools are truly to educate all children well, then all teachers need to use these powerful ideas for differentiating instruction effectively. This text provides the tool kit every elementary teacher needs to achieve this goal." (Richard Allington, Professor of Education 2009-08-10)
About the Author
Susan Benner grew up in Atlanta, Georgia during a period of significant social change and racial unrest throughout the country. She earned her BA in Social Sciences at Southern Methodist University and MS in special education from The University of Tennessee. After teaching as a special educator in Memphis, Tennessee, she received her Ed.D. in special education from Teachers College, Columbia University. Since 1980, Dr. Benner has been at The University of Tennessee, where she is Professor and Department Head for Theory and Practice in Teacher Education. Dr. Benner has published three textbooks, including Issues in Special Education Within the Context of
American Society and Assessment of Young Children with Special Needs. She is currently a coeditor of the Journal of Early Childhood Teacher Education, affiliated with the National Association for Early Childhood Teacher Education. Dr. Benner’s areas of interest are teacher education, including special and literacy education, and urban teaching. She is principal investigator for several grants, including one focused on teacher professional
development in literacy and system-level development of Response-to- Intervention models. She is co-principal investigator for a National Science Foundation Robert Noyce Scholarship Planning Grant to develop urban teacher residency programs in two East Tennessee school districts. Dr. Benner has two daughters, a son-in-law, and four grandchildren, from whom she learns new lessons every day.
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