Request Inspection Copy

If you are an Academic or Teacher and wish to consider this book as a prescribed textbook for your course, you may be eligible for a complimentary inspection copy. Please complete this form, including information about your position, campus and course, before adding to cart.

* Required Fields

To complete your Inspection Copy Request you will need to click the Checkout button in the right margin and complete the checkout formalities. You can include Inspection Copies and purchased items in the same shopping cart, see our Inspection Copy terms for further information.

Any Questions? Please email our text Support Team on text@footprint.com.au

Submit

Email this to a friend

* ALL required Fields

Order Inspection Copy

An inspection copy has been added to your shopping cart

Promoting Executive Function in the Classroom

by Lynn Meltzer Guilford Publications
Pub Date:
03/2010
ISBN:
9781606236161
Format:
Pbk 252 pages
Price:
AU$89.00 NZ$92.17
Product Status: Out of stock. Not available to order.
Available as eBook
AU$89.00 | NZ$101.39

Other Available Formats:

Accessible and practical, this book helps teachers incorporate executive function processes - such as planning, organising, prioritising, and self-checking - into the classroom curriculum. Chapters provide effective strategies for optimizing what K–12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also covers the nuts and bolts of differentiating instruction for students with learning or attention difficulties.

Case examples illustrate individualised teaching strategies and classroom accommodations. Fifteen reproducibles are included; the large-size format facilitates photocopying and day-to-day reference.

AUDIENCE: Classroom teachers and special educators in grades K–12, teacher educators, school psychologists, and neuropsychologists.

I. Understanding Executive Function: The Challenge for 21st-Century Teachers

1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How, Lynn Meltzer

2. Creating a Classroomwide Executive Function Culture That Fosters Strategy Use, Motivation, and Resilience, Lynn Meltzer and Surina Basho

II. Scaffolding Executive Function Processes into the Curriculum Content

3. Goal Setting, Planning, and Prioritizing: The Foundations of Effective Learning, Kalyani Krishnan, Melissa J. Feller, and Melissa Orkin

4. Organizing: The Heart of Efficient and Successful Learning, Kalyani Krishnan and Melissa J. Feller

5. Remembering: Teaching Students How to Retain and Mentally Manipulate Information, Donna M. Kincaid and Nancy Trautman

6. Shifting and Flexible Problem Solving: The Anchors for Academic and Life Success, Lynn Meltzer and Jennifer Sage Bagnato

7. Self-Monitoring and Self-Checking: The Cornerstones of Independent Learning, Jennifer Sage Bagnato and Lynn Meltzer

8. Emotional Self-Regulation: A Critical Component of Executive Function, Judith A. Stein

III. Case Studies: Addressing Executive Function Weaknesses across the Grades, Lena Hannus-Suksi, Laura Sales Pollica, Wendy Stacey, Melissa J. Feller, and Jason Bendezu

Appendix: Reproducibles for the Classroom

"This very readable book enables teachers to explicitly teach implicit learning skills. It balances research and practice in reminding educators that students can't master the material they need to know if we don't teach them how to do it. Meltzer shares tested strategies and abundant classroom examples. She provides necessary tools for supporting academic growth in a wide range of students, and for helping students experience the critical truth that informed effort is the key to success. This book really gets the job done!"--Carol Ann Tomlinson, EdD, William Clay Parrish, Jr. Professor and Chair, Department of Educational Leadership, Foundations, and Policy, University of Virginia
 
"This book succeeds very well in its goal of providing usable information for teachers and other school professionals. The chapters are well written, informative, clear, and practical. The case studies and numerous case examples are excellent. These human touches help to illustrate the many areas of executive functioning that can be supported and enhanced for children with disabilities as well as typically developing children. This book will be an invaluable reference for any school or clinical personnel."--Margaret Semrud-Clikeman, PhD, ABPdN, Division Director, Clinical Behavioral Neuroscience, University of Minnesota Medical School
 
"An excellent, detailed overview of how executive functions can be integrated into classroom instruction for all grade levels. The book is very teacher friendly, including many examples and useable forms and techniques. A major appeal of the book is its focus on creating a classroom culture that fosters executive function for all students, rather than just presenting remediation techniques for those having difficulties. The strategies for screening and ongoing assessment mean that the book can easily be used as part of a schoolwide response-to-intervention or positive behavioral support system. Each chapter follows the same format, explaining first why the area is important, and then how to implement instruction at elementary, middle, and high school levels."--Catherine A. Fiorello, PhD, School Psychology Program, Temple University
 
"Teachers will find this book enormously useful, easy to understand, and easy to implement. Each chapter includes a remarkable array of rubrics, templates, checklists, and examples. The book looks strategically at the role of executive function (EF) in teaching and learning, showing how EF deficits can be impediments to academic, personal, and social success. By creating a culture of EF, teachers and administrators can support the growth of self-aware, resilient, problem-solving students who are ready to take on the challenges of learning, in school and beyond."--Lou Salza, MEd, Headmaster, Lawrence School, Broadview Heights, Ohio
Lynn Meltzer, PhD, is President and Director of Research at Research Institute for Learning and Development, Lexington, MA; Harvard Graduate School of Education; and Department of Child Development in Lexington, Massachusetts. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. Dr. Meltzer's clinical practice, research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multidimensional model to bridge the gap between theory, research, and practice. A fellow and past president of the International Academy for Research in Learning Disabilities, she is the founder and chair of the national Learning Differences Conference.