Table of contents for Residentaial landscape architecture : design process for the private residence / Norman K. Booth, James E. Hiss.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


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Contents
Part 1
FOUNDATIONS FOR INSTRUCTION 1
1
Students With Special Needs 2
Student Characteristics 6
Cultural Diversity 8
English-Language Learners 10
Effective Teaching Strategies 13
	Reductionist Paradigm 14
	Constructivist Paradigm 15
	Sample Lessons Based on Paradigms 15
	Combining Paradigms for Effective Instructional Practice 18
Inclusion 21
National Education and Standards-Based Reform 31
Professional Commitment 33
What We Believe 35
2
Beginning-of-the-Year Planning and Organization 50
Designing Individualized Education Programs and Plans 54
	Components of the Individualized Education Program 56 
	Weekly and Daily Plans 67
Creating Instructional, Assessment and Management Decisions 71
	Instructional Grouping Arrangements 71
	Student Variables 81
	Grading and Record-keeping Procedures 82
	Management of the Classroom 94
Scheduling for Instruction 107
 	Scheduling in Elementary Schools 108
	Scheduling in Secondary Schools 111
	Students Who Need More Time 117
	Efficient Use of Time 118
3
Communication and Collaborative Consultation 139
Communication 144
	Factors to Consider in Communication 144
Communication and Collaboration With Parents/Families 151
	Barriers to Communication 153
	Crisis Confrontation 154
Collaborative Consultation 165
	Rationale and Need for Collaborative Consultation 166
	Options for Implementing Collaborative Consultation 169
	Barriers to and Ingredients of Effective Collaborative Consultation 189
Collaboration with Paraprofessionals 195 
	Growth and Paraprofessionals 196
	Planning Paraprofessional Programs 198
	Implementing Paraprofessional Programs 203
Collaboration With Other Partners 207
4
Informal Assessment 248
Assessment Components of IDEA Amendments of 1997 and 2004 253
Portfolio Assessment 259
 Plan the Focus 261
 Select the Content 261
 Teach Students to Self-Assess and Reflect 264
 Arrange Periodic Conferences 265
Interviews 265
Exhibitions 267
Probes 268
Checklists 269
Error Analysis 271
 Reading 271
 Spelling 274
 Math 274
 Procedures 277
Criterion-Referenced Tests 278
 Steps 279
 Sample Plan 281
Precision Teaching 284
 Steps 286
 Sample Plan 300
Curriculum-Based Measurement 303
 Reading 304
 Spelling 306
 Math 307
 Written Expression 308
 Steps 309
Involving Students in Data Collection 313
5
The Instructional Cycle 353
Universal design for learning 359
Planning 362
 Instructional Time 362
 Motivation 364
 Academic Content 369
Presentation 377
 Opening 379
 Body 382
 Guided Practice 397
 Closing 402
 Feedback 404
Independent Practice 407
Evaluation 411
 Specify the Criteria 413
 Vary Ways to Evaluate 414
 Teach Students to Self-Evaluate 416
 Complete a Self-Evaluation 417
Lesson Plan 420
Part 2
INSTRUCTIONAL TECHNIQUES 447
6
Instructional Materials 448 
Selecting Instructional Materials 451
 Factors Influencing the Selection of Instructional Materials 451
 Materials Selection and the Stages of Learning 455
Analyzing Instructional Materials 457
Adapting Materials 466
 Instructional Materials 466 
 Test Adaptations 472
Addressing Cultural and Linguistic Diversity in Materials 477
Developing Materials 482
 Development of Specific Materials 483
7
Strategy Instruction 511
Cognitive Strategies 515 
 Rationale 515
 Strategic Teaching and Learning 516
Metacognition 520
 Rationale 521
 Description 522
 Implementation 524
Cognitive Behavior Modification (CBM) 527
 Rationale 528
 Description 529
 Implementation 531
Reciprocal Teaching (RT) 533
 Rationale 535
 Description 535
 Implementation 539
Strategic Instruction Model (SIM) 544
 Rationale 544
 Description 547
 Implementation 550
Self-Regulated Strategy Development (SRSD) Model 554
 Rationale 554
 Description 555
 Implementation 557
8
Content Instruction 601
Direct Instruction 605
 Rationale 607 
 Description 607
 Use 608
Balanced Instruction 611
Universal Design for Learning Units 615 
 Rationale 619
 Description 619
 Planning 625
Use of Textbooks 633
	Before Instruction 633
During Instruction 635
 After Instruction 638 
 Mathematics 639
	Science 640
 Social Studies 640
9
Social Skills and Peer-Mediated Instruction 667
Social Skills 671
 Identification of Social Skills 672
 Social Skills Interventions 676
Peer Tutoring 687
 Rationale 689
 Description 689
 Implementation 697
Cooperative Learning 704
 Rationale 707
 Description 707
 Implementation 717
10
Study Skills Instruction 753
Irationale for Study Skills Instruction 756
Components of Study Skills Instruction 757
Acquisition of Information 760
 Listening 760
 Note Taking 763
 Comprehension 774
Organization and Memorization of Information 786
 Memory Strategies 786
 Underlining and Highlighting 790
 Study Guides 792
Expression of Information 797
 Test Preparation and Test Taking 797
 Report Writing and Presentation 806
Putting It All Together 810
Discussion Questions 811
Part 3
FACTORS AFFECTING INSTRUCTION 839
11
Technology for Teaching and Learning 840
Technology Legislation 844
Technology as a Way for Students to Access the Curriculum 846 
 Traditional Applications 846
 Exploratory Applications 848
 Tool Applications 849
 Communication Applications 849
Technology as a Tool for Students 850
 Organization 852
 Note Taking 854
 The Writing Process 854
 Productivity Tools 860
 Reference Material Tools 863
 Cognitive Assistance Tools 864
Software Selection 867
Internet 871
12
Transition From School to Life 930
Best Practices in Transition 936
Preparing for Transition 937
 Across the Grade Levels 938 
 High Stakes Testing 942
Planning for Transition 944
 The Individuals with Disabilities Education Act and Transition 944
 Other Laws Related to Transition 946
 The Transition Individualized Educational Program (TIEP) 947
Teaching for Transition 950
 Instruction 951
 Social and Interpersonal Skills 965 
 Social and Interpersonal Skills for Postsecondary Education 965
 Social and Interpersonal Skills for Employment 966 
 Functional Vocational Assessment 969
 Daily Living Skills 974
Linking for Transition 976
 Family Linkages 976
 Intraagency Linkages 977 
 General Education 978 
 Interagency Linkages 981

Library of Congress Subject Headings for this publication:

Landscape architecture.
Architecture, Domestic.
Homesites -- Planning.