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Proven Programs in Education: Classroom Management and Assessment

By: Robert E. Slavin

Foreword by Marcia L. Tate

Discover evidence-based practices that improve classroom management and support more effective assessments, with insights and user-friendly strategies compiled from more than 25 leading education researchers.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781483351209
  • Published By: Corwin
  • Year: 2014
  • Page Count: 160
  • Publication date: May 29, 2014

Price: $29.95

Price: $29.95
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Evidence-based best practices that improve classroom environments and assessment techniques!

If your goal is a smoother-running, participatory classroom and improved student achievement, you’ll find essential best practices in this new resource, edited by a renowned education scholar, Robert Slavin .

Dr. Robert Slavin, Professor and Chairman of the Success for All Foundation, has gathered insights and findings from 26 leading education researchers, presented in succinct chapters focused on key aspects of teaching and classroom management practice. Readers will find:

  • Strategies for assessment that address formative approaches, differentiated classrooms, the role of feedback in the assessment process, adaptation for the Common Core, and more
  • Proven techniques for classroom management, including immediate, positive steps that teachers can take
  • User-friendly content supported by quick-read charts and graphs

Drawing from the leading international experts in the field of teaching and originally published in the journal Better: Evidence-Based Education, this is a valuable new resource for education leaders at all levels.

Key features

  • Collection of practical articles on best practices in education by the premier researchers and authors in the US and UK. The existing proposal offers the benefit of many points of view (even with the best of intentions books written by one author tend to reflect a particular point of view) while the rigorous article structure and editing have kept the brevity and clarity that readers will value.
  • Introduction for each volume written by a leading expert practitioner from the field. The plan is to approach national teachers of the year and other K-12 educators who have built great reputations.
  • First article in each volume is by Bob Slavin to set the tone and focus of each book
  • Each article includes a call-out box for “What We Know” (a summary of the main points of the article) and Further Readings


Robert E. Slavin photo

Robert E. Slavin

Robert E. Slavin is director of the Center for Research and Reform in Education at Johns Hopkins University, director of the Institute for Effective Education at the University of York, and the cofounder and chairman of the Success for All Foundation. He has authored or coauthored more than 200 articles and 20 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America’s Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), and One Million Children: Success for All (Corwin, 2001). He received the American Educational Research Association’s Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. He received his BA in psychology from Reed College in 1972 and his PhD in social relations in 1975 from Johns Hopkins University.
Table of Contents

Table of Contents




About the Editor

Chapter 1. Assessment in a Differentiated Classroom

Chapter 2. Formative Assessments in High Schools

Chapter 3. Formative Assessment and Feedback to Learners

Chapter 4. Multiple Measures in Classroom Assessment

Chapter 5. Promoting Learning and Achievement Through Self-Assessment

Chapter 6. Exposing the Imbalance in "Balanced Assessment"

Chapter 7. Do We Need an Assessment Overhaul?

Chapter 8. Formative Assessment: An Enabler of Learning

Chapter 9. Upgrading High-Stakes Assessments

Chapter 10. England Versus Wales: Education Performance and Accountability

Chapter 11. In Search of Feasible Fidelity

Chapter 12. Before Choosing, Ask Three Questions

Chapter 13. What Works in Classroom Management

Chapter 14. Good Instruction Is Good Classroom Management

Chapter 15. Am I the Only One Struggling With Classroom Management?

Chapter 16. Classroom Management: What Teachers Should Know

Chapter 17. From Tourists to Citizens

Chapter 18. Promoting Engagement With Check & Connect

Chapter 19. Dealing With Classroom Management Problems

Chapter 20. Support for Teachers Around the World

Chapter 21. Positive Behavioral Interventions and Supports

Chapter 22. First Step to Success for Preschool Children

Chapter 23. Improving Teaching in Science and Mathematics

Chapter 24. Improving Reading and Math Achievement Across a Whole District

Chapter 25. Co-Teaching: Inclusion and Increased Student Achievement

Chapter 26. Implementing Response to Instruction and Intervention With Older Students

Chapter 27. Teaching English Language Learners in Inclusion Settings


Price: $29.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.