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What Successful Teachers Do

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What Successful Teachers Do

91 Research-Based Classroom Strategies for New and Veteran Teachers



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What Successful Teachers Do by Neal A. Glasgow
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What Successful Teachers Do will serve as resource for novice and veteran teachers, who wish to develop, expand, polish, and/or reinvigorate the instructional skills that define them as educators. Neal Glasgow and Cathy Hicks survey and distill the relevant research in education, psychology, and sociology and then focus on how that research addresses individual teaching and learning problems that are typically faced by classroom teachers. These include: curriculum and methods; classroom organization; time management; student assessment; collaborative work with colleagues, students, and parents; student behaviour; technology; diversity; special needs; Each chapter is structured in a user-friendly format that includes: The Teaching Strategy: A simple, crisp, and concise statement of the strategy. What the Research Says: A brief discussion of the research that validates the strategy and explains its underlying principle(s). Classroom Application: A description of how the strategy can be used in instructional settings. Precautions and Possible Pitfalls: Tips that help teachers ensure smooth implementation of the strategy and avoid common difficulties before they occur. Sources: Citations to the original research to facilitate follow up and further research as needed.

Author Biography

Cathy D. Hicks is currently the Beginning Teacher Support and Assessment (BTSA) induction coordinator for the San Dieguito Union High School District in Southern California. She oversees an induction program supporting beginning teachers. She serves on the executive board of the California Association of School Health Educators (CASHE) and is an adjunct faculty member of California State University San Marcos. She is the coauthor of four books: What Successful Teachers Do: 91 Research Based Strategies for New and Veteran Teachers (Corwin Press, 2003), What Successful Mentors Do (Corwin Press, 2005), What Successful Teachers Do in Inclusive Classrooms (Corwin Press, 2005), and What Successful Teachers Do in Diverse Classrooms (Corwin Press, 2006). She is a frequent presenter on educational topics at both the state and national level. She taught physical education and health at both the middle and high school level for over 25 years. During that time she was involved in the California State Mentor Teacher Program and mentored new teachers in her district for more than 17 years. Her energy, enthusiasm, and passion for teaching and supporting new teachers reinforce the career path she chose in elementary school. She believes the most effective teachers are the ones who never settle for "good enough," but continue to grow, stretch, reflect, create, collaborate, and take risks throughout their teaching careers. Neal A. Glasgow has been involved in education on many levels for many years. His experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).
Release date NZ
January 14th, 2003
Country of Publication
United States
Corwin Press Inc
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