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Five years after the publication of \"Leaders of Their Own Learning,\" EL Education is back with a new companion guide to help you tackle the common challenges of student-engaged assessment. This unique, student-centered approach to assessment equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. EL Education has more than 25 years of experience supporting school transformation through student-engaged assessment. With their new book, \"The Leaders of Their Own Learning Companion,\" they have harvested the best tools and wisdom from schools across the country to help you hone student-led assessment practices in your classroom and school. This book: (1) Identifies the common challenges of implementing each of the eight interrelated student-engaged assessment practices from \"Leaders of Their Own Learning,\" and provides strategies and tools for tackling them; (2) Offers practical tips for school leaders; and (3) Deepens your learning with 46 videos and an online toolbox. \"The Leaders of Their Own Learning Companion\" is designed for teachers and leaders of all grade levels and no prior knowledge of the original \"Leaders of Their Own Learning\" is necessary to make the most of this book. [For the companion book, \"Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment,\" see ED598805.]

\"From Expeditionary Learning Schools comes a proven approach to student assessmentLeaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of Expeditionary Learning Schools across the country. Student-Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole-school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. Includes everything teachers and school leaders need to implement a successful Student-Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book's eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for Expeditionary Learning and former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement.DVD and other supplementary materials are not included as part of the e-book file, but are available for download after purchase\"-- Provided by publisher.

Background The issue of patient–physician relationships in general, and particularly the trust of patients in their primary care physician has gained much interest in academia and with practitioners in recent years. Most research on this important topic, however, focused on how patients view the relationship and not how the physicians see it. This research strives to bridge this gap, with the resolution of leading to an improved appreciation of this multifaceted relationship. Methods A survey of 328 actively practicing physicians from all four health maintenance organizations (HMOs) in Israel resulted in a hierarchical formation of components, indicating both the relative as well as absolute importance of each component in the formation of the patient–physician relationship. The sample conducted was a convenience one. Methodologically, we used two different complementary methods of analysis, with the primary emphasis on the Analytic Hierarchical Processing (AHP), a unique and advanced statistical method. Results The results provide a detailed picture of physicians’ attitudes toward the patient–physician relationship. Research indicates that physicians tend to consider the relationship with the patient in a rather pragmatic manner. To date, this attitude was mostly referred to intuitively, without the required rigorous investigation provided by this paper. Specifically, the results indicate that physicians tend to consider the relationship with the patient in a rather pragmatic manner. Namely, while fairness, reliability, devotion, and serviceability received high scores from physicians, social interaction, friendship, familial, as well as appreciation received the lowest scores, indicating low priority for warmth and sociability in the trust relationship from the physician’s perspective. The results showed good consistency between the AHP results and the ANOVA comparable analyses. Conclusions In contrast to patients who traditionally stress the importance of interpersonal skills, physicians stress the significance of the technical expertise and knowledge of health providers, emphasizing the role of competence and performance. Physicians evaluate the relationship on the basis of their ability to solve problems through devotion, serviceability, reliability, and trustworthiness and disregard the “softer” interpersonal aspects such as caring, appreciation, and empathy that have been found to be important to their patients. This illustrates a mismatch in the important components of relationship building that can lead to a loss of trust, satisfaction, and repeat purchase. Policy implications We study the impact physicians’ incentives have on the tangible relationship and discuss the significance of physician-patient relationship on satisfaction with the health service given. As a result policies leading to a more dynamic role must be given to the patient, who being well informed by the physician, can help in the decision making process. Policy schemes need to be implemented as a way of changing physicians’ behavior, forcing them to better construct and utilize this dyadic relationship.

Purpose - City branding has become a very popular activity all over the globe. In this paper the authors aim to show the importance of sports events in city re-branding strategies, and how businesses take advantage of such opportunities to increase their incomes.Design methodology approach - A new framework is presented that is based on four different alternatives for city re-branding strategies based on sport events. These four re-branding strategies are derived from two main dimensions: the locus of the sports event (local vs international) and the longevity of the sports event (one-off vs continual).Findings - Prospective hosts of mega or international sports events must ensure that people all over the world see their city as a leisure, tourism and consumption center and not just a sports arena. Conversely, when hosting medium or minor sports events, planners must aim for these sport events to increase residents' civic pride.Practical implications - This conceptual paper demonstrates how city planners and decision makers can leverage their city image and its business sector's potential to earn from this event directly and indirectly, based on the aforesaid four re-branding strategies: Mega sports events, International sports events, Medium sport events, and Minor sport events.Originality value - This article deals with four types of sports event strategies at the same time, whereas other investigations tend to deal with only a single type.

\"THE LEADERS IN STUDENT-LEAD ASSESSMENT: Leaders of Their Own Learning established a niche in the field of books on assessment. It struck a chord with teachers and leaders looking for a way to engage their students in the assessment process. The popularity of the book and professional development offerings based on strategies in the book made EL Education a leader in the field of student-engaged assessment. AUTHOR PROMOTION AND PURCHASE: The authors work with approximately 5,000 teachers in 152 K--12 EL Education network schools across the United States, and 40,000 more in schools and districts that are using our K--8 English Language Arts curriculum. All of these teachers employ student-engaged assessment practices, which are built into the instructional model used in EL Education network schools and curriculum. The authors purchase a minimum of 1,000 copies of Leaders of Their Own Learning each year and will do the same for the Companion. ONLINE RESOURCES: The authors will create additional downloadable resources and videos to be available for readers online to enhance their learning experience\"-- Provided by publisher.

Engage, challenge, and inspire students with work that matters Transformational Literacy, written by a team from Expeditionary Learning, helps teachers leverage the Common Core instructional shifts—building knowledge through content-rich nonfiction, reading for and writing with evidence, and regular practice with complex text—to engage students in work that matters. Worthy texts and worthy tasks help students see the connection between their hard work as readers and writers and their capacity to contribute to stronger communities and a better world. The stories, examples, and resources that permeate Transformational Literacy come primarily from the more than 150 Expeditionary Learning schools around the country that support teachers to select, supplement, customize, and create curriculum, and improve instruction. The book also draws on Expeditionary Learning's open source Common Core English Language Arts curriculum—often cited as one of the finest in the country—and professional development offered to thousands of teachers to implement that curriculum effectively. Transformational Literacy combines the best of what Expeditionary Learning knows works for kids—purposeful, inquiry-based learning—and the new imperative of the Common Core—higher and deeper expectations for all students. Teach standards through a compelling and purposeful curriculum that prioritizes worthy texts and worthy task Improve students' evidence-based reading, thinking, talking, and writing Support students to develop a new mindset toward the challenge of reading complex texts Transformational Literacy introduces an approach to literacy instruction that will engage, challenge, and inspire student with work that matters.

A practical guide to deeper instruction—a framework for challenging, engaging, and empowering students of all ages For schools to meet ambitious new standards and prepare all students for college, careers, and life, research has shown unequivocally that nothing is more important that the quality of daily instruction. Learning That Lasts presents a new vision for classroom instruction that sharpens and deepens the quality of lessons in all subject areas. It is the opposite of a 'teacher-proof' solution. Instead, it is predicated on a model of instruction that honors teachers as creative and expert planners of learning experiences for their students and who wish to continuously grow in their instructional and content knowledge. It is not a theoretical vision. It is a model of instruction refined in some of the nation's most successful public schools—schools that are beating the odds to create remarkable achievement—sited primarily in urban and rural low-income communities. Using case studies and examples of powerful learning at all grade levels and in all disciplines, Learning That Lasts is a guide to creating classrooms that promote deeper understanding, higher order thinking, and student independence. Through text and companion videos, readers will enter inspiring classrooms where students go beyond basics to become innovators, collaborators, and creators. Learning That Lasts embraces a three-dimensional view of student achievement that includes mastery of knowledge and skills, character, and high-quality work. It is a guide for teachers who wish to make learning more meaningful, memorable, and connected to life, and inspire students to do more than they think possible.