WorldCat Identities

Diffily, Deborah

Overview
Works: 26 works in 50 publications in 1 language and 2,261 library holdings
Genres: Juvenile works  Handbooks and manuals 
Roles: Author
Publication Timeline
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Most widely held works by Deborah Diffily
Jurassic shark by Deborah Diffily( Book )

2 editions published in 2004 in English and held by 535 WorldCat member libraries worldwide

Profiles Hybodus, a fearless and deadly prehistoric shark, looking at her feeding habits, preparations for giving birth, and dangers to herself and her baby
Family friendly communication for early childhood programs by Deborah Diffily( Book )

6 editions published between 1996 and 1997 in English and held by 316 WorldCat member libraries worldwide

This volume contains 93 reproducible articles on a variety of topics for early childhood education teachers to use in newsletters or handouts for maintaining regular, informative communication with families. Additional references, suggestions for adapting the article, and other ways of reinforcing the article's content are included for each article. The editors emphasize the importance of communicating effectively to the parents of children in one's care and to involve them as full partners in your child care and/or education program
Teaching young children : an introduction to the early childhood profession by Margaret B Puckett( Book )

7 editions published between 1999 and 2004 in English and held by 258 WorldCat member libraries worldwide

Puckett (child care and education consultant, Tarrant County Work Force Development Board) and Diffily (early childhood education, Southern Methodist University) focus on quality in early childhood programs and principles of developmentally appropriate practices in this text for students in early ch
Project-based learning with young children by Deborah Diffily( Book )

5 editions published in 2002 in English and held by 257 WorldCat member libraries worldwide

"The authors detail the characteristics of an Applied Learning project, a venture in which students connect school work to the real world and direct their own learning. They offer a timeline for one such project, and describe several more, with suggestions for additional project topics, research resources, and end products. Using numerous vignettes and examples from their own teaching experiences, they demonstrate that, above and beyond academic learning, children grow into contributing members of different groups by learning how to negotiate and compromise, direct their own learning, and make daily work choices that mesh classroom learning with real-world projects."--Jacket
Teachers and families working together by Deborah Diffily( Book )

4 editions published in 2004 in English and held by 148 WorldCat member libraries worldwide

"Teachers and Families Working Together is a concise resource that provides future teachers with exactly what they need to know when working with the families of young children. Chapters detail the benefits of family involvement for families, teachers, and especially children. Using the voices of many family members and teachers, this book describes diverse family types and cultures and gives specific strategies teachers can use to involve family members and the community in the life of a class or school. The family involvement strategies are divided into written communication, shared time, and other ways to involve families. Strategies are practical and are based on the experiences of early childhood educators."--BOOK JACKET
Fun-filled 5- to 10-minute math activities for young learners : 200 instant kid-pleasing activities that build essential early math skills for circle time, transition time--or any time! by Deborah Diffily( Book )

3 editions published between 2002 and 2003 in English and held by 147 WorldCat member libraries worldwide

"These quick and super-fun activities stimulate kids to ask questions, observe, predict, experiment, communicate, and engage in other important science process skills - any time of the day! Kids experiment with light and shadow, observe spiderwebs, create fossils using sponge shapes and Epsom salts, explore with magnets, and so much more."--Page 4 of cover
Teaching effective classroom routines : establish structure in the classroom to foster children's learning, from the first day of school and all through the year by Deborah Diffily( Book )

3 editions published in 2004 in English and held by 126 WorldCat member libraries worldwide

Experienced early childhood educators share their classroom-tested tips and strategies for teaching and reinforcing routines, and guiding children's behavior on the first day of school, the first week, the first month, and beyond. Includes vignettes from real classrooms and more! - Publisher
Positive teacher talk for better classroom management by Deborah Diffily( Book )

1 edition published in 2006 in English and held by 93 WorldCat member libraries worldwide

The way teachers talk to students affects how young children learn and how they feel about themselves as learners and members of the classroom community. This book offers strategies for supporting students through the use of positive language and includes hundreds of model phrases and statements for welcoming children, helping children manage their behavior, giving feedback on work, and more. - Publisher
Day-by-day 100th day activities : quick & fun math activities for counting up to the 100th day of school by Charlotte Sassman( Book )

1 edition published in 2002 in English and held by 58 WorldCat member libraries worldwide

Managing independent reading : effective classroom routiness by Deborah Diffily( Book )

1 edition published in 2005 in English and held by 54 WorldCat member libraries worldwide

How do you teach children to become independent readers? Start with this collection of standards-based mini-lessons, strategies, and routines that reinforce important skills at different reading levels ... Inside this book, you'll find strategies and routines for: read-alouds; independent reading time; partner reading; reading centers; reading at home.-Back cover
Just-right homework activities for preK-K : 50+ quick and easy send-home activities for building early reading and math skills by Deborah Diffily( Book )

1 edition published in 2009 in English and held by 35 WorldCat member libraries worldwide

Reinforces learning with age appropriate activities with "family homework."
Engaging activities to teach phonics and phonological awareness by Deborah Diffily( Book )

1 edition published in 2006 in English and held by 14 WorldCat member libraries worldwide

Service learning projects for elementary students by Deborah Diffily( Book )

1 edition published in 2005 in English and held by 11 WorldCat member libraries worldwide

Kindergartners' Concept of Author : Comparison between a Developmentally Appropriate Classroom and a Traditional Classroom by Deborah Diffily( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

This paper describes a study which examined kindergarten students' concepts about authorship and how these concepts affected their view of themselves as readers and writers. The teachers' role in helping form students' attitudes was also examined. Thirty-eight children from two kindergarten classrooms and their teachers were interviewed. The teacher in the first classroom characterized her teaching philosophy as traditional, while the teacher in the second classroom characterized her philosophy as developmentally appropriate. Results indicated that the views which the children in each of the two classrooms had of themselves as readers and writers were different. Generally, the children in the first classroom saw writing as copying teacher-given words and sentences, while those in the second classroom saw themselves as authors writing stories. Students in the second classroom, in which theories of emergent literacy were in practice, demonstrated a disposition for learning, reading, and writing, and felt good about what they had learned. Contains 15 references. (HTH)
Portfolio Assessment : Practical Training in Evaluating the Progress of Kindergarten and Primary Grade Children in Individualized Portfolio Formats by Deborah Diffily( Book )

1 edition published in 1992 in English and held by 2 WorldCat member libraries worldwide

In contrast to standardized tests, which do not accurately reflect the achievement of young students, portfolio assessment is a valuable tool for documenting a student's development. Portfolio assessment can be conducted formally or informally through observation or by interview. Documentation of observations can take the form of checklists, rating scales, anecdotal records, audio or videotaping, and photographs. Portfolios should include samples of students' paintings, drawings, stories, letters, lists, signs, handwriting, and use of numbers. Teachers should adapt portfolio assessment to their specific situation, using portfolios to integrate curriculum and assessment and to reflect children's developmental progress. (MM)
Managing independent reading : effective classroom routiness by Deborah Diffily( Recording )

1 edition published in 2005 in English and held by 2 WorldCat member libraries worldwide

How do you teach children to become independent readers? Start with this collection of standards-based mini-lessons, strategies, and routines that reinforce important skills at different reading levels ... Inside this book, you'll find strategies and routines for: read-alouds; independent reading time; partner reading; reading centers; reading at home.-Back cover
Sociodramatic Play : Assessment through Portfolio by Deborah Diffily( Book )

1 edition published in 1993 in English and held by 2 WorldCat member libraries worldwide

Many early childhood educators are beginning to experiment with and use portfolio assessment. Teachers are also observing young children at play and documenting their play activities for assessment purposes. Close observation of sociodramatic play gives teachers accurate perspectives on young children across the developmental domains of communication and cognition, and the aesthetic, physical, social, and emotional domains. However, insights gained through observation can be lost without some form of documentation. Teacher observations can be documented by means of checklists, rating scales, anecdotal records, photographs, and audio or videotaping. In addition to student work samples of writing, artwork, and individual or group projects, portfolio assessments should include documentation of children's sociodramatic play. (MM)
Using Literature to Teach K-1 Math Concepts: An Annotated Bibliography and Suggested Extension Activities by Deborah Diffily( Book )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

Noting that young children often need many experiences with a mathematical concept before they fully understand the concept, this annotated bibliography lists children's books for presenting mathematical concepts within a context and details activities that extend the text as a way to engage children in hands-on mathematical learning experiences. The bibliography focuses on 16 mathematics skills typically taught to 5- and 6-year-old children: one-to-one correspondence, counting, sorting and classifying, patterning, graphing, comparing quantities, estimating, adding, subtracting, multiplying and dividing, as well as concepts of parts and wholes/fractions, geometry, measurement, time, money, and number sense. (Kb)
What Parents Think About Alternative Assessment and Narrative Reporting: One School's Findings by Deborah Diffily( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

This research project was designed to help the faculty at a southwestern, urban elementary school better understand what parents thought about the school's alternative assessment methods and narrative reporting to communicate with parents. Assessment methods were defined as the ways teachers learn about students' understandings, and communication methods were defined as narrative reports by teachers; parents did not make this distinction. With few exceptions, when parents used the term assessment, they were referring to the narrative reports they received. Subjects were 192 parents who responded to a questionnaire on their perceptions of assessment methods and the narrative reports. Results indicated that parents were generally pleased with the detail of the narrative reports. They believed they were receiving more information about their children than they ever had with any other reporting system, but were unsure about the specific methods being used to assess their children's progress, and could not always determine from the narrative reports how well their children were performing. Some parents wanted more information about children's ranks, grade levels in class, and a specific test performance on national college admissions tests. As a result of the study and based on their teaching experiences, the faculty at the subject school scheduled more frequent parent conferences, drafted grade-level standards, and developed "exemplar booklets," which provide student work samples demonstrating varying levels of achievement for each standard. (Wp)
 
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Jurassic shark
Covers
Teaching young children : an introduction to the early childhood professionProject-based learning with young childrenTeachers and families working togetherFun-filled 5- to 10-minute math activities for young learners : 200 instant kid-pleasing activities that build essential early math skills for circle time, transition time--or any time!Teaching effective classroom routines : establish structure in the classroom to foster children's learning, from the first day of school and all through the yearThe Scholastic book of early childhood learning centers : complete how-to's, management tips, photos, and activities for delightful learning centers that teach early reading, writing, math & more!Positive teacher talk for better classroom managementDay-by-day 100th day activities : quick & fun math activities for counting up to the 100th day of school
Alternative Names
Diffily, D.

Diffily, D. (Deborah)

Languages
English (45)