Text is appropriate for developmental English and English Composition students. Written for the student whose first language is not English, The Prentice Hall ESL Workbook provides practice on the key grammar points which are proven trouble spots.

The Prentice Hall ESL Workbook (2nd Edition)

Reference

Miller, Susan Peterson

Standridge, Karen

Foreign Language Study & Reference

Pearson

This book was written to provide trainees with the knowledge and skills necessary to work in a variety of medical billing and coding positions in the medical field. Easy to read and comprehend, it is designed for professionals who have not previously worked in the medical field as well as professionals who have worked in the field but have only been exposed to certain aspects of the billing process. In order to adapt to the growing number of facilities that are becoming more automated, this book not only reviews non-automated procedures but it also gives in-depth content on automated procedures. A few exciting features to this book are: Case Studies with Critical Thinking Questions; a key terms list appears at the beginning of each chapter; Professional Tips appear throughout the text and provide additional information related to billing and coding processes; and any material within the text that is related to HIPAA is flagged with an icon so that students can identify the “need to know” law.

Comprehensive Health Insurance: Billing, Coding and Reimbursement

Business & Money

Braceland, Ann

Rollins, Elizabeth

Vines-Allen, Deborah

Economics

Book by Vines-Allen, Deborah, Rollins, Elizabeth, Braceland, Ann, Miller, Susan Peterson

Comprehensive Health Insurance: Billing, Coding and Reimbursement Value Package (Includes Blackboard, Student Access, Comprehensive Health Insurance)

Medical Books

Vines, Deborah

Administration & Medicine Economics

PRENTICE/HALL

Dedicated to research-based practices only (as opposed to opinion-based practices), this book provides in-depth coverage of validated methods that may be applied to teaching across all the content areas. The authors emphasize effective teaching behaviors regardless of the content being taught. This book helps bridge the research-to-practice gap by including effective teaching and learning models (i.e., Planning Instruction, Delivering Instruction, and Evaluating Student and Teacher Performance) and a "Less is More" Approach which limits content to validated practices. Overarching themes (i.e., student diversity, importance of quality instruction, technology applications, and career-long learning among teachers) that reflect accurate understandings of current school contexts are also used. For special educators.

Validated Practices for Teaching Students with Diverse Needs and Abilities

Education & Teaching

Schools & Teaching

Allyn&Bacon

Dedicated to evidence-based practices (as opposed to opinion-based practices), this text provides in-depth coverage of validated methods that may be applied to teaching across all the content areas. This text helps bridge the research-to-practice gap, and includes: Less is More Approach — Limiting content to validated practices results in more thorough descriptions of the selected practices than what is typically found in methods books. Models — The organizational structure of the text reflects the sequential process involved in effective teaching and learning (i.e., Planning Instruction, Delivering Instruction, and Evaluating Student and Teacher Performance). Formative review questions are provided after Chapters 3, 7, and 10, and a summative review is provided after Chapter 10 to promote synthesis and retention of important concepts. Each chapter is organized to model effective pedagogy. Overarching Themes — The content is grounded in overarching themes (i.e., student diversity, importance of quality instruction, technology applications, and career-long learning among teachers) that reflect accurate understandings of current school contexts. HIGHLIGHTS OF WHAT'S NEW IN THE SECOND EDITION: <ul>
<li> Three new "content area" chapters are added: (a) Teaching Mathematics, (b) Teaching Reading, (c) Teaching Handwriting, Spelling, and Written Expression. These chapters are framed around state-of-the-art and evidence-based practices supported at the national, state, and local levels (e.g., NCTM standards, The National Reading Panel). Each of these chapters includes discussion related to: instructional frameworks, types of content knowledge and the importance of balancing instruction across the various types, assessment procedures to plan instruction, general guidelines for instruction, evidence-based methodology, and motivating instructional activities. These new chapters inform students and instructors of current best practice within the content areas most frequently used to assess adequate yearly progress among students with and without disabilities. </li> </ul>
<li> Reflects latest amendments to IDEA and its Final Regulations — Chapters 1, 3, and 10 contain information on definitions for all disability categories, positive behavioral support/functional behavioral assessments/behavioral intervention plans, and assistive technology. </li>

Validated Practices for Teaching Students with Diverse Needs and Abilities (2nd Edition)

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Books by Miller, Susan Peterson