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Texas TExES Generalist EC-6 (191) (TExES Teacher Certification Test Prep) Paperback – December 18, 2009

ISBN-13: 978-0738606866 ISBN-10: 0738606863 Edition: Green Edition

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Product Details

  • Series: TExES Teacher Certification Test Prep
  • Paperback: 608 pages
  • Publisher: Research & Education Association; Green Edition edition (December 18, 2009)
  • Language: English
  • ISBN-10: 0738606863
  • ISBN-13: 978-0738606866
  • Product Dimensions: 10.7 x 8.3 x 1.2 inches
  • Shipping Weight: 2.3 pounds
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (53 customer reviews)
  • Amazon Best Sellers Rank: #475,427 in Books (See Top 100 in Books)

Editorial Reviews

From the Back Cover

ARE YOU READY TO TEACH IN TEXAS?
THEN USE THE MOST COMPREHENSIVE GUIDE ON THE MARKET TODAY.

TExES Generalist EC-6 (191)

The Most Complete Subject Review
Everything you need to know for the TExES Generalist EC-6 (191) exam, prepared by a leading specialist in teacher education. Comprehensive review chapters cover all the subjects and skills tested on the exam.

The Best Practice Exams Available
A diagnostic test and 2 full-length practice exams based on the official TExES 191 Generalist EC-6 test – balanced to include every topic and type of question you can expect on the actual TExES Generalist exam.

Total Explanations of Questions & Answers
Each practice exam comes with detailed feedback on every question. We don’t just say which answers are right – but explain why the others are wrong, so you’ll be prepared on test day!

Proven Test Prep Methods
REA’s focused TExES Generalist EC-6 content and practical advice have helped millions succeed on their exams. With our step-by-step study plan, you can score high on the TExES and get certified to teach in Texas!

Federal Guidelines for NCLB Compliance
You can expect that candidates with NCLB-compliant credentials will enjoy preferential status in hiring. In Texas, this means you need to pass the TExES assessments. Maximize your exam performance and master the TExES with the unrivaled certification expertise that only REA can offer.

 

About the Author

About the Author

Dr. Luis A. Rosado is the director of the Center for Bilingual and ESL Education and professor in the College of Education at the University of Texas at Arlington. He holds degrees from the University of Puerto Rico, Boston State College, and Texas A&M University–Kingsville. He has published in the areas of pedagogy and professional responsibilities, parental involvement, cross-cultural communication, and Spanish linguistics and Spanish for bilingual teachers. Dr. Rosado has over 25 years of teaching experience at the elementary, high school, and college levels. He has taught in Puerto Rico, Massachusetts, and Texas.
 

 
About the Contributing Authors

English Language Arts and Reading
Dr. Carla Amaro-Jiménez is a Visiting Assistant Professor of Bilingual/ESL Education at the University of Texas at Arlington (UTA). She holds degrees from the Universidad Latina de Costa Rica and the University of Cincinnati. Prior to coming to UTA, she taught in bilingual and dual language early childhood classrooms both in Costa Rica and Ohio. Her research interests include pre- and in-service teacher preparation for culturally and linguistically diverse environments, equity issues related to the schooling (instruction, learning and assessment) of Latino English language learners, and implementation of technology for content-based second language learning and teaching.

 
Dr. Peggy Semingson is an Assistant Professor of Literacy Studies in the College of Education at the University of Texas at Arlington. She holds degrees from the University of Texas at Austin, Texas State University, San Marcos, and the University of California, Santa Barbara. She taught bilingual students for eight years in both Southern California and Texas. She has taught fifth grade, third grade, and was a bilingual reading specialist. Dr. Semingson presents at local, state, and national conferences on topics that include: literacy learning, bilingual best practices, and parental involvement.

 
Mathematics
Dr. Dora Salazar is the Assistant Director of the Center for Research in Leadership and Education, Program Director of Project TEACH, and Assistant Professor in the College of Education at Texas Tech University. She holds degrees from Texas Tech University in Lubbock, Texas. Dr. Salazar has held university faculty appointments at Texas Woman’s University and the University of Texas—Pan American. Her research interests include online teacher preparation program models, and certification issues regarding out-of-state and foreign credential teachers. Dr. Salazar has received several grants to prepare bilingual and ESL teachers in Texas. Dr. Salazar has a combined 20 years of teaching experience in bilingual classrooms and at the college level.

 
Mr. Jason L. Wardlaw is a Ph.D. student in Electrical Engineering at Texas A&M University-
College Station. He holds degrees from Tarrant County College and Texas A&M University-College Station. Mr. Wardlaw has been a Teaching Assistant and Assistant Lecturer for the Department of Electrical and Computer Engineering at Texas A&M University from 2005-2008. During the 2008–2009 academic year, he was involved in a National Science Foundation (NSF) GK-12 program for enhancing Science, Technology, Engineering, and Mathematics (STEM) awareness in rural middle school classes.
 
Social Studies
Dr. Annette Torres Elías
is an Assistant Professor of Bilingual/ESL Education at the Texas Wesleyan University in Fort Worth. Dr. Torres Elías holds degrees from the University of Puerto Rico and Texas Woman’s University. She has over 15 years of experience as an educator serving students, parents, and educators as a Bilingual/ESL teacher, Bilingual/ESL PK-12th district coordinator, early literacy program coordinator, and university instructor. She is interested in issues dealing with Bilingual/ESL education, teacher preparation, professional development, language acquisition, and early literacy.

Science
Dr. Ann Cavallo
is a Professor and Associate Dean of Teacher of Education at the University
of Texas at Arlington, and Director of science education programs in the College of Education. She holds degrees from Niagara University and Syracuse University. She taught middle and high school science prior to earning her graduate degrees. She has held university faculty appointments at the University of Oklahoma, the University of California-Davis, and Wayne State University. Dr. Cavallo has over 30 publications in internationally and nationally refereed journals, a book and several book chapters. Dr. Cavallo has made over 60 presentations at professional conferences, and has secured more than $3 million in grants to support her work.

 
Dr. Patricia A. Gómez is an Assistant Professor in the College of Education Department of Bilingual Education at Texas A&M University-Kingsville. She holds degrees from Texas A&M University-Corpus Christi in Corpus Christi, and Texas A&M University-Kingsville. She has published in the areas of dual literacy instruction, dual language program implementation and science education for English language learners. Dr. Gómez has over 20 years of teaching experience at the elementary, high school, and college levels. She has taught in Spain and Texas.

 
Visual Arts
Dr. Jill Fox
is an Associate Professor and Director of the EC-6 program in the College of Education at the University of Texas at Arlington. She holds degrees from Western Kentucky University, Texas Woman’s University and University of North Texas. Prior to coming to the University of Texas at Arlington, Dr. Fox held university a faculty appointments at Virginia Commonwealth University. She has to her credit several journal articles, books and book chapters at the national and international levels. Her research interests include visual art and young children, program development and school-university partnerships. Dr. Fox has been a teacher educator in both Virginia and Texas.
 
Music
Dr. Diane Lange
is an Associate Professor and Area Coordinator of Music Education at The University of Texas at Arlington where she oversees the music education area and teaches courses in Early Childhood and Elementary Music Education. She holds degrees from Michigan State University and Central Michigan University. She has published the book Together in Harmony: Combining Orff Schulwerk and Music Learning Theory, a chapter on combining Music Learning Theory and Orff Schulwerk that appeared in Music Learning Theory: Theory in Practice and several articles in General Music Today. Also, she is a co-author for Jump Right in: the Elementary Music Curriculum, Grades Kindergarten and 5. Dr. Lange has taught elementary and college music for over twenty
years in Michigan, Nevada, and Texas.
 
Health and Physical Education
Dr. Larry P. Nelson is an Assistant Professor at the University of Texas at Arlington and the All-Level Teacher Certification Program Director in the Department of Kinesiology. He holds degrees from Colorado State University and the University of Northern Colorado. He has published in the areas of Physical Education Teacher Effi cacy, Program Measurement and Evaluation, Resiliency Profiling, and Service-Learning. In his 13 years of service, Dr. Nelson has procured over $350,000 of grants and contracts, and has won numerous teaching awards.

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Customer Reviews

This is a great tool to use!
Sondi
The diagnostic test does a good job at assessing your weaker areas.
Edugator12
This is a great study guide!
Kelly

Most Helpful Customer Reviews

50 of 50 people found the following review helpful By Sexy Lexi on March 25, 2011
Format: Paperback
I purchased this book at Barne's and Noble, but i felt obligated to review this item for others who need something to study for the test. First off, you should know that memorizing the facts in this book may be helpful, but you really need to understand the theory. Most of the generalist exam is asking you what is age appropriate for grade level in the different subjects. That is the most important thing to pay attention to. This book adequately gives you the information you need and if you take the practice exams a couple of times in addition to the state manual questions, you will do well. You really need to understand the logic and reasoning behind the answers. Errors aside, the book is adequate study material despite what some people are saying about it. I studied for about a week using this book and the practice manual off of the state website. I passed the first time. I hope this review helps because these are all things I wish someone had told me.
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47 of 52 people found the following review helpful By Chris on February 16, 2010
Format: Paperback Verified Purchase
I used this book as well as Preparing to Teach Texas Content Areas EC-4, and the practice exam on the ETS website. The practice tests in this manual focus on content, whereas the practice test on the ETS site focuses on application and the real exam is somewhere in between. Unfortunately, a lot of the content questions on the actual test didn't ask about content that was covered in the book, and the test's questions (especially about Math, Social Studies, and Science) were so out there, that I don't know that there's a way I could have better prepared myself for the exam. I was expecting the manual to be similar to manuals on the GRE or SAT - written by instructors who have studied the test and know what kind of things come up. Instead, this manual (as well as the EC-4 manuals) is more like a shot in the dark. However, the English portion is very useful and all of the information about teaching theories and child development are a must. And, I doubt I would have passed the test without having read a manual on it and this one is fine compared to others. I would recommend the Preparing to Teach Texas book over this one as it's questions are more similar to those on the test and it teaches you more application, along with giving you sample lesson plans.

I did pass the test with a 268, which is not great, but I'll take it (240 is the lowest passing score and 300 is the highest score possible). I also entered the test having taken no education courses and graduating with a Liberal Arts degree less than a year ago.
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17 of 17 people found the following review helpful By Blued79 on March 15, 2010
Format: Paperback
I too noticed a lot of errors, not just typos but HUGE errors. This is frustrating because I know the right answers but the program (CD) marks them wrong. One error noted is the explanation for Question # 43 for Exam 1:

Question:
"In the problem, which operation should be performed according to the order of operations? (A) Exponent, (B) Multiply, (C) Subtract, (D) Add."

Answer:
B) Multiply

Explanation:
"Using the acronym PEMDAS as a mnemonic device, to remember the order of operations, it allows us to see the that the first operation required in the problem is multiplication. That is, the acronym calls for the following order: percentages, EXPONENTS, multiplication, division, addition, and subtraction..."

BTW, the P in PEMDAS stands for parentheses, not percentage!
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7 of 7 people found the following review helpful By Courtney A. Werden on June 5, 2010
Format: Paperback Verified Purchase
This book has so many major errors that I now wonder if it will actually hurt my score rather than help it. Here are a couple examples of the errors I found:

Quoted from the text:
"According to the Texas Economic Update, if Texas were a nation, it would rank as the eighth-largest economy in the world."
In Practice Test 1 a question is asked regarding the previous information, however the explanation of the correct answer is as follows:
"In 2008, The Texas economy ranked 12th in the world."
--So which is it?

Again quoting the text:
Cubism is a "new type of art [that] represents the most direct call for the total destruction of realistic depiction."
This statement is the opposite of the actual goal of Cubism. Understanding that "realism" does not actually depict the true nature of an object/person, Cubism sought to show and understand the truth of a form in a novel manner. Cubists believed that in the same way a map inaccurately represents a landmass, "realism" only showed a single angle and compressed the three-dimensional object into two-dimensions. Cubism attempted to remedy this by allowing the viewer to see the form from multiple angles and sometimes in motion. The goal of Cubism wasn't to destroy realistic depiction, it was to redefine and expand it.

Also, in a list of major 20th century art movements, the book lists only Surrealism, Cubism, Muralists, Photorealism and Graffiti. I know that the text must limit and condense, but was the Graffiti movement more influential than Abstract Expressionism, Minimalism, Installation Art or Conceptual Art?

Finally, there are countless editorial errors, including another occasion where the answer key gives the wrong answer.
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