Primary and middle schools Books

Book SynopsisTony Eaude argues that the foundations of a robust but flexible identity are formed in early childhood and that children live within many intersecting and sometimes conflicting cultures. He considers three meanings of culture, associated with (often implicit) values and beliefs; the arts; and spaces for growth. In exploring how young children's identities, as constructed and constantly changing narratives, are shaped, he discusses controversial, intersecting factors related to power in terms of race/ethnicity, gender, religion, class, physical ability and age. Eaude explores how young children learn, often tacitly, highlighting reciprocity, example, habituation and children's agency and voice. He emphasises the importance of a sense of belonging, created through trusting relationships, and inclusive environments, with adults drawing on and extending children's cultural capital and funds of knowledge.' Eaude shows how a holistic education requires a breadth of opportunities across andTrade ReviewThe sheer sweep of the coverage is certainly impressive ... A carefully constructed text, drawing incisively on a wealth of literature and enhanced by the personal voice of an author with a substantial career in teaching behind him. It also has the virtue of offering us an enlightened vision of what education can be about, culturally sensitive and inclusive in ethos. * Education 3-13 *Essential reading ... Eaude’s careful presentation of issues facing children is staggering. * International Journal of Children's Spirituality *[An] insightful discussion of the roles that gender, class, and race play in shaping young children's identities. * Religious Education *An insightful discussion of the roles gender, class, and race play in shaping identity and how adults can best support all children as they grow and learn. Eaude’s education model rooted in virtue ethics is a timely response to anxieties about preparing students to live in a diverse world. * Karen-Marie Yust, Rowe Professor of Christian Education, Union Presbyterian Seminary, USA *In an increasingly changing and uncertain world in which people’s identities are constructed and fluid, Tony Eaude's book is essential reading for anyone who works and interacts with children. * Brendan Hyde, Associate Professor, BBI - Australian Institute of Theological Education, Australia *In an era when identity and culture have become so important in schools and wider society it is extremely good to find a text that addresses these issues in a thoughtful, articulate and positive way as well as considering some of the practical implications for teachers. This is a text that we should welcome. * Mark Brundrett, Professor of Education, Liverpool John Moores University, UK *Identity, Culture and Belonging is an intentionally accessible text, avoiding overwrought academic jargon all the while warranting claims with empirical and theoretical evidence. Throughout, Eaude impressively addresses several key scholarly tensions regarding how children learn ... this is a fantastic text with significant contributions to the field. * Teachers College Record *It is an invaluable tool of inquiry in further implementing culturally responsive curriculum and pedagogies that facilitate the healthy transition for children and youth into adulthood. * Children & Society *This book is much needed for the times in which we live ... Tony Eaude has drawn extensively on writing and research to identify and discuss many relevant issues ... this book is a welcome addition to the literature and provides an excellent source of ideas and information for parents and educators who are striving to help their children to grow into wholesome and inclusive people who are comfortable with their multiple identities so that they can find their place in the worlds they inhabit. * Journal of Beliefs & Values: Studies in Religion & Education *Table of ContentsAcknowledgements Introduction Part I: Identity and Culture in a World of Uncertainty 1. Exploring Identity and Culture 2. Thinking Through the Intersections of Identity and Culture 3. Understanding the Changing Social, Cultural and Educational Landscape Part II: How Young Children’s Identities are Shaped 4. Constructing Identities 5. Exercising Agency, Creativity and Imagination 6. Belonging and Participating in Inclusive Environments Part III: The Implications for Adults 7. Working Towards a Holistic Approach 8. Considering the Implications for Those Outside Schools 9. Reviewing the Implications for Schools and Teachers Conclusion Glossary Bibliography Index

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Book SynopsisFriedrich Froebel (1782 ? 1852), the inventor of kindergarten, was one of the most influential educational thinkers of the 19th century. This book showcases the cutting-edge work being undertaken around the world inspired by this pioneer of early childhood education and shows the many ways in which Froebel''s work has been applied and extended. It presents a wealth of Froebelian expertise on topics including pedagogy and curriculum, history, architecture, neuroscience, peace and religious education and links Froebel''s theories to other thinkers including John Dewey, Michel Foucault, Paulo Freire, Aili Helenius and Chen Heqin. It highlights what Froebel means today in a variety of settings around the world and includes contributions from academics and practitioners based in North and South America, Europe, Australasia, Africa and Asia.

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Book SynopsisMuch of teachers' attention these days is focused on having students read closely to ferret out the author's intended meaning and the devices used to convey that meaning. But we cannot forget to guide students to have moving engagements with literature, because they need to make strong personal connections to books of merit if they are to become the next generation of readers: literate people with awareness of and concern for the diversity of human beings around them and in different times and places. Fortunately, guiding both students' personal engagement with literature and their close reading to appreciate the author's message and craft are not incompatible goals. This book enthusiastically and intelligently addresses both imperatives, first surveying what is gained when students are immersed in literature; then celebrating and explicating the main features of literature students need to understand to broaden their tastes and deepen their engagement, at the same time they meet exterTrade ReviewThis succinct text offers preservice and practicing teachers a worthy overview of the importance of making thoughtful use of children’s literature in daily instruction and directions for doing so. Divided into five chapters, the book begins with a summary of research on children’s literature, including the goals of 21st-century reading and perspectives on the ways in which students make meaning from what they read. The authors then detail various literary genres, subgenres, formats, and elements. The remaining three chapters focus on engaging students with literature in the classroom and present practical strategies for fostering a culture of reading, building classroom libraries, reading aloud, incorporating storytelling, and exploring literature in depth. There are sample activities, discussion questions, graphic organizers, and ideas for lessons and units. Lists of references, resources, and reflective prompts follow each chapter, along with a thorough recommended reading list. These extensive booklists include both classic and contemporary titles in a variety of formats and genres; diverse cultures are also represented. Full-color picture book excerpts and technology tips and expert interviews are featured throughout. Verdict: While much of the content is likely to be a review for practicing teachers and school librarians, this selection is an excellent resource for those preparing for student teaching and a useful addition to many professional collections serving elementary school educators. * School Library Journal *Thinking and Learning through Children’s Literature provides a comprehensive approach to literature instruction.... Each chapter contains extensive bibliographies of children’s literature titles, discussion questions, and additional resources. The index provides a quick and convenient reference tool. This book serves as an excellent resource for literature instruction for teachers at all levels and in all disciplines. Each chapter provides logical ‘how-to’ approaches grounded in academic research and literary theory to promote meaningful literature transactions to develop the love of reading. The titles discussed span elementary and secondary grade levels. The authors include extensive examples of ways to use children’s literature to model teaching techniques addressed throughout the text. Teachers at all levels could glean helpful information from this text to become more effective. * VOYA *This new book by Martinez, Temple and Yokota expertly combines scholarly research, theory and practical application. At the university, literacy scholars and teachers of children’s literature will use this book to guide their courses in practical ways. The straightforward explanations of scholarly work, followed by charts summarizing these studies will lead to deep understandings of complex theories about how children and books are intertwined. That alone would make me go out and purchase Thinking and Learning through Children's Literature. However, these wise authors follow such precise and easily understood discussions of scholarly work with a practical application for both young children and middle grade students. They do not stop there. These authors list a multitude of high quality children’s book titles that can be used to apply these scholarly concepts. A new syllabus unfolded for me with both children’s books and scholarly studies on the reading list for my graduate and undergraduate students. -- Sharon O’Neal, associate professor, Texas State University This succinct yet wonderfully accessible touchstone of a book offers teachers a resource that will be treasured, trusted and used. It provides an insightful selection of broadly applicable, substantive and teacher-proven strategies for engaging students with the riches of children’s literature. Acknowledging the challenges presented by the ever-shifting informational/digital/’entertainment’ context that engulfs us all, the authors seek ways to ensure our students are not simply ‘surfing the text’, but are able to dig below the surface to read a wide range of different types of books with understanding, critical sensibility, and the pleasure of discovery. Warmly invitational, this book never overwhelms. Theoretical frameworks are clearly explained and discussion always returns to the question: “So what does this mean for those who work with children?” Different genres are defined and differentiated, key aspects and elements are made plain and illuminated by examples from children’s books, and model questions are provided to help teachers highlight those features for their students. Charts offer at-a-glance overviews that teachers will find invaluable go-to refresher-references. Links are made to the relevant curricular standards. Throughout, readers are gently reminded why it matters so profoundly that our students are able to read well, and read widely, and that they choose to do so. The point, purpose and benefits to be gained through the acquisition and application of the strategies are spelled out, as are the implications for the learner and the larger community. This is a gem of a resource. Distilled to essentials, this book respects the crafting of literature, the artistry of teaching, and the potential for bringing them together in our classrooms. -- Alison Preece, Professor Emerita, Language and Literacy,Faculty of Education, University of Victoria, BC. CanadaThe authors obviously know literature, know teachers and know kids. I loved that the descriptions of the books themselves as well as the activities made ME want to go out, read. They make the sharing ideas feel visceral. A perfect book for pre-service teachers as well those of us who wish to bone up on what's new. Would love to use this with a group of teachers who are trying out ideas and bringing back their experiences for further discussion and reflection. The book makes you itchy to get into a classroom and try out the good books and good ideas described. The lively writing imbues a "can do" attitude. A book for those who care about classrooms rich in literature and conversation. It responds to standards, but is never mechanical or overly technical. It invites teachers to seamlessly blend literary, developmental and pedagogical concerns. -- E. Wendy Saul, Shopmaker Chair of Education, University of Missouri St Louis, St. Louis, MissouriTable of ContentsDedication Preface Acknowledgements Chapter One: Children and Reading Chapter Two: How Literature Works Chapter Three: Inviting Children into Literature: Classroom Libraries, Read-Alouds, and Storytelling Chapter Four: Let’s Talk about Literature Chapter Five: Literary and Content Units About the Authors

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Book SynopsisThe first comprehensive and practical all-in-one curriculum resource to integrate social-emotional learning, citizenship, children's cognitive development, and science education standards into nature-based learning for future and current PK-5 teachers.

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