Teaching of a specific subject Books

Book SynopsisMoving Beyond Personal Loss to Societal Grieving considers how secondary English language arts teachers and teacher educators can sensitively and thoughtfully teach pieces of literature in their classrooms in which large-scale deaths are a significant, if not central, aspect of the texts. As mass shootings and violence against black and brown bodies increase, and issues such as AIDS, war, and genocide remain important to discuss as part of a shared, critical, and social consciousness, this book provides resources for educators to directly tackle and discuss these topics through the texts they read in their ELA classrooms. Whether it is canonical or contemporary literature, middle grades or young adult literature, fiction, nonfiction, or graphic novels, literature provides a vehicle to have these difficult but needed conversations about not only the personal but social effects of death and grief in our society. Each chapter in this book focuses on 1-2 texts and provides practical activiTrade ReviewAn essential exploration of why books that tackle grief and violence can help students process the reality of these experiences in their lives. This book is a courageous and thoughtful compass for all teachers navigating those difficult but ultimately life-affirming waters. -- Brendan Kiely, New York Times best-selling author of All American Boys, Tradition, The Last True Love Story, and The Gospel of WinteWhen confronted by death and tragedy, I have never known a group of students who returned to school without the desire to express themselves in some way. Some yearn to speak and be heard, others prefer to listen and reflect; finding a balance between the two can be a difficult task for teachers in the classroom setting. Hence, this important book invites teachers to consider how they explore death’s social impact through literature and provides meaningful pedagogical practices that scaffold personal, emotional, and intellectual conversations about how students respond, as Dr. Maya Angelou once wrote, “when great trees fall…and when great souls die.” -- Alan Brown, Associate Professor of English Education, Wake Forest University; co-editor of Developing Contemporary Literacies through Sports: A Guide for the English Classroom (with Luke Rodesiler)Falter and Bickmore’s book urges teachers to face the topic of death and loss with students through the reading of well-selected young adult literature both fresh and familiar. In doing so, they dignify the kinds of losses young people already face, but which are usually deemed off-limits for classroom study and discussion. Chapters focus on a surprising range of topics, including a focus on the veracity of non-fictional representations of deaths like that of Emmett Till; a consideration of “spirit-murder” via systemic racism; and rethinking views of child soldiers. Each chapter pauses to ensure sensitivity and care when broaching these issues. Much gratitude for a book that honors youth enough to see their strengths and vulnerabilities as central in the curriculum. -- Sophia Tatiana Sarigianides, Associate Professor at Westfield State University, author of “‘Coerced Loss and Ambivalent Preservation’: Racial Melancholia in American Born Chinese” and Rethinking “the Adolescent” in Adolescent Literacy (with Robert Petrone & Mark Lewis)Table of ContentsForeword TBA Acknowledgements Introduction Steven T. Bickmore Part I: Grief and Facing Mortality Chapter 1- Disruption of Adolescent-Adult and Death-Life Binaries: The Experiences of Elizabeth Hall in Elsewhere Mark Lewis Chapter 2- Confronting Death and Mourning in the Liminal through Short Stories René Saldaña, Jr. Chapter 3- Mourning a Missing Generation: Using Pedro and Me to Teach the AIDS Epidemic and to ACT UP in ELA Classrooms James Joshua Coleman Part II: Murder Chapter 4- When it Feels Like Death, but It Ain’t: Spirit-murder in All American Boys Stephanie P. Jones Chapter 5- The Hate U Give: Experiencing Death and Grief in the Face of Social Justice Tiye Naeemah Cort Chapter 6- Discussing Death in Getting Away with Murder in Order to Understand a Movement Jackie Mercer Part III: Mass Tragedies Chapter 7- Finding Closure through Mockingbird: When A Community Tragedy is Personal Lindsay Schneider Chapter 8- This is Where It Ends: How Studying School Shootings from Multiple Perspectives Promotes Critical Literacy Shelly Shaffer, Amye Ellsworth, and Kellie Crawford Chapter 9- Graphic Young Adult Literature Representations of Brutalized Communities: Exploring Loss through Don Brown’s Drowned City: Hurricane Katrina & New Orleans Shelbie Witte and Jennifer S. Dail Part IV: War And Genocide Chapter 10- Discussing War-related Death and Trauma through Storytelling in The Things They Carried Gretchen Rumohr-Voskuil and Deborah Vriend Van Duinen Chapter 11- Discussing War and Death with A Separate Peace by John Knowles Leilya Pitre and Steven Bickmore Chapter 12- “We Were Dangerous, and Brainwashed to Kill”: Death and Resilience in A Long Way Gone: Memoirs of a Boy Soldier Janine Julianna Darragh and Ashley S. Boyd Chapter 13- Teaching the Act of Witnessing in Maus and Night Crystal Chen Lee and Cathlin Goulding Chapter 14- When a Character Dies: Comfort and Discomfort in Refugee Book Groups Sarah J. Donovan About the Editors About the Contributors Index

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Book SynopsisMiddle grade students can learn a great deal about themselves and their world by reading informative texts in science courses. These texts will focus on important topics in earth science, life science, and physical science and shape students' understandings about scientific inquiry, science-related processes and phenomenon, engineering and design, and technological innovations. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade science courses.This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand science textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students' learning of science content through reading. Three associated questions will be addressed in this book:?What actions do proficient readers engage in to understand assigned course texts??WhaTable of ContentsTABLE OF CONTENTSAcknowledgmentsIntroduction: Reading this BookChapter 1: Reading in the Middle GradesIntroductionReading in Middle GradesReading Beyond Middle GradesLooking Back and AheadChapter 2: The Reading CycleIntroductionThe Reading CycleProficient Reading ActionsLooking Back and AheadChapter 3: Before Reading ActionsIntroduction: Before Reading Phase ActionsClarifying One’s Goal And PurposeGenerating ExpectationsActivating KnowledgeDeveloping KnowledgeLooking Back and AheadGrounding: Before Reading Phase ActionsChapter 4: During Reading Actions IIntroduction: During Reading Phase ActionsVisualizingReading FluentlyLooking Back and AheadGrounding: During Reading Phase ActionsChapter 5: During Reading Actions IIIntroduction: During Reading Phase ActionsReading for UnderstandingInferencingLooking Back and AheadGrounding: During Reading Phase ActionsChapter 6: During Reading Actions IIIIntroduction: During Reading Phase ActionsFormulatingBuilding CoherenceLooking Back and AheadGrounding: During Reading Phase ActionsChapter 7: After Reading ActionsIntroduction: After Reading Phase ActionsSummarizingReconfiguringAssessingClarifyingLooking Back and AheadGrounding: After Reading Phase ActionsChapter 8: Mediational PracticesIntroductionPreviously Showcased PracticesBefore Reading Mediational PracticesAfter Reading Mediational PracticesMulti-Phase Mediational PracticesSelection Guide and Further ReadingReferencesAbout the Author

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Book SynopsisMiddle grade students can learn a great deal about themselves and their world by reading informative texts in science courses. These texts will focus on important topics in earth science, life science, and physical science and shape students' understandings about scientific inquiry, science-related processes and phenomenon, engineering and design, and technological innovations. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade science courses.This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand science textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students' learning of science content through reading. Three associated questions will be addressed in this book:?What actions do proficient readers engage in to understand assigned course texts??WhaTable of ContentsTABLE OF CONTENTSAcknowledgmentsIntroduction: Reading this BookChapter 1: Reading in the Middle GradesIntroductionReading in Middle GradesReading Beyond Middle GradesLooking Back and AheadChapter 2: The Reading CycleIntroductionThe Reading CycleProficient Reading ActionsLooking Back and AheadChapter 3: Before Reading ActionsIntroduction: Before Reading Phase ActionsClarifying One’s Goal And PurposeGenerating ExpectationsActivating KnowledgeDeveloping KnowledgeLooking Back and AheadGrounding: Before Reading Phase ActionsChapter 4: During Reading Actions IIntroduction: During Reading Phase ActionsVisualizingReading FluentlyLooking Back and AheadGrounding: During Reading Phase ActionsChapter 5: During Reading Actions IIIntroduction: During Reading Phase ActionsReading for UnderstandingInferencingLooking Back and AheadGrounding: During Reading Phase ActionsChapter 6: During Reading Actions IIIIntroduction: During Reading Phase ActionsFormulatingBuilding CoherenceLooking Back and AheadGrounding: During Reading Phase ActionsChapter 7: After Reading ActionsIntroduction: After Reading Phase ActionsSummarizingReconfiguringAssessingClarifyingLooking Back and AheadGrounding: After Reading Phase ActionsChapter 8: Mediational PracticesIntroductionPreviously Showcased PracticesBefore Reading Mediational PracticesAfter Reading Mediational PracticesMulti-Phase Mediational PracticesSelection Guide and Further ReadingReferencesAbout the Author

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Book SynopsisMiddle grade students can learn a great deal about themselves and their world by reading informative texts in social studies courses. These texts will focus on important topics in history, geography, civics, government, and economics and offer students a range of perspectives on past and present social events. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade social studies courses.This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand social studies textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students' learning of social studies content through reading. Three associated questions will be addressed in this book:What actions do proficient readers engage in to understand assigned course texts?What do these actions entail, and how do they relate to each other?What teacher-mediated Trade ReviewAs a director of social studies programs in teacher education for almost 20 years, it is very promising to read practical pedagogical pieces of work like Don K. Philpot's Reading Actively in Middle Grades Social Stuides: Teachers and Students in Action. Philpot is able to take (action!) on the extremely difficult and daunting task of authentically and authoritatively blending the social studies with an everyday subject like reading, turning it into a compelling read that I shall recommend to my fellow colleagues. -- Jeffrey M. Hawkins, EdD, Director of Social Studies Education; Associate Professor of Urban Education, University of Wisconsin-MilwaukeeIf you’re a middle school social studies teacher looking for instructional ideas that support students as they read to learn in your discipline, this is the text for you. Philpot’s classroom examples illustrate the reading process in action by demonstrating how to engage student interest, how to address student struggles, and how to promote learning for all, as they participate in whole class and small group instructional contexts. -- Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University and Instructional Coach, Health Sciences High & Middle CollegeMiddle level educators realize the need to connect reading strategies and thinking across disciplines. This text not only provides theory and strategies with specific examples based on social studies teachers' work with content standards, there is also a deep connection to planning and assessing student learning. Every social studies teacher needs both literacy and strategies for presenting social studies content. Philpot shares exemplary samples, rationales, and tools for planning engaging lessons. This text bridges social studies planning with a thorough connection to reading practices that enhance deeper thinking. I loved how this book integrates practical reading theory and strategies with social studies lessons. In addition, the focus on intentional, rich lesson planning provides students with multiple opportunities to engage in social studies content blends what we know about the learning needs of young adolescents. Philpot gives social studies teachers multiple tools to engage young adolescents. -- Nancy Ruppert, Professor, UNCA; Past-President AMLE Board of TrusteesDon Philpot’s book, Reading Actively in Middle Grade Social Studies: Teachers and Students in Action, explains before, during, and after processes used in reading social studies texts. Social studies teachers stand to learn a lot about vocabulary, linguistic elements, text structure, and other aspects of texts that will help them help their students read for understanding. If you are a social studies teacher with students who struggle to read the textbooks in your classes, this book is for you. -- Cynthia Shanahan, Professor Emerita in Curriculum and Instruction at the University of Illinois at Chicago, former professor of Literacy, Language and Culture, Executive Director of the Council on Teacher Education, and Associate Dean of Academic Affairs at the University of Illinois at Chicago (UIC)Educators are always looking for relevant and interesting work that will challenge students to think beyond the ordinary. A work that should find its way into every classroom. -- India Meissel, 2018-2019 President of National Council for the Social StudiesTable of ContentsAcknowledgements Introduction: Reading This Book Chapter 1: Reading in the Middle Grades Chapter 2: The Reading Cycle Chapter 3: Before Reading Actions Chapter 4: During Reading Actions I Chapter 5: During Reading Actions II Chapter 6: During Reading Actions III Chapter 7: After Reading Actions Chapter 8: Mediational Practices Reference List About the Author Index

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Book SynopsisMiddle grade students can learn a great deal about themselves and their world by reading informative texts in social studies courses. These texts will focus on important topics in history, geography, civics, government, and economics and offer students a range of perspectives on past and present social events. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade social studies courses.This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand social studies textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students' learning of social studies content through reading. Three associated questions will be addressed in this book:What actions do proficient readers engage in to understand assigned course texts?What do these actions entail, and how do they relate to each other?What teacher-mediated Trade ReviewAs a director of social studies programs in teacher education for almost 20 years, it is very promising to read practical pedagogical pieces of work like Don K. Philpot's Reading Actively in Middle Grades Social Stuides: Teachers and Students in Action. Philpot is able to take (action!) on the extremely difficult and daunting task of authentically and authoritatively blending the social studies with an everyday subject like reading, turning it into a compelling read that I shall recommend to my fellow colleagues. -- Jeffrey M. Hawkins, EdD, Director of Social Studies Education; Associate Professor of Urban Education, University of Wisconsin-MilwaukeeIf you’re a middle school social studies teacher looking for instructional ideas that support students as they read to learn in your discipline, this is the text for you. Philpot’s classroom examples illustrate the reading process in action by demonstrating how to engage student interest, how to address student struggles, and how to promote learning for all, as they participate in whole class and small group instructional contexts. -- Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University and Instructional Coach, Health Sciences High & Middle CollegeMiddle level educators realize the need to connect reading strategies and thinking across disciplines. This text not only provides theory and strategies with specific examples based on social studies teachers' work with content standards, there is also a deep connection to planning and assessing student learning. Every social studies teacher needs both literacy and strategies for presenting social studies content. Philpot shares exemplary samples, rationales, and tools for planning engaging lessons. This text bridges social studies planning with a thorough connection to reading practices that enhance deeper thinking. I loved how this book integrates practical reading theory and strategies with social studies lessons. In addition, the focus on intentional, rich lesson planning provides students with multiple opportunities to engage in social studies content blends what we know about the learning needs of young adolescents. Philpot gives social studies teachers multiple tools to engage young adolescents. -- Nancy Ruppert, Professor, UNCA; Past-President AMLE Board of TrusteesDon Philpot’s book, Reading Actively in Middle Grade Social Studies: Teachers and Students in Action, explains before, during, and after processes used in reading social studies texts. Social studies teachers stand to learn a lot about vocabulary, linguistic elements, text structure, and other aspects of texts that will help them help their students read for understanding. If you are a social studies teacher with students who struggle to read the textbooks in your classes, this book is for you. -- Cynthia Shanahan, Professor Emerita in Curriculum and Instruction at the University of Illinois at Chicago, former professor of Literacy, Language and Culture, Executive Director of the Council on Teacher Education, and Associate Dean of Academic Affairs at the University of Illinois at Chicago (UIC)Educators are always looking for relevant and interesting work that will challenge students to think beyond the ordinary. A work that should find its way into every classroom. -- India Meissel, 2018-2019 President of National Council for the Social StudiesTable of ContentsAcknowledgements Introduction: Reading This Book Chapter 1: Reading in the Middle Grades Chapter 2: The Reading Cycle Chapter 3: Before Reading Actions Chapter 4: During Reading Actions I Chapter 5: During Reading Actions II Chapter 6: During Reading Actions III Chapter 7: After Reading Actions Chapter 8: Mediational Practices Reference List About the Author Index

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Book SynopsisThis book focuses on English teacher educators' experiences concerning professionalization and teacher identity. The term professionalization, itself, can be problematized (Popkewitz, 1994), as it connotes adherence to realities to professional norms that are based within particular histories. Yet, teacher educators must confront how to mentor prospective teachers into the field and how changes to the field manifest changes to what it means to be a professional. In research about changes in English teacher education over the past twenty years, Pasternak, Caughlan, Hallman, Renzi and Rush (2017) presented five distinct foci of ELA programs that have evolved: 1) changes to field experiences within teacher education programs, 2) altered conceptions of teaching literature and literacy within the context of ELA, 3) increased adherence to standardization, 4) changing demographics of students in K-12 classrooms, and 5) increased expectations for use of technology within ELA. These foci impactTrade ReviewAt a time when we need to actively recruit, fully prepare, and then continue to support novice English teachers, Hallman, Pastore-Capuana, and Pasternak have assembled an urgent and essential volume. The contributors present critical perspectives and rich dialogue around topics such as culturally sustaining pedagogies, technology integration, and handling the day-to-day stresses of classroom life. As an occasion for rethinking their methods courses—as well as the design of student teaching experiences—English educators can use this book to examine the social, emotional, and intellectual demands placed on our teacher candidates, and how we can respond to those challenges with empathy, tenacity, and hope. -- Troy Hicks, professor of English & Education, Central Michigan University, author, Crafting Digital Writing (2013) & Because Digital Writing Matters (2010)As teacher candidates work their way toward a license and a career, they each strive to define a viable persona. The methods class can support or inhibit this effort, especially when the methods class operates within institutional constraints that can seem counter to the goals of the course. The many contributors to Possibilities, Challenges, and Changes in English Teacher Education Today explore the intentions, efforts, and tensions common to the methods class. The essays in this collection, and the responses to them, reveal the complexities involved in using the methods class to foster a keen sense of professional identity that ultimately advances the cognitive, social, and emotional development of learners. -- Thomas M. McCann, professor of English, Northern Illinois UniversityPossibilities, Challenges, and Changes in English Teacher Education Today: Exploring Identity and Professionalization is a critical contribution to the field of English education today, as it is grounded in robust research and theory with immediately practical applications to consider. Written by researchers in the field who possess decades of experience working with preservice and inservice ELA teachers, each chapter offers teacher educators and their methods students a critical space to examine, problem-solve, and navigate the myriad possibilities, potential challenges, and current changes in English education so that all students have equitable opportunities to succeed in the classroom and their communities. As a collection, this powerful work offers a valuable mosaic of much needed professional advice for the field and provides the promise of hope and growth in authentic ways. -- Nicole Sieben, Assistant Professor, Secondary English Education, SUNY College at Old WestTable of ContentsAcknowledgements Editors’ Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts Teachers’ Professional Roles and Identities Chapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English Education Amber Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J. McBee Orzulak Chapter 2: ‘It’s Just Not What I Thought It Would Be:’ Novice Teachers Navigating Tensions in Identity Katharine Covino A Response to Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike Cook Section II: External Pressures on Teachers’ Professionalization Chapter 4: Writing Problems and Promises in Standardized Teacher Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A Response to Chapter 4 Connor K. Warner Chapter 5: Changing English: Technology and its Impact on the Teaching of English Education Donna L. Pasternak A Response to Chapter 5 Julie Bell Chapter 6: ‘We Need to Go Next Door and Talk about Our Lessons’: One State’s Context and Collaboration around Standards-Based Reform Lara Searcy and Christian Z. Goering A Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and Reflection Meaningful for English Teacher Candidates Julie Bell A Response to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond English Language Arts: Challenges to our Profession Chapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie Shoffner Chapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About the Contributors Index

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Book SynopsisThis book focuses on English teacher educators' experiences concerning professionalization and teacher identity. The term professionalization, itself, can be problematized (Popkewitz, 1994), as it connotes adherence to realities to professional norms that are based within particular histories. Yet, teacher educators must confront how to mentor prospective teachers into the field and how changes to the field manifest changes to what it means to be a professional. In research about changes in English teacher education over the past twenty years, Pasternak, Caughlan, Hallman, Renzi and Rush (2017) presented five distinct foci of ELA programs that have evolved: 1) changes to field experiences within teacher education programs, 2) altered conceptions of teaching literature and literacy within the context of ELA, 3) increased adherence to standardization, 4) changing demographics of students in K-12 classrooms, and 5) increased expectations for use of technology within ELA. These foci impactTrade ReviewAt a time when we need to actively recruit, fully prepare, and then continue to support novice English teachers, Hallman, Pastore-Capuana, and Pasternak have assembled an urgent and essential volume. The contributors present critical perspectives and rich dialogue around topics such as culturally sustaining pedagogies, technology integration, and handling the day-to-day stresses of classroom life. As an occasion for rethinking their methods courses—as well as the design of student teaching experiences—English educators can use this book to examine the social, emotional, and intellectual demands placed on our teacher candidates, and how we can respond to those challenges with empathy, tenacity, and hope. -- Troy Hicks, professor of English & Education, Central Michigan University, author, Crafting Digital Writing (2013) & Because Digital Writing Matters (2010)As teacher candidates work their way toward a license and a career, they each strive to define a viable persona. The methods class can support or inhibit this effort, especially when the methods class operates within institutional constraints that can seem counter to the goals of the course. The many contributors to Possibilities, Challenges, and Changes in English Teacher Education Today explore the intentions, efforts, and tensions common to the methods class. The essays in this collection, and the responses to them, reveal the complexities involved in using the methods class to foster a keen sense of professional identity that ultimately advances the cognitive, social, and emotional development of learners. -- Thomas M. McCann, professor of English, Northern Illinois UniversityPossibilities, Challenges, and Changes in English Teacher Education Today: Exploring Identity and Professionalization is a critical contribution to the field of English education today, as it is grounded in robust research and theory with immediately practical applications to consider. Written by researchers in the field who possess decades of experience working with preservice and inservice ELA teachers, each chapter offers teacher educators and their methods students a critical space to examine, problem-solve, and navigate the myriad possibilities, potential challenges, and current changes in English education so that all students have equitable opportunities to succeed in the classroom and their communities. As a collection, this powerful work offers a valuable mosaic of much needed professional advice for the field and provides the promise of hope and growth in authentic ways. -- Nicole Sieben, Assistant Professor, Secondary English Education, SUNY College at Old WestTable of ContentsAcknowledgements Editors’ Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: English Language Arts Teachers’ Professional Roles and Identities Chapter 1: Engaging Preservice Teachers in Productive Struggle Through Antideficit English Education Amber Warrington and Michelle Fowler-Amato A Response to Chapter 1 Melinda J. McBee Orzulak Chapter 2: ‘It’s Just Not What I Thought It Would Be:’ Novice Teachers Navigating Tensions in Identity Katharine Covino A Response to Chapter 2 Amber Warrington and Michelle Fowler-Amato Chapter 3: The Potential of Problematic Practice: Educating Teachers for the Secondary ELA Classroom Melanie Shoffner A Response to Chapter 3 Brandon Sams and Mike Cook Section II: External Pressures on Teachers’ Professionalization Chapter 4: Writing Problems and Promises in Standardized Teacher Performance Assessment Sarah Hochstetler and Melinda J. McBee Orzulak A Response to Chapter 4 Connor K. Warner Chapter 5: Changing English: Technology and its Impact on the Teaching of English Education Donna L. Pasternak A Response to Chapter 5 Julie Bell Chapter 6: ‘We Need to Go Next Door and Talk about Our Lessons’: One State’s Context and Collaboration around Standards-Based Reform Lara Searcy and Christian Z. Goering A Response to Chapter 6 Jessica Gallo Chapter 7: Making Video Recording and Reflection Meaningful for English Teacher Candidates Julie Bell A Response to Chapter 7 Christian Z. Goering and Seth D. French Section III: Beyond English Language Arts: Challenges to our Profession Chapter 8: More than left, right, up, down: Teaching Tensions in Non-ELA Literacy Methods Courses Jeff Spanke and Chea Parton A Response to Chapter 8 Melanie Shoffner Chapter 9: Learning from Interns Who Leave the Profession: Emotional Labor and the Limits of the Methods Course Brandon Sams and Mike Cook A Response to Chapter 9 Jeremy Glazer Chapter 10: Training for the Unsustainable: The Need to Consider Attrition in ELA Teacher Preparation Jeremy Glazer A Response to Chapter 10 Jeff Spanke About the Editors About the Contributors Index

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Book SynopsisThis book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The book features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences. Multiple perspectives from those involved in teaching methods courses within English language arts teacher education programs are presented as a way to dialogue about current and future challenges. Dialogue is sustained throughout the book, as each chapter includes an adjacent response that prompts readers to ask further questions about the chapter's content. Content with the chapters in the book focus on describing a tension or dilemma that the author faced when teaching the middle/secondary ELA methods course or adjacent field experience. Discussion in the chapters' responses highlights the importance of the field's history and its present response to the tensioTrade ReviewEnglish teacher educators struggle to resolve tensions between teacher preparation and classroom experience; they help preservice English teachers move toward resolution on those issues as well. This book provides a thoughtful, inspired, and analytical discussion of some of these tensions, and is particularly well situated to assist both new and experienced English teacher educators with this puzzling and difficult work. The book is both a mirror and a ladder: the discussion between chapter authors and respondents mirrors the values placed in our field on discussion and collaboration, while the content of the chapters and responses will provide a helpful assist to English teacher educators. The tensions addressed in our work and in this book are many — the chapters here will provide new direction and ideas for any English teacher educator who takes it up. -- Leslie S. Rush, director, School of Teacher Education; associate dean, undergraduate programs, University of WyomingThis is a clear-eyed and thoughtful examination of critical problems identified by English teacher educators who wish to prepare teachers for classrooms as they are, not as we wish they were. The list of teacher educators and the experience and wide-reading they bring to the tensions explored validates our entire profession: we seek to negotiate messy and complicated truths to educate young people for the future. This book is an important tool for that quest. -- Ken Lindblom, professor of English, Stony Brook University (SUNY)Amidst the changing field of English education, Using Tension as a Resource offers a variety of enlightening and informative perspectives that recognize the complexity of our work in the field. The chapters provide invaluable ideas for extending the learning of our pre-service teachers beyond the university and into the communities of the students with whom they will work. -- Ashley S. Boyd, assistant professor, English education, Washington State UniversityTable of ContentsAcknowledgments Editors’ Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: Frameworks for English Education Chapter 1: Educating Teachers for Critical Pragmatism: Methods as a “Conceptual Home Base” Lauren Gatti, Sarah Thomas, Jessica Masterson, Robert Brooke, and Rachael Wendler-Shah A Response to Chapter 1 Melissa Schieble Chapter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice Teaching Terri L. Rodriguez A Response to Chapter 2 Allison Wynhoff Olsen Chapter 3: Exploring Tensions During Critical Conversations about Race in English Education Amy Vetter and Melissa Schieble A Response to Chapter 3 Lauren Gatti Section II: Practices in English Education Chapter 4: Writing in and for the 21st Century: Crossing Digital and Multimodal Thresholds in ELA Methods Courses Amber Jensen A Response to Chapter 4 Mike Metz Chapter 5: Moving Pre-service English Majors from Egocentric to Sociocentric Readings Crag Hill A Response to Chapter 5 Christopher M. Parsons Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of Louise M. Rosenblatt Sue Ringler Pet A Response to Chapter 6 Crag Hill Chapter 7: Teacher Candidates’ Perspectives on Tensions within the Methods-Based Field Experience Christopher M. Parsons A Response to Chapter 7 Laura A. Renzi Section III: Communities of English Education Chapter 8: English Education Methods Courses as Sites of Induction into English Teacher Communities of Practice James Cercone and Kristen Pastore-Capuana A Response to Chapter 8 Amber Jensen Chapter 9: Tensions in ELA Field Experiences: Service-learning Initiatives in Rural Contexts Allison Wynhoff Olsen A Response to Chapter 9 Jamie M. Collins Chapter 10: A Teaching Mythology: Disrupting the Tutor/Teacher Dichotomy Heidi L. Hallman and Melanie N. Burdick A Response to Chapter 10 Terri L. Rodriguez About the Editors About the Contributors Index

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Book SynopsisThis book focuses on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The book features chapters that grapple with the historical legacies of influence on methods/pedagogy as well as contemporary challenges in teaching methods courses alongside field experiences. Multiple perspectives from those involved in teaching methods courses within English language arts teacher education programs are presented as a way to dialogue about current and future challenges. Dialogue is sustained throughout the book, as each chapter includes an adjacent response that prompts readers to ask further questions about the chapter's content. Content with the chapters in the book focus on describing a tension or dilemma that the author faced when teaching the middle/secondary ELA methods course or adjacent field experience. Discussion in the chapters' responses highlights the importance of the field's history and its present response to the tensioTrade ReviewEnglish teacher educators struggle to resolve tensions between teacher preparation and classroom experience; they help preservice English teachers move toward resolution on those issues as well. This book provides a thoughtful, inspired, and analytical discussion of some of these tensions, and is particularly well situated to assist both new and experienced English teacher educators with this puzzling and difficult work. The book is both a mirror and a ladder: the discussion between chapter authors and respondents mirrors the values placed in our field on discussion and collaboration, while the content of the chapters and responses will provide a helpful assist to English teacher educators. The tensions addressed in our work and in this book are many — the chapters here will provide new direction and ideas for any English teacher educator who takes it up. -- Leslie S. Rush, director, School of Teacher Education; associate dean, undergraduate programs, University of WyomingThis is a clear-eyed and thoughtful examination of critical problems identified by English teacher educators who wish to prepare teachers for classrooms as they are, not as we wish they were. The list of teacher educators and the experience and wide-reading they bring to the tensions explored validates our entire profession: we seek to negotiate messy and complicated truths to educate young people for the future. This book is an important tool for that quest. -- Ken Lindblom, professor of English, Stony Brook University (SUNY)Amidst the changing field of English education, Using Tension as a Resource offers a variety of enlightening and informative perspectives that recognize the complexity of our work in the field. The chapters provide invaluable ideas for extending the learning of our pre-service teachers beyond the university and into the communities of the students with whom they will work. -- Ashley S. Boyd, assistant professor, English education, Washington State UniversityTable of ContentsAcknowledgments Editors’ Introduction Heidi L. Hallman, Kristen Pastore-Capuana, and Donna L. Pasternak Section I: Frameworks for English Education Chapter 1: Educating Teachers for Critical Pragmatism: Methods as a “Conceptual Home Base” Lauren Gatti, Sarah Thomas, Jessica Masterson, Robert Brooke, and Rachael Wendler-Shah A Response to Chapter 1 Melissa Schieble Chapter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice Teaching Terri L. Rodriguez A Response to Chapter 2 Allison Wynhoff Olsen Chapter 3: Exploring Tensions During Critical Conversations about Race in English Education Amy Vetter and Melissa Schieble A Response to Chapter 3 Lauren Gatti Section II: Practices in English Education Chapter 4: Writing in and for the 21st Century: Crossing Digital and Multimodal Thresholds in ELA Methods Courses Amber Jensen A Response to Chapter 4 Mike Metz Chapter 5: Moving Pre-service English Majors from Egocentric to Sociocentric Readings Crag Hill A Response to Chapter 5 Christopher M. Parsons Chapter 6: Powerful Influence and Absurd Neglect: The Legacy of Louise M. Rosenblatt Sue Ringler Pet A Response to Chapter 6 Crag Hill Chapter 7: Teacher Candidates’ Perspectives on Tensions within the Methods-Based Field Experience Christopher M. Parsons A Response to Chapter 7 Laura A. Renzi Section III: Communities of English Education Chapter 8: English Education Methods Courses as Sites of Induction into English Teacher Communities of Practice James Cercone and Kristen Pastore-Capuana A Response to Chapter 8 Amber Jensen Chapter 9: Tensions in ELA Field Experiences: Service-learning Initiatives in Rural Contexts Allison Wynhoff Olsen A Response to Chapter 9 Jamie M. Collins Chapter 10: A Teaching Mythology: Disrupting the Tutor/Teacher Dichotomy Heidi L. Hallman and Melanie N. Burdick A Response to Chapter 10 Terri L. Rodriguez About the Editors About the Contributors Index

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Book SynopsisThe digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world?This book shares practices across levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices.Table of ContentsSeries Preface Dominic Scibilia Foreword Antero Garcia Introduction Kristen Hawley Turner Section 1: Ethical Contexts Chapter 1: Meditation Nicole Mirra Chapter 2: Access, Readiness, and the Ethical Imperative of Advocacy Lauren King and Kristen Hawley Turner Chapter 3: Seeing Each Other Ethically Online Derek Burtch and Amanda Gordon Section Reflection Kristen Hawley Turner Section 2: Ethical Selves Chapter 4: Meditation Sara B. Kajder Chapter 5: The Ethical Mandate for Shaping Digital Footprints: Reflections from Teachers Susan Luft and Paul Tomizawa Chapter 6: The Ethics of Composing: Identity Performances in Digital Spaces Brandon Sams and Mike P. Cook Chapter 7: Creatures of Habit: Self Reflexive Practices as an Ethical Pathway to Digital Literacy Andrea L. Zellner and Leigh Graves Wolf Section Reflection Kristen Hawley Turner Section 3: Ethical Communities Chapter 8: Meditation W. Ian O’Byrne Chapter 9: Creating Online Communities: Fostering Understanding of Ethics and Digital Citizenship Jade Feliciano Chapter 10: Moving Beyond Troll Rhetoric and Facilitating Productive Online Discourse Priscilla Thomas and Alex Corbitt Chapter 11: Fostering Cosmopolitan Dispositions through Collaborative Classroom Activities: Ethical Digital Engagement of K-12 Learners Aaron R. Gierhart, Sarah Bonner, Anna Smith, and Robyn Seglem Chapter 12: Online with Intention: Promoting Digital Health and Wellness in the Classroom Lauren Zucker and Nicole Damico Section Reflection Kristen Hawley Turner Section 4: Ethical Stances Chapter 13: Meditation Troy Hicks Chapter 14: Designing for Power, Agency, and Equity in Digital Literacies: New Tools, Same Problems Katie Henry and Bud Hunt Chapter 15: Educators discussing ethics, equity, and literacy through collaborative annotation Jeremiah H. Kalir and Joe Dillon Chapter 16: “It’s Whatever”: Students’ Digital Literacy Experiences in a Title 1 High School Lisa Scherff Section Reflection Kristen Hawley Turner Section 5: Ethical Practice Chapter 17: Meditation Renee Hobbs Chapter 18: “Where did I find that?” Helping Students Develop Ethical Practices in Digital Writing Kristen Hawley Turner Chapter 19: Beyond quotations: Fostering Original Thinking during Research in the Digital Era Michelle C. Walker, Monica Sheehan, and Ramona Biondi Chapter 20: The Ethical Dilemma of Satire in an Era of Fake News and the Brave New World of Social Media P. L. Thomas Section Reflection Kristen Hawley Turner

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Book SynopsisThe digital era has brought many opportunities - and many challenges - to teachers and students at all levels. Underlying questions about how technologies have changed the ways individuals read, write, and interact are questions about the ethics of participation in a digital world. As users consume and create seemingly infinite content, what are the moral guidelines that must be considered? How do we teach students to be responsible, ethical citizens in a digital world?This book shares practices across levels, from teaching elementary students to adults, in an effort to explore these questions. It is organized into five sections that address the following aspects of teaching ethics in a digital world: ethical contexts, ethical selves, ethical communities, ethical stances, and ethical practices.Table of ContentsSeries Preface Dominic Scibilia Foreword Antero Garcia Introduction Kristen Hawley Turner Section 1: Ethical Contexts Chapter 1: Meditation Nicole Mirra Chapter 2: Access, Readiness, and the Ethical Imperative of Advocacy Lauren King and Kristen Hawley Turner Chapter 3: Seeing Each Other Ethically Online Derek Burtch and Amanda Gordon Section Reflection Kristen Hawley Turner Section 2: Ethical Selves Chapter 4: Meditation Sara B. Kajder Chapter 5: The Ethical Mandate for Shaping Digital Footprints: Reflections from Teachers Susan Luft and Paul Tomizawa Chapter 6: The Ethics of Composing: Identity Performances in Digital Spaces Brandon Sams and Mike P. Cook Chapter 7: Creatures of Habit: Self Reflexive Practices as an Ethical Pathway to Digital Literacy Andrea L. Zellner and Leigh Graves Wolf Section Reflection Kristen Hawley Turner Section 3: Ethical Communities Chapter 8: Meditation W. Ian O’Byrne Chapter 9: Creating Online Communities: Fostering Understanding of Ethics and Digital Citizenship Jade Feliciano Chapter 10: Moving Beyond Troll Rhetoric and Facilitating Productive Online Discourse Priscilla Thomas and Alex Corbitt Chapter 11: Fostering Cosmopolitan Dispositions through Collaborative Classroom Activities: Ethical Digital Engagement of K-12 Learners Aaron R. Gierhart, Sarah Bonner, Anna Smith, and Robyn Seglem Chapter 12: Online with Intention: Promoting Digital Health and Wellness in the Classroom Lauren Zucker and Nicole Damico Section Reflection Kristen Hawley Turner Section 4: Ethical Stances Chapter 13: Meditation Troy Hicks Chapter 14: Designing for Power, Agency, and Equity in Digital Literacies: New Tools, Same Problems Katie Henry and Bud Hunt Chapter 15: Educators discussing ethics, equity, and literacy through collaborative annotation Jeremiah H. Kalir and Joe Dillon Chapter 16: “It’s Whatever”: Students’ Digital Literacy Experiences in a Title 1 High School Lisa Scherff Section Reflection Kristen Hawley Turner Section 5: Ethical Practice Chapter 17: Meditation Renee Hobbs Chapter 18: “Where did I find that?” Helping Students Develop Ethical Practices in Digital Writing Kristen Hawley Turner Chapter 19: Beyond quotations: Fostering Original Thinking during Research in the Digital Era Michelle C. Walker, Monica Sheehan, and Ramona Biondi Chapter 20: The Ethical Dilemma of Satire in an Era of Fake News and the Brave New World of Social Media P. L. Thomas Section Reflection Kristen Hawley Turner

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Book SynopsisThe Jazz Rhythm Section introduces the basics of this very important part of the jazz ensemble. They are the foundation of any jazz group, so improving the rhythm section will result in a stronger sounding band. This book is intended to be a practical guide with chapters on each of the primary instruments in the rhythm section: bass, drums, piano and guitar. Key topics include:?Equipment and setup issues: from drum heads to bass amps to guitar pickups to mic'ing a piano on stage, each instrument presents unique equipment issues that the director must face.?Performance practice: including tips on constructing walking bass lines, learning voicings and comping rhythms and creating drummer's setup fills. Additionally, there is a chapter on the rhythm section itself that details all of the inter-relationships, suggestions for count-offs and metronome exercises that will help improve your band. The Jazz Rhythm Section is intended for novice directors, but directors of all levels will benefitTrade ReviewFumi Tomita has written The Jazz Rhythm Section, for all Band Directors that answers many important Pedagogical Questions! I recommend it to all Band Directors, as a reference guide, to a more meaningful understanding of the Roles, Function and Importance of a Jazz Rhythm Section! -- Justin DiCioccio, Jazz Artist, Performer, Conductor, Pedagogue, Clinician; Associate Dean Emeritus, Manhattan School of Music Jazz Arts ProgramThis book is a welcome addition to the subject of Jazz Pedagogy. Thorough and well laid out with clear and necessary information for anyone leading a jazz ensemble. -- Dave Rivello, Assistant Professor of Jazz and Contemporary Media - Eastman School of MusicTable of ContentsIntroduction Chapter 1: Rhythm section basics Chapter 2: Bass Chapter 3: Drum Set Chapter 4: Piano Chapter 5: Guitar Appendix A: ii-V-I Appendix B: Recordings About the Author

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Book SynopsisThe Jazz Rhythm Section introduces the basics of this very important part of the jazz ensemble. They are the foundation of any jazz group, so improving the rhythm section will result in a stronger sounding band. This book is intended to be a practical guide with chapters on each of the primary instruments in the rhythm section: bass, drums, piano and guitar. Key topics include:?Equipment and setup issues: from drum heads to bass amps to guitar pickups to mic'ing a piano on stage, each instrument presents unique equipment issues that the director must face.?Performance practice: including tips on constructing walking bass lines, learning voicings and comping rhythms and creating drummer's setup fills. Additionally, there is a chapter on the rhythm section itself that details all of the inter-relationships, suggestions for count-offs and metronome exercises that will help improve your band. The Jazz Rhythm Section is intended for novice directors, but directors of all levels will benefitTrade ReviewFumi Tomita has written The Jazz Rhythm Section, for all Band Directors that answers many important Pedagogical Questions! I recommend it to all Band Directors, as a reference guide, to a more meaningful understanding of the Roles, Function and Importance of a Jazz Rhythm Section! -- Justin DiCioccio, Jazz Artist, Performer, Conductor, Pedagogue, Clinician; Associate Dean Emeritus, Manhattan School of Music Jazz Arts ProgramThis book is a welcome addition to the subject of Jazz Pedagogy. Thorough and well laid out with clear and necessary information for anyone leading a jazz ensemble. -- Dave Rivello, Assistant Professor of Jazz and Contemporary Media - Eastman School of MusicTable of ContentsIntroduction Chapter 1: Rhythm section basics Chapter 2: Bass Chapter 3: Drum Set Chapter 4: Piano Chapter 5: Guitar Appendix A: ii-V-I Appendix B: Recordings About the Author

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Book SynopsisA Critical Black Pedagogy Reader: The Brothers Speak entails essays and speeches from leading Black men who offered critiques of Black education. This volume demonstrates that Black men have clapped back at the educational structures that have attempted to domesticate Black peoples.Trade ReviewA Critical Black Pedagogy Reader: The Brothers Speak, demonstrates the genealogy of critical pedagogy in the history of African Americans from the earliest days. This volume introduces us to the sources of the work of many men and women writing today about the need for a new pedagogy. This is a volume necessary for the current discourse on teaching in urban America. -- Molefi Kete Asante, author of Revolutionary Pedagogy: Primer for Teachers of Black ChildrenPitre has assembled principal essays, which provide, context, clarity, and critical impact related to the Africana experience. Voiced in the context of African American males, this book initiates space to engage, the continuity of disparity exhibited towards African Americans. Overall, this book is a major contribution to the: social sciences, humanities, and professions. -- Kelisha B. Graves, Instructor, Fayetteville State UniversityThe selection of critical Black pedagogues and their works within this book gives educational leaders a great foundation for understanding the framework of critical Black pedagogy. The selections challenge readers to view these Black leaders in a light that focuses on liberation, equity, and justice for students, particularly those of color. -- Latrecia Allen, Assistant Principal, Owen ElementaryCritical Black Pedagogy is premised upon the notion that since Africans arrived on the shores of America, men (and women) have elucidated the purpose of education for African Americans, long before the formal construct of Critical Pedagogy was thrust to the forefront of discourse in the 1930s. The point is not to dismiss the outstanding scholarship of critical pedagogues. Rather, the intent is to highlight the fact that the unique experiences of African Americans living in a White Supremacist society require an education that must confront and expose embedded power inequities, historical dehumanization, and distorted knowledge that keeps them economically, intellectually, and socially enslaved approximately 154 years after emancipation. Black students top nearly every negative educational indices. A strong argument can be advanced that by any measure, public education has failed those students. The recognition that such a reader as this is necessary two decades into the 21st Century speaks to the urgency that is needed to properly educate African American students. This book is a must read for anyone truly concerned with transforming the lives of not just Black students but marginalized students everywhere. -- Jasmine Williams, Assistant Professor, Fayetteville State UniversityTable of ContentsSeries Foreword Abul Pitre Foreword Mwalimu Shujaa Introduction Abul Pitre Chapter 1- What to the Slave Is the Fourth of July? Frederick Douglass Chapter 2- The Awakening of the Negro Booker T. Washington Chapter 3- The Education of Black Folk W. E. B. DuBois Chapter 4- Educate Yourself Marcus Garvey Chapter 5- The Seat of the Trouble Carter G. Woodson Chapter 6- The Purpose of Education Martin Luther King Jr. Chapter 7- A Talk to Teachers James Baldwin Chapter 8- History Is a Weapon Malcolm X Chapter 9- Get Knowledge to Benefit Self Elijah Muhammad About the Editor About the Writers Index

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Book SynopsisBeing a good digital citizen means to be an ethical and responsible member of the online community. Digital citizenship is the practice and teaching to help individuals, particularly young people, know how to navigate, create, communicate and protect themselves online. As more and more technology is used in personal lives and schools, the need for digital citizenship grows.Digital Citizenship: Research and Practice from the Field provides research-based strategies that can help any educator working with technology and youth. Through experience and data collected by teaching in-depth digital citizenship classes with K-12 students, special populations and educator trainings, this book can provide real-life advice on what works, and what doesn''t. The models and advice in this title are based on prevention science. Prevention Science is the application of scientific method to prevent dysfunctional human behavior before it even starts. In addition, this book will give its readers worksheetTrade ReviewWith the pivotal roles technology and the Internet have come to play in education and in our lives, helping young people learn to navigate the online world and establish positive digital identities continues to become increasingly important. In her book, Digital Citizenship: Teaching Strategies and Practice from the Field, Carrie Rogers-Whitehead provides a comprehensive look at the need for digital citizenship education and offers many practical and sound ideas for teaching digital citizenship. The wealth of knowledge she has gained from her work with teaching digital citizenship skills, both as a librarian and digcit advocate, is shared in this wonderful reference. -- Jenny Peirce, Educational Technology Specialist, Granite School DistrictIn our continually-expanding digital environment, the need for digital citizenship education has never been greater. As educators, technology specialists, school librarians, and other influencers of students collaborate and share ideas and best practices, they can be better prepared to help students navigate their complex world. Carrie Rogers-Whitehead combines her years of experience as a librarian as well as her passion for digital citizenship education, providing provide a research-rich book that can be very helpful for such influencers. -- Michelle Linford, Executive Director, EPIK: Deliberate DigitalTable of ContentsPreface Acknowledgements Chapter 1- Current State of Digital Citizenship Chapter 2- Human Behavior is the Core of Digital Citizenship Chapter 3- Assessing Digital Citizenship Knowledge Chapter 4- Teaching Models for Digital Citizenship Chapter 5- Technology Trends Chapter 6- Teaching Digital Citizenship: Digital Communication and Media Literacy Chapter 7- Teaching Digital Citizenship: Digital Safety and Security Chapter 8- Teaching Digital Citizenship: Digital Health and Wellness Chapter 9- Teaching Digital Citizenship: Digital Commerce, Digital Rights and Responsibilities and Online Privacy Chapter 10- Making Digital Citizenship Inclusive Conclusion References Appendix A: Digital Citizenship Gap Analysis Appendix B: Robot Maze Activity Appendix C: Are you in a Bubble? Appendix D: Types of Nos Appendix E: Your Game Plan Worksheet Appendix F: Creating a Safe Password Worksheet Appendix G: Emoji Life Story & Digital Citizenship Coloring Page About the Author

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Book SynopsisBeing a good digital citizen means to be an ethical and responsible member of the online community. Digital citizenship is the practice and teaching to help individuals, particularly young people, know how to navigate, create, communicate and protect themselves online. As more and more technology is used in personal lives and schools, the need for digital citizenship grows.Digital Citizenship: Research and Practice from the Field provides research-based strategies that can help any educator working with technology and youth. Through experience and data collected by teaching in-depth digital citizenship classes with K-12 students, special populations and educator trainings, this book can provide real-life advice on what works, and what doesn''t. The models and advice in this title are based on prevention science. Prevention Science is the application of scientific method to prevent dysfunctional human behavior before it even starts. In addition, this book will give its readers worksheetTrade ReviewWith the pivotal roles technology and the Internet have come to play in education and in our lives, helping young people learn to navigate the online world and establish positive digital identities continues to become increasingly important. In her book, Digital Citizenship: Teaching Strategies and Practice from the Field, Carrie Rogers-Whitehead provides a comprehensive look at the need for digital citizenship education and offers many practical and sound ideas for teaching digital citizenship. The wealth of knowledge she has gained from her work with teaching digital citizenship skills, both as a librarian and digcit advocate, is shared in this wonderful reference. -- Jenny Peirce, Educational Technology Specialist, Granite School DistrictIn our continually-expanding digital environment, the need for digital citizenship education has never been greater. As educators, technology specialists, school librarians, and other influencers of students collaborate and share ideas and best practices, they can be better prepared to help students navigate their complex world. Carrie Rogers-Whitehead combines her years of experience as a librarian as well as her passion for digital citizenship education, providing provide a research-rich book that can be very helpful for such influencers. -- Michelle Linford, Executive Director, EPIK: Deliberate DigitalTable of ContentsPreface Acknowledgements Chapter 1- Current State of Digital Citizenship Chapter 2- Human Behavior is the Core of Digital Citizenship Chapter 3- Assessing Digital Citizenship Knowledge Chapter 4- Teaching Models for Digital Citizenship Chapter 5- Technology Trends Chapter 6- Teaching Digital Citizenship: Digital Communication and Media Literacy Chapter 7- Teaching Digital Citizenship: Digital Safety and Security Chapter 8- Teaching Digital Citizenship: Digital Health and Wellness Chapter 9- Teaching Digital Citizenship: Digital Commerce, Digital Rights and Responsibilities and Online Privacy Chapter 10- Making Digital Citizenship Inclusive Conclusion References Appendix A: Digital Citizenship Gap Analysis Appendix B: Robot Maze Activity Appendix C: Are you in a Bubble? Appendix D: Types of Nos Appendix E: Your Game Plan Worksheet Appendix F: Creating a Safe Password Worksheet Appendix G: Emoji Life Story & Digital Citizenship Coloring Page About the Author

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Book SynopsisShowcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice related to rurality. Based on the assumption that rurality is a social construct, CREP critiques deficit-laden stereotypes and renderings of rural places and people that circulate in media, popular discourse, and even education at times. In doing so, CREP opens up possibilities for educators and students to use the English classroom as a space to better understand the complex issues they face as rural people and ways to promote more nuanced and comprehensive representations of rurality. In particular, this book highlights English rural classrooms whereby students examine representations of rurality in literary and media texts; decenter dominant Table of ContentsForeword: Valerie Kinloch, PhDAcknowledgementsPreface: Robert Petrone & Allison Wynhoff Olsen Part One: Why a Critical Rural English Pedagogy?Chapter One—Moving Toward a Critical Rural English PedagogyRobert Petrone & Allison Wynhoff OlsenPart Two: Inside Rural English ClassroomsChapter Two—We Ain’t Much to Look At: Teaching about Rurality through Literary TextsAlli Behrens, Robert Petrone, & Allison Wynhoff OlsenChapter Three—Who has a “Place” in Place-Based Pedagogy?: Indigenizing Rural English Education Melissa Horner, Robert Petrone, & Allison Wynhoff OlsenChapter Four—Linking Local Communities to Critical Rural English PedagogiesElizabeth Reierson, Catherine Dorian, Robert Petrone, & Allison Wynhoff Olsen Part Three: Moving ForwardChapter Five—Re-thinking Race/ism & Rurality in English Education Robert Petrone, Melissa Horner, & Allison Wynhoff Olsen Chapter Six—Opportunities & Challenges in Moving Toward a Critical Rural English PedagogyRobert Petrone & Allison Wynhoff OlsenAppendix A: Assignment Sheet for Textbook EntryAppendix B: Student SampleIndex

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Book SynopsisShowcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice related to rurality. Based on the assumption that rurality is a social construct, CREP critiques deficit-laden stereotypes and renderings of rural places and people that circulate in media, popular discourse, and even education at times. In doing so, CREP opens up possibilities for educators and students to use the English classroom as a space to better understand the complex issues they face as rural people and ways to promote more nuanced and comprehensive representations of rurality. In particular, this book highlights English rural classrooms whereby students examine representations of rurality in literary and media texts; decenter dominant Table of ContentsForeword: Valerie Kinloch, PhDAcknowledgementsPreface: Robert Petrone & Allison Wynhoff Olsen Part One: Why a Critical Rural English Pedagogy?Chapter One—Moving Toward a Critical Rural English PedagogyRobert Petrone & Allison Wynhoff OlsenPart Two: Inside Rural English ClassroomsChapter Two—We Ain’t Much to Look At: Teaching about Rurality through Literary TextsAlli Behrens, Robert Petrone, & Allison Wynhoff OlsenChapter Three—Who has a “Place” in Place-Based Pedagogy?: Indigenizing Rural English Education Melissa Horner, Robert Petrone, & Allison Wynhoff OlsenChapter Four—Linking Local Communities to Critical Rural English PedagogiesElizabeth Reierson, Catherine Dorian, Robert Petrone, & Allison Wynhoff Olsen Part Three: Moving ForwardChapter Five—Re-thinking Race/ism & Rurality in English Education Robert Petrone, Melissa Horner, & Allison Wynhoff Olsen Chapter Six—Opportunities & Challenges in Moving Toward a Critical Rural English PedagogyRobert Petrone & Allison Wynhoff OlsenAppendix A: Assignment Sheet for Textbook EntryAppendix B: Student SampleIndex

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Book SynopsisParents and teachers know that reading aloud to children is important, and many parents of young children read aloud to them daily. However, when children start to read on their own, parents often stop reading aloud. But, the early elementary school years, when children are learning how to read on their own, is a perfect time to build vocabulary and comprehension skills through read aloud and Active Reading. Raising an Active Reader makes clear the process of learning to read, how Active Reading fits into raising strong readers, and the behaviors that adults can do to encourage strong language, comprehension, and vocabulary in children in grades K-3. This book extends on the ABCs of Active Reading (Ask Questions, Build Vocabulary, and make Connections) as they apply to older children and picture books, chapter books, and novels. Raising an Active Reader provides parents and teachers with the knowledge and skills to engage elementary school-aged children (grades K-3) in Active Reading wTable of ContentsTable of ContentsAcknowledgmentsIntroductionActive Reading: Preparing Your Child for Reading SuccessWhat is Active Reading?The Case for Read Aloud when Kids can Read on Their OwnReady to Read with Me MoreChapter 1: Keep Reading with MeActive Reading in the Early Elementary YearsElementary School-Aged Children Learn (A Lot) from Picture BooksActive Reading: Evidence-Based Bedtime ReadingRaising Active ReadersABCs of Active Reading with Elementary SchoolersA: Ask QuestionsB: Build VocabularyC: Make ConnectionsKeep Reading with MeWhat to RememberChapter 2: I Can Read on my Own!What is Reading?Reading and your Elementary-SchoolerThe Big 5: What it Takes to ReadPhonemic AwarenessPhonicsFluencyVocabularyComprehensionLanguage: The Foundation for ReadingActive Reading and the Home-School ConnectionHow do Parents Contribute to Reading Success?More Ways to Help Your Child with Reading at HomeLet’s Read!What to RememberChapter 3: Books, Books, Books: Building a Library for a Growing ReaderActive Reading Wide and DeepYour Child’s Reading “Diet”Illustrated Chapter BooksMyths, Fairy Tales, and Folk TalesYour FavoritesYour Child’s Perfect FitPoetryNonfictionBooks that are Beyond Their YearsThe Latest, Greatest BooksWindows and Mirrors: Cultivating Diversity and Empathy through BooksBooks as WindowsBooks as MirrorsBooks They Read On Their OwnLeveled ReadersMy First Chapter BooksTree Books vs. E-BooksBooks MatterWhat to RememberChapter 4: Ask QuestionsThe Importance of ConversationWhy do we Ask Questions?Asking Questions about StoriesStory QuestionsUsing Questions to Help Children Understand Difficult Texts1. What Does the Text Say?2. How Does the Text Work?3. What Does the Text Mean?4. What Does the Text Inspire You to Do?Thinking Critically about StoriesHow do Children Develop Critical Thinking?How to Raise a Critical ThinkerGet Kids to Ask QuestionsTell Me MoreWhat to RememberChapter 5: Build VocabularyVocabulary is Important, Imperative, and SignificantHow Children Learn WordsFinding Words: The Power of BooksRare WordsAcademic WordsUnderstanding PhrasesChoosing Words during Active ReadingBuilding Your Child’s Vocabulary through Active ReadingBecoming Word Learners: Developing Word ConsciousnessWords, Words, WordsWhat to RememberChapter 6: Make Connections to the Child’s World: FictionMaking Inferences: Connecting Old and New InformationCause-and-Effect InferencesRelationship InferencesHow Do You Know? Helping Children Make InferencesMaking PredictionsRemember to Circle BackWhat if My Child’s Prediction Makes No Sense?Connecting with Stories to Learn about the WorldUsing Fiction to Help Children Connect to Tough TopicsConnect to Your Child’s WorldChapter 7:Making Connections to Nonfiction TextNonfiction and 3rd Grade ReadingThe Challenge of Reading NonfictionBackground KnowledgeText StructureAcademic VocabularyBackground Knowledge: The Backbone for Understanding NonfictionBuild Background Knowledge: Read Wide and DeepHow to Encourage Wide and Deep ReadingTalk about Nonfiction Book StructureText FeaturesApplying the ABCs of Active Reading to NonfictionGetting Started: Book WalksAsk Questions about NonfictionBefore ReadingDuring ReadingAfter ReadingBuilding Vocabulary with NonfictionMake Connections to NonfictionConnect with Nonfiction TextWhat to RememberChapter 8: Active Reading with Chapter Books and NovelsWhat Makes Chapter Books and Novels Special?Choosing Chapter Books and Novels to Read TogetherChoosing Chapter Books for Your Child to Read On Their OwnThe ABCs of Active Reading Chapter Books and NovelsAsk QuestionsStory Grammar QuestionsVisualizing What We ReadBuild VocabularyMake ConnectionsMake Connections with Background KnowledgeMake Connections From Scene to SceneMake Connections with Characters, Events, and FeelingsRaising a Novel ReaderActive Reading with Longer StoriesWhat to RememberChapter 9: Active Reading and the Struggling ReaderHow Kids Struggle with ReadingWord ReadingFluencyComprehensionWhat Kids Who Struggle with Reading Need in Grades K-2Perfect PracticeBuild StaminaWhen Children Struggle to Make InferencesModel How to VisualizeReread Important SectionsWork at the Sentence LevelBuild a BridgeUse Wordless Picture BooksActive Reading with Struggling ReadersMore Ways to Support a Child Who Struggles with ReadingRaising Active ReadersWhat to RememberChapter 10: Raising an Active ReaderActive Readers beyond 3rd GradeKeep Your Child ReadingTaking the ABCs of Active Reading beyond BooksAsk QuestionsBuild VocabularyMake ConnectionsDevelop Your Child’s Interests and PassionsKeeping Read Aloud Alive in Your FamilyAppendix A: Book ListsAppendix B: Frequently Asked QuestionsReferencesAbout the Author

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Book SynopsisNobody is born a musician. Rather, people become musical. They do so through the right experiences as children, and with the right kind of support from the adults in their lives. Most teachers and parents believe that music can be a powerful a gift to kids. Ideally it becomes a lifelong gift, rather than merely a pastime of childhood to be reminisced about later. Unfortunately, not all music educational experiences produce a lasting musicianship. This book shares how learning experiences can be made more relevant, practical, and real world for young people studying music. With such experiences, kids can be on their way to becoming real musicians, defined as people whose musical skills allow them to leading musically active lives, whether music making is their profession or a personally-fulfilling part of their leisure time.Trade ReviewAn entirely new approach to music education, this book offers a guide to helping music become an authentic and meaningful force throughout our lives. -- Daniel J. Levitin, author, "This Is Your Brain on Music"Table of ContentsPreface Chapter 1: Realness in Music Chapter 2: The Nature of Music Chapter 3: Motivation for Music Chapter 4: Creativity in Music Chapter 5: Improvisation of Music Chapter 6: Expressivity in Music Chapter 7: Performance of Music Chapter 8: The Humanness of Music About the Author

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Book SynopsisThis book makes a case for a STEM-based approach across the curriculum by highlighting the potential impacts of rapid societal change, newly emerging information technologies, and the increasing demand for a new generation of skillful and well-rounded citizens and workers. The book discusses how thinking skills, collaborative learning, communications-related information technologies, science and math, language and literacy, and arts education can be used as mutually reinforcing instruments in preparing young learners. The role of the family, teachers, and school administration in creating an environment where young students can stand a chance is also articulated. Above all, the book reiterates the value of pedagogically attuned teachers who are sensitive to the diversity of backgrounds and capabilities of students. They will oversee and guide the transformation of young learners who will be trained to trust their creativity, humanity, and critical thinking skills in navigating the 2Trade ReviewIn an era of fake news, screens everywhere, and the latest device, digital literacy is more important than ever for students of all ages. While technology has many benefits, it also has distractions from the traditional classroom and the tried-and-true ways of learning. Adams and Hamm show the research that striking a balance between the old and the new is the best way to create multi-literate students in our increasingly complex world. With sample lesson plans on STEM subjects, technology, literacy, and the arts, Collaboration, Communication, and Critical Thinking is an innovative approach to embracing technology, but sticking to the old foundations and basics of learning. -- Taylor Weinfurter, Youth Services LibrarianIn their new book, Collaboration, Communication, and Critical Thinking, Adams and Hamm explore he benefits and limitations of using technology from the science classroom to the arts classroom. Providing many examples and learning activities that are ready for use, the authors stress the need for teachers to use student-centered not technology-centered decision making to create a climate of achievement in the classroom. While using the best of technology, teachers are empowered to create environments of change that encourage enthusiasm, energy, teamwork, and creativity. In those environments, students can be guided by parents and teachers to take an active role in their own learning. -- Luann Okel Adams, Wisconsin TeacherCollaboration, Communication, and Critical Thinking analyzes the philosophical underpinnings of science, technology, engineering, and mathematics (STEM) education and provides practical approaches and strategies to create transformative learning experiences. This book describes a vision of education that can serve as a catalyst for practitioners interested. In exploring skills and activities that nurture growth mindsets, social learning, inquiry, teamwork, and innovation. It is a must read for those who believe in American philosopher John Dewey’s assertion that teachers should not be teaching what to think, but rather how to think. -- Martha Kronholm, professor, Saint Mary’s University of MinnesotaThoughtful research-based insight into the importance of carefully integrating digital technology in the classroom to enhance critical thinking and problem-solving across the curricula, without compromising literacy and creative use of language. -- Karen Seyffarth, French Immersion Teacher, Nova ScotiaThis book truly addresses the vital qualities to be cultivated by teachers and students in a technologically-intensive world. It enlightens us on the cognitive, creative-thinking and communication skills which are key for the 21th century educational environment. It illustrates how communication technologies can be used in the fields of arts and sciences. Adams and Hamm explain how the strengths and opportunities of the digital age can be connected to enhance the teaching profession. Through this enriching text, I have learned how to implement social and collaborative strategies in the classroom. -- Bhavish Ramlochun, Teacher, University of Mauritius, Ebere, MauritiusTable of ContentsPreface Introduction: Essential Skills in a Changing World Chapter 1: Thinking Skills: Critical and Creative Thinking in a Technologically-Intensive World Chapter 2: Collaborative Learning: Teamwork and Social Learning Strategies Chapter 3: Communication Technologies Chapter 4: Science and Mathematics: 21st Century Practices in the Classroom Chapter 5: Language and Literacy: Communications Skills in a Digital Age Chapter 6: Arts Education: Connections, Knowledge, and Informed Encounters

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Book SynopsisThis book makes a case for a STEM-based approach across the curriculum by highlighting the potential impacts of rapid societal change, newly emerging information technologies, and the increasing demand for a new generation of skillful and well-rounded citizens and workers. The book discusses how thinking skills, collaborative learning, communications-related information technologies, science and math, language and literacy, and arts education can be used as mutually reinforcing instruments in preparing young learners. The role of the family, teachers, and school administration in creating an environment where young students can stand a chance is also articulated. Above all, the book reiterates the value of pedagogically attuned teachers who are sensitive to the diversity of backgrounds and capabilities of students. They will oversee and guide the transformation of young learners who will be trained to trust their creativity, humanity, and critical thinking skills in navigating the 2Trade ReviewIn an era of fake news, screens everywhere, and the latest device, digital literacy is more important than ever for students of all ages. While technology has many benefits, it also has distractions from the traditional classroom and the tried-and-true ways of learning. Adams and Hamm show the research that striking a balance between the old and the new is the best way to create multi-literate students in our increasingly complex world. With sample lesson plans on STEM subjects, technology, literacy, and the arts, Collaboration, Communication, and Critical Thinking is an innovative approach to embracing technology, but sticking to the old foundations and basics of learning. -- Taylor Weinfurter, Youth Services LibrarianIn their new book, Collaboration, Communication, and Critical Thinking, Adams and Hamm explore he benefits and limitations of using technology from the science classroom to the arts classroom. Providing many examples and learning activities that are ready for use, the authors stress the need for teachers to use student-centered not technology-centered decision making to create a climate of achievement in the classroom. While using the best of technology, teachers are empowered to create environments of change that encourage enthusiasm, energy, teamwork, and creativity. In those environments, students can be guided by parents and teachers to take an active role in their own learning. -- Luann Okel Adams, Wisconsin TeacherCollaboration, Communication, and Critical Thinking analyzes the philosophical underpinnings of science, technology, engineering, and mathematics (STEM) education and provides practical approaches and strategies to create transformative learning experiences. This book describes a vision of education that can serve as a catalyst for practitioners interested. In exploring skills and activities that nurture growth mindsets, social learning, inquiry, teamwork, and innovation. It is a must read for those who believe in American philosopher John Dewey’s assertion that teachers should not be teaching what to think, but rather how to think. -- Martha Kronholm, professor, Saint Mary’s University of MinnesotaThoughtful research-based insight into the importance of carefully integrating digital technology in the classroom to enhance critical thinking and problem-solving across the curricula, without compromising literacy and creative use of language. -- Karen Seyffarth, French Immersion Teacher, Nova ScotiaThis book truly addresses the vital qualities to be cultivated by teachers and students in a technologically-intensive world. It enlightens us on the cognitive, creative-thinking and communication skills which are key for the 21th century educational environment. It illustrates how communication technologies can be used in the fields of arts and sciences. Adams and Hamm explain how the strengths and opportunities of the digital age can be connected to enhance the teaching profession. Through this enriching text, I have learned how to implement social and collaborative strategies in the classroom. -- Bhavish Ramlochun, Teacher, University of Mauritius, Ebere, MauritiusTable of ContentsPreface Introduction: Essential Skills in a Changing World Chapter 1: Thinking Skills: Critical and Creative Thinking in a Technologically-Intensive World Chapter 2: Collaborative Learning: Teamwork and Social Learning Strategies Chapter 3: Communication Technologies Chapter 4: Science and Mathematics: 21st Century Practices in the Classroom Chapter 5: Language and Literacy: Communications Skills in a Digital Age Chapter 6: Arts Education: Connections, Knowledge, and Informed Encounters

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Book SynopsisIn this book, Dr. Timothy Horan presents an original and highly effective writing program whose major goal is to transform middle school students into competent and confident writers. This writing program is innovative, rigorous, and engaging, and was designed with the student in mind. This book contains a total of twenty original writing assignmentsten for seventh grade, and another ten for eighth grade. These assignments are based on middle school students' natural predilections and developmental levels, and represent creative interpretations of the Common Core Writing Standards. Each writing project in this book is full and complete, and is described with clarity and simplicity. Each assignment also includes a reproducible outline that presents the assignment to students in a simplified graphical format. The pedagogical philosophy underlying this program is simple and effective. It seeks to provide students with enjoyable writing assignments that students will undeTable of ContentsAcknowledgementsIntroduction: Let’s Create WritersChapter One: Seventh Grade, First Writing Project: The Persuasive Personal Essay: “What is the Best Pet in the World?”Chapter Two: Seventh Grade, Second Writing Project: The Informative Personal Essay: “What Was Your Best Day Ever?”Chapter Three: Seventh Grade, Third Writing Project: The Short Story: “What is Your Dream?”Chapter Four: Seventh Grade, Fourth Writing Project: The Informative Essay: “What is a Hero?” (First Draft)Chapter Five: Seventh Grade, Fifth Writing Project: The Informative Essay: “What is a Hero?” (Second Draft: The Interview)Chapter Six: Seventh Grade, Sixth Writing Project: The Informative Essay: “What is a Hero?” (Third Draft: Ebook)Chapter Seven: Seventh Grade, Seventh Writing Project:The Personal Research Essay: “Who is Your Favorite Person in History?” (First Draft)Chapter Eight: Seventh Grade, Eighth Writing Project: The Personal Research Essay: “Who is Your Favorite Person in History?” (Second Draft)Chapter Nine: Seventh Grade, Ninth Writing Project: The Research Essay: “Who is Your Favorite Person in History?” (Third Draft: Historical Fiction)Chapter Ten: Seventh Grade, Tenth Writing Project: The Reflective Essay: “A Letter to Your Eighth Grade Self”Chapter Eleven: Eighth Grade, First Writing Project: The Persuasive Personal Essay: “Are Social Media Good for Middle School Students?”Chapter Twelve: Eighth Grade, Second Writing Project:The Informative Research Essay: “Technology”Chapter Thirteen: Eighth Grade, Third Writing Project: The Short Story: “A Day Without Technology”Chapter Fourteen: Eighth Grade, Fourth Writing Project: The Informative Literary Essay: “A Wrinkle in Time” (Part One)Chapter Fifteen: Eighth Grade, Fifth Writing Project: The Analytical Literary Essay: “A Wrinkle in Time” (Part Two)Chapter Sixteen: Eighth Grade, Sixth Writing Project: The Missing Scene: “A Wrinkle in Time” (Part Three: Ebook)Chapter Seventeen: Eighth Grade, Seventh Writing Project:The Research Project: “Anne Frank’s Diary of a Young Girl” (Part One) Chapter Eighteen: Eighth Grade, Eighth Writing Project: The Interpretive Essay: “Anne Frank’s Diary of a Young Girl” (Part Two)Chapter Nineteen: Eighth Grade, Ninth Writing Project:The Creative Project: “Anne Frank’s Diary—and Play” (Part Three)Chapter Twenty: Eighth Grade, Tenth Writing Project: The Reflective Project: “Write an Original Play”Conclusion: What do Middle School Students Really Want to Write?Bibliography

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Book SynopsisIn this book, Dr. Timothy Horan presents an original and highly effective writing program whose major goal is to transform high school students into accomplished writers and mature young adults. This writing program is innovative, rigorous, and engaging, and was designed with high school students in mind.This volume contains a total of twenty original writing projects that represent creative (and innovative) interpretations of Common Core Writing Standards. These projects focus on the worlds of contemporary secondary students, exploring such topics as technology, literature, goals for the future, and potential careers. Each assignment in this book is full and complete, and includes a reproducible outline that presents the assignment to students in a simplified graphical format. As students progress through this program, they will encounter engaging writing projects that foster growth and anticipate the changes occurring in students' lives during this time of developmenTable of ContentsIntroduction: High School Students and Their Finest Selves1. Grades Nine and Ten—First Writing Project:The Personal Argumentative Essay: “Television and Streaming Video”2. Grades Nine and Ten—Second Writing Project:The Informative Essay: “A Goal for the Future”3. Grades Nine and Ten—Third Writing Project:The Short Story: “You Attain Your Goal”4. Grades Nine and Ten—Fourth Writing Project:The Personal Reflective Essay: “Your Favorite Place” (First Draft)5. Grades Nine and Ten—Fifth Writing Project:The Personal Reflective Essay: “Your Favorite Place” (Second Draft: Revising and Editing)6. Grades Nine and Ten—Sixth Writing Project:The Personal Reflective Essay: “Your Favorite Place” (Third Draft: Ebook)7. Grades Nine and Ten—Seventh Writing Project:The Literary Research Paper: “Dreams and Loneliness in Steinbeck’s Novella, Of Mice and Men” (First Draft: Literary Analysis)8. Grades Nine and Ten—Eighth Writing Project:The Literary Research Paper: “Dreams and Loneliness in Steinbeck’s Novella, Of Mice and Men” (Second Draft: Secondary Sources)9. Grades Nine and Ten—Ninth Writing Project:The Literary Research Paper: “Dreams and Loneliness in Steinbeck’s Novella, Of Mice and Men” (Third Draft: Creative Coda)10. Grades Nine and Ten—Tenth Writing Project: The Reflective Essay: “Looking Back on a Year of Writing”11. Grades Eleven and Twelve—First Writing Project:The Argumentative Essay: “Are Cell Phones Good for High School Students?” (Part One)12. Grades Eleven and Twelve—Second Writing Project:The Informative Research Essay: “Cell Phone Addiction” (Part Two)13. Grades Eleven and Twelve—Third Writing Project:The Reflective Short Story: “A Day Without My Cell Phone” (Part Three)14. Grades Eleven and Twelve—Fourth Writing Project:The Personal Research Essay: “My Ideal Career” (Part One)15. Grades Eleven and Twelve—Fifth Writing Project:The Creative Essay: “My Ideal Career: Workplace Log Entries” (Part Two)16. Grades Eleven and Twelve—Sixth Writing Project:The Informative Oral Presentation: “My Ideal Career” (Part Three)17. Grades Eleven and Twelve—Seventh Writing Project:The Informative Research Project: “The History Behind the Crucible” (Part One)18. Grades Eleven and Twelve—Eighth Writing Project: Literary Analysis: “Interpreting the Crucible” (Part Two)19. Grades Eleven and Twelve—Ninth Writing Project:The Creative Project: “Unearthing the Crucible” (Part Three)20. Grades Eleven and Twelve—Tenth Writing Project: The Reflective Project: “Creating a Time Capsule”Conclusion: A Call for Change

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Book SynopsisIn this book, Dr. Timothy Horan presents an original and highly effective writing program whose major goal is to transform high school students into accomplished writers and mature young adults. This writing program is innovative, rigorous, and engaging, and was designed with high school students in mind.This volume contains a total of twenty original writing projects that represent creative (and innovative) interpretations of Common Core Writing Standards. These projects focus on the worlds of contemporary secondary students, exploring such topics as technology, literature, goals for the future, and potential careers. Each assignment in this book is full and complete, and includes a reproducible outline that presents the assignment to students in a simplified graphical format. As students progress through this program, they will encounter engaging writing projects that foster growth and anticipate the changes occurring in students' lives during this time of developmenTable of ContentsIntroduction: High School Students and Their Finest Selves1. Grades Nine and Ten—First Writing Project:The Personal Argumentative Essay: “Television and Streaming Video”2. Grades Nine and Ten—Second Writing Project:The Informative Essay: “A Goal for the Future”3. Grades Nine and Ten—Third Writing Project:The Short Story: “You Attain Your Goal”4. Grades Nine and Ten—Fourth Writing Project:The Personal Reflective Essay: “Your Favorite Place” (First Draft)5. Grades Nine and Ten—Fifth Writing Project:The Personal Reflective Essay: “Your Favorite Place” (Second Draft: Revising and Editing)6. Grades Nine and Ten—Sixth Writing Project:The Personal Reflective Essay: “Your Favorite Place” (Third Draft: Ebook)7. Grades Nine and Ten—Seventh Writing Project:The Literary Research Paper: “Dreams and Loneliness in Steinbeck’s Novella, Of Mice and Men” (First Draft: Literary Analysis)8. Grades Nine and Ten—Eighth Writing Project:The Literary Research Paper: “Dreams and Loneliness in Steinbeck’s Novella, Of Mice and Men” (Second Draft: Secondary Sources)9. Grades Nine and Ten—Ninth Writing Project:The Literary Research Paper: “Dreams and Loneliness in Steinbeck’s Novella, Of Mice and Men” (Third Draft: Creative Coda)10. Grades Nine and Ten—Tenth Writing Project: The Reflective Essay: “Looking Back on a Year of Writing”11. Grades Eleven and Twelve—First Writing Project:The Argumentative Essay: “Are Cell Phones Good for High School Students?” (Part One)12. Grades Eleven and Twelve—Second Writing Project:The Informative Research Essay: “Cell Phone Addiction” (Part Two)13. Grades Eleven and Twelve—Third Writing Project:The Reflective Short Story: “A Day Without My Cell Phone” (Part Three)14. Grades Eleven and Twelve—Fourth Writing Project:The Personal Research Essay: “My Ideal Career” (Part One)15. Grades Eleven and Twelve—Fifth Writing Project:The Creative Essay: “My Ideal Career: Workplace Log Entries” (Part Two)16. Grades Eleven and Twelve—Sixth Writing Project:The Informative Oral Presentation: “My Ideal Career” (Part Three)17. Grades Eleven and Twelve—Seventh Writing Project:The Informative Research Project: “The History Behind the Crucible” (Part One)18. Grades Eleven and Twelve—Eighth Writing Project: Literary Analysis: “Interpreting the Crucible” (Part Two)19. Grades Eleven and Twelve—Ninth Writing Project:The Creative Project: “Unearthing the Crucible” (Part Three)20. Grades Eleven and Twelve—Tenth Writing Project: The Reflective Project: “Creating a Time Capsule”Conclusion: A Call for Change

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Book SynopsisTo address Common Core State Standards (CCSS) for reading and language, today's educators strive to help their students develop higher-level understanding with challenging materials. In this book, we share our method for implementing an integrated strategy approach for helping readers understand expository text. This approach can be used to accompany and extend text structure instruction on the five most commonly used expository text structures: compare and contrast, cause and effect, problem and solution, description, and sequence. Within this approach, we designed a method for using key vocabulary in a way that helps readers think about the structure of the text. To aid in the development of higher-level understanding with challenging materials, this approach integrates other essential reading comprehension components that foster understanding, such as predicting and summarizing. The Structure Sort integrated approach embeds these essential strategies before, during, and after readTrade ReviewAs teachers, every so often, we come across a book that causes us to reexamine our thoughts about what it means to teach literacy. Empowering Readers: Integrated Strategies to Comprehend Expository Texts is one such book that introduces an instructional strategy called Structure Sort, a method used to teach non-fiction text structures to students in grades K-8. Hoch and McNally describe the process step-by-step using authentic student examples that highlight how classroom teachers use this engaging comprehension strategy while teaching specific text structures that good readers identify and use when reading expository texts. -- Judy Fiene, Professor of Education, Elmhurst CollegeUsing the Structure Sorts method really helps my students think critically about the expository texts they encounter. This innovative method reinforces the before, during, and after reading strategies students need to be successful when tackling the common text structures. My students love this method and feel confident to take risks in their learning using this method. This shows in the way they make predictions, explain their thinking, and are able to summarize what they read. Structure Sorts are a great way to inspire teachers to teach expository texts and empower students to feel confident tackling them. -- Aubrey Ignace, TOSA (Teacher on Special Assignment), Community Consolidated School District 181, Hinsdale, ILA true teacher’s guide for empowering readers to comprehend expository texts through integrated strategies. Hoch and McNally’s work provides the reader with practical strategies that can readily be implemented into classroom practice and enhance student learning. The book is full of great research-based practical ideas that I intend to use in my graduate classrooms and summer reading practicum/clinic. -- Debra Gurvitz, Director Chicago Reading Practicum, Adjunct Faculty-National Louis University, Reading DepartmentAs a fourth-grade teacher, I am always looking to integrate strategies that support my students as they build comprehension connections with nonfiction. The Structure Sort method offers students a concrete way to connect text structure and vocabulary, while also building on skills like predicting and summarizing. The Structure Sort organizers provide students a simple tool to read with a purpose and effectively analyze text structure. -- Adam Nicholson, MEd, 4th Grade Teacher, Brook Forest School, Butler District 53, Oak Brook, ILTable of ContentsForeword Acknowledgements Introduction Chapter 1: before, during, and after Chapter 2: teaching text structure Chapter 3: using assessment to drive the process Chapter 4: description Chapter 5: problem and solution Chapter 6: sequence Chapter 7: compare and contrast Chapter 8: cause and effect Closing thoughts Appendix A Appendix B Appendix C References

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Book SynopsisTo address Common Core State Standards (CCSS) for reading and language, today's educators strive to help their students develop higher-level understanding with challenging materials. In this book, we share our method for implementing an integrated strategy approach for helping readers understand expository text. This approach can be used to accompany and extend text structure instruction on the five most commonly used expository text structures: compare and contrast, cause and effect, problem and solution, description, and sequence. Within this approach, we designed a method for using key vocabulary in a way that helps readers think about the structure of the text. To aid in the development of higher-level understanding with challenging materials, this approach integrates other essential reading comprehension components that foster understanding, such as predicting and summarizing. The Structure Sort integrated approach embeds these essential strategies before, during, and after readTrade ReviewAs teachers, every so often, we come across a book that causes us to reexamine our thoughts about what it means to teach literacy. Empowering Readers: Integrated Strategies to Comprehend Expository Texts is one such book that introduces an instructional strategy called Structure Sort, a method used to teach non-fiction text structures to students in grades K-8. Hoch and McNally describe the process step-by-step using authentic student examples that highlight how classroom teachers use this engaging comprehension strategy while teaching specific text structures that good readers identify and use when reading expository texts. -- Judy Fiene, Professor of Education, Elmhurst CollegeUsing the Structure Sorts method really helps my students think critically about the expository texts they encounter. This innovative method reinforces the before, during, and after reading strategies students need to be successful when tackling the common text structures. My students love this method and feel confident to take risks in their learning using this method. This shows in the way they make predictions, explain their thinking, and are able to summarize what they read. Structure Sorts are a great way to inspire teachers to teach expository texts and empower students to feel confident tackling them. -- Aubrey Ignace, TOSA (Teacher on Special Assignment), Community Consolidated School District 181, Hinsdale, ILA true teacher’s guide for empowering readers to comprehend expository texts through integrated strategies. Hoch and McNally’s work provides the reader with practical strategies that can readily be implemented into classroom practice and enhance student learning. The book is full of great research-based practical ideas that I intend to use in my graduate classrooms and summer reading practicum/clinic. -- Debra Gurvitz, Director Chicago Reading Practicum, Adjunct Faculty-National Louis University, Reading DepartmentAs a fourth-grade teacher, I am always looking to integrate strategies that support my students as they build comprehension connections with nonfiction. The Structure Sort method offers students a concrete way to connect text structure and vocabulary, while also building on skills like predicting and summarizing. The Structure Sort organizers provide students a simple tool to read with a purpose and effectively analyze text structure. -- Adam Nicholson, MEd, 4th Grade Teacher, Brook Forest School, Butler District 53, Oak Brook, IL

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Book SynopsisThe Department of Sports and Athletics should be committed to providing a Sports For All Intramural Sports Program.The mission of Sports For All is to create added experiences for the school's growth and development by encouraging involvement in the present, which will enrich and challenge the future. Competitive and recreational athletics are an integral part of the educational process and experience. Students should have the opportunity to participate and compete as appropriate to their interest and skill. Intramurals provide a co-curricular value by contributing to overall community satisfaction, involvement and learning within a diverse setting, improving student recruitment and retention by adding to the quality of community life and creating a venue for social interaction, integration and leadership activities, which positively affect spirit, mind, and body.As physical educators, we value the lessons that have long been taught by athletic participation: the pursuit of excellence Trade ReviewSports For All is a step by step design to ensure success for your school’s intramural program. It is the only complete textbook to offer a step by step guide which also including all necessary forms and formats. -- R. Gelardi, Secondary school physical education instructor, coach, Athletic Director and administratorThis text is a blue print for introducing students to a wide variety of sports. Athletic teams only allow for a small number of players. With intramurals, anyone can be on a team and have the opportunity to participate in a sport that would most likely be unavailable to them. -- K. Fong, Secondary school physical education instructor and coachSports For All covers every aspect of an intramural sports program. There isn’t a set budget. Whether your school is large or small, this program will work for you. What really impressed me was that the entire school can be involved in the program…not just the activity participants. -- J. Scramalgia, Middle school physical education instructor and coachThe Sports For All Intramural Sports Program creates leadership roles for students. It involves everyone and builds self-confidence and a respect for sport. -- M. Harp, Secondary school physical education instructorTable of ContentsIntroduction Sports For All Mission Statement & Values Chapter 1: Why A Sports For All Intramural Program? Chapter 2: Getting Started – Designing Your School’s Sports For All Intramural Program Chapter 3: Organization of the Intramural Program Chapter 4: Programming and Scheduling Chapter 5: Officials, Sportsmanship, Health & Safety Chapter 6: Promotions - Getting the Word Out! Chapter 7: Intramural Sports and Activities Chapter 8: Awards Chapter 9: Evaluation and Assessment Chapter 10: In Summary Appendix: Sports For All Program Forms and Templates About the Author

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Book SynopsisWorld history is not a subject; it is all the subjects. Because of this, world history as a discipline has never fit well with the traditional definition of historical research. H.G. Wells wrote the first true book of world history in 1920 and only a few authors have made the attempt to explain it all since Wells. In that time, world history has become the chosen subject of polymaths and the field possesses the most potential to unite all of the disciplines of knowledge. The subject of world history has developed several approaches, with Big History being the most modern, and flawed, of its variants.Table of ContentsIntroduction Chapter 1: H.G. Wells: The Outline of History Chapter 2: A Short History of the World for Children Chapter 3: Will and Ariel Durant’s The Story of Civilization Chapter 4: Variations on the World Historical Approaches Conclusion References About the Author

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Book SynopsisWorld history is not a subject; it is all the subjects. Because of this, world history as a discipline has never fit well with the traditional definition of historical research. H.G. Wells wrote the first true book of world history in 1920 and only a few authors have made the attempt to explain it all since Wells. In that time, world history has become the chosen subject of polymaths and the field possesses the most potential to unite all of the disciplines of knowledge. The subject of world history has developed several approaches, with Big History being the most modern, and flawed, of its variants.Table of ContentsIntroduction Chapter 1: H.G. Wells: The Outline of History Chapter 2: A Short History of the World for Children Chapter 3: Will and Ariel Durant’s The Story of Civilization Chapter 4: Variations on the World Historical Approaches Conclusion References About the Author

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Book SynopsisToday we are moving into an information revolution that is every bit as life altering as the previous industrial revolution. Students must now achieve at a higher level academically, while also gaining important technology proficiencies required in work and life. However, by utilizing proven general and adult learning theories in association with educational technology, many of these new learning requirements can be met. This book can be a starting point for educators to begin considering how individualized learning could be done in high school to encourage life-long learning.Trade ReviewBernat's Individualized Learning with Technology – Meeting the Needs of High School Students adds important insights and strategies to meet the individualized needs of today's high school student. From the latest brain-based research to alternative ways to deliver instruction this book provides a researched-based guide to supporting and assisting high school students to thrive in their educational experience. This is an important read for educators. -- Mike Agostinelli, Instructional Program Director, Montana Digital Academy

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Book SynopsisToday we are moving into an information revolution that is every bit as life altering as the previous industrial revolution. Students must now achieve at a higher level academically, while also gaining important technology proficiencies required in work and life. However, by utilizing proven general and adult learning theories in association with educational technology, many of these new learning requirements can be met. This book can be a starting point for educators to begin considering how individualized learning could be done in high school to encourage life-long learning.Trade ReviewBernat's Individualized Learning with Technology – Meeting the Needs of High School Students adds important insights and strategies to meet the individualized needs of today's high school student. From the latest brain-based research to alternative ways to deliver instruction this book provides a researched-based guide to supporting and assisting high school students to thrive in their educational experience. This is an important read for educators. -- Mike Agostinelli, Instructional Program Director, Montana Digital Academy

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Book SynopsisSuspicious aims at providing teachers and students of history and related social sciences with ideas for critical thinking about past and present applied to documentation, images, and historical writing. Issues of perspective, bias, storytelling, patriotism and heroism, as well as interpretation are distributed among different chapters, along with guidance for making discussion provocative and involving, in light of principles for rethinking history.Table of ContentsIntroductionChapter 1: SuspiciousChapter 2: FactsChapter 3: BiasChapter 4: StoryChapter 5: LensesChapter 6: PedestalAbout the Author

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Book SynopsisSuspicious aims at providing teachers and students of history and related social sciences with ideas for critical thinking about past and present applied to documentation, images, and historical writing. Issues of perspective, bias, storytelling, patriotism and heroism, as well as interpretation are distributed among different chapters, along with guidance for making discussion provocative and involving, in light of principles for rethinking history.Table of ContentsIntroductionChapter 1: SuspiciousChapter 2: FactsChapter 3: BiasChapter 4: StoryChapter 5: LensesChapter 6: PedestalAbout the Author

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Book SynopsisToday's public schools represent a demographic of students that are more diverse than ever before. In turn, culturally responsive and affirming teaching practices should mirror the academic, social, and cultural needs of an ever-increasing population of diverse students. Through multicultural education students can discover the ways they are shaped by their own culture, as well as learn more about others. Multicultural education practices provide mutually beneficial dialogue between cultures, and the pedagogical practices increase learning outcomes for not just the ethnically and racially diverse, but all students who are participatory in the content. This book provides educational stakeholders with culturally relevant and affirming techniques for utilizing multicultural literature as a pedagogical tool in social studies, mathematics, science, and reading. Each chapter provides a brief summary about the selected multicultural text and also contains an instructional strategy to be used.Table of ContentsAcknowledgments Introduction Lakia M. Scott Section One: Using Multicultural Literature in English Language Arts, Reading and Social Studies Chapter 1. The Day You Begin: Using Children’s Lived Experiences as a Tool for Cultivating Critical Consciousness through Elementary English Language Arts and Reading Kelly C. Johnston Chapter 2. Separate is Never Equal: Utilizing Question-Answer Relationships to Foster Students’ Reading Comprehension Elena M. Venegas Chapter 3. Inside Out & Back Again: Making Cultural Connections through Immigrant Food for Early, Middle, and Secondary Learners Janet K. Keeler Chapter 4. Exploring Marlon Bundo as an Artifact for Analysis: Culture Circles and Critical Inquiry toward Informed Civic Engagement Kevin R. Magill Chapter 5. Dreamers/Soñadores: Exploring the Global Significance of Dreams and Activism through a Social Studies Lens Sarah M. Straub Section Two: Using Multicultural Literature in Science and Mathematics Chapter 6. Black Pioneers of Science and Invention: Exploring the Impact of Black Scientists on the Field Today Yasmin Laird Chapter 7. Grandfather Tang’s Story: A Cross Curricular Approach Using Story-Telling through Mathematics and Decision-Making Processes for Elementary Learners Christine J. Picot Chapter 8. Ruth and the Green Book: Using Mathematics to Better Understand Discrimination Amy K. Corp Chapter 9. Harvesting Hope: Equipping Students for Social Activism through a Mathematical Approach to History Jamie Wong Chapter 10. Maya’s Blanket: Applying Mathematics to Solve Everyday Problems Amy K. Corp Conclusion Barbara Purdum-Cassidy Index About the Editors About the Contributors

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Book SynopsisToday's public schools represent a demographic of students that are more diverse than ever before. In turn, culturally responsive and affirming teaching practices should mirror the academic, social, and cultural needs of an ever-increasing population of diverse students. Through multicultural education students can discover the ways they are shaped by their own culture, as well as learn more about others. Multicultural education practices provide mutually beneficial dialogue between cultures, and the pedagogical practices increase learning outcomes for not just the ethnically and racially diverse, but all students who are participatory in the content. This book provides educational stakeholders with culturally relevant and affirming techniques for utilizing multicultural literature as a pedagogical tool in social studies, mathematics, science, and reading. Each chapter provides a brief summary about the selected multicultural text and also contains an instructional strategy to be used.Table of ContentsAcknowledgments Introduction Lakia M. Scott Section One: Using Multicultural Literature in English Language Arts, Reading and Social Studies Chapter 1. The Day You Begin: Using Children’s Lived Experiences as a Tool for Cultivating Critical Consciousness through Elementary English Language Arts and Reading Kelly C. Johnston Chapter 2. Separate is Never Equal: Utilizing Question-Answer Relationships to Foster Students’ Reading Comprehension Elena M. Venegas Chapter 3. Inside Out & Back Again: Making Cultural Connections through Immigrant Food for Early, Middle, and Secondary Learners Janet K. Keeler Chapter 4. Exploring Marlon Bundo as an Artifact for Analysis: Culture Circles and Critical Inquiry toward Informed Civic Engagement Kevin R. Magill Chapter 5. Dreamers/Soñadores: Exploring the Global Significance of Dreams and Activism through a Social Studies Lens Sarah M. Straub Section Two: Using Multicultural Literature in Science and Mathematics Chapter 6. Black Pioneers of Science and Invention: Exploring the Impact of Black Scientists on the Field Today Yasmin Laird Chapter 7. Grandfather Tang’s Story: A Cross Curricular Approach Using Story-Telling through Mathematics and Decision-Making Processes for Elementary Learners Christine J. Picot Chapter 8. Ruth and the Green Book: Using Mathematics to Better Understand Discrimination Amy K. Corp Chapter 9. Harvesting Hope: Equipping Students for Social Activism through a Mathematical Approach to History Jamie Wong Chapter 10. Maya’s Blanket: Applying Mathematics to Solve Everyday Problems Amy K. Corp Conclusion Barbara Purdum-Cassidy Index About the Editors About the Contributors

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Book SynopsisAll the Classroom's a Stage reveals how teachers can apply theater skills to the craft of teaching and enhance their ability to engage and motivate students, cultivate collaborative learning, and become stronger and more dynamic performers' in the classroom. This book illustrates how to use theater techniques to invigorate the craft of teaching in college classrooms across multiple disciplines. The book shows readers how to explore and apply improvisation, actor-training, and directing techniques to their classroom. By using discipline-specific examples, case studies, and a breadth of theater and teacher-training experience, the book reveals how theatre can strengthen teaching and learning, improve attendance, retention, and students' commitment to their education and to each other. Whether a new teacher navigating the job for the first time or an experienced veteran hungry for new teaching methods, All the Classroom's a Stage will transform a traditional classrTrade ReviewReflecting a combined 45 years of its authors' theatrical and teaching experience, All the Classroom’s a Stage cuts to the chase that lies at the heart of both drama and education: the empathetic and imaginative telling of the human story. The great theater of the human experience and memory is hardwired into all of us (actors, directors and educators). We just need to discover how to tap into it. Flanagan and Bonczek have given us the tools to do exactly that. Sharing solid theory and numerous practical and collaborative exercises rooted in years of personal experience (their marvelous “war stories” alone are worth the price of the book!) and resting upon impressive scholarship reflected in the book’s valuable and extensive bibliography, the authors have provided all educators with an inspiring guide for student / learner success. -- Joseph McGraw, adjunct professor of history, Stevenson UniversityWhile everyone is fretting about “flipping classrooms” so technology can save us all, Bonczek and Flanagan remind us humanity is the greatest teacher’s aid. Merging the pathos of the theater with the logos of the classroom, they present us with the incredible, imagination-freeing, idea-multiplying, human-connecting power of group storytelling. The true beauty of it? No discipline is immune to the power of ensemble learning. -- Christian De Matteo, English and creative writing professor, St. Mary’s College of California; founder: Tellworthy Creative Writing Services and co-founder, Fugitive PoemsIf you're looking to ignite your classroom, look no further. This clear-cut guide offers a renewed (and quite possibly brand new) passion for teaching. The clarity of the authors gives confidence to apply their techniques to the craft of teaching any subject with complete conviction. Their methods are sure to develop a trust between student and teacher that is the foundation for all good learning. And perhaps most importantly, it inspires young minds to engage in their education in ways that are both challenging and welcoming. I couldn't wait to begin teaching this Fall! -- Roger Manix, co-founder, Ludolo, experiential platform for leadership development & team-building; adjunct lecturer,The New School, Global Executive Masters in Strategic Design and ManagementThis book is a valuable addition to curriculum materials in the high school and community college Introduction to Speech course. Its exercises give the teacher fun and useful ways to get students to address and abolish fear of “performing” in front of others, as well as ways to enter into fun collaborations with each other in the classroom. Students open up, rather than shut down. Great work! -- Helen Huff, professor, speech, communications, and theatre department, Borough of Manhattan Community College, City University of New YorkTable of ContentsPrefaceAcknowledgementsIntroductionChapter 1: Theatrical Concepts Applied To The ClassroomChapter 2: The Teacher as Performance ArtistChapter 3: Creating The Story—Abandoning The Traditional LectureChapter 4: All Of Your Classroom Is A StageChapter 5: Your Students As Your Acting PartnerChapter 6: The Educator As DirectorChapter 7: Your Stage In Action: Using Theater To Teach WritingAppendicesBibliographyAbout the Contributors

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Book SynopsisAll the Classroom's a Stage reveals how teachers can apply theater skills to the craft of teaching and enhance their ability to engage and motivate students, cultivate collaborative learning, and become stronger and more dynamic performers' in the classroom.This bookillustrates how to use theater techniques to invigorate the craft of teaching in college classrooms across multiple disciplines. The book shows readers how to explore and apply improvisation, actor-training, and directing techniques to their classroom. By using discipline-specific examples, case studies, and a breadth of theater and teacher-training experience, the book reveals how theatre can strengthen teaching and learning, improve attendance, retention, and students' commitment to their education and to each other. Whether a new teacher navigating the job for the first time or an experienced veteran hungry for new teaching methods, All the Classroom's a Stage will transform a traditional classroo

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Book SynopsisOne-on-one conferences have become a cornerstone in many language arts teachers' elementary classrooms as an effective method to foster individualized student growth. But how do educators make conferences manageable, meaningful and student-driven in the secondary English classroom? In this practical, teacher-friendly text, we consider strategies for managing the logistics of conferencing with 100+ students, and moving the preparation, and direction of conferences from teacher to student. Readers will walk away with specific tools to create, develop, or revise their practice of conferencing leading to greater student ownership.Trade ReviewConferencing with student writers can empower students to take ownership over their writing, target specific writing goals, and develop practices that will last beyond any given assignment or task. But conferring can be challenging in secondary classrooms, where teachers often work with over 100 students per day. In this book, Matthusen and Abraham offer a long-awaited resource for middle and high school teachers who are committed to holding writing conferences in realistic and sustainable ways. Packed with specific strategies and classroom examples, Conferencing in the Secondary Classroom is a necessary tool for implementing meaningful writing conferences across the school year. -- Christine M. Dawson, PhD, Director of Teacher Preparation Program at Siena College, author of The Teacher-Writer: Creating Writing Groups for Personal and Professional GrowthGiving effective feedback is one of the most high-impact moves we can make as a teacher. In the English classroom, writing conferences can serve as the best way to give meaningful feedback that will move and empower our writers. But how to do conferences in the middle or high school classroom, when we see over one hundred students a week, and perhaps have never tried this kind of instructional practice? This book will show you the way. Matthusen and Abraham give specific, practical, and authentic guidance so writing conferences are doable and they make a difference in every writer's growth. The authors are public school teachers who speak from experience. They break down all the steps in creating a strong classroom culture for conferring, getting organized, understanding different kinds of conferences, and trouble-shooting along the way. This book shows us how to increase all writer's skills, confidence, and independence so their writing identities thrive. What could be more important as we send them off to be citizens of the world, their voices ready to be heard by the world? -- Berit Gordon, literacy consultant; author, “No More Fake Reading" and "The Joyful Teacher”Conferencing is an absolute must-make move of guided inquiry and cognitive apprenticeship approaches to teaching and learning, which is the most powerful way to teach if we care about each student actualizing her full potential, to achieving equity, to teaching in culturally and personally responsive ways. In this book, you’ll be apprenticed into the use of conferences by two great-hearted teachers speaking from the authority of their expansive experience. They know the pitfalls and the productive struggles. And through it they’ve developed tools that make conferencing work for teachers and learners. What’s in it for you? Empowered teaching and deeper and more joyful learning in a culture of deeply interpersonal engagement. I highly recommend this book as a must-make read! -- Jeffrey D. Wilhelm, Distinguished Professor of English Education at Boise State University; Author of “Reading Unbound: Why Kids Need to Read What They Want, and Why We Should Let Them”Table of ContentsForeword- Carl AndersonPrefaceAcknowledgmentsPart I: Broader Context & Getting StartedIntroduction- Christina PonzioChapter 1: Building a Culture of ConferencingChapter 2: Getting Organized and Overcoming the Biggest HurdlesPart II: Tools & Examples for Specific Types of ConferencesChapter 3: Before Writing: Brainstorming and Outlining ConferencesChapter 4: During Writing: Drafting ConferencesChapter 5: Revision ConferencesChapter 6: Reflective and Portfolio ConferencesPart III: ReflectionChapter 7: Challenges, Time Constraints, and Next StepsReferences

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Book SynopsisIntegrating Literacy Naturally is a guide for nurturing a love of literacy in both teachers and young children. More than a hundred children's book titles and other resources serve as springboards for cultivating that love and meeting individual literacy needs in developmentally appropriate ways. And, educator spotlight stories show how theories move to practice. Pinkerton and Hewitt draw on their love of literacy and over four decades of combined experience to help readers navigate individualized instruction, purposeful play, literacy integration, classroom libraries, and a reimagined workshop approach. Examples for how to do all of this with children's texts are presented throughout the book. Eight guiding principles provide an easy path to becoming an intentional, authentic teacher who focuses on the individual needs of children and avoids one-sized literacy instruction. The principles grew from heart to heart conversations the authors had about joyful reading and writing experienceTrade ReviewPinkerton and Hewitt offer a practical, research-based guide to supporting early literacy development with an emphasis on creating an early literacy learning environment full of rich experiences and effective routines. Through this superb resource, Pinkerton and Hewitt support early educators' goals of fostering literacy development in each and every child. -- Christina M. Cassano, EdD, author, "Pivotal Research in Early Literacy: Foundational Studies and Classroom Practices"The authors’ love of reading is evident throughout this practical guide to literacy instruction, which includes research-based pedagogical methods, clear descriptions of best practice, and multiple references to rich resources. Teachers, preservice teachers, and parents will find the text easy to read with creative ideas and examples that can be implemented immediately in the classroom or at home. -- Carolyn Wade, EdD, early childhood teacher, professionalFinally, a text that recognizes literacy must have as its nucleus reading and writing—both working and complementing each other for our students. That Integrating Literacy Naturally: Avoiding the One-Size-Fits-All Curriculum in Early Childhood pinpoints early childhood as the critical entry point makes this text a primer for all of us who teach English language arts—Pre-K-graduate school. -- Jocelyn A. Chadwick, PhD, Harvard professor; author, “Teaching Literature in the Context of Literacy Instruction and Writing for Life: Using Literature to Teaching Writing Literacy”Pinkerton and Hewitt have taken workshop approach in a fresh and exciting direction. With a focus towards the importance of play and student engagement, this book provides practical but thought-provoking ideas to reimagine your literacy workshop. Their introduction of an iZone will especially speak to primary educators who are looking for relevant planning to meet the needs of the youngest learners. -- Laura Moore, Primary Literacy Specialist, Wylie ISD

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Book SynopsisIntegrating Literacy Naturally is a guide for nurturing a love of literacy in both teachers and young children. More than a hundred children's book titles and other resources serve as springboards for cultivating that love and meeting individual literacy needs in developmentally appropriate ways. And, educator spotlight stories show how theories move to practice. Pinkerton and Hewitt draw on their love of literacy and over four decades of combined experience to help readers navigate individualized instruction, purposeful play, literacy integration, classroom libraries, and a reimagined workshop approach. Examples for how to do all of this with children's texts are presented throughout the book. Eight guiding principles provide an easy path to becoming an intentional, authentic teacher who focuses on the individual needs of children and avoids one-sized literacy instruction. The principles grew from heart to heart conversations the authors had about joyful reading and writing experienceTrade ReviewPinkerton and Hewitt offer a practical, research-based guide to supporting early literacy development with an emphasis on creating an early literacy learning environment full of rich experiences and effective routines. Through this superb resource, Pinkerton and Hewitt support early educators' goals of fostering literacy development in each and every child. -- Christina M. Cassano, EdD, author, "Pivotal Research in Early Literacy: Foundational Studies and Classroom Practices"The authors’ love of reading is evident throughout this practical guide to literacy instruction, which includes research-based pedagogical methods, clear descriptions of best practice, and multiple references to rich resources. Teachers, preservice teachers, and parents will find the text easy to read with creative ideas and examples that can be implemented immediately in the classroom or at home. -- Carolyn Wade, EdD, early childhood teacher, professionalFinally, a text that recognizes literacy must have as its nucleus reading and writing—both working and complementing each other for our students. That Integrating Literacy Naturally: Avoiding the One-Size-Fits-All Curriculum in Early Childhood pinpoints early childhood as the critical entry point makes this text a primer for all of us who teach English language arts—Pre-K-graduate school. -- Jocelyn A. Chadwick, PhD, Harvard professor; author, “Teaching Literature in the Context of Literacy Instruction and Writing for Life: Using Literature to Teaching Writing Literacy”Pinkerton and Hewitt have taken workshop approach in a fresh and exciting direction. With a focus towards the importance of play and student engagement, this book provides practical but thought-provoking ideas to reimagine your literacy workshop. Their introduction of an iZone will especially speak to primary educators who are looking for relevant planning to meet the needs of the youngest learners. -- Laura Moore, Primary Literacy Specialist, Wylie ISD

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Book SynopsisSocial media friend or foe? The answer is complicated and this volume written by several of the experts in the field is designed to provide some answers. With every new medium, questions arise about positive versus negative effects. So it is with social media. Topics covered include positive and negative aspects of social media, cyberbullying, sexting, conspiracy theories, media literacy, do social media contribute to ADHD, and should teachers friend their students. This is the third and last volume in the MASTERS OF MEDIA series, and like its predecessors, it is designed to provide at least a few answers to this issue and guidance to teachers, administrators, and parents who want and need answers. Table of ContentsIntroductionVictor C. Strasburger, M.D.Margie Hogan, M.D.Part 1Chapter 1: SOCIAL MEDIA: PROSOCIAL OR RISKY FOR TWEENS AND TEENS?Margie Hogan, M.D.Chapter 2: Social Media & Special Populations of YouthMargie Hogan, M.D.Chapter 3: To Friend or Not to Friend: Helping Teachers Maintain Boundaries on Social MediaSusan Eva Porter, Ph.D., LCSWChapter 4: Cyberbullying Among YouthDorothy L. Espelage, Cagil Torgal, Alberto Valido, Luz E. Robinson , Graceson L. ClementsChapter 5. Teen Sexting Is Not Child Pornography Deserving Draconian Sanction; Stop Stigmatizing Our ChildrenHarry Zimmerman, J.D., Ellison Starnes, Justin MoffittPart 26. Why Do People Believe in Conspiracy Theories? – The Role of the MediaVictor C. Strasburger, M.D.7. How Classroom Media Literacy Could Save the WorldFrank W Baker 8. ADHD and Social MediaLloyd "Chip" Taylor, Ph.D.

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Book SynopsisGetting Started with Middle School Chorus is designed to help you get started in a new position. As you approach your new experience, you may be filled with anticipation and, perhaps, feel some anxiety at the same time. This book is here to point you in the right directions. There is enough specific information here to get you started and on your way! The third edition of Getting Started with Middle School Chorus is thoroughly grounded in research and incorporates new information about working with young adolescent changing voices, designing optimal rehearsals for middle-schoolers, managing growing choral programs, and helping youngsters gain musical skills they can carry with them for a lifetime of making music. Getting Started with Middle School Chorus provides strategies to build your confidence as you take on the new responsibilities associated with teaching middle school chorus. Table of ContentsIntroductionChapter 1 – In the BeginningChapter 2 – Your School’s Choral ProgramChapter 3 – Budget and EquipmentChapter 4 – Developing Your ScheduleChapter 5 – Finding and Choosing Choral RepertoireChapter 6 – Recruiting SingersChapter 7 – The Young AdolescentChapter 8 – The Young Adolescent VoiceChapter 9 – Revoicing Choral Repertoire for Young Adolescent SingersChapter 10 – Rehearsal PlanningChapter 11 – Teaching Strategies for RehearsalsChapter 12 – Performances and ContestsChapter 13 – Teaching Tomorrow’s Adult …. TodayChapter 14 – Get Started and Keep GoingBibliographyAbout the Author

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Book SynopsisWorld history is not a subject; it is all the subjects. Because of this, world history as a discipline has never fit well with the traditional definition of historical research. H.G. Wells wrote the first true book of world history in 1920 and only a few authors have made the attempt to explain it all since Wells. In that time, world history has become the chosen subject of polymaths and possesses the most potential to unite all of the fields of knowledge. The subject of world history has developed several approaches, with Big History being the most modern, and flawed, of its variants.Trade ReviewAmbitious is the author who attempts to write the history of the entire world. Equally daunting is the historiographical challenge of writing an accessible account of the production and scope of the most influential of these grand narratives. Written by a veteran educator with decades of experience teaching and developing world history curricula at the secondary school level, To Explain it All masters this challenge with verve and deft expertise. Refreshing in its clarity of writing and unflinchingly honest in its opinions, this two-volume survey will be of interest to both general readers and those who write or teach world history. -- Timothy ParsonsTable of ContentsAcknowledgements Introduction Chapter 1: World History Through Islamic Eyes Chapter 2: The Silk Roads: A New History of the World Chapter 3: A People’s History of the World Chapter 4: Francis Fukuyama’s Thesis-Driven World History Chapter 5: World History in Academia, and the Development of Big History Conclusion References About the Author

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Book SynopsisWorld history is not a subject; it is all the subjects. Because of this, world history as a discipline has never fit well with the traditional definition of historical research. H.G. Wells wrote the first true book of world history in 1920 and only a few authors have made the attempt to explain it all since Wells. In that time, world history has become the chosen subject of polymaths and possesses the most potential to unite all of the fields of knowledge. The subject of world history has developed several approaches, with Big History being the most modern, and flawed, of its variants.Trade ReviewAmbitious is the author who attempts to write the history of the entire world. Equally daunting is the historiographical challenge of writing an accessible account of the production and scope of the most influential of these grand narratives. Written by a veteran educator with decades of experience teaching and developing world history curricula at the secondary school level, To Explain it All masters this challenge with verve and deft expertise. Refreshing in its clarity of writing and unflinchingly honest in its opinions, this two-volume survey will be of interest to both general readers and those who write or teach world history. -- Timothy ParsonsTable of ContentsAcknowledgements Introduction Chapter 1: World History Through Islamic Eyes Chapter 2: The Silk Roads: A New History of the World Chapter 3: A People’s History of the World Chapter 4: Francis Fukuyama’s Thesis-Driven World History Chapter 5: World History in Academia, and the Development of Big History Conclusion References About the Author

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Book SynopsisAmerican political culture runs through civics classrooms, and the degraded dialogue and scorched-earth partisanship that has defined modern American politics is an indicator that all is not well in our nation's schools. Teaching Civics in Unstable Times: Guidelines for Defining We in American Democracy offers a fresh, expansive view of what civic education can look like in K-12 classrooms, and presents three strategies to help teachers, curriculum writers, and administrators turn their schools into laboratories for democracy that train young people for the moral and intellectual challenges of democratic citizenship.This book defines democracy as a way of life that is characterized by frequent public engagement, stubborn open-mindedness, and rigorous debate. Our democratic government depends on our citizens leading a democratic life, and civic education's chief priority is to teach young people how to do so. Civic curriculum has spent decades obsessing over names and dates thTable of ContentsPrefaceIntroductionSection I. New Instructional Strategies for Government, Economics, and US HistoryChapter 1. Rule #1: Teach Debate as a Core American ValueChapter 2. Rule #2: Teach Renewal as a Core American ValueChapter 3. Rule #3 Teach Democracy as a Way of LifeSection II. Democratic HabitsChapter 4. Democratic Habit #1: All Citizenship is LocalChapter 5. Democratic Habit #2: Facilitating Productive DisagreementsChapter 6. Democratic Habit #3: A Middle Path Between Polarization and IndifferenceSection III. Democratizing School StructuresChapter 7. Practicing Citizenship Strategy #1: Participatory BudgetingChapter 8. Practicing Citizenship Strategy #2: Restorative JusticeChapter 9. Practicing Citizenship Strategy #3: Student Governments that Build School-Wide Civic CultureChapter 10. Practicing Citizenship Strategy #4: Student Referenda and Direct Proposals to Faculty and AdministrationChapter 11. Practicing Citizenship Strategy #5: In-School Service HoursConclusionReferencesAbout the Author

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Book SynopsisAmerican political culture runs through civics classrooms, and the degraded dialogue and scorched-earth partisanship that has defined modern American politics is an indicator that all is not well in our nation's schools. Teaching Civics in Unstable Times: Guidelines for Defining We in American Democracy offers a fresh, expansive view of what civic education can look like in K-12 classrooms, and presents three strategies to help teachers, curriculum writers, and administrators turn their schools into laboratories for democracy that train young people for the moral and intellectual challenges of democratic citizenship.This book defines democracy as a way of life that is characterized by frequent public engagement, stubborn open-mindedness, and rigorous debate. Our democratic government depends on our citizens leading a democratic life, and civic education's chief priority is to teach young people how to do so. Civic curriculum has spent decades obsessing over names and dates thTable of ContentsPrefaceIntroductionSection I. New Instructional Strategies for Government, Economics, and US HistoryChapter 1. Rule #1: Teach Debate as a Core American ValueChapter 2. Rule #2: Teach Renewal as a Core American ValueChapter 3. Rule #3 Teach Democracy as a Way of LifeSection II. Democratic HabitsChapter 4. Democratic Habit #1: All Citizenship is LocalChapter 5. Democratic Habit #2: Facilitating Productive DisagreementsChapter 6. Democratic Habit #3: A Middle Path Between Polarization and IndifferenceSection III. Democratizing School StructuresChapter 7. Practicing Citizenship Strategy #1: Participatory BudgetingChapter 8. Practicing Citizenship Strategy #2: Restorative JusticeChapter 9. Practicing Citizenship Strategy #3: Student Governments that Build School-Wide Civic CultureChapter 10. Practicing Citizenship Strategy #4: Student Referenda and Direct Proposals to Faculty and AdministrationChapter 11. Practicing Citizenship Strategy #5: In-School Service HoursConclusionReferencesAbout the Author

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Book SynopsisChildren need the chance to explore and understand where they live and all the places surrounding them to make sense of their world. Through geography, children can feel a connection with people they have never met and places they have never been. Through these connections, children can be inspired to care about their place and their communities. This book includes chapters explaining the concepts of location, perspective, scale, orientation, map symbols and map keys, and the five themes of geography. In addition, chapters are included on various types of maps and the use of technology to teach map skills. There are suggestions for 100 activities to teach the concepts, assessment questions, and annotated children's literature that relate to the concepts. The book includes a suggested scope and sequence for teaching map skills in the elementary grades and a glossary of geographic terms.Trade ReviewFor teachers looking for a comprehensive resource with research-based and standards-aligned student activities to teach geographic skills, Mapping is Elementary, My Dear by Kay Gandy is an innovative new resource. Her chapters clearly detail strategy steps, suggested grade levels, and materials, making it a simple process for teachers to integrate these creative tasks into daily lessons. This is a must have resource for K-6 teachers! -- Rebecca Stobaugh, author of books for teachers including, “50 Strategies to Boost Cognitive Engagement”Kay Gandy’s love of geography and teaching shine in this book of engaging activities for elementary students. Each chapter includes a concise explanation key geography concepts and dozens of easy-to-implement and fun learning activities. While geography is the focus, the interdisciplinary approach also addresses math, science, literacy, and history. -- Cynthia W. Resor, author of books for teachers including, “Investigating Family, Food, and Housing Themes in Social Studies”Teaching social studies at the elementary level can sometimes be challenging because of time constraints and lack of resources. Dr. Gandy’s book is an excellent resource for elementary teachers because it provides high-quality lessons that target geography concepts in an engaging way for students. Including topics such as location, perspective, types of maps, mapping with the 5 themes, and mapping with technology, each chapter includes short summaries of strategies with appropriate grade levels, time needed, and children’s literature connections. With the national focus on inquiry in social studies, this book is excellent for strategies to help students investigate their world through the lens of geography. -- Jana Kirchner, Social Studies Consultant, JK Consulting; Author of Decoding the Past: Inquiry-Based Lessons in U.S. History and Inquiry-Based Lessons in World HistoryI love this book! I feel that it is very user/teacher friendly. Mapping is Elementary, My Dear will allow the reader to feel comfortable picking up and teaching geography concepts. It is not too wordy and gets right to the heart of the matter. There is information for background, and then activities! As an elementary school teacher it is very helpful to have a book that contains so many great ideas for easy activities that I can use to cover the standards. I know that my students will be engaged in Social Studies discovery when I use this book! -- Harmony Hendrick, 5th grade teacher, Jody Richards Elementary, Bowling Green, KYTable of ContentsPrefaceIntroductionChapter 1: LocationChapter 2: PerspectiveChapter 3: ScaleChapter 4: OrientationChapter 5: Map Symbols and Map KeysChapter 6: Types of MapsChapter 7: Mapping with TechnologyChapter 8: Mapping with the Five Themes of GeographyConclusion: Moving Forward with GeographyAppendicesAppendix A: Suggested Scope and Sequence for Map SkillsAppendix B: Glossary of Geographic TermsAppendix C: Map Projection ChartAppendix D: News Shapes the WorldAppendix E: Evaluating Maps in Children’s Literature ChartAppendix F: Grid PaperAppendix G: BINGO Card Appendix H: Topographic MapAppendix I: Scavenger Hunt from Space ChartBibliographySummary List of ActivitiesAbout the Author

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