Teaching of a specific subject Books

Book SynopsisFor students who struggle with learning to read, time is of the essence. Dyslexia Defused: Reading Struggles and Reading Solutions offers an effective and efficient instructional plan to expedite mastery. Supplementing the strongest elements of research-based programs, the original strategies readily apply to all levels of reading instruction (developmental, corrective, remedial, and adult literacy). The novel and concise techniques address all task components: phonics, decoding, sight vocabulary, oral reading, fluency, contextual analysis, and comprehension. Furthermore, contributing factors that delay reading mastery and are most often overlooked in current reading programs are identified and treated. Finally, this book underscores the social and emotional impact of reading failure on the child and those who support him or her.Trade ReviewNickie Simonetti offers a plan that provides effective methods for teachers and positive results for students. I applaud the approach. -- Miriam Olbaum, reading specialist, The Child Development Program at Long Island Jewish Medical Center, New Hyde Park, NYI’m forever grateful to Nickie Simonetti for teaching me how to learn, study, and embrace my differences. My success today, personally and professionally, is truly due to her. Now that she is sharing her teaching method in a book, I can only imagine how many more lives she will change! -- Mia Babson, former student, Highland School, Jamaica Estates, NYNickie Simonetti has a gift, one that is grounded in theory and enhanced by her creativity, and she is now sharing it publicly. Nickie and I first worked together 40 years ago at a diagnostic learning center. Our paths crossed again about 15 years later as my daughter’s academic struggles created emotional ones. Their work together transformed my daughter into an eager learner excited by new learning opportunities. -- Carol Nobel, licensed psychologist, Great Barrington, MADyslexic kids need strategies that break things down and make sense. Not more of the same old things we have been doing without success. This book offers practical advice and information to break the code for the dyslexic learner. -- Penny Kline, remedial program specialist, Seacrest Country Day School, Naples, FloridaMs. Simonetti’s approach works because she combines science, art, and heart. No one is better at helping children reach their academic and personal best! We are fortunate to have her insights now available to us all. -- Linda McLaughlin, early childhood ARC Program, Greenvale School, Long Island, NYThis book is a must read. Nickie Simonetti gives great insight into students struggling with today’s models of learning by bringing out their creative and innovative potential. She is a godsend to all whose lives she touches. -- Katherine Arpin, school psychologist, Seacrest Country Day School, Naples, FloridaWonderful, energetic, and a game changer. Remember that exciting feeling you had after attending a conference or inservice? You couldn’t wait to incorporate the ideas into your lesson plans. Well, this book gives that same feeling! -- Andrea Gaydos, special education teacher, Pawling Elementary School, Pawling, NYTable of ContentsForewordPrefacePART I: INTRODUCTIONChapter 1. The PremiseChapter 2. The BasicsChapter 3. The Ground RulesPART II: THE METHODChapter 4. Sound AwarenessChapter 5. PhonicsChapter 6. DecodingChapter 7. Sight VocabularyChapter 8. ContextChapter 9. Oral ReadingChapter 10. FluencyChapter 11. ComprehensionChapter 12. Visual ProcessingChapter 13. Language ProcessingChapter 14. Affective SupportChapter 15. Co-Morbid FactorsChapter 16. The IEPChapter 17. Higher EducationChapter 18. The Dyslexic ExperiencePART III: THE PRACTICEChapter 19. GuidelinesChapter 20. ApplicationChapter 21. Informal AssessmentPostscriptAppendixReferencesAbout the Author

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Book SynopsisFor students who struggle with learning to read, time is of the essence. Dyslexia Defused: Reading Struggles and Reading Solutions offers an effective and efficient instructional plan to expedite mastery. Supplementing the strongest elements of research-based programs, the original strategies readily apply to all levels of reading instruction (developmental, corrective, remedial, and adult literacy). The novel and concise techniques address all task components: phonics, decoding, sight vocabulary, oral reading, fluency, contextual analysis, and comprehension. Furthermore, contributing factors that delay reading mastery and are most often overlooked in current reading programs are identified and treated. Finally, this book underscores the social and emotional impact of reading failure on the child and those who support him or her.Trade ReviewNickie Simonetti offers a plan that provides effective methods for teachers and positive results for students. I applaud the approach. -- Miriam Olbaum, reading specialist, The Child Development Program at Long Island Jewish Medical Center, New Hyde Park, NYI’m forever grateful to Nickie Simonetti for teaching me how to learn, study, and embrace my differences. My success today, personally and professionally, is truly due to her. Now that she is sharing her teaching method in a book, I can only imagine how many more lives she will change! -- Mia Babson, former student, Highland School, Jamaica Estates, NYNickie Simonetti has a gift, one that is grounded in theory and enhanced by her creativity, and she is now sharing it publicly. Nickie and I first worked together 40 years ago at a diagnostic learning center. Our paths crossed again about 15 years later as my daughter’s academic struggles created emotional ones. Their work together transformed my daughter into an eager learner excited by new learning opportunities. -- Carol Nobel, licensed psychologist, Great Barrington, MADyslexic kids need strategies that break things down and make sense. Not more of the same old things we have been doing without success. This book offers practical advice and information to break the code for the dyslexic learner. -- Penny Kline, remedial program specialist, Seacrest Country Day School, Naples, FloridaMs. Simonetti’s approach works because she combines science, art, and heart. No one is better at helping children reach their academic and personal best! We are fortunate to have her insights now available to us all. -- Linda McLaughlin, early childhood ARC Program, Greenvale School, Long Island, NYThis book is a must read. Nickie Simonetti gives great insight into students struggling with today’s models of learning by bringing out their creative and innovative potential. She is a godsend to all whose lives she touches. -- Katherine Arpin, school psychologist, Seacrest Country Day School, Naples, FloridaWonderful, energetic, and a game changer. Remember that exciting feeling you had after attending a conference or inservice? You couldn’t wait to incorporate the ideas into your lesson plans. Well, this book gives that same feeling! -- Andrea Gaydos, special education teacher, Pawling Elementary School, Pawling, NYTable of ContentsForewordPrefacePART I: INTRODUCTIONChapter 1. The PremiseChapter 2. The BasicsChapter 3. The Ground RulesPART II: THE METHODChapter 4. Sound AwarenessChapter 5. PhonicsChapter 6. DecodingChapter 7. Sight VocabularyChapter 8. ContextChapter 9. Oral ReadingChapter 10. FluencyChapter 11. ComprehensionChapter 12. Visual ProcessingChapter 13. Language ProcessingChapter 14. Affective SupportChapter 15. Co-Morbid FactorsChapter 16. The IEPChapter 17. Higher EducationChapter 18. The Dyslexic ExperiencePART III: THE PRACTICEChapter 19. GuidelinesChapter 20. ApplicationChapter 21. Informal AssessmentPostscriptAppendixReferencesAbout the Author

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Book SynopsisThe book appraises the major science education initiatives and policy transformations with supportive qualitative and quantitative data since the 1957 Sputnik crisis. In addition, the book establishes the intellectual and emotional foundations before building the subsequence of what to teach and how to teach effectively in science education. Find out how you can develop the critical game changing traits to beat the status quo and become the celebrated next generation science educators.Trade ReviewGreat reading for both the experienced science teacher as well as the novice. Professor Wong has produced a book that leads us through the history of the last seventy plus years from Sputnik to where we are today in science education with the New Generation Science Standards (NGSS). In doing so, he describes in detail the complex interactions between the teacher, student, and subject matter during a number of generational program changes. As one might surmise, these interactions are as involved as the sciences themselves, but presented with such clarity when integrated with the NGSS as to cause the reader to thoughtfully consider their own practice with the goal of becoming a true “Game Changer”. -- John P. Smith, Associate Professor Emeritus, University of Washington, SeattleDr. Wong successfully attempts, like few others, to recount the vast expanse of scientific discoveries and evolution of science education and provide a cohesive background for science educators. His concise summary and appraisal of facts, time line, and educational issues in tandem with insightful metaphorical stories and examples help provide the structure with which to build a sound philosophy of teaching science. Additional focus on conceptual teaching and educational technology for the ‘teacher’s tool box’ is practical and helpful. He does not overlook the learner, emphasizing that education is an art and science with the outcome of achieving student success that also requires conveying acceptance, inclusion, and attention to their social emotional skills. -- Bonnie Beezhold, PhD, MHS, MCHES, Associate Dean College of Science and Public Health, Benedictine UniversityFinally - a highly interesting, motivating explanation of science, its current state in education and the answer to what we should do with it in the field now to move science education forward! -- Robert Anzelde, PhD, Educational Leadership/Curriculum and InstructionTable of ContentsPrefaceChapter: 1 Looking back and moving forward in historyChapter 2: Auditing the science education initiativesChapter 3: Executing the intended purpose of a science education policyChapter 4: The intellectual and social emotional foundations of 2+2=4 versus 2+2=22Chapter 5: What is the contemporary landscape of science education?Chapter 6: How do you fill the cup of science learning?AcronymsAbout the AuthorIndex

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Book SynopsisReading Motivation: A Guide to Understanding and Supporting Children's Willingness to Read explains the importance of paying careful attention to children's developing motivation to read and offers a step-by-step guide for conducting rigorous and systematic case studies of children's motivation to read in specific contexts (e.g., reading intervention programs). The methods described in this book have been used successfully to elicit the perspectives of children as young as five years of age. In addition to carefully considering the views of children, readers are encouraged to work with peers to carefully select, collect, and analyze multiple types of data from a variety of sources to answer questions about their students' motivation in trustworthy ways. Separate chapters explain how to formatively and summatively analyze and interpret qualitative and quantitative data and how to present findings and make changes to programming in response to findings. A summary and a guided activityTrade ReviewWho selects reading programs? Oftentimes, administrators and teachers; in short: adults. Problematizing the commonplace action of excluding children from co-designing curriculum and seeking to democratize reading, Reading Motivation urges teachers to recognize and honor children’s voices in the selection of reading programs in which they participate. Centering the individual child and their needs and interests, this book offers pathways for understanding the power of case studies to the teaching of reading. The case studies presented, positioned as tools for teachers to learn alongside students, offer important windows into the agency and ingenuity of young children as capable curriculum co-designers and motivated readers. In addition to rich examples, readers are invited to learn alongside the authors via activities, which support new and experienced educators in documenting children’s interests, ultimately impacting their motivation to read. -- Mariana Souto-Manning PhD, president, Erikson Institute, Chicago, Illinois; former professor of education, Teachers College, Columbia UniversityAt a time when policymakers, researchers, and educators are debating the best instructional approach to support reading acquisition, Joy Dangora Erickson reminds us that motivating students to read is an important ingredient in supporting students’ reading achievement—and more importantly, motivation is the key to promoting in students a lifelong love of reading. Reading Motivation: A Guide to Understanding and Supporting Children’s Willingness to Read is informed by current research and theory but it is also approachable and practical. It is an excellent resource for current and future elementary teachers alike as they consider how to optimally support their students’ literacy learning. -- Seth A. Parsons, professor of education, George Mason UniversitySupporting young readers’ motivation is essential in developing reading instruction that is centered on students’ instructional and socioemotional needs and their linguistic and cultural strengths. Reading Motivation helps teachers understand the important role of motivation through descriptive case studies, connections of theory to practice, and practical activities to guide teachers in supporting young readers’ motivation. Erickson explores this important dimension of effective reading instruction in this valuable book appropriate for teachers of all levels. -- Margaret Vaughn, associate professor of literacy, Washington State UniversityThere has never been a better time to focus on the reading motivation needs of our youngest learners. This book is perfect for teams of teachers and interventionists to hear the voices of young readers as they strive to achieve in our classrooms. The case study approach detailed here privileges the voices of students and the methods are well suited to evaluating and refining the instruction offered to support them as they become fully invested and intrinsically motivated readers. -- Jacquelynn Malloy, associate professor of education, Clemson UniversityTable of ContentsForewordRuth Wharton-McDonaldPrefaceJoy Dangora Erickson and Luke ReynoldsAcknowledgmentsIntroductionChapter 1. Why Should I Probe My Students’ Program-Specific Motivation?Joy Dangora EricksonChapter 2. Ok, Ok, I’m In! Now What?! Defining Your Case and Refining Your Inquiry QuestionJoy Dangora Erickson and Beth FornaufChapter 3. Standing on the Shoulders of Giants: Using the Work of Others to Support Your ProjectJoy Dangora Erickson and Alessandra E. WardChapter 4. Data Collection: Deciding What to Collect and How to Collect ItJoy Dangora Erickson and Beth FornaufChapter 5. How am I Going to Fit Data Collection into My Packed Day? Outlining a Data Collection PlanJoy Dangora Erickson and Kyleigh P. RousseauChapter 6. I Have to Analyze All of This Too?! Drafting an Analysis Plan That Works for YouBeth Fornauf and Joy Dangora EricksonChapter 7. Help! I’m Drowning in Data! Making Sense of Qualitative DataJoy Dangora Erickson and Alessandra E. WardChapter 8. What About Pre and Post Motivation Survey Scores? How Might They Support My Conclusions? Simple Quantitative Data AnalysisCarla M. EvansChapter 9. Presentations and Publications: Engaging Others in Your Work Inside and Outside of the Immediate CommunityJoy Dangora Erickson and Cara E. FurmanChapter 10. Tweaking Your Practice, Documenting What Happens, and Beginning AgainJoy Dangora Erickson & Alessandra E. WardEpilogueJoy Dangora Erickson and Cara E. FurmanAbout the Author and Contributors

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Book SynopsisReading Motivation: A Guide to Understanding and Supporting Children's Willingness to Read explains the importance of paying careful attention to children's developing motivation to read and offers a step-by-step guide for conducting rigorous and systematic case studies of children's motivation to read in specific contexts (e.g., reading intervention programs). The methods described in this book have been used successfully to elicit the perspectives of children as young as five years of age. In addition to carefully considering the views of children, readers are encouraged to work with peers to carefully select, collect, and analyze multiple types of data from a variety of sources to answer questions about their students' motivation in trustworthy ways. Separate chapters explain how to formatively and summatively analyze and interpret qualitative and quantitative data and how to present findings and make changes to programming in response to findings. A summary and a guided activityTrade ReviewWho selects reading programs? Oftentimes, administrators and teachers; in short: adults. Problematizing the commonplace action of excluding children from co-designing curriculum and seeking to democratize reading, Reading Motivation urges teachers to recognize and honor children’s voices in the selection of reading programs in which they participate. Centering the individual child and their needs and interests, this book offers pathways for understanding the power of case studies to the teaching of reading. The case studies presented, positioned as tools for teachers to learn alongside students, offer important windows into the agency and ingenuity of young children as capable curriculum co-designers and motivated readers. In addition to rich examples, readers are invited to learn alongside the authors via activities, which support new and experienced educators in documenting children’s interests, ultimately impacting their motivation to read. -- Mariana Souto-Manning PhD, president, Erikson Institute, Chicago, Illinois; former professor of education, Teachers College, Columbia UniversityAt a time when policymakers, researchers, and educators are debating the best instructional approach to support reading acquisition, Joy Dangora Erickson reminds us that motivating students to read is an important ingredient in supporting students’ reading achievement—and more importantly, motivation is the key to promoting in students a lifelong love of reading. Reading Motivation: A Guide to Understanding and Supporting Children’s Willingness to Read is informed by current research and theory but it is also approachable and practical. It is an excellent resource for current and future elementary teachers alike as they consider how to optimally support their students’ literacy learning. -- Seth A. Parsons, professor of education, George Mason UniversitySupporting young readers’ motivation is essential in developing reading instruction that is centered on students’ instructional and socioemotional needs and their linguistic and cultural strengths. Reading Motivation helps teachers understand the important role of motivation through descriptive case studies, connections of theory to practice, and practical activities to guide teachers in supporting young readers’ motivation. Erickson explores this important dimension of effective reading instruction in this valuable book appropriate for teachers of all levels. -- Margaret Vaughn, associate professor of literacy, Washington State UniversityThere has never been a better time to focus on the reading motivation needs of our youngest learners. This book is perfect for teams of teachers and interventionists to hear the voices of young readers as they strive to achieve in our classrooms. The case study approach detailed here privileges the voices of students and the methods are well suited to evaluating and refining the instruction offered to support them as they become fully invested and intrinsically motivated readers. -- Jacquelynn Malloy, associate professor of education, Clemson UniversityTable of ContentsForewordRuth Wharton-McDonaldPrefaceJoy Dangora Erickson and Luke ReynoldsAcknowledgmentsIntroductionChapter 1. Why Should I Probe My Students’ Program-Specific Motivation?Joy Dangora EricksonChapter 2. Ok, Ok, I’m In! Now What?! Defining Your Case and Refining Your Inquiry QuestionJoy Dangora Erickson and Beth FornaufChapter 3. Standing on the Shoulders of Giants: Using the Work of Others to Support Your ProjectJoy Dangora Erickson and Alessandra E. WardChapter 4. Data Collection: Deciding What to Collect and How to Collect ItJoy Dangora Erickson and Beth FornaufChapter 5. How am I Going to Fit Data Collection into My Packed Day? Outlining a Data Collection PlanJoy Dangora Erickson and Kyleigh P. RousseauChapter 6. I Have to Analyze All of This Too?! Drafting an Analysis Plan That Works for YouBeth Fornauf and Joy Dangora EricksonChapter 7. Help! I’m Drowning in Data! Making Sense of Qualitative DataJoy Dangora Erickson and Alessandra E. WardChapter 8. What About Pre and Post Motivation Survey Scores? How Might They Support My Conclusions? Simple Quantitative Data AnalysisCarla M. EvansChapter 9. Presentations and Publications: Engaging Others in Your Work Inside and Outside of the Immediate CommunityJoy Dangora Erickson and Cara E. FurmanChapter 10. Tweaking Your Practice, Documenting What Happens, and Beginning AgainJoy Dangora Erickson & Alessandra E. WardEpilogueJoy Dangora Erickson and Cara E. FurmanAbout the Author and Contributors

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Book SynopsisEver feel at a loss when you are wondering how to inspire kids to develop a love of reading? Then this book is for you! Anyone interested in kids and their success will find this a great read! The authors have compiled tales of achievement, based on real-life teaching and administrative experiences with boys who were reluctant readers. Each chapter contains an inspiring story meant to bolster your resolve and strengthen your skill set in working with male readers. This book is guaranteed to make you laugh and make you cry! Each chapter also includes hints and suggestions for encouraging the developing reader.Chapters focus on real-life scenarios that range from how to work with children who are growing up in poverty to the serendipities that meet anyone working with kids and even some thoughts on the current testing environment in education. The final chapters include a culmination of suggested best practices and how-to's!Trade ReviewIf I could convince all Elementary School Principals to read this gem of a book, Great Things Would Happen!My good friend Dr. Timothy Blair, would say, learning to read is a three legged stool; it takes explicit direct instruction, right fit books, and plenty of practice. When these three reading pillars are dished up by loving, caring, teachers and parents “Great Things Happen”! I am going to share this book with teachers and parents. -- Alan Boyko, retired president, Scholastic Book FairsNational and international studies consistently reinforce the issue that on average, reading is an area in which male students wane in comparison to their female counterparts. I am glad to see the laser focus that they are bringing to the issue with integrity, fidelity, and even a little levity. The issue exposes a deficit that needs to be addressed, and Jefferson and Shaffer bring ‘real world’ experience in an effort to help mitigate those statistical deficits. -- Tim Long, retired school superintendentThis insightful book on reading strategies is clearly the result of Dr. Jefferson being proactive, sensitive, and aware of the many challenges that face students. This book is an excellent tool for the new and developing professionals to successfully gain insight into engaging students in the reading process. -- Dave Chastain, Retired Director of Special Education

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Book SynopsisEver feel at a loss when you are wondering how to inspire kids to develop a love of reading? Then this book is for you! Anyone interested in kids and their success will find this a great read! The authors have compiled tales of achievement, based on real-life teaching and administrative experiences with boys who were reluctant readers. Each chapter contains an inspiring story meant to bolster your resolve and strengthen your skill set in working with male readers. This book is guaranteed to make you laugh and make you cry! Each chapter also includes hints and suggestions for encouraging the developing reader.Chapters focus on real-life scenarios that range from how to work with children who are growing up in poverty to the serendipities that meet anyone working with kids and even some thoughts on the current testing environment in education. The final chapters include a culmination of suggested best practices and how-to's!Trade ReviewIf I could convince all Elementary School Principals to read this gem of a book, Great Things Would Happen!My good friend Dr. Timothy Blair, would say, learning to read is a three legged stool; it takes explicit direct instruction, right fit books, and plenty of practice. When these three reading pillars are dished up by loving, caring, teachers and parents “Great Things Happen”! I am going to share this book with teachers and parents. -- Alan Boyko, retired president, Scholastic Book FairsNational and international studies consistently reinforce the issue that on average, reading is an area in which male students wane in comparison to their female counterparts. I am glad to see the laser focus that they are bringing to the issue with integrity, fidelity, and even a little levity. The issue exposes a deficit that needs to be addressed, and Jefferson and Shaffer bring ‘real world’ experience in an effort to help mitigate those statistical deficits. -- Tim Long, retired school superintendentThis insightful book on reading strategies is clearly the result of Dr. Jefferson being proactive, sensitive, and aware of the many challenges that face students. This book is an excellent tool for the new and developing professionals to successfully gain insight into engaging students in the reading process. -- Dave Chastain, Retired Director of Special Education

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Book SynopsisThe workbook and journal industry is exploding as people find a multitude of ways to supplement their academic engagement while learning online. Designed to be a companion text to Turning the Page: The Ultimate Guide for Teachers to Multicultural Literature, this book offers a nonjudgmental space where educators can take an introspective dive into their feelings about multiculturalism in the effort to generate a list of multicultural books appropriate for schools. In an educator's journey toward building a multicultural library including books that celebrate individuality, finding quality, bias-free, multicultural literature is paramount. In Turning the Page: A Guide to Securing Multicultural Literature for Schools, readers can practice concepts found in the first Turning the Page book. With charts and tables that illustrate the history of multicultural literature and the positive impact it has on society, this workbook is part history textbook and part journal. Also included are spTrade ReviewTurning the Page: A Guide to Securing Multicultural Literature for School is a gamechanger for change agents in the public school system at the school, district, and state level. Dr. Slaughter’s workbook includes rubrics and suggested texts that systematically lay out the process for incorporating multicultural literacy into a curriculum. I can now use the tools, tips, and strategies from the workbook to help our diverse committees be more successful in our development of a multicultural curriculum that will allow the students of Louisiana’s public school system to feel represented in the texts they encounter. -- Nikki C. Patterson, educational consultant, and author of "How to Win as Principal"Dr. Slaughter, a relationship-first educator, sees herself as a part of the American Quilt and desires to ensure all students see themselves in the beautiful tapestry, frayed spots and all, that is America. Kudos to Dr. Slaughter, who has created a workbook that demonstrates the essential nature of multiculturalism in literacy instruction and offers the reader a roadmap that provides opportunities for self-reflection, which supports one in growing in comfort and competency regarding sharing multicultural literacy effectively in the classroom setting. Educators will walk away from this text prepared to enter the world of literacy instruction; their experience will transform students. -- Connie Grier, The R.E.S.P.E.C.T. Alliance: Collaborating for Educational Success Promoting and Building Respectful Engagement between Families and SchoolsDr. Slaughter provides tangible actions designed to create opportunity, conversation, and steps for every educator to examine their own practices and philosophies related to multicultural education and a pathway to authentically integrate multicultural literature within the learning environment. Finally, a meaningful, timely, and clearly defined roadmap to integrating multicultural literature and learning experiences within the fabric of today’s classrooms. -- Kelly Ballard Ed.D, teacher educator, student advocateTable of ContentsForewordPrefaceAcknowledgmentsIntroductionChapter 1. Multicultural Literature in the Classroom: The BeginningChapter 2. Multicultural Literature: The Foundation of a Multicultural Education ProgramChapter 3. Critical Literacy and Multicultural LiteratureChapter 4. Generating a List of Multicultural BooksChapter 5. Creating a Task ForceChapter 6. The Multicultural Summer Reading ListChapter 7. The Task Force Meets Resistance and BiasChapter 8. Normalizing MulticulturalismChapter 9. The Key Takeaways: From a Student’s PerspectiveChapter 10. The Role of Multicultural Young Adult Literature in Curating an Antiracist Secondary English CurriculumAppendix AAppendix BDefinitions of TermsReferencesAbout the Author

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Book SynopsisThe workbook and journal industry is exploding as people find a multitude of ways to supplement their academic engagement while learning online. Designed to be a companion text to Turning the Page: The Ultimate Guide for Teachers to Multicultural Literature, this book offers a nonjudgmental space where educators can take an introspective dive into their feelings about multiculturalism in the effort to generate a list of multicultural books appropriate for schools. In an educator's journey toward building a multicultural library including books that celebrate individuality, finding quality, bias-free, multicultural literature is paramount. In Turning the Page: A Guide to Securing Multicultural Literature for Schools, readers can practice concepts found in the first Turning the Page book. With charts and tables that illustrate the history of multicultural literature and the positive impact it has on society, this workbook is part history textbook and part journal. Also included are spTrade ReviewTurning the Page: A Guide to Securing Multicultural Literature for School is a gamechanger for change agents in the public school system at the school, district, and state level. Dr. Slaughter’s workbook includes rubrics and suggested texts that systematically lay out the process for incorporating multicultural literacy into a curriculum. I can now use the tools, tips, and strategies from the workbook to help our diverse committees be more successful in our development of a multicultural curriculum that will allow the students of Louisiana’s public school system to feel represented in the texts they encounter. -- Nikki C. Patterson, educational consultant, and author of "How to Win as Principal"Dr. Slaughter, a relationship-first educator, sees herself as a part of the American Quilt and desires to ensure all students see themselves in the beautiful tapestry, frayed spots and all, that is America. Kudos to Dr. Slaughter, who has created a workbook that demonstrates the essential nature of multiculturalism in literacy instruction and offers the reader a roadmap that provides opportunities for self-reflection, which supports one in growing in comfort and competency regarding sharing multicultural literacy effectively in the classroom setting. Educators will walk away from this text prepared to enter the world of literacy instruction; their experience will transform students. -- Connie Grier, The R.E.S.P.E.C.T. Alliance: Collaborating for Educational Success Promoting and Building Respectful Engagement between Families and SchoolsDr. Slaughter provides tangible actions designed to create opportunity, conversation, and steps for every educator to examine their own practices and philosophies related to multicultural education and a pathway to authentically integrate multicultural literature within the learning environment. Finally, a meaningful, timely, and clearly defined roadmap to integrating multicultural literature and learning experiences within the fabric of today’s classrooms. -- Kelly Ballard Ed.D, teacher educator, student advocateTable of ContentsForewordPrefaceAcknowledgmentsIntroductionChapter 1. Multicultural Literature in the Classroom: The BeginningChapter 2. Multicultural Literature: The Foundation of a Multicultural Education ProgramChapter 3. Critical Literacy and Multicultural LiteratureChapter 4. Generating a List of Multicultural BooksChapter 5. Creating a Task ForceChapter 6. The Multicultural Summer Reading ListChapter 7. The Task Force Meets Resistance and BiasChapter 8. Normalizing MulticulturalismChapter 9. The Key Takeaways: From a Student’s PerspectiveChapter 10. The Role of Multicultural Young Adult Literature in Curating an Antiracist Secondary English CurriculumAppendix AAppendix BDefinitions of TermsReferencesAbout the Author

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Book SynopsisEmpowering Young Readers: Dialogic Reading with Integrated Vocabulary Enrichment is designed to familiarize adults with a fun and engaging approach to reading with children that promotes their reading comprehension and vocabulary development. This book outlines an evidence-based approach called Dialogic Reading with Integrated Vocabulary Enrichment, or DRIVE, that adults can use while reading together with preschool children and children in the early elementary grades. Beginning with an overview of the importance of shared reading and the key skills necessary for children to become successful readers, Empowering Young Readers then transitions to describing the easy-to-use approach for creating meaningful dialogues while reading stories, beginning with concrete strategies used in DRIVE that are easily remembered by the acronym, EMPOWERED. Also provided are recommendations on ways to encourage vocabulary development while using the DRIVE approach, suggestions for choosing appropriateTable of ContentsForewordPrefaceAcknowledgmentsIntroduction: The Importance of Shared ReadingChapter 1. How Do Children Become Good Readers?Chapter 2. What is the DRIVE Approach?Chapter 3. Overview of EMPOWERED StrategiesChapter 4. Encouraging VocabularyChapter 5. Choosing a BookChapter 6. Tips to Consider While ReadingChapter 7. Closing ThoughtsBibliographyIndexAbout the Authors

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Book SynopsisEmpowering Young Readers: Dialogic Reading with Integrated Vocabulary Enrichment is designed to familiarize adults with a fun and engaging approach to reading with children that promotes their reading comprehension and vocabulary development. This book outlines an evidence-based approach called Dialogic Reading with Integrated Vocabulary Enrichment, or DRIVE, that adults can use while reading together with preschool children and children in the early elementary grades. Beginning with an overview of the importance of shared reading and the key skills necessary for children to become successful readers, Empowering Young Readers then transitions to describing the easy-to-use approach for creating meaningful dialogues while reading stories, beginning with concrete strategies used in DRIVE that are easily remembered by the acronym, EMPOWERED. Also provided are recommendations on ways to encourage vocabulary development while using the DRIVE approach, suggestions for choosing appropriateTable of ContentsForewordPrefaceAcknowledgmentsIntroduction: The Importance of Shared ReadingChapter 1. How Do Children Become Good Readers?Chapter 2. What is the DRIVE Approach?Chapter 3. Overview of EMPOWERED StrategiesChapter 4. Encouraging VocabularyChapter 5. Choosing a BookChapter 6. Tips to Consider While ReadingChapter 7. Closing ThoughtsBibliographyIndexAbout the Authors

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Book SynopsisThe Feedback Process: Engaging Students with Meaningful Comments About their Writing features curriculum and instruction to assist humanities educators with commenting on student drafts. The focus is on students' non-fiction writing or arguments supported with credible sources. To make a complex process more accessible, this book features strategies for both written and auditory commentary. To make the process more efficient, it includes surveys, feedback models, rubrics, lists of useful comments, and sample student drafts (with commentary). This book draws from classroom research to discuss strategies for managing students' emotional responses to feedback, as well as instructors using tone and word choice constructively for greater impact on drafts. The Feedback Process ultimately aims to lessen the burden on instructors and educators who comment on a substantial number of papers every semester, with a fresh approach to feedback.Trade ReviewThe Feedback Process represents one of those rare instances in which the author manages to integrate current theory, research, and best practices clearly and seamlessly. Instructors are provided with the most effective insights and strategies to implement for the relentless task of providing informative and comprehensible written and auditory commentary for high school and college students constructing persuasive papers across academic disciplines in the humanities. This book is grounded in the thinking that writing for audiences across disciplines is a social act and its effectiveness is enhanced by its dialogic approach to feed-forward. That is to say, the feed-forward process provided by the instructor initiates a dialogue with the student writer to resolve misunderstandings between the instructor’s intentions and the student’s perceptions of those intentions. Dr. Karen A. Wink offers teachers the most comprehensive resource for approaches for initiating commentary on student writing that have potential to improve student writing performance. -- Wayne H. Slater, professor of education, department of teaching and learning, policy and leadership, college of education, University of Maryland; co-author of "Academic and Professional Writing in an Age of Accountability"Dr. Karen A. Wink has a written a book that has relevant and evidence-based applications not only for high school and higher-education writing instructors but also for any instructors who require writing assignments in their courses and want to be able to give meaningful feedback. The Feedback Process is filled with ready-to-use templates informed by Dr. Wink’s many years of experience as a college writing instructor. If you are facing a stack of student papers and need inspiration and fresh ideas, this is the text for you! -- Mary Ellen Beaty-O’Farrell, chair, department of innovative teaching and learning, Johns Hopkins School of EducationAttending to a crucial—and crucially neglected—aspect of pedagogical instruction, Dr. Karen A. Wink’s clear, specific, and extremely useful guide to providing feedback on student work, The Feedback Process: Engaging Students with Meaningful Comments About their Writing, has much to offer fledgling and seasoned instructors alike. -- Jeffrey Andrew Weinstock, professor of English, Central Michigan University; author of "The Mad Scientist’s Guide to Composition"Table of ContentsPrefaceIntroductionChapter 1: Feedback ProcessChapter 2: Writing AssignmentsChapter 3: AssessmentChapter 4: RubricsChapter 5: Commenting VocabularyChapter 6: Written CommentaryChapter 7: Audio CommentaryChapter 8: Emotional ComponentChapter 9: Feedback on FeedbackChapter 10: Feed ForwardAppendix I: Terms from Feedback ProcessAppendix II: Case Study of Formative and Summative Online Comments for Half- and Final Drafts of Research Paper, English Composition CourseAppendix III: Case Study of Formative and Summative Online Comments for Rough and Final Drafts of Research Paper, Freshman History CourseAppendix IV: Student Survey, Writing Practices and Feedback ProcessBibliographyIndexAbout the Author

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Book SynopsisThe Feedback Process: Engaging Students with Meaningful Comments About their Writing features curriculum and instruction to assist humanities educators with commenting on student drafts. The focus is on students' non-fiction writing or arguments supported with credible sources. To make a complex process more accessible, this book features strategies for both written and auditory commentary. To make the process more efficient, it includes surveys, feedback models, rubrics, lists of useful comments, and sample student drafts (with commentary). This book draws from classroom research to discuss strategies for managing students' emotional responses to feedback, as well as instructors using tone and word choice constructively for greater impact on drafts. The Feedback Process ultimately aims to lessen the burden on instructors and educators who comment on a substantial number of papers every semester, with a fresh approach to feedback.Trade ReviewThe Feedback Process represents one of those rare instances in which the author manages to integrate current theory, research, and best practices clearly and seamlessly. Instructors are provided with the most effective insights and strategies to implement for the relentless task of providing informative and comprehensible written and auditory commentary for high school and college students constructing persuasive papers across academic disciplines in the humanities. This book is grounded in the thinking that writing for audiences across disciplines is a social act and its effectiveness is enhanced by its dialogic approach to feed-forward. That is to say, the feed-forward process provided by the instructor initiates a dialogue with the student writer to resolve misunderstandings between the instructor’s intentions and the student’s perceptions of those intentions. Dr. Karen A. Wink offers teachers the most comprehensive resource for approaches for initiating commentary on student writing that have potential to improve student writing performance. -- Wayne H. Slater, professor of education, department of teaching and learning, policy and leadership, college of education, University of Maryland; co-author of "Academic and Professional Writing in an Age of Accountability"Dr. Karen A. Wink has a written a book that has relevant and evidence-based applications not only for high school and higher-education writing instructors but also for any instructors who require writing assignments in their courses and want to be able to give meaningful feedback. The Feedback Process is filled with ready-to-use templates informed by Dr. Wink’s many years of experience as a college writing instructor. If you are facing a stack of student papers and need inspiration and fresh ideas, this is the text for you! -- Mary Ellen Beaty-O’Farrell, chair, department of innovative teaching and learning, Johns Hopkins School of EducationAttending to a crucial—and crucially neglected—aspect of pedagogical instruction, Dr. Karen A. Wink’s clear, specific, and extremely useful guide to providing feedback on student work, The Feedback Process: Engaging Students with Meaningful Comments About their Writing, has much to offer fledgling and seasoned instructors alike. -- Jeffrey Andrew Weinstock, professor of English, Central Michigan University; author of "The Mad Scientist’s Guide to Composition"Table of ContentsPrefaceIntroductionChapter 1: Feedback ProcessChapter 2: Writing AssignmentsChapter 3: AssessmentChapter 4: RubricsChapter 5: Commenting VocabularyChapter 6: Written CommentaryChapter 7: Audio CommentaryChapter 8: Emotional ComponentChapter 9: Feedback on FeedbackChapter 10: Feed ForwardAppendix I: Terms from Feedback ProcessAppendix II: Case Study of Formative and Summative Online Comments for Half- and Final Drafts of Research Paper, English Composition CourseAppendix III: Case Study of Formative and Summative Online Comments for Rough and Final Drafts of Research Paper, Freshman History CourseAppendix IV: Student Survey, Writing Practices and Feedback ProcessBibliographyIndexAbout the Author

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Book SynopsisThis Workbook is a collection of exercises and case studies designed to serve as a companion to Reading Argumentative Texts: Analytic Tools to Improve Understanding. The exercises and case studies track each of the chapters of Reading and provide opportunities for students to hone their skills at using the analytic tools presented in Reading, and to acquire additional analytic tools and concepts. These tools are illustrated through the analysis of complete essays from the mass media, speeches, a sermon, and passages from academic works. The approach is flexible and practical and avoids academic jargon and specific theories of argumentation. As is the case with Reading, this Workbook is grounded in two principles. First, that the meaning of an argumentative text is to be found in the statements that constitute the argument itself, in other statements that are more or less directly related to the argument, and in the structure and context of the text. Accordingly, while this boTable of ContentsPrefaceChapter 1. IntroductionChapter 2. Reading Is Not a Spectator SportChapter 3. Why Are You Reading?Chapter 4. Arguments: A Closer LookChapter 5. Every Person Has a Skeleton, Every Argument Has a StructureChapter 6. What Does the Skeleton Look Like? Outlines and SummariesChapter 7. Ambiguity and Nonliteral Uses of LanguageChapter 8. Context Imparts MeaningChapter 9. The ABC’s of LogicAppendix I. Answer KeyAppendix II. Ramya Vijaya, Refugees don’t undermine the US economy—they energize it.Appendix III. William Deresiewicz, The Disadvantages of an Elite EducationAppendix IV. Carl J. Asszony, True meaning of July 4 is sacrificeAppendix V. Martin Luther King, Jr., Antidotes for fearAppendix VI. Trevor Burrus, It’s Time to End Any Level of Federal Marijuana Prohibition

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Book SynopsisThis Workbook is a collection of exercises and case studies designed to serve as a companion to Reading Argumentative Texts: Analytic Tools to Improve Understanding. The exercises and case studies track each of the chapters of Reading and provide opportunities for students to hone their skills at using the analytic tools presented in Reading, and to acquire additional analytic tools and concepts. These tools are illustrated through the analysis of complete essays from the mass media, speeches, a sermon, and passages from academic works. The approach is flexible and practical and avoids academic jargon and specific theories of argumentation. As is the case with Reading, this Workbook is grounded in two principles. First, that the meaning of an argumentative text is to be found in the statements that constitute the argument itself, in other statements that are more or less directly related to the argument, and in the structure and context of the text. Accordingly, while this boTable of ContentsPrefaceChapter 1. IntroductionChapter 2. Reading Is Not a Spectator SportChapter 3. Why Are You Reading?Chapter 4. Arguments: A Closer LookChapter 5. Every Person Has a Skeleton, Every Argument Has a StructureChapter 6. What Does the Skeleton Look Like? Outlines and SummariesChapter 7. Ambiguity and Nonliteral Uses of LanguageChapter 8. Context Imparts MeaningChapter 9. The ABC’s of LogicAppendix I. Answer KeyAppendix II. Ramya Vijaya, Refugees don’t undermine the US economy—they energize it.Appendix III. William Deresiewicz, The Disadvantages of an Elite EducationAppendix IV. Carl J. Asszony, True meaning of July 4 is sacrificeAppendix V. Martin Luther King, Jr., Antidotes for fearAppendix VI. Trevor Burrus, It’s Time to End Any Level of Federal Marijuana Prohibition

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Book SynopsisThis new text lays out the rationale for teaching science as active inquiry and presents a teaching for thinking theoretical framework that is rooted in extensive field research and classroom practice. This introductory section is followed with information and guidelines for how teachers may organize their science programs with a focus on hands-on student involvement in active inquiry. The last section includes 60 sciencing activities that are grouped according to teachers' expressed concerns about their messiness.With the current emphasis on distance learning, the use of IT as instructional tools and more child-centered practices, this new book should serve as a valuable resource for opening teachers' and students' minds to the values of teaching science in the ways in which scientists actually do their work. More than theory, the book offers practical and clear help to teachers to want to pursue teaching science as an investigative process.Trade ReviewStudents love the opportunity to “be scientists!” Wassermann and Ivany have provided engaging, thoughtful and challenging ways to have learners to understand and practice science as inquiry rather than rote memory, as evolving rather than static, and as creative rather than prescriptive. This book is a treasure for all ages! -- Laura Bickerton, former Director of Teacher Education, the College of Education, and Director of Teacher Education, Ministry of Education, B.C.Teaching Science as Active Inquiry is an outstanding resource for educators interested in inquiry-based teaching who wish to instil a love for science in their students and promote a deeper understanding of and skill in the processes of science. Wassermann and Ivany provide detailed supports for curriculum design, implementation, and the promotion of student autonomy. -- N. McAllister, BSc, MA, co-Author of Innovations in Science, Faculty Associate Simon Fraser University, elementary-secondary teacher, Area gifted teacher, Vancouver School Board. Retired.In the midst of the pandemic, it is propitious that a new book, Teaching Science as Active Inquiry by Wassermann and Ivany is now available. This new volume utilizes their highly successful Play-Debrief-Replay model that puts students in the central role of scientific investigators. The authors, very much on the side of teachers, provide them with many examples of challenging, hands-on activities to implement their science program. This is very much a book for the 21st century, with the urgency of a subject that impinges on us every minute of our lives. The book’s a knockout. It could not be more timely. -- Arthur Salz, Associate Professor Emeritus, Department of Education, Queens College, CUNYWhat the world needs now is a citizenry that is scientifically literate and knows how to think. The word Science is bandied around by politicians and the media as being a static, certain entity which it is not. Science and thinking are often taught (if taught at all) as having one predetermined correct answer. This book is a delicious alternative for teachers to help students sustain their innate sense of wonder into the world around them through a "play - debrief - replay" teaching strategy and the use of learning centres. It is based on child centered pedagogy and includes 58 inquiry activities that can easily be implemented in the classroom. I highly recommend this book for all teachers. -- Kim Fulton, aka Dr. Fish, B. C. teacherTable of ContentsPrefaceAcknowledgementsIntroduction: This Book is for TeachersSection I: PerspectivesChapter 1: Perspectives on Science and SciencingChapter 2: Perspectives on ChildrenChapter 3: Perspectives on PlayChapter 4: Perspectives on Teaching for Thinking in ScienceChapter 5: Perspectives from the Classroom: The Play-Debrief-Replay Instructional ModelSection II: Organizing the Classroom for Science as Active InquiryChapter 6: Preparing Students for SciencingChapter 7: Gathering the MaterialsChapter 8: Making Room for SciencingChapter 9: Guidelines and Ground RulesChapter 10: Debriefing: Interactions that Promote Thoughtful InquiryChapter 11: Thinking and Decision Making in ScienceSection III: 58 Sciencing ActivitiesChapter 12: Introduction to the ActivitiesChapter 13: Category A: Wet, Wetter, Wettest: Activities 1 - 11Chapter 14: Category B: No Fuss, No Muss, No Sticky Stuff: Activities 12 - 48Chapter 15: Category C: Who’s Afraid of Spiders?: Activities 49 - 58Section IV:: Journey Into the UnknownChapter 16: Evaluating Student GrowthChapter 17: Journey Into the UnknownAppendixBibliography

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Book SynopsisThis new text lays out the rationale for teaching science as active inquiry and presents a teaching for thinking theoretical framework that is rooted in extensive field research and classroom practice. This introductory section is followed with information and guidelines for how teachers may organize their science programs with a focus on hands-on student involvement in active inquiry. The last section includes 60 sciencing activities that are grouped according to teachers' expressed concerns about their messiness.With the current emphasis on distance learning, the use of IT as instructional tools and more child-centered practices, this new book should serve as a valuable resource for opening teachers' and students' minds to the values of teaching science in the ways in which scientists actually do their work. More than theory, the book offers practical and clear help to teachers to want to pursue teaching science as an investigative process.Trade ReviewStudents love the opportunity to “be scientists!” Wassermann and Ivany have provided engaging, thoughtful and challenging ways to have learners to understand and practice science as inquiry rather than rote memory, as evolving rather than static, and as creative rather than prescriptive. This book is a treasure for all ages! -- Laura Bickerton, former Director of Teacher Education, the College of Education, and Director of Teacher Education, Ministry of Education, B.C.Teaching Science as Active Inquiry is an outstanding resource for educators interested in inquiry-based teaching who wish to instil a love for science in their students and promote a deeper understanding of and skill in the processes of science. Wassermann and Ivany provide detailed supports for curriculum design, implementation, and the promotion of student autonomy. -- N. McAllister, BSc, MA, co-Author of Innovations in Science, Faculty Associate Simon Fraser University, elementary-secondary teacher, Area gifted teacher, Vancouver School Board. Retired.In the midst of the pandemic, it is propitious that a new book, Teaching Science as Active Inquiry by Wassermann and Ivany is now available. This new volume utilizes their highly successful Play-Debrief-Replay model that puts students in the central role of scientific investigators. The authors, very much on the side of teachers, provide them with many examples of challenging, hands-on activities to implement their science program. This is very much a book for the 21st century, with the urgency of a subject that impinges on us every minute of our lives. The book’s a knockout. It could not be more timely. -- Arthur Salz, Associate Professor Emeritus, Department of Education, Queens College, CUNYWhat the world needs now is a citizenry that is scientifically literate and knows how to think. The word Science is bandied around by politicians and the media as being a static, certain entity which it is not. Science and thinking are often taught (if taught at all) as having one predetermined correct answer. This book is a delicious alternative for teachers to help students sustain their innate sense of wonder into the world around them through a "play - debrief - replay" teaching strategy and the use of learning centres. It is based on child centered pedagogy and includes 58 inquiry activities that can easily be implemented in the classroom. I highly recommend this book for all teachers. -- Kim Fulton, aka Dr. Fish, B. C. teacherTable of ContentsPrefaceAcknowledgementsIntroduction: This Book is for TeachersSection I: PerspectivesChapter 1: Perspectives on Science and SciencingChapter 2: Perspectives on ChildrenChapter 3: Perspectives on PlayChapter 4: Perspectives on Teaching for Thinking in ScienceChapter 5: Perspectives from the Classroom: The Play-Debrief-Replay Instructional ModelSection II: Organizing the Classroom for Science as Active InquiryChapter 6: Preparing Students for SciencingChapter 7: Gathering the MaterialsChapter 8: Making Room for SciencingChapter 9: Guidelines and Ground RulesChapter 10: Debriefing: Interactions that Promote Thoughtful InquiryChapter 11: Thinking and Decision Making in ScienceSection III: 58 Sciencing ActivitiesChapter 12: Introduction to the ActivitiesChapter 13: Category A: Wet, Wetter, Wettest: Activities 1 - 11Chapter 14: Category B: No Fuss, No Muss, No Sticky Stuff: Activities 12 - 48Chapter 15: Category C: Who’s Afraid of Spiders?: Activities 49 - 58Section IV:: Journey Into the UnknownChapter 16: Evaluating Student GrowthChapter 17: Journey Into the UnknownAppendixBibliography

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Book SynopsisChildren's literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children's literature for pedagogical purposes and to excite children's imaginations and expose them to worlds beyond their own experience. Over the past thirty years, teachers have increasingly used children's literature to expose their students to cultural, racial, and religious diversity as well as introducing their students to issues of social justice and social equity. Unfortunately, Jewish children's literature is often absent in the preschool and elementary school classroom. When it is present, it is almost exclusively Holocaust literature. The result is that Jewish people are nearly invisible in the children's literature found in preschool and elementary school classrooms and when it is available, it presents a picture to children of Jews as victims. The purpose of our book is to address this problematic situation and provide teachers with guidance in the uTrade ReviewThese distinguished authors have provided an excellent guide for any teacher (Jewish or non-Jewish) to encourage student engagement with the immense variety of engaging Jewish literature. Thanks to this important work, Jewish children's books will finally be discovered by a non-Jewish audience who will be delighted to have these top educators help open up a new literary world for their students. -- Lisa Silverman, retired director, Sperber Jewish Community Library; curator, Jewish Journal Streaming GuideBecause bigotry, antisemitism, and racism continue to find their way into our schools and society, the need for authentic representation and respect for children’s identities and communities is greater than ever before. Beautifully written and creatively organized, Enduring Questions includes cultural insights, suggested literature, and curricular resources to enrich the understanding of the Jewish experience for students and teachers of all backgrounds. This book will be cherished by educators and families who work towards a future that is inclusive and multicultural. -- Sonia Nieto, Professor Emerita in Language, Literacy, and Culture at the College of Education, University of Massachusetts, AmherstThis compelling and thorough book shares the range of Jewish children’s literature: stories of love, stories of memory, stories that evoke laughter and tears. But what remains with readers most is that which sets out to reason why Jewish children’s literature matters for all children, how the identities of Jewish people have been broadened, and what places these books have in the wider context of what we read together. The practical curricular connections are supported with honest insights from teachers who share their experiences. From establishing the current state of the field to offering resources to study further, this book will guide readers who know the topic well as well as those who need introduction. For all, this book affirms and inspires as it establishes the necessary place of Jewish children’s literature for all readers. -- Junko Yokota, director, Center for Teaching through Children’s Books; professor emerita, National Louis UniversityCarefully structured and engagingly written, Enduring Questions helps to make the particulars of Jewish difference legible on the American cultural landscape. This is a practical manual for incorporating Jewish literature at all stages of the curriculum from preschool through elementary school, regardless of the level of teachers’ and students’ familiarity with Jewish history and practice. Deftly harnessing the energy of the stories themselves, the authors lead readers on a journey far beyond the Holocaust narratives that dominate the limited Jewish content in most mainstream educational settings. Of particular value are the sidebars in teachers’ own words describing how they deployed a given text in the classroom and how students in a variety of settings received and spoke back to the stories. -- Miriam Udel, Associate Professor of Yiddish Language, Literature and CultureEnduring Questions expands awareness of Jewish books for children beyond the typical focus on the Holocaust or Hanukah. The authors provide cogent reasons for using Jewish books as an integral part of multicultural literature with children. The authors weave in Jewish learning that will support teachers with choosing and using Jewish books with their students. In each chapter, the authors provide teacher testimonies of using specific titles with their students. In addition, the authors provide excellent examples of enduring questions for each book they present. Finally, the appendices are valuable resources for all educators. -- Ted Kesler, Associate Professor, Elementary and Early Childhood Education, Queens College, City University of New YorkTable of ContentsDedicationAcknowledgmentsPermissionsIntroduction – Why and How to Use Jewish Children’s Literature in the Preschool and Elementary School ClassroomChapter 1: What makes Jewish Children’s Literature Jewish?Chapter 2: What Is Our Story? What Is Our History? A Brief History of Jewish Children’s LiteratureChapter 3: What Is Love? Stories of Family, Friendship, Animals, and NatureChapter 4: What is Time? Jewish Rites and Holidays Through Jewish Children's LiteratureChapter 5: What is Wisdom and What Is Foolishness? Humor in Jewish Children’s LiteratureChapter 6: What Is Evil? How Might We Respond to Evil? Jewish Children’s Literature, Antisemitism, and the HolocaustChapter 7: What is Justice? What is a Righteous Person to Do? Jewish Children’s Literature and the Pursuit of Tikkun Olam Chapter 8: How Might We Imagine A Life For Ourselves Together In The World? Using Jewish Children’s Literature in Multicultural Education GlossaryAppendicesAppendix A: Select List of Jewish Children’s Literature Organized by Topics / ThemesAppendix B: Select Resources for Using Jewish Children’s Literature in the Preschool Through Elementary ClassroomAppendix C: Select List of Professional and Scholarly Books and Articles on Jewish Children’s LiteratureIndexAbout the Authors

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Book SynopsisChildren's literature is ubiquitous in preschool and elementary school classrooms and in school libraries. Teachers use children's literature for pedagogical purposes and to excite children's imaginations and expose them to worlds beyond their own experience. Over the past thirty years, teachers have increasingly used children's literature to expose their students to cultural, racial, and religious diversity as well as introducing their students to issues of social justice and social equity. Unfortunately, Jewish children's literature is often absent in the preschool and elementary school classroom. When it is present, it is almost exclusively Holocaust literature. The result is that Jewish people are nearly invisible in the children's literature found in preschool and elementary school classrooms and when it is available, it presents a picture to children of Jews as victims. The purpose of our book is to address this problematic situation and provide teachers with guidance in the uTrade ReviewThese distinguished authors have provided an excellent guide for any teacher (Jewish or non-Jewish) to encourage student engagement with the immense variety of engaging Jewish literature. Thanks to this important work, Jewish children's books will finally be discovered by a non-Jewish audience who will be delighted to have these top educators help open up a new literary world for their students. -- Lisa Silverman, retired director, Sperber Jewish Community Library; curator, Jewish Journal Streaming GuideBecause bigotry, antisemitism, and racism continue to find their way into our schools and society, the need for authentic representation and respect for children’s identities and communities is greater than ever before. Beautifully written and creatively organized, Enduring Questions includes cultural insights, suggested literature, and curricular resources to enrich the understanding of the Jewish experience for students and teachers of all backgrounds. This book will be cherished by educators and families who work towards a future that is inclusive and multicultural. -- Sonia Nieto, Professor Emerita in Language, Literacy, and Culture at the College of Education, University of Massachusetts, AmherstThis compelling and thorough book shares the range of Jewish children’s literature: stories of love, stories of memory, stories that evoke laughter and tears. But what remains with readers most is that which sets out to reason why Jewish children’s literature matters for all children, how the identities of Jewish people have been broadened, and what places these books have in the wider context of what we read together. The practical curricular connections are supported with honest insights from teachers who share their experiences. From establishing the current state of the field to offering resources to study further, this book will guide readers who know the topic well as well as those who need introduction. For all, this book affirms and inspires as it establishes the necessary place of Jewish children’s literature for all readers. -- Junko Yokota, director, Center for Teaching through Children’s Books; professor emerita, National Louis UniversityCarefully structured and engagingly written, Enduring Questions helps to make the particulars of Jewish difference legible on the American cultural landscape. This is a practical manual for incorporating Jewish literature at all stages of the curriculum from preschool through elementary school, regardless of the level of teachers’ and students’ familiarity with Jewish history and practice. Deftly harnessing the energy of the stories themselves, the authors lead readers on a journey far beyond the Holocaust narratives that dominate the limited Jewish content in most mainstream educational settings. Of particular value are the sidebars in teachers’ own words describing how they deployed a given text in the classroom and how students in a variety of settings received and spoke back to the stories. -- Miriam Udel, Associate Professor of Yiddish Language, Literature and CultureEnduring Questions expands awareness of Jewish books for children beyond the typical focus on the Holocaust or Hanukah. The authors provide cogent reasons for using Jewish books as an integral part of multicultural literature with children. The authors weave in Jewish learning that will support teachers with choosing and using Jewish books with their students. In each chapter, the authors provide teacher testimonies of using specific titles with their students. In addition, the authors provide excellent examples of enduring questions for each book they present. Finally, the appendices are valuable resources for all educators. -- Ted Kesler, Associate Professor, Elementary and Early Childhood Education, Queens College, City University of New YorkTable of ContentsDedicationAcknowledgmentsPermissionsIntroduction – Why and How to Use Jewish Children’s Literature in the Preschool and Elementary School ClassroomChapter 1: What makes Jewish Children’s Literature Jewish?Chapter 2: What Is Our Story? What Is Our History? A Brief History of Jewish Children’s LiteratureChapter 3: What Is Love? Stories of Family, Friendship, Animals, and NatureChapter 4: What is Time? Jewish Rites and Holidays Through Jewish Children's LiteratureChapter 5: What is Wisdom and What Is Foolishness? Humor in Jewish Children’s LiteratureChapter 6: What Is Evil? How Might We Respond to Evil? Jewish Children’s Literature, Antisemitism, and the HolocaustChapter 7: What is Justice? What is a Righteous Person to Do? Jewish Children’s Literature and the Pursuit of Tikkun Olam Chapter 8: How Might We Imagine A Life For Ourselves Together In The World? Using Jewish Children’s Literature in Multicultural Education GlossaryAppendicesAppendix A: Select List of Jewish Children’s Literature Organized by Topics / ThemesAppendix B: Select Resources for Using Jewish Children’s Literature in the Preschool Through Elementary ClassroomAppendix C: Select List of Professional and Scholarly Books and Articles on Jewish Children’s LiteratureIndexAbout the Authors

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Book SynopsisDevelopmental Education Preparation suggests faculty development that can be used for teaching developmental education and corequisites courses, specifically in mathematics. Providing a look into the needs of students that may not be prepared for college level courses, the premise of the book is to prepare the faculty as much as possible to handle a developmental course. Complete with techniques, pedagogy, instructional skills, when combined all together, this book can help with developing meaningful professional development on any campus across the nation. The interviews presented in this book provide the reality of some faculty of developmental mathematics education and revealed common trends in the needs and characteristics of corequisite courses. Based on the themes found, professional development is suggested to aid in helping shift any negative components of those themes. The themes help better understand the needs of teaching these challenging courses. Student success should Trade ReviewThis timely book presents a poignant statement surrounding the current issues on developmental education. Community college instructors teaching corequisite courses combining the requirements of developmental mathematics and college level mathematics will find it a most valuable resource. An engaging read of extremely practical ideas based on a research study! -- Mary Margaret Capraro, Professor of Mathematics EducationDiscussions on the corequisite model for entry level mathematics courses has been at the forefront of post-secondary mathematics education for nearly a decade. In this book, Dr. Cribbs uses case studies and provides a research-based approach to how corequisite math classes are taught and the wide variety of models that exist. This is a great read and inspires corequisite math instructors to really think about their approach to closing mathematical knowledge gaps for students. This book will change mindsets about corequisite math classes. -- Jennifer Whitfield, Professor of MathematicsIf you are sincere about student success, this book is a must-read. The author provides a contrasting perspective of the pros and cons of implementing a mandated corequisite model. As a learning & development professional, I found it particularly interesting to learn about how the model impacted job satisfaction for the faculty members. This book highlights the tremendous value of professional development specific to the campus or university. -- Tasha Bennett, Learning and Development SupervisorTable of ContentsAcknowledgementsIntroductionCHAPTER 1: Developmental Mathematics EducationCHAPTER 2: Developmental and Corequisite PedagogyCHAPTER 3: Listening to the Voices of Faculty of Developmental MathematicsCHAPTER 4: Successful Professional Development Options for Community CollegesCHAPTER 5: ConclusionReferencesAbout the Author

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Book SynopsisThis book will provide support for faculty across the country and help enhance their readiness for teaching developmental and corequisite mathematics courses.Trade ReviewThis timely book presents a poignant statement surrounding the current issues on developmental education. Community college instructors teaching corequisite courses combining the requirements of developmental mathematics and college level mathematics will find it a most valuable resource. An engaging read of extremely practical ideas based on a research study! -- Mary Margaret Capraro, Professor of Mathematics EducationDiscussions on the corequisite model for entry level mathematics courses has been at the forefront of post-secondary mathematics education for nearly a decade. In this book, Dr. Cribbs uses case studies and provides a research-based approach to how corequisite math classes are taught and the wide variety of models that exist. This is a great read and inspires corequisite math instructors to really think about their approach to closing mathematical knowledge gaps for students. This book will change mindsets about corequisite math classes. -- Jennifer Whitfield, Professor of MathematicsIf you are sincere about student success, this book is a must-read. The author provides a contrasting perspective of the pros and cons of implementing a mandated corequisite model. As a learning & development professional, I found it particularly interesting to learn about how the model impacted job satisfaction for the faculty members. This book highlights the tremendous value of professional development specific to the campus or university. -- Tasha Bennett, Learning and Development SupervisorTable of ContentsAcknowledgementsIntroductionCHAPTER 1: Developmental Mathematics EducationCHAPTER 2: Developmental and Corequisite PedagogyCHAPTER 3: Listening to the Voices of Faculty of Developmental MathematicsCHAPTER 4: Successful Professional Development Options for Community CollegesCHAPTER 5: ConclusionReferencesAbout the Author

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Book SynopsisThis book illustrates how middle level English language arts teachers can draw upon young adult literature to facilitate students' understanding of issues of oppression and allow them opportunities for social action. Each chapter centers on one novel that represents a contemporary topic including the refugee crisis, Indigenous rights, trauma, and bullying. In each, authors provide pre-, during-, and after reading strategies for teaching that connect the social issues in the texts to students' lives and to the world around them. Research, writing, and digital literacies are emphasized throughout. Authors also include topics for teaching at the intersections of the focal topic with other areas of social justice. Finally, they provide a multitude of avenues for student action, emphasizing the need to move readers from understanding and awareness to asserting their own agency and capacities to effect change in their local, national, and global communities. Additional resources are also Table of ContentsPrefaceIntroduction1. Trauma2. Social Class Disparities in the United States3. Bullying4.Refugee Crisis5. Indigenous Rights6. Sexual Orientation and Stigma7. Access and Disabilities 8. Black Lives Matter9. Foster Care and Stigma10. Experiences of Immigrants ConclusionIndex About the Authors

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Book SynopsisThis book illustrates how middle level English language arts teachers can draw upon young adult literature to facilitate students' understanding of issues of oppression and allow them opportunities for social action. Each chapter centers on one novel that represents a contemporary topic including the refugee crisis, Indigenous rights, trauma, and bullying. In each, authors provide pre-, during-, and after reading strategies for teaching that connect the social issues in the texts to students' lives and to the world around them. Research, writing, and digital literacies are emphasized throughout. Authors also include topics for teaching at the intersections of the focal topic with other areas of social justice. Finally, they provide a multitude of avenues for student action, emphasizing the need to move readers from understanding and awareness to asserting their own agency and capacities to effect change in their local, national, and global communities. Additional resources are also Table of ContentsPrefaceIntroduction1. Trauma2. Social Class Disparities in the United States3. Bullying4.Refugee Crisis5. Indigenous Rights6. Sexual Orientation and Stigma7. Access and Disabilities 8. Black Lives Matter9. Foster Care and Stigma10. Experiences of Immigrants ConclusionIndex About the Authors

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Book SynopsisGiving students opportunities to read like scientists has the potential to move their thinking and understanding of scientific concepts in monumental ways. Each chapter presented in this volume provides readers with approaches and activities for pairing a young adult novel with specific science concepts. Chapters include instructional activities for before, during, and after reading as well as extension activities that move beyond the text. Through the reading and study of the spotlighted young adult novels in this volume, students are guided to a deeper understanding of science while increasing their literacy practices.Table of ContentsINTRODUCTIONPaula Greathouse, Melanie Hundley and Stephanie WendtCHAPTER 1: Thirsty for Science: Exploring Water Systems, Water Conservation, and Drought through DryMichael DiCicco and Chris CookCHAPTER 2: Climate Change is A Hot Mess: The Human Impact on Earth SystemsShelly Shaffer and Kathryn BaldwinCHAPTER 3: Countering ‘Plant Apathy’: Using Kenneth Bloom as a Motivating Tool for Teaching Plant Science to Students Katharine Covino and Erin RehrigCHAPTER 4: Making Botany Magical: Teaching about Plants with This Poison HeartJulie Baker, Shawn Krosnick and Kelly MooreCHAPTER 5: Exploring Nature and the Nature of Scientific Inquiry: Reading The Evolution of Calpurnia TateAmy Palmeri, Emily Pendergrass and Heather JohnsonCHAPTER 6: Past and Future Plagues as Windows into the Present: Reading A Death-Struck Year to Teach About Diseases and ImmunityDavid Nurenberg and Ben LawhornCHAPTER 7: Reading Ringside, 1925: Text Support for Teaching EvolutionFrances Hamilton and Dana SkelleyCHAPTER 8: Studying Genetics and Ethics through Young Adult Literature: How The Gardener Can Harvest Student Engagement in BiologyJanine J. Darragh, Ashley S. Boyd and Kristina L. PodelnykCHAPTER 9: Hungry for More: Exploring, Experimenting, and Engineering with The Hunger GamesLeslie Suters and Kristen Pennycuff TrentABOUT THE EDITORS ABOUT THE CONTRIBUTORS

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Book SynopsisGiving students opportunities to read like scientists has the potential to move their thinking and understanding of scientific concepts in monumental ways. Each chapter presented in this volume provides readers with approaches and activities for pairing a young adult novel with specific science concepts. Chapters include instructional activities for before, during, and after reading as well as extension activities that move beyond the text. Through the reading and study of the spotlighted young adult novels in this volume, students are guided to a deeper understanding of science while increasing their literacy practices.Table of ContentsINTRODUCTIONPaula Greathouse, Melanie Hundley and Stephanie WendtCHAPTER 1: Thirsty for Science: Exploring Water Systems, Water Conservation, and Drought through DryMichael DiCicco and Chris CookCHAPTER 2: Climate Change is A Hot Mess: The Human Impact on Earth SystemsShelly Shaffer and Kathryn BaldwinCHAPTER 3: Countering ‘Plant Apathy’: Using Kenneth Bloom as a Motivating Tool for Teaching Plant Science to Students Katharine Covino and Erin RehrigCHAPTER 4: Making Botany Magical: Teaching about Plants with This Poison HeartJulie Baker, Shawn Krosnick and Kelly MooreCHAPTER 5: Exploring Nature and the Nature of Scientific Inquiry: Reading The Evolution of Calpurnia TateAmy Palmeri, Emily Pendergrass and Heather JohnsonCHAPTER 6: Past and Future Plagues as Windows into the Present: Reading A Death-Struck Year to Teach About Diseases and ImmunityDavid Nurenberg and Ben LawhornCHAPTER 7: Reading Ringside, 1925: Text Support for Teaching EvolutionFrances Hamilton and Dana SkelleyCHAPTER 8: Studying Genetics and Ethics through Young Adult Literature: How The Gardener Can Harvest Student Engagement in BiologyJanine J. Darragh, Ashley S. Boyd and Kristina L. PodelnykCHAPTER 9: Hungry for More: Exploring, Experimenting, and Engineering with The Hunger GamesLeslie Suters and Kristen Pennycuff TrentABOUT THE EDITORS ABOUT THE CONTRIBUTORS

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Book SynopsisBecause literacy is never politically neutral, it is our hope that readers of this text will understand the significance of creating learning environments that emphasize the relationship between power and literacy. This book focuses attention on what can happen when teachers and students are empowered as they collaborate towards a common goal. Designed to balance theory and praxis, this book provides opportunities for teachers to begin conceiving of and building integrated literacy curricula that prioritizes the lived experiences and insights of their students, rather than emphasizes decontextualized lists of facts to be memorized or skills to be obtained. This book speaks to the needs of teacher candidates and practicing teachers who wish to engage more openly and fully with the current landscape of diverse learners, biased educational practices, and inequitable learning opportunities. The objective is to provide a means by which hopeful educators can begin to face the challenges Table of ContentsForewordAcknowledgementsIntroductionChapter 1: The Intersection of Critical Literacy and Curricular Conversations: Conceiving of Social JusticeChapter 2: Critical Conversation Curriculum Charts: Intersection of Curriculum as Conversation and Critical Literacy as Transformative Space Chapter 3: Developing Critical Literacy Lessons Through Meaningful Themes: Planning for Emerging OpportunitiesChapter 4: Interdisciplinary Critical Literacies: Incorporating critical literacy lessons in the disciplines using texts that matterChapter 5: International Classrooms: Global Networks and Leading with HopeChapter 6: Obstacles to critical literacy planning: Shifting from unit to lesson planningChapter 7: Equity-based educational planning: Moving toward Justice and Shared PowerBibliographyIndexAbout the Authors

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Book SynopsisBecause literacy is never politically neutral, it is our hope that readers of this text will understand the significance of creating learning environments that emphasize the relationship between power and literacy. This book focuses attention on what can happen when teachers and students are empowered as they collaborate towards a common goal. Designed to balance theory and praxis, this book provides opportunities for teachers to begin conceiving of and building integrated literacy curricula that prioritizes the lived experiences and insights of their students, rather than emphasizes decontextualized lists of facts to be memorized or skills to be obtained. This book speaks to the needs of teacher candidates and practicing teachers who wish to engage more openly and fully with the current landscape of diverse learners, biased educational practices, and inequitable learning opportunities. The objective is to provide a means by which hopeful educators can begin to face the challenges Table of ContentsForewordAcknowledgementsIntroductionChapter 1: The Intersection of Critical Literacy and Curricular Conversations: Conceiving of Social JusticeChapter 2: Critical Conversation Curriculum Charts: Intersection of Curriculum as Conversation and Critical Literacy as Transformative Space Chapter 3: Developing Critical Literacy Lessons Through Meaningful Themes: Planning for Emerging OpportunitiesChapter 4: Interdisciplinary Critical Literacies: Incorporating critical literacy lessons in the disciplines using texts that matterChapter 5: International Classrooms: Global Networks and Leading with HopeChapter 6: Obstacles to critical literacy planning: Shifting from unit to lesson planningChapter 7: Equity-based educational planning: Moving toward Justice and Shared PowerBibliographyIndexAbout the Authors

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Book SynopsisHelp kids excel in math! Discover learning strategies used by high achieving individuals who attended Ivy League Colleges and/or pursued STEM careers to be successful math students. Parents and teachers will gain insights about how math learning happens and how to create optimal conditions for learning. Concrete strategies are provided to help students think mathematically so that they understand and retain the information. The goal is to study smarter to get results! Strategies used by highly successful students are shared. Ideas to build confidence in math to achieve success are described Strategies for homework and how to create an environment for success is discussed Parents and teachers will gain ideas on how to advocate for the needs of the students based on their ability level and to develop collaborative relationships that are mutually beneficial A general overview of the Common Core Mathematics Standards and how they builTrade ReviewThis book is an excellent resource for parents and teachers who want to gain greater insight into students’ motivations to learn and do math. Dr. Lamberg offers actionable steps that can be taken to support mathematics learners. She draws upon research-based theories and practical life experiences of mathematics learners to provide readers with vivid images of learners’ lives. I am hopeful that more students will develop better relationships with mathematics if their parents and teachers read this book! -- Amanda Jansen, Professor, School of Education, University of Delaware In Math Learning Strategies: How Parents and Teachers Can Help Kids Excel in Math, Dr. Lamberg demonstrates her expertise relative to how teachers change, how students learn and how parents can most effectively engage. Through her work, Dr. Lamberg has provided a guide to new levels of teacher and parental commitment and involvement and a deeper understanding of the mathematics content and pedagogy that define effective student learning. Viewed through the eyes of "students" Jamie and Wesley, this resource covers, in detail, three important steps that can be taken to communicate the joy and wonder of mathematics. First, the importance of providing tools and materials that satisfy the “play” urge for all involved. Second, value of developing a definitive design and plan of explorative recreation. And, third, conveying the adventure of mathematics through mutual “observation and wonder” offering a unique opportunity to reach the potential of a satisfying and motivated life. -- William Renwick Speer, PhD, former director, Mathematics Learning Center, Office of the Dean of the College of SciencesAs a mathematics teacher and a mother, the parts that I appreciate the most in this book are the ideas around supporting our children in experiencing mathematics as beautiful and joyful. When we help our children experience mathematics as beautiful and joyful, this empowers them. This book uniquely helps both parents and teachers in this journey in learning to support our students. -- Nicole Enzinger, PhD, Associate Professor of Education, George Fox UniversityTable of ContentsIntroduction What Does It Mean to Learn Math? Empower Students to Learn Math Everyone Benefits When Parents and Teachers Effectively Communicate Decoding the Math Standards: What Should My Child Be Learning? Math Homework: Getting it Done! Making Sense of Math: The Process Standards. How does Learning happen in the Brain? What Students Need to Know: K-5 Mathematics Standards Number and Operations in Base 10 Algebraic Thinking Number and Operations-Fractions Measurement and Data Analysis Geometry Appendix

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Book SynopsisThis book shows educators why and how to put well-being in its rightful place beside learning at the very heart of schooling. A blend of practical activities and research-based approaches empowers Grade 7-12 teachers to cultivate positive wellness not just for themselves and their students, but for the entire school community. Classroom teachers will appreciate the over 100 ready-to-use cross-curricular wellness activities, spread across nine domains of well-being, in their Grades 7-12 classrooms Educational leaders can adopt the sharing strategies, including school-wide extensions, lifeplay and shareable activities, to spread wellness practices across schools, districts and into the community.Table of ContentsPrefaceAcknowledgmentsChapter 1. Well-Being Goes to SchoolChapter 2. Safety: Essential Needs and FreedomsChapter 3. Social Well-Being: Relationships, Community, and BelongingChapter 4. Eudaimonia: Meaning, Excellence, Growth, and AuthenticityChapter 5. Resilience: Transforming Challenge into ThrivingChapter 6. Cognitive Well-Being: Mental and Intellectual HealthChapter 7. Emotional Well-Being: Hedonia and BeyondChapter 8. Environmental Well-Being: Wellness with the Natural WorldChapter 9. Physical Well-Being: Healthy Bodies, Balanced LifestylesChapter 10. Spiritual Well-Being: Transcendence, Union, and Peace

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Book SynopsisThis book shows educators why and how to put well-being in its rightful place beside learning at the very heart of schooling. A blend of practical activities and research-based approaches empowers Grade 7-12 teachers to cultivate positive wellness not just for themselves and their students, but for the entire school community. Classroom teachers will appreciate the over 100 ready-to-use cross-curricular wellness activities, spread across nine domains of well-being, in their Grades 7-12 classrooms Educational leaders can adopt the sharing strategies, including school-wide extensions, lifeplay and shareable activities, to spread wellness practices across schools, districts and into the community.Table of ContentsPrefaceAcknowledgmentsChapter 1. Well-Being Goes to SchoolChapter 2. Safety: Essential Needs and FreedomsChapter 3. Social Well-Being: Relationships, Community, and BelongingChapter 4. Eudaimonia: Meaning, Excellence, Growth, and AuthenticityChapter 5. Resilience: Transforming Challenge into ThrivingChapter 6. Cognitive Well-Being: Mental and Intellectual HealthChapter 7. Emotional Well-Being: Hedonia and BeyondChapter 8. Environmental Well-Being: Wellness with the Natural WorldChapter 9. Physical Well-Being: Healthy Bodies, Balanced LifestylesChapter 10. Spiritual Well-Being: Transcendence, Union, and Peace

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Book SynopsisOne of the greatest barriers to completing a graduate thesis or a doctoral dissertation is statistics. Oftentimes, the journey through graduate school is gratifying when the content courses in the chosen field of study are undertaken. Conversely, the statistics courses are met with trepidation. Many graduate students feel lost when it comes to dealing with data. Simplifying Statistics for Grad Students:Making the Use of Data Simple and User-Friendly is intended to help graduate students move through the barriers that seem formidable but are not. While this book is not a statistics text and does not purport to be such, it introduces graduate students to basic statistical concepts in an easy-to-comprehend manner. It is also a handbook that they can refer back to time and time again. Expertise with data is expected of graduate students. Simplifying Statistics for Grad Students is an antidote for the research and statistics blues.Table of ContentsIntroductionChapter 1. Variables and How to Measure ThemChapter 2. Intelligently Managing Your DataChapter 3. Graphing Techniques to Support Your DataChapter 4. Means, Medians, and Modes and When to Use EachChapter 5. Measuring Variability: An Important Role in DataChapter 6. Random Sampling and Other Useful Sampling StrategiesChapter 7. Stating Hypotheses and Hypothesis TestingChapter 8. T-test ProceduresChapter 9. ANOVA ProceduresChapter 10. Chi-square ProceduresChapter 11. Correlation ProceduresChapter 12. Regression ProceduresChapter 13. Practical Tips for Graduate StudentsAbout the Authors

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Book SynopsisOne of the greatest barriers to completing a graduate thesis or a doctoral dissertation is statistics. Oftentimes, the journey through graduate school is gratifying when the content courses in the chosen field of study are undertaken. Conversely, the statistics courses are met with trepidation. Many graduate students feel lost when it comes to dealing with data. Simplifying Statistics for Grad Students:Making the Use of Data Simple and User-Friendly is intended to help graduate students move through the barriers that seem formidable but are not. While this book is not a statistics text and does not purport to be such, it introduces graduate students to basic statistical concepts in an easy-to-comprehend manner. It is also a handbook that they can refer back to time and time again. Expertise with data is expected of graduate students. Simplifying Statistics for Grad Students is an antidote for the research and statistics blues.Table of ContentsIntroductionChapter 1. Variables and How to Measure ThemChapter 2. Intelligently Managing Your DataChapter 3. Graphing Techniques to Support Your DataChapter 4. Means, Medians, and Modes and When to Use EachChapter 5. Measuring Variability: An Important Role in DataChapter 6. Random Sampling and Other Useful Sampling StrategiesChapter 7. Stating Hypotheses and Hypothesis TestingChapter 8. T-test ProceduresChapter 9. ANOVA ProceduresChapter 10. Chi-square ProceduresChapter 11. Correlation ProceduresChapter 12. Regression ProceduresChapter 13. Practical Tips for Graduate StudentsAbout the Authors

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Book SynopsisInterviews of high achieving adults who attended Ivy League schools or pursued master's and doctoral degrees in STEM including parents of such successful adults revealed that beliefs about one's ability drives motivation and perseverance to learn math. Beliefs about one's ability to learn math is not static it is a process of becoming as the individual interacts in the school, home, and social environment. Parents and teachers will gain insights on how to create conditions to support a child to be successful in math and persevere.. Table of ContentsPreface Motivation and Math Learning The Environment Impacts Motivation to Persevere Reboot: Change Perspectives and Realign Conditions That Make Math Learning Fun A Support System: Family Dynamics of High Achieving Students Spark the Math Brain By Fostering Curiosity Through Experiences Finding Passion Facilitates Meaning, Relevance, and Creativity Fostering a Love of Math Learning and Motivation

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Book SynopsisInterviews of high achieving adults who attended Ivy League schools or pursued master's and doctoral degrees in STEM including parents of such successful adults revealed that beliefs about one's ability drives motivation and perseverance to learn math. Beliefs about one's ability to learn math is not static it is a process of becoming as the individual interacts in the school, home, and social environment. Parents and teachers will gain insights on how to create conditions to support a child to be successful in math and persevere.. Table of ContentsPreface Motivation and Math Learning The Environment Impacts Motivation to Persevere Reboot: Change Perspectives and Realign Conditions That Make Math Learning Fun A Support System: Family Dynamics of High Achieving Students Spark the Math Brain By Fostering Curiosity Through Experiences Finding Passion Facilitates Meaning, Relevance, and Creativity Fostering a Love of Math Learning and Motivation

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Book SynopsisThe methods of teaching history in grades 6-12 have changed over the last few years to be more interactive and collaborative. More and more, teaching and learning revolves around an essential triad of inquiry, primary sources, and literacy in a collaborative classroom environment. Teaching History Today is about placing inquiry, primary sources, and literacy foundations of history instruction front and center in the education of preservice history teacher candidates and in-service classroom history teachers. By focusing on these major components of teaching and learning, readers can learn how to organize the massive amount of historical content into effective units. They can see how to integrate the learning of content with the development of skills. And they can gain expertise into how and why to engage students collaboratively in the learning process.

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Book SynopsisThe methods of teaching history in grades 6-12 have changed over the last few years to be more interactive and collaborative. More and more, teaching and learning revolves around an essential triad of inquiry, primary sources, and literacy in a collaborative classroom environment. Teaching History Today is about placing inquiry, primary sources, and literacy foundations of history instruction front and center in the education of preservice history teacher candidates and in-service classroom history teachers. By focusing on these major components of teaching and learning, readers can learn how to organize the massive amount of historical content into effective units. They can see how to integrate the learning of content with the development of skills. And they can gain expertise into how and why to engage students collaboratively in the learning process.

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Book SynopsisThis book provides six different strategies for teaching the fundamentals of reading with social-emotional learning in mind. With engaging lesson plans, there is a strategy for every learner, including the teaching of thinking with reciprocity among three Phases, and recognizing feelings with distinguishing thinking from feelings, as well as their impact on teaching and learning. Memory and comprehension types are also given attention. Oral reading guidelines and silent reading directives are provided along with emphasis on differentiated instruction to meet the needs of diverse learners. Awareness of how everything in the classroom is connected to social-emotional learning helps meet the needs of all learners.Table of ContentsPrefaceIntroductionAcknowledgmentsPreludePart One: Reading Fundamentals 1-6 Chapter One: What Are You Thinking?Chapter Two: What Are You Feeling? And Distinguishing Thinking from FeelingChapter Three: Memory Definition and Types of MemoryChapter Four: Reading and Understanding = ComprehensionChapter Five: Plot…Parts of a StoryChapter Six: Character and Social-emotional Learning (SEL) Part Two: Teaching Reading Strategies PreludeChapter Seven: Guidelines: Oral Reading Presentations + Silent Reading DirectivesChapter Eight: Forthcoming Chapters 9-14’s Content with Explanations Part Three: Teaching Different Reading StratagiesChapter Nine: The Reciprocal Reading StrategyChapter Ten: Orton Gillingham Strategy (Catherine Colonna)Chapter Eleven: Reader’s and Writer’s Workshop (Daniel Berger and Natalie Simpson-White) Chapter Twelve: Shared ReadingChapter Thirteen: Guided Reading (Joseph Aurilla, Danielle Bruno and Alessia Giliberti)Chapter Fourteen: Balanced Literacy’s Independent WritingPart Four: Teaching Reading Through Anecdotes and Short StoriesChapter Fifteen: Anecdotes: Persons of Good CharacterChapter Sixteen: Short StoriesPart Five: Appendix A and BAppendix A: Author’s Closing ThoughtsAppendix B: Author’s Poetry About Teaching

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Book SynopsisThis book provides six different strategies for teaching the fundamentals of reading with social-emotional learning in mind. With engaging lesson plans, there is a strategy for every learner, including the teaching of thinking with reciprocity among three Phases, and recognizing feelings with distinguishing thinking from feelings, as well as their impact on teaching and learning. Memory and comprehension types are also given attention. Oral reading guidelines and silent reading directives are provided along with emphasis on differentiated instruction to meet the needs of diverse learners. Awareness of how everything in the classroom is connected to social-emotional learning helps meet the needs of all learners.

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Book SynopsisThis book is unique. It offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using poetry; however, it doesn't simply suggest poems grouped by common themes. Each poetry section presents a poetic conversation among the poets on each of the given eight themes. One of the poets initiates each section with an original poem, and the next poet responds to the first, initial, poem. The other poets join the conversation responding to the first, second, or any of the poems previously included in this section. The poems feature the themes of poetry, places, nature, beauty, and harmony, love, loyalty and betrayal, home and family, loss and grief, and dreams and hopes for the future. The three final chapters aim to explain how to use these poems, and poetry in general, in the classrooms and beyond its walls; to invite novice and experienced poets to create various forms of poetry; and to share views on poetry, its teachinTrade ReviewInstruction manual, anthology, poetic conversation, meditation on teaching and writing—Where Stars Meet People: Teaching and Writing Poetry in Conversation does the work of an entire bookshelf. This thoughtful text exemplifies the tradition of poems and poets in conversation. In addition to the dialogue sustained by poetry, each section contains a brief lesson on a poetic form for use in a classroom setting. I've never encountered anything quite like Where Stars Meet People, but I can say with certainty that it will make an excellent addition to personal, classroom, and academic libraries. -- Alison Pelegrin, Southeastern's Writer in Residence whose most recent collections are Waterlines and Our Lady of BewildermentBored with your poetry unit and thinking you need a whole new approach? Where Stars Meet People offers a fresh take on making the teaching of poetry come alive, particularly for students intimidated by the genre. In a series of thematically linked threads, seven poets engage in poetic conversations. Responding to one another in a chain of poems prompted by a topic, for example “Where Paths Meet, Cross, or Come to an End,” readers will marvel at how the seed of an idea develops into an “Ode to My Welcome Mat." The resulting collections are thrilling. Using these linked poems as mentor texts, I predict your students will delight in playing their own game of poetic telephone tag and in the process come to see poetry as a living thing. -- Carol Jago, past president, National Council of Teachers of English; author, “The Book in Question: Why and How Reading Is in Crisis”Poetry teaches. Though that teaching may not be explicit or readily assessed, poetry teaches us about language, about people, about the smooth and jagged edges of experience. So what happens when seven master teachers write poetry in conversation with one another, generate curriculum in conversation with teachers and classrooms, and extend invitations to write your own poetry? Conversations become constellations. Where Stars Meet People: Teaching and Writing Poetry in Conversation is like no other book in the universe. Look to the sky of these pages and you will be seeing an infinity of possibilities. -- Crag Hill, University of Oklahoma, Co-Editor of Level Land: Poems for and about the I35 Corridor.Many of the poems in this book are evocative of everyday places and circumstances; still, the poetry is always urgent and conjures the extraordinary. The authors playfully trace thematic and stylistic lines across their diverse contributions to invoke powerful narratives of how poetry unites and amplifies the human experience and its multitude of voices. As I read these poems and the pedagogical content binding them, I imagined myself young again, finding the tools and words to create, communicate, and connect. -- Mario Cardozo, Associate Professor of Geography at Kutztown University of Pennsylvania, researcher of street art, environmental injustices, and rural land-use conflictsWhere Stars Meet People: Teaching and Writing Poetry in Conversation is full of fresh voices – thoughtful, sincere and powerful in the context of discovery. A text any educator can use in their classroom in a practical and thoughtful way to begin conversations about poetry, what it means to write poetry, and who gets to fuel the conversations by way of poetry. A reminder that conversations and daily life are poems waiting to take flight. -- April Zongker McNary, high school English Language Arts teacherTable of ContentsAcknowledgements Preface Introduction Part I. Poetic Journey Through Literary Themes We Are a Poem Where Paths Meet, Cross, or Come to an End Beauty Where Some See None Love’s Among Us Loyalty at Crossroads Ain’t Nothing More Important than Family Heaves of Grieving For the Purposes of Dreaming Part II. Reading and Writing Poetry in Conversation Poetry in the Classroom Write with Us More Poems Poetic Conversations Bibliography About the EditorAbout the Contributors

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Book SynopsisThis book is unique. It offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using poetry; however, it doesn't simply suggest poems grouped by common themes. Each poetry section presents a poetic conversation among the poets on each of the given eight themes. One of the poets initiates each section with an original poem, and the next poet responds to the first, initial, poem. The other poets join the conversation responding to the first, second, or any of the poems previously included in this section. The poems feature the themes of poetry, places, nature, beauty, and harmony, love, loyalty and betrayal, home and family, loss and grief, and dreams and hopes for the future. The three final chapters aim to explain how to use these poems, and poetry in general, in the classrooms and beyond its walls; to invite novice and experienced poets to create various forms of poetry; and to share views on poetry, its teachinTrade ReviewInstruction manual, anthology, poetic conversation, meditation on teaching and writing—Where Stars Meet People: Teaching and Writing Poetry in Conversation does the work of an entire bookshelf. This thoughtful text exemplifies the tradition of poems and poets in conversation. In addition to the dialogue sustained by poetry, each section contains a brief lesson on a poetic form for use in a classroom setting. I've never encountered anything quite like Where Stars Meet People, but I can say with certainty that it will make an excellent addition to personal, classroom, and academic libraries. -- Alison Pelegrin, Southeastern's Writer in Residence whose most recent collections are Waterlines and Our Lady of BewildermentBored with your poetry unit and thinking you need a whole new approach? Where Stars Meet People offers a fresh take on making the teaching of poetry come alive, particularly for students intimidated by the genre. In a series of thematically linked threads, seven poets engage in poetic conversations. Responding to one another in a chain of poems prompted by a topic, for example “Where Paths Meet, Cross, or Come to an End,” readers will marvel at how the seed of an idea develops into an “Ode to My Welcome Mat." The resulting collections are thrilling. Using these linked poems as mentor texts, I predict your students will delight in playing their own game of poetic telephone tag and in the process come to see poetry as a living thing. -- Carol Jago, past president, National Council of Teachers of English; author, “The Book in Question: Why and How Reading Is in Crisis”Poetry teaches. Though that teaching may not be explicit or readily assessed, poetry teaches us about language, about people, about the smooth and jagged edges of experience. So what happens when seven master teachers write poetry in conversation with one another, generate curriculum in conversation with teachers and classrooms, and extend invitations to write your own poetry? Conversations become constellations. Where Stars Meet People: Teaching and Writing Poetry in Conversation is like no other book in the universe. Look to the sky of these pages and you will be seeing an infinity of possibilities. -- Crag Hill, University of Oklahoma, Co-Editor of Level Land: Poems for and about the I35 Corridor.Many of the poems in this book are evocative of everyday places and circumstances; still, the poetry is always urgent and conjures the extraordinary. The authors playfully trace thematic and stylistic lines across their diverse contributions to invoke powerful narratives of how poetry unites and amplifies the human experience and its multitude of voices. As I read these poems and the pedagogical content binding them, I imagined myself young again, finding the tools and words to create, communicate, and connect. -- Mario Cardozo, Associate Professor of Geography at Kutztown University of Pennsylvania, researcher of street art, environmental injustices, and rural land-use conflictsWhere Stars Meet People: Teaching and Writing Poetry in Conversation is full of fresh voices – thoughtful, sincere and powerful in the context of discovery. A text any educator can use in their classroom in a practical and thoughtful way to begin conversations about poetry, what it means to write poetry, and who gets to fuel the conversations by way of poetry. A reminder that conversations and daily life are poems waiting to take flight. -- April Zongker McNary, high school English Language Arts teacherTable of ContentsAcknowledgements Preface Introduction Part I. Poetic Journey Through Literary Themes We Are a Poem Where Paths Meet, Cross, or Come to an End Beauty Where Some See None Love’s Among Us Loyalty at Crossroads Ain’t Nothing More Important than Family Heaves of Grieving For the Purposes of Dreaming Part II. Reading and Writing Poetry in Conversation Poetry in the Classroom Write with Us More Poems Poetic Conversations Bibliography About the EditorAbout the Contributors

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Book SynopsisThis book consists of an easy-to-follow plan designed to guide and assist parents in nurturing and developing pre-reading/pre-literacy skills needed to learn how to read. Parents/caregivers begin their journey by examining and exploring why some children have difficulty learning to read. It is also noted the role they can play in preparing their children for the learning to read process at home. They are guided through the development of pre-reading milestones and behavior characteristics of young children. Additionally, parents/caregivers complete a self-assessment to determine their thoughts about learning which is important in setting up a creative and vibrant learning environment for their home. Before addressing the four components of the reading process, parents/caregivers are guided in setting the stage for learning to reading their home by establishing a print rich environment.Table of ContentsPrefaceIntroductionChapter 1 Why Johnnie and Susie Can’t ReadChapter 2 Setting the Stage: Before They Are Ready to ReadChapter 3 What They See: Visual Recognition and Discrimination of LettersChapter 4 What They Hear: Phonemic Awareness and Auditory DiscriminationChapter 5 Putting It Together: Auditory Blending of Letters, Consonants, and VowelsChapter 6 Building and Using Sight WordsChapter 7 We Work Together: Common Word FamiliesConclusionBibliographyAbout the Author

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Book SynopsisThis book consists of an easy-to-follow plan designed to guide and assist parents in nurturing and developing pre-reading/pre-literacy skills needed to learn how to read. Parents/caregivers begin their journey by examining and exploring why some children have difficulty learning to read. It is also noted the role they can play in preparing their children for the learning to read process at home. They are guided through the development of pre-reading milestones and behavior characteristics of young children. Additionally, parents/caregivers complete a self-assessment to determine their thoughts about learning which is important in setting up a creative and vibrant learning environment for their home. Before addressing the four components of the reading process, parents/caregivers are guided in setting the stage for learning to reading their home by establishing a print rich environment.Table of ContentsPrefaceIntroductionChapter 1 Why Johnnie and Susie Can’t ReadChapter 2 Setting the Stage: Before They Are Ready to ReadChapter 3 What They See: Visual Recognition and Discrimination of LettersChapter 4 What They Hear: Phonemic Awareness and Auditory DiscriminationChapter 5 Putting It Together: Auditory Blending of Letters, Consonants, and VowelsChapter 6 Building and Using Sight WordsChapter 7 We Work Together: Common Word FamiliesConclusionBibliographyAbout the Author

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Book SynopsisJohn Dewey is widely accepted as one of the greatest educational philosophers of all time. Over 100 years ago, he warned that we must reset education. Without change, our society would suffer, and our democracy would wither.Now's the time to change. This book builds on information Dewey shared regarding the basic educational necessities and compares his findings to what is really happening in today's schools. Heart-felt experiences are woven into the chapters and make us question the purpose of school, what teachers are facing, and if children really are the center. This book is a glimpse of what Dewey might say to us today, and without change, why the future of our democracy is in trouble. Sharing real-world needs grounded in the basics, every reader will look at education like never before. United, we can finally get education moving in the direction it should have been going 100 years ago. Trade ReviewLatasha Holt offers a wide-ranging and thoroughgoing analysis of contemporary issues in K-12 education and, in applying lessons from of one of America’s most respected educational philosophers, John Dewey, she provides bold, daring, and innovative strategies to address them. This book is essential reading for parents, teachers, academics, politicians, and anyone else interested in understanding how schools can function more effectively. -- John A. Kirk, George W. Donaghey Distinguished Professor of History, University of Arkansas at Little RockRevisiting John Dewey: Applying What He Said 100 Years Ago to Today’s Need is an insightful exploration of John Dewey’s vision for American education and how it has and has not been implemented over the decades. Latasha D. Holt has provided much-needed revisiting of the purpose of schools and the concepts we must consider moving forward. -- Bill Morelan, PhD, EDLD Program Director, Arkansas Tech UniversityDewey’s work on education is interpreted and presented to a new generation of 21st century educators who deal with recent changes and issues in education. Latasha D. Holt offers a snapshot of the postmodern condition moving us to the reality of Dewey today. -- Timothy Leggett, EdD, Arkansas Tech UniversityTable of ContentsPrefaceIntroductionChapter One: The Purpose of SchoolChapter Two: Children at the CenterChapter Three: How We TeachChapter Four: CurriculumChapter Five: Future NeedsChapter Six: Preparing Teachers

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Book SynopsisJohn Dewey is widely accepted as one of the greatest educational philosophers of all time. Over 100 years ago, he warned that we must reset education. Without change, our society would suffer, and our democracy would wither.Now's the time to change. This book builds on information Dewey shared regarding the basic educational necessities and compares his findings to what is really happening in today's schools. Heart-felt experiences are woven into the chapters and make us question the purpose of school, what teachers are facing, and if children really are the center. This book is a glimpse of what Dewey might say to us today, and without change, why the future of our democracy is in trouble. Sharing real-world needs grounded in the basics, every reader will look at education like never before. United, we can finally get education moving in the direction it should have been going 100 years ago. Trade ReviewLatasha Holt offers a wide-ranging and thoroughgoing analysis of contemporary issues in K-12 education and, in applying lessons from of one of America’s most respected educational philosophers, John Dewey, she provides bold, daring, and innovative strategies to address them. This book is essential reading for parents, teachers, academics, politicians, and anyone else interested in understanding how schools can function more effectively. -- John A. Kirk, George W. Donaghey Distinguished Professor of History, University of Arkansas at Little RockRevisiting John Dewey: Applying What He Said 100 Years Ago to Today’s Need is an insightful exploration of John Dewey’s vision for American education and how it has and has not been implemented over the decades. Latasha D. Holt has provided much-needed revisiting of the purpose of schools and the concepts we must consider moving forward. -- Bill Morelan, PhD, EDLD Program Director, Arkansas Tech UniversityDewey’s work on education is interpreted and presented to a new generation of 21st century educators who deal with recent changes and issues in education. Latasha D. Holt offers a snapshot of the postmodern condition moving us to the reality of Dewey today. -- Timothy Leggett, EdD, Arkansas Tech UniversityTable of ContentsPrefaceIntroductionChapter One: The Purpose of SchoolChapter Two: Children at the CenterChapter Three: How We TeachChapter Four: CurriculumChapter Five: Future NeedsChapter Six: Preparing Teachers

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Book SynopsisScheuer guides us through the moral and conceptual heart of the liberal education ideal.Table of ContentsPrefaceChapter 1: THE LIBERAL ARTS IDEAChapter 2: THE LIBERAL ARTS AND TRIANGULAR CITIZENSHIPChapter 3: THE LIBERAL ARTS AS CRITICAL INQUIRY Chapter 4: LANGUAGE LESSONSChapter 5: THE RANGE OF RATIONALITYChapter 6: DEFINING CRITICAL THINKINGChapter 7: THE SPECTRUM OF CRITICAL THINKINGChapter 8: ANALYSIS 101Chapter 9: ANALYSIS AND AMBIGUITY Chapter 10: THE USES OF COMPLEXITY Chapter 11: TRUTH AND CONSEQUENCES Chapter 12: THE RIDDLE OF CAUSALITYChapter 13: MORALITY AND THE LIBERAL ARTSChapter 14: DEMOCRACY AND THE LIBERAL ARTS

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Book SynopsisThe Logic of the Liberal Arts accomplishes two ambitious goals at once, and shows why they are inseparable: It explains the nature and purpose of liberal learning to produce critical thinkers and well-rounded democratic citizens and offers a probing, accessible guided tour of critical thinking, emphasizing the analytic skills that form the intellectual core of all higher education. Becoming better critical thinkers doesn't mean we have to become philosophers. As users of language, Scheuer explains, we're already philosophers. Advanced critical thinking simply makes us better philosophers and better learners and citizens. In lucid and often witty prose, Scheuer guides us through the moral and conceptual heart of the liberal education ideal. In an era when colleges and universities are struggling to convey the value of that ideal to students and parents, The Logic of the Liberal Arts will be a lasting aid to intellectual excellence, and a benchmark for understanding what it means tTable of ContentsPrefaceChapter 1: THE LIBERAL ARTS IDEAChapter 2: THE LIBERAL ARTS AND TRIANGULAR CITIZENSHIPChapter 3: THE LIBERAL ARTS AS CRITICAL INQUIRY Chapter 4: LANGUAGE LESSONSChapter 5: THE RANGE OF RATIONALITYChapter 6: DEFINING CRITICAL THINKINGChapter 7: THE SPECTRUM OF CRITICAL THINKINGChapter 8: ANALYSIS 101Chapter 9: ANALYSIS AND AMBIGUITY Chapter 10: THE USES OF COMPLEXITY Chapter 11: TRUTH AND CONSEQUENCES Chapter 12: THE RIDDLE OF CAUSALITYChapter 13: MORALITY AND THE LIBERAL ARTSChapter 14: DEMOCRACY AND THE LIBERAL ARTS

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Book SynopsisHistory is full of examples where there are important stories that took place which coincided with a landmark event. There is no shortage of items worth mentioning that have been overshadowed by other aspects of history. This book is about those events with one dedicated to each day of the year that it took place. The United States doesn''t have a prolonged period of history like some other countries, although for a nation that has been around for fewer years, the events are interesting, exciting, and can often bring a smile.Table of ContentsPrefaceChapter 1: JanuaryChapter 2: FebruaryChapter 3: March Chapter 4: April Chapter 5: May Chapter 6: JuneChapter 7: JulyChapter 8: AugustChapter 9: SeptemberChapter 10: OctoberChapter 11: NovemberChapter 12: DecemberBibliographyAbout the Author

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