A brand new adventure from the world of The 39 Clues! After 500 years, the Cahill family's most dangerous secrets are about to be revealed. Read at your own risk . . . Fourteen-year-old Fiske Cahill thinks he's safe when he hides away on the world's first nuclear submarine . . . until he realizes there's a Vesper on board. Does he have what it takes to stand up to a ruthless enemy?
Today's tech-savvy and digitally connected students present a new challenge for today's school librarians. This book offers the 21st-century tools and know-how necessary for educators to appeal to and challenge students to learn—and to want to learn. What are the best ways to motivate students to become engaged and develop a passion for learning? Can appealing to their desire for socialization and constant communication—attributes of their lives outside of education—via the integration of cutting-edge technologies and "new media" in the library or classroom serve to ignite creativity, curiosity, and critical thinking? This book shows how you can make use of non-traditional tools such as popular social networks, collaborative technologies, and cloud computing to teach information and communications technologies integrated with the school curriculum to improve student learning—and demonstrates how these same technologies can help you measure skills and mastery learning. The book provides an easy-to-follow blueprint for using collaborative techniques, innovation, and teaching for creativity to achieve the new learning paradigm of self-directed learning, such as flipping the classroom or library. Readers of this book will find concrete, step-by-step examples of proven lesson plans, collaborative models, and time-saving strategies for the successful integration of American Association of School Librarians (AASL) standards. The authors—both award-winning teachers—explain the quantitatively and qualitatively measurable educational value of using these technologies for core curricular and information and communications technologies instruction, showing that they both enhance student learning outcomes and provide data for measuring their impact on learning.
Reviewers of this book have praised Christina Hoff Sommer's well-reasoned argument against many feminists' reliance on misleading, politically motivated 'facts' about how women are victimised.
In this book, Troy Hicks - a leader in the teaching of digital writing - collaborates with seven National Writing Project teacher consultants to provide a protocol for assessing students' digital writing. This collection highlights six case studies centered on evidence the authors have uncovered through teacher inquiry and structured conversations about students' digital writing. Beginning with a digital writing sample, each teacher offers an analysis of a student's work and a reflection on how collaborative assessment affected his or her teaching. Because the authors include teachers from kindergarten to college, this book provides opportunities for vertical discussions of digital writing development, as well as grade-level conversations about high-quality digital writing. The collection also includes an introduction and conclusion, written by Hicks, that provides context for the inquiry group's work and recommendations for assessment of digital writing.
“By respecting the intelligence of multilingual writers, this book helps teachers capitalize on the resources those students bring into the classroom. District secondary curriculum coordinators should make sure every teacher in every discipline has this book, and every university course about secondary teaching should require it.” —Randy Bomer, University of Texas at Austin This resource for secondary school ELA and ELL teachers brings together compelling insights into student experiences, current research, and strategies for building an inclusive writing curriculum.The ELL Writerexpands the current conversation on the literacy needs of adolescent English learners by focusing on their writing approaches, their texts, and their needs as student writers. Vivid portraits look at tangible moments within these students’ lives that depict not only the difficulties but also the possibilities that they bring with them into the classroom. The case studies are complemented by findings from current research studies by second-language writing specialists that will inform today’s classroom teachers. Book Features: Activities, writing prompts, and teaching tips to support ELL learning in mainstream classes. Personal stories and voices of ELL writers, along with examples of student writing. A focus on teacher responses, revision strategies, and assignment design. Clear connections between current research, student experiences, and the classroom. Christina Ortmeier-Hooperis an assistant professor of English at the University of New Hampshire.
Throughout its whole history, most research conducted in language assessment refers to testing. It is only since 2000 that language formative assessment started being recorded in research publications. This book tells the story of language formative assessment in two ways, the one complementing the other: in the forms of a systematic review and a descriptive and evaluative annotated bibliography, from the very first published work on the subject in 2000 to 2020. While the systematic review gives the story of language formative assessment in a chronological order and gives an overview of different aspects, the annotated bibliography gives more details for research work published. Τhe main purposes of the book are to (1) give a substantial background in the area, (2) describe how this topic has been approached, (3) contribute to the development of critical thinking, (4) help in establishing the relevance and quality of the annotated material, and (5) facilitate language formative researchers as well as practitioners to form an overview of the research in the area during the specific period under study. The book may be of interest to language practitioners, researchers, teacher trainers, and policy makers. The authors hope that the present publication will be viewed as a valuable contribution to the history of language formative assessment.
This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies. Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner. This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback; how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.
Arguing that the fundamental, familiar, sexual violence of slavery and racialized subjugation have continued to shape black and white subjectivities into the present, Christina Sharpe interprets African diasporic and Black Atlantic visual and literary texts that address those “monstrous intimacies” and their repetition as constitutive of post-slavery subjectivity. Her illuminating readings juxtapose Frederick Douglass’s narrative of witnessing the brutal beating of his Aunt Hester with Essie Mae Washington-Williams’s declaration of freedom in Dear Senator: A Memoir by the Daughter of Strom Thurmond, as well as the “generational genital fantasies” depicted in Gayl Jones’s novel Corregidora with a firsthand account of such “monstrous intimacies” in the journals of an antebellum South Carolina senator, slaveholder, and vocal critic of miscegenation. Sharpe explores the South African–born writer Bessie Head’s novel Maru—about race, power, and liberation in Botswana—in light of the history of the KhoiSan woman Saartje Baartman, who was displayed in Europe as the “Hottentot Venus” in the nineteenth century. Reading Isaac Julien’s film The Attendant, Sharpe takes up issues of representation, slavery, and the sadomasochism of everyday black life. Her powerful meditation on intimacy, subjection, and subjectivity culminates in an analysis of Kara Walker’s black silhouettes, and the critiques leveled against both the silhouettes and the artist.
An international history of radical movements and their convergences during the Mexican Revolution The Mexican Revolution was a global event that catalyzed international radicals in unexpected sites and struggles. Tracing the paths of figures like Black American artist Elizabeth Catlett, Indian anti-colonial activist M.N. Roy, Mexican revolutionary leader Ricardo Flores Magón, Okinawan migrant organizer Paul Shinsei Kōchi, and Soviet feminist Alexandra Kollontai, Arise! reveals how activists around the world found inspiration and solidarity in revolutionary Mexico. From art collectives and farm worker strikes to prison "universities," Arise! reconstructs how this era's radical organizers found new ways to fight global capitalism. Drawing on prison records, surveillance data, memoirs, oral histories, visual art, and a rich trove of untapped sources, Christina Heatherton considers how disparate revolutionary traditions merged in unanticipated alliances. From her unique vantage point, she charts the remarkable impact of the Mexican Revolution as radicals in this critical era forged an anti-racist internationalism from below.
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