The collection of nine stories which won the 1980 Short Fiction Award is woven in a pattern so subtle that reading it is like writing your own nine-part novel. The author allows brief glimpses into the tormented journals of Joseph Quaile, a man of acute compassions and consuming hungers; then juxtaposes them with the fiction Quaile writes to scourge his demons and come to terms with himself and the people he loves. This is a dispassionate intelligence in passionate pursuit of freedom and reconciliation.--Front flap.
The collection of nine stories which won the 1980 Short Fiction Award is woven in a pattern so subtle that reading it is like writing your own nine-part novel. The author allows brief glimpses into the tormented journals of Joseph Quaile, a man of acute compassions and consuming hungers; then juxtaposes them with the fiction Quaile writes to scourge his demons and come to terms with himself and the people he loves. This is a dispassionate intelligence in passionate pursuit of freedom and reconciliation.--Front flap.
This review of existing teacher compensation models provides school administrators with a research-based approach for developing a compensation system that attracts and retains high-quality teachers.
Every teacher seeks to be an effective teacher. Every teacher wants to have a positive, remarkable, and lasting influence on students' lives. But what makes for an effective teacher? What role does teacher preparation play in teacher effectiveness? What do effective teachers do during planning, instruction, and assessment? How do they create a learning environment that engages and supports students? And how do effective teachers interact with their students to promote the best opportunities and results for all? In Qualities of Effective Teachers, 3rd edition, James H. Stronge explores these questions and more as he synthesizes the literature on teacher effectiveness. The result? A research-based framework for effective teaching that addresses: Professional knowledge Instructional planning Instructional delivery Assessment Learning environment Professionalism Stronge also examines characteristics of effective teachers of at-risk students and high-ability students. To bridge the gap between research and practice, he includes checklists of skills and positive qualities associated with effective teacher performance as well as red flags that indicate that teachers may not be reaching their full potential in the classroom. This resource is for any educator interested in improving teaching. It offers research-based advice for teachers who wish to improve their own performance, as well guidance for teacher leaders and supervisors, school administrators and department heads, staff development specialists, teacher and administrator educators, human resource specialists, and education policymakers and their staffs. Anyone who has a vested interest in students and their success can gain valuable insight and practical tools to ensure positive outcomes for all students. New to the 3rd edition: Introduction of the Framework for Effective Teaching and its six domains—professional knowledge; instructional planning; instructional delivery; assessment; learning environment; professionalism Chapter vignettes updated to illustrate the domains of the Framework for Effective Teaching Updated reference charts at the end of chapters, keyed to the subdomains of the Framework for Effective Teaching and expanded to include references for 21 century teachers Twenty-nine sidebars interspersed throughout chapters that provide state-of-the-art supplementary text on effective teaching practices and research findings Updated Teacher Skills Assessment Checklist, keyed to the domains of the Framework for Effective Teaching Updated Part 2 presents positive qualities and red flags associated with effective teachers, keyed to the domains of the Framework for Effective Teaching More than 1,000 entries in the References
This fully updated second edition is a selective annotated bibliography of all relevant published resources relating to church and worship music in the United States. Over the past decade, there has been a growth of literature covering everything from traditional subject matter such as the organ works of J.S. Bach to newer areas of inquiry including folk hymnology, women and African-American composers, music as a spiritual healer, to the music of Mormon, Shaker, Moravian, and other smaller sects. With multiple indices, this book will serve as an excellent tool for librarians, researchers, and scholars sorting through the massive amount of material in the field.
Choral Music: A Research and Information Guide, Third Edition, offers a comprehensive guide to the literature on choral music in the Western tradition. Clearly annotated bibliographic entries guide readers to resources on key topics within choral music, individual choral composers, regional and sacred choral traditions, choral techniques, choral music education, genre studies, and more, providing an essential reference for researchers and practitioners. Covering monographs, bibliographies, selected dissertations, reference works, journals, electronic databases, and websites, this research guide makes it easy to locate relevant sources. Comprehensive indices of authors, titles, and subjects keep the volume user-friendly. The new edition has been brought up to date with entries encompassing the latest scholarship, and updated references and annotations throughout, capturing the continued growth of literature on choral music since the publication of the second edition.
This book presents music titles in which the organ is part of a chamber ensemble. Alphabetized by composer, entries contain the bibliographical information for each title and a brief commentary or description, as well as information on the level of difficulty, timing, mood, fingerings/pedalings, and other performance aids. The selections are suitable for concerts and religious services and are written in a variety of styles, from Baroque to contemporary." "This catalogue will be of interest to church organists searching for a piece for organ and brass appropriate for Easter, visiting instrumentalists choosing music for a Sunday service, teachers introducing their organ students to the experience of accompanying a violin, and instrumentalists seeking a composition to play with the organ, among many others."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
This second edition of Laster's Catalog combines in one volume the listings from the first catalog with the voluminous material that has appeared since 1973, more than doubling the number of citations. It is designed as an aid for the church musician and/or pastor seeking to plan unified worship services. It will also be of use to those church musicians who follow the Liturgical Calendar and plan music appropriate to the appointed lessons, as well as a source for non-church choir directors who would like to locate choral settings based on a particular passage from Scripture. Entries are arranged from Genesis through Revelation. Each main entry citation provides the biblical reference (book, chapter, and verse), as well as a reference to additional passages from Scripture used in the anthem. The composer, arranger, or editor and the title are listed as they appear on the octavo. Information on voicing, solos, and instrumental accompaniment is noted; the name of the publisher, the most recent date of publication and the octavo number appear at the end of each citation, where information on instrumental parts, other versions of the same title, and collections where the work might appear are also listed. Composer and title indexes round off the work.
This companion to Qualities of Effective Teachers provides strategies for examining the practice of teaching, helping teachers improve their skills, and establishing an environment that supports good teaching.
This is an annotated bibliography to books, recordings, videos, and websites on choral music. This book will serve as an excellent tool for librarians, researchers, and scholars in sorting through the massive amount of new material that has appeared since publication of the previous edition.
We know that teachers make a profound difference in the lives of students and are the single most important school-related influence on student achievement. When it comes to teacher selection, district and building-level administrators are challenged to predict what kind of teacher a candidate will be, based on information collected through an application and one or two interviews. In this book, James H. Stronge and Jennifer L. Hindman explain how to take the guesswork out of hiring decisions. Their Teacher Quality Index (TQI) is a structured, research-based interview protocol built on the quality indicators explored in Stronge's best-selling Qualities of Effective Teachers. Here, educators with hiring responsibilities will find interview questions that reveal what they most need to know about teacher candidates and question-specific, descriptive rubrics that support consistent evaluation of candidates' responses. The Teacher Quality Index is the easiest, most reliable way to see that new hires possess both the personal qualities essential to effective teachers and the requisite proficiencies in classroom management, instructional planning and delivery, and the monitoring of student progress and potential. An accompanying CD-ROM provides forms and scoring rubrics for both screening interviews and building-based interviews. The question sets are presented in multiple configurations: variations for experienced and novice teachers as well as "interviewer's choice" formats, which allow for additional customization. Protocol guidelines, succinct discussions of underlying research, and response-rating exercises ensure readers will come away with the rationale, know-how, and tools to implement this teacher-selection process and, ultimately, increase the overall effectiveness of their teaching staff. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
This entry in the James H. Stronge Research-to-Practice Series focuses on the characteristics of teachers who create supportive learning environments for their students. By conveying a sense of immediacy, credibility, and caring, they communicate to students in both verbal and nonverbal ways that are essential to cultivating a positive and productive learning community. In this book, Stronge, Grant, and Hindman provide a comprehensive overview of the qualities of a supportive teacher. They offer a bridge between research-based theories and practical classroom applications, with templates, planning forms, and other reproducibles. The authors help teachers move toward establishing a learning environment that contributes to effective instructional practices. Topics include: engaging students and their families, effective communication, student ownership of the learning environment, and much more.
In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.
In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You'll see how four school systems have built such measures into their evaluation programs in these distinct ways: * Documenting how desired learning outcomes translated into actual student learning * Tracking progress on key content standards * Setting annual quantifiable goals for students' academic progress * Analyzing changes in students' achievement test scores The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school's particular needs. For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement.
Composers in the Classroom is a bio-bibliographical dictionary, chronicling the careers and work of over 120 composers associated with conservatories, colleges, and universities in the United States and Puerto Rico. Scholars and students of music seeking critical information about composers who have taken on the mantle of instruction will find a wealth of detail on their subjects. Painstakingly obtained through direct correspondence with the composers themselves, Floyd includes within each entry a short biography of the composer's life and education, lists of previous positions, most prominent commissions, awards and honors, and notable performers of the subject's work. Each entry also contains a discography of the recordings and a bibliography of writings by the composer. Researchers will find especially useful the organization of each subject's compositions by a variety of types. These include vocal, choral/assembly, dramatic, keyboard, solo instrument, handbells, chamber music, jazz ensemble, band and wind ensemble, band and wind ensemble with solo instruments, orchestra, orchestra with solo instruments, film/television/commercial, electro-acoustic and multimedia, arrangements, transcriptions, and editions and reconstructions. Music scholars will find under each work not only the title and date of composition but also the date of revision, commission, and dedication information, as well as other pertinent details ranging from the names of collaborators to alternate titles under which works may circulate. Composers in the Classroom is an indispensable tool to scholars of modern music seeking to research the current state of musical composition and the compositional trends of the 21st century.
Easy-to-use, authoritative, and flexible, the tools in this book and CD-ROM have been developed over the last 15 years and have been field tested in over 500 schools. These tools will empower you to do your evaluations based on current thinking and best practices.
Myosins are a diverse superfamily of molecular motor proteins, which share the ability to reversibly bind actin and hydrolyse MgATP. They are capable of either translocating actin filaments or translocating vesicles or other cargo on fixed actin filaments. There are currently 15 distinct classes in the myosins superfamily, based on sequence homology. Myosin II and myosin I proteins are familiar and well studied; while Classes III-XV are less well characterized. All myosins examined to date are multimeric and appear to possess at least three functional domains, a head, neck, and tail. Myosins (second edition) explores the structure and functional properties of myosins, their regulation, and mutational analysis. It has been thoroughly updated since the first edition was published in 1995 including sections on the three additional classes defined by new sequences, information provided by the crystal structure of seven new Dicytostelium motor domains, and data from new techniques such as molecular imaging and tagging proteins with GFP 20. The three human diseases that are now known to be linked to mutations in different myosin heavy or light chains are also covered, including more than 50 mutations associated with hyperotrophic cardiomyopathy.
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