Henderson County, Texas, 1846-1861 is unlike any other history of Henderson County during its formative period. It is well documented and places the county in the historical context of Texas and the United States, but it does not lose sight of the importance of local events and people. The author focuses on the evolutionary changes of this East Texas county prior to the Civil War. Henderson County, Texas, illustrates particularly well the story of how frontier settlements in the South were transformed by an influential minority of slave holders moving west across the southern region of the United States—the expansion of the Dixie frontier. During the 1850s, the county's social structure, economics, and politics had become aligned to the patterns set by older states of the cotton South. Increasingly, commercial planters gained control over the county's original community of small independent farmers and local merchants. Ultimately, the Civil War brought an end to this trans-formation before it was fully complete.
In the Texas Reconstruction Era (1865-1877), many returning Confederate veterans organized outlaw gangs and Ku Klux Klan groups to continue the war and to take the battle to Yankee occupiers, native white Unionists, and their allies, the free people. This study of Benjamin Bickerstaff and other Northeast Texans provides a microhistory of the larger whole. Bickerstaff founded Ku Klux Klan groups in at least two Northeast Texas counties and led a gang of raiders who, at times, numbered up to 500 men. He joined the ranks of guerrilla fighters like Cullen Baker and Bob Lee and, with their gangs often riding together, brought chaos and death to the “Devil’s Triangle,” the Northeast Texas region where they created one disaster after another. “This book provides a well-researched, exhaustive, and fascinating examination of the life of Benjamin Bickerstaff, a desperado who preyed on blacks, Unionists, and others in northeastern Texas during the Reconstruction era until armed citizens killed him in the town of Alvarado in 1869. The work adds to our knowledge of Reconstruction violence and graphically supports the idea that the Civil War in Texas did not really end in 1865 but continued long afterward.”—Carl Moneyhon, author of Texas after the Civil War: The Struggle of Reconstruction
This book provides a practical guide to curriculum-based evaluation (CBE), which helps educators solve learning problems by making data-based decisions about what and how to teach. CBE offers clear procedures for analyzing PreK-12 students' academic skills, determining where instruction needs to focus, and evaluating progress. Written in an engaging, step-by-step style, the book features examples throughout that illustrate the problem-solving process. The use of curriculum-based measurement (CBM) as a data collection technique is discussed. Reproducible planning and implementation tools are included; the large-size format facilitates photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. See also The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, by Michelle K. Hosp, John L. Hosp, and Kenneth W. Howell, which provides hands-on instructions for implementing a core technique used in CBE.
Machine generated contents note: 1. What Is CBM and Why Should I Do It? -- 2. CBM for Assessment and Problem Solving -- 3. How to Conduct Early Reading CBM -- 4. How to Conduct Reading CBM -- 5. How to Conduct Spelling CBM -- 6. How to Conduct Writing CBM -- 7. How to Conduct Early Numeracy CBM -- 8. How to Conduct Math CBM -- 9. How to Conduct Content-Area CBM -- 10. Charting and Graphing Data to Help Make Decisions -- 11. Planning to Use CBM--and Keeping It Going -- Appendix A. Norms for Early Reading CBM, OPR CBM, and Maze CBM -- Appendix B. Reproducible Quick Guides and Forms for Conducting CBM -- References -- Index
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.
Of the 174 delegates to the Texas convention on secession in 1861, only 8 voted against the motion to secede. James Webb Throckmorton of McKinney was one of them. Yet upon the outbreak of the Civil War, he joined the Confederate Army and fought in a number of campaigns. At war’s end, his centrist position as a conservative Unionist ultimately won him election as governor. Still, his refusal to support the Fourteenth Amendment or to protect aggressively the rights and physical welfare of the freed slaves led to clashes with military officials and his removal from office in 1867. Throckmorton’s experiences reveal much about southern society and highlight the complexities of politics in Texas during the latter half of the nineteenth century. Because his life spans one of the most turbulent periods in Texas politics, Texas Confederate, Reconstruction Governor, the first book on Throckmorton in nearly seventy years, will provide new insights for anyone interested in the Antebellum era, the Civil War, and the troubled years of Reconstruction.
Now in a revised and expanded second edition, this bestselling guide provides expert information and clear-cut strategies for assessing and treating internalizing problems in school settings. More than 40 specific psychoeducational and psychosocial intervention techniques are detailed, with a focus on approaches that are evidence based, broadly applicable, and easy to implement. Including 26 ready-to-use worksheets, in a large-size format with permission to photocopy, the second edition has been updated throughout to ensure its currency and clinical utility. Coverage of psychiatric medications has been extensively revised with the latest developments and findings. A new chapter addresses prevention-oriented social and emotional learning curricula for the classroom. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
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