This heartfelt coming of age story follows Michie, a high school junior who begins to grapple with big questions of love, purpose, and family while working on something that could change her life. High school junior Michie is struggling to define who she is for her scholarship essays, her big shot at making it into Brown as a first-generation college student. The prompts would be hard for anyone, but Michie's been estranged from her mother since she was seven and her concept of family has long felt murky. Enter new kid and basketball superstar Derek de la Rosa. He is very cute, very talented, and very much has his eye on Michie, no matter how invisible she believes herself to be. When Michie's mother unexpectedly reaches out to make amends, and with her scholarship deadlines looming, Michie must choose whether to reopen old wounds or close the door on her past. And as she spends more time with Derek, she'll have to decide how much of her heart she is willing to share. Because while Michie may not know who she is, she's starting to realize who she wants to become, if only she can take a chance on Derek, on herself, and on her future.
Louisa Lane Clarke (c1812-1883) was an author and botanist who lived and died in Guernsey. She married the Rev. Thomas Clarke and they lived in Wood Eaton in Oxfordshire until his death. In 1865 she returned with their daughter Theodora to Guernsey. She wrote a number of popular scientific works including The Common Seaweeds of the British Coast and Channel Islands (1865) and A Descriptive Catalogue of the Most Instructive and Beautiful Objects for the Microscope (1858) through which she became quite well-known. She applied the same forensic eye for detail to her writing on local subjects. Amongst her other works are: Recollections and Legends of Serk: An Account of its First Settlement and Early History (1840), Redstone's Guernsey Guide (1841), The Country Parson's Wife (1842), Anglo-Norman Legends (1842), The New Parish Church of St. Ann (1850), Legend of St. Vignalis (1851) and The Island of Alderney (1851).
Includes a special introduction by USA TODAY bestselling author, Mia Sosa, author of The Worst Best Man and The Wedding Crasher! It’s the end of the world as they know it—or so they think… When an international warning siren accidentally goes off, convincing everyone that a meteor shower may just be the end of life as they know it, six couples—friends, exes, crushes and rivals—must take shelter. Inhibitions are abandoned, confessions are made and love blossoms, but what happens when the world doesn’t end? Filled with humor, heat and hope, this riveting collection of interconnected multicultural stories by acclaimed authors Lane Clarke, Farah Heron, Taj McCoy, Charish Reid, Sarah Smith and Denise Williams beautifully explores the secrets we carry with us—and the joy we discover when we let go and reach for the stars. Two NASA specialist exes forced to reunite under pressure. Competing food stall owners face no escape—from each other or their shared past. Two law students learn just how strongly opposites attract between the library stacks. A pair of literature lovers confront long-held feelings under the covers of a bookstore bunker. A songwriter discovers her newly hired contractor hits all the right notes. Trapped on campus, former college rivals entertain their reignited spark.
This book is a comprehensive guide for literacy teacher educators and professional development trainers who teach and work in online settings. The authors provide tools, techniques, and resources for developing courses, workshops, and other online learning experiences, including blended/hybrid delivery formats that combine face-to-face meetings with online practices. Moving away from traditional discussions in which technology and delivery systems dominate the conversation, this book focuses on the literacy instructor with techniques for building effective learning communities. The authors outline the unique pedagogical challenges posed by online courses and offer guidance for making decisions about what tools to use for specific instructional purposes. More than simply a “how-to” book, this resource will encourage novice and experienced instructors to extend their thinking and enable online literacy teacher education to grow in productive ways. Book Features: Support for those teaching in many different roles, including program coordinators, professors, and adjuncts. A focus on pedagogical innovation as the key to success, with concrete examples of instructional and assessment practices. Connections to the IRA Standards for Reading Professionals and other national standards for teacher education. A companion website where online literacy teacher educators can communicate and share resources. “Be prepared to experience a compelling journey. . . . This might very well be the book that inspires you, like me, to find a trusted colleague, take a few risks, and begin your own journey toward moving a literacy course or whole program online.” —From the Foreword by Julie Coiro, University of Rhode Island Lane W. Clarke is assistant professor and literacy concentration leader in the Education Department of the University of New England. Susan Watts-Taffe is associate professor and coordinator of the Reading Endorsement program at the University of Cincinnati.
Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students’ social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework – discovering, nurturing, growing – each chapter addresses typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration, and research-supported literacy practices to foster each student's social and emotional skills in the classroom. With a targeted focus on K–3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.
Reprint of the original, first published in 1871. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
This book demonstrates a five-part framework for teachers, reading specialists, and literacy coaches who want to help their least engaged students become powerful readers. Merging theory and practice, the guide offers successful strategies to reach your “struggling” learners. The authors show how teachers can “turn-around” their instructional practice, beginning with reading materials, lessons, and activities matching their students’ interests. Chapters include self-check exercises that will help teachers analyze their reading instruction, as well as specific advice for working with English Language Learners. Book Features: Effective methods for differentiating reading instruction in Grades 2–5.Real-life classroom vignettes and examples of student work.Helpful teacher self-evaluation exercises.Strategies to use with English Language Learners.And much more! “This is a masterwork that is simultaneously practical and groundbreaking. . . . The model these authors use to familiarize teachers with the essential elements of reading practice is clear and beautifully illustrated with stories of children you’ll swear you know.” —From the Foreword by Ellin Oliver Keene, national staff developer “This deeply intelligent and compassionate book provides teachers with detailed classroom scenarios and dozens of teaching tools for engaging all readers. The authors demonstrate how to help all students become motivated and powerful meaning-makers of a wide variety of texts.” —Katherine Bomer, Literacy Consultant, K–12
Reprint of the original, first published in 1871. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
The volume includes twenty-five research papers presented as gifts to John L. Bell to celebrate his 60th birthday by colleagues, former students, friends and admirers. Like Bell’s own work, the contributions cross boundaries into several inter-related fields. The contributions are new work by highly respected figures, several of whom are among the key figures in their fields. Some examples: in foundations of maths and logic (William Lawvere, Peter Aczel, Graham Priest, Giovanni Sambin); analytical philosophy (Michael Dummett, William Demopoulos), philosophy of science (Michael Redhead, Frank Arntzenius), philosophy of mathematics (Michael Hallett, John Mayberry, Daniel Isaacson) and decision theory and foundations of economics (Ken Bimore). Most articles are contributions to current philosophical debates, but contributions also include some new mathematical results, important historical surveys, and a translation by Wilfrid Hodges of a key work of arabic logic.
This practical resource will help K-6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students' strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children's literature, and tools to engage with students' families and communities. Book Features: Grounded in current theories and research in the teaching and learning of literacy as it relates to emerging bilingual learners. Accessible to K-6 educators, ESL and bilingual teachers, principals, literacy coaches, and curriculum developers. Borrows from the framework of Comber and Kamler's (2005) "turn-around pedagogies", which draws on student's strengths and assets to support teachers in improving their classroom practices. Emphasizes student-centered practices that are rooted in a child's identity as a reader and language learner. Based on Freebody and Luke's Four Resources Model (1990, 1999) but also includes a "fifth" dimension that foregrounds issues of identity.
Unconventional debutante Lillian Clarke has put aside dreams of love — she’s happy helping other wallflowers find it instead. But when sparks fly between her and Lord Devon, they may well be irresistible… A charming enemies-to-lovers Regency romance! She’s risen like a Cinderella. He’s more charming than any prince. They shouldn’t be together, but fate can’t resist. A new year and a new Season means a new Lillian Clarke. She’s transformed herself from wallflower to incomparable. But she’s no Cinderella. She’s washed her hands of love and of Lord Devon, her own charming prince who barely knew she existed. She’d rather be the fairy godmother, helping invisible debutantes gain the attention they deserve on the marriage mart. But even though she’s booted Lord Devon from her heart, he’s not done with her. His sudden appearance at her home and inexplicable teasing threaten to distract her from her debutante dreams. Lord Devon, the second son of duke, has put self-pity and scandal behind him and found a new purpose. He’ll invent a machine that improves coffee, buy a coffeehouse, and be a self-made man. He’s determined to be more than the heir’s spare, privileged but kept in case of emergency. Unfortunately, he needs the assistance of Miss Clarke’s brilliant father. And he hates Lillian Clarke for speaking the truth about him. The delectable woman thinks she’s better than him. He’ll teach her she’s not. If he can ignore the way her courage makes him smile. When sparks in the workshop fly, Lillian and Devon invent a passion that’s more than they bargained for and complicate their paths to happily ever after. This enemies-to-lovers Regency romance by USA Today bestselling author Charlie Lane, shows what happens when sparks fly between a flirty second son of a duke and an inventor’s daughter.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
-- Take a major theft in 1907 of the British Crown Jewels -- Mix leaders of the Irish Nationalist Movement -- Stir in a strange bequest to Harvard's Fogg Art Museum. . . "Stivey knew he was being tested for some scam of some sort. The caper wasn't clear, but he knew the approach." "A couple grand for a few hours work, and no mess. I like that. . . " "In the midst of all this, Brian saw the statue -- blue, white and gold. She stood about 4-foot tall, head cast downward, palms up. Amazing! She looked like all the statues Brian remembered from his childhood with the nuns." The robbery goes awry. The thieves disagree with gunfire. One kidnaps a witness and finds she doesn't want to miss the excitement. The theft draws unwanted attention to Harvard. The missing statue is returned. But what's happened to the Crown Jewels?
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