Where is the green sun?" "Catch a glimpse of it through a little boy's eyes under a chilly January Kentucky sky. Name it and claim it again from a ranch house rooftop in Texas summertime heat." Unthinkable confrontations and familiar deal breakers spotlight danger and opportunity through this literary mix in calendar format. Flash fiction bites bring emotion, humor, and surprise endings early in each chapter. A bride gets embarrassed; a teacher gets exposed. Marilyn Brandt Smith is not content with limits on perception, imagination, and experimentation. She aligns differing literary forms, allowing the sun, moons, months, and seasons to chart the year. In a true story from March, two vulnerable women are held at knifepoint in an elevator. In May, young men lose track of their coach at the cave they're exploring. April's grass moon matches poems and stories about a famous disaster; a not-so-famous boarding school prank; an unusual burglary; and a bunny on a Greyhound bus. December promises satire; a special tree in Brooklyn that isn't supposed to be there; and a glimpse of future technology. A counselor and teacher for people with disabilities, and a writer and editor for magazines, anthologies, and special formats, the author brings sensitivity, good humor, and creative variety to this collection. You'll want to be part of it all-help the desperate woman in the hospital at midnight; put a stop to the husband's game plan in Alaska. Stop and scratch their ears when you read about furry folk, and keep turning pages to see who's next.
In a time of declining resources in institutions of higher education, we grapple with how priorities are to be set for the limited resources available. Most vulnerable are those students labeled underprepared by colleges and universities. Should we argue that the limited resources available ought to be used to support these students through their undergraduate years? And, if we decide that we want to do that, what evidence of their potential for success can we provide that will justify the use of these resources? Through longitudinal research that follows students who have been so labeled over all their college years, we can begin to find answers to these questions. Time to Know Them is the first book that follows the experiences of a group of students over their entire academic experience. No previous studies have brought together the factors incorporated in this study: *examining writing and learning on a true longitudinal basis; *studying a multicultural urban population; *investigating the relationship between writing and learning by examining papers written over time for regularly assigned academic courses across a range of disciplines; and *taking into consideration non-academic factors that influence academic performance such as race, gender, socio-economic status, and ideological orientation. Through interviews twice a semester over six years, the collection of papers written for all courses, observations of instructional settings, and analysis of required institutional tests of writing, the author has been able to pull together a more complete picture of writing and intellectual development over the college years than has previously been available in any study. Students are seen to acquire the ability to handle more complex reasoning tasks as they find themselves in more challenging intellectual settings and where risk-taking and exploration of new ideas are valued. The integration of students' previous life experiences into their academic studies allows them to analyze, critique, modify, and apply their previously held world views to their new learning. These changes are seen to occur over time with instructional settings and support providing key roles in writing development. Personal factors in students' lives present difficulties that require persistence and dedication to overcome. Never before have the complexities of real individual lives as they affect academic performance been so clearly presented.
In this long-awaited sequel to Inside/Outside: Teacher Research and Knowledge, two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a challenge to the current arrangements and outcomes of schools and other educational contexts. They call for practitioner researchers in local settings across the United States and around the world to ally their work with others as part of larger social and intellectual movements for social change and social justice. Part I is a set of five essays that conceptualize inquiry as a stance and as a transformative theory of action that repositions the collective intellectual capacity of practitioners. Part II is a set of eight chapters written by eight differently positioned practitioners who are or were engaged in practitioner research in K–12 schools or teacher education. Part III offers a unique format for exploring inquiry as stance in the next generation—a readers’ theatre script that juxtaposes and co-mingles 20 practitioners’ voices in a performance-oriented format. Together the three parts of the book point to rich possibilities for practitioner inquiry in the next generation. Contributors: Rebecca Akin, Gerald Campano, Delvin Dinkins, Kelly A. Harper, Gillian Maimon, Gary McPhail, Swati Mehta, Rob Simon,and Diane Waff “Cochran-Smith and Lytle once again prove themselves to be among the best at melding theory and practice. Instead of merely making the case for practitioner inquiry they go the next step to show us exactly what this genre brings to our field—rigor, relevance, and passion. The interplay of conceptual clarity and powerful exemplars make this a text we will read well into the next decade.” —Gloria Ladson-Billings, University of Wisconsin–Madison “Once again, Marilyn Cochran-Smith and Susan Lytle point the way to new and hopeful understandings of practitioner research. Rather than blame teachers for all that is wrong with education, they and their fellow authors remind us that if school reform is to have any chance of fulfilling its stated goal of equal opportunity for all students, teachers must have a significant voice in research, policy, and practice. With its focus on social justice and its view of practitioner research as transformative, this is a powerful and welcome sequel to their classic Inside/Outside.” —Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst “Inquiry as Stance should be a blockbuster. This brilliant sequel re-calibrates relationships between practitioner inquiry and social justice.” —Carole Edelsky, Professor Emerita, Arizona State University “This optimistic and generous book is sure to become a central reference for teacher-researchers in K–16 schools and their colleagues and supporters throughout the system.” —Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project, University of California, Berkeley “This view of the intellectual and personal work of teaching is a major counter to the contemporary emphasis on testing and packaged curricula.” —Cynthia Ballenger, reading specialist, Cambridge Public Schools “Once again Cochran-Smith, Lytle, and their colleagues bring us an invaluable book on the enormous possibilities of practitioner research.” —Luis C. Moll, College of Education, University of Arizona
Learn how to use Relationship-Based Professional Development (RBPD) strategies to foster equitable, inclusive and socially just communities of collaboration and learning in PreK to age 8 programs. Packed with illustrative vignettes, checklists, and reflection questions to guide understanding, this resource helps administrators and teacher-leaders establish a cycle of inquiry to better understand each other’s common work and build more effective partnerships. Aligned with the NAEYC's Power to the Profession objectives, you'll find this book filled with invaluable tools to strengthen your professional community and better support your students.
African & American' tells the story of the experience of West African immigrants and refugees in the United States during the last forty years. It highlights the intricate patterns of emigrant work and family adaptation, the evolving global ties with Africa and Europe, and the trans-local connections among the West African enclaves in the United States.
This unique text is the perfect fit for management and leadership programs. It covers the traditional topicsand is framed by the authors personal message and looks beyond traditional students and discuss the many ways that nurses can become leaders and the many leadership roles they can take.
Yonkers in the Twentieth Century chronicles the decline and rebirth of the fourth largest city in New York State, once known as "the Queen City of the Hudson" and "the City of Gracious Living." Previously an industrial powerhouse, the city's factories turned out essential items that helped the United States win two world wars. Following World War II, the industrial base of Yonkers eroded as companies moved away, contributing to an increase in poverty. To address the housing needs of its low-income residents, Yonkers built public housing, resulting in a nearly thirty-year court case that, for the first time in United States history, linked school and housing segregation. The case was finally settled in the early years of the twenty-first century, a time that also witnessed the continuation of the city's economic redevelopment efforts along the Hudson River and contiguous downtown area. Striving to once again become "the Queen City of the Hudson," Yonkers is being rebuilt beginning at its historic waterfront.
Marilyn Fardig Whiteley gently frames Tuttle's autobiography by placing it into social and historical context. She delineates the way in which Annie claimed her identity as she began to record her life story and demonstrates how her evangelical faith enabled her to show, in her narrative, that "One above" was always "working for the best," helping her in the work she was intended to do."--BOOK JACKET.
Through the lenses of cultural-historical theory, this book helps readers find out how early childhood science education became established as a field of inquiry.
Tallerico empowers principals with her view that leaders matter and demonstrates how their influence is expanded when they focus their attention on high-quality professional learning that continuously improves teaching, student learning, and relationships within the school community." —Dennis Sparks, Executive Director National Staff Development Council "Although there are many resources for building administrators to learn models and implementation issues for quality professional development, few I′ve seen have compiled as handy a resource as this one." —Karla Reiss, Founder, Consultant, and Coach The Change Place Nurture teacher development through focused and realistic approaches! Although school administrators consider supporting and sustaining teachers′ professional development a priority, more pressing day-to-day imperatives often eclipse this goal. Supporting and Sustaining Teachers′ Professional Development specifically targets busy school principals who want practical suggestions for how to balance these everyday administrative tasks while encouraging teachers′ professional growth. Focusing on seven questions selected for their relevance to school administrators, this essential reference summarizes the practical implications of the latest research and theory on the topic of teacher development. Organized around three key elements of current NSDC national standards, this resource for new, veteran, and aspiring school leaders will illustrate how to: Emphasize research and practice Provide rationales that explain and justify the encouragement of professional development Link teachers′ professional development to student learning Interpret national standards for professional development and apply them practically Improve student achievement, retain highly qualified teachers, and ground school practices in sound research by learning how to encourage your teachers while remaining committed to your leadership responsibilities.
This study examines the phenomenon of peasant resistance in westernMaharashtra with special reference to the years 1875-1947. It investigates thetranformation of agrarian society in this region through a sociological analysisof specific cases of peasant resistance.
Social participation naturally occues in everyday life in combination with daily occupations, such as when people interact while eating, playing , carpooling, and working. This book provides information on social participation for different occupations.
Approaches to Psychology provides a contemporary, accessible and coherent introduction to the field of psychology, from its origins to the present, and shows the contribution of psychology to understanding human behaviour and experience. The book introduces students to the five core conceptual frameworks (or approaches) to psychology: biological; behaviourist; cognitive; psychodynamic; and humanistic. The methods, theories and assumptions of each approach are explored so that the reader builds an understanding of psychology as it applies to human development, social and abnormal behaviour. New to this edition: ¿ Expanded coverage of positive psychology ¿ Expansion of the coverage of influential psychoanalytic theorists, including Anna Freud and John Bowlby ¿ Discussion of the controversies in the formulation of DSM-5 ¿ Expanded coverage of other topics, including development and types of mental disorders ¿ Updated and expanded Online Learning Centre with student support material and instructor material at www.mcgraw-hill.co.uk/textbooks/glassman including PowerPoint slides and videos
Stomach cancer (also called gastric cancer) is the growth of cancer cells in the lining and wall of the stomach. Stomach cancer represents roughly 2 percent (25,500) cases of all new cancer cases yearly in the United States, but it is much more common in Japan, Great Britain, South America, and Iceland. It is associated with high salt in the diet, smoking, and low intake of fruits and vegetables.Infection with H. pylori is the main risk factor in about 80 percent or more of gastric cancers. It is more common in men. A very small percentage of diffuse-type gastric cancers are thought to be genetic. Hereditary Diffuse Gastric Cancer (HDGC) has only recently been identified and research is ongoing, but genetic testing and treatment options are available for families at risk. Metastasis occurs in 80-90 percent of individuals with stomach cancer, with a five year survival rate of 75 percent in those diagnosed in early stages and less than 30 percent of those diagnosed in late stages. This book presents new and important research from around the world.
Used by more than one million students around the world since its original publication, this introductory philosophy text makes accessible a wide range of philosophical issues closely related to everyday life. Emphasizing personal and immediate questions, the authors approach introductory philosophy through basic human questions rather than focusing on methodology or the history of thought. The text presents vital questions of contemporary interest in an overall framework of enduring concepts, interweaving coverage of various topics in art, history, and education. It covers a variety of types of philosophy in depth, and both western and eastern perspectives are represented. Ideal for students who have no background in philosophy, Living Issues in Philosophy, 9/e simplifies technical language wherever possible; unfamiliar terms are clearly defined upon first appearance and in the end-of-chapter glossaries. Additional pedagogical features include exercises, chapter summaries, and annotated bibliographies at the end of every chapter. The text also features photo biographies of major philosophers and short excerpts from philosophical classics.
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