A few borrowed recipes throughout the year, but 99 percent are made from scratch as the recipe was being created. Some are dedicated to the one that enjoyed it the most.
A few borrowed recipes throughout the year, but 99 percent are made from scratch as the recipe was being created. Some are dedicated to the one that enjoyed it the most.
About the Book Daughters of Dunn House 1953 is a collection of first-person accounts from seven octogenarians who reflect upon overviews of their lives from 1953 to the present, lifelong friendships made at Dunn House dorm, and the exciting careers generated by the opportunity to participate in the Ford Foundation Early Entrant Program at Fisk University without having first finished high school. Stories should appeal to all ages, for topics range from pertinent historical eras, family genealogy, educational and personal experiences from childhood and adult levels, glimpses of undergraduate HBCUs in action versus several graduate institutions, explorations of places from the U.S. and abroad, to differences in character and personal problem solving. About the Author Hildred Roach, a retired professor from the University of D.C., earned music degrees from Fisk and Yale universities and did further study at the University of Ghana and the Juilliard School of Music. A pioneer of Black Music studies in the 1960s, she joined Peoples Congregational Church, Alpha Kappa Alpha, and was married to the late Atty. James Stafford. Her special interests are theater, genealogy, politics, comedy, and the promotion of peace and love among human beings. Co-Editor Maryann Rozzell, after graduating from Fisk University, received Certification in Physical Therapy from the University of Pennsylvania and began her career just at the end of the polio era. She later earned a Master’s degree from George Washington University. Her interest in travel and service led her to volunteer programs in eight countries and to serve locally as an Elections Officer and hospital volunteer. She has been an active member of the local Fisk Alumni Association and since retirement, has delved into the world of genealogy.
Sixth grade marks the transition to middle school and, for many students, the transition to early adolescence. The sixth-grade classroom is a place where problem-solving and abstract thinking skills can flourish as teachers devise creative ways to integrate language arts with effective content-area instruction. This book walks the reader through everyday life in a successful sixth-grade language arts/social studies classroom and provides foundational knowledge and hands-on strategies for working with diverse learners.
Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
This book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts. The authors introduce and provide a theoretical and research-based rationale for the MADE, presenting in turn each of its seven indicators, situating them within current research and theory in multilingualism and education, and providing specific examples of classroom applications. This book will be of interest to academics, teacher educators, pre-service and practicing teachers, and graduate students interested in teaching and researching multilingual learners.
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