Author: Robert Hubbard, Kathleen Hubbard, and the Middlesex County Historical Society
Publisher: Arcadia Publishing
Release Date: 2014
Although the town benefits from a position on a major navigable waterway, Middletown's success is primarily due to the energy, creativity, and diversity of its people. These include James Riley, whose autobiography detailing his trials as a white slave in Northern Africa showed millions of Americans the evils of slavery; Max Corvo, who helped the World War II Italian underground defeat the fascist regime; and Christie Ellen McLeod, longtime chief pathologist at Middlesex Memorial Hospital. Middletown can boast of athletes such as Helen "Babe" Carlson, a tremendously strong competitor who participated on men's baseball teams; Willie Pep, who, while going for the world featherweight title, had a record of 134 wins and only one loss; and Corny Thompson, who sparked the University of Connecticut basketball program's rise to national prominence. More notables include Allie Wrubel, a prolific songwriter and Academy Award winner for his song "Zip-A-Dee-Doo-Dah;" Vivian McRae Wesley, a teacher, reading director, and leader of Middletown's African American community; and Francesco Lentini, who was born with three legs and appeared in every major circus and carnival.
Author: Frank McTeague
Publisher: Markham, Ont. : Pembroke Publishers
Release Date: 1992-01
Genre: High school students
Help Students select better literary works, read more widely, and deepen their enjoyment of literature -- use personal response, explore collaborative approaches, present poetry, work with reluctant readers, and explore peer tutoring.
Author: Sara L. Schwebel
Publisher: Vanderbilt University Press
Release Date: 2011-11-15
For more than three decades, the same children's historical novels have been taught across the United States. Honored for their literary quality and appreciated for their alignment with social studies curricula, the books have flourished as schools moved from whole-language to phonics and from student-centered learning to standardized testing. Books like Johnny Tremain, The Witch of Blackbird Pond, Island of the Blue Dolphins, and Roll of Thunder, Hear My Cry stimulate children's imagination, transporting them into the American past and projecting them into an American future. As works of historical interpretation, however, many are startlingly out of step with current historiography and social sensibilities, especially with regard to race. Unlike textbooks, which are replaced on regular cycles and subjected to public tugs-of-war between the left and right, historical novels have simply--and quietly--endured. Taken individually, many present troubling interpretations of the American past. But embraced collectively, this classroom canon provides a rare pedagogical opportunity: it captures a range of interpretive voices across time and place, a kind of "people's history" far removed from today's state-sanctioned textbooks. Teachers who employ historical novels in the classroom can help students recognize and interpret historical narrative as the product of research, analytical perspective, and the politics of the time. In doing so, they sensitize students to the ways in which the past is put to moral and ideological uses in the present. Featuring separate chapters on American Indians, war, and slavery, Child-Sized History tracks the changes in how young readers are taught to conceptualize history and the American nation.
Author: Penny J. Gilmer
Publisher: Springer Science & Business Media
Release Date: 2010-03-10
One aim of Gilmer’s captivating text on university pedagogy is to show that biochemistry (or any science) does not consist solely of facts to be learned, but is a way of thinking about the world. Her purpose, both in this book and in her classroom, is to make her students into critical thinkers rather than passive learners. The chapters cast a critical eye over research into enhanced education techniques such as collaborative learning. Gilmer describes the action research she conducted in her own biochemistry undergraduate classroom into ways of improving the learning environment. She offers various perspectives on the make-up of her classroom, including an analysis of ethnographic data. The tools Gilmer employs as she hones her teaching skills include collaborative learning and technology. She views the classroom through various theoretical perspectives: social constructivism, cultural-historical activity theory, and a theory that involves the dialectic between the structure of the learning environment and the agency of the learners (a group among whom she includes herself). She provides a wealth of autobiographical detail as well as the results of her action research, which followed up on its original subjects after an interval of 11 years, to see what impact her course had on their professional growth. Above all, this volume is proof of what can be achieved in education when teachers are as interested in the process of learning as they are in their subject itself.
Author: Sarah Porter
Publisher: Houghton Mifflin Harcourt
Release Date: 2011-07-04
Genre: Young Adult Fiction
Fourteen-year-old Luce has had a tough life, but she reaches the depths of despair when she is assaulted and left on the cliffs outside of a grim, gray Alaskan fishing village. She expects to die when she tumbles into the icy waves below, but instead undergoes an astonishing transformation and becomes a mermaid. A tribe of mermaids finds Luce and welcomes her in—all of them, like her, lost girls who surrendered their humanity in the darkest moments of their lives. Luce is thrilled with her new life until she discovers the catch: the mermaids feel an uncontrollable desire to drown seafarers, using their enchanted voices to lure ships into the rocks. Luce possesses an extraordinary singing talent, which makes her important to the tribe—she may even have a shot at becoming their queen. However her struggle to retain her humanity puts her at odds with her new friends. Will Luce be pressured into committing mass murder? The first book in a trilogy, Lost Voices is a captivating and wildly original tale about finding a voice, the healing power of friendship, and the strength it takes to forgive. This book features a teaser chapter from Waking Storms, the sequel to this sensational debut novel.
A CHOICE Outstanding Academic Title 2014! How can teachers transform classroom teaching and learning by making pedagogy more socially and culturally responsive, more relevant to students’ lives, and more collaborative? How can they engage disaffected students in learning and at the same time promote deep understanding though high-quality teaching that goes beyond test preparation? This text for prospective and practicing teachers introduces engaging, innovative pedagogy for putting active and dramatic approaches to learning and teaching into action. Written in an accessible, conversational, and refreshingly honest style by a teacher and professor with over 30 years' experience, it features real examples of preschool, elementary, middle, and high school teachers working in actual classrooms in diverse settings. Their tales explore not only how, but also why, they have changed the way they teach. Photographs and stories of their classroom practice, along with summarizing charts of principles and strategies, both illuminate the critical, cross-curricular, and inquiry-based conceptual framework Edmiston develops and provide rich examples and straightforward guidelines that can support readers as they experiment with using active and dramatic approaches to dialogue, inquiry, building community, planning for exploration, and authentic assessment in their own classrooms.
Author: Betsy Diamant-Cohen
Publisher: American Library Association
Release Date: 2013
Genre: Language Arts & Disciplines
According to recent research, the best way to make new connections in a child’s brain is by building on something already known. A child who loves a book will listen to it repeatedly, maintaining interest. Using a selected book in a number of consecutive preschool storytimes, but presenting it differently each time, can help children learn new skill sets. This book presents a new approach to storytime, one that employs repetition with variety to create an experience which helps children connect and engage with the story on a higher level. Diamant-Cohen, recently awarded the 2013 ASCLA Leadership and Professional Achievement Award, and Hetrick offer a year’s worth of activities specifically designed to address multiple intelligences through a repetition-based process. Incorporating recent theories on developmental learning, this book includes Scripts for 8 different books, with enough activities to repeat each one for six weeks, along with lists of optional alternative books Planning aids such as outlines of storytime sessions, a fill-in-the-blanks planning sheet, questions for evaluation, and tips for enhanced storytimes using props and crafts Detailed but straightforward explanations of theory and research that will help readers communicate effectively with parents, caregivers, and other stakeholders From setup to execution, here’s everything you need to create and implement a successful, elevated storytime.
In this volume, university researchers and urban elementary teacher-researchers coauthor chapters on the teachers' year-long inquiries, on a range of literacy topics that they conducted as part of a collaborative school-university action research project. Central to this project was the teacher-researchers' attempts to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and their finding that their inquiry efforts resulted in developing more collaborative styles of teaching. Because the everyday interactions between teachers and students are realized by the social talk in the classroom, the university- and teacher-researchers analyzed classroom discourse to study and document the teachers' efforts to make changes in the locus of power in literacy teaching and learning. The chapters include many classroom discourse examples to illustrate the critical points or incidents of these teachers' inquiries. They show the successes and the struggles involved in shedding teacher-controlled patterns of talk. This book explores the process of urban teachers' journeys to create dialogically organized literacy instruction in particular literacy routines--called, in this book, curriculum genres. The book is organized in terms of these curriculum genres, such as writing curriculum genres, reading-aloud curriculum genres, drama curriculum genres, and so forth. Teacher inquiries were conducted in various elementary grade levels, from kindergarten through grade eight. Three occurred in bilingual classrooms and one in a special education classroom. The first and last chapters, written by the editors, provide the background, theoretical, and methodological underpinnings of the project.