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"School buildings Fiction."
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School's first day of school
\"It's the first day of school at Frederick Douglass Elementary and everyone's just a little bit nervous, especially the school itself\"-- Provided by publisher.
Book
The implementation of writing pedagogies in the Write to Read intervention in low-SES primary schools in Ireland
This study describes the initial implementation of the writing component of the Write to Read (W2R) literacy intervention in eight low-SES (socio-economically disadvantaged) elementary-level urban schools. Through customised onsite professional development provided by coaches, the writing component sought to build teachers’ capacity to design and implement a writing workshop framework infused with research-informed practices for writing suitable for their school and classroom contexts, including attention to cognitive, social and affective dimensions. The paper draws on quantitative and qualitative questionnaire data gathered from classroom teachers in the eight schools in Year 1 (n = 66) and Year 3 (n = 62) of implementation, and semi-structured interviews with randomly selected teachers in each school in Year 4 (n = 18). In general, teachers succeeded in implementing a writing workshop approach to teaching writing, within the broader W2R literacy framework, including the allocation of more time to writing instruction. Professional development, including observation, feedback and demonstration by W2R literacy coaches, contributed to high levels of teacher confidence in such areas as planning and teaching fiction and non-fiction writing genres, and analysing writing samples to inform mini-lessons. By Year 3, teachers noted marked or good improvements in students’ attitudes towards writing, volume of writing produced, knowledge of writing genres, and language of response to writing. Areas in need of further support included aspects of the craft of writing, including writing vocabulary, supporting pupils to set goals for writing, selecting mentor texts to teach writing genres, and using a rubric to assess writing development.
Journal Article
The Reimagined PhD
Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers.
eBook
Adolescent Literacy: Learning and Understanding Content
Learning to read—amazing as it is to small children and their parents—is one thing. Reading to learn, explains Susan Goldman of the University of Illinois at Chicago, is quite another. Are today's students able to use reading and writing to acquire knowledge, solve problems, and make decisions in academic, personal, and professional arenas? Do they have the literacy skills necessary to meet the demands of the twenty-first century? To answer these questions, Goldman describes the increasingly complex comprehension, reasoning skills, and knowledge that students need as they progress through school and surveys what researchers and educators know about how to teach those skills. Successfully reading to learn requires the ability to analyze, synthesize, and evaluate information from multiple sources, Goldman writes. Effective readers must be able to apply different knowledge, reading, and reasoning processes to different types of content, from fiction to history and science, to news accounts and user manuals. They must assess sources of information for relevance, reliability, impartiality, and completeness. And they must connect information across multiple sources. In short, successful readers must not only use general reading skills but also pay close attention to discipline-specific processes. Goldman reviews the evidence on three different instructional approaches to reading to learn: general comprehension strategies, classroom discussion, and disciplinary content instruction. She argues that building the literacy skills necessary for U.S. students to read comprehensively and critically and to learn content in a variety of disciplines should be a primary responsibility for all of the nation's teachers. But outside of English, few subject-area teachers are aware of the need to teach subject-area reading comprehension skills, nor have they had opportunities to learn them themselves. Building the capacity of all teachers to meet the literacy needs of today's students requires long-term investment and commitment from the education community as well as society as a whole.
Journal Article
Spotlight on new libraries Springfield Gardens Primary School's million-dollar view
Springfield Gardens Primary School is perched high on the top of a hill overlooking the Derwent River and surrounding suburbs in Hobart. An added complication to school life is that the campus is split in two parts, separated by a large oval. So if it's windy, sunny, raining or cold, the classes on the 'other side' don't come in for their library time. A focus of the school has been to bring the two parts together, and to that end the BER redevelopment included building two new classrooms with the new library and refurbished office area.
Journal Article
Adventures of a research geek
\" In my adult life I've been fortunate enough to have three careers that have fed that enthusiasm and love of learning-first as a TV news reporter, then as a middle school English teacher, and now as a writer of books for kids. The kidsleuths in my Silver Jaguar Society Mysteries (Capture the Flag, Hide and Seek, and Manhunt) have gone on secret missions that took them to Washington, DC, the Costa Rica rainforest, the historic sites of Boston, and the deep dark tunnels below the streets of Paris.
Journal Article
Jack Williamson Liberal Arts Center Renovation Eastern New Mexico University
Trade Publication Article
Introduction
If the markers of nation can be easily defined in the classroom through maps, geography books, pageants, stories, and movies that exalt nationalist virtues, and various rituals and performances embodying the quintessential \"national\" virtues, an analysis of each and any of these exposes flaws, contradictions, and complications inherent to the very idea of nation. Jean Pfaelzer's article on teaching about utopia - in the form of fiction, theory, and Utopian communities - looks back on decades of teaching variants of her course to notice the effects of particular historical moments of teaching on her own orientation to the course itself, her choice of texts, and her students' engagement.
Journal Article
Editor's Introduction
In this special issue of The Southern Quarterly, the contributors extend the conversation about \"my southern home\" by examining the experiences of African Americans, either as slaves or free people, who considered the South their home throughout the nineteenth century despite the social conflicts they might have encountered while living in the region.
Journal Article