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Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care
by Nawal QarooniIn Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care, Nawal Qarooni invites us to step beyond school-centric, one-off events and practices to create more authentic, engaging collaborations with caregivers. Instead of asking what families can do to support schools, Qarooni asks how schools can identify and celebrate what families already inherently bring to their children’s literacy learning. Establishing this work in holistic teaching—a pedagogical mindset that affirms the importance of loving the whole child through compassionate, collective care—Qarooni explores five critical literacy tenets by highlighting opportunities to listen for, honor, connect to, and elevate family strengths while inviting them even further into our shared work and encouraging reflection around: Recognizing the journey of process, Celebrating the role collaboration plays within the collective Using observational literacy to read the world Advocating for the power of talk to grow ideas and connect with others Giving children choice to make self-directed decisions With moments of memoir woven in alongside diverse family examples and classroom stories connected to realistic instructional practices, Qarooni shows how all families contribute meaningfully to their children’s literacy lives. Discover how we can tap into those vast wells to support learning at home and in school while building positive, reciprocal relationships across both settings. With an afterword by En Comunidad authors, Carla España and Luz Yadira Herrera, Nourishing Caregiver Collaborations is rooted in the simple truth that we cannot separate knowing our students from knowing their home, communities, and the people that they love. This book offers a toolkit for connecting with families and elevating the intrinsic strengths that reside in every child’s home.
The Nourishing Homestead: One Back-to-the-Land Family’s Plan for Cultivating Soil, Skills, and Spirit
by Ben Hewitt Penny HewittA practiculture way to grow nutrient-dense food, produce healthy fats, and live the good life The Nourishing Homestead tells the story of how we can create truly satisfying, permanent, nourished relationships to the land, nature, and one another. The Hewitts offer practical ways to grow nutrient-dense food on a small plot of land, and think about your farm, homestead, or home as an ecosystem. Much of what the Hewitts have come to understand and embrace about their lives of deep nourishment is informed by their particular piece of land and local community in northern Vermont, but what they have gleaned is readily transferable to any place—whether you live on 4 acres, 40 acres, or in a 400-square-foot studio apartment. Ben and Penny (and their two sons) maintain copious gardens, dozens of fruit and nut trees and other perennial plantings, as well as a pick-your-own blueberry patch. In addition to these cultivated food crops, they also forage for wild edibles, process their own meat, make their own butter, and ferment, dry, and can their own vegetables. Their focus is to produce nutrient-dense foods from vibrant, mineralized soils for themselves and their immediate community. They are also committed to sharing the traditional skills that support their family, helping them be self-sufficient and thrive in these uncertain times. Much of what the Hewitts are attempting on their homestead is to close the gaps that economic separation has created in our health, spirit, and skills. Ben uses the term “practiculture” to describe his family’s work with the land—a term that encompasses the many practical life skills and philosophies they embody to create a thriving homestead, including raw-milk production, soil remediation, wildcrafting, Weston A. Price principles, bionutrient-dense farming, permaculture, agroforestry, traditional Vermont hill farming, and more. The Nourishing Homestead also includes information on deep nutrition, the importance of good fats, and integrating children into the work of a homestead. The Hewitts’ story is reminiscent of The Good Life, by Helen and Scott Nearing, and is sure to inspire a new generation of homesteaders, or anyone seeking a simpler way of life and a deeper connection to the world.
A Novel Idea: Researching Transformative Learning in Fiction
by Randee Lipson Lawrence Patricia CrantonLawrence and Cranton present a unique research methodology involving fictional characters as research participants. Transformative learning themes are identified through a content analysis of six contemporary novels. The characters from these novels are invited to come to a virtual space, the Butterfly Café where they engage in a series of dialogues on the research themes related to their transformative learning experiences. Each of the dialogues is followed by a debriefing session to deepen the understanding of the original themes Readers are given a window into Lawrence and Cranton’s analysis and interpretive process as they engage in dialogue with Celie from the Color Purple, Macon from Accidental Tourist, Mariam and Laila from A Thousand Splendid Suns, and others. The dialogues become a story within the stories told in the novels.The end product is the introduction of a new model of transformative learning based on a metaphor of planting, cultivating, and growing seeds. Central to the model is becoming conscious, a process that appeared in each of the novels.Readers will find insights into transformative learning that are outside of the standard academic treatment of the topic. Moving the research into the realm of fiction provides the opportunity for a creative exploration of transformative learning. Yet, since fiction inevitably mirrors reality, readers will be able to relate the analysis, the dialogues, and the ensuing model to their own lives and to their adult education practice.
Novel Schooling: Education, Formation, and Reading in Fiction
by Bridget T. ChalkThis book identifies and explores the consistent link between negative depictions of education in novels and claims for the educative effects of reading them. The novel and education are both phenomena that rely fundamentally on development over time: the former in plot and character, and the latter in individual potential. Despite this basic parallel, these forms of development are at odds in many works of fiction that treat education as constrictive and even traumatic to the individual, rather than healthy and formative. Novel Schooling identifies a pervasive pattern in novels from the 19th to 21st centuries: writers ranging from Charles Dickens and D.H. Lawrence to Zadie Smith reject conventional modes of education and propose their own models for shaping the sensibilities of their characters and readers. These works critique institutional education as a point of departure to position reading fiction as a superior form of individual development. Using the new ethics and reader-response theory, this work traces the treatment of education in and through the novel, concluding with fresh assertions of the value of literature in a digital, market-driven world.
The Novels and Selected Works of Mary Shelley Vol 4
by Nora Crook Pamela Clemit Betty T BennettThese eight volumes contain the works of Mary Shelley and include introductions and prefatory notes to each volume. Included in this edition are "Frankenstein" (1818), "Matilda" ((1819), "Valperga" (1823), "The Last Man" (1826), "Perkin Warbeck" (1830) and "Lodore" (1835).
The Novels and Selected Works of Mary Shelley Vol 4
by Nora Crook Pamela Clemit Betty T BennettThese eight volumes contain the works of Mary Shelley and include introductions and prefatory notes to each volume. Included in this edition are "Frankenstein" (1818), "Matilda" ((1819), "Valperga" (1823), "The Last Man" (1826), "Perkin Warbeck" (1830) and "Lodore" (1835).
The Novels and Selected Works of Mary Shelley Vol 5
by Nora Crook Pamela Clemit Betty T BennettThese eight volumes contain the works of Mary Shelley and include introductions and prefatory notes to each volume. Included in this edition are "Frankenstein" (1818), "Matilda" ((1819), "Valperga" (1823), "The Last Man" (1826), "Perkin Warbeck" (1830) and "Lodore" (1835).
The Novels and Selected Works of Mary Shelley Vol 5
by Nora Crook Pamela Clemit Betty T BennettThese eight volumes contain the works of Mary Shelley and include introductions and prefatory notes to each volume. Included in this edition are "Frankenstein" (1818), "Matilda" ((1819), "Valperga" (1823), "The Last Man" (1826), "Perkin Warbeck" (1830) and "Lodore" (1835).
The Novels and Selected Works of Mary Shelley Vol 6
by Nora Crook Pamela Clemit Betty T BennettThese eight volumes contain the works of Mary Shelley and include introductions and prefatory notes to each volume. Included in this edition are "Frankenstein" (1818), "Matilda" ((1819), "Valperga" (1823), "The Last Man" (1826), "Perkin Warbeck" (1830) and "Lodore" (1835).
The Novels and Selected Works of Mary Shelley Vol 6
by Nora Crook Pamela Clemit Betty T BennettThese eight volumes contain the works of Mary Shelley and include introductions and prefatory notes to each volume. Included in this edition are "Frankenstein" (1818), "Matilda" ((1819), "Valperga" (1823), "The Last Man" (1826), "Perkin Warbeck" (1830) and "Lodore" (1835).
Novelty, Innovation and Transformation in Educational Ethnographic Research: European Perspectives
by Jürgen Budde Anke Wischmann Georg Rißler Michael Meier-SternbergThis edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria and Denmark, the book provides an epistemological reflection on what we can understand as ‘new’ in theoretical and methodological research.This volume will be of use to researchers, academics and postgraduate students involved with research methods in education, ethnography and the theory of education more broadly. Those involved with research design, innovation and European research methods will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Any third party material in this book is not included in the OA Creative Commons license, unless indicated otherwise in a credit line to the material. Please direct any permissions enquiries to the original rightsholder. We would like to thank the Europa-Universität Flensburg, the Fördergesellschaft der Uni Flensburg e.v. and the Research Centre for Education, Teaching, School and Socialization for financial support.
Novelty, Innovation and Transformation in Educational Ethnographic Research: European Perspectives
This edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria and Denmark, the book provides an epistemological reflection on what we can understand as ‘new’ in theoretical and methodological research.This volume will be of use to researchers, academics and postgraduate students involved with research methods in education, ethnography and the theory of education more broadly. Those involved with research design, innovation and European research methods will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Any third party material in this book is not included in the OA Creative Commons license, unless indicated otherwise in a credit line to the material. Please direct any permissions enquiries to the original rightsholder. We would like to thank the Europa-Universität Flensburg, the Fördergesellschaft der Uni Flensburg e.v. and the Research Centre for Education, Teaching, School and Socialization for financial support.
novepernove: Sudoku: segreti e strategie di gioco (I blu)
by Daniele MunariIl gioco del Sudoku è esploso nel mondo occidentale a partire dal 2005 e da allora ha continuato a espandersi, a raccogliere nuovi proseliti, a far proliferare riviste specializzate nelle edicole e siti dedicati su Internet. Il successo del Sudoku non accenna a rallentare. Tutti i grandi quotidiani offrono giornalmente alcuni schemi da risolvere; sono nate associazioni e federazioni; vengono organizzati tornei locali, vari campionati nazionali e persino un campionato mondiale a cadenza annuale; si moltiplicano le proposte di varianti del Sudoku classico; moltissimi docenti universitari hanno avviato tesi di laurea sull’argomento; sono stati scritti svariati prodotti software su PC, su hardware dedicato e sulle principali console di giochi interattivi. Accanto alla moltitudine crescente di dilettanti che con varia frequenza si cimentano nel gioco, di solito lavorando con carta e penna e in solitario, è nata una comunità mondiale di esperti che, attraverso forum dedicati su Internet, cercano di scovare tecniche di soluzione sempre più sofisticate, oppure si accaniscono ad individuare e sviscerare i segreti logico-matematici del gioco, o più semplicemente si propongono di strutturare, organizzare e diffondere la conoscenza in materia. Questo libro si rivolge al primo gruppo di persone, ai dilettanti che vogliono continuare a giocare con carta e penna e che eventualmente vogliono diventare un po’ più esperti, e si propone di dare risposta a due quesiti principali: 1) come riuscire a risolvere in modo divertente qualsiasi schema, per quanto difficile, proposto dalle riviste specializzate, a partire da un numero limitato ma sufficiente di tecniche di base e avanzate; 2) come orientarsi nel variegato mondo degli esperti, dei forum, dei siti dedicati, dei prodotti software, senza perdere tempo inutile e potendo rapidamente trovare risposta a qualsiasi eventuale dubbio.
Novice Teachers Embracing Wobble in Standardized Schools: Using Dialogue and Inquiry for Self-Reflection and Growth
by Bob Fecho Dawan Coombs Trevor Thomas Stewart Todd S. HawleyA critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.
Novice Teachers Embracing Wobble in Standardized Schools: Using Dialogue and Inquiry for Self-Reflection and Growth
by Bob Fecho Dawan Coombs Trevor Thomas Stewart Todd S. HawleyA critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences. This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.
Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers
by Ken Hyland Pejman HabibieThis book draws on the perspectives of authors, supervisors, reviewers and editors to present a rich, nuanced picture of the practices and challenges involved in writing for scholarly publication. Organized into four sections, it brings together international experts and junior scholars from a variety of disciplines to examine both publishing experiences and current research in the field. In doing so, it challenges the view that Native English speakers have a relatively easy ride in this process and that it is only English as an Additional Language (EAL) scholars who experience difficulties. The volume highlights central themes of writing for publication, including mentoring and collaborative writing, the writing experience, text mediation, the review process, journal practices and editorial decision-making, and makes a strong case for taking a more inclusive approach to research in this domain. This edited collection will appeal to students and scholars of applied linguistics, English for academic purposes, academic writing, and second language writing.
Now Don't Try to Reason with Me: Essays and Ironies for a Credulous Age
by Wayne C. BoothIn this entertaining collection of essays, Wayne Booth looks for the much-maligned “middle ground” for reason—a rhetoric that can unite truths of the heart with truths of the head and allow us all to discover shared convictions in mutual inquiry. First delivered as lectures in the 1960s, when Booth was a professor at Earlham College and the University of Chicago, Now Don’t Try to Reason with Me still resounds with anyone struggling for consensus in a world of us versus them. “Professor Booth’s earnestness is graced by wit, irony, and generous humor.”—Louis Coxe, New Republic
‘Now I Know’: Five Centuries of Aqedah Exegesis (Amsterdam Studies in Jewish Philosophy #17)
by Albert van der HeideThis book describes how medieval Jewish Bible scholars sought to answer the question of what is meant by the Angel’s message from God to Abraham: ‘Now I Know’, as written in Genesis 22 verse 12. It examines these scholars’ comments on the nineteen verses in Genesis that tell the story of Abraham’s readiness to sacrifice his own son Isaac, the Aqedat Yiṣḥaq. It explores the answers they found to the question of what, indeed, this story is trying to tell us. Is it a drastic way to condemn the practice of child sacrifice? Does it call for replacing human sacrifices with animal sacrifices? Is it a trial by which the Almighty tests the fidelity of one of His followers? Or is it His way to show the world the nature of true belief?The book starts with an introduction to familiarize readers with the many and varied manifestations of the Aqedah theme in Jewish culture and with the developments of medieval Jewish Bible exegesis in general. Next, it offers translations and analyses of the classical medieval Jewish Bible commentaries that deal with the exegesis of Genesis 22, exploring the many angles from which the Aqedah story has been understood. No less than five centuries of medieval Aqedah exegesis are reviewed, from Saadya (882-942) to Isaac Abrabanel (1437-1508). These texts from the commentaries are combined with hermeneutical key passages by Moses Maimonides, Joseph Ibn Kaspi, Ḥasdai Crescas, and others, which were familiar to the minds of the exegetes, or which, conversely, reflect the impact of biblical Aqedah exegesis on religious thought. Together, the passages discussed illustrate the growth and development of Jewish Bible exegesis in dialogue with the rabbinic sources and with the various trends of thought and theology of their times. The consistent focus on the Aqedah constitutes a unifying theme, while the insights presented here greatly advance our understanding of the various developments in medieval Jewish Bible exegesis.
Now Or Never: A Dunkirk Story (Voices Ser. #1)
by Bali RaiVoices, Now or Never brings a young soldier, Private Fazal Khan, from his home in India to the battlefields of the Second World War. Fazal's world is now focused on Company 32 and the animals he cares for in the midst of one of the most frightening times in history. And as he and his friends make their way to the beaches of Dunkirk, Fazal must deal with even more than the terrors of a dangerous trek to reach the evacuation zone. The Company's captain defends his troops in the face of a terrible betrayal at the point of rescue: not everyone has welcomed the help brought by the Royal Indian Army Service Corps. Now Fazal is forced to question why he is even there and why he is expected to be loyal to a king whose people don't all see him as their equal.
Now We Get It!: Boosting Comprehension with Collaborative Strategic Reading
by Janette K. Klingner Sharon Vaughn Alison Boardman Elizabeth SwansonBonus web content includes a PowerPoint presentation on CSR and short video clips." to: "Bonus web content includes a PowerPoint presentation on CSR implementation.
Now We Get It!: Boosting Comprehension with Collaborative Strategic Reading
by Janette K. Klingner Sharon Vaughn Alison Boardman Elizabeth SwansonBonus web content includes a PowerPoint presentation on CSR and short video clips." to: "Bonus web content includes a PowerPoint presentation on CSR implementation.
Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirean-Based Class
by Victoria Purcell-Gates Robin A. WatermanNow We Read, We See, We Speak compellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the world. This book fills a real gap in the educational literature on critical theory and literacy teaching and learning. For the first time, we have a multi-layered description and analysis of a literacy class based on Freirean precepts and principles, through the perspective of "traditional" literacy theory and as interpreted through a literacy development lens. This allows us to consider how the adult students learned to read and write within a classroom context that embodies such Freirean precepts as dialogic teacher/student relations; respect for and knowledge of the learners' lives, language and culture; and intentionality about social-political change. Thus, this book is directed toward literacy practitioners, teachers, and researchers who may have heard or read about critical theory but have a need for concrete examples of the methodological implications of such theory. Enlivening this account is the compelling description of the histories and lives of the students in the literacy class campesinos women who have survived a brutal and devastating civil war in El Salvador and who, nevertheless, stepped forward to work with a U.S.-trained literacy teacher, Robin Waterman, to learn to read and write for purposes of personal and sociocultural empowerment. The authors provide a highly readable presentation of the historical and cultural contexts for the women and the literacy class. They also raise issues of socioeconomic marginalization, unequal power relationships, and gender as they relate to literacy development. Basing their account on meticulously gathered and analyzed ethnographic data, Purcell-Gates and Waterman go beyond the presentation of the study to suggest implications and issues for adult literacy education in the United States, linking their findings to current topics in adult education, as well as literacy development in general.
Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirean-Based Class
by Victoria Purcell-Gates Robin A. WatermanNow We Read, We See, We Speak compellingly captures eight women's progress toward empowerment through a Freirean-based literacy class in rural El Salvador and, in the process, provides telling lessons for literacy and adult educators around the world. This book fills a real gap in the educational literature on critical theory and literacy teaching and learning. For the first time, we have a multi-layered description and analysis of a literacy class based on Freirean precepts and principles, through the perspective of "traditional" literacy theory and as interpreted through a literacy development lens. This allows us to consider how the adult students learned to read and write within a classroom context that embodies such Freirean precepts as dialogic teacher/student relations; respect for and knowledge of the learners' lives, language and culture; and intentionality about social-political change. Thus, this book is directed toward literacy practitioners, teachers, and researchers who may have heard or read about critical theory but have a need for concrete examples of the methodological implications of such theory. Enlivening this account is the compelling description of the histories and lives of the students in the literacy class campesinos women who have survived a brutal and devastating civil war in El Salvador and who, nevertheless, stepped forward to work with a U.S.-trained literacy teacher, Robin Waterman, to learn to read and write for purposes of personal and sociocultural empowerment. The authors provide a highly readable presentation of the historical and cultural contexts for the women and the literacy class. They also raise issues of socioeconomic marginalization, unequal power relationships, and gender as they relate to literacy development. Basing their account on meticulously gathered and analyzed ethnographic data, Purcell-Gates and Waterman go beyond the presentation of the study to suggest implications and issues for adult literacy education in the United States, linking their findings to current topics in adult education, as well as literacy development in general.
Now We're Talking
by Sarah RozenthulerThis book gives you the practical tools to overcome the obstacles stopping you from having a difficult conversation. Move from avoidance or breakdown to breakthrough.
Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It
by Jerome J. SchultzA new approach to help kids with ADHD and LD succeed in and outside the classroom This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning. Schultz draws upon three decades of work as a neuropsychologist, teacher educator, and school consultant to address this gap. This book can help change the way parents and teachers think about why kids with LD and ADHD find school and homework so toxic. It will also offer an abundant supply of practical, understandable strategies that have been shown to reduce stress at school and at home. Offers a new way to look at why kids with ADHD/LD struggle at school Provides effective strategies to reduce stress in kids with ADHD and LD Includes helpful rating scales, checklists, and printable charts to use at school and home This important resource is written by a faculty member of Harvard Medical School in the Department of Psychiatry and former classroom teacher.