- Table View
- List View
Title IX and the Protection of Pregnant and Parenting College Students: Realities and Challenges (Routledge Research in Higher Education)
by Catherine L. Riley Alexis Hutchinson Carley DixThis book explores the discrepancies among what protections Title IX provides to pregnant and parenting students, what colleges communicate, and what pregnant and parenting students actually experience. To actually protect pregnant and parenting students, the authors argue that a school must provide multifaceted support that is effectively communicated to an entire campus community, including students who are parenting, who are pregnant, and who may become pregnant. The first part of the book portrays the realities of pregnancy and parenting in college. The chapters illuminate related Title IX applications, population demographics, how unplanned pregnancies in college occur, and physical and mental health challenges that these students often experience. The authors then discuss what compliance with Title IX legally entails and why meeting it is often an afterthought. In the second half of the book, the authors use mixed-methods research to map the compliance landscapes of three schools in the southeast as examples: a large state school, a mid-size private university, and a small private college. Offering eye-opening interviews with pregnant and parenting students, interdisciplinary research, and proposals for multifaceted support and communication on college campuses, this volume will engage students, scholars, and activists with an interest in higher education administration, educational policy, reproductive health, bioethics, gender studies, and rhetoric.
To Advance Knowledge: The Growth of American Research Universities, 1900-1940
by Roger L. GeigerAmerican research universities are part of the foundation for the supremacy of American science. Although they emerged as universities in the late nineteenth century, the incorporation of research as a distinct part of their mission largely occurred after 1900. To Advance Knowledge relates how these institutions, by 1940, advanced from provincial outposts in the world of knowledge to leaders in critical areas of science. This study is the first to systematically examine the preconditions for the development of a university research role. These include the formation of academic disciplines--communities that sponsored associations and journals, which defined and advanced fields of knowledge. Only a few universities were able to engage in these activities. Indeed, universities before World War I struggled to find the means to support their own research through endowments, research funds, and faculty time. To Advance Knowledge shows how these institutions developed the size and wealth to harbor a learned faculty. The book illustrates how arrangements for research changed markedly in the 1920s when the great foundations established from the Rockefeller and Carnegie fortunes embraced the advancement of knowledge as a goal. Universities emerged in this decade as the best-suited vessels to carry this mission. Foundation resources made possible the development of an American social science. In the natural sciences, this patronage allowed the United States to gain parity with Europe on scientific frontiers, of which the most important was undoubtedly nuclear physics. The research role of universities cannot be isolated from the institutions themselves. To Advance Knowledge focuses on sixteen universities that were significantly engaged with research during this era. It analyzes all facets of these institutions--collegiate life, sources of funding, treatment of faculty--since all were relevant to shaping the research role.
To Advance Knowledge: The Growth of American Research Universities, 1900-1940
by Roger L. GeigerAmerican research universities are part of the foundation for the supremacy of American science. Although they emerged as universities in the late nineteenth century, the incorporation of research as a distinct part of their mission largely occurred after 1900. To Advance Knowledge relates how these institutions, by 1940, advanced from provincial outposts in the world of knowledge to leaders in critical areas of science. This study is the first to systematically examine the preconditions for the development of a university research role. These include the formation of academic disciplines--communities that sponsored associations and journals, which defined and advanced fields of knowledge. Only a few universities were able to engage in these activities. Indeed, universities before World War I struggled to find the means to support their own research through endowments, research funds, and faculty time. To Advance Knowledge shows how these institutions developed the size and wealth to harbor a learned faculty. The book illustrates how arrangements for research changed markedly in the 1920s when the great foundations established from the Rockefeller and Carnegie fortunes embraced the advancement of knowledge as a goal. Universities emerged in this decade as the best-suited vessels to carry this mission. Foundation resources made possible the development of an American social science. In the natural sciences, this patronage allowed the United States to gain parity with Europe on scientific frontiers, of which the most important was undoubtedly nuclear physics. The research role of universities cannot be isolated from the institutions themselves. To Advance Knowledge focuses on sixteen universities that were significantly engaged with research during this era. It analyzes all facets of these institutions--collegiate life, sources of funding, treatment of faculty--since all were relevant to shaping the research role.
To Be a Minority Teacher in a Foreign Culture: Empirical Evidence from an International Perspective
by Mary Gutman Wurud Jayusi Michael Beck Zvi BekermanThis open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.
To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, ASD, and More
by Susan M. Baum Robin M. Schader Steven V. OwenTo Be Gifted and Learning Disabled is one of the most popular resources available on identifying and meeting the needs of twice-exceptional students. This updated third edition provides a comprehensive look at the complex world of students with remarkable gifts, talents, and interests, who simultaneously face learning, attention, or social challenges from LD, ADHD, ASD, and other disorders. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. From a thorough description of twice-exceptionality and the unique learning patterns of these students, to strategies for identification, comprehensive programming, talent development, and instructional strategies, this book explores the distinguishing strengths (yellows) and complex challenges (blues) that these students face. In painting, green is a mix of yellows and blues. Because of their individual characteristics, twice-exceptional students come in a remarkable range of greens. 2018 NAGC Book of the Year Award Winner
To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students With LD, ADHD, ASD, and More
by Susan M. Baum Robin M. Schader Steven V. OwenTo Be Gifted and Learning Disabled is one of the most popular resources available on identifying and meeting the needs of twice-exceptional students. This updated third edition provides a comprehensive look at the complex world of students with remarkable gifts, talents, and interests, who simultaneously face learning, attention, or social challenges from LD, ADHD, ASD, and other disorders. Through case studies and years of research, the authors present a rationale for using a strength-based, talent-focused approach to meeting the needs of this special population. From a thorough description of twice-exceptionality and the unique learning patterns of these students, to strategies for identification, comprehensive programming, talent development, and instructional strategies, this book explores the distinguishing strengths (yellows) and complex challenges (blues) that these students face. In painting, green is a mix of yellows and blues. Because of their individual characteristics, twice-exceptional students come in a remarkable range of greens. 2018 NAGC Book of the Year Award Winner
To Build a Better Teacher: The Emergence of a Competitive Education Industry (Non-ser.)
by Robert G. HollandThroughout the 20th century, grade-school teachers were trained in schools of education where progressive theories largely held sway and were licensed by state bureaucracies philosophically compatible with the education schools. Vested education interests now seek to make the monopoly even more controlling by requiring that all teachers be products of education schools accredited by a single national agency dedicated to progressive ideals.Holland proposes an alternative vision compatible with the emerging 21st-century paradigm of a competitive education industry: Lower unnecessary barriers to teaching so that bright persons of diverse background and disposition can become teachers. Set up an alternative track—as in New Jersey—so that bright liberal arts graduates or persons with valuable real-world experience can be hired as teachers and put under the supervision of experienced mentors. Apply value-added assessment—as in Tennessee—to these new teachers, and to veteran teachers as well, so that principals can see how much each teacher has helped each child progress academically—or not—from school year to school year. Holland's plan to break up the teacher-prep monopoly is bound to be controversial, and, as such, should be of great interest to all—from parents and administrators to teachers and policy makers—concerned with improving the state of American education.
To Cast the First Stone: The Transmission of a Gospel Story
by Jennifer Knust Tommy WassermanThe story of the woman taken in adultery features a dramatic confrontation between Jesus and the Pharisees over whether the adulteress should be stoned as the law commands. In response, Jesus famously states, “Let him who is without sin be the first to throw a stone at her.” To Cast the First Stone traces the history of this provocative story from its first appearance to its enduring presence today.Likely added to the Gospel of John in the third century, the passage is often held up by modern critics as an example of textual corruption by early Christian scribes and editors, yet a judgment of corruption obscures the warm embrace the story actually received. Jennifer Knust and Tommy Wasserman trace the story’s incorporation into Gospel books, liturgical practices, storytelling, and art, overturning the mistaken perception that it was either peripheral or suppressed, even in the Greek East. The authors also explore the story’s many different meanings. Taken as an illustration of the expansiveness of Christ’s mercy, the purported superiority of Christians over Jews, the necessity of penance, and more, this vivid episode has invited any number of creative receptions. This history reveals as much about the changing priorities of audiences, scribes, editors, and scholars as it does about an “original” text of John.To Cast the First Stone calls attention to significant shifts in Christian book cultures and the enduring impact of oral tradition on the preservation—and destabilization—of scripture.
To Cast the First Stone: The Transmission of a Gospel Story
by Jennifer Knust Tommy WassermanThe story of the woman taken in adultery features a dramatic confrontation between Jesus and the Pharisees over whether the adulteress should be stoned as the law commands. In response, Jesus famously states, “Let him who is without sin be the first to throw a stone at her.” To Cast the First Stone traces the history of this provocative story from its first appearance to its enduring presence today.Likely added to the Gospel of John in the third century, the passage is often held up by modern critics as an example of textual corruption by early Christian scribes and editors, yet a judgment of corruption obscures the warm embrace the story actually received. Jennifer Knust and Tommy Wasserman trace the story’s incorporation into Gospel books, liturgical practices, storytelling, and art, overturning the mistaken perception that it was either peripheral or suppressed, even in the Greek East. The authors also explore the story’s many different meanings. Taken as an illustration of the expansiveness of Christ’s mercy, the purported superiority of Christians over Jews, the necessity of penance, and more, this vivid episode has invited any number of creative receptions. This history reveals as much about the changing priorities of audiences, scribes, editors, and scholars as it does about an “original” text of John.To Cast the First Stone calls attention to significant shifts in Christian book cultures and the enduring impact of oral tradition on the preservation—and destabilization—of scripture.
To Do or Not to Do a PhD?: Insight and Guidance from a Public Health PhD Graduate (SpringerBriefs in Public Health)
by Sarah CuschieriThis book prepares and guides individuals who are about to embark (or already have embarked) on a health/medical PhD journey, with a specific focus on Public Health. Based on the author's experience as a recently graduated Doctor of Philosophy (PhD) student, readers benefit from the knowledge imparted and lessons learned, including an analysis of the different aspects of a Public Health doctoral degree, and practical tips and guidance on how to go about this journey from the initial phase of choosing a research niche up until the oral examination (also called defence). All throughout the book, the author shares examples from her own journey to show that in spite of sacrifices and hurdles along the way, hard work, perseverance, and supportive resources can help see you through, eventually, to a hopefully positive outcome at the end.Using an informal style, the author provides a step-wise guide, from chapter to chapter, on the various essential aspects that need to be considered, including:The initial steps towards a PhDProposal, permissions and fundingThe fieldworkThe art of data analysisThe hurdles along the way – a personal experienceWhat comes after the completion of a PhD?Intended to be a compact go-to guide for students throughout their PhD journey, both from an academic and personal perspective, To Do or Not to Do a PhD? engages readers who are about to enroll in or who already have started a PhD, especially in public health, epidemiology, and health/medical fields of study. The brief also would appeal to postgraduate and undergraduate students who are interested in learning about how to write a research proposal, draft a scientific paper for publication in a journal, or prepare a thesis.
To Educate the Nations: Reflectons On An International Education
by George WalkerReflections on an international education. George Walker's career in education has fallen into three parts: the first as science teacher and university lecturer in science education; the second as promoter and practitioner of comprehensive education in the United Kingdom; the third as international educator. In 1991 he became director general of the world's oldest and largest international school in Geneva. Eight years later he was appointed to his present post as director general of the International Baccalaureate Organization.
To Educate the Nations: Reflections on an International Education: v. 2
by George WalkerReflections on an international education. George Walker's career in education has fallen into three parts: the first as science teacher and university lecturer in science education; the second as promoter and practitioner of comprehensive education in the United Kingdom; the third as international educator. In 1991 he became director general of the world's oldest and largest international school in Geneva. Eight years later he was appointed to his present post as director general of the International Baccalaureate Organization.
To Establish Justice for All [3 volumes]: The Past and Future of Civil Legal Aid in the United States [3 volumes]
by Earl JohnsonFor over a century, many have struggled to turn the Constitution's prime goal "to establish Justice" into reality for Americans who cannot afford lawyers through civil legal aid. This book explains how and why.American statesman Sargent Shriver called the Legal Services Program the "most important" of all the War on Poverty programs he started; American Bar Association president Edward Kuhn said its creation was the most important development in the history of the legal profession. Earl Johnson Jr., a former director of the War on Poverty's Legal Services Program, provides a vivid account of the entire history of civil legal aid from its inception in 1876 to the current day. The first to capture the full story of the dramatic, ongoing struggle to bring equal justice to those unable to afford a lawyer, this monumental three-volume work covers the personalities and events leading to a national legal aid movement—and decades later, the federal government's entry into the field, and its creation of a unique institution, an independent Legal Services Corporation, to run the program. The narrative also covers the landmark court victories the attorneys won and the political controversies those cases generated, along with the heated congressional battles over the shape and survival of the Legal Services Corporation. In the final chapters, the author assesses the current state of civil legal aid and its future prospects in the United States.
To Establish Justice for All [3 volumes]: The Past and Future of Civil Legal Aid in the United States [3 volumes]
by Earl JohnsonFor over a century, many have struggled to turn the Constitution's prime goal "to establish Justice" into reality for Americans who cannot afford lawyers through civil legal aid. This book explains how and why.American statesman Sargent Shriver called the Legal Services Program the "most important" of all the War on Poverty programs he started; American Bar Association president Edward Kuhn said its creation was the most important development in the history of the legal profession. Earl Johnson Jr., a former director of the War on Poverty's Legal Services Program, provides a vivid account of the entire history of civil legal aid from its inception in 1876 to the current day. The first to capture the full story of the dramatic, ongoing struggle to bring equal justice to those unable to afford a lawyer, this monumental three-volume work covers the personalities and events leading to a national legal aid movement—and decades later, the federal government's entry into the field, and its creation of a unique institution, an independent Legal Services Corporation, to run the program. The narrative also covers the landmark court victories the attorneys won and the political controversies those cases generated, along with the heated congressional battles over the shape and survival of the Legal Services Corporation. In the final chapters, the author assesses the current state of civil legal aid and its future prospects in the United States.
To God the Glory
by Annalee SkarinIn the words and teachings of Jesus, TO GOD THE GLORY is a divinely inspired message revealing how His great love is being poured out in abundance and can, if man will accept it, change his life and lead him into His Kingdom.“Behold, I, Jesus Christ, the Alpha and Omega, the Beginning and the End, the Great Amen, have commanded Annalee Skarin to write these, my words, and to send them forth unto the ends of the earth, that, you, who know my voice might be prepared to enter into the New Day—that you might be purified even as I Am pure. For this is my commandment unto you, and I give no commandment save I prepare the way for its fulfillment.“This work is given that all my holy promises might begin to be made manifest in very deed, yea, that they might begin to be fulfilled in you, for the time is at hand, even the great day of preparation, the day of Almighty God the Father.”—Annalee Skarin
To Hold and Be Held: The Therapeutic School as a Holding Environment
by Daniel K. ReinsteinDrawing on the teachings of D.W. Winnicott and John Bowlby, who helped revolutionize thinking about relational psychology, To Hold and Be Held integrates the concepts of the ‘holding environment’ and attachment theory and describes how they are applied in a clinical setting. It also uses metaphor to both derive meaning from the language of the therapeutic process and to apply that meaning within a systems framework to effect significant therapeutic change. As the number of children with complex problems increases and the facilities to treat and manage them decrease, schools are left with few resources to cope. Professionals such as teachers, psychologists, social workers, and counselors need a new framework in which to think about and advocate for services for these children. To Hold and Be Held describes the creation of a system of working that not only holds the child and his family, but also holds the larger system as well – a system in which therapeutic services are integrated at all levels and implemented in public schools in a way that supports all those involved. This is not only a unique and successful way of working with children and their families, but a timely one as well.
To Hold and Be Held: The Therapeutic School as a Holding Environment
by Daniel K. ReinsteinDrawing on the teachings of D.W. Winnicott and John Bowlby, who helped revolutionize thinking about relational psychology, To Hold and Be Held integrates the concepts of the ‘holding environment’ and attachment theory and describes how they are applied in a clinical setting. It also uses metaphor to both derive meaning from the language of the therapeutic process and to apply that meaning within a systems framework to effect significant therapeutic change. As the number of children with complex problems increases and the facilities to treat and manage them decrease, schools are left with few resources to cope. Professionals such as teachers, psychologists, social workers, and counselors need a new framework in which to think about and advocate for services for these children. To Hold and Be Held describes the creation of a system of working that not only holds the child and his family, but also holds the larger system as well – a system in which therapeutic services are integrated at all levels and implemented in public schools in a way that supports all those involved. This is not only a unique and successful way of working with children and their families, but a timely one as well.
To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (JB - Anker)
by Laura CruzAn annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluation terminology Questions about student ratings Small-group individual diagnosis to improve online instruction Supporting international faculty Complex ecologies of diversity, identity, teaching, and learning Organizational strategies for fostering faculty racial inclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel Designing active learning with flexible technology
To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (JB - Anker)
by Laura CruzAn annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluation terminology Questions about student ratings Small-group individual diagnosis to improve online instruction Supporting international faculty Complex ecologies of diversity, identity, teaching, and learning Organizational strategies for fostering faculty racial inclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel Designing active learning with flexible technology
To Know and Nurture a Reader: Conferring with Confidence and Joy
by Kari Yates Christina NosekConferring with students about reading allows for clearer access to one-on-one, in-the-moment teaching and learning, yet it can feel intimidating or overwhelming. Kari Yates and Christina Nosek want to help. Here they have provided practical, reflective, student-centered teaching moves that you can use to develop an intentional, joy-filled conferring practice.To Know and Nurture a Reader: Conferring with Confidence and Joy is a get-going guide to conferring. The book includes step-by-step guidance that is also considerate of time and other classroom challenges, as well as: Numerous tools such as guiding questions, reproducible planning and note-taking documents;Classroom vignettes that pull you close to a reader and teacher in a conference setting;Video clips of classroom conferences to show what conferring looks like in action. The book breaks conferring into manageable chunks with specific goals for knowing and nurturing young readers, then puts all the pieces together with various classroom scenarios and examples. The tools, examples, and ideas in this book make conferring something every teacher can do right away and master with continued effort and practice.
To Know and Nurture a Reader: Conferring with Confidence and Joy
by Kari Yates Christina NosekConferring with students about reading allows for clearer access to one-on-one, in-the-moment teaching and learning, yet it can feel intimidating or overwhelming. Kari Yates and Christina Nosek want to help. Here they have provided practical, reflective, student-centered teaching moves that you can use to develop an intentional, joy-filled conferring practice.To Know and Nurture a Reader: Conferring with Confidence and Joy is a get-going guide to conferring. The book includes step-by-step guidance that is also considerate of time and other classroom challenges, as well as: Numerous tools such as guiding questions, reproducible planning and note-taking documents;Classroom vignettes that pull you close to a reader and teacher in a conference setting;Video clips of classroom conferences to show what conferring looks like in action. The book breaks conferring into manageable chunks with specific goals for knowing and nurturing young readers, then puts all the pieces together with various classroom scenarios and examples. The tools, examples, and ideas in this book make conferring something every teacher can do right away and master with continued effort and practice.
To Liberty! The Adventures of Thomas-Alexandre Dumas: A Bloomsbury Reader (Bloomsbury Readers)
by Catherine JohnsonAn exciting adventure set in revolutionary France which tells the true story of a swashbuckling hero Thomas-Alexandre Dumas, whose mother was an enslaved African woman and whose father was a French noble.Alex is happy living with his brothers and sister on his father's farm on Haiti but his father wants to go back to France and can't afford to take his mixed-race children with him. Soon, Alex must fight for his freedom... and that of France. From a slave on the streets of Port au Prince to a general in the French army, the dramatic true story of Thomas-Alexandre Dumas' life (the inspiration for his son's book The Three Musketeers) is brought to life by award-winning author, Catherine Johnson. Featuring exciting black-and-white illustrations by TBC, this book is perfect for children who are developing as readers. The Bloomsbury Readers series is packed with brilliant books to get children reading independently in Key Stage 2, with book-banded stories by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence, covering a wide range of genres and topics. With charming illustrations and online guided reading notes written by the Centre for Literacy in Primary Education (CLPE), this series is ideal for reading both in the classroom and at home. For more information visit www.bloomsburyguidedreading.com.Book Band: Dark RedIdeal for ages 10+
To Liberty! The Adventures of Thomas-Alexandre Dumas: A Bloomsbury Reader (Bloomsbury Readers)
by Catherine JohnsonAn exciting adventure set in revolutionary France which tells the true story of a swashbuckling hero Thomas-Alexandre Dumas, whose mother was an enslaved African woman and whose father was a French noble.Alex is happy living with his brothers and sister on his father's farm on Haiti but his father wants to go back to France and can't afford to take his mixed-race children with him. Soon, Alex must fight for his freedom... and that of France. From a slave on the streets of Port au Prince to a general in the French army, the dramatic true story of Thomas-Alexandre Dumas' life (the inspiration for his son's book The Three Musketeers) is brought to life by award-winning author, Catherine Johnson. Featuring exciting black-and-white illustrations by TBC, this book is perfect for children who are developing as readers. The Bloomsbury Readers series is packed with brilliant books to get children reading independently in Key Stage 2, with book-banded stories by award-winning authors like double Carnegie Medal winner Geraldine McCaughrean and Waterstones Prize winner Patrice Lawrence, covering a wide range of genres and topics. With charming illustrations and online guided reading notes written by the Centre for Literacy in Primary Education (CLPE), this series is ideal for reading both in the classroom and at home. For more information visit www.bloomsburyguidedreading.com.Book Band: Dark RedIdeal for ages 10+
To Look Closely: Science and Literacy in the Natural World
by Laurie RubinWhether it's a trickling stream, a grassy slope, or an abandoned rail line, the natural world offers teachers a wonderful resource around which to center creative, inquiry-based learning throughout the year. Nobody knows this better than veteran teacher Laurie Rubin. In To Look Closely: Science and Literacy in the Natural World , she demonstrates how nature study can help students become careful, intentional observers of all they see, growing into stronger readers, writers, mathematicians, and scientists in the process. Laurie invites you to join her class of twenty-one second graders as they visit a small stream in the woods behind a suburban elementary school, and she shares her reflections on class discussions, activities, and learning experiences. From setting a tone of inquiry-based thinking in the classroom to suggesting specific units of study for reading, writing, and science, Laurie guides teachers step-by-step through the basics of how to integrate the skills acquired through nature study into every subject. You will also discover all the ways this purposeful work nurtures green citizens who grow up determined to value and protect the natural environment. Filled with student journal entries, narratives, and poems inspired by experiences in the natural world, To Look Closely will inspire and encourage you to become a careful observer of your own sit spots outdoors and embrace nature study for a year-;or for whatever part of a year is possible for you. This book will change the way you view the world.
To Look Closely: Science and Literacy in the Natural World
by Laurie RubinWhether it's a trickling stream, a grassy slope, or an abandoned rail line, the natural world offers teachers a wonderful resource around which to center creative, inquiry-based learning throughout the year. Nobody knows this better than veteran teacher Laurie Rubin. In To Look Closely: Science and Literacy in the Natural World , she demonstrates how nature study can help students become careful, intentional observers of all they see, growing into stronger readers, writers, mathematicians, and scientists in the process. Laurie invites you to join her class of twenty-one second graders as they visit a small stream in the woods behind a suburban elementary school, and she shares her reflections on class discussions, activities, and learning experiences. From setting a tone of inquiry-based thinking in the classroom to suggesting specific units of study for reading, writing, and science, Laurie guides teachers step-by-step through the basics of how to integrate the skills acquired through nature study into every subject. You will also discover all the ways this purposeful work nurtures green citizens who grow up determined to value and protect the natural environment. Filled with student journal entries, narratives, and poems inspired by experiences in the natural world, To Look Closely will inspire and encourage you to become a careful observer of your own sit spots outdoors and embrace nature study for a year-;or for whatever part of a year is possible for you. This book will change the way you view the world.