Without artful instruction, many students will never acquire the literacy skills they need not only to meet Common Core Standards but also to meet the challenges this brave new world is sure to deal them." -Carol JagoAgain and again the Common Core Standards state that students must read "proficiently and independently" but how do we achieve this when students are groaning about having to read demanding literature and looking for ways to pass the class without turning pages? Carol Jago shows middle and high school teachers how to create English classrooms where students care about living literate lives and develop into proficient independent readers. With 50% new material, With Rigor for All, Second Edition features: integration of the Common Core State Standards as teaching touchstones YA lit pairings with classic texts to aid comprehension for middle and high school students tips to motivate reluctant readers with immersion, encouragement, and small steps a study guide and guidelines for curriculum development. Students need books that mirror their own experiences and if you teach literature that you love, your students will be more likely to love it too. Let Carol show you how to create an individually designed curriculum in which students read literary works of comparable quality, complexity, and range and enjoy doing it!

    Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.

    Figuring out the equipment and software and deciding how to integrate technology into existing lesson plans are just a few of the learning curves teachers face. But adding technology to classrooms isn't optional; it’s a must if students are going to be well-equipped for the future. In 50 THINGS YOU CAN DO WITH GOOGLE CLASSROOM, Keeler and Miller shorten the learning curve by providing a thorough overview of the Google Classroom App. Part of Google Apps for Education (GAfE), Google Classroom was specifically designed to help teachers save time by streamlining the process of going digital. Complete with screenshots, 50 Things You Can Do with Google Classroom provides ideas and step-by-step instruction to help teachers implement this powerful tool. Google Classroom helps teachers: • Encourage collaboration between students • Seamlessly use other Google tools, such as Google Docs • Provide timely feedback to keep students engaged in the learning process • Organize assignments and create a paperless classroom Google Classroom makes it easy to facilitate a digital or blended-learning classroom. 50 Things You Can Do with Google Classroom shows you how to make the most of this valuable, free tool. You’ll learn how to: • Set up and add students to your Google Classroom • Create a lesson • Share announcements and assignments with multiple classes • Reduce cheating • See who’s really working on team projects • Offer virtual office hours • Personalize the learning experience • And much more!

    One of the rare breed of teachers who do know this is Nancie Atwell. - The New York TimesReading this book can be revolutionary. . . . Atwell leads us to new understandings of teaching and learning in a workshop classroom. - Voices from the Middle When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. In depicting her own classroom struggles, Nancie Atwell shook our orthodox assumptions about skill-and-drill-based curriculums and became a pioneer of responsive teaching. Now, in the long awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches.The second edition still urges educators to "come out from behind their own big desks" to turn classrooms into workshops where students and teachers create curriculums together. But it also advocates a more activist role for teachers. Atwell writes, "I'm no longer willing to withhold suggestions and directions from my kids when I can help them solve a problem, do something they've never done before, produce stunning writing, and ultimately become more independent of me."More than 70 percent of the material is new, with six brand-new chapters on genres, evaluation, and the teacher as writer. There are also lists of several hundred minilessons, and scripts and examples for teaching them; new expectations and rules for writing and reading workshops; ideas for teaching conventions; new systems for record keeping; lists of essential books for students and teachers; and forms for keeping track of individual spelling, skills, proofreading, homework, writing, and reading.The second edition of In the Middle is written in the same engaging style as its predecessor. It reads like a story - one that readers will be pleased to learn has no end. As Atwell muses, "I know my students and I will continue to learn and be changed. I am resigned - happily - to be always beginning for the rest of my life as a teacher."

    Thomas, and readers’ expectations. This edition is packed with wit, wisdom, tips, advice, facts, fun, and recipes, including: • traditionally 80 percent–accurate weather forecasts • how to make sausages at home • “creatures from hell” • grow your own beer (ingredients) • time- and money-saving tips • unmasked mysteries of plant seed dispersal • bale, key, and concrete block gardens • quirky origins of American horse breeds • history, lore, and more about birthstones Plus, Moon phases and other celestial sightings, tides, gardening tables, best days to do things, and more.   Added value this year: • 96 full-color pages • full-color winter and summer weather maps • updated Reference section Often imitated, but never equaled. Accept no substitutes!

    Focusing on the role of managers within an organization, the volume emphasizes the development of computer-based Information Systems to support an organization's objectives and strategic plans. Focusing on the Systems Concepts, the Systems Approach is implemented throughout the text. The volume covers essential concepts such as using information technology to engage in electronic commerce, and information resources such as database management systems, information security, ethical implications of information technology and decision support systems with projects to challenge users at all levels of competence. For those involved in Management Information Systems.

    It's filled with specific teaching ideas for helping children in kindergarten through Grade 3 who are having difficulty in reading and writing.We want these young students to think and behave like effective readers who not only solve words skillfully but comprehend deeply and read fluently. To achieve our goal, we need to place them in situations in which they can succeed and then provide powerful teaching. Gay Su Pinnell and Irene Fountas offer numerous examples and descriptions of instruction that can help initially struggling readers become strategic readers. When Readers Struggle: Teaching That Works focuses on small-group intervention and individual interactions during reading and writing. Pinnell and Fountas also illustrate how to closely observe readers to make the best possible teaching decisions for them as well as how to support struggling readers in whole-class settings.Find immediately usable answers to your questions about struggling readers from educators you trust. Read Pinnell and Fountas's When Readers Struggle: Teaching That Works and find teaching that works for struggling readers.

    He has just one year to win, by foul means or fair, the sought-after prize of a tenancy in chambers. Competition is fierce, but, armed with a copy of Sun Tzu's 'The Art of War', BabyBarista launches a no-holds barred fight to the death to claim the prize.

    of Tennessee, Knoxville). In this text for potential researchers, he focuses on what the US needs to learn if it is to have half a chance at meeting the goals of the No Child Left Behind Act of 2001. He describes the characteristic

    The men spend a week in the port city of Odessa, hoping to find true love and a Ukrainian bride to bring home. The country has a huge dating and marriage industry, but it quickly becomes apparent that all is not what it seems. Walker uncovers scams and disappointments, wounded hearts and broken lives as he journeys to the very bottom of Odessa’s sinister marriage industry. There are many twists and turns to the tale that are as shocking as they are unexpected. Odessa Dreams is by turns hilariously funny, poignantly tragic and deeply disturbing. It is a roller coaster journey that will leave the reader feeling uncomfortable for quite some time. Shaun Walker is Moscow Correspondent for The Guardian, and previously for The Independent. He studied Russian History at Oxford University and has lived in Moscow for a decade.

    When done right, though, PBL and Inquiry are challenging, inspiring and fun for students. Best of all, when project-based learning is done right, it actually makes the teacher's job easier.Now, you can demystify project-based learningAs questions and mysteries around PBL and inquiry continue to swirl, experienced classroom teachers and school administrators Ross Cooper and Erin Murphy have written a book that will empower those intimidated by PBL to cry, "I can do this!" while at the same time providing added value for those who are already familiar with the process. Hacking Project Based Learning demystifies what PBL is all about with 10 hacks that construct a simple path that educators and students can easily follow to achieve success.Hacking Project Based Learning provides a simple blueprint for PBL that helps you: Establish a culture of inquiry and creativity in your classroom Teach the kind of collaboration skills that harness dissonance Turn High Impact Takeaways (HITs) into a project based plan Create Umbrella questions that drive the project Build a Progress Assessment Tool (PAT) that helps students inform and assess their learning Use formative assessment throughout the entire PBL experience Seamlessly integrate direct instruction to enhances the process, rather than interfere with it Practice the patience that inspires a productive struggle, which leads to better understandingTeach and embrace reflection during and at the end of the project Publish work the right way, so all stakeholders can see it Experts rave about Hacking Project Based Learning"HACKING PROJECT BASED LEARNING is a classroom essential. Its ten simple "hacks" will guide you through the process of setting up a learning environment in which students will thrive from start to finish."-Daniel H. Pink, New York Times Bestselling author of DRIVE"Ross Cooper and Erin Murphy have researched PBL from every angle and offer practical steps to make the PBL experience highly beneficial to students because they are practitioners who use it. This book is a very important "How-to" for every teacher and leader who is interested in PBL. -Peter DeWitt, author/consultant, Finding Common Ground blog (Education Week)"The challenge for educators with project and inquiry based learning is finding the time and having the knowledge to implement effectively. Cooper and Murphy provide a much-needed resource that addresses both of these pain points in a concise, clear manner.-Eric Sheninger, Senior Fellow, International Center for Leadership in EducationAre you ready for an amazing productive struggle in your classroom?Start Hacking Project Based Learning today.

    It rejoices in men and women made of the Wrong Stuff: writers who believed in the power of words, but could never quite find the rights ones; artists and performers who indulged their creative impulse with a passion, if not a sense of the ridiculous, an eye for perspective or the ability to hold down a tune; scientists and businessmen who never quite managed to quit while they were ahead; and sportsmen who seemed to manage always to snatch defeat from the jaws of victory. Like Walter Oudney, one of three men chosen to find the source of the River Niger in Africa, who could not ride a horse, nor speak any foreign languages and who had never travelled more than 30 miles beyond his native Edinburgh; or the explorer-priest Michel Alexandre de Baize, who set off to explore the African continent from east to west equipped with 24 umbrellas, some fireworks, two suits of armor, and a portable organ; or the Scottish army which decided to invade England in 1349 - during the Black Death. Entries include: briefest career in dentistry; least successful bonding exercise; most futile attempt to find a lost tribe; most pointless lines of research by someone who should have known better; least successful celebrity endorsement; least convincing excuse for a war; worst poetic tribute to a root vegetable; least successful display of impartiality by a juror; Devon Loch - sporting metaphor for blowing un unblowable lead; least dignified exit from office by a French president; and least successful expedition by camel.

     Violent confrontation between armed groups over the supply of illegal narcotics is something we commonly associate with criminal gangs in modern cities, but in the mid-nineteenth century Great Britain went to war with Imperial China in order to continue to supply Chinese addicts with opium. The two wars which followed have become known as the Opium Wars, and they led to the utter defeat of China, the establishment of a British colony in Hong Kong, and the continuation of a narcotics trade that was worth millions of pounds each year to the British. The Opium Wars exposed the weaknesses of the Chinese Qing dynasty in terms of its military abilities and internal corruption. They also exposed divisions in Victorian Britain where people were beginning to question the morality of going to war to support an illegal narcotics trade which caused misery and death for millions of Chinese. In the end, the British were able to overcome their reservations and prosecuted these two wars with great success. British casualties were small and the gains enormous—the British opium trade to China would continue for more than fifty years after the end of the Second Opium War. Inside you will read about... ✓ The Joy Plant ✓ Outbreak of the First Opium War ✓ British Superiority and the Devil Ship ✓ The Treaty of Nanking: First of the Unequal Treaties ✓ The Inevitable Second Opium War ✓ The Fall of Beijing And much more! For the Chinese Qing dynasty, the Opium Wars marked the beginning of the end. Imperial China had endured for two thousand years, but within fifty years of the humiliations of the Opium Wars, a revolution overthrew the imperial court and turned China into a republic. Although they are little remembered today, the Opium Wars changed the face not just of China but also of the whole of Asia. This is the story of those wars.

    'Roadville' is a white working-class community of families steeped for generations in the life of textile mills; 'Trackton' is an African-American working-class community whose older generations grew up farming the land, but whose existent members work in the mills. In tracing the children's language development the author shows the deep cultural differences between the two communities, whose ways with words differ as strikingly from each other as either does from the pattern of the townspeople, the 'mainstream' blacks and whites who hold power in the schools and workplaces of the region. Employing the combined skills of ethnographer, social historian, and teacher, the author raises fundamental questions about the nature of language development, the effects of literacy on oral language habits, and the sources of communication problems in schools and workplaces.

    This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. Learn how to implement differentiation so that it achieves the desired result of shared responsibility between teacher and student.