But did you know the type of flowers you give can speak volumes? The Secret Language of Flowers is a fascinating insight into the Victorian tradition of using flowers to convey secret messages, in a society where feelings often had to be suppressed. In this beautifully illustrated book - the perfect gift itself - Samantha Gray reveals how flowers came by their meanings in folklore and how flowers became the language of courtship, love, friendship, beauty and more. Discover the meanings behind over 50 flowers - such as how lily of the valley symbolises the return of happiness, how bluebells stand for constancy and everlasting love, and how daffodils represent high regard and chivalry. With stunning illustrations by artist Sarah Perkins that capture all of the beauty of flowers, this is an exceptionally lovely and fascinating gift book.

    They are places for research, refuge, and reflection--where students create, collaborate, communicate, and develop skills in critical thinking and compassion. Learn 10 ways to create the library learning environment that every child deserves. In Hacking School Libraries, 2015 School Librarian of the Year, Kristina A. Holzweiss, and 2017 Sensational Student Voice Award finalist, Stony Evans, bring you 10 practical hacks that will help you create a welcoming and exciting school library program. They show you how to rethink your library to become the hub of the school community, whether you are a veteran librarian or just beginning your career. Hacking School Libraries isn't just for librarians. It's for any educator who wants to learn how to transform your learning space provide hands-on learning opportunities empower your students bring curriculum to life differentiate instruction effectively raise funds advocate for modern school libraries establish global connections celebrate reading What the experts say: "When I learned that Kristina and Stony were writing a book to fit into one of my favorite series, I was so excited and couldn’t think of a better duo to do so! School librarians will find Hacking School Libraries such an amazing read and resource in so many ways. The hacks found in this book are terrific for any grade level and will help guide librarians to make a difference in their library, school, and community!" -Shannon McClintock Miller, Teacher Librarian and Iowa Future Ready Librarian Spokesperson "Authors Kristina Holzweiss and Stony Evans are two of the most respected thought leaders and practitioners in the school library field. Their book, Hacking School Libraries, is an essential resource for any modern-day library media specialist. It is filled with actionable tips and strategies that anyone can easily implement tomorrow." -Laura Fleming, Library Media Specialist, bestselling author of Worlds of Making and The Kickstart Guide to Making Great Makerspaces Grab Hacking School Libraries today, and incorporate library media centers into your learning community tomorrow.

    Halpern is funny. He is handsome. He likes to laugh. I love Mr. Halpern. How can I top that? Who doesn't want to be funny, handsome, laugh all the time, and be loved by their students? What they don't know is I left a dreary cubicle job for the exciting, never boring life of a kindergarten teacher eight years ago and never looked back. I have seen and heard some crazy, hilarious, and even touching moments. Look at My Happy Rainbow is my account of the first few years working in a kindergarten classroom experiencing the day to day trials and tribulations and trying to see the world a little more through the eyes of a five-year-old. From the first time a child reached up to take my hand to learning the true value of zipping a coat, being a 'rooster in a world of hens' my unique perspective on teaching and children will (hopefully) warm your heart, make you laugh, and might even help you remember what it felt like to be in kindergarten. Warning: I have a very short attention span (this is why I'm so well suited to teach kindergarten). Some of the chapters are short. One is less than one page. I think this makes the book 'charming', but please know - this is not War and Peace.

    The contributors represent a wide range of professions including Vanguard Group founder John Bogle, MoveOn.org cofounder Joan Blades, several members of Congress, Christian activist Brian McLaren, business guru Peter Senge, and many other leaders from business, medicine, education, nonprofits, law, politics and government, and religion. In their reflections, these leaders explore how they have been inspired by poets such as T.S. Eliot, Mary Oliver, William Stafford, Langston Hughes, Pablo Neruda, Robert Frost, Rumi, May Sarton, Wallace Stevens, Wendell Berry, and Rainer Maria Rilke. Leading from Within is perhaps the most soulful treatment of leadership ever composed. Leadership is first an inner quest, and there is absolutely no better place to explore your inner territory than in the pages of this book. This is an evocative work of art; do yourself an immense favor, and engage with these amazing and diverse leaders and their poems.--Jim Kouzes, coauthor of the bestselling The Leadership Challenge and A Leader's LegacyLeading from Within makes brilliant use of the world's great poets to inspire us to lead with our hearts as well as our heads. It calls to the deeper purpose and meaning within all of us to use our gifts to serve others.--Bill George, author, True North: Discover Your Authentic LeadershipThis is a superb collection of poems and deeply personal reflections from a wide range of real leaders. It is a gift to all of us who believe in bringing our hearts to our work. --Rep. John Lewis (D-Ga.)The entries in this wonderful anthology are a joy to read and all the more interesting because of their special meaning to the leaders who recommended them. It is a book that every nonprofit leader should place among those they draw upon for inspiration every day.--Diana Aviv, president and CEO, Independent SectorLeading from Within offers a candid view straight into the heart and soul of leaders striving to do good and effective work in the world. The poems and commentaries remind us that leadership is always deeply personal and chock-full of dilemmas that must be addressed by creativity, passion, imagination, and courage.--Jeff Swartz, president and CEO, Timberland

    

    But that does not even begin to convey what the Berger experience is: What makes these bestselling textbooks so distinctive is the unmistakable presence of KATHLEEN STASSEN BERGER on every page, in writing that continually draws on the author’s teaching and family life to demonstrate a remarkable understanding not just of the field, but of students’ questions, their concerns, and their lives.The distinctive, definitive BERGER touch is evident throughout her new textbook, Invitation to the Life Span. This brief, original, 15-chapter textbook was created from page 1 to address the challenges teachers and students face when covering the entire life span in a semester (or even a quarter!). The hallmark Berger qualities are all here—the relatable presentation of research, the inclusive approach to world cultures, the study help that builds critical thinking and observational skills, the outstanding media and supplements—and all held together with Berger’s skill in bringing students and the science together.

    This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity.In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

    Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods.--Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&M University Understanding experience as lived and told stories--also known as narrative inquiry--has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data. In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results. Throughout the book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, Narrative Inquiry is a practical resource from experts who have long pioneered the use of narrative in qualitative research.

    At her inner-city London school where more than eighty languages are spoken, she would sense urgent needs; mending uniforms, calling social services, shielding vulnerable teens from gangs. And she would tailor each class to its pupils, fiercely believing in the power of art to unlock trauma, or give a mute child the confidence to speak. Time and again, she would be proved right.So in 2018, when Andria won the million-dollar Global Teacher Prize, she knew exactly where the money would go: back into arts education for all. Because today, the UK government's cuts and curriculum changes are destroying the arts, while their refusal to tackle the most dangerous threats faced by children – cyber-bullying, gang violence, hunger and deprivation – puts teachers on the safeguarding frontline.Andria's story is a rallying wake-up call that shows what life is really like for schoolchildren today, and a moving insight into the extraordinary people shaping the next generation.

    Their groundbreaking new reader, Writing About Writing, does exactly that, by encouraging students to draw on what they know in order to contribute to ongoing conversations about writing and literacy. Class-tested by thousands of students, Writing about Writing presents accessible writing studies research by authors such as Donald Murray, Mike Rose, and Deborah Brandt, together with popular texts by authors such as Malcolm X, Sherman Alexie, and Junot Díaz. Throughout the book, friendly explanations and scaffolded questions help students connect to readings and — even more important — develop knowledge about writing they can use at work, in their everyday lives, and in college. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, Bedford/St.Martin's blog for teachers of writing).

    Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?We want students to take responsibility for their learning, yet we use language that implies teacher ownership.We want to build positive relationships with students, yet we use sarcasm when we get frustrated.We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.What teachers say to students--when they praise or discipline, give directions or ask questions, and introduce concepts or share stories--affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.

    After a brief overview of current issues in the field, the book discusses crucial topics in the field, including the characteristics of gifted students, strategies for identification, considerations in planning sound gifted and talented programs, contemporary program models, varieties of acceleration, differentiated curriculum models, problems of underachievement of disadvantaged, twice-exceptional, and female gifted students, and the evaluation of gifted programs. The authors also address affective needs, leadership, and counseling. A chapter on parenting gifted children includes a section on advocating for gifted education and communication with schools. The sixth edition has been thoroughly revised, most notably with the latest research on acceleration, curriculum models, underachievement, culturally and economically disadvantaged students, gender issues, and dual exceptionalities. The content is further supported and enhanced by the inclusion of numerous practical strategies that can be implemented in the classroom, case studies that help teachers identify student needs, summaries of research on effective programs, emphasis on pedagogy and on social-emotional needs, heightened awareness of less visible sub-groups within gifted populations, and an amusing, witty writing style that adds to the appeal of this best-selling book.

    Includes expert coverage of new topics: Turbocodes, Turboequalization, Antenna Arrays, Digital Cellular Systems, and Iterative Detection. Convenient, sequential organization begins with a look at the historyo and classification of channel models and builds from there.

    An indispensable and handy resource for anyone who wants to take better pictures in Yosemite and elsewhere.

    One of the most progressive and imaginative people in British education today he has hitherto kept a low profile. This book accompanies a three part television series to be screened on BBC 2 but differs from it significantly.There is a crisis in the British education system. Year on year GCSE and A Level pupils post better exam results, with more students achieving top grades. Yet business leaders and employers complain bitterly that our schools are not producing people fit for purpose. What we have become is a nation 'Over schooled and under educated'. Far from being locked in an ivory tower, a bastion of privilege, Mr Little has used his time as a teacher and headmaster to get to grips with fundamental questions concerning education. He wants to produce people fit to work in the modern world. How do children absorb information? What kind of people does society need? What is education for? Not only is the author one of the great reforming headmasters of our time but he has planted Academies in the East end of London, founded a state boarding school near Windsor and yet is a passionate advocate of single sex schools.This book is not a text book for colleges of education- it is a book to enlighten the teaching profession and just as much for anxious parents. The book is simply arranged under topics such as authority, expectations, progress, self-confidence, sex, crises and creativity.Tony Little thinks it is time to ask some fundamental questions, and to make brave decisions about how we make our schools and our schoolchildren fit for purpose.