Geographically and culturally boundless, with contributions from Great Britain, Ireland, America, Canada, Australia, India, the Caribbean, and Southern Africa; influenced by great novelists working in other languages; and encompassing a range of genres, the story of the novel in English unfolds like a richly varied landscape that invites exploration rather than a linear journey. In The Novel: A Biography, "Michael Schmidt does full justice to its complexity.Like his hero Ford Madox Ford in The March of Literature," Schmidt chooses as his traveling companions not critics or theorists but "artist practitioners," men and women who feel "hot love" for the books they admire, and fulminate against those they dislike. It is their insights Schmidt cares about. Quoting from the letters, diaries, reviews, and essays of novelists and drawing on their biographies, Schmidt invites us into the creative dialogues between authors and between books, and suggests how these dialogues have shaped the development of the novel in English.Schmidt believes there is something fundamentally subversive about art: he portrays the novel as a liberalizing force and a revolutionary stimulus. But whatever purpose the novel serves in a given era, a work endures not because of its subject, themes, political stance, or social aims but because of its language, its sheer invention, and its resistance to cliche--some irreducible quality that keeps readers coming back to its pages."

    Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused.The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the tasks) that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. In addition, Brookhart addresses* Common misconceptions about rubrics;* Important differences between rubrics and other assessment tools such as checklists and rating scales, and when such alternatives can be useful; and* How to use rubrics for formative assessment and grading, including standards-based grading and report card grades.Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources. And it makes the case that rubrics, when used appropriately, can improve outcomes by helping teachers teach and helping students learn.

    Their book promises to take mid-life by its elasticated waist and give it a brisk going over with a stiff brush. At a time of constant uncertainty, what we all need is the wisdom and experience of two women who haven't got a clue what's happening either.

    These dramatic first-person essays detail spectacular serendipities, impossible cures, breathtaking resuscitations, extraordinary awakenings, and recovery from unimaginable disasters. Still other essays give voice to cases in which the physical aspects were less dramatic than the emotional aspects, yet miraculous and transformational for everyone involved. Positive impacts left in the wake of even the gravest of tragedies, profound triumphs of heart and spirit. Preeminent physicians in many specialties, including deans and department heads on the faculties of the top university medical schools in the country describe, in everyday language and with moving testimony, their very personal reactions to these remarkable clinical experiences. Among the extraordinary cases poignantly recounted by the physicians witnessing them: A priest visiting a hospitalized patient went into cardiac arrest on the elevator, which opened up on the cardiac floor, right at the foot of the cardiac specialist, at just the right moment.A tiny premature baby dying from irreversible lung disease despite the most intensive care who recovered almost immediately after being taken from his hospital bed and placed on his mother's chest.President John F. Kennedy's son Patrick, who died shortly after birth, and whose disease eventually led to research that saved generations of babies.A nine-year-old boy who was decapitated in a horrific car accident but survived without neurological damage.A woman who conceived and delivered a healthy baby—despite having had both of her fallopian tubes surgically removed.A young man whose only hope for survival was a heart transplant, but just at the moment he developed a potentially fatal complication making a transplant impossible, his own heart began healing itself.A teenage girl near death after contracting full-blown rabies who became the first patient ever to recover from that disease after an unexpected visit by Timothy Dolan, the man who would go on to become the Archbishop of New York.A Manhattan window-washer who fell 47 stories—and not only became the only person ever to survive a fall from that height, but went on to make a full recovery. Miracles We Have Seen is a book of inspiration and optimism, and a compelling glimpse into the lives of physicians—their humanity and determined devotion to their patients and their patients' families. It reminds us that what we don't know or don't understand isn‘t necessarily cause for fear, and can even be reason for hope

    That is the fundamental message in The Moral Imperative of School Leadership, which extends the discussion begun in Fullan′s earlier publication, What's Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in changing the context in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. Concepts explored in-depth include:Why changing the context should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system

    This collection of previously published essays reminds us that many schools have veered off course in their day-to-day business. And it's a primer that, if taken seriously, can put schools back on the right track. --Educational LeadershipThrough his writings and speeches, Alfie Kohn has been stirring up controversy for years, demonstrating how the conventional wisdom about education often isn't supported by the available research, and illuminating gaps between our long-term goals for students and what actually goes on in schools. Now What to Look for in a Classroom brings together his most popular articles from Educational Leadership, Phi Delta Kappan, and Education Week--and also from The Atlantic Monthly, the Boston Globe, and other publications. From self-esteem to school uniforms, from grade inflation to character education, Kohn raises a series of provocative questions about the status quo in this collection of incisive essays. He challenges us to reconsider some of our most basic assumptions about children and education. Can good values really be instilled in students? What, if anything, lies behind the label of attention deficit disorder? Are there solid data to support our skepticism about watching TV? Might such allegedly enlightened practices as authentic assessment, logical consequences, and Total Quality education turn out to be detrimental? Whether he is explaining why cooperative learning can be so threatening or why detracking is so fiercely opposed, Kohn offers a fresh, informed, and frequently disconcerting perspective on the major issues in education. In the And, his critical examination of current practice is complemented by a vision of what schooling ought to be. Kohn argues for giving children more opportunity to participate in their own schooling, for transforming classrooms into caring communities, and for providing the kind of education that taps and nourishes children's curiosity. Through all these essays, Kohn calls us back to our own ideals, showing us how we can be more effective at helping students to become good learners and good people.

    Latino/a Studies. BAREFOOT HEART is a vividly told autobiographical account of the life of a child growing up in a family of migrant farm workers. Elva Trevino Hart was born in south Texas to Mexican immigrants and spent her childhood moving back and forth between Texas and Minnesota, eventually leaving that world to earn a master's degree in computer science/engineering. This is a beautiful book, one many of us teaching Laino/a memoir and autobiography have long been waiting for. It is here at last, dear reader, in your hands. To be read and reread, savored to the last word. I extend a heartfelt welcome to the author and her beautiful book - Virgil Suarez, author of HAVANA THURSDAYS.

    He dropped out of school and joined a group of Dené, Secwépemc, Gitxsan, Dakelh, Apache, Tohono O’odham, Seri, Purépecha, and Maya runners, all fleeing difficult beginnings. Telling their stories alongside his own, Álvarez writes about a four-month-long journey from Canada to Guatemala that pushed him to his limits. He writes not only of overcoming hunger, thirst, and fear―dangers included stone-throwing motorists and a mountain lion―but also of asserting Indigenous and working-class humanity in a capitalist society where oil extraction, deforestation, and substance abuse wreck communities.Running through mountains, deserts, and cities, and through the Mexican territory his parents left behind, Álvarez forges a new relationship with the land, and with the act of running, carrying with him the knowledge of his parents’ migration, and―against all odds in a society that exploits his body and rejects his spirit―the dream of a liberated future.

    How does it feel to be constantly regarded as a potential threat, strip-searched at every airport?Or be told that, as an actress, the part you’re most fitted to play is ‘wife of a terrorist’? How does it feel to have words from your native language misused, misappropriated and used aggressively towards you? How does it feel to hear a child of colour say in a classroom that stories can only be about white people? How does it feel to go ‘home’ to India when your home is really London? What is it like to feel you always have to be an ambassador for your race? How does it feel to always tick ‘Other’?Bringing together 21 exciting black, Asian and minority ethnic voices emerging in Britain today, The Good Immigrant explores why immigrants come to the UK, why they stay and what it means to be ‘other’ in a country that doesn’t seem to want you, doesn’t truly accept you – however many generations you’ve been here – but still needs you for its diversity monitoring forms.Inspired by discussion around why society appears to deem people of colour as bad immigrants – job stealers, benefit scroungers, undeserving refugees – until, by winning Olympic races or baking good cakes, or being conscientious doctors, they cross over and become good immigrants, editor Nikesh Shukla has compiled a collection of essays that are poignant, challenging, angry, humorous, heartbreaking, polemic, weary and – most importantly – real.

    Jean-Dominique Bauby wrote his memoirs by blinking his left eyelid, unable to move the rest of his body. Frederic Cassidy was obsessed with the language of place, and after posing hundreds of questions to folks all over the United States, amassed (among other things) 176 words for dust bunnies. Georges Perec wrote a novel without using the letter e (so well that at least one reviewer didn't notice its absence), then followed with a novella in which e was the only vowel. A love letter to all those who love words, language, writing, writers, and stories, Alphamaniacs is a stunningly illustrated collection of mini-biographies about the most daring and peculiar of writers and their audacious, courageous, temerarious way with words.

    Bringing technology into the classroom is about so much more than replacing overhead projectors and chalkboards with Smart Boards. Unfortunately, as Stanford Professor Jo Boaler says, “We are in the twenty-first century, but visitors to many math classrooms could be forgiven for thinking they had stepped back in time and walked into the Victorian era.” But that’s all about to change . . . In Teaching Math with Google Apps, author-educators Alice Keeler and Diana Herrington reveal more than 50 ways teachers can use technology in math classes. The goal isn’t using tech for tech’s sake; rather, it’s to help students develop critical-thinking skills and learn how to apply mathematical concepts to real life. Memorization and speed tests seem irrelevant to students who can find the solution to almost any math problem with a tap of the finger. But today’s digital tools allow teachers to make math relevant. Specifically, Google Apps give teachers the opportunity to interact with students in more meaningful ways than ever before, and G Suite empowers students to stretch their thinking and their creativity as they collaborate, explore, and learn. Teaching Math with Google Apps shows you how to: Create engaging activities that make math relevant to your students Interact with students throughout the learning process Spend less time repeating instructions and grading work Improve your lessons so you can better meet your students’ needs Packed with lesson ideas, links to downloadable templates, step-by-step instructions, and resources, Teaching Math with Google Apps equips you to bring your math class into the twenty-first century with easy-to-use technology. What are you waiting for?