But before he became a worldwide sensation, Scott Turow wrote a book that is entirely true, the account of his own searing indoctrination into the field of law called... The first year of law school is an intellectual and emotional ordeal so grueling that it ensures only the fittest survive. Now Scott Turow takes you inside the oldest and most prestigious law school in the country when he becomes a "One L," as entering students are known at Harvard Law School. In a book that became a national bestseller, a law school primer, and a classic autobiography, he brings to life the fascinating, shocking reality of that first year. Provocative and riveting, One L reveals the experience directly from the combat zone: the humiliations, triumphs, hazings, betrayals, and challenges that will make him a lawyer-and forever change Turow's mind, test his principles, and expose his heart.

    A major catalyst for social change in the United States for more than 70 years, this school has touched the lives of so many people, including Martin Luther King Jr., Rosa Parks, Eleanor Roosevelt, and Pete Seeger. Filled with disarmingly honest insight and gentle humor, The Long Haul is an inspiring hymn to the possibility of social change. It is the story of Myles Horton, in his own words: the wise and moving recollections of a man of uncommon determination and vision.

    Twenty reliable, flexible strategies (along with dozens of variations) are organized into these groups of instruction:*mastery style to emphasize the development of student memory;*understanding style to expand students' capacities to reason and explain;*self-expressive style to stimulate and nourish students' imaginations and creativity; *interpersonal style to help students find meaning in the relationships they forge as partners and team members, united in the act of learning; and*four-style strategies that integrate all four styles.To guide teachers in delivering content to students, the authors started with the best research-based teaching and learning strategies and created a tool called the Strategic Dashboard. The dashboard provides information about each teaching strategy in a concise, visual profile; it is also designed to document how you incorporate current, highly respected research into your instructional plans.For each strategy, you'll find the following information:*a brief introduction to the strategy;*an example of a teacher using the strategy in the classroom;*the research base supporting the strategy and how the strategy benefits students;*how to implement the strategy using a list of clear steps; *guidance through the planning process, providing steps, examples, and suggestions for designing superior lessons; and*additional tools, strategies, and resources for adapting and expanding the use of each strategy.The authors have combined their years of research and practice to deliver reliable, high-impact, flexible teaching and learning strategies grounded in current, highly regarded research to teachers at all levels of experience.

    Over the next decade he built fifty-five schools—especially for girls—that offer a balanced education in one of the most isolated and dangerous regions on earth. As it chronicles Mortenson’s quest, which has brought him into conflict with both enraged Islamists and uncomprehending Americans, Three Cups of Tea combines adventure with a celebration of the humanitarian spirit.

    

    When Bill Bratton was sworn in as New York City's police commissioner in 1994, he made what many considered a bold promise: The NYPD would fight crime in every borough...and win.  It seemed foolhardy; even everybody knows you can't win the war on crime.  But Bratton delivered.  In an extraordinary twenty-seven months, serious crime in New York City went down by 33 percent, the murder rate was cut in half--and Bill Bratton was heralded as the most charismatic  and respected law enforcement official in America..  In this outspoken account of his news-making career, Bratton reveals how his cutting-edge policing strategies brought about the historic reduction in crime.Bratton's success made national news and landed him on the cover of Time.  It also landed him in political hot water.  Bratton earned such positive press that before he'd completed his first week on the job, the administration of New York's media-hungry mayor Rudolph Giuliani, threatened to fire him.  Bratton gives a vivid, behind-the-scenes look at the sizzle and substance, and he pulls no punches describing the personalities who really run the city.Bratton grew up in a working-class Boston neighborhood, always dreaming of being a cop.  As a young officer under Robert di Grazia, Boston's progressive police commissioner, he got a ground-level view of real police reform and also saw what happens when an outspoken, dynamic, reform-minded police commissioner starts to outshine an ambitious mayor.  He was soon in the forefront of the community policing movement and a rising star in the profession.  Bratton had turned around four major police departments when he accepted the number one police job in America.When Bratton arrived at the NYPD, New York's Finest were almost hiding; they had given up on preventing crime and were trying only to respond to it.  Narcotics,  Vice,  Auto Theft, and the Gun Squads all worked banker's hours while the competition--the bad guys--worked around the clock.  Bratton changed that.  He brought talent to the top and instilled pride in the force; he listened to the people in the neighborhoods and to the cops on the street.  Bratton and his "dream team" created Compstat, a combination of computer statistics analysis and an unwavering demand for accountability.  Cops were called on the carpet, and crime began to drop.  With Bratton on the job, New York City was turned around.Today, New York's plummeting crime rate and improved quality of life remain a national success story.  Bratton is directly responsible, and his strategies are being studied and implemented by police forces across the country and around the world.  In Turnaround, Bratton shows how the war on crime can be won once and for all.

    Since then, the ways we process written language have changed dramatically with many concerned about both their own changes and that of children. New research on the reading brain chronicles these changes in the brains of children and adults as they learn to read while immersed in a digitally dominated medium.Drawing deeply on this research, this book comprises a series of letters Wolf writes to us—her beloved readers—to describe her concerns and her hopes about what is happening to the reading brain as it unavoidably changes to adapt to digital mediums. Wolf raises difficult questions, including:Will children learn to incorporate the full range of "deep reading" processes that are at the core of the expert reading brain?Will the mix of a seemingly infinite set of distractions for children’s attention and their quick access to immediate, voluminous information alter their ability to think for themselves?With information at their fingertips, will the next generation learn to build their own storehouse of knowledge, which could impede the ability to make analogies and draw inferences from what they know?Will all these influences, in turn, change the formation in children and the use in adults of "slower" cognitive processes like critical thinking, personal reflection, imagination, and empathy that comprise deep reading and that influence both how we think and how we live our lives?Will the chain of digital influences ultimately influence the use of the critical analytical and empathic capacities necessary for a democratic society?How can we preserve deep reading processes in future iterations of the reading brain?Who are the "good readers" of every epoch?Concerns about attention span, critical reasoning, and over-reliance on technology are never just about children—Wolf herself has found that, though she is a reading expert, her ability to read deeply has been impacted as she has become, inevitably, increasingly dependent on screens.Wolf draws on neuroscience, literature, education, technology, and philosophy and blends historical, literary, and scientific facts with down-to-earth examples and warm anecdotes to illuminate complex ideas that culminate in a proposal for a biliterate reading brain. Provocative and intriguing, Reader, Come Home is a roadmap that provides a cautionary but hopeful perspective on the impact of technology on our brains and our most essential intellectual capacities—and what this could mean for our future.

    Now Debbie turns her attention to the groups themselves and the teacher's role in small-group instruction. Making the Most of Small Groups grapples with difficult questions regarding small-group instruction in elementary classrooms such as:How do I find the time?How can I be more organized?How do I form groups?How can I differentiate to meet the needs of all of my students?Structured around the five essential reading elements—comprehension, fluency, phonemic awareness, phonics, and vocabulary—the book provides practical tips, sample lessons, lesson plans and templates, suggestions for related literacy work stations, and connections to whole-group instruction. In addition to ideas to use immediately in the classroom, Debbie provides an overview of relevant research and reflection questions for professional conversations.

    The challenges are many, and for the faculty—whose jobs may depend on their students’ ability to improve on the test—the stakes are high.Ten-year-old Hydea is about to start fifth grade—with second-grade reading skills. Her friend Marbella is a little further along, but she’s more interested in socializing than in learning. And then there’s Matthew, a second grader who began the school year below grade level and who, over the course of the year, slipped even more. In past years, these three students and many others would have received help from the literacy specialist Mrs. Schaefer. But with cutbacks and a change in her job description—the third in as many years—she won’t be able to give all struggling students the same attention. This year, she will have to select the few students whom she and the teachers can bet on—the ones who are close to achieving proficiency on the CMT. The hope is that this strategy, though not ideal, will give them the boost they—and the school—need to pass the exams. And, for added measure, Principal Hay has already asked his faculty to teach to the test.Journalist Ron Berler spent a full year at Brookside, sitting in on classes, strategy sessions, and even faculty meetings. In Raising the Curve, he introduces us to the students, teachers, and staff who make up the Brookside community. Though their school is classified as failing—like so many others across the country—they never give up on themselves or on one another. In this nuanced and personal portrait, Berler captures their concerns, as well as their pride, resilience, and spirited faith.

    "Mosaic of Thought "chronicles that journey, which ultimately led the authors to elaborate on eight cognitive processes identified in comprehension research and used by successful readers. These serve as models for the strategies offered in this book - strategies intended to help children become more flexible, adaptive, independent, and engaged readers."Mosaic" proposes a new instructional paradigm focused on in-depth, explicit instruction in the strategies used by proficient readers. The authors take us beyond the traditional classroom into the literature based, workshop-oriented classrooms. Through vivid portraits of these remarkable environments (all participants in the Denver-based Reading Project of the Public Education & Business Coalition), we see how explicit instruction looks in dynamic, literature-rich readers' workshops. As the students connect to background knowledge, create sensory images, ask questions, draw inferences, determine what's important, synthesize ideas, and solve problems at the word and text level, they are able to construct a rich mosaic of meaning.Straightforward and jargon-free, "Mosaic of Thought" has relevance to all literature-based classrooms, regardless of level. It offers practical tools for inservice teachers, as well as essential methods instruction for preservice teachers at both the undergraduate and graduate level. Indeed, anyone interested in literacy will benefit from the authors' challenge to rediscover the thought processes that inform our own comprehension.

    This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world.There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book.The book is organized into seven chapters:Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.)Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.)Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.)Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language)Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.)Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.)Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.)There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book.

    Many teachers find the independent reading workshop to be the component of reading instruction that meets this challenge because it makes it possible to teach the reading skills and strategies children need and guides them toward independence, intention, and joy as readers.In Growing Readers, Kathy Collins helps teachers plan for independent reading workshops in their own classrooms. She describes the structure of the independent reading workshop and other components of a balanced literacy program that work together to ensure young students grow into strong, well-rounded readers. Kathy outlines a sequence of possible units of study for a yearlong curriculum. Chapters are devoted to the individual units of study and include a sample curriculum as well as examples of mini-lessons and reading conferences. There are also four “Getting Ready” sections that suggest some behind-the-scenes work teachers can do to prepare for the units. Topics explored in these units include:print and comprehension strategies;reading in genres such as poetry and nonfiction;connecting in-school reading and out-of-school reading;developing the strategies and habits of lifelong readers.A series of planning sheets and management tips are presented throughout to help ensure smooth implementation.We want our students to learn to read, and we want them to love to read. To do this we need to lay a foundation on which children build rich and purposeful reading lives that extend beyond the school day. The ideas found in Growing Readers create the kind of primary classrooms where that happens.

    There, I underwent a life-changing experience. As I walked the beaches with the American veterans who had returned for this anniversary, men in their sixties and seventies, and listened to their stories, I was deeply moved and profoundly grateful for all they had done. Ten years later, I returned to Normandy for the fiftieth anniversary of the invasion, and by then I had come to understand what this generation of Americans meant to history. It is, I believe, the greatest generation any society has ever produced."        In this superb book, Tom Brokaw goes out into America, to tell through the stories of individual men and women the story of a generation, America's citizen heroes and heroines who came of age during the Great Depression and the Second World War and went on to build modern America. This generation was united not only by a common purpose, but also by common values--duty, honor, economy, courage, service, love of family and country, and, above all, responsibility for oneself. In this book, you will meet people whose everyday lives reveal how a generation persevered through war, and were trained by it, and then went on to create interesting and useful lives and the America we have today."At a time in their lives when their days and nights should have been filled with innocent adventure, love, and the lessons of the workaday world, they were fighting in the most primitive conditions possible across the bloodied landscape of France, Belgium, Italy, Austria, and the coral islands of the Pacific. They answered the call to save the world from the two most powerful and ruthless military machines ever assembled, instruments of conquest in the hands of fascist maniacs. They faced great odds and a late start, but they did not protest. They succeeded on every front. They won the war; they saved the world. They came home to joyous and short-lived celebrations and immediately began the task of rebuilding their lives and the world they wanted. They married in record numbers and gave birth to another distinctive generation, the Baby Boomers. A grateful nation made it possible for more of them to attend college than any society had ever educated, anywhere. They gave the world new science, literature, art, industry, and economic strength unparalleled in the long curve of history. As they now reach the twilight of their adventurous and productive lives, they remain, for the most part, exceptionally modest. They have so many stories to tell, stories that in many cases they have never told before, because in a deep sense they didn't think that what they were doing was that special, because everyone else was doing it too. "This book, I hope, will in some small way pay tribute to those men and women who have given us the lives we have today--an American family portrait album of the greatest generation."                In this book you'll meet people like Charles Van Gorder, who set up during D-Day a MASH-like medical facility in the middle of the fighting, and then came home to create a clinic and hospital in his hometown. You'll hear George Bush talk about how, as a Navy Air Corps combat pilot, one of his assignments was to read the mail of the enlisted men under him, to be sure no sensitive military information would be compromised. And so, Bush says, "I learned about life." You'll meet Trudy Elion, winner of the Nobel Prize in medicine, one of the many women in this book who found fulfilling careers in the changed society as a result of the war. You'll meet Martha Putney, one of the first black women to serve in the newly formed WACs. And you'll meet the members of the Romeo Club (Retired Old Men Eating Out), friends for life.         Through these and other stories in The Greatest Generation, you'll relive with ordinary men and women, military heroes, famous people of great achievement, and community leaders how these extraordinary times forged the values and provided the training that made a people and a nation great.From the Hardcover edition.

    And teachers, like the rest of the population, aren't perfect. Yet good teaching happens, and great teachers continue to inspire and educate generations of students. See Me After Class helps those great teachers of the future to survive the classroom long enough to become great.Fueled by hundreds of hilarious--and sometimes shocking--tales from the teachers who lived them, Elden provides tips and strategies that deal head-on with the challenges that aren't covered in new-teacher training. Lessons can go wrong. Parents may yell at you. Sunday evenings will sometimes be accompanied by the dreaded countdown to Monday morning. As a veteran teacher, Elden offers funny, practical, and honest advice, to help teachers walk through the doors of their classrooms day after day with clarity, confidence...and sanity!"You know how you've always thought that if you were a teacher you'd go insane? Well, this very funny book proves that you definitely would. But in a good way."--Dave Barry, Pulitzer Prize winning humor writer"A useful, empathetic guide to weathering the first-year lumps...a frothy, satisfying Guinness for the teacher's soul."--Dan Brown, NBCT, Director of the Future Educators Association, and author of The Great Expectations School"See Me After Class is a must-have book for any teacher's bookshelf. On second thought, you'll probably want to keep it on your classroom desk since you'll use it so much!"--Larry Ferlazzo, teacher and author of Helping Students Motivate Themselves"This is the kind of no-nonsense straight talk that teachers are starved for, but too rarely get...Roxanna Elden tells it like it is, with a heavy dose of practicality, a dash of cynicism, a raft of constructive suggestions, and plenty of wry humor."--Rick Hess, Director of Education Policy Studies at AEI, author of Education Week blog, "Rich Hess Straight Up"

    Her willingness to be vulnerable and share the moments she has experienced inclusion, and exclusion, power, and need allow all of us to see the connection between our own lives and the experiences of our students. Shelley is passionate and inspirational – she will cause you to think, to cry, to laugh, and to dream.—JENNIFER KATZ, PhD, AUTHOR OF TEACHING TO DIVERSITYIn One Without the Other: Stories of Unity Through Diversity and Inclusion, Shelley Moore explores the changing landscape of inclusive education. Presented through real stories from her own classroom experience, this passionate and creative educator tackles such things as inclusion as a philosophy and practice, the difference between integration and inclusion, and how inclusion can work with a variety of students and abilities. Explorations of differentiation, the role of special education teachers and others, and universal design for learning all illustrate the evolving discussion on special education and teaching to all learners. This book will be of interest to all educators, from special ed teachers, educational assistants and resource teachers, to classroom teachers, administrators, and superintendents.