Detailing an examination of language, literacy and school reform, this work provides an inside view of how teacher research and reform can positively change both teachers and students, making then better readers, writers and learners.
'When Least Heat-Moon lost his job in a college in Missouri, he got a half-ton Ford van, packed a few necessaries, including Leaves of Grass and Neihardt's Black Elk Speaks, and set out to follow the track of various ancestors and write a book about America. The book is called Blue Highways and it is a masterpiece ... Least Heat-Moon has a genius for finding people who have not even found themselves, exploring their lives, capturing their language, and recreating little (or big) worlds, or moments. In short, he makes America seem new, in a very special way, and its people new. Blue Highways is a magnificent and unique tour.' Robert Penn Warren 'Least Heat-Moon is a witty, generous, sophisticated and democratic observer. His modesty, his subtle, kindly humour, and his uncanny gift for catching good people at good moments makes Blue Highways a joy to read.' Annie Dillard
Hailed as a masterpiece of American travel writing, Blue Highways is an unforgettable journey along our nation's backroads. William Least Heat-Moon set out with little more than the need to put home behind him and a sense of curiosity about "those little towns that get on the map -- if they get on at all -- only because some cartographer has a blank space to fill: Remote, Oregon; Simplicity, Virginia; New Freedom, Pennsylvania; New Hope, Tennessee; Why, Arizona; Whynot, Mississippi." His adventures, his discoveries, and his recollections of the extraordinary people he encountered along the way amount to a revelation of the true American experience.
If you?re planning a trip, it?s relatively easy to find the fastest route by visiting Yahoo or MapQuest internet web sites or ? if you?re hopelessly old-fashioned- unfolding a map. But how do you choose the most interesting route, and create a trip that is more than just a blur of mile markers and exit signs? Exploring America?s Highways: Wisconsin Trip Trivia may have the answer!Exploring America?s Highways: Wisconsin Trip Trivia provides travelers a guided tour along specific routes throughout the state. Travelers will obtain a wide range of interesting information along the highway including: ? Place Name? Historical Markers? Local Landmarks? Prominent People? Industry and Inventions? Geological? General TriviaDid you know that: ? Jesse James and his gang were chased out of Northfield trying to rob their first bank? ? The first woman ever to reach the North Pole came from Ely, or Mountain Lake was originally named Midway because it was midway between the railroad line that travels from St. Paul to Sioux City, Iowa. These are just a few of the fun things revealed in this book.There is no reason anybody needs to dread long hours of driving time anyway. Just find your route (highlighted in the table of contents) and read along, city by city. It?s that simple.
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
Shows how to create meaningful, intellectually stimulating programs of literary study that are developmentally appropriate for students' needs, interests, and experiences. This book provides a theoretically based model for creating developmentally appropriate literary study programs for elementary schools.
In the tradition of Kathleen Norris, Terry Tempest Williams, and Thomas Merton, The Solace of Fierce Landscapes explores the impulse that has drawn seekers into the wilderness for centuries and offers eloquent testimony to the healing power of mountain silence and desert indifference. Interweaving a memoir of his mothers long struggle with Alzheimers and cancer, meditations on his own wilderness experience, and illuminating commentary on the Christian via negativa--a mystical tradition that seeks God in the silence beyond language--Lane rejects the easy affirmations of pop spirituality for the harsher but more profound truths that wilderness can teach us. There is an unaccountable solace that fierce landscapes offer to the soul. They heal, as well as mirror, the brokeness we find within. It is this apparent paradox that lies at the heart of this remarkable book: that inhuman landscapes should be the source of spiritual comfort. Lane shows that the very indifference of the wilderness can release us from the demands of the endlessly anxious ego, teach us to ignore the inessential in our own lives, and enable us to transcend the false self that is ever-obsessed with managing impressions. Drawing upon the wisdom of St. John of the Cross, Meister Eckhardt, Simone Weil, Edward Abbey, and many other Christian and non-Christian writers, Lane also demonstrates how those of us cut off from the wilderness might make some desert in our lives. Written with vivid intelligence, narrative ease, and a gracefulness that is itself a comfort, The Solace of Fierce Landscapes gives us not only a description but a performance of an ancient and increasingly relevant spiritual tradition.
Containing more than 600 entries, this valuable resource presents all aspects of travel writing. There are entries on places and routes (Afghanistan, Black Sea, Egypt, Gobi Desert, Hawaii, Himalayas, Italy, Northwest Passage, Samarkand, Silk Route, Timbuktu), writers (Isabella Bird, Ibn Battuta, Bruce Chatwin, Gustave Flaubert, Mary Kingsley, Walter Ralegh, Wilfrid Thesiger), methods of transport and types of journey (balloon, camel, grand tour, hunting and big game expeditions, pilgrimage, space travel and exploration), genres (buccaneer narratives, guidebooks, New World chronicles, postcards), companies and societies (East India Company, Royal Geographical Society, Society of Dilettanti), and issues and themes (censorship, exile, orientalism, and tourism). For a full list of entries and contributors, a generous selection of sample entries, and more, visit the Literature of Travel and Exploration: An Encyclopedia website.
Invaluable insights into finding diverse investment opportunities in the emergent global economy From Brazilian farmlands to Colombian gold fields, from Chinese shopping malls to Indian hotels, from South African wine country to the boom/bust souks of Dubai, this around-the-world investing field trip explores the nooks and crannies for hidden investment opportunities. World Right Side Up: Investing Across Six Continents is packed with ideas to power your portfolio in the years ahead while teaching you a little fascinating history along the way. Fact is, the world's markets have changed in a big way. For the first time since before the Industrial Revolution, the emerging markets now contribute as much to the global economy as their more well-developed peers. Far from being an anomaly, this state of affairs is more in line with the bulk of human experience. For centuries, China and India were the world's largest economies. And so the world is turning...right side up. This change creates a wealth of opportunities for investors, in both the emerging markets and developed markets. World Right Side Up is your guide on how to take full advantage of this shift. Provides an entertaining view of various regions visited by the author, including South America, Asia, Africa, North America, and the Middle East Explores specific investment ideas and themes, including opportunities in agriculture, water, energy, infrastructure and much more Includes five key takeaways from each region, an invaluable feature, offering resources to consult for more information and guidance While some people fear the changes happening now, the reality is that for the forward-thinking investor, these sizable new markets will create extraordinary new opportunities.
In this work, the authors provide the first systematic exploration of the philosophical foundations and the historical development of qualitative inquiry for language and literacy researchers, novices and experts alike.
This book highlights the intersectionality of educational marginalization in sub-Saharan Africa as a legacy of colonialism. It shows how contemporary efforts to promote education in marginalized communities are subsumed under human rights and human capital ideologies.
The author analyzes the way the girls discuss pleasure in becoming "the eye" of the reader, use film to decode the genres of literature, master forms such as fantasy and Gothic, describe the differences between reading and viewing films, and identify only with animal rather than human characters. Blackford intertwines the vivid voices of her girl respondents with her own story of moving beyond her feminist and multicultural assumptions of how children are shaped by the stories we tell in literature. This breakthrough text presents surprising findings about how girls appreciate literature and what they enjoy about reading.
In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.
This book addresses critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap. Despite efforts by educators and policymakers during the past several decades, certain groups of students--primarily African American students, English language learners, and students from low-income homes--continue to underperform on commonly used measures of academic achievement. Too often, teachers and administrators lack both proper preparation and good ideas to confront these issues.
This watershed volume brings together the foremost leading authorities and scholars lending their individual voices to a single, urgent issue: literacy for Latino students. In a departure from traditional paradigms, Latinos examine their own lived experiences in U.S. schools and offer sound theories born from positions of expertise and first-hand knowledge as researchers and educators. Their discussions and critical perspectives on literacy for Latino students in grades K–12 touch on the important topics of: Encouraging biliteracy in the classroomConstructing theories of possibilityPromoting critically literate youthOrganizing teaching and learning to students’ potentialLinking literacy to lived experiencesAs insiders in Spanish-speaking communities that are often maligned for their children’s alleged “failure” in schools, these authors offer hope for children’s academic potential as well as evidence showing that integration of native language and culture in supportive learning environments can lead to success in literacy in two languages. Contributors: Alma Flor Ada, Héctor H. Alvarez, María V. Balderrama, Patricia Baquedano-López, Lilia I. Bartolomé, María Echiburu Berzins, Esteban Díaz, Bárbara Flores, María E. Fránquiz, Kris D. Gutiérrez, Bobbi Ciriza Houtchens, Robert T. Jiménez, Eloise Andrade Laliberty, Alice E. López, Roberta Maldonado, Carmen I. Mercado, Luis C. Moll, Rosa Zubizarreta “In this illuminating volume, the authors courageously challenge the assumption of a skill-based English-only literacy for Latinos. By shifting the literacy debate to a sociocultural terrain, they urge readers to confront the prevailing issues of racism, classism, gender, and economic deprivation that characterize the literacy of Latino/Latina students in the U.S. public schools. Simply put, this volume provides readers with the necessary political clarity to understand and appreciate what it means to be literate in the changing multilingual and multicultural world of the 21st century.” —Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston
This book examines the work of pioneers: teachers who have transformed their classrooms in an effort to broaden the literacy of their students, describing some of the most innovative examples of teaching and learning.
Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. Following an introduction by the editors, essays in the book are as follows: (1) "The Mind in Action: What It Means to Comprehend during Reading" (Paul van den Broeck and Kathleen E. Kremer); (2) "Comprehension Instruction in Elementary School: A Quarter-Century of Research Progress" (Michael Pressley); (3) "Explicit and Implicit Instruction in Comprehension" (Janice A. Dole); (4) "Balancing Literature and Instruction: Lessons from the Book Club Project" (Taffy E. Raphael); (5) "Building Student Capacity to Work Productively during Peer-Assisted Reading Activities" (Lynn S. Fuchs and Douglas Fuchs); (6) "A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Program" (Michael F. Graves); (7) "Classroom Talk about Texts: Is It Dear, Cheap, or a Bargain at Any Price?" (Donna E. Alvermann); (8) "Literacy Lessons Derived from the Instruction of Six Latina/Latino Teachers" (Robert T. Jimenez); and (9) "Beyond Balance: Goal Awareness, Developmental Progressions, Tailoring to the Context, and Supports for Teachers in Ideal Reading and Literacy Programs" (Jere Brophy). (NKA)